Search results

1

Kapitał kulturowy kobiet – studentek Uniwersytetu Trzeciego Wieku, jako determinanta sukcesu

100%

Klaus M.

Zarządzanie i Finanse

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2012

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vol. 1

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issue 2

495-505

EN

This article aims at an attempt to analyse the ‘cultural potential’ of retired women attending the University of Gdańsk. Showing their good cultural capital (term created by French sociologist Pierre Bourdieu) wasted by employers, it asks some questions to researchers engaged in management and economy encouraging them to pay more attention to elderly people (especially to elderly women).

2

Jubileusz Józefa Półturzyckiego

100%

Frąckowiak A.

Rocznik Andragogiczny

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2009

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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

Krajowe i międzynarodowe uwarunkowania rozwoju oświaty dorosłych i andragogiki w Polsce

100%

Półturzycki J.

Rocznik Andragogiczny

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2009

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vol. R. 2009

EN

In development of Polish adult education and andragogy, as theoretical thought, two main factors are visible: internal social and cultural needs, and external examples and inspirations. Contemporary Polish organization of adult education is 90 years old, because it was January 1919 when the Institute of Adult Education in Warsaw was established and in 1918 the Polish Free Commonwealth started to act as first Polish open university. Shortly after new institutions were established, such as schools, folk high schools and popular universities, self-directed learning counseling, distance education, educational periodicals and associations. Polish representatives of adult education participated in World Adult Education Conference in Cambridge in 1929 and introduced Poland into World Adult Education Federation. International institutions' help and patterns were used in Poland, as well as publications from international centers and conferences but also our own forms of adult education were created: self-directed learning, folk high schools for Poles and minorities like Ukrainians, Belorussians and Germans. In Polish adult education actively participated teachers, professors, writers, politicians, journalists, that made Polish adult education a social movement. After the Second World War there was stagnation and even regress in adult education, which was narrowed only to substitutive functions and vocational courses and schools. There were not many research, publications and the Institute of Adult Education was liquidated. Currently Poland is getting back to traditions of adult education, intensifies international cooperation and Polish representatives participate in Adult Education Conferences in Hamburg and Belem. International publications are translated into Polish, and international exchange of experience is organized. In Poland the Academic Andragogical Society acts and adult education periodicals are published e.g. Andragogy Yearbook the 16th volume of which we present to our readers.

4

ADULT EDUCATION IN THE CZECH REPUBLIC - WHO PARTICIPATES AND WHY

80%

Rabusicova M., Rabusic L.

Sociologický časopis. Czech Sociological Review

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2006

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vol. 42

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issue 6

1195-1218

EN

Adult education as a part of lifelong learning is nowadays the topic emphasised in all documents concerning educational policy, employment policy, and human resources development in the Czech Republic. Older empirical data indicate, however, that the participation of the Czech adult population in programmes of adult learning is not very common. The aim of this article, which is based on a special representative survey, 'Adult Learning 2005', is to confront how far Czech reality is from the ideal concepts of 'lifelong learning' and a 'learning society'. The authors pursue three questions: 1) To what extent is it true that education in the Czech Republic is a lifelong affair? 2) Does education of this kind occur on both a formal and non-formal level? 3) Do the Czechs engage in lifelong education, regardless of age, attained level of education, gender, and occupational status? Empirical data reveal that, despite the fact that Czech educational authorities give formal support to adult education, reality 'n the field' is somewhat different. Education in the Czech Republic is still not lifelong; if it exists it occurs mainly within the framework of non-formal education, and only higher educated people and those with some experience in adult education participate in it.

5

Adult education and religious literacy

80%

Avoseh M. B. M.

Rocznik Andragogiczny

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2009

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vol. R. 2009

EN

The preponderance of religion-related violence especially in recent times seems to suggest some form of religious 'illiteracy'. This paper argues that there is a sense in which religious literacy advances religious tolerance. It further argues for a renewed role of adult education in advancing religious literacy and, by implication, combating religious intolerance. The paper uses examples from recent events and from some religions, including traditional African religion to buttress its argument.

