| the principle of achieving, through the educational content, the expected outcomes, specific to adults’ learning and education;the principle of coherence and balance between the various components of educational content: knowledge, skills, attitudes, values;the principle of scientific content, made essential and relevant to the individual needs of adults in vocational and non-professional plane (of general culture);the principle of complexity and contextuality of educational content: correlated with the intended outcomes;the principle of correlating the projected knowledge and skills with the particularities of the adult teaching-learning-assessment process;the principle of knowledge’s validity for its usefulness in the general formation of adult’s personality and its professional development;the principle of transdisciplinarity, interdisciplinarity, intradisciplinarity in relation to the conceptual paradigm of adults’ learning and education;the principle of flexibility (the possibility of grouping and regrouping content units depending on specific contexts and diversified forms of education). |
the principle of staging according to the complexity of the content units (subject segmentation);the principle of delimitation (each of the parties must represent a unit);the principle of progressive and contextual/situational difficulty;the principle of linking new and old information with the dominance of information generated by the educational needs and opportunities of adults;the principle of coordination (establishing the link between knowledge, skills and types of activities, on the one hand, and between types of activities and society/labor market, on the other hand);the principle of accentuation (revealing the most significant part of the contents);the principle of didactic values (organizing the content according to the finalities, the teaching-learning methods, the didactic means, etc.);the principle of complexity and variability of adults’ learning/training activities. |
