STATISTINE METODE V EPIDEMIOLOGIJI

We will discuss some of differences, which distinguish both concepts later on,
but in this place would be worthwhile to emphasize maybe the most important
distinction between them: andragogic approach is a student-centred approach, while
pedagogic approach is teacher-centred (11,13,14) (Figure 2).
Didactics
A term, which is also used very frequently in the context of education, is “didactics”.
The Croat expert of didactics, Vladimir Poljak, defines in his book didactics as “the
branch of pedagogy, which is studying general rules of education” (3). In fact, it is
studying the effective applicability of these rules, effective ways and forms of
education (15). The word itself has Ancient Greek origin. The word “didaskein”
means “to teach” (3).
In andragogy, didactics is defined in a wider way than in pedagogy. In
andragogy it is not limited only on institutional or formal education (15).
Capacity building
If we are presenting these methods as important for capacity building, we need to
clarify also two terms, being capacity and capacity building (16-19):
• capacity is defined as the ability of individuals, organizations or systems to
perform appropriate functions effectively, efficiently and sustainably. Capacity
has various dimensions:
− it is not static but is part of a continuing dynamic process,
− it does not exist on it own, but is linked with performance,
− it is an instrument for an individual, team, organisation or system to
achieve objectives and
− capacity always contributes to sustainability.
• capacity building or development is the process by which individuals, groups,
organizations, institutions and societies increase their abilities to perform core
functions, solve problems, define and achieve objectives, and understand and deal
with their development needs in a broad context and in a sustainable manner.
These definitions, adopted by UNDP and UNESCO, emphasize the continuing
process of strengthening of abilities to perform core functions, solve problems, define
and achieve objectives, and understand and deal with development needs.
Why teaching adults is not the same as teaching children
If the person is involved in education of adults, it is essential for him/her to be
familiar with characteristics of child versus adult person in educational process.
Children and adults in educational process differ in many respects. Some of them
are summarized in Table 1 (13,20-26).
In short, the adult student in the educational process is usually characterized
by following characteristics: he/she is a self-directed, self-motivated manager of
personal learning who collaborates as an active participant in the learning process and
who takes responsibility for learning (13).
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