Reviewing the process of initiating lifelong learning and the need to form value orientations within the personality is one of the major perspectives for the entire educational system. The content of the article highlights constituent parts of lifelong learning and value orientation, reflects personal opinions on the relationship between lifelong learning and the process of forming value guidelines for personality supported by arguments derived from a theoretical-scientific study aiming at practical application. Consequently, the reflection on the process of value orientations formation resulted in developing a mechanism for the formation of value orientations within the personality as correlated with the educational process, sociocultural implications and as projected in lifelong learning. The mechanism of orientation formation towards values and through values is established from the perspective of the personality development in ontogenesis and it allows for its extension throughout various educational stages.

The paper, which is presented in high quality graphic conditions, has 191 pages and it is part of the Education Sciences Collection. Its author is a doctoral associate professor, with a specialization in Pedagogy at the University of Craiova, Teacher Training Department. In her more than twenty years of professional experience in the initial and continuous training of teachers, Vali Ilie was interested in the theoretical-applied perspective of the constructivist approach in education, in the development of teaching styles or in interpersonal communication.

The contemporary world is characterized by a rapid and unpredictable evolution of science and technology, generating a significant movement of ideas, inventions and discoveries, an exponential growth of information and cutting-edge technologies. These have as a consequence the digitalisation of the society, the restructuring and the renewal of some multidisciplinary epistemological approaches, from all sectors of the social life.

The article presents the problem of the need to ensure education throughout the life of the personality. There are highlighted various definitions of lifelong education given by various researchers, there is specified the purpose, objectives, characteristics, contents of lifelong education, there are described the forms and factors of lifelong education and it is elucidated the methodology of lifelong education

Genetics is part of the life of every individual having a great influence not only in terms of the transmission of physical characteristics, but also in terms of the development of the human being. Genetics makes its mark on the character and lifestyle and relationship of an individual with the social environment. Epigenetics is a relatively new field of genetics that aims to elucidate the causes of the presence or absence of a pathology caused by the activation of genes. Epigenetics does not end its activity in intrauterine life, but is in a permanent dynamic. This dynamic is influenced by the individual’s lifestyle and environmental factors. Thus, by adopting sanogenic practices to maintain good systemic and mental health, as well as ensuring an environment free from pollution, an optimal state of health of the human body can be obtained. An individual’s adequate state of health encompasses three major factors: physical, mental, and social health. Alteration of one factor leads to the cancellation of the other two. Therefore, in order to maintain a balance, a good functionality of the bio-psycho-social complex is necessary. The novelty element brought by epigenetics compared to classical genetics is represented by the way in which certain factors act on human DNA and produce changes throughout life

Romanian pre-university education, is at the point when it needs a rethinking, a reconsideration, a change. We speak about a necessity imposed by the endogenous factors of system, but required by external aspects of educational system, by the interaction of education with social subsystems and challenges humanity. The article proposes a definition of change, of the structural elements susceptible to the change process and of the systematic approach, according to witch this change may take place within Romanian pre-university education.

La formation continue des enseignants n’est pas étrangère à la problématique de la qualité du système éducatif. Au-delà des politiques éducatives, l’andragogie est partie prenante dans le processus de formation du public cible. Elle permet de s’interroger sur les savoirs et sur les mécanismes de la transposition didactique. Stratégies, méthodes, dispositifs, objectifs et suivi des projets de formation continue des enseignants seront questionnés dans le contexte marocain afin de dresser un état des lieux de la question et apporter des propositions à même d’améliorer les pratiques de formation.

We live in a world in continuous transformation, mainly characterized by an informational explosion as well as an aspirational one. This can arouse interest, send to searches and constructions, but it can also create confusion. Therefore, the man needs stable benchmarks. Children and young people need support and guidance. The roles of the teacher are about to be rethought, not so much from the perspective of their change, but from the point of view of adapting to the new demands. The concept of education for the knowledge society starts to be formed in the second half of the 20th century. During this period, the change of the entire educational system of the society is taking place. To effectively promote the development of the knowledge-based economy, it must be understood that information is a factor of production (as well as labor, land and capital). The process of globalization coincides with a fundamental transition to the informational society - a new global information-based community

