engleski

Perspectives of Education for Development in the Context of Active Citizenship

Education for development, as a special area of human rights education, has become a topic of discussion only in the second half of the 20th century, following the announcement of the United Nations Development Decade. The need to consider it arose after it became evident that economic and technical assistance alone were not sufficient to stimulate development of underdeveloped countries. The initiative for education for development was launched by different international institutions, as well as by scientists and education experts who believe that education represents an important component of the solution to the problem on the global level. The approaches implemented through education for development are capable of making a shift in the way of thinking, as well as in people's actions, in order to make the world a safer, healthier and more prosperous place, thus improving the quality of life. Active participation of individuals in the decision-making processes of both the immediate and the broader social community contributes to viewing the problem from different aspects and shows children and youth that only well-informed, active and responsible citizens can contribute to prosperity. In this regard, active citizenship plays a crucial role. The Perspectives of Education for Development in the Context of Active Citizenship monograph contains scientific and professional papers which deal with the topic of active citizenship, but from various aspects and perspectives, depending on the authors' area of interest. The topics covered in this scientific monograph represent an interesting and current range of issues which are analysed in detail, problematized and – some of them – implemented in everyday practice by means of a theoretical and/or empirical (research-based) approach. The papers discuss and present research results, indicating interdisciplinarity of the areas covered. This scientific monograph discusses the following issues: implementation of the Bologna process and the role of stress in students' adaptation to academic demands for the purpose of achieving a higher quality of education and more flexible approach to implementation of the Bologna guidelines for higher education, and positioning of students in the centre of the education process ; results of a conducted action research on the influence of the media on social skills among preschool-aged children ; importance of the educational potential of geography in the achievement of goals of education for sustainable future which promotes education for active citizenship ; as well as three perspectives of active citizenship: the perspective of the youth today, educational programmes, and various studies in this area. The final paper discusses cultural diversity from the perspective of youth in the context of creating a project which would revolve around active citizenship. A special value of this monograph is reflected in the rich list of references which can serve as a source to scientists and practitioners alike, to students of teacher training programmes, teachers and headmasters, other educational institutions, non-governmental organizations, civil organizations, and to all those who promote the values of active and responsible citizenship.

Education for Development; Active Citizenship; Bologna Process; action research; geography; school programs

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