{"id":112,"date":"2020-04-23T05:51:18","date_gmt":"2020-04-23T02:51:18","guid":{"rendered":"https:\/\/tischool.ro\/2020\/02\/27\/model-shares-her-packing-list-for-summer\/"},"modified":"2023-10-04T10:35:50","modified_gmt":"2023-10-04T07:35:50","slug":"covid-19-scoala-in-vreme-de-pandemie","status":"publish","type":"post","link":"https:\/\/tischool.ro\/en\/2020\/04\/23\/covid-19-scoala-in-vreme-de-pandemie\/","title":{"rendered":"COVID-19: School in times of pandemic"},"content":{"rendered":"\n

\u0218coala nu ar trebui s\u0103 aib\u0103 rolul de a-i educa pe copii pentru societatea de acum \u0219i de aici. C\u00e2nd aceasta nu va mai fi, c\u00e2nd \u0219i cine \u00eei va mai educa pentru timpurile ce vor fi venit?<\/h4>\n\n\n\n

S\u0103 \u00eei \u00eenv\u0103\u0163\u0103m pe copii s\u0103 g\u00e2ndeasc\u0103 \u0219i s\u0103 se adapteze \u00eenc\u0103 de pe acum. Adaptabilitatea \u0163ine de creativitate, de g\u00e2ndire critic\u0103, de libertatea de \u0219anse, de diferen\u0163iere \u0219i individualizare, iar provocarea actual\u0103 demonstreaz\u0103 c\u0103 sistemul educa\u0163ional rom\u00e2nesc nu a fost capabil s\u0103 se adapteze situa\u0163iei de criz\u0103. Dac\u0103 a\u0219a arat\u0103 sistemul, cum este rodul lui (elevul de ast\u0103zi)?<\/p>\n\n\n\n

\u0218coala rom\u00e2neasc\u0103 \u00een timpul COVID-19<\/h2>\n\n\n\n

<\/p>\n\n\n\n

\u00cenchiderea \u0219colilor ca urmare a pandemiei de COVID-19 a generat o serie de m\u0103suri adaptive care au permis continuarea procesului \u0219colariz\u0103rii. Cadrul creat faciliteaz\u0103 educa\u0163ia la distan\u0163\u0103, dar \u00een momentul de fa\u0163\u0103 nu reu\u0219e\u0219te s\u0103 ofere proceduri, resurse \u0219i metode suficiente prin care calitatea actului educa\u0163ional s\u0103 fie garantat\u0103. Adev\u0103rul este c\u0103, \u00een \u00eenv\u0103\u0163\u0103m\u00e2ntul rom\u00e2nesc, egalitatea de \u0219anse la educa\u0163ie nu este garantat\u0103 nici chiar \u00een timp de normalitate, c\u00e2nd \u0219colile sunt deschise, cu at\u00e2t mai pu\u0163in pe timp de criz\u0103. Diferen\u0163ele de competen\u0163e acumulate de c\u0103tre cei din zonele urbane \u0219i cele rurale sunt mari, iar diferen\u0163ele dintre condi\u0163iile de \u00eenv\u0103\u0163are sunt imense. Unii au toalete cu senzori \u0219i lumini comandate digital, iar al\u0163ii au toalete \u00een curte \u0219i se spal\u0103 cu apa luat\u0103 cu ulcica din g\u0103leat\u0103.<\/p>\n\n\n\n

Inegalitatea \u0219anselor la educa\u0163ie este accentuat\u0103 de aceast\u0103 pandemie. Televizorul, internetul, telefonul \u0219i laptopul sunt singurele instrumente prin care actul educa\u0163ional se poate realiza \u00een Rom\u00e2nia pe timp de pandemie. \u00cen Rom\u00e2nia sunt 500.000 de elevi care nu au acces la internet \u0219i peste 100.000 de elevi care nu au acces la televizor [1]<\/a>. Un alt element care m\u0103re\u0219te inegalitatea \u0219anselor la educa\u0163ie este pozi\u0163ia confuz\u0103 a Ministerului Educa\u0163iei cu privire la metodele de predare, obliga\u0163iile profesorilor sau ale elevilor, modificarea programei-cadru \u0219i cu privire la crearea unor metaobiective de \u00eenv\u0103\u0163are \u00een perioada de criz\u0103 pandemic\u0103. Potrivit Ministerului Educa\u0163iei, \u0219coala de acas\u0103 este o recomandare, nu o obliga\u0163ie. Aceea\u0219i abordare exist\u0103 \u0219i \u00een cazul metodelor de predare, al programei cadru, al modific\u0103rii obiectivelor de \u00eenv\u0103\u0163are \u0219.a.m.d.<\/p>\n\n\n\n

