Search results

1

Questions of (Mis)Recognition in the Relationship Between Italian Teachers and Asylum-Seeker Students

100%

Oshodi D. P.

Teraźniejszość – Człowiek – Edukacja

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2021

|

vol. 23

|

issue 1(89)

81-97

EN

The potential of the classroom as a place for the development of a more positive sense of self by asylum seekers has received scant attention in the literature. This paper explores this potential using Honneth’s theory of recognition. By employing narrative inquiry, the data shows clues of recognition in the interviewed teachers’ perceptions and values, relationships with learners, and teachers’ understanding and concern for learners.

2

Local Action Groups as learning organizations and communities

100%

Abramowicz J.

Praca Socjalna

|

2020

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vol. 35(3)

91-108

EN

The aim of the study is to analyse Local Action Groups as organizations capable of creating space for environmental education. The first part describes the different approaches to adult education and forms of learning. In this context, Local Action Groups are analysed as learning communities and organizations. The specificity of the operation of Local Action Groups is based on a combination of formal and three-sector partnerships and partnerships with residents. On the one hand, these partnerships are used to manage public funds for rural development, but the sense of establishing them is deeper. LAG members and management themselves come from the local community and should broadly represent its interests, but also to activate, engage and create space for the development of ideas, ideas and projects. The work methodology is based on research carried out as part of the expertise commissioned by the Ministry of Agriculture and Rural Development, especially on information obtained from individual in-depth interviews (IDI), on the basis of which detailed case studies of selected LAGs were described. The existing data were also analysed - RDP documentation, reports, and quantitative data obtained from the CAWI survey. The conclusions of the analysis show that Local Action Groups have the potential to create learning environments and transfer the assumptions of the Leader approach, especially bottom-up approaches and to promote participation in decisions on local development directions, but they do not fully use it.

3

Kadra ucząca dorosłych: warunki, kompetencje i rozwój

100%

Mazurkiewicz G.

Zarządzanie Publiczne

|

2009

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issue 1 (5)

PL

The paper presents reflections rising from a study on adult learning professions in Poland. Changes in the socio-political and legal context created phenomena that have occurred in the adult education systems, mechanisms and approaches. The article focuses on the impact of those processes on a specific professional group – adult educators. Because of the increasing importance of life long learning and the promising vision of a knowledge society, new initiatives in education open challenging possibilities for human development.Based on interviews with practitioners the article describes the professional situation of adult educators: training, development, awareness, values, priorities and practice. There is a new trend noticeable in these interviews – the emergence of a new kind of educator. The specific working style of this new group (operating like a closed caste) with a specific language and communication style, value system, ethics and critical skills resulted in the creation of the new culture of life long learning. The culture of adult educators has developed skills of survival in fragmented reality of Polish educational policy, a chaotic legal frame and the strong pressure of labour market.

4

Explanations of individual successes and failures in the biographies as a reason to understand learning meanings. Context-sensitive analyses

100%

Jurgiel-Aleksander A., Dyrda J.

Dyskursy Młodych Andragogów / Adult Education Discourses

|

2016

|

vol. 17

389-396

EN

The main aim of this text is the attempt to demonstrate what kind of learning meanings are created when adult people justify success and failure in their lives. The question – what success means has inspired the individual narration about life experiences of the 40 plus generation. In Poland this age group is perceived as the stabilization generation, because of the fact that people at this age did not have to experience a war, communist oppression or martial law. They were educated before the year of political transformation in Poland in 1989 and their adulthood occurred after economic changes. As a result, the narrations’ analyses led to identifying the concepts of learning. They were: learning as the process of pursuit of economic independence (1), learning as creating job opportunities (2), learning as the result of assessment of one’s own competence by others (3). During the conversation (while being interviewed) it turned out that the language of narration was economic regardless of whether they were talking about their vocational or personal life. The analyses that followed should be only treated as a qualitative case study.

5

O społecznym uczeniu się we współczesnym dyskursie andragogicznym. Wątpliwości zebrane

100%

Kurantowicz E.

