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Statystyczna analiza aktywności edukacyjnej osób dorosłych w Polsce

100%
Grześkowiak A.
Econometrics. Ekonometria. Advances in Applied Data Analytics
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2013
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issue 2(40)
22-35
EN
The objective of this paper is to assess the participation of adults in Poland in lifelong learning. The participation in education of Poles aged 25-64 was analyzed at three levels: national, regional and individual. The data at the national level were confronted with the situation in Europe and the data at the voivodeships level were considered in the context of regional competitiveness. The main factors influencing the educational involvement at the individual level were detected by the application of classification trees. The results of the analysis indicate that lifelong learning in Poland is not sufficiently developed and some regional differences occur in this field. The educational attainment was found as the most important determinant of the participation in continuous learning.
2
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Aktywność edukacyjna osób starszych jako predykator pomyślnego starzenia się

76%
WIŚNIEWSKA J. I.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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2018
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issue 22
31-50
EN
Jolanta Izabela Wiśniewska, Educational activity of seniors as a predictor of successful ageing, Interdisciplinary Contexts of Special Pedagogy, No. 22, Poznań 2018. Pp. 27–45. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.03 The article presents a paradigmatic change taking place in the theoretical approach to adult education. Against this background and in the context of contemporary conditions, the author points to the importance of learning from everyday experience and the role of educational activity in this process. The discussed issues were focused on the elderly.
3
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WYKORZYSTANIE URLOPU SZKOLENIOWEGO JAKO INSTRUMENTU WSPIERAJĄCEGO KSZTAŁCENIE PRACOWNIKÓW

75%
Arendt Ł.
Polityka Społeczna
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2013
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vol. 40
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issue 1(T) Kształcenie pracowników
26-32
EN
The paper presents results of the research study on the use of training leave and release from all or part of the day of work in the Polish entities. The analysis was conducted in the context of changes in the terms of use of these instruments, which took place in 2010. As a background for discussion the findings of a comparative analysis of the various systems of training leave in the European Union was elaborated. The paper discusses the importance of factors determining the use of training leave in Poland in the opinion of the various actors in the labor market – employees and trade unions; employers and their organizations; the National Labour Inspectorate. The analyzes show that the change in legal framework had little impact on the use of training leave in the Polish entities. The utilization of this instrument is conditioned mainly by factors of a financial and organizational nature from the side of employers.
PL
Artykuł przedstawia wyniki badań dotyczących wykorzystania urlopu szkoleniowego i zwolnienia z całości lub części dnia pracy w polskich podmiotach gospodarczych w kontekście zmian zasad stosowania tych instrumentów, jakie miały miejsce w 2010 roku. Tło dla rozważań stanowiły wnioski płynące z analizy porównawczej różnych systemów urlopu szkoleniowego w krajach Unii Europejskiej. W artykule omówiono znaczenie czynników determinujących wykorzystanie urlopu szkoleniowego w Polsce w ocenie różnych aktorów rynku pracy – pracowników i związków zawodowych; pracodawców i ich organizacji; Państwowej Inspekcji Pracy. Przeprowadzone analizy wskazują, iż zmiana regulacji miała niewielkie znaczenie dla stopnia wykorzystania urlopu szkoleniowego w polskich podmiotach gospodarczych - jest ono warunkowane przede wszystkim czynnikami o charakterze finansowym i organizacyjnym leżącymi po stronie pracodawców.
4

ПРІОРИТЕТИ ДИСТАНЦІЙНОЇ ПІДГОТОВКИ ВЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ В СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

75%
Старченко С.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 2(46)
401-408
EN
Article deals with theoretical provision of the question of optimization and improving qualification of physical training teacher in the system of post-graduate pedagogical education. It is defined that distance education in postgraduate educational establishments is one of the most perspective directions for increasing accessibility, mobility and improving quality of higher professional education for teachers in physical training. Purpose of the article – theoretically prove necessity and peculiarities of distance education of teachers in physical training at postgraduate higher educational establishments through use of informational and communicative technologies. Improving of qualification on distance by means of informative and communicative technologies will provide possibility to get diploma, or certificate of educational establishment, being hundreds of kilometers away, also continuous training will improve his or her subjective-professional competence. In the system of postgraduate education of teachers in physical training it is possible to use various technologies of distance education, most important of those are: «case»-technology, TV-technology, network and mixed technology. Correspondingly, telecommunication means of education can be: printed and written materials that are forwarded by regular mail or by fax; telephone network; audio and video recordings, educational radio and television; interactive programed educational means, computer educational programs; local and global computer networks. Depending on the degree of use of informative technologies, article suggests classification as for computer use in the improving qualification ofa physical training teacher. Improving qualification of a teacher in physical training through the system of distance education by means of the use of computer telecommunications makes it perspective in improving his or her subjective-professional competence that includes deductive, methodiological, motive, training-competitive and health-improving components. Further studies require the development of the content of distance learning courses of improvement of the physical culture teachers’ qualification with the use of information and communication technologies followed by the study of professional disciplines.
5
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Lifelong Learning as an Important Element of the Social Integration of the Elderly

51%
Adamczyk M., Budny A.
Opuscula Sociologica
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2016
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issue 4(18)
81-93
EN
Education is now being more and more frequently considered as an area that is important not only for children and young people, but also for the working-age and retirement-age populations. Rapid socio-economic growth, characterised, e.g., by the development of new technologies, requires individuals and communities to continuously acquire and broaden their knowledge and skills. Social groups that fail to follow this trend often find it difficult to fit in with the contemporary knowledge society. This situation not only marginalises a large number of citizens but also denies their needs. Continuous education, provided, e.g., by universities of the third age, not only prevents this, but also provides the elderly with opportunities for full participation in socio-cultural life and social integration with their environment. This article explores the issue of education in late adulthood, addressing it from two angles. Firstly, it presents education as an element of active and happy ageing, and secondly, as an area for the social integration of the elderly during the changes in their social roles, characteristic for the old age.
PL
Edukacja postrzegana jest dziś coraz częściej jako obszar niezwykle ważny nie tylko dla dzieci i młodzieży, lecz także dla osób starszych. Szybki postęp cywilizacyjny, charakteryzujący się np. rozwojem nowych technologii, wymusza na jednostkach i całych społecznościach stałe zdobywanie i poszerzanie wiedzy oraz umiejętności. Grupy społeczne niepodążające za tym trendem mają problem z odnalezieniem się w społeczeństwie opartym na wiedzy, co może doprowadzić do deprywacji ich potrzeb. Edukacja ustawiczna, realizowana m.in. przez uniwersytety trzeciego wieku, nie tylko przeciwdziała takiej sytuacji, lecz także daje osobom starszym szansę na pełne uczestnictwo w życiu społeczno-kulturalnym i integrację społeczną ze środowiskiem. W artykule podjęto próbę przybliżenia problematyki edukacji w okresie późnej dorosłości w dwóch wymiarach: przedstawiając ją jako element aktywnego i pomyślnego starzenia się oraz jako płaszczyznę, na której przebiega integracja społeczna osób starszych w sytuacji przemiany ról społecznych charakterystycznych dla starości.
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