The theoretical and methodological foundations of adult education and the directions of development of teacher’s professional and creative self-realization in the adult education system; the role of pedagogical facilitation in the professional activity of the modern teacher, the pedagogical definition of teacher’s pedagogical facilitation in adult education are summarized in this article. There has been made an emphasis on the fact that adult education in Ukraine depends on the establishment of appropriate objective prerequisites of entire education system democratization and the educational process humanization, as well as the patterns of development of the adult education system theory and practice. Also the principles of teacher’s professional and creative self-realization in the adult education system have been highlighted. Adults’ professional development is based on the general methodological principles and andragogy. The first group consists of principles of socio-economic determinism, consistency, continuity, comprehensiveness, scientific, predictability; the second is the individual experience and development of individual educational needs; qualification, vital and promising job, age approach, creating the conditions and freedom of choice, problem-situational training; promotion of self-education and independence training; joint activities in the educational process, development of creativity and moral-volitional sphere of the personality; updating of learning outcomes. In this regard, one of the important features of adult educators’ activity is mastering the art of advising, or facilitation, which creates an atmosphere of trust, which is the basis of interaction and development of an adult’s professional and creative-self-realization. Consequently, the use of adragogical principles in the process of adults’ training promotes better organization and improves the learning efficiency. Application of adragogical approaches in adult’s teaching has positive social and moral aspects. Bringing them to the real activities of planning, implementation, evaluation and correction of the teaching process, the rule of their independent activities, based on their specific circumstances, problems and goals, a certain freedom of choice in the process of studying, joint activities with teachers and methodologists contributes to the affirmation of an adult as an independent, self-governing individual; the development of his creativity; socialisation, development of collective work skills, the ability to combine personal responsibility and the public interest; the development of individual’s education and spiritual needs, the humanistic value orientations.
The authors of the article address issues concerning the teaching of the Polish language of adults living in the Czech Republic, Lithuania and Latvia via remote education, using the e-learning platform. They point to the unique approach of adults to education by means of IT tools (e-learning platform). The aim of the authors’ search is to try to answer the question: “Is learning Polish using an e-learning platform effective?” The authors also want to learn about the platform itself as a tool in adult learning.
Podobně jako v jiných oborech se i ve vzdělávání dospělých stala profesionalita předmětem rychlých socioekonomických změn. Na rozdíl od jiných sfér je však profesionalita u vzdělávání dospělých mnohem složitější pojem s ohledem na obsáhlost tohoto oboru a jeho zvláštní rysy. Tento příspěvek reviduje tradiční modely profesionality z perspektivy profesionality rolí. Hlavním argumentem autorek přitom je, že není na místě konceptualizovat vzdělávání dospělých jako jednu profesi nebo jednu profesní oblast. V oboru vzdělávání dospělých existuje řada povolání, jež tvoří kontinuum. Autorky tvrdí, že profesionalizace v oblasti vzdělávání dospělých by měla být hodnocena ve světle znalostí praktiků o teoriích učení se dospělých, etické epistemologie, která řídí jejich chování, a míry důvěry, které se jim od dospělých učících se dostává, nikoli z pohledu specifických povolání, která vykonávají.
In the article the American experience of preparation of adult educators is analyzed; the basic approaches, the main characteristics of system of preparation which ensure its efficiency are determined and proved. The purpose of this article is studying and summarizing of American experience in preparing teachers for the system of adult education. People who teach adults need specific range of competencies based on knowledge of psychology, physiology, andragogy, etc. Adult educators work in a great variety of organizational and social contexts, at the same time they organize, teach and support adults in their work and learning. Many factors influence the recognition of the status of "adult educator" and the organization of their training: socio-economic development of the country, attitude of the society towards adult education, diversity of political, economic and social systems and structures, transition to implementation of the concept of lifelong education. These factors cause the need for preparation of andragogical staff. A "pyramid of andragogical staff" developed by С. Houlein in 1956 will be useful for understanding of professional training of the staff, its tasks and responsibilities in the system of adult education. According to this pyramid andragogical staff is divided into three groups: the first group is the largest, it is at the heart of the pyramid and consists mainly of volunteers; the second group includes people who have steady jobs, it occupies the central part in the pyramid; the third group is at the top of the pyramid, it consists of people who have professional education. Preparing of adult educators (andragogists) in the US is closely connected with the development of a system of adult education, which has a long history and it is based on the concept M. Knowles’ andragogy, a prominent American scholar and teacher.. A history of preparing andragogists, as a separate field of preparing specialists, was started in 1917. At the beginning of 60- in the XX century, there were forty-nine institutions offering courses for teachers in the sphere of adult education. However, only the Pedagogical College of Columbia University offered master and doctor’s program. Professional education and preparing specialists for adult education are important and necessary components for existence and successful functioning of the industry. As C. Houle wittily said "adult educators theoretically do not belong to a single profession, most of them belong to a family of professions, ... but education of leaders can ... be organized around a common core of tested knowledge and beliefs".