Sistemul educa\u0163ional nu este preg\u0103tit pentru a oferi cadrul prielnic unui act educa\u0163ional eficient \u0219i calitativ la distan\u0163\u0103, ritmul \u0219i calitatea \u00eenv\u0103\u0163\u0103rii la clas\u0103 fiind mult superioare celor \u00een vreme de criz\u0103. Nicio \u0163ar\u0103 nu reu\u0219e\u0219te pe deplin s\u0103 garanteze o calitate a actului educa\u0163ional pe timp de pandemie identic\u0103 celei din timpul de normalitate. Totu\u0219i, acele \u0163\u0103ri care au deja reglementat\u0103 \u00eenv\u0103\u0163area la distan\u0163\u0103 reu\u0219esc s\u0103 fac\u0103 fa\u0163\u0103 mult mai bine provoc\u0103rilor. \u00cen SUA, \u00eenv\u0103\u0163area la distan\u0163\u0103 este o m\u0103sur\u0103 care \u00ee\u0219i propune s\u0103 contribuie la atingerea obiectivului egalit\u0103\u0163ii de \u0219anse la educa\u0163ie. Diversitatea condi\u0163iilor sociale, de trai, de s\u0103n\u0103tate \u0219.a.m.d. necesit\u0103 o abordare la fel de divers\u0103 a metodelor de \u0219colarizare, o diversitate care vine \u00een \u00eent\u00e2mpinarea oric\u0103rui tip de criz\u0103 \u2013 na\u0163ional\u0103 sau mondial\u0103.<\/p>\n\n\n\n

Solu\u0163iile \u00eenv\u0103\u0163\u0103m\u00e2ntului rom\u00e2nesc \u00een timpul pandemiei<\/h2>\n\n\n\n

\u201eRecomand\u0103m, nu oblig\u0103m\u201d \u2013 aceast\u0103 abordare circumspect\u0103 a Ministerului Educa\u0163iei ofer\u0103 libertate \u0219colilor \u0219i profesorilor s\u0103 adopte m\u0103suri diferite. Unele \u0219coli se folosesc de platforme online de tip e-learning, altele folosesc aplica\u0163ii care ofer\u0103 cadrul organiz\u0103rii de conferin\u0163e video, precum Zoom sau platforma educa\u0163ional\u0103 Google classroom \u0219.a.m.d. Chiar \u0219i \u00een cadrul acestor metode, instrumentele sunt diferite. Unii profesori se \u00eenregistreaz\u0103 video sau audio \u00een timp ce explic\u0103 noile con\u0163inuturi, al\u0163ii se \u00eent\u00e2lnesc virtual prin conferin\u0163e video \u0219i astfel permit interac\u0163iunea direct\u0103; unii creeaz\u0103 tutoriale, explic\u00e2nd astfel anumite con\u0163inuturi noi, \u00een vreme ce al\u0163ii le trimit copiilor doar sarcinile pentru fiecare zi \u0219i test\u0103rile pe baza c\u0103rora le sunt verificate acestora cuno\u0219tin\u0163ele. Exist\u0103 \u0219i categoria celor care nu fac nimic din toate acestea. \u00cen timp ce unii elevi continu\u0103 s\u0103 \u00eenve\u0163e de acas\u0103, al\u0163ii pierd tot mai mult, pe zi ce trece.<\/p>\n\n\n\n

Un rol la fel de important precum cel al dasc\u0103lului \u00eel are \u015fi p\u0103rintele. Actul educa\u0163ional nu poate fi realizat \u00een acest timp f\u0103r\u0103 un aport semnificativ din partea p\u0103rin\u0163ilor. La \u00eenv\u0103\u0163area de acas\u0103 dispar o serie de motiva\u0163ii extrinseci (competi\u0163ia, colaborarea, joaca etc.) pe baza c\u0103rora func\u0163iona p\u00e2n\u0103 atunci elevul; acesta este supus unor schimb\u0103ri emo\u0163ionale prin izolarea \u0219i necunoscutul care tind s\u0103 \u00eel deprime; se adaug\u0103 lipsa competen\u0163elor necesare \u00eenv\u0103\u0163\u0103rii la distan\u0163\u0103, copiii nefiind obi\u0219nui\u0163i s\u0103 \u00eenve\u0163e singuri. Toate acestea sunt bariere \u00een calea actului educa\u0163ional. Educa\u0163ia nu are \u00een vedere \u00een primul r\u00e2nd acumularea de cuno\u0219tin\u0163e, ci mai degrab\u0103 formarea unui sistem de g\u00e2ndire \u0219i vie\u0163uire, care se poate realiza doar prin rela\u0163ie, model \u0219i \u00eendrumare. De aceea, succesul sistemului homeschooling [2]<\/a>, unschooling [3]<\/a>, roadschooling [4]<\/a> \u0219i al \u00eenv\u0103\u0163\u0103rii la distan\u0163\u0103 depinde de prezen\u0163a continu\u0103 a unui p\u0103rinte cu rol de pedagog. <\/p>\n\n\n\n

