Учещите се градове в контекста на концепцията за учене през целия живот (визия на студентите, изучаващи учебната дисциплина „Андрагогия“)
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
В студията са очертани характеристиките на учещите се градове (в т.ч. на единствения учещ се град в България - Пловдив) и ролята им за разширяване на възможностите за учене на възрастните с цел повишаване качеството на живота им, както и на живота в общността. Генерирани са препоръки за развитие на идеята за учещите се градове в България. Анализирани и обобщени са вижданията на студентите от Факултета по педагогика, изучаващи учебната дисциплина „Андрагогия“, за задължителните елементи от структурата на учещия се град и дейностите, извършвани в него. Разгледани са възможностите, които предлагат за професионалната реализация на студентите от специалност Неформално образование. Библиография: Божилова, В. (2017) Обучение на възрастни. Концепции, методически насоки, практически решения. София. Божилова, В. (2015) Образованието на възрастни и учещите се градове. София. Гюрова, В. (2011) Андрагогията в шест въпроса. София Михайлова-Недкова, Г. (2021) Съвременни форми на обучение и развитие в креативност със студенти - педагози в дигитална среда. Плевен Bengtsson, J. (2013) National strategies for implementing lifelong learning - The gap between policy and reality: An international perspective. International Review of Education, 59 (3), p. 343-353. Brown, J. S. & Duguid, P. (2000) The social life of information. Boston, Massachusetts: Harvard Business School Press. Carlsen, A. (2013) The future of lifelong learning. International Review of Education, 59 (3), p. 311-318. Commission of the European Union (2003) R3L programme https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2003:0068:FIN:EN:PDF (14.01.2023 r.) Crowley, L., N. Cominetti (2014) The geography of youth unemployment: A route map for change. Lancaster, The Work Foundation. DfEE (1998) Learning Towns, Learning Cities - The Toolkit - Practice, Progress and Value. Sudbury: DfEE: http://www.lifelonglearning.co.uk/learningcities/ (12.02.2023). Faris, R. (2007) Learning Communities: Webs of Life, Literacy and Learning, Halifax, Symposium on Learning Communities. Gongalves, M. J. (2007) Portuguese Entrepreneurial Women: fostering learning communities, Lifelong Learning in Europe, Volume XXII, issue 2, p. 82-89. Granito, V. J., M.E. Santana (2016) Psychology of Learning Spaces: Impact on Teaching and Learning, Journal of Learning Spaces, Volume 5, Number 1. Kearns, P., R. McDonald, P. Candy, S. Knights, & G. Papadopoulos (1999) VET in the learning age: The challenge of lifelong learning for all, Vol. 2: Overview of international trends, and case studies). Canberra: National Centre for Vocational Education Research Ltd. Longworth, Norman (2003) Lifelong Learning in Action: transforming education in the 21st century, London: Kogan Page. Longworth, N. and Osborne, M. (2010) Six ages towards a learning region: A retrospective. European Journal of Education, 45 (3), p. 368-401. NIACE (1997) The learning divide: a study of participation in adult learning in the United Kingdom, NIACE. Osborne, M. (2003) University continuing education - International understandings. In: M. Osborne and E. Thomas. eds. Lifelong Learning in a Changing Continent: Continuing Education in the Universities of Europe. Leicester, NIACE. Regmi, K. D. (2015) Lifelong learning: Foundational models, underlying assumptions and critiques. International Review of Education, p. 135-145. Rogers, A. (2006) Escaping the slums or changing the slums? Lifelong learning and social transformation. International Journal of Lifelong Education, 25 (2), p. 125-137. Saepudin, A., D. Mulyono (2019) COMMUNITY EDUCATION IN COMMUNITY DEVELOPMENT B: Jurnal Empowerment Volume 8 Nomor 1, Universitas Pendidikan Indonesia, Siliwangi, p. 2580-7692. Sanky, K. and Osborn, M. (2006) „Lifelong Learning region where other learning doesn’t reach“, in R. Edwards et al Researching learning outside the academy. London: Routledge Soczka, L. (2005) Viver (Na) Cidade in Soczka. L. (Org.), Contextos Humanos e Psicologia Ambiental, Lisboa: Fundagao Calouste Gulbenkian, p. 91-131. Tibbitt, J. (2018) A benchmarking approach to understanding community engagement and learning cities. PASCAL Briefng Paper 17. UNESCO Institute for Lifelong Learning (UIL) (2021) Inclusive lifelong learning in cities: Policies and practices for vulnerable groups, Hamburg. UIL (2011) Conceptual evolution and policy developments in lifelong learning. Hamburg, UIL. P. 4-46.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,012 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,010 | 0,009 |
| Méta-épidémiologie (sens large) | 0,010 | 0,008 |
| Bibliométrie | 0,006 | 0,026 |
| Études des sciences et des technologies | 0,014 | 0,011 |
| Communication savante | 0,006 | 0,007 |
| Science ouverte | 0,015 | 0,007 |
| Intégrité de la recherche | 0,008 | 0,010 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,022 | 0,055 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle