Search results

1

Безперервна освіта як необхідна умова розвитку українського суспільства

100%

Ludmila Gusak L., Svitlana Gedz S.

Scientific Bulletin of Chełm - Section of Pedagogy

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2012

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issue 1

91- 96

EN

The article highlights the importance of continuous education for the successful development of Ukrainian society, as well as for the satisfaction of the needs of each individual and the improvement of his professional skills.

2

The Specific of Scholar Dropout in Students’ Opinion

100%

Blândul V. C., Bradea A.

Practice and Theory in Systems of Education

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2016

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vol. 11

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issue 1

20-26

EN

In the present days, education has a crucial role for development of contemporary society, because, in this way, it can perpetuate itself and can transmit, from a generation to the next one, the accumulated experience about humanity and reality. Considerate as a “Key-factor” for progress, the educational process from learning institutions can provide well-prepared labour work for all domains of activity and stimulate the intellectual curiosity, adapted capacity, creativity and innovation as well. Unfortunately, not every pupil (and their family) could understand the importance of formal education for their personal / professional development and for the progress of society. But from personal, social or economical reasons, many pupils prefer to leave the school before to graduate it with diploma. In the present study, we intend to analyze the pupils’ attitude regarding to formal education in connection with teaching / learning activity, inter-personal relationship with colleagues or professors, so on and also, we try to identify some solutions for helping pupils to remain in school until they graduate with diploma. The sample was composed by 500 pupils who study in secondary level from 5 schools from Bihor county, Romania. The instrument was represented by a questionnaire composed from 37 items and the period of research was during the present academic year (2011 / 2012). The results of our study prove that, if pupils would be more involved in taking decision at their school level, or in didactic process and if they get any economic support, are increasing the chance for them to stay in educational system and be able to invest personal effort and material resources in their life development.

3

Responsibility as the Result of Life Experience through the Adult Learners’ Eyes

100%

Duda E.

Kultura i Edukacja

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2018

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issue 2(120)

203-214

EN

The meaning of responsibility, especially in young adults, plays an important role in contemporary life. It has an impact on the family life, social relations, ways of a work performance and many other aspects. The problem of taking responsibility by present-day people is discussed on different levels and in different areas. The point of view of adult learners of the formal education system still remains overlooked in academic discourse. This article presents adult learners’ understanding of the concept of adulthood and its important component, responsibility. The present study examined opinions of learners attending upper secondary school for adults, using the phenomenography method. In anonymous survey with open-ended questions, 94 voluntary participants (aged 18–63) took part. This qualitative study examined how adult learners begin to recognize the importance of a sense of responsibility for themselves and how it influences their life. The results of the study indicate the traditional understanding of the concept of adulthood by adult learners. Personal development, as a result of a variety of life experiences, makes increase of the importance of responsibility for themselves, their family and surrounding. Though different life difficulties, awkwardness, lack of autonomy, the value of responsibility becomes more significant.

4

Edukacja dla zrównoważonego rozwoju w szkołach Wielkiej Brytanii

100%

Batorczak A.

Edukacja Biologiczna i Środowiskowa

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2012

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issue 3

67-74

EN

Regardless of the international obligations there is a strong governmental policy in the United Kingdom supporting the education for sustainable development (ESD) at the national, regional and local level. In 2002, the Qualifications and Curriculum Authority identified seven key concepts relating to ESD, which provide opportunities for pupils to learn and develop their understanding of ESD. The next important step was the strong commitment towards education for sustainability undertaken by the Department for Children, Schools and Families (now the Department for Education) which includes a plan that every school be a sustainable school by 2020. To help that commitment to be successful this department has established a National Framework which comprises three interlocking parts: a commitment to care; an integrated approach; a selection of eight sustainability “doorways”. The practice of the British schools is affected by the governmental approach. The clear evidence of that is most of the schools decide to put ESD in the heart of school’s life by participation in the programme of eco-schools. Most of British schools have registered for the programme (90%), 1579 got the highest award (“Green flag”), 4774 got the silver award and 5079 got the bronze award.

5

Edukacja dla rozwoju człowieka

89%

Sobierajski T.

Nauka i Szkolnictwo Wyższe

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2012

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issue 2(40)

50-54

EN

The article constitutes a short revision of the views of the philosopher Martha Nussbaum concerning general education at American and European universities. Economic changes in developed countries resulted in the fact that governments of many states see the education of students on humanistic and social specializations as unproductive for the economy and a burden for the budget. The presentation of the Nussbaum position on formal education introduces a new cognitive element into the debate which is conducted also in Poland, and is regarding the kind and form of education of students in higher education institutions.

PL

Artykuł stanowi krótką rewizję poglądów filozofki Marthy Nussbaum, dotyczących kształcenia ogólnego na uniwersytetach amerykańskich i europejskich. Zmiany gospodarcze w krajach rozwiniętych spowodowały, że rządy wielu państw postrzegają kształcenie studentów na kierunkach humanistycznych i społecznych za bezproduktywne dla gospodarki i zbyt obciążające dla budżetu. Przedstawienie stanowiska Nussbaum wobec edukacji formalnej wprowadza nowy element poznawczy do debaty, która toczy się również w Polsce, a dotyczy rodzaju i formy kształcenia studentów na uczelniach wyższych.

6

ІНТЕРПРЕТАЦІЯ ПОНЯТТЯ НЕФОРМАЛЬНА ОСВІТА: ПОГЛЯД НІМЕЦЬКОМОВНОГО СУСПІЛЬСТВА

88%

Солощенко В.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 10(44)

198-206

EN

Variability of interpretation of concept of informal education from a position of the researchers of German-speaking countries is shown in the article, namely Germany, Austria, Switzerland and others. It is defined that education throughout life contains certain types of training: formal, non-formal and informal. It is proved that the concept of informal education has wide variability of the interpretation, its essence consists in existence of a certain organized, systematic educational activity which is carried out behind the territory of a formal education system for a guarantee to the chosen (certain) types of training of separate subgroups of the population, both adults, and children. The terms «formal», «non-formal» and «informal» serve the systematization and description of the multifaceted learning processes that may occur consciously or by chance in various contexts and be organized in very different ways; their use however is still not uniform. The terms have been discussed extensively, including in the feasibility study prepared as part of the «Lifelong learning passport with certification of informal learning». For the Commission of the European Communities on the other hand formal and non-formal learning are unequivocally intentional, informal learning is “not necessarily” so. Informal learning thus takes place in all life contexts; it may be intentional and directed but also, as in most cases, be done quite incidentally. It does not usually lead to any certification. Non-formal learning processes on the other hand under the EU’s definition take place outside the main systems of general and vocational education and may, but do not have to, lead to formal certificates. The definition used by the OECD in the guidelines for this activity defines different boundaries: Formal learning refers to learning through a programme of instruction in an educational institution, adult training center or in the workplace, which is generally recognized in a qualification or a certificate. Non-formal learning refers to learning through a programme but is not usually evaluated and does not lead to a certification. Informal learning refers to learning resulting from daily work-related, family or leisure activities. The main criterion that differentiates formal learning from the other two forms of learning for the OECD is the qualification and certification of learning. This means that CET resulting in a recognized certificate counts as formal learning. Non-formal learning also takes place in organized contexts but is generally not a subject to evaluation or certification – and hence does not lead to an entitlement. The OECD’s definition of informal learning primarily targets unintentional learning processes on the job, in the family or during leisure time.

7

Does it pay to invest in the education of children?

88%

Liwiński J., Bedyk E.

Ekonomia. Rynek, Gospodarka, Społeczeństwo

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2016

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issue 47

53-77

EN

The work described here sought to determine whether parents’ investment in the education of children in Poland has an impact on the wages of the latter in adulthood. To answer this question, an extended Mincer wage equation was estimated using OLS on the basis of data from the nationwide tracer survey of Polish graduates conducted in 2007. Analysis shows that parental investment in the education of children has a strong, positive impact on first earnings after the end of formal education. This relationship is to be observed when the investment is depicted with educational level of each parent, as well as when represented by the child’s participation in various extracurricular activities. Furthermore, if any of the above measures of parental investment is included in the equation, the wage premium from each level of formal education decreases. In particular, when both these measures of parental investments are included in the model, the tertiary education premium declines by about one quarter, while secondary vocational or general education are no longer significant determinants of the graduates’ wages (as compared with basic vocational education).

8

Controversies and opportunities of two development measures for the advancement of women in Uganda: Formal education and Women entrepreneurship

88%

Namasembe O., Manzanera Ruiz R.

