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Multimodalni pristup u proceni kvaliteta obrazovanja
dc.contributor | Kačavenda-Radić, Nada | |
dc.contributor | Pavlović Breneselović, Dragana | |
dc.contributor | Antonijević, Radovan | |
dc.creator | Medić, Snežana | |
dc.creator | Matejić Đuričić, Zorica | |
dc.creator | Milošević, Zorica B. | |
dc.date.accessioned | 2023-09-14T12:10:06Z | |
dc.date.available | 2023-09-14T12:10:06Z | |
dc.date.issued | 2011 | |
dc.identifier.isbn | 978-86-82019-65-7 | |
dc.identifier.uri | http://reff.f.bg.ac.rs/handle/123456789/4823 | |
dc.description.abstract | U poslednje dve decenije zabeležen je nagli porast naučnog i šire društvenog interesovanja za probleme kvaliteta obrazovanja (kvalitetnog obrazovanja). U ovom radu izvršena je analiza različitih pristupa u određivanju kvaliteta obrazovanja, uz kritičko preispitivanje tzv. multimodalnog ili kovarijatnog modela. Multimodalni pristup zasniva se na činjenici da postoje vrlo različite dimenzije obrazovanja i da je, stoga, nemoguće očekivati da se kvalitet obrazovanja definiše preko jednog izolovanog indikatora kvaliteta. Evropska komisija (2002) podnela je Izveštaj – dokument radne grupe o 15 indikatora kvaliteta doživotnog učenja, koje je EAEA (Evropska asocijacija za obrazovanje odraslih, 2006) dalje razvila kao okvir strategije i modela za procenu kvaliteta učenja i obrazovanja odraslih (za starosnu dob od 16–24 do 65 godina). Za uspostavljanje mogućeg validnog modela za procenu kvaliteta obrazovanja starih (65+) analizirani su ponuđeni indikatori kvaliteta obrazovanja i učenja odraslih sa aspekta njihove relevantnosti za procenu kvaliteta učenja i obrazovanja starih kao i njihova primerenost specifičnostima obrazovanja u Srbiji. | sr |
dc.description.abstract | During the past two decades, the rapid growths of scientific, and broader social interest in the problem of education quality (quality of education) have been written. This paper deals with the analysis of the different approaches in quality education definition by critical re-assessment of, so called, multi-modal or co-variant model. Multimodal assessment is based on the evidence of multidimensional character of education, and impossibility to define its quality by one isolate indicator. European Commission has submitted the Report – document of the Work Group on 15 indicators of Lifelong learning quality, and it has been further developing by EAEA (European Association for Education of Adult, 2006) as the framework of the strategy and the model of assessment of the quality of Adult education and adult learning (for the age over 16, and 24 to 65 age group). In order to create a valid model of elder education quality assessment (65+) analysis of the defined indicators of adult education quality was done in the charge of its relevance for the elder education and its adaptability for specificity of education in Serbia. | sr |
dc.language.iso | sr | sr |
dc.publisher | Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu | sr |
dc.relation | info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179060/RS// | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | Kvalitet u obrazovanju | sr |
dc.subject | multimodalni pristup | sr |
dc.subject | kvalitet obrazovanja | sr |
dc.subject | indikatori kvaliteta | sr |
dc.subject | učenje odraslih | sr |
dc.subject | obrazovanje starih | sr |
dc.subject | multi-modal approaches | sr |
dc.subject | quality of education | sr |
dc.subject | indicators of quality | sr |
dc.subject | adult learning | sr |
dc.subject | elder education | sr |
dc.title | Multimodalni pristup u proceni kvaliteta obrazovanja | sr |
dc.type | bookPart | sr |
dc.rights.license | BY | sr |
dc.citation.epage | 133 | |
dc.citation.rank | M45 | |
dc.citation.spage | 113 | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_reff_4823 | |
dc.type.version | publishedVersion | sr |
dc.identifier.cobiss | 520831639 |
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