Dyskursy Młodych Andragogów / Adult Education Discourses

|

2012

|

vol. 13

13-20

EN

The authoress analyses the social dimension of learning present in selected adult education theories. The said dimension is evolving from imitation and mechanical perception of others, passing through the stages of experience in a social world, modelling and transmissions, to eventually reach the point of activity and participation of individuals in societies or constructing social reality. The prerequisite to social learning is always direct or indirect presence of others. The authoress puts forward the argument that social learning should be considered in the perspective of change and quality of contemporary social relations (including the pedagogical ones), contexts of learning and pan-pedagogical orientation in andragogical analyses as well as in the perspective of principal transformations of today’s forms of social integration. In the final conclusions, the authoress presents a theoretical proposal of analyzing the social dimension of learning based on forms of social integration and the type of learning (adaptational one, emancipatory one), and points out the links between the analysed issue and other theoretical approache

6

Digital competence learning in secondary adult education in Finland and Poland

100%

Duda E., Dziurzyński K.

International Journal of Pedagogy, Innovation and New Technologies

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2019

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vol. 6(2)

22-32

EN

Nowadays, the digital competence is becoming as important as literacy and numeracy skills. For children and youths these competences seem to be natural and the role of teacher is to direct students in their learning and to develop cognitive curiosity. For adults, the learning process is different. It is not only developing of digital skills but sometimes even grassroots teaching. The article presents a two different approaches to teaching/learning process provided in the field of secondary education - Finnish and Polish systems. Documents containing curricula, school programmes and course grids were analysed. Both systems have been assessed in terms of their relevance to adult learners. The main discoveries and the key conclusions indicate that the Polish system does not adapt to the real needs of adult learners and the changing needs of the labour market.

7

Adult Learners’ Perceptions of the Use of Interactive Whiteboards in University Classrooms

100%

Lai H.-J.

The New Educational Review

|

2014

|

vol. 36

55-65

EN

The purpose of this study was to investigate adult learners’ perceptions of the use of Interactive Whiteboards (IWBs) in a university classroom in Taiwan. The participants were undergraduate students in a Master’s program. Research data were obtained through students’ interviews, site observations, and students’ reflective journals on the course website. Interviews were conducted with six adult learners who were also working professionals. The research data indicate that adult learners valued the benefits of using IWBs in instruction and workplace learning and pointed out that instructors’ readiness and competence determine the effectiveness of IWB integration in classrooms. Another important finding revealed in this study suggested that instructors need to develop creative IWB lesson plans that fully utilize the advantages of IWBs in order to ensure that IWBs are effectively and continually used in adult education/training settings.

8

E-learning in Management – Focus on Hungary, Serbia and Slovakia

88%

Poór J., Sasvári P., Nesterowicz K., Monda E., Eldurssi F. F. M., Nikolic M.

Journal of Management and Financial Sciences

|

2016

|

vol. 23(1)

93-122

EN

The interpretation, according to the authors, of “e-learning” is defined as follows: (1) in the wider sense: a process of training, transferring knowledge or studying which is aided by digital equipment (storage, retrieval, display, forwarding and feedback of content and study-aides); (2) more specifically: an open form and framework of training, accessible through a private or public network, which enables the efficient organization of the training process for the user (young or adult), as well as the appropriate communication and feedback between the tutor and trainee, regardless of time or distance. First of all in this new study we review the basic theoretical foundations of e-learning, and in the second section we will highlight the major conclusions of an empirical study carried out in Hungary, Serbia and Slovakia.

9

The Lifelong Learning in the Field of Employment Policy in Slovakia

88%

Hužovičová M., Jakúbek P.

Acta Technologica Dubnicae

|

2014

|

vol. 4

|

issue 2

27-35

EN

The rate of employment (or vice versa the rate of unemployment) is an important indicator of economic maturity and quality of life in a particular country. Compared to other countries of the European Union, unemployment in the Slovak Republic is a serious problem. Improving the quality and the efficiency of Slovak educational institutions can be one of the ways how to struggle with this problem. The Slovak economy has been transformed from planned economy to market economy, and, therefore, retraining, re-educations and improvement (in the field of industry and services) have been required. The Institute of Lifelong Learning is very helpful in this field. The article deals with shortcomings of the Institute of Lifelong Learning and it points out the reality leading to drawbackks. It also concerns the following possibilities, which might improve the current situation. In a theoretical analysis of the current state, we define the basic terms and problems in this field.

10

Adult Education and Training in Comparative Perspective - Indicators of Participation and Country Profiles

88%

von Rosenbladt B.

Statistics in Transition new series

|

2010

|

vol. 11

|

issue 3

38-75

EN

Lack of data has been a serious deficiency for comparative research on adult learning until recently. The present paper explores new opportunities based on the European Adult Education Survey (AES). It argues that general indicators of participation in adult education and training must be complemented by more specific indicators revealing sectoral structures and behavioural patterns within the adult learning system. AES as a subject-specific survey can help to understand better “what is behind” a general level of participation in adult learning, as provided in other statistics. Country variations are explored across a set of 16 European countries.