\n

Cel mai mare impediment al reu\u0219itei unei astfel de \u00eenv\u0103\u0163\u0103ri la distan\u0163\u0103 este lipsa metodelor de predare \u0219i a manualelor adecvate acestui tip de \u00eenv\u0103\u0163\u0103m\u00e2nt.<\/p>\n<\/blockquote>\n\n\n\n

\u00cen cadrul acesta dispare posibilitatea ca profesorul s\u0103 fie \u00een centrul actului educa\u0163ional. Predarea frontal\u0103 \u0219i colectiv\u0103 \u00ee\u0219i pierde p\u00e2rghiile reu\u0219itei. Manualele deductive sunt construite ca instrument de predare, nu ca unul de \u00eenv\u0103\u0163are. \u00cenv\u0103\u0163area la distan\u0163\u0103 necesit\u0103 ni\u0219te manuale cu o abordare inductiv\u0103, care s\u0103 permit\u0103 \u00eenv\u0103\u0163area prin descoperire proprie, \u00een care predarea are rolul de a asista copilul \u00een actul \u00eenv\u0103\u0163\u0103rii. Lipsa unui astfel de sistem educa\u0163ional la distan\u0163\u0103 \u00een vreme de normalitate a augmentat criza educa\u0163ional\u0103 creat\u0103 de pandemie. <\/p>\n\n\n\n

\u00cen cazul de fa\u0163\u0103, profesorii \u0219i p\u0103rin\u0163ii ar trebui s\u0103 se ocupe mai mult de consolidarea con\u0163inuturilor deja asimilate, de dezvoltarea abilit\u0103\u0163ilor cognitive prin joac\u0103 \u0219i a celor de socializare ale copiilor prin instrumentele online pe care le avem la dispozi\u0163ie, prin teme educative. Presarea profesorilor, a p\u0103rin\u0163ilor \u0219i a elevilor spre continuarea ritmului educa\u0163ional \u00een vederea atingerii obiectivelor impuse de programa educa\u0163ional\u0103 rom\u00e2neasc\u0103 nu face altceva dec\u00e2t s\u0103 ad\u00e2nceasc\u0103 pe plan psihic criza pandemic\u0103. <\/p>\n\n\n\n

Obligativitatea \u0219colii de acas\u0103 f\u0103r\u0103 oferirea instrumentelor \u0219i metodelor necesare ar duce la o repulsie direc\u0163ionat\u0103 \u00eenspre actul educa\u0163ional. S-ar \u00eenl\u0103tura bucuria descoperirii \u0219i dorin\u0163a, deja mult diminuat\u0103, a perform\u0103rii. Acum este perioada cea mai prielnic\u0103 descoperirii unor noi pasiuni \u0219i a hr\u0103nirii domeniilor de interes pentru copii. Cel mai util mod de \u00eenv\u0103\u0163are \u00een aceast\u0103 perioad\u0103 este abordarea hobbyurilor \u0219i a domeniilor \u00een care copilul, \u00eenv\u0103\u0163\u00e2nd, are percep\u0163ia jocului.<\/p>\n\n\n\n

De\u0219i este \u00eencadrat\u0103 \u00een legea \u00eenv\u0103\u0163\u0103m\u00e2ntului rom\u00e2nesc, \u00eenv\u0103\u0163area la distan\u0163\u0103 nu se poate realiza dec\u00e2t \u00een cazuri excep\u0163ionale: dac\u0103 elevul este cu handicap \u0219i nu poate s\u0103 participe la o \u0219coal\u0103 public\u0103 sau dac\u0103 un elev rom\u00e2n este pe teritoriul unei alte \u0163\u0103ri \u0219i \u00ee\u0219i dore\u0219te s\u0103 \u00eenve\u0163e \u00een cadrul \u0219colii rom\u00e2ne\u0219ti. Din p\u0103cate, aceste excep\u0163ii nu au fost suficiente pentru a determina Ministerul Educa\u0163iei s\u0103 creeze metode de predare \u0219i instrumente prin care calitatea actului educa\u0163ional al acestui tip de \u00eenv\u0103\u0163are s\u0103 fie facilitat\u0103. <\/p>\n\n\n\n