The family is part of the phenomena for which there was an interest especially in all societies. Knowledge of the functioning of this institution it is of paramount societal importance, given that it leaves itself, directly or indirectly, the imprint on the entire socio-economic system. So, on the state of the family depends, first of all, the reproduction of the population in a society, socialization / education of new generations, creation and transmission spiritual values, behaviour patterns, process organization production and consumption etc. This article is presenting the most important theoretical contributions – from psycho-sociological point of view – on the family institution. The concept of family is analysed in a correlation with the concept of “couple”. Also, the article is presenting the most important typologies of families that are used in scientific literature, mainly the sociological one. We have tried to present in a comparative manner what are the characteristics of the traditional family and modern family in our contemporary society.

Madame Maria Ménégaki, professeure émérite de l’Université d’Athènes, figure dans Le Dictionnaire universel des créatrices 2, en tant qu’une des plus importantes historiennes grecques au domaine de la civilisation française. Spécialisée dans l’histoire des idées et des mouvements sociaux du XIXe siècle, elle a longuement étudié l’œuvre d’Arthur de Gobineau3 connu surtout pour son Essai sur l’inégalité des races humaines paru en 1853-1855. Or, Gobineau, en dehors de ses théories des races, qui lui ont valu une mauvaise réputation, a excellé dans l’art de la narration fictive et doté la littérature française d’ouvrages de haute valeur. C’est en Grèce, où il séjourna en tant que ministre plénipotentiaire de Napoléon III de 1864 à1868, que le diplomate français a découvert sa véritable vocation. Abandonnant ses préoccupations scientifiques il se consacra entièrement à la littérature de fiction et à la glyptique.

The need for teacher s Lifelong learning is a permanent and paramount goal of any 21st-century education system and the best investment that any state can make to ensure the social, economic and cultural future.

A l’ère du numérique, la Formation Ouverte et à Distance (FOAD) se présente comme un nouvel enjeu par la mise en place de nouveaux systèmes informatiques tout en créant une interdépendance parmi les participants avec la réalisation des tâches actionnelles actives à travers des pratiques différenciées et innovantes en vue de s’adapter aux nouvelles exigences professionnelles d’une société en mutation profonde. Dans le cadre de l’apprentissage collaboratif à distance, la contribution du mentor s’avère essentielle pour mettre en place une pédagogie actionnelle où les participants pourront optimiser leurs attentes par la mise en œuvre des tâches collaboratives en ligne, l’adoption d’une pédagogie de projet interactive et l’intégration à la fois de nouveaux dispositifs de formation ouverte et à distance (FOAD), en vue d’atteindre l’accomplissement de soi et de satisfaire les nouvelles exigences qui se créent en matière de formation. L’investissement psychologique et émotionnel des participants renforce leur motivation mais aussi leur engagement pour développer des compétences numériques et cultiver des compétences transversales avec l’application de systèmes informatiques sophistiqués. D’une part, on va souligner les défis de la pédagogie informatisée dans une formation ouverte et à distance. D’autre part, on va s’intéresser à l’approche interactionnelle constructive par la mise en place de la perspective actionnelle et focaliser l’intérêt sur l’élaboration de la fiche de Planification du syllabus d’un module Master en Didactique des Langues (DDL). Enfin, on va aboutir à l’élaboration du syllabus pour didactiser un module de cours master par la sélection des méthodes pédagogiques tout en précisant leurs fonctions et les types d’activités pertinentes et en promouvant le développement en spirale en faisant distinguer les différentes étapes de réalisation de la méthode itérative dans la mise en application du projet e-learning

The present paper aims to draw attention to a model of streamlining academic learning. The model is based on a holistic approach to learning, taking into account the following directions: a) boosting the students motivation for undertaking responsibility and engagement in the learning process; b) training and development of cognitive and metacognitive abilities; c) learning through situated practice and cooperation. The motivational dimension is deeply involved in the learning activity, success being engendered not by constraints, but by the stimulation and maintenance of the intrinsic motivation, of the mindset, of the responsible attitude. The proposed model is intended to be a starting point in the direction of developing students competence to learn autonomously, with the training (meta) cognitive skills and motivational-attitudinal support at the core of this approach.

