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1

Zwalczanie odradzającego się analfabetyzmu - zadanie i wyzwanie edukacji dorosłych

100%
Dmochowska U.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2013
|
vol. 14
47-59
EN
This article aims at presenting the phenomenon of adult illiteracy. Moreover, highlighted is the aspect of functional illiteracy. Differences between the spectrum and levels of illiteracy are enumerated. Illiteracy is considered in the context of the fast pace of civilisation processes, pointing to its causes as well as its sociological and economic consequences. In this article actual research data on illiteracy in Poland and specified European countries is gathered. Thus, action against illiteracy is presented adhering to the British and German results of study. Investigated are specified projects realised in Germany for the last few years. The necessity of adult illiteracy investigation and its spectrum are highlighted in addition to taking preliminary action against adult illiteracy in the form of adult basic literacy education. The concept of developing the consciousness and motivation towards further adult education is a challenge as well as the principal role of the institutions responsible for the aim. The educational process and its project should be dedicated especially to people on a low level of education and raising consciousness of the problem spectrum and inspire adults towards further education. It is crucial to prepare educational offers that focus on specified groups of adults, namely, the groups facing social and educational rejection. The issue of literacy needs further academic investigation in the sphere of adult education in relation to setting tasks in educational politics and prompting legislature in Poland to satisfy the educational needs of contemporary adults.
2

СОЦІАЛЬНА КОМПЕТЕНТНІСТЬ ОСОБИСТОСТІ: ПІДХОДИ ДО ВИЗНАЧЕННЯ СУТНОСТІ

88%
Варецька О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 10(44)
241-250
EN
The paper shows the importance of individual social competence, outlines the main approaches to the definition of «social competence», which can be defined as knowledge (cognitive system), understanding, «Ego – society» correlation, the degree of training, practical efficiency, social skills, abilities, capability, personal qualities or formation, equilibrium, the transfer of social experience, the level of socialization, the result of social development, a set (complex) of competencies or constructive techniques, a part of philosophical category «art of living», functional competence, appropriate behavior, etc. Such notions as social knowledge (cognitive system), understanding, social intelligence, capacity for social interaction have been carefully analyzed. The research outlines that the knowledge of a competent person should meet the requirements of diversity, structuring, categorization, flexibility, efficiency, effectiveness; a competent person should have substantive and procedural knowledge, knowledge about his own skills and personal experience. It is emphasized that mere knowledge can’t guarantee the development of social competence. The attention is drawn to the importance of the ability to apply the knowledge effectively in the context of huge amount of disordered information with a variety of semantic relationships, meaning, subtext, technologies, critical thinking of an individual and his media informational competence as a component of social competence. The attention is paid to social and functional individual incompetence, the reasons for this incompetence have been analyzed. A teacher is referred to not only as a professional, but as an ordinary person who faces various problems every day being a market agent, a citizen, a member of legal, family and other relationships, a consumer of media information, a model, an authority, a «second mother» to younger pupils. The paper focuses on the importance of social competence for free understanding, use, interpretation of the totality of specialized and partially specialized knowledge, which have come into use, and account for general social erudition of an individual in this environment, application of individual knowledge as the basis for effective decision-making, the establishment of social interaction with society and the fulfillment of social roles, as well as readiness to change.
3
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Between Exclusion and Inclusion. Social Transgressions of Illiterate People in Western Culture

88%
Przybylska E., Sobczak M.
Kultura i Edukacja
|
2017
|
issue 2(116)
144-155
EN
The article attempts to explore the problem of functional illiteracy in the rich countries of the West. The author presents situations of adult illiterate people living in the world of Western culture who-deprived of the ability to read and write -surpass social and symbolic barriers in everyday life, struggling for survival and human dignity. The idiomatic phrase “the torture of Tantalus” symbolizes a person’s pain resulting from the desire of owning things which are close but remain unobtainable. Through their complex biographies, the author indicates crucial moments in their lives: the decision to acquire reading and writing skills, and the pivotal point directly after the accomplished literacy course. If one deprives these people of professional assistance, it reduces their chances to materialise the expectations connected with reading and writing skills. The aim of the article is to draw attention to the phenomenon of adult illiteracy, which became a major task in educational policy and adult education also in many highly developed countries.
4
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Czytelnictwo i działania na rzecz jego upowszechniania w Polsce – rola bibliotek publicznych

88%
Osiecka-Chojnacka J.
Studia BAS
|
2016
|
issue 2(46)
147-178
EN
The article presents the results of representative surveys on readership conducted in Poland by the National Library and the problems of promoting reading by public institutions. In view of the general decline of reading and its intensity special attention should be paid to the role of public libraries. A new model of public libraries, and their new forms of activity create the potential of promoting reading. There are presented data illustrating the current status and condition of Polish public libraries. The condition of libraries depends on the policy of local government are very diversed. The National Programme for the Development of Reading was adopted by the Council of Ministers of the multiannual program for the years 2016-2020, in order to improve readership in Poland by strengthening the role of public libraries and school as local centers of social life which are the center of access to culture and knowledge.
5

Developing Language Literacy in the Educational Scene

88%
Pazonyi J., Bodonyi E.
Acta Technologica Dubnicae
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2013
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vol. 3
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issue 2
36-46
EN
The empirical research the paper is based on was carried out in forms of workshops organized for groups of international teacher trainees between 2009 and 2012. The aim of these workshops was to master a “learning by doing” experiential model by which language literacy can be effectively developed or improved. The topic is discussed in its complexity, highlighting some important issues of teacher training internationally, and also the still controversial situation of alternative education that tailors its curriculum to the pupils and students’ needs and facilitates such methods as the one the paper details on.
6
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Analfabetyzm funkcjonalny czasu transformacji cywilizacji

