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1

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.
2

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.
3

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.
4

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.
5

Uniwersytety trzeciego wieku elementem wielowymiarowego aspektu starości z perspektywy pokolenia 60+

80%
Miska K., Musolf-Parol A.
Zamojskie Studia i Materiały – Seria Pedagogika
|
2012
|
vol. 14
93-102
EN
Old age is frequently associated with decreased physical fitness, illnesses, loneliness, etc. For older people the “autumn of their lives” is very often a difficult period. However, contemporary seniors often show a different attitude to old age and completely contradict the stereotype of the “senior citizen of the 21st century”. One of many activities undertaken by the 60+ generation is participating in the classes of the Universities of the Third Age. The surveys conducted among the groups of Zamość students of the University of the Third Age showed, among other things, the priorities of the seniors in contemporary times, the kinds of activities they prefer, the reasons for undertaking education in the Universities of the Third Age and the influence on their lives.
6

Use of ICT and Inappropriate Effects of Computer Use - Future Perspectives of Preschool and Primary School Teachers

80%
Radetić-Paić M., Ružić-baf M.
Psychology of Language and Communication
|
2012
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vol. 16
|
issue 1
29-38
EN
The aim of this paper is to gain an insight into some aspects of personal computer literacy and preschool and primary school teachers' education on the use of information and communication technologies (ICT). Another aim of the paper is to point out the inappropriate effects of computer use (personal as well as with children of school and preschool ages) according to the students of the Department of Preschool and Primary School Teaching of the Juraj Dobrila University in Pula. The x2 test was used in the data processing, along with the calculation of marginal frequencies for all the examined variables. The scientific and application value of this work is that, based on the indicators obtained, it suggests a need for permanent education of both preschool and primary school teachers on the applicability of ICT at all pedagogical and educational levels, and on all the positive but also negative aspects of ICT use in the widest sense.
7

Aspekty historyczne akademickiej edukacji permanentnej dorosłych

80%
Szyszka B.
Zamojskie Studia i Materiały – Seria Pedagogika
|
2011
|
vol. 13
21-28
EN
This article presents some innovations in the field of andragogy and permanent education implemented in Zamość in the 60s of the 20th century. The subject matter is an example of a programme developed by the Maria Curie-Skłodowska University concerning adult education at the academic level. The author discusses the institutional solutions, teaching resources and fields of study. He underlines the use of the models of adult continuing education implemented by the University of Łódź, the University of Poznań and the University of Warsaw. An attempt of adult education undertaken in Zamość was a novelty in higher education in Poland.
8
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The development and implementation of ideas of lifelong learning in Europe at the dawn of the 21st century

80%
Marcinkiewicz-Wilk A., Jurczyk-Romanowska E.
Journal of Education Culture and Society
|
2018
|
vol. 9
|
issue 1
39-49
EN
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.
9

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.
10

Wychowanie do starości jako element edukacji permanentnej

70%
Wierzańska M., Garbarz M.
Zamojskie Studia i Materiały – Seria Pedagogika
|
2011
|
vol. 13
77-85
EN
The development of technology and economical life directly affects not only the conditions of an individual’s life but the image of the whole society as well. Nowadays, our society has entered a phase of an aging society, namely the population of elderly people is growing and the number of elderly people exceeds the number of births. As a result, the tasks of the nation, society, family and the individual are changing. The primary objective is then to allow elderly people to function effectively as long as possible. Therefore, an appropriate old age preparation programme should be worked out, which would be a part of the permanent education programme (long life learning). The authors of the paper have developed exemplary issues concerning the preparation of people and society for a satisfactory life in old age in the psychosocial and physiological aspect.
11
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Kształcenie ustawiczne jako szansa na podjęcie zatrudnienia przez osoby niepełnosprawne

51%
Miklewska A.
Podstawy Edukacji
|
2014
|
vol. 7
317-344
EN
Undertaking of the professional activity highly accelerates process of the disabled people’s rehabilitation. The professional passivity has compound causes. The identification of some of allows to undertake corrective actions. Professional qualifications of disabled people are poorer than skills of healthy people and they have smaller chance of starting professional activity. Permanent education gives possibility of equal chances. The article presents factors influencing on disabled people’s professional rehabilitation and professional activity.
PL
Podjęcie aktywności zawodowej znacznie przyspiesza proces rehabilitacji osób niepełnosprawnych. Ich bierność zawodowa ma złożone przyczyny, a identyfikacja niektórych pozwala podjąć działania korekcyjne. Kwalifikacje zawodowe osób niepełnosprawnych często są znacznie niższe niż osób sprawnych, co zmniejsza ich szanse na zatrudnienie. Kształcenie ustawiczne umożliwia ich wyrównanie. Artykuł prezentuje czynniki wpływające na kształcenie i rehabilitację zawodową osób niepełnosprawnych
12
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The borders of democracy: the past and the present