11

Transformative Learning of Educationally Active Women in the Context of the COVID-19 Pandemic

88%

Ciechanowska D., Kozerska A.

The New Educational Review

|

2022

|

vol. 70

57-67

EN

Objective: The study aims to determine whether educationally active women present signs of transformative learning in their own experiences of the COVID-19 pandemic. The focus of the study is the relationship between experiencing transformative learning in a pandemic and the sense of loneliness, received social support, sense of life satisfaction and age. Methods: The study was conducted among 258 educationally active women – part-time students, as well as students of the Universities of the Third Age. Age of the surveyed women: from 19 to 87 years. Data were collected using the online test method. A statistical significance of differences was tested with the U Mann-Whitney test and the two proportion z-test. Results: Most of the surveyed women manifested elements of transformative learning in their experience of the pandemic. Those scoring high on the Transformative Learning in a Pandemic Situation scale have had their life satisfaction decrease to a greater extent than those scoring low. The group scoring high on the Transformative Learning in a Pandemic Situation scale is characterised by a higher sense of loneliness. No relationship was found between perceived manifestations of transformative learning and age, social support, place of residence and education. Discussion: The transformative potential of learning can be seen in a pandemic situation. The obtained data provide arguments supporting the supposition that the feeling of loneliness, influencing the lowering of satisfaction from life, is a factor triggering learning and leading to the change of habits of thinking and acting of educationally active women.

12

Shadows of the Past. The Challenges of Teaching Analytical Writing within the Military

75%

Walters J.

Academic Journal of Modern Philology

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2023

|

issue 19

423-434

EN

The subject matter of this article is the challenges faced by military language students, particularly in the context of analytical writing and the specifics of the military language testing system (STANAG 6001). The main research method used in this paper is a literature review and theoretical analysis in order to discuss and analyse the challenges faced by military language students in the context of analytical writing, as well as potential solutions such as Project-Based Learning (PBL). As such, it does not present original empirical research or data collection. Instead, it draws upon existing research, educational theories, and expert opinions to support its arguments and proposals. A central theme within the paper is that of "educational baggage" and the idea that language learners bring into the classroom their experiences of previous learning environments, be that schools or private courses. Finally, the article suggests that a fully integrated syllabus should be written for military English students that would incorporate all the elements of Project Based Learning and involve all teachers on a given course in a truly integrated manner.

13

Edukacja nieformalna w miejscu pracy – podobne założenia, rozbieżne warunki Badanie dwóch międzynarodowych organizacji ekologicznych działających w czterech krajach

75%

Bron Jr M.

Pedagogika Społeczna

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2016 (R. XV)

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issue 4(62)

53-75

PL

Autor porusza zagadnienia związane z procesem uczenia się w dwóch ekologicznych organizacjach pozarządowych (ENGOs). Przykłady nieformalnej edukacji w miejscu pracy zaczerpnięto z dwóch ENGOs: Greenpeace i WWF. Badanie prowadzono w czterech krajach – Chorwacji, Polsce, Szwecji i we Włoszech. Miało ukazać sposób kształcenia w tych organizacjach; kto określa potrzeby, treści, priorytety i rozwiązania praktyczne; jak pracownicy tych organizacji uzyskiwali wiedzę i umiejętności; jakie były kompetencje zawodowe szkoleniowców; gdzie to kształcenie się odbywało – w ramach organizacji czy poza nią; czy można zauważyć jakieś znaczące różnice w sposobie organizowania nieformalnego kształcenia w tych organizacjach w badanych krajach. Aby znaleźć odpowiedź na te pytania przeprowadzono serię wywiadów z pracownikami obu ENGOs w wytypowanych krajach. Zebrany materiał empiryczny ujawnił, że Greenpeace i WWF „magazynują wiedzę” i potrafią zrobić z tego dobry użytek, jakkolwiek rzadko aktywnie wspierają uczenie się. Najbardziej udane i skuteczne sposoby nieformalnego uczenia się w miejscu pracy są wówczas, gdy zdobyte doświadczenia są przekazywane nowym współpracownikom. W ten sposób ENGOs dokonują konwersji wiedzy ukrytej w wiedzę jawną. Ustalenia doprowadziły autora również do obserwacji, że ludzie działają w różny sposób w różnych krajach, ale uczą się w sposób podobny.

