| Abstract | Andragogija kao znanstvena disciplina zadužena je za razvoj i unaprjeđivanje sustava obrazovanja odraslih koji odraslim ljudima pruža mogućnost da stjecanjem novih znanja i vještina dolaze do vlastitog samoostvarenja te udovolje suvremenim zahtjevima društva. Iako danas u sve više dokumenata vezanih uz obrazovanje i učenje nailazimo na pojmove kao što
su obrazovanje odraslih, kvartarno obrazovanje, cjeloživotno učenje, andragoške kompetencije i slično, ovom području i dalje nije pridana zaslužena pažnja. Hrvatska ima relativno dugu tradiciju obrazovanja odraslih, te prihvatljiv broj ustanova koje se bave tom djelatnošću, no unatoč tome broj korisnika obrazovnih programa još je uvijek zanemariv. Andragogija je u Hrvatskoj službeno smještena na listu znanstvenih disciplina u znanstvenom polju pedagogija, sa čime se brojni andragozi ne slažu (Matijević, 2011). Osim toga, danas na nesvučilišnoj razini postoji mnogo obrazovnih i stručnih puteva kojima pojedinac može
postati andragog, a da pritom andragoška djelatnost još uvijek nije priznata kao dio formalnog sustava profesija (Crnčić-Sokol, Pokrajčić, Vučić, 2011). U Hrvatskoj trenutačno ne postoji organizirano sustavno sveučilišno obrazovanje andragoga. Iako andragoški djelatnici trebaju zadovoljiti iste formalne uvjete kao i nastavnici u osnovnom, srednjem i visokom
obrazovanju, jasno je da su u radu s odraslim osobama potrebne kompetencije koje se razlikuju od kompetencija potrebnih za rad s djecom i mladima (Lugarić, 2012). Stoga je adekvatno inicijalno sveučilišno obrazovanje, zajedno sa daljnjim stručnim usavršavanjem, zasigurno jedan od ključnih uvjeta transformacije andragoškog zanimanja u profesiju. Osim navedenog, postoji još niz otežavajućih okolnosti koje umanjuju vrijednost ovog zanimanja te predstavljaju prepreku za razvoj i utemeljenje andragogije kao samostalne profesije. Status andragogije kao profesije u Hrvatskoj u ovom radu analiziran je na temelju odrednica razvijene profesije, iz čega proizlazi zaključak da andragogija danas još uvijek ne zadovoljava temeljne preduvjete. Međutim, valja uzeti u obzir da po drugim kriterijima tada ni neke druge danas navodno razvijene profesije ne bi mogle uživati taj status. Radi neosporive važnosti ove discipline za sveopći napredak ljudskog društva, andragogija treba težiti svom daljnjem razvoju i raditi na unapređivanju svih svojih odrednica, čime će postići transparentnost ali istovremeno dati i značajan doprinos ne samo području odgoja i obrazovanja, već i svim drugim područjima ljudskoga života i rada. |
| Abstract (english) | Andragogy, as a scientific discipline responsible for the development and enhancement of adult education system, offers people the opportunity to acquire new knowledge and skills which will help them with their own self-realization and the struggle of meeting societies' contemporary demands. Even though today, growing number of documents related to the
schooling and education comprise terms as adult education, quaternary education, lifelong learning, adult education competences and like, this area is still not presented with deserved attention. Croatia has a relatively long tradition of adult education and an acceptable number of institutions that are engaged in this activity, but despite this, the number of users of educational programs is still negligible. Andragogy in Croatia is officially placed on the list of disciplines in the scientific field of pedagogy, the claim many andragogists disagree with (Matijević, 2011). Moreover, today there are many educational and professional routes by which an individual can become an adult educator even though adult education activities are still not recognized as a part of the formal system of professions (Crnčić-Sokol, Pokrajčić, Vučić, 2011). Currently, there is no organized systematic university education of adult educators in Croatia. Although adult educators have to fulfill the same formal requirements as teachers in primary, secondary and higher education, it is clear that work with adults requires competences quite different from the ones required in work with children and young people
(Lugarić, 2012). Therefore, one of the principal conditions of the transformation of the andragogic vocation into profession is certainly, adequate university education with further professional development.In addition, there are a number of aggravating circumstances that reduce the value of this vocation and represent an obstacle to the development and establishment of adult education as an independent profession. The status of adult education
as a profession in Croatia was analyzed on the basis of the developed profession guidelines and ended with the conclusion that the andragogy still does not gratify the basic requirements. However, one should take into consideration other criteria by which some other, supposedly "developed" professions, would also not be able to enjoy that particular status. Because of the indisputable importance of this discipline for the overall progress of human society, adult
education should aim at further development and improvement of all its guidelines in order to achieve transparency, but also to provide a significant contribution not only to the field of education, but also to all the other areas of human life and work. |