6

Rola szkolnictwa wyższego w rozwoju kształcenia ustawicznego w Europie i w Polsce. Próba porównania

80%

Kula E., Pękowska M.

Rocznik Andragogiczny

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2012

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vol. R. 2012

272-285

EN

In the last decade the value of continuing education has raised. The major role in this affair is assigned to higher education. The article presents principal assumptions of European education politics referring to adult education and the form of continuing education in foreign and polish higher universities. New solutions such as honoring informal education in favor of formal education have been emphasized.

7

Miejsce edukacji dorosłych w strategiach oświatowych na poziomie lokalnym

80%

Cyboran B.

Rocznik Andragogiczny

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2012

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vol. R. 2012

336-345

EN

This article analyzed results presented in the reports on the regional and local education policy. On the basis of these studies, author of article wants to recognize, how the adult education is presented in educational policy at the local community. Education in local communities, especially the education of adults, competes with other areas of socio - economic development. Position of adult education in local communities depends on local development policy. Determinants of this policy are included in the planning documents such as strategies for local development and educational strategies. It is important to strengthen adult education in local educational policy, because now, this policy is focused mainly on the children and adolescents.

8

Edukacja doroslych jako poszukiwanie - wybrane watki refleksji naukowej Hansa Tietgensa

80%

Słowinska S.

Rocznik Andragogiczny

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2009

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vol. R. 2009

EN

The article presents selected views of Hans Tietgens, one of the most important representative of adult education research and practice in Germany in the second half of the 20th century. In Tietgens' conception the constitutive feature of adult education is a search. The adults in a disorientation situation are searching for a possibility of organized learning in order to recover the orientation and certainty. The planning of education offers is a kind of searching too. There is the point to meet individual needs and social demands. The people searching for a suitable offer can go wrong so they need help and the correct planning of offers should make easier the searching and finding process. The participants oriented adult education and professionalism make possible the each other finding of the searching people and an offer. According to Hans Tietgens adult education offer should be addressed to all social groups. He underlined the importance of using biographic research in adult education that helps to understand individual cases what is the basis of adult education. Hans Tietgens died in Mai 2009, he was a researcher and practitioner whose work has had a great influence on the development of adult education theory and practice in Germany.

9

Optymalizacja szkoleń komplementarnych - ujęcie systemowe

80%

Mikołajczyk K.

Rocznik Andragogiczny

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2009

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vol. R. 2009

EN

The definition of optimal shape and scope of blended learning trainings was one of the main aims of the presented article. The authoress was trying to find out 'what is the most optimal and efficient didactical process of the blended learning training concerned as a systemic element of reality'. As a result of holistic research, it was possible to distinguish some fundamental components of e-learning process (both in its fully online as well as in blended form) that guarantee its optimization i.e. identification how to ensure its efficiency and sustainability. There is also a presentation of the author's didactic model of blended learning trainings realization (including connection, correlations and sequence of online and traditional parts of training). This model was prepared as a result of research regarding the system theory approach to blended learning trainings.

10

Zagadnienie „zmiany” a możliwości wykorzystania coachingu w edukacji dorosłych

80%

Tabor U.

Rocznik Andragogiczny

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2011

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vol. R. 2011

82-93

EN

The question of change appears both in the anagogical discourse and in the coaching practise. Coaching has been continually gaining popularity as a method of personal and professional development focused on the planned and conscious changes made in the lives of the adults. The theory and practise of adult education also relate to the lifelong, non-formal education and development. Therefore, the authoress of this article presents the possibilities resulting from mutual cooperation of those two disciplines. The aim of this article is to search for the place and significance of coaching in adult education. The authoress presents the basic elements of coaching practice, such as: coach-client relations, a model of coaching communication, as well as coaching models and tools. She presents the advantages and possibilities of introducing those elements into the education of adults – in the context of change, illustrating the text with quotations of the real coaching clients. She also emphasizes the limitations of coaching practice, which however, do not eliminate the advantages of using this model in andragogy.

