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POLYPHONY OR CACOPHONY? SEARCHING FOR MEANINGS IN LIFELONG EDUCATION (Polifonia czy kakofonia? W poszukiwaniu znaczen edukacji ustawicznej)

100%
Solarczyk-Szwec H.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2010
|
vol. 11
19-27
EN
Lifelong learning is an ambiguous, incoherent, not decisively defined, scattered, controversial phenomenon. Still, it is not indifferent to contemporary pedagogues, psychologists, sociologists, economists, political science experts, who keep reconstructing and deconstructing it from the perspective of their disciplines and theories of interest. The discussion resounds with a multitude of voices, hence the association with musical polyphony and/or cacophony, used here to organize the summarized text. When referring to the development of lifelong learning in the 20th century the authoress has identified four phases: - birth and development of the political-educational idea after World War I, - lifelong learning as a principle of reforming education: the 1960s and 1970s, - moratorium: the 1980s, - political consensus - pedagogical ambiguity: nowadays. The analyzed period saw the development of the concept of lifelong learning. Having evolved from the form of a simple canon, it went through the stage of multi-voiced polyphony to eventually transform into a cacophony of meanings. This process, on the one hand, indicates the richness of that idea and practice, but, on the other hand, leads to terminological chaos and blurring of the subject of research. The earlier objections to the concept of lifelong learning hold also today in relation to learning as a lifelong process: the lack of precise definition makes it more difficult to differentiate between educational practices, whereas the lack of criteria for selection of lifelong learning practices and theories results in eclecticism. These drawbacks are accepted today in the name of postmodernism, but the questions whether they serve the theory still remains.
2
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ESCO - A TOOL SUPPORTING THE FUNCTIONING OF TEACHING SYSTEMS AND JOB MARKETS (Wspólna taksonomia kompetencji oraz zawodów jako instrument wspomagajacy funkcjonowanie systemów ksztalcenia oraz rynków pracy w XXI wieku)

100%
Marszalek A.
e-mentor
|
2010
|
issue 3(35)
67-72
EN
Academic centres are a part of bigger system, which include agencies responsible for the functioning of higher education or agendas regulating job market activity. Within each system, for its proper functioning, relations allowing exchange of information should occur as they guarantee success and further efficient functioning of the system. Employers' requirements are still growing; nowadays it is not enough to have a university degree. Vital role is played by graduates' competencies, such as creativity or ability to cooperate in a group. There are increasingly more graduates who are aware that the technological development coerces a constant adaptation to new conditions and forms of work, which, consequently, is connected with continuous improvement of one's qualifications. Therefore, there are great hopes about ESCO - a new initiative of the European Commission, which aims at developing common taxonomy of competencies and professions. In the article the authoress discusses the significance of knowledge in the process of lifelong education. The paper focuses also on the role of ESCO in connecting education world with job market as well as on promoting an approach based on the development of competencies among prospective employees.
3
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A COMMENTARY TO THE ASSUMPTIONS OF THE CHANGES PLANNED IN THE VOCATIONAL AND LIFELONG EDUCATION SYSTEMS (Komentarz do projektowanych zmian w systemie ksztalcenia zawodowego i ustawicznego)

100%
Kwiatkiewicz A.
e-mentor
|
2010
|
issue 2(34)
12-17
EN
In February 2010 the Ministry of National Education published the assumptions of changes in the vocational and lifelong education systems. The authoress believes the document is important as it underlines the significance of the level of those types of education for the ability of employability. The aim of the present study is to discuss the changes proposed by the Ministry and to present a short commentary regarding the existing solutions. In the conclusion, the authoress points to the most vital elements of the planned actions.
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