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Social Diversity

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Sveučilište u Splitu

Filozofski fakultet

Odsjek za Pedagogiju

SEMINARSKI RAD

DRUŠTVENA KORIST OBRAZOVANJA

Student: Ana Maria Ugrin

Predmet: Sociologija odgoja i obrazovanja

Predmetni nastavnik: dr. sc. Ivan Maršić

Split, 31. listopada 2013.

SADRŽAJ

1. UVOD 2

2. DRUŠTVO 3

1. Društvo znanja 3

3. OBRAZOVANJE 3

1. Utjecaj na gospodarstvo 4

2. Utjecaj na kulturu 4

4. CJELOŽIVOTNO UČENJE 5

5. NEDOSTATCI OBRAZOVNOG SUSTAVA 7

6. ZAKLJUČAK 10

7. LITERATURA 11

1. UVOD

Mnogi su sociolozi primjetili da postoji jaka veza između obrazovanja i društva. Ovo je proizašlo iz činjenice da nije moguće odvojiti ili izvući liniju razgraničenja između tih dvaju pojmova. To je zbog činjenice da ono što se događa s obrazovnim sustavom nesumnjivo utječe na društvo i sve što se događa u društvu oblikuje ili utječe na edukacijski sistem u cijelosti. Iz toga možemo zaključiti da društvo nije jedinstven već višedimenzionalan entitet, a obrazovanje je po svojoj prirodi intencionalno, te je sam koncept obrazovanja bez osmišljavanja njegovih ciljeva nejasan.

Ovaj seminarski rad baviti će se temom utjecaja i koristi obrazovanja u društvu, između društva i obrazovanja te također nekim nedostatcima postojećeg sustava obrazovanja. Naglasit će se važnost brojnih promjena koje bi se trebale provesti u našem obrazovnom sustavu da bi se poboljšala kvaliteta života te važnost profesionalnog usavršavanja uzrokovanog stalnim gospodarskim i tehnološkim napretkom. Filozofi svih razdoblja, počevši od antičkih faze, posvećivali su tome veliku pozornost. Prema tome, razne teorije o naravi i cilju obrazovanja su došle u bitak.

2. DRUŠTVO

Društvo se definira kao cijeli spektar društvenih odnosa ljudi koji žive u određenom zemljopisnom području, a imaju osjećaj pripadnosti iste skupine. Društvo je razvijenije što pojedinci u njemu kvalitetnije žive stoga društvene istitucije moraju zadovoljiti glavne ljudske potrebe, od fizioloških do samoostvarujućih. Stoga, društveni razvoj se mora voditi gospodarskom, političkom, kulturnom i ekološkom razvoju kako bi maksimalno zadovoljio sve potrebe, a ne samo egzistencijalne.

2.1. Društvo znanja

Sintagma ''društvo znanja'' postaje sve rasprostranjenija i popularnija ne samo među društvenim analitičarima već je sve prisutnija i u široj javnosti.

UNESCO-ovo Svjetsko izvješće uspostavlja četiri načela koja su neophodna za razvoj pravednog društva znanja:

-kulturna raznolikost

-jednak pristup obrazovanju

-univerzalan pristup informacijama (u javnom vlasništvu)

-sloboda izražavanja

3. OBRAZOVANJE

Proučavajući obrazovanje kroz prošlost uviđamo težnju da se obrazovanjem oblikuje dobar, mudar i skladan čovjek. S druge strane, politika društva uvjetovala je tko će biti obrazovan–elita i građanska klasa, kasnije i čitav narod. Svrha obrazovanja u antici bila je obrazovati lijepog i dobrog čovjeka, dobrog govornika, hrabrog ratnika, krjeposnog građanina, mudrog i obrazovanog vladara. U 16. je stoljeću rezultat obrazovanja bio poslušan i elokventan čovjek enciklopedijskog znanja, dok je danas naglasak na aktivnom građaninu–demokratu s naglaskom na sveobuhvatnom obrazovanju pojedinaca, posebice na razvoju sposobnosti samoodlučivanja i suodlučivanja.

Stoga možemo zaključiti da obrazovanje ima veliku društvenu važnost pogotovo u modernim, složenim, industrijskim društvima.

