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Centra Kształcenia Ustawicznego w Polsce 1989-2008

100%
Radziejowska H.
Rocznik Andragogiczny
|
2008
|
vol. R. 2008
116-133
EN
The article took its origin from the last twenty years of working in the Centres of Continuing Education (CCE) as well as from the interviews with centres' directors. The present study is, therefore, an attempt to fulfill the research about CCE. The first part of the article deals with some general information about centres' legal issues and their structures. The second part relates to difficult times of a political transformation, it describes how the centres were able to prosper in that period and how an educational reform was introduced. The analysis is based on some publications about the centres which were available as well as on the quotations from the interviews with the directors. Thanks to their utterances, it is now possible to realize the real problems of CCE as well as to understand the difficulties of these unique schools. Moreover, they can suggest some possible future changes and the directions of CCE development.
2

Kształcenie ustawiczne jest niezbędną koniecznością współczesnego człowieka. Informacje podstawowe

100%
Lipczyński A.
Zamojskie Studia i Materiały – Seria Pedagogika
|
2011
|
vol. 13
41-46pl
EN
The dynamic development in all the academic, economic, cultural and social disciplines requires constant learning and acquiring new knowledge and professional skills. The persons who do not do so, on account of various reasons, are left in the margin and their life becomes more and more deprived, making it difficult for them to adapt, in the broad meaning of the word.
3

Problematyka oświaty dorosłych poruszana w wybranych tekstach Ryszarda Wroczyńskiego

80%
Dębska E.
Kwartalnik Pedagogiczny
|
2014
|
issue 4(234)
35-50
EN
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.
4
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UNIWERSYTET III WIEKU. WYZWANIE I SZANSA DLA MUZEUM

80%
Głowacki P.
Muzealnictwo
|
2013
|
vol. 54
191-197
PL
W Polsce pierwszy uniwersytet trzeciego wieku powstał w 1975 r. i od tego czasu jest to bardzo dynamicznie rozwijająca się idea. Rok 2012 został ogłoszony Rokiem Uniwersytetów Trzeciego Wieku przez Senat RP, co świadczy o dużym znaczeniu tego typu instytucji. Słuchacze uniwersytetów trzeciego wieku są grupą szczególnie zainteresowaną oferta przygotowaną przez muzea. Obecnie 155 muzeów posiada program skierowany do tej grupy odbiorców. Liczba ta powinna być wyższa, a sama oferta bardziej różnorodna. Poza wykładami i zwiedzaniem istnieje duża potrzeba bardziej angażujących zajęć, które mogą wykorzystywać metody i pomysły stosowane przez edukację muzealną. Istnieją duże możliwości współpracy pomiędzy muzeum i uniwersytetem trzeciego wieku. Korzyści z takiego współdziałania mogą być obustronne dla dobra słuchaczy uniwersytetów będących też potencjalną publicznością muzealną
5

Innovative Economy and Adult Education

80%
Skwarek J., Łygas A.
Barometr Regionalny. Analizy i prognozy
|
2013
|
issue 4(34)
65-68
EN
This paper concerns important issues connected with adult continuing education in the context of innovative activity in a modern economy. The progress of civilization in the world leads to the creation of new goals and objectives in the entire system of education, and in particular in adult education. Education and the professional training of workers are closely connected with the development of companies and enterprises. Innovative activities contribute to the development of new technological and organizational solutions and to their popularization, creating and storing knowledge and abilities. The main elements in the sphere of the creation and popularization of innovation are: academic and applied sciences, companies, business environments, government institutions, corporations and international organizations.
PL
Prezentowany artykuł dotyczy istotnych zagadnień związanych z edukacją ustawiczną dorosłych w kontekście działalności innowacyjnej we współczesnej gospodarce. Postęp cywilizacyjny wymusza nowe cele i zadania w całym systemie edukacji, a w szczególności w zakresie kształcenia dorosłych. Edukacja i doskonalenie zawodowe pracowników ma bezpośrednie przełożenie na rozwój firm i przedsiębiorstw. Działania innowacyjne wnoszą wkład do rozwoju i rozpowszechniania nowych rozwiązań technologicznych oraz organizacyjnych, tworząc i przechowując wiedzę i umiejętności. Główne podmioty w obszarze tworzenia i rozpowszechniania innowacji to przede wszystkim nauka akademicka i stosowana, przedsiębiorstwa, środowiska biznesowe, instytucje rządowe, korporacje oraz organizacje międzynarodowe.
6

Adult Continuing Education

80%
Skwarek J.
Zamojskie Studia i Materiały – Seria Pedagogika
|
2012
|
vol. 14
21-28
EN
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.
7