Nu to\u0163i p\u0103rin\u0163ii percep criza \u00eenv\u0103\u0163\u0103m\u00e2ntului rom\u00e2nesc<\/h2>\n\n\n\n

Nu to\u0163i elevii rom\u00e2ni resimt criza educa\u0163ional\u0103 cauzat\u0103 de pandemia de COVID-19. \u00cen Rom\u00e2nia sunt circa 500 de copii care sunt \u00eenscri\u0219i \u00een sistemul homeschooling \u0219i al\u0163ii care frecventeaz\u0103 \u0219coli interna\u0163ionale cu metode de \u00eenv\u0103\u0163are asistate \u0219i cu manuale care permit o astfel de \u00eenv\u0103\u0163are individualizat\u0103, diferen\u0163iat\u0103 \u0219i inductiv\u0103. Cluj Study Center, Transylvania International School, din Bra\u0219ov, sau \u0219colile de sub tutela A.C.E \u2013 Accelerated Christian Education \u2013 sunt c\u00e2teva dintre acestea. Toate folosesc principiul \u00eenv\u0103\u0163\u0103rii combinate, \u00een care procesul educa\u0163ional cuprinde metode consacrate educa\u0163iei online, metode de predare diferen\u0163iate, \u00eenv\u0103\u0163are inductiv\u0103 \u0219i folosesc manuale care permit stilul acesta de \u00eenv\u0103\u0163are. <\/p>\n\n\n\n

Solu\u0163ii func\u0163ionale \u00een alte \u0163\u0103ri<\/h2>\n\n\n\n

Criza generat\u0103 de COVID-19 pozi\u0163ioneaz\u0103 \u0219coala rom\u00e2neasc\u0103 \u00eentr-o ipostaz\u0103 a reevalu\u0103rii for\u0163ate a valorilor \u0219i metodelor ei de exprimare. Dac\u0103 p\u00e2n\u0103 acum unele modele educa\u0163ionale func\u0163ionale \u00een alte \u0163\u0103ri sau chiar continente nu au fost implementate \u00een Rom\u00e2nia, aceast\u0103 restartare impus\u0103 a \u00eenv\u0103\u0163\u0103m\u00e2ntului rom\u00e2nesc aduce \u00een actualitate subiecte precum \u00eenv\u0103\u0163\u0103m\u00e2ntul la distan\u0163\u0103, \u0219coala online, unschoolingul \u0219i homeschoolingul.<\/p>\n\n\n\n

\u0218coala online \u0219i \u00eenv\u0103\u0163\u0103m\u00e2ntul la distan\u0163\u0103<\/h2>\n\n\n\n

\u00cen func\u0163ie de perioada \u0219i \u0163ara de referin\u0163\u0103, \u00eenv\u0103\u0163area online \u0219i \u00eenv\u0103\u0163area la distan\u0163\u0103 au defini\u0163ii diferite \u0219i, mai mult sau mai pu\u0163in, complementare. \u00cen Statele Unite ale Americii exist\u0103 \u00een momentul de fa\u0163\u0103 o multitudine de sinonime ale conceptului de \u00eenv\u0103\u0163are la distan\u0163\u0103: educa\u0163ie la distan\u0163\u0103, \u00eenv\u0103\u0163are prin coresponden\u0163\u0103, e-learning, \u00eenv\u0103\u0163are online, educa\u0163ie online, \u00eenv\u0103\u0163are virtual\u0103 [5]<\/a> etc. \u00cen Europa este folosit\u0103 adesea sintagma open learning, dar \u0219i \u00een cazul acesta sintagma educa\u0163ie online \u00eei cuprinde majoritatea semnifica\u0163iilor.<\/p>\n\n\n\n