11

Kształcenie komplementarne człowieka dorosłego

80%

Czarkowski J. J.

Rocznik Andragogiczny

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2009

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vol. R. 2009

EN

A number of civilizational changes is present in the contemporary world. Those changes also concern the process of education. New technologies are new challenges for educators, but also create new opportunities. Complementary learning is one of the opportunities, and it is presented in this article as an approach to education. First, definition and conceptual basis of the idea of complementary learning are presented, followed by discussion on the teacher's role in its implementation.

12

Powrót do źródła – o pierwszym polskim podręczniku andragogiki

80%

Stopińska-Pająk A.

Rocznik Andragogiczny

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2012

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vol. R. 2012

63-78

EN

An article presents the genesis of publication of the first Polish andragogical textbook entitled “Educational work. Its tasks, methods, organisation. The textbook developed with effort of Adam Mickiewicz Folk University”, Krakow 1913 („Praca oświatowa. Jej zadania, metody, organizacja. Podręcznik opracowany staraniem Uniwersytetu Ludowego im. A. Mickiewicza”) and discusses its content. The author of the article shows the textbook as an important source of developing andragogy as a science, its identity, which can still initiate discussion and create andragogical narration. The metaphor of source used in the article allows to point to many trails that through receptive practices can be used for andragogical interpretation of adult education experience and can be a stimulus to create collective memory. According to the author, the discussed textbook is still the non-dried-up source of Polish andragogy despite 100 years that have passed since it was published.

13

Akademickie Towarzystwo Andragogiczne – 20 lat działalności

80%

Skibińska E.

Rocznik Andragogiczny

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2012

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vol. R. 2012

79-88

EN

The text is a report of 20 years of the activities of Academic Andragogy Society activity. The author presents areas and forms of activity as well as the main achievements of the Society. The author describes the scientific conferences organised by the Society, its publications (journals ”Adult Education” [EdukacjaDorosłych], ”Andragogic Annual” [Rocznik Andragogiczny], “Adult Education Library” publication series [Biblioteka Edukacji Dorosłych]), the initiatives related to the training of adult education specialists (including introduction of the profession of the adult education specialist in the Classification of Occupations), cooperation with third parties, support of grassroots initiatives.

14

THEORY AND PRACTICE OF SYLLABUS EVALUATION IN ADULT EDUCATION IN POLAND AND GERMANY

80%

Solarczyk-Szwec H.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2008

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vol. 9

193-202

EN

The aim of this article is to present and popularize a method of syllabus analysis which should find a wider application in andragogy. In the first part the authoress presents the theory of syllabus design developed on the basis of the principles of German andragogy and Polish didactics and discusses the issue of syllabus evaluation from the point of view of philosophical, psychological, social and pedagogical perspectives assumed consciously or unconsciously by syllabus writers. The aim of the second part is to answer the question concerning the place of syllabus analysis in adult education in Poland which is presented on the basis of a project titled 'Intercultural Links across the Polish German Boarder'. In conclusion the authoress presents opinions concerning the significance and future of syllabus evaluation. The research was based on the analysis of documents - Polish and German texts on education.

15

THE COMPETENCE OF PERSONS RUNNING CHILDREN'S HOMES AS A SPHERE OF INFORMAL ADULT EDUCATION

80%

Surlejewska J.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2008

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vol. 9

103-112

EN

The paper discusses a social topics located on the verge of adragogy and social care pedagogy. The article summarizes the research carried out by the authoress in children's homes functioning in Lódz. The major stress was put on the process of preparation of candidates for tutors or cares. She analyzed the training offering background knowledge and skills relevant for the work in children's homes. The authoress outlines the requirements candidates have to meet and discusses the organization of training as well as professional competences developed. While referring to the experience of foster parents she stresses the need to support them in taking care of biological and social orphans. The significance of cooperation between families and social care institutions, psychologist, pedagogues or other specialists is stressed, as well as the need for permanent improvement of the abilities of foster parents. The process of training candidates for tutors in family children's homes of forms supporting foster parentage are presented as sphere of adult education.