Edukacja przez całe życie w Europie

80%
Palczewska S.
Zamojskie Studia i Materiały – Seria Pedagogika
|
2012
|
vol. 14
103-108
EN
This article presents the problem of continuing education in the world. We live in a modern, constantly changing world. It must be underlined that we learn all the time and everywhere. Even when the time of our school education has come to an end, our development continues all the time. The growing requirements of employers and the constant development of new technologies are only some of the prerequisites modifying adult education. That is why the transfer of knowledge should be stimulated and expanded.
8
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UNIVERSITY OF THE THIRD AGE. A CHALLENGE AND AN OPPORTUNITY FOR THE MUSEUM

80%
Głowacki P.
Muzealnictwo
|
2013
|
vol. 54
191-197
EN
The first University of the Third Age in Poland was established in 1975, and from that date the concept has been developing dynamically. The Senate of the Republic of Po-land announced 2012 to be the Year of Universities of the Third Age, confirming the prominent significance of these institutions. University of the Third Age students are particularly interested in offers suggested by museums. At present, 155 museums provide programs addressed to this group of recipients. This number should be even larger, and the offer - more diversified. Apart from lectures and tours there also exists the need for undertakings demanding even more involvement and making use of the methods and ideas employed by museum education. There are great chances for cooperation between museums and the University of the Third Age. The benefits of this collaboration could prove conducive for the students - potential members of the museum public.
9

Edukacja permanentna w myśli pedagogicznej Bolesława Prusa

80%
Galek C.
Zamojskie Studia i Materiały – Seria Pedagogika
|
2012
|
vol. 14
9-19
EN
Bolesław Prus (1847-1012), a renown Polish writer, columnist and educator, devoted a lot of space in his fictional and journalistic writing to the problem of permanent education, which, at the time of the partitions of Poland, could only and exclusively be realized using the social forces, because the invaders were not interested in the development of education among Poles. The most important objective of adult education was the eradication of illiteracy, especially among farmers and workers. He encouraged the town and country intelligentsia to teach farmers and workers the art of reading and writing. He also drew a lot of attention to issuing manuals, which were helpful in gaining scientific, psychological, economic and religious knowledge. He also noticed the great role of educational lectures, whose objective was the popularisation of scientific, technical and cultural achievements. He appreciated the role of museums and agricultural, agricultural and industrial, hygienic and educational exhibitions in presenting craft, industrial and agricultural innovations. Many of Prus’s ideas are realized in contemporary permanent education.
10

Uniwersytety trzeciego wieku – element edukacji permanentnej

80%
Miska K., Musolf-Parol A.
Zamojskie Studia i Materiały – Seria Pedagogika
|
2011
|
vol. 13
123-128
EN
Permanent education, sometimes also called continuing education, is a constant process of acquiring knowledge, raising one’s qualifications and raising the level of education, etc. Thanks to it, people can maintain mental alertness at all ages. Universities of the Third Age are one example of the functioning of this phenomenon in the contemporary world. Such universities invite elderly people who want to spend their free time effectively to take part in their lectures.
11

Historyczno-pedagogiczna analiza powstania i rozwoju idei kształcenia ustawicznego

80%
Martirosian L., Gusak L.
Zamojskie Studia i Materiały – Seria Pedagogika
|
2011
|
vol. 13
155-164
EN
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.
12
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E-learning in Management – Focus on Hungary, Serbia and Slovakia

70%
Poór J., Sasvári P., Nesterowicz K., Monda E., Eldurssi F. F. M., Nikolic M.
Journal of Management and Financial Sciences
|
2016
|
vol. 23(1)
93-122
EN
The interpretation, according to the authors, of “e-learning” is defined as follows: (1) in the wider sense: a process of training, transferring knowledge or studying which is aided by digital equipment (storage, retrieval, display, forwarding and feedback of content and study-aides); (2) more specifically: an open form and framework of training, accessible through a private or public network, which enables the efficient organization of the training process for the user (young or adult), as well as the appropriate communication and feedback between the tutor and trainee, regardless of time or distance. First of all in this new study we review the basic theoretical foundations of e-learning, and in the second section we will highlight the major conclusions of an empirical study carried out in Hungary, Serbia and Slovakia.
13