Obrazovanje kao društveni fenomen ne odvija se u vakuumu ili izolaciji, ono se odvija u društvu , a to obično počinje od obitelji, koja je jedna od društvenih institucija nadležnih za obrazovanje djeteta. Pravo na obrazovanje kao jedno od temeljnih ljudskih prava definirano je u brojnim međunarodnim dokumentima u kojima se navodi kako svaki pojedinac ima pravo na pristup obrazovanju na osnovi načela jednakosti i nediskriminacije i to na svim razinama. Konkretno, pravo na obrazovanje podrazumijeva:

• besplatno i obvezno osnovno obrazovanje

• svima dostupno srednje obrazovanje

• svima dostupno visoko obrazovanje na temelju sposobnosti

Vrsta obrazovanja razlikovati će se od društva do društva no podjela je u svim društvima ista. Možemo ga podijeliti na tri glavne vrste:

1. Formalno obrazovanje- Započinje u dobi od pet do sedam godina te traje obično do dobi od 20 ili 25 godina. Na kraju školovanja dobiva se diploma kao potvrda o završenom formalnom obrazovanju.

2. Neformalno obrazovanje- sustavna, organizirana obrazovna aktivnost koja se

može provoditi u školama i neškolskim organizacijama i uključuje osobe svih

dobnih skupina, od djece do osoba treće životne dobi.

3. Informalno obrazovanje- neplanirano učenje koje se odvija u svakodnevnom životu i može se stjecati na osnovu svakodnevnog iskustva ili učenje koje pojedinac izvaninstitucionalno organizira za sebe.

Interes za obrazovanjem iskazuju i pojedinci i društvo. Pojedinci zbog svojih potreba,

želja i ambicija, a društvo jer se procvatom ljudskog potencijala svakog pojedinca

doprinosi boljitku društva u cjelini. Stoga su se morali osmisliti određeni ciljevi obrazovanja:

1. željeni izlazi iz obrazovnog sustava- kvantitativni aspekt obrazovanja, broj učenika i studenata koji su završili pojedino zanimanje i stupanj obrazovanja.

2. ishodi iz obrazovnog sustava- kognitivna, psihomotorna i afektivna postignuća osoba koje se obrazuju; pokazatelj kvalitete ostvarenja ciljeva učenja.

3. učinci obrazovnog sustava- promjene u gospodarskoj, socijalnoj, sociokulturnoj i prirodnoj okolini nastale pod utjecajem obrazovanih ljudi.

Razmotrimo sada neke od značajnih funkcija obrazovanja.

1. Utjecaj na gospodarstvo

Obrazovanje ima značajnu "vrijednost investicije."

Oni koji su stekli dodatno školovanje općenito zarađuju više tijekom njihova života, postižu više razine zaposlenosti, i imaju bolje karijere.

Hrvatska je prepoznala važnost uloge obrazovanja u gospodarskom razvoju te je u svom strateškom planu Vlade RH navela mnoge prednosti:

• obrazovanje može trajno dati najveći doprinos razvitku društva

• ono ima jak, pozitivan i univerzalan utjecaj na gospodarski rast

• veće obrazovanje dovodi do manje nezaposlenosti

• obrazovanje će u sprezi s informacijsko-komunikacijskom tehnologijom postati

najvažniji čimbenik prosperiteta društva.

Za razliku od tradicionalnih izvora rasta, znanje karakteriziraju rastući prinosi koji omogućavaju neograničeni rast. Ideje (informacije), odnosno prešutna znanja koja su neraskidivo vezana uz pojedince, mogu se akumulirati, dijeliti i ponovno upotrebljavati bez ograničenja te procesi kojima se stvara novo znanje imaju kritičnu ulogu u oblikovanju ekonomskog rasta na lokalnoj i nacionalnoj razini. U današnje vrijeme, suvremene ekonomije svoj rast temelje na znanju i proizvodnji znanja, odnosno konstantnom ulaganju u ljudski kapital

2.2. Utjecaj na kulturu

Obrazovanje je sredstvo kroz koje se kulturne vrijednosti određenog društva prenose s jedne generacije na drugu. Kroz taj proces, društvo je u mogućnosti postići osnovne društvene sukladnosti i osigurati da se tradicionalne vrijednosti, vjerovanja, stavovi i težnje održavaju i očuvaju.

Na ovaj način obrazovanje utječe na cjelokupan razvoj mlade osobe stvarajući kompetentnog, odgovornog, samopouzdanog građanina koji će svojom aktivnošću doprinijeti razvoju demokratske zajednice i boljeg društva za ostale (mlade) ljude. Dakle, da bi se čovjek kulturno obrazovao mora postojati interakcija između njega i njegovog fizičkog i socijalnog okruženja. Pri tome mislimo da je obrazovanje razvoj osobnosti i koristi se u prijenosu kulturnih vrijednosti. To je nešto što se događa unutar i izvan kuće te u školi. Drugim riječima, obrazovanje je djelatnost cijele zajednice.

