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1

Functional Literacy in People's Lives

100%
Rabušicová M., Oplatková P.
Journal of Pedagogy
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2010
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vol. 1
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issue 2
29-51
EN
The paper presents the results of a qualitative study into the lives of people with inadequate functional literacy skills. The data were collected through a biographical interview with a respondent whose characteristics correspond to those of a hypothetical person likely to exhibit signs of low functional literacy. The characteristics, such as gender, age, parental education achievements and job history, of this hypothetical person have been derived from the results of research into adult functional literacy undertaken in the Czech Republic in 1998-International Adult Literacy Survey (IALS). The analysis of the qualitative data focuses on three domains of the respondent's life, namely her family life, her school years, and her life style. The paper identifies the coping strategies used by the respondent in her everyday life.
2

FUNCTIONAL LITERACY IN PEOPLE’S LIVES

100%
Rabušicová M., Oplatková P.
Pedagogický časopis (Journal of Pedagogy)
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2010
|
vol. 1
|
issue 2
29 – 51
EN
The paper presents the results of a qualitative study in the lives of people with inadequate functional literacy skills. The data were collected through a biographical interview with a respondent whose characteristics correspond to those of a hypothetical person likely to exhibit signs of low functional literacy. The characteristics, such as gender, age, parental education achievements and job history, of this hypothetical person have been derived from the results of research into adult functional literacy undertaken in the Czech Republic in 1998-International Adult Literacy Survey (IALS). The analysis of the qualitative data focuses on three domains of the respondent's life, namely the family life, school years, and the life style. The paper identifies the coping strategies used by the respondent in everyday life.
3
Content available remote

Mezigenerační učení v prostředí komunit: koncept a mapování výzkumného terénu

81%
Rabušicová M., Kamanová L., Pevná K.
Studia paedagogica
|
2014
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issue 1
103-124
EN
The article deals with the topic of intergenerational learning in community settings. First, it covers the context of the community and intergenerational learning, as well as intergenerational programmes, which are the main means of community learning. On the grounds of an Internet-based search results of Czech and international intergenerational programmes, it categorizes these programmes from the perspective of their content focus and generational targeting. It presents concrete examples documenting the situation in the Czech Republic to illustrate individual types of intergenerational programmes. The text identifies volunteering as an important aspect and it studies it in detail. The final part of the article consists of an overview of evaluation and research of international intergenerational programmes, which is seen as a starting point for a more precise research of intergenerational programmes in the Czech Republic, which is currently in preparation.
4
Content available remote

Učit se a stárnout aktivně: senioři v mobilních počítačových učebnách

81%
Rabušicová M., Kamanová L., Pevná K.
Studia paedagogica
|
2015
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issue 1
85-108
EN
Active ageing is a challenge which contemporary society has prepared for its elderly. This study attempts to provide answers to the following research questions: how can this be achieved? Which opportunities can be used in pursuing this aim? Is this aim also shared by the elderly? Taking active and vital elderly citizens who learn computers skills in mobile computer labs as an example, this study shows specific features of their learning, conditions under which the elderly learn better, how they manage to cope with the challenges of learning new skills, how this process is influenced by intergenerational contact and learning and finally what benefits this process has had for the elderly and what they appreciate explicitly.
CS
Stárnout aktivně je výzva, s níž se současná společnost obrací na seniory. Jak to ale dělat? Jaké příležitosti k tomu využít? Je to opravdu to, co senioři chtějí? To jsou obecné otázky, kterými je veden tento článek. Na příkladu aktivních a vitálních seniorů, kteří se učí počítačovým dovednostem v tzv. mobilních počítačových učebnách, ukazujeme, jaká jsou specifika jejich učení, za jakých podmínek se učí lépe a snadněji, jak zvládají nároky učení se pro ně novým technologiím, čím k procesům učení přispívá mezigenerační setkávání a mezigenerační přenos, a nakonec také co seniorům učení se práci s PC přineslo, respektive co oni sami na této své vzdělávací aktivitě oceňují.
5
Content available remote

Čas a věk hraje roli: tři generace se učí v kurzech

81%
Rabušicová M., Kamanová L., Pevná K.
Studia paedagogica
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2010
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issue 1
125-146
EN
The contribution continues an article briefly introducing the concept of intergenerational learning, published in the 2009/2 issue of Studia Paedagogica. The article reviewed the offer of the courses and programmes of non-formal education as opportunities for family members of various generations to learn among each other. The review became the starting point of further exploration of what motivates people to take up the courses, what they gain in them, how they judge the participation of people of various generations, and how they perceive intergenerational learning. A more detailed view like this is based on a questionnaire survey among the participants of the courses of non-formal education, of three different generations: parents, grandparents and grown-up children, though not of one and the same family. Their responses are compared among each other and, in some case, confronted with the results of other surveys.
6
Content available remote

Mezigenerační učení: učit se mezi sebou v rodině

81%
Rabušicová M., Kamanová L., Pevná K.
Studia paedagogica
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2012
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issue 1
163-182
CS
Příspěvek přináší některé z výsledků tříletého výzkumného projektu „Mezigenerační učení: děti, rodiče a prarodiče v neformálním vzdělávání a v informálním učení“. Zaměřuje se na mezigenerační učení v rodině, a to v pohledu tří zúčastněných generací. Nejprve vyjasňuje argumenty, které stojí za zvýšenou pozorností věnovanou v posledních letech v mezinárodním kontextu mezigeneračnímu učení, jako jsou demografické okolnosti (stárnoucí společnost), proměny rodiny (variabilita ve struktuře a vztazích) a celoživotní učení (potřeba kontinuity na pozadí změny). Dále se zaměřuje na vybrané výsledky z empirického výzkumu metodologicky založeného na smíšeném designu, jimiž je identifikace rolí rodinných „edukátorů“.
7
Content available remote

Mezigenerační učení v rámci programů a kurzů neformálního vzdělávání pro děti, rodiče a prarodiče

81%
Rabušicová M., Klusáčková M., Kamanová L.
Studia paedagogica
|
2009
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issue 2
131-153
EN
The paper is one of the first outputs of a research project called “Cross-generational Learning: Children, Parents and Grandparents in Non-formal Education and Informal Learning” . It opens with a brief account of the concept of cross-generational learning and then moves on to map the offer of courses and programmes of non-formal learning presenting an opportunity for members of families belonging to different generations to learn from one another. This outline is used as a starting point for further analysis of to which extent, in which ways and by whom these courses are attended, which is the participants’ motivation for enrolment, how they view their benefits and whether at all they perceive these activities as a part of their learning. These more detailed insights are based on participant observation and questioning undertaken in selected courses to be used for subsequent implementation of a questionnaire survey among participants of courses and programmes of non-formal education.
8
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Content available

Family Learning Models in Intergenerational Perspective

81%
Rabušicová M., Kamanová L., Pevná K.
The New Educational Review
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2016
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vol. 45
64-75
EN
The article deals with intergenerational learning in the Czech family from three generations perspective. Intergenerational learning means phenomena and processes aiding mutual transfer of knowledge, experiences, and attitudes in the family that take place in specific family life situations, in interactions, and during the shared activities of the participating generations: children, parents, and grandparents. The thesis of pro-learning family culture-the influence of family characteristics such as communication, family climate and cohesion on learning in the family is elaborated on. The thesis of pro-learning family culture is developed further to identify four different models of family learning from intergenerational perspective. A mixed research design was used.
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