Journal of Education Culture and Society

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2021

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vol. 12

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issue 2

631-645

EN

Aim. The aim of the research is to investigate the relationship between formal education and female entrepreneurship in Uganda. This research hopes to contribute to the literature on education and women’s entrepreneurship in this country. Methods. Data is collected from 109 women through semi structured interviews. These are participants from the agribusiness sector and own businesses ranging from market stalls, retail shops to street businesses. Through the iterative process, emerging themes are analysed and discussed. Results. The research finds that formal education programs and macroeconomic policies negatively impact formal education and female entrepreneurship. Macroeconomic policies such as privatisation and the programs of universal formal education do not incentivize students (specifically female ones) to pursue a full formal education, influencing them to leave schools early for necessity entrepreneurship to meet immediate needs. Conclusions. Even though the study indicates that a formal education demonstrates high outcomes in terms of economic growth and development, the education level attained by women entrepreneurs is insufficient to meet true entrepreneurial success. Furthermore, the macroeconomic environment adds to the challenge of successful women entrepreneurship. Originality. Various economic initiatives have been implemented in the quest for gender parity in education and women empowerment in Uganda since its independence. Statistics have demonstrated an increase in women’s education and empowerment through entrepreneurship, however, such data do not necessarily reflect economic development. The results suggest that the relationship between formal education and women entrepreneurship is more complex and nuanced than previously believed.

9

SOCIAL AND POLITICAL INSTABILITY AND THE RELATIONSHIP TO EDUCATIONAL REFORM IN KURDISTAN

88%

Mulnix M. W., Mulnix E. E., Kopcewicz G., Olszanecka N., Urbański D., Piechowiak-Lamparska J., Bryc A., Bojarczyk B., Jorgensen F. A. E., Niedziołka D., Pacześniak A., Potorski R., Wincławska M., Włodkowska-Bagan A., Jeran A., Mol A., Solsbery A., Dąbrowska I., Głodkowski M., Kopcewicz G., Olszanecka N., Piechowiak-Lamparska J.

The Copernicus Journal of Political Studies

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2017

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issue 1

PL

Formal education can be a mechanism for increasing social tolerance, political transparency and cultural integration; thus, a discussion of the relationship between political and social instability and resultant struggle with comprehensive educational reform in Kurdistan is timely. This chapter, written by the two university presidents of the only American-style not-for-profit institutions in Kurdistan/Iraq, narrates the challenges the authors face in bringing high-quality education to a region of the world confronting civil unrest, continual violence and economic turmoil.

10

Skutki niepowodzeń edukacyjnych uczniów szkół zawodowych

75%

Pardej K.

Rozprawy Społeczne

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2016

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vol. 10

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issue 2

7-13

PL

W artykule poruszono wciąż istniejące zjawisko niepowodzeń edukacyjnych uczniów szkół zawodowych, a ściślej – przedstawione zostały skutki niepowodzeń edukacyjnych oraz środki zapobiegające niepowodzeniom edukacyjnym. Przybliżono zarys historyczny badań nad tym zagadnieniem. Omówiono oddziaływanie niepowodzeń edukacyjnych na losy życiowe i zawodowe jednostki w kontekście wymogów współczesnego świata, rynku pracy. Wskazano ponadto środki zaradcze, jakie powinny być podjęte, aby ograniczyć występowanie niepowodzeń edukacyjnych u uczniów szkół zawodowych.

EN

The article discusses a continuous phenomenon of students’ failures in vocational education and presents the consequences of such failures and remedies for preventing them. It further presents the historical background of the researched problem. The effects of educational failures in students’ lives and their professional careers in the ever changing labour market are also shown together with the preventative measures that should be taken in order to limit the number of failures.

11

Efektywne uczenie się w zawodowej szkole średniej

75%

Pardej K.

Edukacja Ustawiczna Dorosłych

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2019

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issue 1

133-143

EN

Learning capability has been considered to be one of the key competences that are developed all life long thanks to formal education. A vocational school student is depicted here as an example of an active participant of the educational process. A survey was used to assess the vocational school students’ attitude towards the learning process in general and decisions they make concerning future labour market.

12

Realizowanie edukacji obywatelskiej w instytucjach formalnej edukacji dorosłych

75%

Kławsiuk-Zduńczyk A.

Edukacja Ustawiczna Dorosłych

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2018

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issue 2

7-17

EN

Official analysis describes Polish society as passive, having low levels of civic awareness and social trust, with lack of wide civic education and small openness of institutions to citizens. This diagnosis forces one to think about the conditions of civic education in Poland. This paper contains an analysis of main institutions of formal adult education. An attempt will be made to answer the question to what extent and what kind of civic education related information is transmitted in main institutions of formal adult education.

13

Real-time and formative evaluation elements in university education in Hungary

63%

Bakony V., Illes Z.