51%
Chodubski A.
Krakowskie Studia Małopolskie
|
2013
|
vol. 18
9-22
PL
W artykule wskazuje się: 1) od zarania swego powstania instytucja demokracji spotykała się w szerokich kręgów społecznych krytyką intelektualistów, zwracających uwagę na niemożliwość jej urzeczywistnienia zgodnie z ideowym powołaniem i założeniami; 2) od czasów rewolucji francuskiej 1789–1799 pod idee demokratyczne wpisuje się populizm. Politycy i rządzący posługują się nim jako spełnieniem woli ogółu społeczeństwa, jako narzędziem rozwiązywania wszelkich złożonych problemów społeczno-politycznych; 3) pragmatyzm polityczny, a w tym generowanie spektaklu życia publicznego powodują, że idea demokracji jest zastępowana wyzwaniem budowy społeczeństwa obywatelskiego, które jest powszechnie akceptowane jako przewartościowywana rzeczywistość społeczno-polityczna.
EN
The present study to shows: 1) since the beginning of its existence this institution met with approval of wide social circles and the criticism of intellectuals, paying attention to the impossibility of its realization according to the ideological vocation and with assumptions; 2) from the time of the French Revolution 1789–1799 democratic ideas are closely connected with populism. Politicians and ruling use tchem as fulfilling the will of the majority of society, and as a tool solving all sociopolitical problems; 3) political pragmatism, and included performance of the public life, cause that the idea of the democracy is replaced by the challenge of building the civil society which is commonly accepted as sociopolitical reality.
13

Szkoła środowiskowa i jej obecność w edukacji równoległej, permanentnej i środowiskowej

36%
Winiarski M.
Pedagogika Społeczna
|
2015 (R. XIV)
|
issue 3(57)
53-76
PL
Artykuł przybliża drogę rozwojową idei szkoły środowiskowej i jej współczesną koncepcję – model autorski, a także rolę i funkcje tej szkoły w kontekście nowych dziedzin edukacji, tj. edukacji równoległej, permanentnej i środowiskowej. Autor wiele uwagi poświęca też problemowi integracji funkcjonalnej, sprowadzającej się głównie do współdziałania szkoły ze środowiskowymi podmiotami edukacji pozaszkolnej i poszkolnej. Szkoła w „symbiozie” ze środowiskiem od zarania jest ważnym problemem pedagogiki społecznej. Pedagodzy społeczni wydatnie przyczynili się do rozwoju teorii w tej dziedzinie, empirii i praktyki pedagogicznej. Ich poczynaniom zawsze był i jest bliski imperatyw progresywności i prospektywności.
EN
The article presents the developmental path of the „community school” idea and its modern concept; the author’s model. It also depicts the role and the functions of the school in the context of new areas of education, for example parallel education, permanent education and socio-environmental education. The author focuses on the issue of functional integration, understood as close cooperation of the school with extracurricular and post school social environment bodies. The school in „symbiosis” with the social environment has been an important issue for social pedagogy since its dawn. Social pedagogues significantly contributed to the development of the theory in this field, as well as empirical and practical pedagogical practice. Their actions have been always close to the imperative of progressivity and future prospects.
14
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Idea kształcenia ustawicznego w kraju o gospodarce opartej na wiedzy

36%
BABIARZ M., GARBUZIK P.
Edukacja-Technika-Informatyka
|
2014
|
vol. 5
|
issue 1
168-179
PL
Obecnie edukacja jest bardziej niż kiedykolwiek wcześniej niezbędnym czynnikiem w kształtowaniu osobowości człowieka, przygotowania go do wyzwań teraźniejszości i przyszłości, które nie dotyczą już jednak wyłącznie dzieci i młodzieży, ale są postrzegane jako edukacja permanentna jednostki. Edukacja dostarcza nie tylko wiedzy potrzebnej do wykonywania pracy zawodowej, ale ma także wpływ na kształtowanie osobowości i charakteru człowieka. Współczesne procesy zachodzące na świecie wprowadzają głębokie zmiany w życiu codziennym i w obszarze pracy zawodowej, co wiąże się ze wzrastającą indywidualną odpowiedzialnością za jakość wykształcenia, posiadanej wiedzy i kompetencji. Z kolei proces kształcenia potwierdza to, iż intencjonalne uczenie staje się czynnikiem różnicującym w coraz wyższym stopniu zdolności jednostek do dostosowania się do bezustannie zmieniającej się rzeczywistości, zarówno środowiska pracy, jak i innych sfer życia społecznego. Ponadto oświata we współczesnym świecie przestała być samodzielnie funkcjonującą dziedziną znajdującą się na uboczach wielkich zdarzeń ekonomicznych i politycznych. W skali globalnej, regionalnej i lokalnej przemiany, które mają miejsce, kształtują nowy typ społeczeństwa opartego na wiedzy i informacji, a możliwości rozwojowe gospodarek zależą bardziej niż kiedykolwiek od jakości kapitału ludzkiego. Istnienie silnych gospodarczo państw i społeczeństw nie zależy od siły militarnej, lecz od siły ekonomicznej, która będzie miało swoje źródło w zasobach wiedzy, jakie są gromadzone i wykorzystywane. Dlatego też systemy oświaty postrzegane jako źródło dobrobytu stały się obiektem zainteresowania większości rządów państw na świecie.
EN
Today, education is more than ever indispensable factor in shaping human personality prepare it for the challenges of the present and the future that do not apply, however, only have children and young people, but are seen as permanent education units. Education not only provides the knowledge needed to perform the work, but also has an effect on the personality and human nature. Modern processes in the world bring profound changes in daily life and work area, which is associated with increased individual responsibility for the quality of education, knowledge and competence. In turn, the learning process confirms that the intentional learning becomes a differentiating factor in getting a higher degree of ability of individuals to adapt to the constantly changing Aug fact, both the work environment and other spheres of social life. In addition, education in the modern world has ceased to be self-functioning area located on uboczach great economic and political events. The global, regional and local changes that are taking place shaping a new type of society based on knowledge and information, and the possibility of development of economies depend more than ever on the quality of human capital. The existence of economically strong countries and societies does not depend on military strength, but the strength of the economy, which will have its source in knowledge resources that are collected and used. Therefore, educational systems seen as a source of wealth is of interest to most governments in the world.
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