Adult Education Academy

    Prof. Dr. Aleksandra Pejatović

    As head of the "Chair of Andragogy", Prof. Dr. Aleksandra Pejatović held one of the oldest and most renowned chairs for Adult and Continuing Education at a European university for many 
    years. Her research interest are issues of competence and professional development, quality management and evaluation in adult and continuing education. During the winter term of 
    2022/2023, she is holding a guest professorship at the University of Würzburg.

    PEJATOVIĆ, A, (2019), Obukа za odrasle - susret očekivanja i procenjivanja (Training for adults - meeting of expectations and assessments), Beograd: Univerzitet u Beogradu – Filozofski fakultet, Institut za pedagogiju i andragogiju, pp. 217.

    PEJATOVIĆ, A, ORLOVIĆ LOVREN, V, (2014), Zaposlenost i obrazovanje posle pedesete (Employment and education after fifty), Beograd: Univerzitet u Beogradu – Filozofski fakultet, Institut za pedagogiju i andragogiju, Društvo andragoga Srbije, pp. 266.

    DESPOTOVIĆ, M, PEJATOVIĆ, A, (2013), Sistem obuka za odrasle – zasnovan na radnim kompetencijama za tržište rada (The training system for adults - based on work competencies for the labor market), Beograd: Peacebuilding and Inclusive Local Development, pp. 151.

    GLIŠIĆ, T, PEJATOVIĆ, A, JANDRIJEVIĆ MLADAR, D, (Ed), (2012), Ocenjivanje zasnovano na kompetencijama u srednjem stručnom obrazovanju (Assesment based on competences in VET), Beograd: Zavod za unapređivanje obrazovanja i vaspitanja, pp. 58.

    PEJATOVIC, A, (2006), “Obrazovanje i kvalitet života” (Education and Quality of Life), Institute for Pedagogy and Andragogy, Faculty of Philosophy, Belgrade, pp. 296.

    PETER VAN ENGELSHOVEN, DESPOTOVIC, M, MAKSIMOVIC, I, PEJATOVIC, A, (2005), “Metodologija razvoja nastavnog programa u srednjem stručnom obrazovanju i obrazovanju odraslih” (Methodology of development teching programme in secondary vocational education and adult education), Reforma srednjeg stručnog obrazovanja u Republici Srbiji, European Agency for Reconstruction, Thessaloniki, Greece, Evropska agencija za rekonstrukciju, Operativni centar Beograd, Belgrade, pp. 39.

    DESPOTOVIĆ, M, PEJATOVIĆ, A, (2005), Policy and Strategy of Adult Education Development in the Republic of Serbia, Vocational Education and Training Reform Programme, pp. 34.

    DESPOTOVIĆ M, PEJATOVIĆ, A, (2005), Politika razvoja obrazovanja odraslih u Republici Srbiji, Program reforme srednjeg stručnog obrazovanja, Beograd, 34 str.

    ORLOVIC, V, PEJATOVIC, A, AND COLLABORATORS, (1998), "Porodicni klub - vodic kroz razvoj centra za usavrsavanje zajednistva" (Family Club - Guide for the development of the centre for advancing of community), Andragogical Society of Serbia, Belgrade, pp. 142.

    MILIVOJEVIC, Z, GREDELJ, S, PEJATOVIC, A, ILIC, D, (1997), "Vodič ka kreativnoj komunikaciji, Udherrefyesi Per Komunikim Kreativ, Guide to Creative Communication", Agency "Argument", Belgrade, pp. 326.

    PEJATOVIC, A, (1994), "Vrednosne orijentacije i obrazovne potrebe odraslih" (Value Orientations and Educational Needs of Adults), Institute for Pedagogy and Andragogy of the Faculty of Philosophy at the University of Belgrade, Belgrade, pp. 166. 

    CG1: The three pillars of the third mission of higher education systems: “Continuing education”, “technology transfer & innovation” and “social engagement”

    Co-Moderator: Dr. Concetta Tino, Prof. Monica Fedeli 

    Traditionally the two main missions of Higher Education Systems (HEs) are teaching and research, but after Bologna Process a third pillar has characterised the contribution of universities to society: the third mission or third stream (Molas-Gallart et al., 2002). This enlarged mission highlights the role of universities as source of knowledge and capabilities to promote social and economic development. Therefore, the third mission mirrors the effective functioning of HEs and the level of effectiveness and responsibility in the use of resources.

    At the beginning the third mission of universities was considered just as the commercialisation of research, but soon the role of universities has been considered much more than a source for financial and commercial activities, because it was recognised as a process for improving quality of life and public services’ value (Arbo & Benneworth, 2007).

    In 2008, Montesinos, Carot, Martinez, and Mora identified three dimensions of third mission:

    1. Continuing education: the organisation and management of adult education as service to support change between job, leisure time and education. It can include formal and informal education/training.

    2. Technology transfer and innovation: it is related to the exchange of knowledge, that is the use of research to promote innovation, such as spin off activities, contract-based research and consultancy...

    3. Social engagement: the collaboration between HEs and their communities (local, regional, national, global) on the basis of a non-profit relationship and mutual beneficial exchange.

    The first two dimensions have mainly a profit orientation because universities interact with the society according to an economic perspective. The third dimension mirrors the responsibility and the role of HEs as social services for the communities.

    It is important to underline that some universities are stronger in one of the three dimensions, and it is often possible to find activities that belong to different dimensions. This sense, HEs through their Third Mission contribute to the social, economic, technological, and cultural development of communities.

    The Triple Helix research, teaching, third mission (entrepreneurial university ideal) (Etzkowitz & Leydesdorff 2000) pushed HEs to change their governance structure, and to become ‘more effective, efficient and responsive to societal needs’ (Capano & Pritoni, 2020, p.2).

    The relevance of this CGW is to understand the efforts made by the different countries for transforming their governance structure to develop their third mission in its three dimensions. Therefore, the expected learning outcomes of this CGW are related to:

    • knowledge about HEs governance
    • the exploration of the actions/practices implemented for promoting continuing education, innovation and social engagement


    For more information about the comparative group have a look at our programme!



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