\u00cen acela\u0219i timp, sunt studii care consider\u0103 \u00eenv\u0103\u0163area la distan\u0163\u0103 doar o ramur\u0103 a \u00eenv\u0103\u0163\u0103rii online, u\u0219or diferit\u0103 prin faptul c\u0103 include \u0219i anumite workshopuri\/ateliere sau cursuri de var\u0103 la care studen\u0163ii\/elevii pot participa [6]<\/a>. Pe de alt\u0103 parte, exist\u0103 cercet\u0103tori care vorbesc despre \u00eenv\u0103\u0163area online ca un instrument din ce \u00een ce mai folosit \u00een \u0219colile tradi\u0163ionale, pentru diversificarea pred\u0103rii [7]<\/a>. Indiferent de nuan\u0163ele date acestor dou\u0103 sintagme, pozi\u0163ionarea \u00eenv\u0103\u0163\u0103m\u00e2ntului rom\u00e2nesc \u00een raport cu \u00eenv\u0103\u0163area online\/la distan\u0163\u0103 \u0219i lipsa consensului interna\u0163ional \u00een ceea ce prive\u0219te definirea lor ne permit s\u0103 \u00eei socotim termeni interschimbabili.<\/p>\n\n\n\n

\n

Conform unei statistici realizate de Centrul Na\u0163ional de Statistici privind Educa\u0163ia, din cadrul Departamentului de Educa\u0163ie, \u00een SUA, dintr-un total de 19.765.598 de persoane, 6.651.536 \u00eenva\u0163\u0103 la distan\u0163\u0103 [8]<\/a>. Pe baza acestui studiu, cofondatorul revistei Inside Higher Ed reliefeaz\u0103 trendul ascendent al \u00eenv\u0103\u0163\u0103m\u00e2ntului la distan\u0163\u0103, \u00een contrast cu trendul descendent al \u00eenv\u0103\u0163\u0103rii tradi\u0163ionale. [9]<\/a><\/p>\n<\/blockquote>\n\n\n\n

Oportunit\u0103\u0163i ale \u00eenv\u0103\u0163\u0103m\u00e2ntului online:<\/h2>\n\n\n\n

Flexibilitatea <\/em>\u2013 Tipul acesta de \u00eenv\u0103\u0163are \u00eei permite elevului s\u0103 \u00eenve\u0163e \u00een locuri diferite, \u00een perioade de timp diferite, \u00een moduri diferite \u0219i av\u00e2nd con\u0163inuturi personalizate. \u00cenv\u0103\u0163area diferen\u0163iat\u0103 \u0219i individualizat\u0103 poate fi realizat\u0103 cu cea mai mare u\u0219urin\u0163\u0103.<\/p>\n\n\n\n

Formeaz\u0103 spiritul independent \u0219i proactiv<\/em> \u2013 Copilul este provocat s\u0103 cerceteze \u0219i s\u0103-\u0219i l\u0103rgeasc\u0103 sfera cunoa\u0219terii \u0219i analizei.<\/p>\n\n\n\n

Transculturalitatea <\/em>\u2013 Prin intermediul \u00eenv\u0103\u0163\u0103rii la distan\u0163\u0103 se pun la dispozi\u0163ia elevului platforme online prin care acesta poate comunica cu persoane din culturi diferite. Poate deveni o fereastr\u0103 spre multiculturalitate.<\/p>\n\n\n\n

Con\u0163inuturile video\/predarea pot fi urm\u0103rite de mai multe ori, ceea ce faciliteaz\u0103 \u00een\u0163elegerea \u0219i \u00eensu\u0219irea con\u0163inuturilor, a competen\u0163elor \u0219i aptitudinilor la fiecare etap\u0103. \u00cen felul acesta pot fi prevenite golurile din \u00eenv\u0103\u0163are.<\/p>\n\n\n\n

Varietatea \u00een programe \u0219i cursuri<\/em> este o alt\u0103 consecin\u0163\u0103 natural\u0103 a \u00eenv\u0103\u0163\u0103rii online.<\/p>\n\n\n\n

\u00cenv\u0103\u0163area online este accesibil\u0103 pentru oricine<\/em>, indiferent de statutul social, de v\u00e2rst\u0103, ocupa\u0163ie sau de pozi\u0163ionarea geografic\u0103. Permite \u0219colarizarea \u00een timp ce un student poate fi angajat pentru a-\u0219i c\u00e2\u0219tiga existen\u0163a.<\/p>\n\n\n\n

Tipul acesta de \u00eenv\u0103\u0163are presupune costuri mai mici<\/em>.<\/p>\n\n\n\n

\u00cenv\u0103\u0163area la distan\u0163\u0103 Riscurile \u00eenv\u0103\u0163\u0103m\u00e2ntului online:, precum cele tehnice, de operare pe calculator, programare, comunicare etc.<\/p>\n\n\n\n