The paper deals with describing the method of satisfaction measurement as a one of the marketing techniques used for detecting student satisfaction with a study program. In the treatise we try to analyze students satisfaction with the study program of adult education, which is offered at University of Ostrava and at Tomas Bata University in Zlín. In the theoretical part of the paper a methodological approach to satisfaction measurement is described. We focus on the Satisfaction Pyramid method which is suitable for universal satisfaction researches. The database comes from a questionnaire survey to ascertain students satisfaction with nine chosen factors. In the eld part calculations of data are presented and describe total satisfaction, Satisfaction Index and partial satisfaction with significant factors like content, teacher expertise, new findings and other. The last part of the paper refers to importance of partial factors.
This article presents a historical and educational analysis of the development of the idea of continuing education. The authors defines the phases of the development of permanent education and characterize them.
This article is concerned with the role of vocational education in the context of intergenerational solidary as exemplified by Germany. It presents a dual system of vocational training and the effects of its functioning, as well as the processes of continuing education, implemented in the conditions of modern and innovative German economy. It also turns the readers’ attention to the problem of education in view of ageing society.
This article deals with the problem of adult continuing education. The author points out the andragogical aspects of the implementation of the process of adult education. He turns the reader’s attention to the characteristics of adult learners, their learning capabilities and their need of self-development. In the article the author also analyses the perspectives of the development of continuing education, including the strategies, directions and objectives of the development of education in Poland.
The economic importance of voluntary work has been exceedingly appreciated in the last few decades. This is not surprising at all, because it is highly profitable according to the related estimated data. There are 115,9 million people doing voluntary work only in Europe, which means that they would create the world's 7th biggest economy with EUR 282 billion value creation if they formed an individual state. The organizations know that voluntary work has several advantages apart from the economic benefits. It is profitable both for the society and for the individuals as well. Several researches have proven that voluntary work positively influences the development of the personality, because the key-competencies - such as: co-operation, empathy, solidarity, conflict handling, problem solving, etc. - expected in the labor market can be improved.
This article covers an issue or the phenomenon of volunteering. The introduction is a recall of a definition of volunteering. Then it shows the distribution of voluntary activity in different countries of the European Union in order to look at some aspects of the phenomenon in the microscale of one country - Poland. It shows the percentage of involvement of Polish women and men in volunteering, their age, their motives to work for others. It makes the reader to think about an innovative definition of volunteering.
Aim. The aim of article is present the changing of idea of lifelong learning. The article focuses on the idea of lifelong learning. The first part shows the essence of lifelong learning. An attempt has been made to organise concepts like: lifelong learning, lifelong training, continuing education and permanent education, as well as education and adult education, to consequently educe the idea of lifelong learning from the concept of continuing education. Methods. It’s used the literature analysis because of the theoretical character of a paper. Results. In the paper was presented how idea of lifelong learning was changing in the time. Furthermore, the article shows the social context of the use of lifelong learning in relation to the theory of human capital and social capital theory as well. The next part of the article concentrates on identifying the most important initiatives of the European Union, the objective of which was the implementation of the idea in Europe. The article presents the aims of the EU programmes that are focused on the implementation of that idea in European education. Conclusions. The development of the idea lifelong learning is referring with a social and cultural changes. This idea is a very important part of EU strategy which main gol is to build the Information Society.
The article discusses the issues undertaken by Ryszard Wroczyński in some of his publications which appeared in “The Pedagogical Quarterly” between 1960s and 1970s. The review takes into account the content of the articles and reports from the conferences on adult education organised in Poland and abroad. Particular attention is given to the issues concerning permanent education and the process of learning in the context of a non-formal educational environment. In addition, a special focus is placed on a timeless character of ideas presented by Wroczyński, as well as the questions he proposed in relation to the functioning of education, some of which are still valid today.
