WHAT DO WE LEARN FROM ALTERNATIVE EDUCATION INSTITUTIONS FOR LEARNING INNOVATIONS?
The article presents the results from a survey on the innovative work models of the alternative educational organizations in Bulgaria. The analysis aims to answer to the question whether the institutions of interest could serve as a model or, at least, as a corrector of the education process orga...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Trakia University
2019-03-01
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| Series: | Applied Researches in Technics, Technologies and Education |
| Subjects: | |
| Online Access: | https://sites.google.com/a/trakia-uni.bg/artte/articles/artte-vol-7-no-1/Lina%20Yordanova%2C%20Gabriela%20Kiryakova%2C%20Nadezhda%20Angelova.%20WHAT%20DO%20WE%20LEARN%20FROM%20ALTERNATIVE%20EDUCATION%20INSTITUTIONS%20FOR%20LEARNING%20INNOVATIONS.pdf?attredirects=0&d=1 |
| Summary: | The article presents the results from a survey on the innovative work models of the
alternative educational organizations in Bulgaria. The analysis aims to answer to the question whether
the institutions of interest could serve as a model or, at least, as a corrector of the education process
organization held in our university. Many alternative training organizations were objects of the study in
the frame of this project but here only two examples are given – SoftUni and Aula.bg. First one is
representative of university type institution but second one works as a Center for online training. A
group of students is included into the project team and to facilitate the survey a net of information
nodes is defined to be followed and filled in during the evaluation of alternative organizations training
methods. The concepts of innovation and disruptive innovation are discussed in their relation to
education. A list of common characteristics of the training activities and methods of the observed
institutions is offered and discussed. The main conclusion is that most of listed approaches and
methods could be implemented in each state university with small exceptions. For example, the
process of accepting new subject or study plan is very long and difficult following the state regulations
for High education. The accreditation process of a new specialty takes years. The flexibility and
actuality of the subjects seem to be unreachable for the state universities. |
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| ISSN: | 1314-8796 1314-8796 |