Riscurile \u00eenv\u0103\u0163\u0103m\u00e2ntului online:<\/h2>\n\n\n\n

Poate facilita frauda intelectual\u0103<\/em>. \u00cen unele situa\u0163ii, examinarea nu poate fi foarte obiectiv\u0103. Unele proiecte sau chiar examene pot fi realizate sau influen\u0163ate de ter\u0163e persoane. <\/p>\n\n\n\n

Teoretizarea \u00een defavoarea practicii<\/em> \u2013 Lipsa modelului din proximitatea elevului poate face ca unele discipline practice s\u0103 fie aproape imposibil de \u00eensu\u0219it la acela\u0219i nivel ca \u00een cazul \u00eenv\u0103\u0163\u0103rii tradi\u0163ionale. <\/p>\n\n\n\n

Izolarea \u0219i singur\u0103tatea<\/em> \u2013 Dac\u0103 nu se creeaz\u0103 contexte alternative \u00een care elevul s\u0103 socializeze, tipul acesta de \u00eenv\u0103\u0163are poate duce la sentimente de \u00eensingurare \u0219i izolare. <\/p>\n\n\n\n

Acreditare \u0219i performan\u0163\u0103<\/em> \u2013 Pentru c\u0103 \u00eenv\u0103\u0163area la distan\u0163\u0103 este un concept educa\u0163ional mai nou dec\u00e2t cel al \u00eenv\u0103\u0163\u0103m\u00e2ntului public \u0219i mai pu\u0163in dezvoltat, devine important s\u0103 se verifice acreditarea \u0219colii \u0219i calitatea actului educa\u0163ional.<\/p>\n\n\n\n

Distragerea aten\u0163iei<\/em> \u2013 Spa\u0163iul \u0219i mijloacele de \u00eenv\u0103\u0163are la distan\u0163\u0103 pot s\u0103-i distrag\u0103 aten\u0163ia elevului de la procesul \u00eenv\u0103\u0163\u0103rii. Internetul \u0219i lipsa disciplinei unei clase supravegheate de profesor pot cauza aceast\u0103 barier\u0103. \u00cenv\u0103\u0163area la distan\u0163\u0103 necesit\u0103 un management al timpului mai riguros.<\/p>\n\n\n\n

Tehnologia<\/em>. \u00cenv\u0103\u0163area la distan\u0163\u0103 necesit\u0103 cump\u0103rarea unui laptop \u0219i deprinderea anumitor competen\u0163e de operare pe calculator.<\/p>\n\n\n\n

Homeschoolingul<\/h2>\n\n\n\n

Sistemele homeschooling \u0219i unschooling pot fi \u00eencadrate \u00een acela\u0219i concept al \u00eenv\u0103\u0163\u0103rii online sau la distan\u0163\u0103. Diferen\u0163a dintre cele dou\u0103 const\u0103 \u00een primul r\u00e2nd \u00een libertatea \u0219i independen\u0163a pe care le cap\u0103t\u0103 p\u0103rintele. Homeschoolingul \u00eencadreaz\u0103 copilul \u00eentr-un sistem-cadru care ofer\u0103, \u00een cele mai multe cazuri, program\u0103 \u0219i manuale prin care copilului i se direc\u0163ioneaz\u0103 actul educa\u0163ional spre dob\u00e2ndirea unor cuno\u0219tin\u0163e, competen\u0163e \u0219i aptitudini generale, care permit recunoa\u0219terea studiilor \u0219i acreditarea \u0219colii-umbrel\u0103. Flexibilitate acestui sistem este mult superioar\u0103 flexibilit\u0103\u0163ii pe care o are curriculumul na\u0163ional rom\u00e2nesc.<\/p>\n\n\n\n

\n

\u00cen ciuda temerilor Ministerului Educa\u0163iei din Rom\u00e2nia cu privire la acest sistem educa\u0163ional \u0219i \u00een ciuda rezervelor fa\u0163\u0103 de calitatea \u0219i rezultatele sistemului homeschooling, rezultatele la testele SAT sau ACT [10]<\/a> ale copiilor educa\u0163i \u00een acest sistem sunt peste medie, iar la testele academice standard din SUA \u0219colile de acas\u0103 ob\u0163in cu 15 p\u00e2n\u0103 la 30 de procente mai mult dec\u00e2t elevii de la \u0219colile publice.<\/p>\n<\/blockquote>\n\n\n\n

