Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 4

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  Adult Education
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

The Struggle of Educating. And of Being “A Grown-up”

100%
Zamengo F.
Ethics in Progress
|
2017
|
vol. 8
|
issue 1
241-251
EN
In the face of contemporary educational transformations, this contribution aims to analyze the educational role that can still be played by the adult educator. Without restoring old categories of the past, today's adults continue to have a responsibility in the growth of younger generations. Accepting this task means first of all critically and reflectively recognizing one's role and, secondly, accepting the challenges posed by the complexity of today's landscape in terms of credibility and consistency.
2

Znaczenia edukacji ustawicznej w percepcji studentów - refleksje z badań

100%
Sulik M.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2012
|
vol. 13
61-72
EN
The aim of the article was to show the importance of lifelong learning and to identify the place it occupies in the life of adults wishing to study at universities; their way of defining lifelong learning, emotions associated with introducing this concept into their lives, and specific actions performed by them (therefore, more or less conscious implementation of lifelong learning by adults).The studies in question were of quantitative and qualitative nature. The first stage involved asking a group of adults two open questions related to lifelong learning and their realization of the idea. The second stage, based on a qualitative analysis of the documents, involved an attempt to find traces of the conception of lifelong learning in materials of autobiographical nature (students’ projects entitled “Biographical map of life” and" My educational biography "). In this dimension, the authoress attached particular importance to metaphorical references of lifelong learning, to the ways of assigning meanings to it, as well as to fragments of narratives in which subjects locate lifelong education in some specific space of their lives. The results were alarming, since they had revealed that almost half of the surveyed adults – both male and female pedagogy students – possessed only intuitive theoretical knowledge about the importance of lifelong learning, even though many of them were successfully implementing this notion in their lives. This fact seems to be very important from the perspective of adult education, because it seems to set next tasks, not only for adult education theorists, educators or those working with adults, but also for all those who work with other people in the educational area.
3
Publication available in full text mode
Content available

Effectiveness of training: The conceptual framework and methodological strategy of a longitudinal study in the Portuguese armed forces

80%
Loureiro N. A. R. S., Alves M. G.
Security and Defence Quarterly
|
2019
|
vol. 24
|
issue 2
155-176
EN
Considering that this research is still ongoing, this paper focuses on the presentation of the conceptual framework and its interconnection with the methodological strategy for the empirical study that aims to study the learning transfer to the workplace of professional military education in the context of the Portuguese Armed Forces. Factors related to the trainees’ individual characteristics, the organisational context, the courses design, the organisational learning culture, the organisational commitment and the expectations of career development, as well as the relationships established between these factors and the intention to transfer, throughout the lifelong learning process, will be discussed. The empirical study will be carried out at three junctures - before the training, at the end of the training and three to six months after the training. The study is conceptually based on Holton’s Holistic HRD Research and Evaluation (1996), Ajzen’s Theory of Planned Behaviour (1991), Watkins and Marsick’s model of learning organisations (1993, 1996) and Meyer and Allen’s (1991) concept of organisational commitment. The study will be developed using a mixed strategy (quantitative/qualitative), applying a hypothetical-deductive and inductive reasoning, in which a longitudinal research design with a transversal component will be followed. The data collection for the empirical study will be done through a questionnaire, individual semi-structured interviews and discussion groups about the results.
4

The account of the TEACH Project: halfway through the journey to profession, professionalism, and professionalisation

61%
Przybylska E.
Studies for the Learning Society
|
2008
|
vol. 1
|
issue 1
73-84
EN
The article summarizes the two-year project TEACH - Teaching Adult Educators in Continuing and Higher Education - realized with thanks to the financial support of the European Commission within the framework of the So-creates/Grundtvig 1 Programme. Participating partners were: Nicolaus Copernicus University of Toruń as the leader of the consortium, the European Association for Education of Adults (EAEA), the University of Bielefeld, dvv international as the Institute for International Cooperation of the German Adult Education Association, the University of Pécs, Vytautas Magnus University of Kaunas, the Polish Association for Adult Education Regional Branch in Szczecin (TWP), A.I. Cuza University of Iasi, New Bulgarian University of Sofia, Bogazici University of Instanbul, Universities Association for Lifelong Learning (UALL), the University of Stirling.As a result of the TEACH Project a threestage framework for university courses in line with the European BA/MA model was developed:• an element (module) to be contained in a first vocational Bachelor of Education degree;• a framework of modules for a second, professional Master of Adult Education degree;• a modular postgraduate European Master of adult education programme incorporating the European dimension of adult education, to expand the Master of Adult Education into a European Master of Adult Education.In the context of the Project realization, the author treats the present situation in the field of education of adult educators in Europe.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.