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Bilingual, Multilingual, and Multicultural Education

Functional Basic Education of Adults - Programme / educational experiment as active measure

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175 pages

Abstract

This book resulted from the project: Functional Basic Education of Adult Roma of Roma Education Fund, accomplished within the global project: Education and Learning - Prerequisites for European Integrations financed by the Ministry of Science and Environmental Protection of the Republic of Serbia. This publication/Guide came about based on and after the im- plementation of the FBEAR experiment and, in addition to experiences acquired, it summarises long-standing scientific knowledge in the area of adult education, in the following sections: Section 1 – Current situation in the area of (basic) adult edu- cation. Brief overview of current conditions in the area of basic adult education is provided in this section in parallel with the conditions prevailing in this area in the beginning of transition, from 2001 to date. Section 2 – FBEA: programme and instruments. In this sec- tion, summarised knowledge and instruments for functionalisation of basic adult education are laid out. They are the result of a long-term scientific and professional work of the highest educational institutions in Serbia. After a brief overview of advantages of the new vs. the old model of adult education, it provides the explanation of OOO key for functionalisation, interpretation of the term, its purpose, principle and goals and description of instruments necessary for development and implementation of the FBEA programme – from methodology of cur- riculum development through organisation of learning, adult educa- tion and training curriculum to methods for certification of trainings. Generally speaking, this section can be understood as the description for preparation of conditions, concepts and instruments for applica- tion of the FBEA model. Section 3 – FBEA(R) as active measure: example of good practice. The subject of this section is the description of the FBEAR ex- periment implementation process – from the creation of operational plan and concept through setting up of legal and institutional frame- works for its implementation, course of implementation and conver- sion of experiment into a particular active measure. It also provides the explanation of the strategy and outreach of active measure, role of social partnership (vertical and horizontal), sketch of organisational structure, management of experiment and process monitoring. In the end, this section lays out achieved results and their direct and indi- rect beneficiaries. This section is the source of acquired experiences, lessons learned and inspiration for planning the projects and actions aimed at future education of adults (particularly Roma). Section 4 – Sustainability and replicability. This section pro- vides an overview of the factors of the FBEA model sustainability, pos- sibilities of its universal application and challenges i.e. possibilities to institutionalise this programme. Section 5 – recommendations and conclusion. This section lays out key considerations and main recommendations for institu- tionalisation of functional basic education of adults.