16

ACTIVITIES OF POLITICAL OPPOSITION IN PEOPLE'S REPUBLIC OF POLAND (PRL) OF 1970S AND 1980S IN FIELD OF CIVIC EDUCATION. REFLECTIONS OVER NEGLECTED DISCOURSE (Poliosh title - below)

80%

Rudnicki P.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2010

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vol. 11

95-109

EN

(Title in Polish - 'Dzialania opozycji politycznej w latach 70. i 80. w PRL na rzecz edukacji obywatelskiej. Refleksje nad pominietym dyskursem'). The article presents activities oriented toward an independent civic adult education under a totalitarian regime. The text is intended as a voice in the debate about the opposition's victory over the communist rule - the debate that is still on, twenty years after the systemic transition began. In the mainstream discussions about the paths leading to transition and democratization of the system there is no mention of education. Educational dimension of oppositional activities in the PRL helped people to acquire critical understanding of their civil and political situation and provided the means to raise their awareness. It was education that conditioned a collective action against the system. From the pedagogical point of view, forms of this educational activity seem very interesting. Referring to both the critical education, some contexts of post-pedagogy and to biographical and lifelong learning they well preceded academic theories of that period. Education in the times of the mass opposition movement was of an informal character and reached beyond the official educational system. This informal education resulted in greater understanding of the experienced oppression and provided the motivation to overthrow the regime. The description of these educational activities reveals the significance of the socially-involved education for the processes of emancipation.

17

Zmiana jako kategoria edukacji dorosłych

70%

Frąckowiak A.

Rocznik Andragogiczny

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2012

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vol. R. 2012

141-153

EN

Living in a world of contstant changes makes adult education theory and practice more and more challenging. The author considers change as category and explains why it is essential to perceive change in this way in adult education. She discusses change in individual and social aspect, change in J. Mezirow’s theory, and changes in Polish andragogy over last few years. Then she points to change understanding in adult education policy, underlining non-official basis of changes made in adult education. Finally, she enumerates tasks for andragogues to make change more effective in adults’ life and education.

18

Kształcenie dorosłych rolników na specjalistycznych kursach z zakresu gospodarstwa wiejskiego w latach 1918 – 1939

70%

Wnęk J.

Rocznik Andragogiczny

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2011

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vol. R. 2011

158-172

EN

The article describes some of the problems connected with educating farmers at courses in agricultural farming. The courses were quite frequently held in the years 1918 – 1939. Some of them, such as breeding courses, were very popular. Course participants gained both practical and theoretical knowledge, confirming themselves in the conviction that modern and assiduous work may substantially contribute to the improvement of the Polish plant and animal production and, at the same time, the improvement of the rural population’s living conditions. Some of the courses organized in the inter-war period were: veterinary, egg-producing, milk-producing, agricultural cooperatives, wickerwork, orcharding and meadow-farming courses.

19

QUALITY, EVALUATION, AND COUNSELING - THEIR INTERDEPENDENCY IN ADULT EDUCATION (Jakosc, ewaluacja i poradnictwo - o ich wzajemnych relacjach w instytucjach edukacji doroslych)