The article presents the problem of the need to ensure education throughout the life of the personality. There are highlighted various definitions of lifelong education given by various researchers, there is specified the purpose, objectives, characteristics, contents of lifelong education, there are described the forms and factors of lifelong education and it is elucidated the methodology of lifelong education.

It is recognized that education makes men more free. Our world is currently experiencing unprecedented fundamental upsets: health, technological, climatic, demographic, economic, etc…, which pose new challenges for the future of work and for humanity as a whole. These global megatrends have a profound impact on skills that are likely to quickly become obsolete. Lifelong learning concerns us all. It starts from early childhood to the end of life. Today, everyone is concerned with knowledge, especially since the digital revolution makes knowledge more accessible to all generations. When the Lifelong learning was adopted as a fundamental concept of the Sustainable Development Goal (SDG), the purpose of it was not only quality education but also sustainable development. According to UNESCO, education for the environment and sustainable development (EEDD) is a holistic and transformational education that aims to be transdisciplinary depending on the specific socio-cultural and territorial contexts and their relationships with the outside world. Since its independence, Morocco’s efforts in the field of education have been indisputable, even if these remain insufficient, given demographic pressure, the high dropout rate and the need to support various technological advances. Our article attempts to highlight how certain actors in the educational community (teachers, school directors) decline the EEDD within their cognitive space, through personal experiences, extra-curricular activities, through their own experience, through formal and informal learning and use it to carry out sustainable projects. It mainly questions the correlation between the EEDD and the ATLV and is based on a qualitative survey based on semi-structured interviews as well as field observations in 11 Moroccan primary schools.

The need for teacher s Lifelong learning is a permanent and paramount goal of any 21st-century education system and the best investment that any state can make to ensure the social, economic and cultural future. The European Union has shown an increased interest in training and developing the digital skills of teachers in the European area in recent years. In this regard, EU has developed a series of measures and recommendations for Member States. Nevertheless, in Romania we are experiencing a crisis caused by the shift of teaching activities to the online environment, the lack of digital skills of teachers in pre-university education and, last but not least, the lack of digital media (free internet access, computers, tablets) for a large part of the students. The current paper aims to identify the Romanian context shaping the development of the teachers digital skills for Lifelong Learning up to the on set of lockdown, which led to the relocation of teaching activities online (on 16 March 2020), also focusing on the measures taken during lockdown (16 March 16 - 15 May 2020). The question we are trying to answer is how prepared were the teachers to cope with the online teaching activities, how much had the schools advanced in the integration of digital resources to face-to-face teaching.

Reviewing the process of initiating lifelong learning and the need to form value orientations within the personality is one of the major perspectives for the entire educational system. The content of the article highlights constituent parts of lifelong learning and value orientation, reflects personal opinions on the relationship between lifelong learning and the process of forming value guidelines for personality supported by arguments derived from a theoretical-scientific study aiming at practical application. Consequently, the reflection on the process of value orientations formation resulted in developing a mechanism for the formation of value orientations within the personality as correlated with the educational process, sociocultural implications and as projected in lifelong learning. The mechanism of orientation formation towards values and through values is established from the perspective of the personality development in ontogenesis and it allows for its extension throughout various educational stages

The present paper aims to draw attention to a model of streamlining academic learning. The model is based on a holistic approach to learning, taking into account the following directions: a) boosting the student s motivation for undertaking responsibility and engagement in the learning process; b) training and development of cognitive and metacognitive abilities; c) learning through situated practice and cooperation. The motivational dimension is deeply involved in the learning activity, success being engendered not by constraints, but by the stimulation and maintenance of the intrinsic motivation, of the mindset, of the responsible attitude. The proposed model is intended to be a starting point in the direction of developing students competence to learn autonomously, with the training (meta) cognitive skills and motivational-attitudinal support at the core of this approach.

