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LIFELONG LEARNING - THE OLD PARADIGM NEWLY DESIGNED? (Uczyc sie przez cale zycie: stary paradygmat w nowej szacie?)

100%

Solarczyk-Szwec H.

Studia z Teorii Wychowania

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2011

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issue 2(3)

257-266

EN

Lifelong learning is an ambiguous, incoherent, not decisively defined, scattered, controversial phenomenon, but nowadays not indifferent to pedagogues, psychologists, sociologists, economists, political science experts, who from the perspective of their disciplines and various theories re- and deconstruct it. I have identified four phases in the development of lifelong learning in the 20th century: 1. birth and development of political-educational idea after World War I, 2.lifelong learning as a principle of reforming education: the 1960s and 1970s, 3. moratorium: the 1980s, 4. political consensus - pedagogical ambiguity: nowadays. The analyzed period saw development of the concept of lifelong learning from the form of a simple canon, through the multi-sounds of polyphony to a cacophony of meanings, which on the one hand indicates the richness of that idea and practice, and, on the other hand - leads to terminological chaos and blurring 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 of the notion increases the difficulties in telling the difference between educational practices, and the eclecticism is the result of lack of criteria for selection of lifelong learning practices and theories. These drawbacks are accepted today in the name of postmodernism, but the questions whether they serve its theory well remains open.

2

The educational, mediating and service-providing roles of libraries brought to fruition in the context of life long learning

80%

Huszar H.

Tudomanyos es Muszaki Tajekoztatas ( Scientific and Technical Information; Hungarian journal of library and information science)

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2004

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vol. 51

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issue 11

484-494

EN

Implementing life long learning strategies are an essential condition for building knowledge-based societies in the member states of the European Union. All EU citizens should have equal opportunities to be able to adapt to changes actively: life long learning strategies aim to nurture active citizenship and increase employability. Libraries, as fundamental institutions of life long learning, support learning with their educational, information mediating and document providing services. The study presents the old and new tasks of libraries in comparison with the requirements of life long learning.

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Obszary uczenia sie przez całe życie w dziennikach Haliny Semenowicz

80%

Szwech A.

Rocznik Andragogiczny

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2012

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vol. R. 2012

264-271

EN

The purpose of this article is to outline the theoretical assumptions of the research project which is biographical learning of Halina Semenowicz. The result of qualitative research is planned to build grounded theory relating to the biographical learning, Halina Semenowicz. The analyzes the author used the biographical research methodology by Fritz Schützego. The author begins by presenting a theoretical context by various researchers to understand the biographical learning units. Then discusses the figure of Halina Semenowicz that in pedagogical circles is known as a precursor of Celestin Freinet techniques. Presents, from the formal, left by Halina Semenowicz daires that wrote for thirty-five years of her life, and also discusses the dairy from 1981, the areas of learning that can be specified during the reading of that journal.

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IS THE SECRET TO EFFECTIVE LIFELONG LEARNING LURKING IN THE VIEWS OF PROSPECTIVE KINDERGARTEN TEACHERS? COMPARING GERMAN AND HUNGARIAN PROSPECTIVE KINDERGARTEN TEACHERS' VIEWS ON LEARNING

80%

Flick-Takács N.

Pedagogický časopis (Journal of Pedagogy)

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2021

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vol. 12

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issue 2

31 – 59

EN

Lifelong learning (LLL) became a basis for education policies in the 21st century. The GLLI (Global Lifelong Learning Index) ranks countries based on their performance in LLL (Kim, 2016). The present paper aims to compare a successful country (Germany) with a mid-performing country (Hungary) in two ways: (1) by comparing the two countries’ framework strategies and training requirements for lifelong learning, and (2) by comparing prospective views on learning in Hungarian (NH=14) and German (NG=14;) kindergarten student teacher groups using Verges' association matrices in order to identify the key LLL elements in their views. The target group for the qualitative research was selected based on the pedagogical phenomenon that the views of prospective teachers have a great impact on their later work, including in relation to child development (Ránki, 2002; Dudás, 2005; Takács, 2016). The results show that there are some differences in the interpretation of LLL between the two countries, which can be observed in the regulatory documents and the associations made by student kindergarten teachers. The results reveal differences in the importance of self-regulated learning, learning motivation and social competences, and some common elements, like playfulness or joy, in learning activities.

