Edukometrija u andragogiji: Skala kompetencija za cjeloživotno učenje učitelja

Abstract

Te awareness of importance and presence of a lifelong need for learning has been in focus for decades, so even nowadays it is impossible to approach the idea of education without the notion of lifelong learning. However, the notion of lifelong learning is often used without actual operationalization. While teachers of all levels of education are called upon to train their trainees for lifelong learning, the defnition of this process remains at the general level. Ministries of Education, European Commissions, non-governmental organizations at the very top or at the central level of the education administration call for lifelong learning, without the ability to measure the presence of competences for lifelong learning within the individual or within community. Planning activities aimed at developing teachers’ competences for lifelong learningis possible if there is a proper operationalization of this term. Tis paper is part of a survey conducted in 2017 in Canton Sarajevo, Bosnia and Herzegovina, with the aim of questioning the validity and reliability of the Lifelong Learning Competences Scale (LLLCS) constructed in other cultural conditions (Turkish Republic of North Cyprus). Factor analysis and corresponding statistical procedures confrm the availability of this measuring instrument in local conditions, thus providing methodological support to regular planning at all levels of education. Due to the research design which has been presented in this paper, results and the research procedures are considered just as a startpoint in the range of need for new researches of similar intent.