Centri za obuku odraslih u Mađarskoj - primeri iz kojih se može učiti

Abstract

Rad centara za obuku odraslih (trening centara) u Mađarskoj, kao institucija za obrazovanje odraslih nastalih krajem XX veka, predstavlja se kroz tri tematska segmenta. Prvi deo rada posvećen je prikazu savremenog stanja u oblasti obrazovanja odraslih u ovoj zemlji, koji obuhvata: donošenje Zakona o obrazovanju odraslih, formiranje relevantnih tela na nacionalnom nivou koja regulišu praksu obrazovanja odraslih i uspostavljanje sistema finansiranja, akreditacije i sertifikacije. U drugom delu data je nešto iscrpnija lična karta centara za obuku odraslih: vrste usluga koje ovi centri pružaju, vrste programa, ciljne grupe polaznika, kadar koji realizuje aktivnosti, povezanost sa relevantnim institucijama... Na kraju su date osnovne informacije o centrima za kontinuirano obrazovanje odraslih u Srbiji, uz tabelarni pregled sličnosti i razlika između centara u dve zemlje. Sačinjene analize nedvosmisleno ukazuju na neophodnost postojanja centara, kao svojevrsnih institucija za obrazovanje odraslih.

The work of adult training centers in Hungary, considered as institutions for adult education formed at the end of the Twentieth century, is represented through three thematic segments. The first part is dedicated to describing of current situation in the field of adult education in the country, including passing of the Law on Adult Education, forming of relevant bodies regulating adult education practice on national level, and establishing of the financing, accreditation and certification system. The second part provides a more thorough identity card of the adult training centers: including types of services the centers provide, types of programs and target groups of participants, the staff working on realization of activities and the links the training centers have with relevant institutions. The last part provides some basic information on continuing adult education centers in Serbia, with tables showing similarities and differences among the centers in the two countries. The analysis unequivocally points to the necessity of establishing such centers as specific institution for adult education.