Još jedna također važna implikacija glede obrazovanja kao odašiljača kulturnih vrijednosti je činjenica da obrazovanje može biti pod utjecajem kulture samog društva u kojem se održava. Zbog ovog razloga možemo zaključiti, da bi se čovjek obrazovao on mora biti pod utjecajem svoje okoline i zauzvrat biti u stanju utjecati na nju. Stoga, prijenos kulture i dalje ostaje vitalna funkcija društva i ne treba se odbaciti kao konzervativna i staromodna.

Europska unija je u svojoj novoj strategiji do 2020. godine, “Europa 2020”, kao jedan od glavnih ciljeva postavila povećanje razine obrazovanosti u Europi. To planira postići kroz sprečavanje ranog napuštanja obrazovanja te kroz aktivno povećanje udjela generacije koja ima završeno visoko obrazovanje (s trenutačnih 31% na barem 40% do 2020. godine).

Dok se vodeće zemlje društva znanja (Švedska, Danska, Finska, Australija i Velika Britanija)

Nalaze na vrhu ljestvice, Hrvatska se nalazi na 38. od 128 mjesta.

Na prvi pogled se čini da pozicija Hrvatske nije loša jer se nalazimo u prvoj trećini zemalja, no ono što je zabrinjavajuće je niska razina prosjeka znanja te velika oscilacija u odnosu na najrazvijenije zemlje. Stoga se moramo ugledati na obrazovanije i uspješnije zemlje te ih koristiti kao uzor uspješnijem poboljšanju obrazovnog sustava.

4. CJELOŽIVOTNO OBRAZOVANJE

Termin "cjeloživotno obrazovanje" predlaže da učenje započne rođenjem, da se nastavlja kroz rano djetinjstvo putem obvezatnog, zatim neobvezatnog obrazovanja te da nikada ne prestane, odnosno da traje cijeli život.

Rezultati o cjeloživotnom obrazovanju i osposobljavanju u Hrvatskoj su porazni. Ova činjenica vjerojatno doprinosi nalazu da je zadovoljstvo vlastitim obrazovanjem u Hrvatskoj najniže u Europi. Iz ovoga proizlazi kako bi poboljšanje kvalitete i obuhvata cjeloživotnog obrazovanja trebali biti prioritetni ciljevi politike razvoja kvalitete života u sferi obrazovanja.

Međutim, u suvremenom društvu znanja i brzih promjena u procesu i oblicima proizvodnje, znanja stečena redovnim obrazovanjem mogu zastarjeti mnogo prije nego što osoba dođe u dob umirovljenja. Stoga je individualni i institucionalni razvoj kapaciteta za cjeloživotno učenje vrlo bitan za održivi rast društva i blagostanje zaposlenih pojedinaca. Nažalost, za razliku od redovnog obrazovanja, u Hrvatskoj je participacija u cjeloživotnom obrazovanju vrlo skromna. Dok se prema podacima Europske ankete o radnoj snazi 2005. u zemljama EU u prosjeku svaki mjesec obrazovalo 10,2% populacije između 25 i 64 godine, u Hrvatskoj je to bio slučaj s tek oko 2% stanovništva. Najčešći oblik tečaja odnosno programa koji su ispitanici pohađali jest program usavršavanja vezan uz trenutni posao ili zanimanje (38%), a slijede tečajevi informatike i stranog jezika (16%) te redovni program općeg obrazovanja kojim se stječe službena svjedodžba (14%).

Naime, obrazovna struktura starijih (posebno starijih žena), siromašnih ili osoba koje žive u ruralnim sredinama ispodprosječna je, a prosječno zadovoljstvo obrazovanjem snažno raste s razinom obrazovanja. Ipak, kad se obrazovanje uzme u obzir i dalje stariji ispitanici iskazuju niže zadovoljstvo svojim obrazovanjem od onih mlađih – što ukazuje da prepoznaju svoje obrazovanje kao manje relevantno i zastarjelo. Ovo je snažan argument za promociju cjeloživotnog obrazovanja.

Stoga iz ovoga možemo zaključiti da je ključ koncepta cjeloživotnog obrazovanja da se obrazovanje prestane smatrati samo školovanjem djece i mladih, već da se i odrasli mogu iskustveno školovati bez obzira na godine, završeno školovanje i struku.