EN

The paper explores learning that occurs in two environmental non-governmental organizations (ENGOs). Examples of non-formal workplace learning were studied in two transnational environmental organisations: Greenpeace and WWF. An investigation was carried out in four countries – Croatia, Italy, Poland and Sweden. I was interested to determine how learning in these two ENGOs was organized; who defined needs, content, priorities and solutions; how people engaged in these organizations gained knowledge and competences; where did training competences come from; where did it took place – within the organization (in-service training) or outside; were there any significant differences in how non-formal learning processes are run within two ENGOs active in four countries? To find answers to these questions I conducted a series of open-ended interviews. Interviewees were staff members of both ENGOs from all four countries. Collected interviews disclosed, that Greenpeace and WWF “store knowledge” and make good use of it, although they do not necessarily actively foster learning. Most successful, and efficient, ways of non-formal workplace learning tend to be when gained experiences are transferred to new co-workers. In this way ENGOs converted their tacit knowledge into explicit one. My findings lead me also to an observation that people act differently in different countries, while they learn in similar ways.

14

Uzasadnienia indywidualnych sukcesów i porażek życiowych w biografii jako pretekst do rozumienia znaczenia uczenia się. Analiza wrażliwa na konteksty

75%

Jurgiel-Aleksander A., Dyrda J.

Dyskursy Młodych Andragogów / Adult Education Discourses

|

2016

|

vol. 17

25-34

PL

Celem niniejszego tekstu jest próba ujawnienia znaczeń, jakie kryją się za uczeniem się dorosłych w kontekście uzasadnień towarzyszących sukcesom i porażkom w życiu. Pytanie o to, czym jest sukces i co znaczy w ich życiu, stało się pretekstem do rozmowy o doświadczeniach życiowych z kilkoma przypadkami 40-latków. W Polsce ta grupa postrzegana jest jako pokolenie czasu stabilizacji ze względu na to, że nie doświadczyła ona bezpośrednio wojny, komunistycznej opresji ani stanu wojennego. To pokolenie swoją edukacyjną karierę kształtowało przed transformacją 1989 roku, a w swoją dorosłość wchodziło po zmianach ekonomicznych. Opowieści badanych stały się w niniejszym pro-jekcie przedmiotem analiz, które w rezultacie doprowadziły do rekonstrukcji koncepcji uczenia się. Są to: uczenie się jako proces dążenia do ekonomicznej niezależności (1), uczenie się jako organizowanie miejsca pracy sobie i innym (2), uczenie się jako rezultat oceny własnych kompetencji przez innych (3). W trakcie wywiadu okazało się, że język opisu w narracjach badanych ma ekonomiczny status bez względu na to czy mówili oni o swoim zawodowym życiu czy o osobistym. Przedstawione w niniejszym tekście analizy mają wyłącznie charakter jakościowego studium przypadku.

EN

The main aim of this text is the attempt to demonstrate what kind of learning meanings are created when adult people justify success and failure in their lives. The question – what success means has inspired the individual narration about life experiences of the 40 plus generation. In Poland this age group is perceived as the stabilization generation, because of the fact that people at this age did not have to experience a war, communist oppression or martial law. They were educated before the year of political transformation in Poland in 1989 and their adulthood occurred after economic changes. As a result, the narrations’ analyses led to identifying the concepts of learning. They were: learning as the process of pursuit of economic independence (1), learning as creating job opportunities (2), learning as the result of assessment of one’s own competence by others (3). During the conversation (while being interviewed) it turned out that the language of narration was economic regardless of whether they were talking about their vocational or personal life. The analyses that followed should be only treated as a qualitative case study.

15

„Co robi alfabetyzacja?”. O potrzebie i priorytetach badań pedagogicznych nad fenomenem niepiśmienności

75%

Przybylska E.

Kultura i Edukacja

|

2014

|

issue 4(104)

66-84

EN

The article points out the need of educational research on the illiteracy phenomenon in the societies, where compulsory education is enforced. The scale of illiteracy and lack of knowledge about functional illitera cy in the present time poses a number of challenges for science. The most important are: identification of groups with reading and writing deficits and etiology of illiteracy phenomenon, reflection on the essence of functionally illiterate adults learning, the role of school and other agents of socialization in reading and writing development, literacy opportunities in the workplace or the contribution of the arts to popularize adult literacy and breaking social taboo, which is inability to read and write in highly developed countries.

