<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Alzira Manuel</style></author><author><style face="normal" font="default" size="100%">Oleg Popov</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE CHALLENGES OF ADULT EDUCATION POLICY IMPLEMENTATION IN MOZAMBIQUE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">activity theory</style></keyword><keyword><style  face="normal" font="default" size="100%">adult education</style></keyword><keyword><style  face="normal" font="default" size="100%">power and development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1210961</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">71</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The current socio-economic development in Mozambique is characterized by growing social inequalities, in particular concerning the imbalanced access to education and the increased poverty of women and the unemployed. Adult education is a way to provide youth and adults with opportunities to improve their knowledge and skills. Through education they can gain power and they can learn how to cope with social and economic challenges. The purpose of this research is to examine how far policies concerning adult education, especially with respect to Non-Formal Vocational Education and Training (NFVET) are implemented. The research is qualitative in nature, based on document analysis with a focus on the policies that have guided the implementation of adult education and training in Mozambique during the period 2000-2015. The findings reveal that Mozambique has been strongly influenced by international initiatives within the framework of ‘Education for all’ and ‘Education for development’. There is an apparent need to strengthen policy implementation strategies, particularly in the area of NFVET in order to ensure the real empowerment of learners and teachers.</style></abstract><issue><style face="normal" font="default" size="100%">71</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">53-61</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Oleg Popov</style></author><author><style face="normal" font="default" size="100%">Erik Sturesson</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FACING THE PEDAGOGICAL CHALLENGE OF TEACHING UNACCOMPANIED REFUGEE CHILDREN IN THE SWEDISH SCHOOL SYSTEM</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">intercultural education</style></keyword><keyword><style  face="normal" font="default" size="100%">refugees</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1432232330.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">64</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The social inclusion of refugee children is an important issue in Sweden and many other European countries. Sweden accepts more than 20% of all unaccompanied immigrant children in the EU. Logically, effective schooling is needed for these children to create the necessary pre-conditions for their successful integration into society. However, political interest and state funding concentrates instead on assuring good quality living conditions and legal support for incoming minors, leaving the responsibility for their education to underfunded municipal schools. Accordingly, a study conducted in a municipal secondary school and a university teacher education in Northern Sweden revealed low preparedness to meet the educational needs of immigrant children. Sociocultural and socio-political theoretical lenses were used in the study to understand the situation. Pedagogical action was taken on the teacher education programme in Umeå to improve the situation and issues concerning the integration of unaccompanied immigrant minors in the Swedish school system were explored in an interdisciplinary course at the end of the students’ teacher training. In group interviews and guided discussions during the course, student teachers recognised existing systemic problems in the education of immigrant children and expressed a feeling of a lack of practical intercultural competence to meet such children. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">66-74</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Alzira Manuel</style></author><author><style face="normal" font="default" size="100%">Oleg Popov</style></author><author><style face="normal" font="default" size="100%">Domingos Buque</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TOWARDS PROGRAMME IMPROVEMENT IN NON-FORMAL VOCATIONAL EDUCATION AND TRAINING IN MOZAMBIQUE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">life skills</style></keyword><keyword><style  face="normal" font="default" size="100%">non-formal vocational education</style></keyword><keyword><style  face="normal" font="default" size="100%">social inclusion</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1449572410.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">67</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The current situation of Mozambique, characterized by limited but highly needed Formal Vocational Education, demands the development and improvement of Non-formal Vocational Education and Training (NFVET). NFVET can provide relevant knowledge and skills, particularly for out of school and unemployed youth and adults to promote social inclusion and development. This is a qualitative case study with some elements of action research. Semi-structured interviews with six educators, classroom observations and two focus group interviews with former participants were implemented. The research aims to explore ways by which NFVET programmes can be improved in order to increase people’s chances, not only to get work, but also to be able to participate actively in their own process of development. The findings suggest some directions for the improvement of NFVET in Mozambique in order to empower people to actively participate in the social and economic life of their local communities and broader society.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">61-71</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Oleg Popov</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONSIDERING LIBERAL AND HUMANISTIC VALUES IN SCIENCE EDUCATION CURRICULUM</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">complementarity</style></keyword><keyword><style  face="normal" font="default" size="100%">curriculum emphases</style></keyword><keyword><style  face="normal" font="default" size="100%">methodological principles</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">January/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392221931.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">3</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This paper examines current changes in the value-base of science education curricula. One of the theoretical instruments used to describe values in science education is the notion of “curriculum emphases” developed by Roberts (1982). The evolution of values in school subjects goes hand in hand with general value-shifts in society that Bauman (2000) describes as ‘liquid modernity’ and ‘liquid life’. Kress (2000) argues that whereas the previous era required an education for stability, the coming era requires an education for fluidity and instability. Similar arguments for the “appreciation of irreducible uncertainty and multiple perspectives” in science education are also proposed by Gray and Bryce (2006). The present paper suggests a conceptual framework for considering curricular values in science education and describes currently shifting priorities in curricular values towards more ‘light’ and ‘soft’ science education. It is also argued that the democratic science education curriculum should provide space for students to pursue liberal education values as well as humanistic values. This also poses new challenges for science teacher education. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">40-47</style></section></record></records></xml>