Учещите се градове в контекста на концепцията за учене през целия живот (визия на студентите, изучаващи учебната дисциплина „Андрагогия“)
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
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.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.006 |
| Meta-epidemiology (narrow) | 0.010 | 0.009 |
| Meta-epidemiology (broad) | 0.010 | 0.008 |
| Bibliometrics | 0.006 | 0.026 |
| Science and technology studies | 0.014 | 0.011 |
| Scholarly communication | 0.006 | 0.007 |
| Open science | 0.015 | 0.007 |
| Research integrity | 0.008 | 0.010 |
| Insufficient payload (model declined to judge) | 0.022 | 0.055 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it