Open education

Salija, Bangoji (2021) Open education. International Scientific Journal Monte.

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Abstract

Models of open education in schools that are practiced in recent times and are considered successful because the systems are more organized, strengthen the community and young people but also encourage others to try it, respect it and adapt to it to benefit from sharing experiences of all involved in the process of open education, as well as to work on the development of local communities and society as a whole in any way. Attention is paid especially to the individual, regardless of whether they are pedagogues, teachers, students or unemployed rather to anyone who can notice changes in their environment but also who wants to influence on them. Open education opens the possibility for an individual to learn anytime and anywhere with anyone's support and with the help of any device.
When it comes to upbringing and education, we can say that it went from a traditional to a modern school. It makes the modern school different by introducing innovations in teaching. Also, the school sees progress where the theory of equal opportunities for all is being created, which ranged from the integration of some rejected and neglected groups until inclusion.
In this paper, we want to emphasize that as an innovation in society on the one hand and innovation in school is the integration and inclusion of marginalized groups. "In order to see the individualization of teaching in the light of the concept of inclusive education, it is especially important, first to make a conceptual and essential distinction and then to think about the permeation of elements of these concepts (phenomenon))" (Milinković, M., 2008: 8).
The family has always, in a greater or lesser extent, influenced on social changes and due to the progress of humanity, there is a change in the individual plan of parents in terms of the need for new education, work, statute in society etc. No matter what the changes are, they change the way of life of both parents and children. With the emergence of the need for institutional admission of children in educational institutions, there have been some changes in the family and social field, which has led to changes in the work of institutions. The modernization of schooling itself brings an improvement in the education of parents, who become more informed and instructed in children's development.
In order to ensure a better and more interesting stay in school for children, it is important to establish cooperation between parents and teachers i.e families and schools, where it is necessary to invest time, effort, knowledge, that there is tolerance, understanding and a genuine desire to put it all into practice. Since the school and the family home are places where children are brought up and educated, this cooperation must not be absent, because it is an important factor in the development and success of the child.
Cooperation between parents and school has long pointed to various forms that are called modern and traditional forms in the literature and many studies have been conducted on this topic where it is investigated at what level these collaborations are and to what extent they affect the success and development of the child. The family and the school, as well as the parent and the teacher are the most important subjects in the upbringing and education of the child, so they should be jointly instructed in the development of partnerships. Therefore, we analyzed the forms of cooperation, the needs of cooperation, the importance of cooperation, development and strengthening of cooperation, as well as the advantages and obstacles in creating partnerships between family and school. Establishing partnerships has a positive effect on children whose families actively participate in cooperation with the school.

Item Type:	Article
Subjects:	Social Sciences > Educational sciences
Divisions:	Faculty of Educational Science
Depositing User:	Jadranka Runceva
Date Deposited:	04 Jul 2023 08:31
Last Modified:	04 Jul 2023 08:31
URI:	https://eprints.ugd.edu.mk/id/eprint/31979

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