Examinando por Autor "Tuparevska, Elena"
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Ítem Equity and social exclusion measures in EU lifelong learning policies(Routledge, 2020-01-02) Tuparevska, Elena; Santibáñez Gruber, Rosa; Solabarrieta, JosuThe aim of this article is to examine how EU lifelong learning policies are trying to reach the vulnerable by looking at what measures against social exclusion they offer and how equitable these measures are. It is a qualitative study that focuses on policy documents that form the European Union’s legal and political frameworks of reference in the lifelong learning area since 1992. The document analysis has been complemented by semi-structured interviews with EU lifelong learning experts. The findings show that early school leavers and migrants are the main target groups in the policies, leaving many other groups at risk of being excluded from learning opportunities. There is not enough attention to measures addressing wider social phenomena. There is also an overemphasis on basic skills which are understood in a very narrow way as literacy and numeracy when referring to the vulnerable. We argue that a greater variety of measures as well as better targeted measures are needed to address the multiple and complex needs of the vulnerable. Such measures would allow a broader understanding of lifelong learning where those that are hardest to reach are offered learning opportunities independent of their personal and social circumstances.Ítem The history of lifelong education in Spain and other Spanish speaking countries: 1730-1959(Routledge, 2022-03-02) Tuparevska, ElenaWhile the idea of lifelong education in Spain is much older, the history of the concept begins in the 1960s. As digital libraries are becoming a source of new data for researchers, the aim of this study is to examine the history of the terms related to lifelong education and learning in Spain and other Spanish-speaking countries by using data published before 1960 and available in Massive Digital Libraries, such as Google Books and HathiTrust. The analysis of books and different kinds of texts and discourses published in Spanish from 1400 until 1959 revealed three formative periods in the development of lifelong education that begin in 18th-century Spain during the Enlightenment and spread to Latin America by the mid-19th century where most of the activity is focused in the following century. What emerges are different conceptualisations of permanent education shaped by the social, political, and economic context as well as influential philosophical movements, such as Krausism and positivism, on one hand, and by a variety of actors on the other hand.Ítem Learning in nature: an amplified human rights-based framework(Routledge, 2023) Tuparevska, ElenaHuman beings are spending less time in nature than previous generations. Without opportunities to interact with nature, we are unable to forge deeper connections with the natural world, leading to indifference and unwillingness to protect it. At the same time, climate change has led to biodiversity loss and new threats such as pandemics, making the issue of the disconnection between humans and nature even more pertinent. This article proposes a modified human rights-based framework to education that incorporates nature as an integral part. I draw on UNESCO’s framework for the human rights-based approach to education which entails three distinct dimensions: access to education, educational quality, and educational environment. I argue that introducing nature as a crucial part of the educational environment can contribute to upholding both human rights and the fundamental rights of nature. By drawing on ecopedagogy and Indigenous beliefs underlining a harmonious relationship with nature, we can move away from the current anthropocentric approach and address the environmental crisis in a meaningful way.Ítem El mapeo comunitario para promover el bienestar en la universidad(Editorial Síntesis, 2023) Tuparevska, ElenaÍtem ¿Qué sorpresa tienes preparada para hoy?: el aprendizaje lúdico en el aula universitaria(Tirant lo Blanch, 2025) Tuparevska, Elena; Flores, LirioÍtem La representación de los grupos vulnerables en la política de aprendizaje a lo largo de la vida(Graó, 2022) Tuparevska, ElenaEl objetivo de este estudio es analizar la forma en que se habla de los grupos vulnerables y quién habla en su nombre en la política española de aprendizaje a lo largo de la vida, ya que esto puede influir en la forma en que los legisladores diseñan las políticas. Basándose en los conceptos de participación y merecimiento y en el trabajo de Ingram y Schneider sobre la construcción social de grupos destinatarios, este estudio supone el análisis del contenido de políticas y datos secundarios. El análisis reveló la falta de poder político de los grupos vulnerables en la elaboración de políticas, la influencia de las empresas y las asociaciones de empresarios y la falta de una auténtica participación. El artículo propone diferentes medidas para mejorar la representación y la voz de las personas vulnerables en el aprendizaje a lo largo de la vida, como la simplificación del proceso de elaboración de políticas o la organización de festivales de aprendizaje.