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  25. Pravilnik o planu i programu obrazovno-vaspitnog za osnovno obrazovanje i vaspitanje odraslih. (1991). Prosvetni glasnik, XL (6). Pravilnik o programu ogleda Funkcionalnog osnovnog obra- zovanja odraslih Roma. (2006). Prosvetni glasnik, LV (7). Pravilnik o programu ogleda Funkcionalnog osnovnog obra- zovanja odraslih Roma. (2009). Prosvetni glasnik, LV (2). Statistical Office of the Republic of Serbia (2003). 2002 Census of population, households and apartments. Belgrade: Statistical Office of the Republic of Serbia Republički zavod za statistiku. (2009). Anketa o radnoj snazi 2008/RS -Bilten 499. Beograd: RZzS. Poverty Reduction Strategy: http//web.worldbank.org/WBSITE/ EXTERNAL/TOPICS/EXTPOVERTY/0,,menuPK:336998~pagePK:1 49093~theSitePK:336992,00.html advocacy of Roma interests in this project is a big challenge, chance and responsibility. Activities within the project: First year: Establishment of project team and work plan for different proj- ect phases; ensuring logistic and technical support to the proj- ect; establishment of cooperation on the project with partner organisations; Establishment of curricular team for basic education and defini- tion of their goals, objectives and work schedule; establishment of curricular team for particular occupations and definition of their goals, objectives and work schedule; Development of curriculum for 7 and 8 grade and correspond- ing didactical material for teachers and non-governmental or- ganisations included in the project; Regional conference of experts from the countries included in the Decade of Roma; Development of motivation seminar modules for the inclusion of Roma in the education process and modules for the improve- ment of teachers' and principals' competences for the project implementation and work with Roma; Seminars and trainings for the participants in project implemen- tation; Preparation of legal procedures in the Ministry of Education and Sport; and provision of logistic and technical support for imple- mentation of experimental model in the system of educational institutions; Creation of instruments for project evaluation and monitoring; Public presentation of functional basic adult education model (organisation of conference); regional cooperation with the countries implementing similar projects Roma -measured by the quality of education to be acquired by attendants i.e. education outcomes) Considerably increased interest of Roma in the inclusion into the functional basic education (to be measured through a percent- age of those interested in the inclusion in basic education) Developed and tested model will enhance inclusion of Roma in the education system (to be measured by new generations of Roma included in the basic education and through the de- creased drop-out rate) Developed model adjusted to all those who are not educated and who are poor in order to help them to use their own efforts to get out of poverty Team: Professor Snežana Medić Ph.D. (team leader);
  26. Mirjana Milanović (project manager);
  27. Ljuan Koka,( team leader for Roma issues);
  28. Zorica Kubiček, (Roma coordinator);
  29. Professor Miomir Despotović, Ph.D. (team leader for the devel- opment of vocational training curriculum);
  30. Katarina Popović Ph.D., (team leader for the development of cur- riculum for basic education of adults);
  31. Nadja Bulat (project secretary) Project partners: National Council of the Roma People Society for Adult Education Ministry of Education and Sport Society of primary schools for basic adult education National Employment Agency Forms (embassies, passport, health insurance card…) (respon- sible living);
  32. Vaccines; Calendar (own calendars to be designed);
  33. Empty floppy discs (CDs, Floppy);
  34. Class notes etc.
  35. Curricular team-designers of curriculum;
  36. Team of the Ministry of Education and Sport of the Republic of Serbia and Provincial Secretariat of the Autonomous Province of Vojvodina;
  37. Educational advisors from the region;
  38. Primary school principals;
  39. Secondary school teachers -practical training teachers;
  40. Team of primary school teachers for design of didactical mate- rial;
  41. Roma assistants 4 activity programmes were carried out at the Seminar: I activity programme -secondary school teachers -practi- cal training teachers and Roma assistants: 1. Familiarising with the FBEAR project, position, role and impor- tance of trainings as the main project activity.
  42. Training of secondary school teachers for implementation of vo- cational training programmes, obligations and responsibilities.
  43. Familiarisation with the training selection method for the proj- ect, development methodology of selected trainings (stan-
  44. Work organisation principles and flexibility of period timetable in the process of parallel implementation of teaching and train- ings.
  45. SWOT analysis of the strengths and weaknesses in the imple- mentation of trainings. IV activity programme -Roma assistants:
  46. Familiarising with practical training teachers.
  47. Agreeing on responsibilities of Roma assistants in monitoring of training implementation.
  48. Familiarising with training implementation and requirements of attendants in relation to trainings.
  49. Cooperation with the Curricular Team and Teachers' Team to functionalise general subjects for the purpose of trainings.
  50. SWOT analysis of strengths and weaknesses in the implementa- tion of trainings.
  51. Discussions with Roma leader about the position and problems Roma assistants face in project activities. V activity programme -Ministerial team and educational advisors: 1. Agreeing on the strategy for Project sustainability after the proj- ect has ceased to be funded.
  52. Monitoring and support in the work of all previously defined groups (Curricular Team, Team of primary school teachers, Team of secondary school teachers for the implementation of training programme and Roma Assistants).
  53. SWOT analysis of strengths and weaknesses for implementation of trainings.
  54. Defining future cooperation with all previously defined work groups. Mirjana Milanović, MPS, project manager Zorica Kubiček, NSRNZ, Roma coordinator, Professor Miomir Despotović Ph.D., Institute for Pedagogy and Andragogy, team leader for the development of training cur- riculum, Katarina Popović Ph.D., NGO Society for Adult Education, team leader for the development of curriculum for basic education of adults, Curricular team: Ljiljana Levkov, Ph.D., team leader (key expert for development of curriculum for 7 and 8 grade and leader of curricular team) I strategic part of the curricular team: Slavica Toma, Ph.D. Desanka Radunović, Ph.D. Ljiljana Đurić Suzana Spasić Emina Hebib, Ph.D. Subject part of curricular team: Jelena Filipović (consultant) Slobodanka Raković (Serbian) Slobodanka Božović (biology) Radojka Vlajev (geography) Biljana Stojanović (history) Marija Krneta (physics)
  55. Radojka Đurđević (chemistry) Ljiljana Ljubisavljević (IT)
  56. Mila Paunić, M.A. (health care education)
  57. Radmila Gošović (civil education)
  58. Basics of technical and IT literacy 10. Basics of entrepreneurship and employment 11. Responsible living 12. Roma language with elements of national culture Joint activities of Roma assistants and principal, Joint activities of Roma assistants and attendants (curricular and extra-curricular), Roma assistant activities in local environment (municipality, Centre for Social Work, Employment Service, employers...), Participation of Roma assistants and attendants in the design of didactical material and use of equipment (per subjects), Other joint activities of Roma assistants and teachers, Difficulties in teaching (general, common for all attendants) and method of their elimination, Difficulties in cooperation with the principal, teacher and atten- dants, Monitoring of trainings -notes, difficulties, methods of problem solving, Assistance and support necessary to Roma assistant. The analysis of Work Protocol 73 kept by Roma assistants con- firms the importance of their role and illustrates their contribution made during the experiment implementation, particularly when had in mind the group activities and types of problems which they effec- tively resolved in the course of experiment implementation: Together with the teachers, they motivated the attendants pointing out the possibilities to find better jobs after the com- pletion of training. Each attendant showed different preferences and had different motivation for attendance. A large number of attendants encountered problems in the ob- tainment of documents necessary for registration in the Nation- al Employment Service. Roma assistants personally obtained documents for these attendants and registered them in the Na- tional Employment Service.
  59. 73 Cumulative report from all Work Protocols kept by Roma assistants was made by Zorica Kubiček, Roma coordinator (NSRNZ) and the extracts from this report are included herein.
Katarina Popovic
University of Belgrade, Faculty Member
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