\u00cenv\u0103\u0163area combinat\u0103<\/h2>\n\n\n\n

Memorandumul pentru \u00eenv\u0103\u0163area pe tot parcursul vie\u0163ii conchide c\u0103 \u201e\u00eembun\u0103t\u0103\u0163irea \u00eenv\u0103\u0163\u0103rii pe tot parcursul vie\u0163ii este necesar\u0103 pentru o tranzi\u0163ie de succes c\u0103tre o societate \u0219i economie \u00eentemeiat\u0103 pe cunoa\u0219teri\u201d [11]<\/a>. Acesta are poten\u0163ialul de a deveni principiul fundamental al reform\u0103rii \u00eenv\u0103\u0163\u0103m\u00e2ntului rom\u00e2nesc. Este la fel de relevant precum este \u00een domeniul inov\u0103rii, al for\u0163ei de munc\u0103, \u00een domeniul leg\u0103turilor sociale \u0219i al evolu\u0163iei societ\u0103\u0163ii. Aplicarea solu\u0163iilor tehnologice moderne \u0219i a metodelor moderne de \u00eenv\u0103\u0163are constituie dou\u0103 dintre cele mai bune solu\u0163ii care duc la echiparea elevilor cu acele competen\u0163e favorabile \u00eenv\u0103\u0163\u0103rii continue. \u00cenv\u0103\u0163\u0103m\u00e2ntul rom\u00e2nesc are nevoie s\u0103 includ\u0103 mai mult \u00eenv\u0103\u0163area online, folosirea tehnologiei moderne \u0219i a metodelor individualizate \u0219i diferen\u0163iate de \u00eenv\u0103\u0163are.<\/p>\n\n\n\n

Solu\u0163ia: diversitate \u0219i alternative educa\u0163ionale acreditate<\/h2>\n\n\n\n

Evolu\u0163ia societ\u0103\u0163ii de ast\u0103zi, adesea influen\u0163at\u0103 de crizele pe care le \u00eent\u00e2mpin\u0103m, ne impune o dezvoltare a competen\u0163elor de adaptare. Aceea\u0219i nevoie o au sistemele \u00een care tr\u0103im \u0219i, \u00een cazul de fa\u0163\u0103, \u00eenv\u0103\u0163\u0103m\u00e2ntul rom\u00e2nesc. Suntem diferi\u0163i unii de al\u0163ii, nevoile noastre sunt diferite, felul de \u00eenv\u0103\u0163are este diferit \u0219i situa\u0163iile de via\u0163\u0103 se modific\u0103 adesea. Criza provocat\u0103 de COVID-19 ne-a prins nepreg\u0103ti\u0163i pe plan educa\u0163ional. Avem nevoie de alternative acreditate de Ministerul Educa\u0163iei, care s\u0103 ofere solu\u0163ii reale at\u00e2t nevoilor diferite ale oamenilor, c\u00e2t \u0219i situa\u0163iilor de via\u0163\u0103 ce se modific\u0103 din ce \u00een ce mai des. <\/p>\n\n\n\n

Mai important dec\u00e2t s\u0103 identific\u0103m cel mai performant sistem educa\u0163ional este s\u0103 cre\u0103m alternative diverse \u0219i acreditate pentru elevi \u0219i pentru situa\u0163iile diferite \u00een care ar putea fi. Dec\u00e2t s\u0103 ne temem de inova\u0163ie \u00een ceea ce prive\u0219te sistemele moderne de \u00eenv\u0103\u0163\u0103m\u00e2nt, mai bine am c\u0103uta instrumente prin care s\u0103 verific\u0103m, s\u0103 impunem \u0219i s\u0103 garant\u0103m un standard \u00eenalt al calit\u0103\u0163ii actului educa\u0163ional, indiferent de sistem. \u00centrebarea nu este care e cel mai bun sistem educa\u0163ional, ci care este cel mai potrivit sistem educa\u0163ional pentru mine.<\/p>\n\n\n\n

\u0218tef\u0103ni\u0163\u0103 Poenariu este pre\u0219edintele Asocia\u0163iei Holistic Christian Education, fondatorul Transylvania International School.<\/em><\/p>\n\n\n\n

NOTES<\/p>\n\n\n\n

[1] \u00abElevii sunt, oficial, \u00een vacan\u0163\u0103. Cum s-au desf\u0103\u0219urat cursurile \u00een perioada epidemiei de Covid-19\u00bb, \u0218tirile ProTV, 5 apr. 2020, https:\/\/stirileprotv.ro\/stiri\/actualitate\/elevii-sunt-oficial-in-vacanta-cum-s-au-desfasurat-cursurile-in-perioada-epidemiei-de-covid-19.html<\/a><\/p>\n\n\n\n

