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OCZEKIWANIA I ORIENTACJE ŻYCIOWE MŁODZIEŻY POLSKIEJ I NIEMIECKIEJ W SYTUACJI NIEPEWNOŚCI I NIEPRZEWIDYWALNOŚCI

100%
Majerek B.
Ruch Pedagogiczny
|
2012
|
issue 2
55-69
PL
W artykule podjęto próbę porównania oczekiwań i orientacji życiowych młodzieży polskiej i niemieckiej. Analizie poddano dane publikowane w raportach Shell Jugendstudie w 2010 r. oraz CBOS w 2009 r. Omawiając wyniki badań przyjęto założenie, że zarówno formułowane przez młodzież cele, deklarowane wartości, jak i aktualnie podejmowane działania, stanowią specyficzne sposoby radzenia sobie z niepewną, nieprzewidywalną czy wręcz naznaczoną ryzykiem porażki przyszłością.
EN
The article is an attempt at comparing the expectations and life orientations of Polish and German teenagers. The data published in the reports by Shell Jugendstudie in 2010 and Public Opinion Research Centre in 2009 is analysed. When discussing the results of research, it was assumed that both the formulated goals and the values declared by teenagers as well as the activities undertaken currently constitute specific ways of coping with the uncertain and unpredictable future or future marked by the risk of failure.
2
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Między inkluzją a ekskluzją w polskim systemie kształcenia dorosłych

63%
Domagała-Kręcioch A., Majerek B.
Edukacja Ustawiczna Dorosłych
|
2017
|
issue 3
9-18
EN
The number of early school leavers is growing year by year. Their educational background therefore basically excludes them from the job market. It seems to be a serious issue since the EU rate of early school leavers is nowadays reaching even 14.4%. In order to embrace problems of the youth, OECD members are calling for the support and help for the students from educational risk group (OECD 2012). Indeed, the lack of early and suitable response to arising problems may lead to marginalization and social exclusion. According to experts, a special interest and support should be aimed at the youth from NEET group (i.e. not in employment, education or training, resigning from both school and other professional obligations) (EUROFOUND 2011). This group is practically absent in the society and therefore difficult to research. At the same time, it can be assumed (the issue has not been sufficiently researched and described in Poland yet) that this group is not homogeneous. A part of that group makes “temporary” attempts to join educational system as well as to accept short term professional obligations. Students of schools for adults form a perfect example of people who join educational system “temporarily”. Although in such schools, which are usually private, young people try to catch up with the school material and finish education, it might be assumed that many of them still lack suitable support and help. They have to deal with many problems and, as a result, they might quickly and numerously resign from education. The following paper focuses on the analysis of factors which exclude young people from active social life in Poland. It also makes an attempt to present such areas in Polish educational system which create an opportunity to change the current situation.
3
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Młodzi (nie)kompetentni w środowisku szkolnym

63%
Domagała-Kręcioch, Majerek B.
Edukacja Ustawiczna Dorosłych
|
2019
|
issue 3
158-168
EN
The basics of human life skills are created from an early age. Initially, the responsibility for this process lies mainly with the parents, and over time also with the school. This article presents the procedure of constructing and standardizing the Life Competence Scale (LCS), which is an important element of life skills. As a result of statistical analyses, the subscale of positive competences and pseudo-competences was distinguished within LCS. The scale achieved a very high level of reliability and coherence.
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