Edukacja Ustawiczna Dorosłych

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2018

|

issue 2

27-33

EN

Nowadays we all are the witnesses of the rapid changes in technology around us, the changes in students’ learning attitudes and the new demands of the labour market. These features altogether are inducing a pronounced alteration in university education as well because educators are urged to give an adequate answer for these challenges to ensure an effective learning environment. The main goal is to strengthen motivation and the self-assessment of students towards learning – which is needed later in lifelong learning process too. It is commonly known how important the immediate, real-time feedback is in the learning process, however going back only thirty years we find out that only a very few types of evaluations – mainly summative evaluations – were used in practice. The paper is focused on the evaluation systems being modified in education, especially at ELTE Informatics Faculty, Hungary.

14

Na uchodźczej ścieżce.

63%

Młynarczuk-Sokołowska A.

Forum Pedagogiczne

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2020

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vol. 10

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issue 2

147-163

EN

The paper is dedicated to selected issues of school functioning of children with a refugee background. The analyses undertaken in the article show dilemmas and difficulties accompanying education and integration processes in the new country of residence in the light of the literature and autobiographical narratives of students from selected Polish schools. The text is composed of two complementary parts. The first is related to analyzing the main problems regarding the formal education of refugee children. The second presents successive phases of becoming a refugee against of children's autobiographical experiences (depicted using fragments of narrative interviews). The text can be useful to anyone interested in the theory and practice of educating forced migrants.

PL

Tekst poświęcony jest wybranym zagadnieniom szkolnego funkcjonowania dzieci z doświadczeniem uchodźstwa. Analizy podjęte w artykule ukazują dylematy i trudności towarzyszące procesom edukacji i integracji w nowym kraju pobytu w świetle literatury przedmiotu oraz narracji autobiograficznych uczniów z wybranych polskich szkół. Tekst składa się z dwu komplementarnych części. Pierwsza poświęcona jest analizie głównych problemów dotyczących formalnej edukacji dzieci ze środowisk uchodźczych. Druga prezentuje następujące po sobie fazy stawania się uchodźcą na tle doświadczeń autobiograficznych dzieci (zobrazowanych za pomocą fragmentów wywiadów narracyjnych). Artykuł może być przydatny wszystkim zainteresowanym problematyką edukacji przymusowych migrantów zarówno od strony teoretycznej, jak i praktycznej.

15

Edukacja muzealna w praktyce szkolnej – wyzwania dydaktyczne

63%

Cabała A.

Kultura i Wychowanie

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2019

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vol. 15

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issue 1

57-68

EN

This article discusses didactic reflection in relation to museum education. 27 teachers were sampled through recommendation-based selection and the method of thematic autobiography was used. The analysis concerned some fragments of teachers’ autobiographies which were directly related to their professional work and the implementation of museum education in the school system. Two thematic fields are described. The first comprises teachers’ comments on the interrelations of museum education and the implementation of the core curriculum of general education. The second field concerns the learner as the main recipient and direct participant of museum education.

PL

W prezentowanym artykule przedmiotem refleksji dydaktycznej jest edukacja muzealna. Zastosowana metoda badań to autobiografia tematyczna. W badaniach uczestniczyło 27 nauczycieli wyłonionych na podstawie wyboru rekomendacyjnego. Analizie poddane zostały te fragmenty wypowiedzi autobiograficznych nauczycieli, które wiążą się bezpośrednio z ich pracą zawodową, z realizacją edukacji muzealnej w systemie kształcenia szkolnego. W prezentacji wyników badań własnych opisane zostały dwa pola tematyczne. Pierwsze to uwagi nauczycieli na temat powiązań edukacji muzealnej z realizacją podstawy programowej kształcenia ogólnego oraz drugie pole tematyczne związane z uczniem jako głównym odbiorcą i bezpośrednim uczestnikiem edukacji muzealnej.

16

Une mise en mots de la formation pour adultes

63%

Boutinet J.-P.

Nauki o Wychowaniu. Studia Interdyscyplinarne

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2016

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vol. 3

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issue 2

62-78

PL

-

EN

Referring to the transformations and social conditions that affect also the field of adult education, this text raises the following questions: By what conceptual tools, in the current postmodern context, can adult education develop its issues? What does it mean today to be an adult learner? In what form of education? The text analyzes the challenges that may influence the practice of education and indicates development proposals. The transformations concern the reconfiguration in the field of education and the meanings that are commonly assigned to it.