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Europejski Fundusz Społeczny a upowszechnianie kształcenia ustawicznego i zawodowego w województwie lubelskim

80%

Grabczuk K.

Barometr Regionalny. Analizy i prognozy

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2012

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issue 3(29)

41-50

EN

The accession of Poland to the European Union created both new opportunities and tasks for many entities. This article presents the analysis of the use of the European funds from the European Social Fund for vocational education (9.2 Improvement of the quality and attractiveness of vocational training) and lifelong learning (9.3 Popularizing formal lifelong learning in school forms). These two measures have been selected by the author because expending these funds on the above mentioned tasks in the current financial perspective of 2007–2012 is one of the most difficult. The SWOT analysis conducted in Poland 2006, i.e. just after implementing the Operational Programme of the European Social Fund, indicated the following: (1) low quality and attractiveness of vocational education system, (2) low popularity of cooperation between employers and schools, (3) weak system of educational-vocational consultancy, (4) weak connections between curriculums and labour market, and (5) low rate of participation of adults in lifelong learning. According to numerous researches, the vocational educational system is at a much lower level than the general education system, and therefore there is not so much interest in it. On the other hand, there is a big demand for graduates of vocational schools on the labour market. The European funds are a chance to improve the quality and attractiveness of vocational education and its promotion. It is also a chance to introduce innovative forms of teaching, equip schools with modern didactic materials, and provide additional entrepreneurship and foreign languages classes. In a modern market economy and with an incredibly fast rate of civilization development, society has to permanently upgrade qualifications and skills to catch up with changing technologies. The modern knowledge-based economy and technological race mean that employers need employees who are better educated. Their knowledge, skills and creativity will have a significant influence on the competitiveness of companies, regions and states.

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Zagadnienie „zmiany” a możliwości wykorzystania coachingu w edukacji dorosłych

80%

Tabor U.

Rocznik Andragogiczny

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2011

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vol. R. 2011

82-93

EN

The question of change appears both in the anagogical discourse and in the coaching practise. Coaching has been continually gaining popularity as a method of personal and professional development focused on the planned and conscious changes made in the lives of the adults. The theory and practise of adult education also relate to the lifelong, non-formal education and development. Therefore, the authoress of this article presents the possibilities resulting from mutual cooperation of those two disciplines. The aim of this article is to search for the place and significance of coaching in adult education. The authoress presents the basic elements of coaching practice, such as: coach-client relations, a model of coaching communication, as well as coaching models and tools. She presents the advantages and possibilities of introducing those elements into the education of adults – in the context of change, illustrating the text with quotations of the real coaching clients. She also emphasizes the limitations of coaching practice, which however, do not eliminate the advantages of using this model in andragogy.

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PLANNED EDUCATIONAL ACTIVITY OF EMPLOYEES IN THE ASPECT OF THE LIFELONG LEARNING - RESULTS OF EMPIRICAL RESEARCH (Planowana aktywnosc edukacyjna pracownikow w aspekcie ksztalcenia ustawicznego - wyniki badan empirycznych)

80%

Janiak-Rejno I.

Nauki o Zarządzaniu

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2011

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issue 7

90-98

EN

Changes having place in the Polish economy are becoming the cause of the constant growth of qualifying requirements imposed on professionally active persons. In consequence it is becoming almost a universal need to raise own vocational competences. Against this background there is a need of lifelong learning as the process of the constant education of employees lasting almost their whole life. The purpose of the article is a presentation of empirical research conducted amongst students of post-graduate education, concerning planned educational activity of employees in the period of the nearest three years. Taking into consideration the diversity of the problems, the article presents the most essential results of research.