Ítem El reto de la IA para el aprendizaje universitario(Editorial Síntesis, 2025) Flores, Lirio; Tuparevska, Elena; Martínez de la Hidalga, ZoeÍtem Social exclusion in EU lifelong learning policies: prevalence and definitions(Routledge, 2020-02-19) Tuparevska, Elena; Santibáñez Gruber, Rosa; Solabarrieta, JosuThe aim of the article is to analyse the concept of social exclusion in EU lifelong learning policies: how the concept has evolved from the 1990s in terms of meaning, definitions and closely connected concepts, what are the implications of this evolution, and whether there is coherence between the conceptual evolution and lifelong learning policy. Using a qualitative methodology, this article focuses on policy documents that form the European Union’s legal and political framework of reference in the lifelong learning area in the last two and a half decades. A total of 59 documents issued between 1992 and 2017 have been analysed using content analysis. The analysis of the documents has been complemented by 6 semi-structured interviews with EU lifelong learning experts. The results show that the concept is narrowly defined in terms of specific groups at risk of being socially excluded and in terms of employability, thus individualising the problem of exclusion and distracting attention from structural factors.Ítem Social exclusion in European lifelong learning: analysing the European Union and Spanish lifelong learning policies(Universidad de Deusto, 2021-11-12) Tuparevska, Elena; Solabarrieta Eizaguirre, Josu; Facultad de Psicología y EducaciónThis study aims to examine the conceptualisation of social exclusion in EU and Spanish lifelong learning policy from the 1990s to 2018, identifying its meaning, definitions, prevalence, related terminology, measures, as well as the prioritised and missing vulnerable groups and their social construction. The study examines three different levels of lifelong learning policy: the EU level, the national (Spanish) level, and the funding scheme level i.e. the implementation level, as well as the level of convergence and divergence between the different levels. The study also examines the history of the concept of lifelong learning in Spain. The study uses a mixed methods research which involves: content analysis of the EU and Spanish policy documents, interviews, and secondary data on the drafting of lifelong learning policies; quantitative analysis of ESF data; and an analysis of Massive Digital Libraries data. The results show that the concept has undergone a considerable shift with social exclusion increasingly defined in terms of specific vulnerable groups and in terms of employability, many vulnerable groups are left out, and measures to tackle exclusion are often missing. The results show that the EU has played an important role in introducing the concept in the Spanish policies, and there has been an increased convergence of Spanish policies with EU policies due to different factors ranging from aspiration for legitimacy, lack of awareness of EU requirements, to similar domestic pressures giving rise to similar policy responses. Furthermore, the emergence of the ESF as the main funding instrument of lifelong learning has serious implications for national and regional policy as it promotes its narrow understanding of social exclusion. As Spanish ESF programmes are adopting EU-provided indicators and definitions, this is influencing the choice of target groups and having an especially negative impact on the most vulnerable. Moreover, the analysis revealed the lack of political power of vulnerable groups in policy-making with very little attempt to involve them. Finally, different measures are put forward ranging from ensuring quality of participation to organising learner festivals to improve the representation of vulnerable people.Ítem The Spanish rejoinder to Youth Guarantee(Palgrave Macmillan, 2020) Maiztegui Oñate, Concepción; Tuparevska, Elena; Moro, ÁlvaroThis chapter discusses the approach to Youth Guarantee (YG) in Spain in the context of high percentage of school dropout rates, high youth unemployment and a large number of people Not in Education, Employment or Training (NEET). Furthermore, it provides a detailed context of how the YG was implemented within the complex territorial governance system and heterogeneity of the target groups. The chapter illustrates how the adaptation of the Spanish system to the YG intensified the partnership between the public administration and local non-governmental organisations, which coincided with an increase in the educational level of the population, the incorporation of young people into new training activities and labour, and a decrease in the NEETs population.