75%
FURMANEK W.
Edukacja-Technika-Informatyka
|
2017
|
vol. 8
|
issue 1
17-24
PL
Omawiane w artykule zjawisko analfabetyzmu funkcjonalnego odnosić możemy wyłącznie do efektów tzw. wykształcenia ogólnego, powszechnego wykształcenia ludzi dorosłych.
EN
The illusory illiteracy phenomenon discussed in the article can be referred only to the so-called General education, general education of adults.
7

МОЖЛИВОСТІ БАЗОВОЇ ОСВІТИ ДОРОСЛИХ У ПОДОЛАННІ НЕГРАМОТНОСТІ: КАНАДСЬКИЙ ДОСВІД

63%
Теренко О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 9(73)
12-22
EN
Aim of the article: to investigate peculiarities of basic adult education functioning in Canada. Research methods: to achieve the mentioned aim the following methods were applied: theoretical – deduction, induction, analogy, analysis, synthesis; sociological – analysis and systematization of data; historical methods – comparative historical method, chronological method. In Canada, basic education includes a spectrum of credit and non-credit programs for students, who are older than average schoolchildren. The main assignments of basic adult education are to increase the level of general literacy; to develop social skills; to improve the level of conscience and independence; to increase chances of job acquisition at job market; to improve technological competence; to improve communicative skills. The main factors of adult education development are: changes, which take place in social life, new content of social processes and their interconnection, broadening of spectrum of personality activity, high pace of information oldening, shortening of terms of information validity. Key factors of a high level of adult education efficacy are: condusive psychological climate, development of educational plan at the beginning of educational process, high level of financing, methodological background of every course, highly qualified teachers, application of the most effective strategies, high level of communication with community, development of students’ motivation. The main subtypes of literacy are family literacy, cultural literacy, adaptation literacy. Concept “illiteracy” presupposes social, cultural and technical illiteracy, which are united in “functional illiteracy”. In professional sphere, functional illiteracy is viewed as inability of a worker to fulfill his functional duties, because of the changes that take place at a work place. The main levels of literacy are: the first level presupposes inability to read and understand texts; the second level presupposes ability to read simple, easily written texts, but ability to interpret within the borders of general context and personality uderstands his/her low level of litracy; the third level is characterized by highly developed renading skills, but there are difficulties in text understanding; the fourth and the fifth levels are characterized by general cultural and professional skills and by ability to make many-sided analysis of information.
8
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Homo interneticus – wyzwanie dla współczesnej edukacji

63%
WALAT W.
Edukacja-Technika-Informatyka
|
2016
|
vol. 7
|
issue 4
235-242
PL
Podane w artykule trzy cechy konstytuujące współczesny typ człowieka internetu – homo interneticusa – w prosty sposób prowadzą do gwałtownego rozwoju analfabetyzmu funkcjonalnego. Pojawia się zatem wielkie wyzwanie dla edukacji w dobie dominującego i właściwie powszechnie akceptowanego analfabetyzmu funkcjonalnego.
EN
Stated in article three qualities that constitute the modern type of man internet – homo interneticus – easily lead to the rapid development of functional illiteracy. There is therefore a great challenge for education in the era of the dominant and widely accepted properly functional illiteracy.
9
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Функциональная неграмотность как новая форма цивилизационного риска

51%
Bubnova I.
Językoznawstwo
|
2019
|
vol. 13
27-36
EN
This article discusses the problem of functional illiteracy as a new form of civilisation risk. A new type of human being with specific personality characteristics, shaped by society and the education system, is considered in relation to the globalisation process under the influence of which the total transformation of the classical Russian school has taken place. Similarities between the functional illiteracy of the modern young generation and the model of the future man described in Bertrand Russell’s works are discussed. The research shows that the personality characteristics suggested in the 20th century are becoming a reality. The author draws an analogy between the distinguishing features of a human being belonging to the future, which are regarded as the basic ones in a modern society, and the main needs and interests of proles described by George Orwell in his famous novel. The author advances the argument that there is a close relationship between the model of a human being that is penetrating Russian society and the concept of a clash of civilisations as discussed by Samuel Huntington.
PL
Artykuł poświęcony jest problemowi analfabetyzmowi funkcjonalnemu, będącemu całkowicie nową formą ryzyka cywilizacyjnego. Rozpatrywany jest związek danej charakterystyki współczesnej osobowości jako nowego rodzaju człowieka, kształtowanego dziś przez społeczeństwo i system edukacji, z procesem globalizacji, pod którego wpływem dokonała się całkowita transformacja klasycznej szkoły rosyjskiej. Analizowane są podobieństwa między niektórymi cechami człowieka, w tym także analfabetyzm funkcjonalny, jako typowe cechy statystycznego reprezentanta młodego pokolenia i modelem osobowości przyszłości opisanej w pracach B. Russella. Przytaczane są dane badania eksperymentalnego potwierdzające, że zaplanowane w połowie XX wieku typy osobowości w chwili obecnej stają się rzeczywistością, a formowane dziś charakterystyki psychologiczne są typowymi czechami proli opisanych w słynnej powieści G. Orwella. Wysuwane są argumenty podtrzymujące punkt widzenia, że istnieje ścisły związek między aktywnie przenikającym w społeczeństwo rosyjskie modelem człowieka i koncepcją zderzenia cywilizacji, zaproponowanej przez S. Huntingtona.
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