[2] \u201eEducarea formal\u0103 a copilului \u00een mediul familial, \u00een care p\u0103rintele sau tutorele are rol de pedagog.\u201d<\/p>\n\n\n\n

[3] \u201eEducarea nestructurat\u0103, de acas\u0103, av\u00e2nd la baz\u0103 pasiunile copilului; ne\u0219colarizare, cu sensul de absen\u0163\u0103 a unui sistem educa\u0163ional formal.\u201d<\/p>\n\n\n\n

[4] \u201eHomeschoolingul realizat prin c\u0103l\u0103torii, cel mai adesea \u00een rulote.\u201d<\/p>\n\n\n\n

[5]\u201e\u00abWhat is Distance Higher Education?\u00bb, GetEducated, https:\/\/www.geteducated.com\/distance-education-guide\/25-what-is-distance-higher-education\/.\u201d<\/p>\n\n\n\n

[6] \u201e \u00abWhat\u2019s the difference between Online and Distance Learning?\u00bb, Stafford, 22 ian. 2020, https:\/\/www.staffordglobal.org\/articles-and-blogs\/whats-the-difference-between-online-and-distance-learning\/.\u201d<\/p>\n\n\n\n

[7] \u201eBri Stauffer, \u00abOnline Learning vs. Distance Learning\u00bb, Applied education systems, 2 apr. 2020, https:\/\/www.aeseducation.com\/blog\/2013\/09\/difference-between-online-learning-and-distance-learning.\u201d<\/p>\n\n\n\n

[8] \u201eFAST FACTS: Distance Learning, National Center for Education Statistics, https:\/\/nces.ed.gov\/fastfacts\/display.asp?id=80.\u201d<\/p>\n\n\n\n

[9] \u201eDoug Lederman, \u00abOnline Education Ascends\u00bb, Inside Higher ED, 7 nov. 2018, https:\/\/www.insidehighered.com\/digital-learning\/article\/2018\/11\/07\/new-data-online-enrollments-grow-and-share-overall-enrollment.\u201d<\/p>\n\n\n\n

[10] \u201eCele mai larg r\u0103sp\u00e2ndite \u0219i recunoscute teste din SUA folosite pentru admitere \u00een \u00eenv\u0103\u0163\u0103m\u00e2ntul universitar.\u201d<\/p>\n\n\n\n

[11] \u201eA Memorandum on Lifelong Learning, Commision of the European Cummunities, Bruxelles, 30 oct. 2000, https:\/\/arhiv.acs.si\/dokumenti\/Memorandum_on_Lifelong_Learning.pdf.\u201d<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

\u0218coala nu ar trebui s\u0103 aib\u0103 rolul de a-i educa pe copii pentru societatea de acum \u0219i de aici. C\u00e2nd aceasta nu va mai fi, c\u00e2nd \u0219i cine \u00eei va mai educa pentru timpurile ce vor fi venit? S\u0103 \u00eei \u00eenv\u0103\u0163\u0103m pe copii s\u0103 g\u00e2ndeasc\u0103 \u0219i s\u0103 se adapteze \u00eenc\u0103 de pe acum. Adaptabilitatea \u0163ine […]<\/p>\n","protected":false},"author":2,"featured_media":8174,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[31],"tags":[],"ppma_author":[40],"class_list":["post-112","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-articole"],"authors":[{"term_id":40,"user_id":2,"is_guest":0,"slug":"stefanita","display_name":"Stefanita Poenariu","avatar_url":{"url":"https:\/\/tischool.ro\/wp-content\/uploads\/2023\/09\/echipa-poenariu-stefanita.jpg","url2x":"https:\/\/tischool.ro\/wp-content\/uploads\/2023\/09\/echipa-poenariu-stefanita.jpg"},"0":null,"1":"","2":"","3":"","4":"","5":"","6":"","7":"","8":""}],"_links":{"self":[{"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/posts\/112","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/comments?post=112"}],"version-history":[{"count":31,"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/posts\/112\/revisions"}],"predecessor-version":[{"id":9481,"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/posts\/112\/revisions\/9481"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/media\/8174"}],"wp:attachment":[{"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/media?parent=112"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/categories?post=112"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/tags?post=112"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/ppma_author?post=112"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}