Rapid development of the technology has influenced its inevitable entrance in the learning processes. Teachers are often challenged to use the appropriate educational technology in the process of teaching in order to ease the learning process of students. Introducing new technology in the teaching process should utilize the new technology in any possible way in order to assist the teacher in transferring the knowledge and assist the students in grasping that knowledge. This paper should emphasize the benefits of using augmented reality in higher education, by measuring outcomes of the students which used augmented reality as a teaching tool in the courses. Results from the survey imply that students show significantly improved results in increasing the interest, understanding and interiorizing the learning material. University teachers found that using augmented reality is significantly improving the learning process of students and their teaching process in a pedagogical and technical sense.

Linguistic diversity comes in various forms. The most common ways of developing knowledge of more than one language according to some authors are either by learning a second language through participation in some form of bilingual education or being raised in a bilingual environment, such as school or a bilingual family. The phenomenon of development of literacy competencies of minority groups, specifically, the context of Roma people, in the Republic of North Macedonia, whose mother tongue is not even considered a standard language is the main research purpose of this paper. Research conducted in comparative studies on integrated education shows that in the elementary schools with high numbers of Roma students actions are rarely taken to enhance the integration of these minority students, because of 1) the lack of iconography, which is important for the ethnic identity of this minority and 2) low competence level of parents and teachers who are not adequately trained to work with students coming from different linguistic backgrounds or social backgrounds that are characterized by low literacy levels and low learning competences. Participants in this study were from several primary schools in North Macedonia and the responses were categorized according to the major themes that occurred. The findings show how women are excluded from obtaining better education and that multilingual children from deprived economic settings with poorly educated parents struggle and are seriously challenged to obtain proper literacy and education in elementary schools. The study reveals important details about the educational legislation, treatment of Roma people by local and international organizations and provides suggestions for improvement of the current status of the Roma population.

Vocational education and training systems in the Republic of Macedonia have been put under strong pressure for modernisation in the last decades. In addition to economic and political globalisation, technological innovations brought rapid changes in the type of jobs and the content of labour in the national economies, which lead to change of the demand for qualifications and new skills on an on-going basis; the open market and migration expanded opportunities for work within and between countries, and the complexity of the demand for new skills on the labour market have dramatically begun affecting and shaping the structure, organisation and content of vocational education and training.This report is based on the experiences from the collaborative approach applied in the development of the Strategy for Vocational Education and Training in a Lifelong Learning Context for the Republic of Macedonia, implemented through a process of consultation with a broad stakeholder basis. It addresses the participants in the process, the steps undertaken to ensure involvement of stakeholders and ultimately ownership over the process (or its components), the obstacles encountered and steps undertaken to address them, the problems, their causes and proposals for preventing and/or eliminating them, as well as the lessons learned and recommendations for further development of the social dialogue and partnership.

Andragoška regionalna akademijaod koncepta do efekata "Bila bi šteta da se ARA sada završi. Regija je u usponu kada je u pitanju obrazovanje odraslih i jedini raspoloživi instrument za regionalnu razmjenu i suradnju je ARA. ... smatram da bi barem dva susreta godišnje na regionalnoj osnovi trebala ostati i da bi ona jako puno pomogla u razvoju sistema obrazovanja odraslih u cijeloj regiji." Mišljenje jednog od ispitanikaApstrakt: Andragoška regionalna akademija je projekat koji je, uz podršku DVV International i nacionalnih partnera zemalja Zapadnog Balkana, realizovan u periodu od 2011. do 2015. godine. Prvenstveno koncipirana kao sistem organizacionih oblika i programa za podršku profesionalnom razvoju pojedinaca za rad u obrazovanju odraslih, činila je okvir u kojem je realizovano deset pojedinačnih programa. U radu su predstavljene osnovne postavke projekta, zatim ostvarene aktivnosti, a najveći prostor u njemu posvećen je rezultatima koji se odnose na efekte Akademije, dobijenim na osnovu ex-post evaluacije, a između ostalog, putem procena polaznika programa. Rezultati pokazuju da su najveći efekti zabeleženi u domenu znanja, veština, osobina ličnosti i stavova polaznika, kao i u domenu promena u obavljanju posla na osnovu naučenog. Takođe se konstatuje veoma izražena potreba za novim mogućnostima unapređivanja profesionalizacije u obrazovanju odraslih u regionu i za međusobnom saradnjom i razmenom.Ključne reči: profesionalizacija u obrazovanju odraslih, Andragoška regionalna akademija -ARA, ex-post evaluacija.

Profound changes in requirements and demands of new skills and competences in the field of labour, which are preconditioned by significant technological development, changing economies, social and political establishments, place educational systems throughout the world (especially vocational education and training and adult education) ahead of a major challenge. -How to enable individuals to gain the skills and competences needed for the labour market of the future?Accomplishing this ambitious goal means that it is necessary to change the old paradigm of "job for a life time" to the new paradigm "learning throughout life" or "lifelong learning". Non-formal education in the context of lifelong learning concept is one of the paths that ensures equal opportunities for obtaining relevant skills, attitudes and competences among individuals. It is compensating the disadvantages of the formal education system which adapts too slowly to the socio-economic changes and is characterized with conservatism leading to inertia of the societies themselves.This paper tends to present educational offer and inclusion in non-formal adult education area, analysing the educational programme offer on one hand, and inclusiveness of the process of non-formal education on other hand. Results will point out the good practices, as well as the challenges that will need to be addressed urgently in order to accomplish the goal of inclusion and equity in the context of lifelong learning concept.