As a consequence of the social, economic, demographic and cultural changes taking place nowadays, it is no longer possible to call European high schools, which fulfil their research, educational and social missions – ivory towers, closed in the ethos of elitism understood reproductively. This openness is expressed, amongst others, by the idea of lifelong learning, whose accommodation in high schools – though carried out in the conditions of political implantation – brings about an effect of more and more interiorized paradigmatic change in the approach to the execution of the mentioned missions and organizational cultures of universities. Amongst others, there appeared numerous formal solutions and educational practices expressing a mindful reaction, grounded in social diagnosis, to the needs of both candidates as well as already studying recipients of their educational offer. Taking into account this perspective I discuss a way of thinking and acting present at the University of Gdańsk in one of the offered educational forms. This course is called Szkoła: Mentor dla Stypendysty (School: Mentor for a Scholar), selected as an example of a responsive approach of the university, responding to the challenges of intra-generation lifelong learning and to the educational needs of current and future students. In that case - of parents, whose lifelong learners’ identities are included in the results of the research carried out by the university. In the text structure they are reported at the beginning, grounding the course concept presented further, run in inter-sector cooperation and are conducted in that particular formula of having in mind the conditions of parental auto-creation. The utterance contents, which expresses, amongst others, the search in the direction of preparing potential candidates to confirm the learning effects, eventually concentrates on the conditions of supporting by university the parental lifelong learning.
PL
Uczelnie europejskie, realizując swoje misje – badawczą, edukacyjną i społeczną – wskutek współcześnie dokonujących się przemian społeczno-ekonomicznych, demograficznych i kulturowych trudno już nazwać wieżami z kości słoniowej, zamkniętymi w etosie reprodukcyjnie pojmowanej elitarności. Tę otwartość wyraża m.in. idea uczenia się przez całe życie, której akomodacja w szkolnictwie wyższym – choć dokonana w warunkach politycznej implantacji – przynosi efekt coraz bardziej zinterioryzowanej, paradygmatycznej zmiany w podejściach do realizacji wspomnianych misji oraz w kulturach organizacyjnych uczelni. Między innymi, pojawiły się liczne rozwiązania formalne oraz praktyki edukacyjne wyrażające uważną, ugruntowaną w społecznej diagnozie, reakcję na potrzeby zarówno kandydatów, jak studiujących już odbiorców ich oferty kształcenia. W tej perspektywie przedstawiam kierunek myślenia i działania, obecne w Uniwersytecie Gdańskim, a wyrażony w jednej z form kształcenia, oferowanych w tej uczelni. To kurs Szkoła: Mentor dla Stypendysty, wybrany jako przykład responsywnej postawy uniwersytetu, odpowiadającego na powstające w mieście wyzwania w zakresie międzypokoleniowego uczenia się przez całe życie oraz na potrzeby edukacyjne swoich przyszłych i aktualnych studentów. W tym przypadku – rodziców, o których tożsamości lifelong learnerów mówią wyniki prowadzonych w uczelni badań. W strukturze tekstu są one raportowane na początku, ugruntowując przedstawioną dalej koncepcję kursu przebiegającego w warunkach współpracy międzysektorowej, realizowanego w tej szczególnej formule także z myślą o uwarunkowaniach rodzicielskiej autokreacji. Treść wypowiedzi, która wyraża m.in. poszukiwania w stronę przygotowywania potencjalnych kandydatów do potwierdzania efektów uczenia się, ostatecznie koncentruje się na warunkach wspierania przez uczelnie rodzicielskiego uczenia się przez całe życie.
Innovation and knowledge are two of key factors for sustainable development of company or organization. Particularly in the current period of economic crisis it is crucial to promote lifelong learning and creativity to contribute innovative solutions to various problems. Lifelong learning makes a significant contribution to awareness of the importance of innovation and creativity for sustainable development of organization. In this paper we explore if respondents from Slovenian companies think that innovation and lifelong learning is important for sustainable development of company. Presented are the results of a survey conducted in 67 large and medium-sized enterprises in Slovenia where we upon respondents' judgment examine the correlation between the innovativeness level and lifelong learning, investing in innovativeness and competitive advantage and the promotion of lifelong learning and competitive advantage of the organization. Also the answers to the questions if lifelong learning contributes to the sustainable development of organization and if more the organization takes care of sustainable development the bigger is its competitive advantage before equal bidders are given.
