This master's thesis studies characteristics of higher education andragogy study programmes in the countries of the former Yugoslavia after 1990. In the modern society, economic, political, cultural and other changes occur continuously, which is why people are forced to study and educate themselves all the time. Adult education is becoming an activity that is developing extremely quickly. In accordance with this, the range of educational activities provided to adults is increasing, as a growing number of adults participate in different education programmes, facilitating their personality development, providing better employment opportunities and ensuring their integration into the social environment. In this context, growing needs for qualified personnel able to organise and conduct adult education and learning have arisen, therefore, it is crucial that countries develop study programmes, based on which future andragogues will acquire appropriate knowledge and competences from the field of adult education. In the theoretical part of this master’s thesis, we first present the field of adult education, and in this context, we describe the historical development of andragogy as well as the profession of an andragogue and their competences. We go on to present the development of the field of adult education in the countries of the former Yugoslavia after 1990 and conclude by presenting the organisation of higher education in the field of andragogy and the development of andragogy study programmes in the countries of the former Yugoslavia. In the empirical part, we compare higher education andragogy study programmes in the countries of the former Yugoslavia in terms of indicators for study programme valuation, using which we analyse similarities and differences between the said study programmes. According to research results, the undergraduate andragogy study programme is implemented in three countries of the former Yugoslavia, namely in Slovenia, Serbia and North Macedonia. We determined that the Slovenian undergraduate andragogy study programme differs from the Serbian and the North Macedonian one in terms of structure, goals, competencies and also curricula. At the postgraduate level, we were able to compare the andragogy study programme only between Slovenia and Serbia, arriving at the conclusion that both the Slovenian and Serbian postgraduate and doctoral andragogy study programmes, despite their structural differences, are more similar to one another in terms of content than the undergraduate study programmes of both countries.
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