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TO BE PROFESSIONAL. REMARKS INSPIRED BY CHRISTOPHER DAY'S BOOK 'DEVELOPING TEACHERS. THE CHALLENGES OF LIFELONG LEARNING'

80%

Michalak J.

Rocznik Pedagogiczny

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2006

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vol. 29

139-153

EN

Various ways of thinking about teacher's professionalism that can be found in the literature may make one undertake deeper analyses of this issue. This article draws attention to the idea of being professional in the teacher's profession that was discussed in Christopher Day's book entitled 'Developing Teachers. The Challenges of Lifelong Learning' (Polish ed. 2005). In view of this idea the teacher is seen as a person engaged both in teaching others (teaching understood as moral enterprise) and in shaping his own learning process. In the considerations presented, an attempt is undertaken to answer the following questions: What does it mean to be professional in the teacher's profession? Does intensified professionalisation entails greater teacher's professionalism? Does the intensification of teacher's work influence teacher's autonomy and their sense of professionalism and if so, then in what way? How can teacher's professionalism be viewed in contemporary conditions?

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ADULT EDUCATION IN THE CZECH REPUBLIC - WHO PARTICIPATES AND WHY

80%

Rabusicova M., Rabusic L.

Sociologický časopis. Czech Sociological Review

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2006

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vol. 42

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issue 6

1195-1218

EN

Adult education as a part of lifelong learning is nowadays the topic emphasised in all documents concerning educational policy, employment policy, and human resources development in the Czech Republic. Older empirical data indicate, however, that the participation of the Czech adult population in programmes of adult learning is not very common. The aim of this article, which is based on a special representative survey, 'Adult Learning 2005', is to confront how far Czech reality is from the ideal concepts of 'lifelong learning' and a 'learning society'. The authors pursue three questions: 1) To what extent is it true that education in the Czech Republic is a lifelong affair? 2) Does education of this kind occur on both a formal and non-formal level? 3) Do the Czechs engage in lifelong education, regardless of age, attained level of education, gender, and occupational status? Empirical data reveal that, despite the fact that Czech educational authorities give formal support to adult education, reality 'n the field' is somewhat different. Education in the Czech Republic is still not lifelong; if it exists it occurs mainly within the framework of non-formal education, and only higher educated people and those with some experience in adult education participate in it.

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Globalizacja, wiedza i uczenie się przez cale życie

70%

Jarvis P.

Teraźniejszość – Człowiek – Edukacja

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2012

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issue 2(58)

7-21

EN

Society’s structures are largely determined by the powerful forces operating at its centre, a place which education has never occupied. But education’s content and functions have always responded to the demands of the centre. However, there has been one notable exception to this in the history of education; adult education has, until very recently, sought to respond to the needs of the people rather than to those of the social system. But in recent years even this form of education, like almost all other forms has been changed and the education of adults and higher education have seemed to be converging as education for employability and for employees continuing to keep abreast in the ever-developing world of commercial knowledge is beginning to dominate the educational scene.Consequently, this paper will examine the way in which knowledge has been appropriated and used in the globalised economy of contemporary society. Finally, it will point to the way that lifelong learning has emerged. It has three parts: the first examines globalisation and the knowledge society, the second the nature of knowledge in the knowledge economy and, thirdly, the processes of lifelong learning.

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GOVERNMENTALITY, NEOLIBERALISM AND ADULT EDUCATION – PERSPECTIVE ON THE NORMALIZATION OF SOCIAL RISKS

61%

Kopecký M.

Pedagogický časopis (Journal of Pedagogy)

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2011

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vol. 2

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issue 2

246 – 262

EN

The article deals with the relevance of the work of Foucault to critical analysis of the political concept of lifelong learning that currently dominates. This concept relates to the field of adult education and learning. The article makes reference to the relatively late incorporation of Foucault’s work within andragogy. It shows the relevance of Foucault’s concept of a subject situated within power relations where the relation between knowledge and power plays a key role. The analysis of changing relations between knowledge and power will help us to understand important features of neoliberal public policies. The motif of human capital is the key. The need to continually adapt to the changing economic and social conditions follows on from the neoliberal interpretation of learning, and the individual is to blame for failure on the labour market or in life generally.