ТЕОРЕТИЧНІ Й МЕТОДИЧНІ ЗАСАДИ НЕФОРМАЛЬНОЇ ОСВІТИ ДОРОСЛИХ: АМЕРИКАНСЬКИЙ КОНТЕКСТ

70%
Терьохіна Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 10(44)
206-213
EN
The article deals with the theoretical and methodological principles of non-formal adult education in the USA, it examines the evolution of adult education in the American educational literature; the key factors of adult education in the United States are settled, its importance at the present stage of development of society is revealed; the theoretical principles of adult education are justified. It is proved that adult education is the oldest type of education in the United States. It has a long history and a number of opportunities for lifelong learning. Adult education has emerged as non-institutional form of education and has been developing for more than four centuries. The main stages in the development of adult education include: establishment of the first colleges and universities, the establishment of the Republic, implementation of the ideas of Thomas Jefferson about general civic education, the adoption of Morill’s Bill and opening land-grant universities, immigration, organization of distance education programs and summer schools for adults. The most important historical stages are: establishment of the club «Junto» (1727) by Benjamin Franklin, organizing of the first schools, libraries, Chautauqua Institute (1874), adoption of the Constitution, which provided financial support for adult education, the creation of the American Association of Adult Education, first summer sessions of the National Training laboratories and others. Adult education is the oldest type of education in the United States. It has a long history and a number of features. In the late XIX – beginning of the XX century adult education in the United States was considered as additional education, not related to employment; it was an activity specifically organized to teach people whose age and social roles characterize them as adults. Since the middle of the XX century adult education in the American educational environment is characterized as a complex, flexible and multifunctional system, aimed to help people to meet educational needs, to adapt to the changes of socio-economic environment and at the development and improvement of American society. The study has showed that the development of institutional forms of adult education, launching of permanent financial support from the federal government and the adoption of appropriate legislation, the establishment of American Association of Adult Education as a coordinating body for all activities in this sphere at the national level, and with it the isolation of adult education in independent branch, recognition by the state and society of its importance give the reasons to believe that the US system of adult education in general was formed in the first half of the XX century. Education as the most popular social institution has an impact on the formation of the consciousness of society, regulates the processes of self-development of citizens. Adult education is considered as a mechanism for achieving economic development, ensuring civil progress and democratic public life; an expression of social responsibility for the formation of human and social capital, which is a key element of modern society of knowledge.
14
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System kształcenia i doskonalenia nauczycieli w Singapurze. Między utopijną wizją a rzeczywistością

70%
Kwiatkowski S. T., Nowosad I.
Studia Edukacyjne
|
2018
|
issue 47
147-171
EN
Starting from the concept of utopia, the article focuses itself on the analysis of teacher education and professional development system that has evolved in Singapore over the last few decades. On the wider background of this particular model’s elements, a description of the institutions responsible for teacher continuing education, established to prepare them to the fundamental task they are meant to perform in the modern knowledge society, has been provided.
15
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Uczelnia z misją – 35 lat działalności Uniwersytetu Trzeciego Wieku w Szczecinie

61%
Bugajska B.
Edukacja Ustawiczna Dorosłych
|
2014
|
issue 1(84)
62-75
EN
The article is an attempt to reflect on the mission pursued over the years by UTW in Szczecin. Based on the analysis of documents, the objectives set by the founders of the UTW were presented. The transformation resulting from obtaining the status of the association, which occurred in the following years, was also shown. The article describes some actions for seniors and the local environment taken by the UTW in Szczecin, as well as emerging barriers, transformations, new opportunities. It also presents the changing demographic structure of the UTW students over the years, which is reflected in, inter alia, a significant increase in the number of people with higher education as well as an increase in the number of people aged 80 and over. The author draws attention to the need for a redefinition of ‘mission,’ its improvement, as well as the need for new opportunities and challenges which the University of the Third Age in Szczecin has to face.
PL
Podsumowując rozważania nad misją UTW w Szczecinie, można zauważyć, jak silna była idea UTW, jak ponadczasowa misja, u podstaw której znajdowała się wiara w potencjał człowieka w okresie starości i jego zdolność do ustawicznego kształcenia. Moim zdaniem największym wyzwaniem, przed jakim staną Uniwersytety Trzeciego Wieku i które będzie je coraz wyraźniej różnicować, będzie podejmowanie działań na rzecz aktywizacji seniorów na rynku pracy – doradztwo zawodowe, kursy, promocja gospodarki senioralnej, jak również łączenia tradycyjnych form kształcenia z nowymi, takimi jak e-learning. Wyzwaniem, zwłaszcza dla dużych UTW, posiadających do-świadczenie w prowadzeniu działań na rzecz seniorów stawać się będzie tworzenie oferty edukacyjnej przygotowującej do aktywności zawodowej, niezależnie od działań stymulujących wszechstronny rozwój człowieka. Jestem przekona, że osoby starsze, zaangażowane w rozwój idei UTW w Szczecinie dostrzegą nowe wyzwania i podejmą dyskusję nad możliwościami włączenia UTW w system kształcenia ustawicznego. Tym samym wykorzystają szansę wypracowania nowej formuły funkcjonowania UTW, zgodnej z pierwotną misją.
16
Publication available in full text mode
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Przemiany cywilizacyjne w kontekście społeczeństwa wiedzy i gospodarki opartej na wiedzy

