1. Lifelong learning, lifelong learning. History of lifelong learning. Lifelong learning system. The transition from lifelong learning to lifelong learning. Terminological context (learning, education, learning organization). Verification of non-formal education outcomes, national qualifications system. 2. Education in the course of human life. Stages of lifelong learning. Initial education and more. Institutional organizational base of lifelong learning. Adult education. Senior education. 3. Areas of lifelong learning and learning. Formal education. Non-formal education. Informal learning. Further vocational training (business, qualification, retraining, normative, etc.). Adult education. Adult civic education. Work-oriented non-formal education, non-work-oriented non-formal education. 4. Cultures in education. Expert culture, engineer culture, prophetic culture, communicative culture, game culture. 5. Contemporary theories of education: spiritualistic, personalistic, cognitive psychological, technological, sociocognitive, social, academic. Andragogical context of educational theories. 6. Paradoxes and dilemmas of institutionalized adult education. Paradoxes of education according to Jarvis, Palán, Hartl. Myths in Adult Education (Brookfield). Dilemmas of institutionalized adult education. Creditism. Certified company. Effect of the teacher's expectations. 7. Androdidactics and its position in the system of sciences. The concept of androdidactics in the Czech Republic and abroad. Specifics and functions of adult education. Adult education as a stage of lifelong learning. Adult education - part of the education system. 8. Basic androdidactic categories and relations between them. Designing educational events, designing steps (including evaluation) and their continuity. 9. The aim and content of adult education. Learning objectives and requirements for learning objectives. Taxonomy of educational goals (cognitive, psychomotor, affective goals) and taxonomy of learning tasks. Determination, conception and arrangement of educational content. Three-dimensional model of teaching adults. Content of instruction and basic curriculum. Curriculum and key competences. 10. Methods and forms of adult education. Method as a means to achieve educational (teaching) goal. Sorting methods according to various criteria, characteristics of selected methods. Methods activating the participant in adult education. Selection criteria for adequate teaching methods. Sorting forms according to different criteria. Full-time education, distance education, combined education, self-education. Individual, group and group form of teaching. 11. Characteristics of adult education and principles in education. Stages and phases of adult education. Traditional and constructivist approaches in teaching. Organization and management of teaching. System of teaching principles, enumeration and characteristics of individual teaching principles and explanation of their mutual relations and importance in teaching. 12. Educator in adult education. Requirements for adult educators (professional competence). Typology of adult educators. Preparing the educator for teaching. 13. Participant in adult education. Specificity of adult learning and teaching. Diagnosis and evaluation of participants in adult education. Methods of diagnosis and evaluation. Requirements for qualified and competent diagnosis.
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