5. NEDOSTATCI OBRAZOVNOG SUSTAVA

Obrazovanje u Republici Hrvatskoj je svima dostupno, pod jednakim uvjetima te u skladu sa sposobnostima. No, nažalost, u današnjem društvu to ne funkcionira kao zamišljeno. Upravo se mlađi ljudi, osobe višeg stupnja obrazovanja i ekvivalentnog prihoda kućanstva te oni koji žive u urbanim sredinama, dakle oni koji posjeduju bolju poziciju u socijalnoj strukturi i na tržištu rada, značajno češće dodatno obrazuju odnosno osposobljavaju od starijih, manje obrazovanih, manje imućnih ili osoba u ruralnim prostorima. To otvara prostor daljnjem rastu razlika u zapošljivosti te nejednakostima u društvu za osiguravanje jednakih prilika u obrazovanju, i to jednostavno da su obrazovni neuspjeh i socijalna isključenost koja iz njega proizlazi dugoročno skupi za državu. Neuspjeh u ranim obrazovnim tranzicijama,

odnosno izlazak iz obrazovnoga sustava bez postignutog srednjoškolskog obrazovanja najslabiji je mogući obrazovni ishod u suvremenom društvu. Njegove su posljedice

nesagledive za daljnji životni tijek, jer je takvim osobama otežana participacija i osobna autonomija ne samo u ekonomskom nego i društvenom, političkom i obiteljskom životu.

Rizik ranoga napuštanja školovanja sve je veći što je razina roditeljskog obrazovanja niža što možemo uočiti u priloženom grafikonu:

[pic]Udio mladih u dobi od 15 do 19 godina koji je rano napustio školovanje, prema najvišem postignutom obrazovanju roditelja (1996. – 2008.)

Kod djece roditelja koji su završili četverogodišnje srednje obrazovanje šansa da dijete napusti školovanje je 2,2 puta, a kod djece roditelja s industrijskom ili obrtničkom srednjom 3,7 puta veća, rizik je najsnažnije koncentriran kod djece čiji ni jedan roditelj nije završio srednju školu. Tako je on 18,4 puta veći kod djece roditelja s osnovnom školom, a čak 53,8 puta veći kod djece onih malobrojnih roditelja bez završene osnovne škole.

Ostali razlozi napuštanja školovanja %:

1. Manjak motivacije i interesa za školu 54,5

2. Problemi u razumijevanju gradiva i slabe ocjene 47,3

3. Prevelik broj izostanaka 36,8

4. Isključen iz škole zbog lošega vladanja 21,6

5. Neimaština, morao početi raditi 21,3

6. Neimaština, nije bilo novca za daljnje školovanje 19,3

7. Prevelika udaljenost od škole 12,3

8. Bolest 9,0

9. Trudnoća 8,2

10. Drugi razlozi 7,2

Također možemo obratiti pozornost na kapitalističku ekonomiju koja se i dalje bazira na izrabljivanju čovjeka i nekontroliranoj eksploatacija prirodnih resursa. Teorijsko, a pogotovo praktično stavljanje fokusa na znanje te neumoljivo inzistiranje na ravnoteži interesa među svim sudionicima u društvu može i mora u konačnici rezultirati novim, alternativnim, boljim, pravednijim i održivim društveno-ekonomskim uvjetima života i rada.

6. ZAKLJUČAK

Možemo zaključiti da je obrazovanje ključ uspjeha svakog društva i samo kvalitetno i cijeloživotno obrazovanje može dovesti Hrvatsku uz bok najrazvijenijim zemljama

Ako je kvaliteta života cilj društvenog razvoja , a obrazovanje doprinosi razvoju, onda je i unapređivanje kvalitete života i krajnji cilj samog obrazovanja. Ono što mi kao društvo trebamo učiniti je poboljšati obrazovanje ali ne u smislu sadržaja već važnosti i primjene tijekom cijelog života. Moramo osigurati svijetlu budućnost naše djece kako bi oni uspješno napredovali u životu i moramo istaknuti važnost cjeloživotog obrazovanja kako se nikada ne bi osjećali zakinuto ili otuđeno od ostatka.

Naposljetku, obrazovanje mora ispuniti potrebe i pojedinca i društva i mora ići ukorak s drugim podsustavima u društvu budući da su varijable međusobno povezane.

7. LITERATURA

Knjige:

1. Pastuović, N. Obrazovanje i razvoj : kako obrazovanje razvija ljude i mijenja društvo, a kako društvo djeluje na obrazovanje. Zagreb : Institut za društvena istraživanja, Centar za straživanja i razvoj obrazovanja : Učiteljski fakultet, 2012.

2. Elite znanja u društvu (ne)znanja / urednica Katarina Prpić. Zagreb : Institut za društvena istraživanja, 2005.

3. UNESCO. Prema društvima znanja : UNESCO-ovo Svjetsko izvješće. Zagreb : Educa, 2007.

Internet:

1. http://hrcak.srce.hr/index.php?show=clanak&id_clanak_jezik=33874

2. Metodologija nacionalne standardne klasifikacije obrazovanja http://www.propisi.hr/print.php?id=7110

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