61%
WILSZ J.
Edukacja-Technika-Informatyka
|
2012
|
vol. 3
|
issue 2
82-88
PL
W artykule omówiono wpływ procesów dokonujących się w społeczeństwie wiedzy na przemiany cywilizacyjne. Uzasadniono, że warunkiem rozwoju tego społeczeństwa jest edukacja ustawiczna. Przedstawiono implikacje nowej wiedzy dla współczesnej gospodarki, która jest oparta na wiedzy.
EN
In the article the influence of processes occurring in information society on civilization changes was discussed. It was substantiated that a pre-condition to further progress of such society is ongoing education. Implications of new knowledge to modern economy which is founded on knowledge were presented.
17

ЄВРОПЕЙСЬКИЙ ГЛОСАРІЙ ОСВІТИ ДОРОСЛИХ

61%
Махиня Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 9(53)
100-108
EN
The author analyzes terminological differences in the brunch of adult education in some European countries. Studying the same subject, different countries use somewhat different terms to describe the process. Common and different features are singled out and analyzed. Attention is focused not only on the specifics of terms used in the definition of basic concepts, but also on semantic deviation in correct interpreting the ultimate goals of the educational process for adults in different regions. The author proves that economic situations, social life, mentality influence greatly both the period of adult education formation and development, and the differences in the terminology. Concepts and terms that are common to all surveyed countries are pointed out. Chronological features of the emergence and development of adult education in the European Union are studied. The basic directions of modern theoretical study of adult education are drawn. The principal theoretical directions are: 1) the theories that explain the learning process as a function of the internal structure of a person and of the individual adult as a student; 2) the theories that explain the learning process in its individual and collective complexity (the critical theories). The classification of the basic forms for gaining adult education is done, based on the analyses of different divisions suggested. According to it, the general system can be divided into four principal groups: formal (linked to getting degree, diploma, certificate); non-formal (organized by educational institutions but offering no document); informal (not organized or structured, managed on the individual or social level); accidental (arising by chance in everyday working life). The suggestion is also made to change the comprehensive national frameworks of credits and qualifications so that they can be accumulated throughout life in random order, to replace the previous structure of staged awards. The old staged system is greatly questioned today as lifelong recognizes more clearly that some engineer with the doctorate degree may need to study in some completely different field, like foreign language. The introduction of individual learning accounts used in United Kingdom is suggested to be one of the possible solutions for the adult learner to make his education lifelong and successful. The funding is done by the individual himself, the state and the employer.
18
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Szkolenie i doskonalenie zawodowe funkcjonariuszy służby więziennej w kontekście całożyciowego uczenia się

61%
Kalaman M. R.
Edukacja Ustawiczna Dorosłych
|
2014
|
issue 4(87)
159-172
EN
The article presents the current system of training and professional prison officers. Given its size, universality, implementation during the entire course of service of officers of the service, the author is inclined to the view that it has all the attributes of lifelong learning.
PL
System szkolenia i doskonalenia zawodowego w Służbie Więziennej, co wydaje się wystarczająco zaprezentowano w niniejszym opracowaniu, ma charakter kształ-cenia ustawicznego. Charakter taki nominalnie nadano mu już, jak wspomniano wyżej, nie tylko w samym przepisie regulującym tę problematykę. Świadczy o tym również zakres, rozmiar i powszechność oddziaływań o charakterze szkoleniowym w trakcie całego przebiegu służby funkcjonariusza Służby Więziennej.
19
Content available remote

Proces stawania się nauczycielem w koncepcji kształcenia ustawicznego

61%
Ostrach Z., Skałbania B.
Edukacja Ustawiczna Dorosłych
|
2018
|
issue 4
108-113
EN
The article presents an important issue, which is continuing education in the professional development of the teacher. Lifelong learning and becoming a teacher are connected and mutually conditioning. The subject matter of the article fits into the image of the modern world, in which education and the role of the teacher are redefined.
20
Content available remote

Kształcenie ustawiczne osób niebędących obywatelami polskimi według prawa polskiego

61%
Pyter M.
Edukacja Ustawiczna Dorosłych
|
2018
|
issue 4
65-73
EN
The issue of lifelong learning occupies a prominent position in the education system. Adults, for various reasons, undertake education, which is part of the lifelong learning trend. Foreigners are a special group. They undertake lifelong learning in the Republic of Poland for many reasons. These are professional, family, racial or social reasons. Global migration makes it necessary to undertake education in other countries. The provisions of Polish law met this demand. In legal acts of different rank, the problem is resolved. This article is aimed at analyzing legal provisions relating to lifelong learning of persons who are not Polish citizens.
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