The article presents an outline of the history of institution called University Public Lectures, which functioned at the University of Warsaw during the interwar period, starting from the year 1922. The task of the institution was to organise, on a regular basis, open lectures in order to reach a wide audience from outside the academic community. The large number of lecturers recruited from among the most eminent professors of the University of Warsaw, specialising in various fields of academic research, ensured the high substantive level of the organised lectures. The organisation of the lectures constituted one of the ways in which the University of Warsaw was carrying out its task of promoting scientific knowledge and presenting the results of the most recent scientific research to the general public. Due to the aim of the lectures, their subject matter was quite diverse and often centered around the recent problems of the Polish community and state. Although the idea of open lectures was not novel at the time, University Public Lectures contributed to the adult education provided by the University of Warsaw.
Aim: The aim is to bring closer Prof. Józef Półturzycki profile and scientific achievements. Methods: An analysis of archival materials, scanty studies and memoirs. Results: The study presents the professional development of an outstanding Polish andragogue, Prof. Józef Półturzycki. The author attempts to show Prof. Półturzycki’s professional activity as well as the areas of his scholarly interests. The problem areas discussed by this prominent Polish adult education specialist in selected publications were also indicated. Conclusions: Józef Półturzycki, with his scientific activity, contributed to the significant development of andragogy in Poland, both through his scientific work and involvement in the creation of the academic andragogical environment.
The contribution deals with the overwhelming position of Career Guidance being the counterpart of the strategy of lifelong learning in Europe. This strategically new position of Career Guidance leads to a new underlying theory of how the individual is being conceptualized. Therefore the individual has to adapt to the needs of the performance-oriented society. The history of Career Guidance in educational science, actual theories and newer research outcomes of different counselling settings are discussed which show institutional and individual effects of defense and denial of the reforms. The main thesis is that a theory of Career Guidance - in reference to the concept of lifelong learning - must be rooted in humanism and stress the existential needs of the individual in unsafe economic times.
The report presents the course of scientific meeting of young and experienced researchers working in the field of andragogy and counselling studies that took place in 2012 at University of Zielona Gora, Poland. Main topics of presentations of keynote speakers (senior researchers) and young participants (holding no more than Ph.D. degree) have been presented. Among the others, they focused on the following issues: higher education in Poland, research methodology in social sciences, philosophy and social politics, counselling, labour education, adult education and educational gerontology. Discussions held by the participants provided the opportunity for the exchange of knowledge on current problems of adult education and counselling research in Poland. The field game and study visit included in the Summer School programme provided also the chance for experiential learning useful in academic work.
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.
The aim of the article is to compare the situation of lifelong learning in Central European countries. Six countries were selected for the study: Poland, Lithuania, Estonia, Slovenia, the Slovak Republic, and the Czech Republic. The research is based on data from the International Survey of Adult Skills (OECD PIAAC). Respondents 30 years old and over were selected for analysis because a significant proportion of younger people have not yet completed their formal studies. According to the analysis, Estonian adults are most often involved in lifelong learning activities, while representatives from the Slovak Republic are the least involved. In all countries, those with above high school education are the most likely to participate in lifelong learning activities compared to those with lower than high school education and with high school education. In different countries, different kinds of learning activities prevail.
The meaning of responsibility, especially in young adults, plays an important role in contemporary life. It has an impact on the family life, social relations, ways of a work performance and many other aspects. The problem of taking responsibility by present-day people is discussed on different levels and in different areas. The point of view of adult learners of the formal education system still remains overlooked in academic discourse. This article presents adult learners’ understanding of the concept of adulthood and its important component, responsibility. The present study examined opinions of learners attending upper secondary school for adults, using the phenomenography method. In anonymous survey with open-ended questions, 94 voluntary participants (aged 18–63) took part. This qualitative study examined how adult learners begin to recognize the importance of a sense of responsibility for themselves and how it influences their life. The results of the study indicate the traditional understanding of the concept of adulthood by adult learners. Personal development, as a result of a variety of life experiences, makes increase of the importance of responsibility for themselves, their family and surrounding. Though different life difficulties, awkwardness, lack of autonomy, the value of responsibility becomes more significant.
The paper’s topic refers to phenomenographic research with the participation of adult educators. The paper reflects educators’ concepts regarding expected learning outcomes or the learning process. These individual concepts were identified based on reconstructions of adult educators’ experiences. The purpose of the paper is to demonstrate the variety of approaches which educators apply in the educational process and the learning outcomes that adult learners are expected to achieve – according to the educators’ assumptions. Reference to selected theoretical models included in the paper allows looking at the theoretical context.
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