16

Adult learning in Europe – European priorities and good practices

75%

Szpilska M.

Edukacja Ustawiczna Dorosłych

|

2017

|

issue 1

32-40

PL

Idea uczenia się przez całe życie jest podstawą wizji nowoczesnego społeczeństwa opartego na wiedzy. Państwa najlepiej rozwijające się uznają kształcenie ustawiczne jako priorytet w swoich strategiach rozwoju, a także planach rozwojowych dotyczących oświaty. Z punktu widzenia badań nad rozwojem ustawicznej edukacji zawodowej w Polsce, istotnym zagadnieniem jest analiza zmian głównych tendencji rozwoju ustawicznej edukacji zawodowej (C-VET) w kontekście strategicznych dokumentów Komisji Europejskiej oraz edukacyjnych programów z uczestnictwem polskich instytucji kształcenia i doskonalenia zawodowego. Prezentowane wyniki stanowią próbę odpowiedzi na pytanie: Jak ewoluowały główne tendencje priorytetów rozwoju ustawicznej edukacji zawodowej w Polsce po przystąpieniu do UE? oraz jakie są europejskie dobre praktyki ukierunkowane na zwiększenie uczestnictwa osób dorosłych w uczeniu się i uwzględniające potrzeby rynku pracy.

17

ОПТИМІЗАЦІЯ ТА ВДОСКОНАЛЕННЯ ОРГАНІЗАЦІЇ ІНШОМОВНОЇ ПІДГОТОВКИ НАУКОВО-ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ В УМОВАХ ГЛОБАЛІЗАЦІЙНИХ ЗМІН У ГАЛУЗІ ВИЩОЇ ОСВІТИ УКРАЇНИ

75%

Мединська С.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

|

issue 5(59)

161-168

EN

The article deals with the issues of organization of effective foreign language training of research and education personnel in the conditions of fast development of the educational sphere under the influence of the globalization processes. To achieve the goal of analyzing the peculiarities of the adult approach to learning, defining the main problems associated with foreign language training and finding solutions to them such research methods as critical analysis of scientific pedagogical and psychological publications, scientific observation, testing, methodological experiment as well as analysis and synthesis are used. The peculiarities and distinctive features of the adult approach to learning based on psychological, methodological and physiological characteristics of the adult learners as well as optimal conditions of mastering the foreign language are considered in the article. The existing methods and approaches to teaching foreign languages applied to adults are analyzed so that the major issues related to the educational process are defined including organization specifics, project financing and budget allocation as well as motivational factors. There are suggested optimal ways to overcome the difficulties connected with foreign language training of research and education personnel and the possible organizational solutions are found taking into consideration specifics of the learners. The communicative-analytical method is considered as the most effective since it meets the vast majority of needs and requirements of the research and education personnel involved in the foreign language training. The mixed structure of financing based on personal, institutional and state funds in the different stages of the project implementation is substantiated. Motivational factors including internal and external ones are analyzed to define the most encouraging aspects. Since international projects with Ukrainian academics participating in them are getting increasingly common in the process of innovative development of the educational sphere under influence of the globalization processes this direction involves intensive learning English as a language of international communication and requires particular attention to creating and pursuing specific strategies and cost-effective approaches which need further development.

18

Transformative Learning as a Factor of Lifelong Learning by the Example of Vocational Education in Canada

75%

Lavrysh Y.

Comparative Professional Pedagogy

|

2015

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vol. 5

|

issue 4

62-67

EN

The characteristics of transformative learning as a factor of life-long learning have been presented in the article. The paper offers analysis of foreign theorists and practitioners’ views on transformative learning at Canadian universities. A special attention has been paid to the exploration of transformative learning methods and techniques implemented during vocational training at universities. The analysis of theoretical background evidences that the transformative learning concept is based on the theory of person’s transformations depending on the life experience, cognitive development and critical reflection skills. The significance of transformative learning concepts implementation into Ukrainian educational process has been substantiated. The main principles of transformative learning have been described (education, science and manufacture integration, selfrealization through values and assumption transformation, focus on dialogue and critical self-reflection). The key elements of transformative learning have been determined, namely, disoriented dilemma, critical reflection and rational discourse. The importance of nonformal and non-linear educational techniques implementation has been proved.

19

Adult Learner’s Motivation for Learning from a Comparative Perspective

75%

Edina M., Márta M., Tünde B.