12

Idea oświaty dorosłych według Franciszka Urbańczyka. Zarys problemu

61%

Łacina-Łanowski A.

Rocznik Andragogiczny

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2012

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vol. R. 2012

232-244

EN

Franciszek Urbańczyk (1900-1976) is not very popular, however a very important pioneer of polish andragogy. He mainly focused on the education of adults. He claimed that the reflection of adults’ education should expose skills, habits and competences of adult students. F. Urbańczyk made a very strong statement that education process initiator should always follow up-bringing purposes. In his thesis he focused a lot on historical context of this issue. This point of view clearly showed him the role of the permanent education in human development. It's worth to mention that the educator has made a border line between two ideas: learning and education when the subject is an adult person. The significant role in his educational theory is the problem of motivation of adults’ education.

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OHROZENOST PRACOVNÍ SÍLY VLIVEM AUTOMATIZACE A DŮLEŽITOST CELOŽIVOTNÍHO VZDĚLÁVÁNÍ VE STÁTECH V41

61%

Gřešák D.

Sociológia (Sociology)

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2023

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vol. 55

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issue 5

467 - 495

EN

Cluster analyses and time series analyses were performed on data relating to the numbers of workers from nine occupational groups within the international standard classification of occupations ISCO-08. Cluster analyses helped to identify mutual similarities or differences that related to the overall structure of employment within nineteen EU countries. After this division into clusters, time series analyses were conducted in order to identify changes in work groups that are most and least threatened by automation. The main added value of the article compared to other publications of this type is the detailed tracking of changes in the investigated factors over time, since the term Industry 4.0 was introduced into the terminology dictionary.

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LIFELONG LEARNING - THE OLD PARADIGM NEWLY DESIGNED? (Uczyc sie przez cale zycie: stary paradygmat w nowej szacie?)

The educational, mediating and service-providing roles of libraries brought to fruition in the context of life long learning

Obszary uczenia sie przez całe życie w dziennikach Haliny Semenowicz

IS THE SECRET TO EFFECTIVE LIFELONG LEARNING LURKING IN THE VIEWS OF PROSPECTIVE KINDERGARTEN TEACHERS? COMPARING GERMAN AND HUNGARIAN PROSPECTIVE KINDERGARTEN TEACHERS' VIEWS ON LEARNING

Europejski Fundusz Społeczny a upowszechnianie kształcenia ustawicznego i zawodowego w województwie lubelskim

Zagadnienie „zmiany” a możliwości wykorzystania coachingu w edukacji dorosłych

PLANNED EDUCATIONAL ACTIVITY OF EMPLOYEES IN THE ASPECT OF THE LIFELONG LEARNING - RESULTS OF EMPIRICAL RESEARCH (Planowana aktywnosc edukacyjna pracownikow w aspekcie ksztalcenia ustawicznego - wyniki badan empirycznych)

TO BE PROFESSIONAL. REMARKS INSPIRED BY CHRISTOPHER DAY'S BOOK 'DEVELOPING TEACHERS. THE CHALLENGES OF LIFELONG LEARNING'

ADULT EDUCATION IN THE CZECH REPUBLIC - WHO PARTICIPATES AND WHY

Globalizacja, wiedza i uczenie się przez cale życie

GOVERNMENTALITY, NEOLIBERALISM AND ADULT EDUCATION – PERSPECTIVE ON THE NORMALIZATION OF SOCIAL RISKS

Idea oświaty dorosłych według Franciszka Urbańczyka. Zarys problemu

OHROZENOST PRACOVNÍ SÍLY VLIVEM AUTOMATIZACE A DŮLEŽITOST CELOŽIVOTNÍHO VZDĚLÁVÁNÍ VE STÁTECH V41