The paper seeks to reconceptualise the significance of transitions in adult learning. It combines reflection on existing research with an analysis of original data on adults' experiences of significant educational transitions. The paper starts by considering how lifelong learning and mobilities of various kinds have become absorbed into, and expressed in, the policy mainstream. It then discusses the ways in which researchers are addressing this topic. While researchers are pursuing many lines of inquiry into transitions, and using a wide range of methods (including new statistical techniques), the analysis in this paper is primarily concerned with questions of identity, and particularly the idea of learner identity. I then briefly illustrate the analysis with cases from a research project that is designed to explore aspects of a very specific pair of transitions: movement into, and then through, the higher education system among a group of people who can be defined as non-traditional students. The paper concludes by proposing the idea of a liminal identity, understood as shaped through social and cultural processes which are formed and re-formed in dynamic relationships with others. This perspective has implications for practice as well as for research.
The importance of professional training cannot be overemphasized. In any organization, it is conducive to a better implementation of the tasks, and through it – increasing efficiency. For those directly involved – employees – lifelong learning is the premise of job retention. The aim of this paper is to present the results of research study – both quantitative and qualitative – describing ways in which employers may support employees’ educational activity.
Translation competence includes a complex variety of cognitive, linguistic and cultural skills. Translation in the field of law represents an even more demanding process, as it can be defined as “an act of communication in the mechanism of law” which leads “to legal effects and may induce peace or a prompt war” (Šarčević, 1997). In this paper, different aspects of the translator’s competence in legal translation are discussed. In the introductory part, an overview of theoretical approaches to the translation process is offered. The main part of the paper is dedicated to problems and challenges that legal translators are faced with. Special attention is paid to teaching the documentary approach to translation of EU legislation within the Lifelong Learning Programme for Lawyer-Linguists in the Republic of Croatia. The problems occurring in legal translation and competences of legal translators are discussed from the teacher’s perspective, based on the experience in teaching the course Introduction to the Theory of Legal Translation and Terminology within the Lifelong Learning Programme for Lawyer-Linguists at the Faculty of Law, University of Osijek, Croatia.
For many years the national extramural exams were placed on the margins of the Polish educational system. In 2007 the Central Examination Board was entrust with the assessment of skills of adult applicants who wanted to have their comprehensive knowledge officially confirmed on the primary, lower secondary or upper secondary school level. Since 2012 the applicants have also been able to take the extramural exams in general and practical knowledge on the level of a basic vocational school. This resolution is consistent with the guidelines of the European Parliament from the year 2008 about European Qualification Framework for Lifelong Learning and, accepted in 2012, the OECD strategy: Better Skills, Better Jobs, Better Lives. In the Polish educational system, the applicants for extramural exams are adults who do not attend any school but learn by themselves and decide individually when they are ready to take the exams. Every year a few thousand of mostly young people make this decision and sit the exams, most often on the upper secondary school level. The aim of this article is an attempt to create a collective portrait of all these people who left the regular school system, for different reasons, and try to obtain their education. Since 2008 the author of the article has been doing extensive research on this population, not only concentrating on the statistics index but also carrying out a detailed qualitative study.
For many years the national extramural exams were placed on the margins of the Polish educational system. In 2007 the Central Examination Board was entrust with the assessment of skills of adult applicants who wanted to have their comprehensive knowledge officially confirmed on the primary, lower secondary or upper secondary school level. Since 2012 the applicants have also been able to take the extramural exams in general and practical knowledge on the level of a basic vocational school. This resolution is consistent with the guidelines of the European Parliament from the year 2008 about European Qualification Framework for Lifelong Learning and, accepted in 2012, the OECD strategy: Better Skills, Better Jobs, Better Lives. In the Polish educational system, the applicants for extramural exams are adults who do not attend any school but learn by themselves and decide individually when they are ready to take the exams. Every year a few thousand of mostly young people make this decision and sit the exams, most often on the upper secondary school level. The aim of this article is an attempt to create a collective portrait of all these people who left the regular school system, for different reasons, and try to obtain their education. Since 2008 the author of the article has been doing extensive research on this population, not only concentrating on the statistics index but also carrying out a detailed qualitative study.