The New Educational Review

|

2021

|

vol. 63

123-136

EN

This paper presents the results of our research related to the motivation of the adults when learning. Our analysis is focused on the comparison of the motivational features of adults learning process in four Eastern and Central European countries (Hungary, Romania, Slovakia, Ukraine). The research is based on a qualitative survey. We used questionnaire of our design to learn about their motivation to participate in trainings, their interest and the possible hindrances. The subjects of the study are adult learners from the mentioned countries (N=556) who were in contact with the research partner institutions. Our results show that the majority of the respondents looked for pragmatic opportunities in learning useful for work and life, but also wanted to develop their interests and expand their knowledge. No country-specific characteristics were found, and potential differences were only observable in some cases.

20

Sztuka popularna jako źródło uczenia się dorosłych

75%

Litawa A.

Edukacja Dorosłych

|

2021

|

vol. 2(85)

37-51

PL

W artykule podjęto próbę uzasadnienia tezy, że sztuka popularna może stanowić dla dorosłych źródło uczenia się. Problem rozpatrywano w kontekście nurtu pedagogii publicznej oraz andragogicznych koncepcji uczenia się autorstwa Jacka Mezirowa oraz Knuda Illerisa. Dla zobrazowania problemu posłużono się wybranymi tekstami kultury popularnej z dziedziny filmu, street artu i serialu telewizyjnego. Przeprowadzone analizy pozwoliły sformułować trzy wnioski. Po pierwsze, sztuka popularna może być źródłem transformatywnego uczenia się. Po drugie, uczenie się w relacji ze sztuką popularną może przebiegać w trzech wymiarach: poznawczym, emocjonalnym oraz społecznym. Trzeci wniosek pozwala uznać sztukę popularną za formę publicznej pedagogii.

EN

This article supports a thesis that popular art can be a source of learning for adults. Questions are framed in the context of the trend for public pedagogy and the andragogical concepts of learning put forward by Jack Mezirow and Knud Illeris. To illustrate the problem, selected popular culture texts from the field of movies, street art, and TV series are used. On the basis of the analyses conducted, three conclusions are formulated. The first is that popular art can be a source of transformative learning. The second conclusion shows that the human learning process that takes place in relation to popular art integrates three dimensions of learning: the cognitive, emotional, and social. The third conclusion points to popular art as a form of public pedagogy.

Refine search results

Questions of (Mis)Recognition in the Relationship Between Italian Teachers and Asylum-Seeker Students

Local Action Groups as learning organizations and communities

Kadra ucząca dorosłych: warunki, kompetencje i rozwój

Explanations of individual successes and failures in the biographies as a reason to understand learning meanings. Context-sensitive analyses

O społecznym uczeniu się we współczesnym dyskursie andragogicznym. Wątpliwości zebrane

Digital competence learning in secondary adult education in Finland and Poland

Adult Learners’ Perceptions of the Use of Interactive Whiteboards in University Classrooms

E-learning in Management – Focus on Hungary, Serbia and Slovakia

The Lifelong Learning in the Field of Employment Policy in Slovakia

Adult Education and Training in Comparative Perspective - Indicators of Participation and Country Profiles

Transformative Learning of Educationally Active Women in the Context of the COVID-19 Pandemic

Shadows of the Past. The Challenges of Teaching Analytical Writing within the Military

Edukacja nieformalna w miejscu pracy – podobne założenia, rozbieżne warunki Badanie dwóch międzynarodowych organizacji ekologicznych działających w czterech krajach

Uzasadnienia indywidualnych sukcesów i porażek życiowych w biografii jako pretekst do rozumienia znaczenia uczenia się. Analiza wrażliwa na konteksty

„Co robi alfabetyzacja?”. O potrzebie i priorytetach badań pedagogicznych nad fenomenem niepiśmienności

Adult learning in Europe – European priorities and good practices

ОПТИМІЗАЦІЯ ТА ВДОСКОНАЛЕННЯ ОРГАНІЗАЦІЇ ІНШОМОВНОЇ ПІДГОТОВКИ НАУКОВО-ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ В УМОВАХ ГЛОБАЛІЗАЦІЙНИХ ЗМІН У ГАЛУЗІ ВИЩОЇ ОСВІТИ УКРАЇНИ

Transformative Learning as a Factor of Lifelong Learning by the Example of Vocational Education in Canada

Adult Learner’s Motivation for Learning from a Comparative Perspective

Sztuka popularna jako źródło uczenia się dorosłych