70%

Stock H.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2010

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vol. 11

143-155

EN

Striving for quality is an inherent part of professional adult education. An increasingly pluralistic market of competing educational institutions defines quality as a salient goal - in view of potential students/applicants interested in the specific profile offered by a particular institution of continuing education; - in view of the personnel in the area of continuing education who might want to investigate and study the personal, organizational, and structural issues of quality management; - in view of potential sponsors in a tough and competitive market in the field of continuing education; - in view of competitors, i.e. to secure an adequate stature and rank, i.e. a competitive edge in this market. Developing and determining quality presupposes theoretical and practical guidance and support. Counseling should be incorporated into this process - by creating spaces and new options for individuals as well as for institutions. Evaluation could offer a valuable contribution in assessing quality and deciding on counseling needs. Evaluation can draw on a multiple methodology, and it has qualitative and quantitative potential, e.g. in terms of correlating self-evaluation and evaluation through others. A well argued practical interplay between quality, evaluation, and counseling in continuing education is a visible sign of professional practice.

20

Globalizacja, wiedza i uczenie się przez cale życie

70%

Jarvis P.

Teraźniejszość – Człowiek – Edukacja

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2012

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issue 2(58)

7-21

EN

Society’s structures are largely determined by the powerful forces operating at its centre, a place which education has never occupied. But education’s content and functions have always responded to the demands of the centre. However, there has been one notable exception to this in the history of education; adult education has, until very recently, sought to respond to the needs of the people rather than to those of the social system. But in recent years even this form of education, like almost all other forms has been changed and the education of adults and higher education have seemed to be converging as education for employability and for employees continuing to keep abreast in the ever-developing world of commercial knowledge is beginning to dominate the educational scene.Consequently, this paper will examine the way in which knowledge has been appropriated and used in the globalised economy of contemporary society. Finally, it will point to the way that lifelong learning has emerged. It has three parts: the first examines globalisation and the knowledge society, the second the nature of knowledge in the knowledge economy and, thirdly, the processes of lifelong learning.

Refine search results

Kapitał kulturowy kobiet – studentek Uniwersytetu Trzeciego Wieku, jako determinanta sukcesu

Jubileusz Józefa Półturzyckiego

Krajowe i międzynarodowe uwarunkowania rozwoju oświaty dorosłych i andragogiki w Polsce

ADULT EDUCATION IN THE CZECH REPUBLIC - WHO PARTICIPATES AND WHY

Adult education and religious literacy

Rola szkolnictwa wyższego w rozwoju kształcenia ustawicznego w Europie i w Polsce. Próba porównania

Miejsce edukacji dorosłych w strategiach oświatowych na poziomie lokalnym

Edukacja doroslych jako poszukiwanie - wybrane watki refleksji naukowej Hansa Tietgensa

Optymalizacja szkoleń komplementarnych - ujęcie systemowe

Zagadnienie „zmiany” a możliwości wykorzystania coachingu w edukacji dorosłych

Kształcenie komplementarne człowieka dorosłego

Powrót do źródła – o pierwszym polskim podręczniku andragogiki

Akademickie Towarzystwo Andragogiczne – 20 lat działalności

THEORY AND PRACTICE OF SYLLABUS EVALUATION IN ADULT EDUCATION IN POLAND AND GERMANY

THE COMPETENCE OF PERSONS RUNNING CHILDREN'S HOMES AS A SPHERE OF INFORMAL ADULT EDUCATION

ACTIVITIES OF POLITICAL OPPOSITION IN PEOPLE'S REPUBLIC OF POLAND (PRL) OF 1970S AND 1980S IN FIELD OF CIVIC EDUCATION. REFLECTIONS OVER NEGLECTED DISCOURSE (Poliosh title - below)

Zmiana jako kategoria edukacji dorosłych

Kształcenie dorosłych rolników na specjalistycznych kursach z zakresu gospodarstwa wiejskiego w latach 1918 – 1939

QUALITY, EVALUATION, AND COUNSELING - THEIR INTERDEPENDENCY IN ADULT EDUCATION (Jakosc, ewaluacja i poradnictwo - o ich wzajemnych relacjach w instytucjach edukacji doroslych)

Globalizacja, wiedza i uczenie się przez cale życie