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 European project entitled "Integrating adults and the elderly towards a Europe of knowledge", coordinated by the University of Almería, within the actions of "Grundtvig learning partnerships for adult education", has carried out the assessment of an educational program for people over 55 years in five countries. The aim of the learning partnership was “to encourage the development of innovative practices in education of older people and their transfer between countries”. Methods: Some of the following teaching tools and methods were used to promote intercultural communication skills: simulation activities, followed by reflective discussion and/or written analysis; guided group activities; local visits to contact people from other countries; ethnographic projects. Results: The courses provide knowledge and understanding about culture, institutions and different ways of life in diverse communities, and encourage reflection about their own cultural behaviour, practices and attitudes, as well as those of others. Old people enhance communication in their community, by means of meetings in which they talk about their common concerns. This can help the elderly to overcome problems and reduce feelings of loneliness. The courses also help old people acquire new knowledge and skills in a rapidly changing world. Conclusions: Participants’ motivation increased as the sessions were developed, since the contents of the classes agreed with their own interests, with a constant widening of knowledge. Everybody had an active role in the discussions. This training has shown some aspects about ageing, such as the removal of the image of the idle retired person; at the same time it promotes active retirement, intergenerational relationships and independence, and improves social and personal skills
Lifelong learning is a characteristic phenomenon of the contemporary world. It plays a significant role in socio-economic strategies in the European Union, including Europe 2020 strategy. Expressed interest towards discussed issue by other international organizations, UNESCO and OECD, strengthens its importance. The aim of the paper is a synthesis of the achievements and changes realized in the EU in relation to indicators measuring lifelong learning in the past 15 years. The article is factual. The review is based on analysis of European Commission documents regarding methods and selection of indicators measuring lifelong learning in the context of the realization of the EU's policy, and monitoring of progress towards set benchmarks. The analysis of documents shows that significant changes in relation to lifelong learning measurement was achieved. Single indicators, although still very important as they give the base to indicate various benchmarks, were applied for the construction of synthetic measure - ELLI Index. This index allows to assess the effectiveness of activities conducted in the field of education and training using multivariate approach. Dynamic changes occurring in the market, pose new challenges to lifelong education. The consequence is the need to adjust national statistical systems and to continue work on improving indicators measuring lifelong learning.
The ability to self-learning should be shaped from the very beginning of school education. It is a very important skill, because it is used in higher education, where the learner explores and analyzes the problems in cognitive purposes. According to the results of empirical research, conducted by the authors among the students of University of Lodz since 2008, students are becoming more and more erratic, need contacts with academics, have a lower level of motivation to self-study. The research also shows that the percentage of students who don't have the ability to self-learning is rising. Students are neither prepared to study at university nor to be active self-educators in the later stages of life. The purpose of the paper is to indicate the need for changes in the system of higher education, which are necessary to make students active self-learners who will be ready to develop goals, methods and techniques of learning. Those changes should be about creating conditions for students to develop their ability to self-learning and preparing them to self-development in later stages of life. The theoretical part of the article was based on literature studies. The authors used books, articles and internet publications about self-learning and Polish universities. The empirical part of the paper contains the results of empirical research conducted by the survey technique. These research were carried out between 2008 and 2012. The respondents were students of the Faculty of Management, University of Lodz.
The article is a report from that Congress of Development in Education the was held on 12-13 November 2014 at the University of Economics in Katowice. The event is organized by the Foundation for the Promotion and Accreditation of Economic Education in collaboration with the Universities of Economics in Cracow, Katowice, Poznań and Wrocław as well as the Warsaw School of Economics. It was based on the experience gained during the 10 years of the conference "The development of e-learning in higher education of economics" (e-edukacja.net), yet its scope and the forms of active participation have been significantly extended.
Information technology evolves in order to meet the needs of ageing society. Despite the life-long learning perspective and availability of ICT courses, studies indicate that only a limited number of seniors take full advantage of possibilities given by mobile technology and the Internet. The question arises if the old are part of the Information Society or they are excluded from it. This article provides evidence that seniors underutilise the ICT devices and e-services and indicates the main lines of the recent debates on the current need for ICT education among older adults. The analysis of seniors’ ICT competence is based on a literature survey.
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.
