Andragogy

• Definition of andragogy as a science and its fundamental concepts:
The concept of adulthood and periods of life. Adult target groups. Adult education and differences between adult education and the education of children and young adults. Types of adult education. Obstacles to, reasons and motivation for adult education. Education and types of education, and re-education of adults. Socialisation of adults. Theory of permanent education and lifelong learning and adult education.
• Adult education as a social, institutional (schools, adult education institutions, companies, etc.) and individual need:
The influence of social changes on adult education. Knowles, Kidd (knowledge for survival). Institutionalised adult education. Tough (learning projects, independent adult education), Titmus etc. Importance of andragogical work and various roles of the professionals involved in adult education (leaders, organisers, mentors, animators, counsellors, instructors, etc.).
• Curriculum for work with and education of adults:
The andragogical cycle. Establishing the need for adult education and methods of putting together adult educational programmes. Programming and planning of adult education. Sources of knowledge. Adult education methods. Forms of adult education. Conditions and implementation of adult education and consideration of andragogical principles. Evaluation (types, methods) of adult education. Formal and informal evaluation.
• Professional development of an adult (teacher, expert in adult education):
The formulation of a model of personal lifelong learning and the method of educational biography.
• Promotion of lifelong adult learning:
Promoting opportunities for and the desire for adult learning. Promoting and facilitating access to education along a formal or informal path. Improvement of and widening of the scope of available education. Improvement of information provision, organisation, mentoring, counselling, e-education, etc. of adults.

1. Temeljna literatura:
• Bregar, L., Zagmajster M., Radovan, M. (2020). E-izobraževanje za digitalno družbo. Ljubljana: Andragoški center Slovenije, 357 str. https://www.acs.si/digitalna-bralnica/e-izobrazevanje-za-digitalno-druz…
• Govekar-Okoliš, M. in Ličen, N. (2008). Poglavja iz andragogike, Ljubljana: Znanstvena založba Filozofske fakultete, Oddelek za pedagogiko in andragogiko, 143 str. ID= 238592256
• Govekar-Okoliš, M. Kranjčec, R. (2016). Mentorstvo v praktičnem usposabljanju v delovnih organizacijah, (Zbirka Razprave FF). 1. izd. Ljubljana: Znanstvena založba Filozofske fakultete, 2016. 204 str., ilustr. ID=284397312
• Govekar-Okoliš, M. (2017). The role of grammar schools in forming the national identity of the Slovenes within Austria from 1849 to 1914, (Erziehung - Unterricht - Bildung, Bd. 182). Hamburg: Verlag Dr. Kovač, 2017. 182 str., Ilustr. ID=65563746
• Govekar-Okoliš, M. (2018). Teacher education within Slovenian and Croatian regions from 1867 to 1914. Review of Croatian history, ISSN 1845-4380, 2018, vol. 14, br. 1, str. 173-198.
• Govekar-Okoliš, M. (2018). Mentors' perceptions on effects of their mentoring with higher education students in companies after the adoption of the Bologna process. European journal of higher education, ISSN 2156-8235, 2018, vol. 8, no. 2, str. 185-200. ID=55454209
• Govekar-Okoliš, M., Kranjčec, R.(2018). Naloge mentorja za kakovostno mentorstvo višješolskim študentom. AS. Andragoška spoznanja :prva slovenska revija za izobraževanje odraslih, ISSN 1318-5160. 2018, letn. 24, št. 3, str. 73-90. ID=45586176
• Govekar-Okoliš, M. Kranjčec, R. (2018). Evalvacija mentorstva v izobraževanju starejših odraslih. V: LIČEN, Nives (ur.), MEZGEC, Maja (ur.). Sodobne paradigme raziskovanja izobraževanja in učenja odraslih : eseji v počastitev jubileja Ane Krajnc. 1. izd. Ljubljana: Znanstvena založba Filozofske fakultete. 2018, str. 407-417. ID=296888576
• Govekar-Okoliš, M. (2019). The influence of Slovenian teachers on the development of the Slovenian community in Austria-Hungary. V: ERMENC, Klara S. (ur.), MIKULEC, Borut (ur.). Building inclusive communities through education and learning. Newcastle upon Tyne: Cambridge Scholars. 2019, str. [201]-219, ilustr. ID=70084450
• Kump, S. in Jelenc Krašovec, S. (2010). Prestari za učenje? Vzorci izobraževanja in učenja starejših. Ljubljana: Pedagoški inštitut, Znanstvena založba Filozofske fakultete. ID=248974592
• Krajnc, A. (1979). Izobraževanje ob delu, DDU, Ljubljana (samo poglavja: Odrasli in izobraževanje, Vrste vzgoje in izobraževanja odraslih, Programiranje in planiranje izob. odraslih, Prikaz tendenc v razvoju institucionalne osnove izobraževanja odraslih, Delavske in ljudske univerze, Vloga in mesto andragoga) ID=4320001
• Ličen, N. (2006). Uvod v izobraževanje odraslih: izobraževanje odraslih med moderno in postmoderno. Ljubljana: Filozofska fakulteta, Oddelek za pedagogiko in andragogiko, 254 str. ID=226944768
• Ličen, N., Mezgec, M., Findeisen, D., Gerdina, O. idr. (2022). Homo senescens : dolgoživost in izobraževanje starejših. Nives Ličen (ur. in Maja Mezgec (ur). Ljubljana: Oddelek za pedagogiko in andragogiko, FF UL. ID=121417475
• Velikonja, M., Svetina, M. in Možina, T (2012). Andragoško vodenje. Ljubljana: Andragoški center Slovenije ID=262407424

2. Priporočena literatura:
• Bregar, L., Zagmajster M., Radovan, M. (2010). Osnove e-izobraževanja. Ljubljana: Andragoški center Slovenije, 328 str.
• KALIN, Jana, RESMAN, Metod, ŠTEH, Barbara, MRVAR, Petra, GOVEKAR-OKOLIŠ, Monika, MAŽGON, Jasna (2009). Izzivi in smernice kakovostnega sodelovanja med šolo in starši. Razprave Filozofske fakultete, Znanstvenoraziskovalni inštitut Filozofske fakultete, Ljubljana, 251 str.
• Ličen, N. (2006). Uvod v izobraževanje odraslih: izobraževanje odraslih med moderno in postmoderno. Ljubljana: Filozofska fakulteta, Oddelek za pedagogiko in andragogiko, 254 str.
• Jelenc-Krašovec, S. in Jelenc, Z. (2003). Andragoško svetovalno delo. Ljubljana: Filozofska fakulteta.
• Krajnc, A. (1976). Metode izobraževanja odraslih. Ljubljana: Delavska enotnost, 284 str.
• Gradiva: Memorandum o vseživljenjskem učenju, sintezni dokument EU Izobraževanje in usposabljanje 2010 in drugi dokumenti s področja zaposlovanja in izobraževanja odraslih.
• Govekar-Okoliš, M. (2018). Effectiveness of school lessons from the past as living forms of museum education for university students. Museum management and curatorship, ISSN 1872-9185, 2018, vol. 33, no. 4, str. 382-397.