The contemporary world is characterized by a rapid and unpredictable evolution of science and technology, generating a significant movement of ideas, inventions and discoveries, an exponential growth of information and cutting-edge technologies. These have as a consequence the digitalisation of the society, the restructuring and the renewal of some multidisciplinary epistemological approaches, from all sectors of the social life. Contemporary society is facing limited resources of raw materials and energy, population growth, widening the gap between rich and poor countries, the steady deterioration of the environment, and interethnic conflicts. The solution to this crisis is the education reform, which will cause profound transformations in relation to the specificities of each country, a new education policy to increase its quality and imprint the prospective character. Through structure, objectives and content, education must constantly meet the requirements of the evolution of national and international reality. The meanings and efficiency of the educational act are given by the the adaptation and self regulation capacity of education, compared to the more numerous challenges of the social space. Our paper aims to demonstrate the importance of lifelong learning, deepening and capitalising on it, after the period of compulsory schooling. Tomorrow s human education is no longer reduced to what the school transfers; it results from the harmonious combination of the three forms of education throughout life. This means that the training of today s individual, through education, will meet the demands of the tomorrow s knowledge society.

Genetics is part of the life of every individual having a great influence not only in terms of the transmission of physical characteristics, but also in terms of the development of the human being. Genetics makes its mark on the character and lifestyle and relationship of an individual with the social environment. Epigenetics is a relatively new field of genetics that aims to elucidate the causes of the presence or absence of a pathology caused by the activation of genes. Epigenetics does not end its activity in intrauterine life, but is in a permanent dynamic. This dynamic is influenced by the individual’s lifestyle and environmental factors. Thus, by adopting sanogenic practices to maintain good systemic and mental health, as well as ensuring an environment free from pollution, an optimal state of health of the human body can be obtained. An individual’s adequate state of health encompasses three major factors: physical, mental, and social health. Alteration of one factor leads to the cancellation of the other two. Therefore, in order to maintain a balance, a good functionality of the bio-psycho-social complex is necessary. The novelty element brought by epigenetics compared to classical genetics is represented by the way

Romanian pre-university education, is at the point when it needs a rethinking, a reconsideration, a change. We speak about a necessity imposed by the endogenous factors of system, but required by external aspects of educational system, by the interaction of education with social subsystems and challenges humanity. The article proposes a definition of change, of the structural elements susceptible to the change process and of the systematic approach, according to witch this change may take place within Romanian pre-university education.

The family is part of the phenomena for which there was an interest especially in all societies. Knowledge of the functioning of this institution it is of paramount societal importance, given that it leaves itself, directly or indirectly, the imprint on the entire socio-economic system. So, on the state of the family depends, first of all, the reproduction of the population in a society, socialization / education of new generations, creation and transmission spiritual values, behaviour patterns, process organization production and consumption etc. This article is presenting the most important theoretical contributions – from psycho-sociological point of view – on the family institution. The concept of family is analysed in a correlation with the concept of “couple”. Also, the article is presenting the most important typologies of families that are used in scientific literature, mainly the sociological one. We have tried to present in a comparative manner what are the characteristics of the traditional family and modern family in our contemporary society

A l’ère du numérique, la Formation Ouverte et à Distance (FOAD) se présente comme un nouvel enjeu par la mise en place de nouveaux systèmes informatiques tout en créant une interdépendance parmi les participants avec la réalisation des tâches actionnelles actives à travers des pratiques différenciées et innovantes en vue de s’adapter aux nouvelles exigences professionnelles d’une société en mutation profonde. Dans le cadre de l’apprentissage collaboratif à distance, la contribution du mentor s’avère essentielle pour mettre en place une pédagogie actionnelle où les participants pourront optimiser leurs attentes par la mise en œuvre des tâches collaboratives en ligne, l’adoption d’une pédagogie de projet interactive et l’intégration à la fois de nouveaux dispositifs de formation ouverte et à distance (FOAD), en vue d’atteindre l’accomplissement de soi et de satisfaire les nouvelles exigences qui se créent en matière de formation. L’investissement psychologique et émotionnel des participants renforce leur motivation mais aussi leur engagement pour développer des compétences numériques et cultiver des compétences transversales avec l’application de systèmes informatiques sophistiqués. D’une part, on va souligner les défis de la pédagogie informatisée dans une formation ouverte et à distance. D’autre part, on va s’intéresser à l’approche interactionnelle constructive par la mise en place de la perspective actionnelle et focaliser l’intérêt sur l’élaboration de la fiche de Planification du syllabus d’un module Master en Didactique des Langues (DDL). Enfin, on va aboutir à l’élaboration du syllabus pour didactiser un module de cours master par la sélection des méthodes pédagogiques tout en précisant leurs fonctions et les types d’activités pertinentes et en promouvant le développement en spirale en faisant distinguer les différentes étapes de réalisation de la méthode itérative dans la mise en application du projet e-learning