Bilingualism is a topic that is most often discussed in the context of raising and working with children. However, the role that bilingualism plays in adulthood and late adulthood is underestimated in the literature. At this stage of life, some people may develop the first symptoms of neurodegenerative diseases, mainly associated with memory and communication disorders. The article briefly introduces the most common causes of dementia symptoms and then discusses bilingualism in several, closely related aspects. The publication contains information on the impact of bilingualism on delaying the symptoms of dementia and triggers of this phenomenon. The creativity of bilinguals and the unique impact of bilingualism on working memory and executive control are addressed.
The necessity of developing students’ competences concerning independent learning is easily noticeable in both Polish and international educational documents as well as in scientific literature. This article contains an attempted answer to a question in what way teachers stimulate independent learning activities of primary school students (grade 1 to grade 3). This was the aim of the research conducted with the help of selected group of teachers from Kuyavian-Pomeranian Voivodeship in Poland. The research checked for instance how the teachers encourage the students to independent learning, how they are formulating their homework tasks, and whether they apply the multi-level learning approach. The results of this study are presented in this report.
Introduction. Higher education institutions experience the reform of higher education, changing the conception of studies and learning scenarios and the forms of their implementation. Distance learning and teaching are efficient means to implement strategic aims of the system of education: to create learning possibilities for all members of the society, to implement lifelong learning at all education levels, to contribute to designing effective learning/teaching process and to meet quality requirements, as well as to ensure more flexible organization of learning activities meeting lifelong learners' needs.The Aim of the Study. To analyse application of Online Learner Skills and Evaluation model (OLSKE) in a new distance learning and teaching curriculum.Materials and Methods. The paper presents OLSKE, and discusses its application. The evaluation of the application of the model is performed by evaluating curriculum quality that was designed on the basis of the model applied, rather than the model itself. Therefore, the questionnaires distributed for the students and the experts are targeted at curriculum evaluation. Application of the model is crucial to curriculum structure, consistency and quality evaluation factors.Results. Solutions for the realisation of the curriculum should be selected very carefully, as accessibility to learning resources should be ensured in all cases. Then, learning strategy and evaluation strategy should be very clearly designed and then presented to the learner, describing it with special attention in any chosen virtual learning environment.Conclusions. University students positively evaluated the overall evaluation of the course curriculum and curriculum quality designed after applicability of OLSKE.
The rate of economic changes and the aging of the population made it necessary to give priority to the importance of lifelong learning (see for example the Lisbon Strategy). The conducted study concerned the demand on courses, trainings and certifications in Poland. This article aims to analyze the educational needs reported by respondents who are in the production age. Our study contains the classification based on sex, education level, type of occupation in relation to whether respondents declare such needs. The research also included the type of courses undertaken and their assessment with respect to the usefulness for further professional life. The proposed approach to this issue may be a substructure of a multidimensional analysis of the situation on the labour market and it may help to identify the factors determining the attractiveness of potential employees from the perspective of employers’ needs.
The rapid development of society entails the need to change the approach to learning and acquiring appropriate competences. When planning education, the requirement of lifelong learning should be taken into account. The changing requirements of the labor market force them to constantly renew, improve and broaden their professional qualifications. The variety of offers on the education market, multiple transitions in the professional area and decision-making difficulties stimulate the need for support that can be provided by a career counselor at every stage of professional development.
Procesy demograficzne mają wpływ na praktykę edukacji. W obliczu starzenia się społeczeństw i ustawicznie rosnącej grupy seniorów podejmowane są decyzje, które prowadzą do realizacji różnorodnych działań na rzecz wspierania osób starszych oraz włączania ich dopełnego udziału w życiu, także kulturalnym. Problematyka artykułu została zogniskowana wokół rozważań istotnych z punktu widzenia aktywności kulturalnej dorosłych, pojmowanej jako proces uczenia się i wpisującej się w ideę całożyciowego uczenia się. W artykule można znaleźć refleksje dotyczące tego, jak zmiany społeczne wiążą się ze społeczną praktyką uczenia się oraz jakie miejsce zajmuje w tym kulturowa partycypacja. Rozważania dotyczą także próby odpowiedzi na pytanie: Czy w sferze edukacji kulturowej mamy do czynienia z polaryzacją, czy raczej ze znacznie bardziej rozbudowaną różnorodnością paradygmatów?
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