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1

Metody budżetowania

100%
Frąckowiak A.
Pieniądze i Więź
|
2019
|
vol. 22
|
issue 2(83)
54-62
PL
W artykule poddaje się analizie typy budżetów i procedury budżetowania w przedsiębiorstwie. W pierwszej części omawia się zasady kierujące procedurami budżetowania. Druga część charakteryzuje procedury budżetowania nakazowego i partycypacyjnego, a także tworzonego na zasadzie „od zera” oraz przyrostowej.
EN
The article analyzes the types of budgets and budgeting procedures in an enterprise. The first part discusses the principles guiding budgeting procedures. The second part characterizes prescriptive and participatory budgeting procedures, as well as the ones created on a "from zero" and incremental basis.
2

Jubileusz Józefa Półturzyckiego

100%
Frąckowiak A.
Rocznik Andragogiczny
|
2009
|
vol. R. 2009
EN
On 22 November Profesor Józef Pólturzycki celebrated his 75th birthday. The Jubilee was organized by his co-operators in Plock and Warszawa. Professor Pólturzycki is an outstanding pedagogue and andragogue, with impressive achievements, the co-founder of the Andragogical Academic Society, of which he was a President till 2008. For many years he also headed the Chair of Andragogy and Lifelong Learning at the Warsaw University and Chair of Didactic Division at the Nicholas Copernicus University in Torun. He is also editor-in-chief of periodicals: 'The Andragogy Yearbook', 'Open Education' and 'Plock Didactical Studies'. He promoted 1500 master students and 29 doctoral students, and reviewed many thesis. Main domains of Professor's scientific interest are: didactics, adult education, lifelong learning, biography and biographical research, education abroad.
3
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Akademicka edukacja dorosłych w Stanach Zjednoczonych

100%
Frąckowiak A.
Rocznik Andragogiczny
|
2008
|
vol. R. 2008
156-167
EN
The paper presents one of the main sectors of adult education, namely university adult education. The authoress discusses theory and practice of this kind of education in the United States. She starts with explanation of how adult education is understood in the United States and what are the main differences in the meaning of it between American and European approach. Then she characterizes adult learners in the United States, their categories concerning aims of education they engage in. Finally, she enumerates and depicts forms of university adult education, distinguished by J. Polturzycki, and characterizes them on the basis of practice of one of the biggest universities in the United States, namely the University of Washington. At the end, she points to important role of the universities and university adult education in developing lifelong learning.
4
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Internet jako medium ustawicznego uczenia się języków obcych

100%
Frąckowiak A.
Rocznik Andragogiczny
|
2006
|
vol. R. 2006
80-85
5

ANDRAGOGICAL APPROACH TO IN-SERVICE TRAINING FOR TEACHERS OF ADULT EDUCATION - PRACTITIONER'S REFLECTIONS

100%
Frąckowiak A.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2007
|
vol. 8
87-92
EN
The paper presents the author's experience gained during andragogical courses for teachers and principals of schools for adults. The courses were conducted in 2004 and 2005 in the Center for Lifelong Education in Torun. About 70 persons working in schools for adults in the area of northern Poland attended both courses. The main problem concerning teachers of adult education in Poland is the lack of legal regulations of teachers' qualifications and paths of in-service training and professional development. In the following part, the author characterizes the expectations of the course participants and their attitudes towards practical skills acquisition useful in teaching different subjects. What appeared to be very important and what was appreciated by teachers participating in the courses, was the possibility of exchanging their professional experiences and sharing their successes. Another reflection is connected with teaching-learning methods used by the author during the courses. These were mainly active methods that helped the participants to define and solve their problems and reflect on their creative work and its implementation, e.g. six thinking hats method by E. de Bono, discussion games by U. Baer etc. Games and relaxation plays were also very important in the very intensive course. In the summary, it was noted that there exists the real need of adult education teachers to participate actively in this kind of in-service training, to learn new teaching-learning methods they could apply in their work with adult learners.
6
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How to assess the effectiveness of the informal learning? Controversies about the procedures PLA (Prior Learning Assessment) in Polish higher education

100%
Frąckowiak A.
Rocznik Towarzystwa Naukowego Płockiego
|
2014
|
vol. 6
s. 248-263
EN
The author discusses the phenomenon of the informal learning. Furthermore, she presents the assessment principles of life and work experience at universities which should be equalized with academic knowledge.
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