Adults as non-traditional students in the tertiary education of Denmark and Ukraine: comparative discourse of structural, psychologic and pedagogic peculiarities

Roliak, Angelina; Matiienko, Olena; Koliadych, Yuliia; Yatsyshin, O. M.; Dakaliuk, Olha

doi:10.14807/ijmp.v11i9.1411

Cited by 4 publications

(4 citation statements)

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“…Denmark has withstood pressure from all the Nordic countries and most of the European Union and retain two types of tertiary educational institutions (Rasmussen, 2008). (Roliak, Matiienko, Koliadych, Yatsyshin, & Dakaliuk, 2020. So consequently, as it is demonstrated on the Table 1, the duality of teacher training system in Denmark of postmodern period can be described as the following.…”

Section: Structural Features Of Teacher Education In Denmarkmentioning

confidence: 99%

“…Although differences of opinions among scholars still exist, there appears to be some agreement that educational management has three-dimensional subspaces that refer to the DOI: 10.14807/ijmp.v12i6.1754 b) tools of any educational institution control; c) general provision of administration and supremacy in the country's education system (Roliak et al, 2020).…”

Section: Educational Management Definitionsmentioning

confidence: 99%

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Management of teacher education: danish democratic discourse in postmodern era

Roliak

Matiienko

Manzhos

et al. 2021

Ind. Jour. Manag. & Prod.

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In postmodern area, flexible and innovative management should become an integral part of the European education system as every knowledge-based society demands to educate high-quality specialists. The present research combines two dimensions: structural and administrative, including a dual fringe of both management and teacher education environments in the Nordic democratic space. The article offers a comparative analysis of the structural model, administrative principles, and new management initiatives in teacher professional training within the tertiary education system of neo-liberal Denmark. The Danish context is the most essential because this country has gained a unique experience in creating an effective system of self-governing teacher education institutions existing on a relevant background of centralized and decentralized management principles. The methodological contribution of this research is based on a case study approach that includes methods of qualitative analysis, critical induction, information reinterpretation, and generalization. Neo-liberal management initiatives of the Danish democratic state aimed at improving pedagogical education after postmodern period are considered to be a part of the response to the ongoing need for high-quality professional training of teachers based on a solid foundation of autonomy and effective innovative practices.

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Section: Structural Features Of Teacher Education In Denmarkmentioning

confidence: 99%

Section: Educational Management Definitionsmentioning

confidence: 99%

Management of teacher education: danish democratic discourse in postmodern era

Roliak

Matiienko

Manzhos

et al. 2021

Ind. Jour. Manag. & Prod.

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“…These terms are difficult to translate into English but most frequently they are used in the sense of "free and equal adult training" for "enlightenment" (Zøllner, 2000). So the abovementioned Danish notions combine three important and interrelated components: adults, democracy, and education with an emphasis that every citizen is of great value to Danish society and has equal rights to get an education to meet the needs of everybody in this community (Roliak, Matiienko, Koliadych, Yatsyshin, & Dakaliuk, 2020).…”

mentioning

confidence: 99%

“…This act sets the framework for adult education in Denmark. It outlines the right of adults to pursue further education and provides guidelines for the organization, financing, and content of adult education programs (Roliak, Matiienko, Koliadych, Yatsyshin, & Dakaliuk, 2020).…”

mentioning

confidence: 99%

Adult Education in Denmark: Modern Discourse of Legislative Support

Роляк

2023

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Sustainable and rational adult education is now a crucial component of the European education system due to the demands of a modern, innovative workforce that must be highly educated and adaptable. This article provides a comparative examination of adult education contemporary situation in Denmark and Ukraine. The author’s research interests are in the sphere of the legal frameworks supporting the structural patterns, guiding principles, financing, and acknowledgement of Danish adult education. For the establishment of adult education policies in Ukraine, the Danish setting is essential because of Denmark's unique experience in developing a democratic adult training system that is a part of lifelong learning. In data collection for this study, the author has analyzed multiple legislative sources in European and Danish educational environments at various time points from 2000 to 2023. The conducted research demonstrates that the legal framework in the modern Danish environment encourages adult education in a way that shapes it into a very effective system. On the other hand, significant legislative, structural, and technological changes are needed for adult education in Ukraine, particularly in light of the ongoing aggressive war. This comparative study will contribute to a better understanding of the educational situation with adults in advanced European countries and will help to justify new approaches to the training of adult citizens in Ukraine.

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Problem-based Learning in Pedagogic Tertiary Education: European Context Through Denmark Environment

Roliak

Dutka

Mylytsya

et al. 2021

Ind. Jour. Manag. & Prod.

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Nowadays every European knowledge-based society demands a highly qualified, competent workforce being able to adjust to modern innovative production. To educate such specialists is the aim of contemporary teachers. So efficient and innovative pedagogic education becomes an integral part of the European education system. The article deals with the analysis of problem-based technology in the modern system of Danish teacher training in pedagogical higher educational institutions. Analyzing works of European scientists and problem-based model of teacher education in Denmark, working with university and college programs and documents we came to the conclusion that principles of problem-based technology in professional teacher training are similar in the whole European educational environment and in general they may be described as an approach to learning and instruction that has the following characteristics: 1) the use of problems as the starting point for learning, 2) small-group collaboration, 3) flexible guidance of a tutor, 4) student-initiated learning, 5) time availability for self-study. The findings imply that well-designed problem-based learning may lead to better educational results. Multiple sources in Ukrainian, European, and Danish educational environments at various time points from 1990 till 2020 have been used in data collection for this study. Pedagogic education in Ukraine requires a substantial adjustment at the legislative, structural, and technological levels. European experience in this sphere of teacher education modernization can become a valuable asset of the comparative pedagogic science. This practice will lead to effective technological change in teacher professional training in Ukraine.

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Adults as non-traditional students in the tertiary education of Denmark and Ukraine: comparative discourse of structural, psychologic and pedagogic peculiarities

Cited by 4 publications

References 23 publications

Management of teacher education: danish democratic discourse in postmodern era

Management of teacher education: danish democratic discourse in postmodern era

Adult Education in Denmark: Modern Discourse of Legislative Support

Problem-based Learning in Pedagogic Tertiary Education: European Context Through Denmark Environment

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