La formation continue des enseignants n’est pas étrangère à la problématique de la qualité du système éducatif. Au-delà des politiques éducatives, l’andragogie est partie prenante dans le processus de formation du public cible. Elle permet de s’interroger sur les savoirs et sur les mécanismes de la transposition didactique. Stratégies, méthodes, dispositifs, objectifs et suivi des projets de formation continue des enseignants seront questionnés dans le contexte marocain afin de dresser un état des lieux de la question et apporter des propositions à même d’améliorer les pratiques de formation.

We live in a world in continuous transformation, mainly characterized by an informational explosion as well as an aspirational one. This can arouse interest, send to searches and constructions, but it can also create confusion. Therefore, the man needs stable benchmarks. Children and young people need support and guidance. The roles of the teacher are about to be rethought, not so much from the perspective of their change, but from the point of view of adapting to the new demands. The concept of education for the knowledge society starts to be formed in the second half of the 20th century. During this period, the change of the entire educational system of the society is taking place. To effectively promote the development of the knowledge-based economy, it must be understood that information is a factor of production (as well as labor, land and capital). The process of globalization coincides with a fundamental transition to the informational society - a new global information-based community

It is recognized that education makes men more free. Our world is currently experiencing unprecedented fundamental upsets: health, technological, climatic, demographic, economic, etc…, which pose new challenges for the future of work and for humanity as a whole. These global megatrends have a profound impact on skills that are likely to quickly become obsolete. Lifelong learning concerns us all. It starts from early childhood to the end of life. Today, everyone is concerned with knowledge, especially since the digital revolution makes knowledge more accessible to all generations. When the Lifelong learning was adopted as a fundamental concept of the Sustainable Development Goal (SDG), the purpose of it was not only quality education but also sustainable development. According to UNESCO, education for the environment and sustainable development (EEDD) is a holistic and transformational education that aims to be transdisciplinary depending on the specific socio-cultural and territorial contexts and their relationships with the outside world. Since its independence, Morocco’s efforts in the field of education have been indisputable, even if these remain insufficient, given demographic pressure, the high dropout rate and the need to support various technological advances. Our article attempts to highlight how certain actors in the educational community (teachers, school directors) decline the EEDD within their cognitive space, through personal experiences, extra-curricular activities, through their own experience, through formal and informal learning and use it to carry out sustainable projects. It mainly questions the correlation between the EEDD and the ATLV and is based on a qualitative survey based on semi-structured interviews as well as field observations in 11 Moroccan primary schools.

Madame Maria Ménégaki, professeure émérite de l’Université d’Athènes, figure dans Le Dictionnaire universel des créatrices 2, en tant qu’une des plus importantes historiennes grecques au domaine de la civilisation française. Spécialisée dans l’histoire des idées et des mouvements sociaux du XIXe siècle, elle a longuement étudié l’œuvre d’Arthur de Gobineau3 connu surtout pour son Essai sur l’inégalité des races humaines paru en 1853-1855. Or, Gobineau, en dehors de ses théories des races, qui lui ont valu une mauvaise réputation, a excellé dans l’art de la narration fictive et doté la littérature française d’ouvrages de haute valeur. C’est en Grèce, où il séjourna en tant que ministre plénipotentiaire de Napoléon III de 1864 à1868, que le diplomate français a découvert sa véritable vocation. Abandonnant ses préoccupations scientifiques il se consacra entièrement à la littérature de fiction et à la glyptique.

The paper, which is presented in high quality graphic conditions, has 191 pages and it is part of the Education Sciences Collection. Its author is a doctoral associate professor, with a specialization in Pedagogy at the University of Craiova, Teacher Training Department. In her more than twenty years of professional experience in the initial and continuous training of teachers, Vali Ilie was interested in the theoretical-applied perspective of the constructivist approach in education, in the development of teaching styles or in interpersonal communication