FR

En se référant aux transformations des enjeux sociaux qui touchent le domaine de la formation des adultes la contribution pose deux questions : avec quels outils conceptuels la formation continue permet-elle de penser le devenir problématique des adultes dans le contexte postmoderne ? De quelles garanties de sens s’entoure ce devenir pour contourner les effets de crise, qui discréditent la mise en perspective d’un avenir à construire ? Ľarticle met en évidence les défis qui attendent les pratiques de formation et donne des propositions de developpement. Les transformations touchent une reconfiguration de la formation et des sens qui lui sont habituellement conférés.

17

Wsparcie edukacji formalnej z wykorzystaniem edukacji pozaformalnej – warsztaty interaktywne

63%

WARCHOŁ T.

Edukacja-Technika-Informatyka

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2017

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vol. 8

|

issue 2

46+50

PL

W artykule przedstawiono potrzebę kształcenia dzieci i młodzieży przy wykorzystaniu edukacji pozaformalnej jako środowiska, w którym mogą być mocno motywowane i zainteresowane zgłębianiem wiedzy z różnych kategorii poprzez wykorzystanie nowoczesnych technologii. W artykule przedstawiono także jeden ze sposobów realizacji edukacji pozaformalnej – poprzez warsztaty interaktywne.

EN

The article presents the need to educate children and young people through the use of non-formal education as an environment in which they can be heavily motivated and interested in exploring knowledge from different categories through the use of modern technology. The article also presents one way of implementing non-formal education through interactive workshops.

18

Koncepcja kształcenia z ForMatem w procesie edukacji ucznia z głęboką niepełnosprawnością intelektualną

63%

Kopeć D.

Niepełnosprawność

|

2021

|

issue 41

33-45

EN

Students with profound intellectual disabilities are very demanding beneficiaries of education. They have been present in the Polish system of education since 1997. The most effective methods of their education still remain an open question and the question takes on an even greater significance in the context of the idea of integrated and inclusive education. The article will present the concept of ForMat education which may be successfully used both in special and inclusive education, at all educational levels. The essence of ForMat education is maintaining a balance between formal (supporting and improving particular areas of student’s functioning) and material (assimilation of cultural content) education.

PL

Uczeń z głęboką niepełnosprawnością jest bardzo wymagającym beneficjentem edukacji. W polskim systemie edukacji pojawił się po raz pierwszy w 1997 roku. Od tego czasu otwartym nadal pozostaje pytanie o najbardziej efektywne metody jego kształcenia. Pytanie nabiera jeszcze większego znaczenia w kontekście idei edukacji integracyjnej i włączającej. W artykule zostanie przedstawiona koncepcja kształcenia z ForMatem, która może być z powodzeniem wykorzystana zarówno w ramach edukacji specjalnej, jak i inkluzyjnej, na każdym etapie edukacyjnym. Istotą kształcenia z ForMatem jest zachowanie równowagi pomiędzy kształceniem formalnym (wspieraniem i usprawnianiem poszczególnych sfer funkcjonowania ucznia), a materialnym (przyswajaniem przez niego treści kulturowych).

19

PRZYDATNOŚĆ INFORMACJI O ZAWODACH W EDUKACJI FORMALNEJ I POZAFORMALNEJ

63%

Szlosek F.

Polityka Społeczna

|

2018

|

vol. 45

|

issue 1(20T) Informacja o zawodach funkcjonujących na rynku pracy – w kierunku zwiększania zatrudnialności

26-30

EN

The article presents the possibility of the use of information about the activities of formal education and non-formal, in the processes of training and human resources; trying to answer the question: what character should have a vocational training effects and how they should be formulated. Shows also the essence and the evolution of this kind of information.

PL

Artykuł prezentuje możliwości wykorzystywania informacji o zawodach w działalności instytucji edukacji formalnej i pozaformalnej, w procesach kształcenia i doskonalenia kadr. Przedstawia istotę i ewolucję tego rodzaju informacji. Stara się też odpowiedzieć na pytanie: jakie są możliwości wykorzystania informacji o zawodach przy formułowaniu efektów kształcenia i doskonalenia zawodowego.

20

Non-Formal Learning and Learning Organizations. Review of the Primary Notions

63%

Pavlović N.

Teraźniejszość – Człowiek – Edukacja

|

2015

|

vol. 18

|

issue 1(69)

7-20

PL

Celem tego artykułu jest ocena oddziaływania modeli pozaformalnego uczenia się na wzrost wiedzy w organizacjach. Aby go zrealizować, autor najpierw przedstawia swoją pracę, a następnie przechodzi do analizy koncepcji pozaformalnego i nieformalnego uczenia się, koncepcji formalnej edukacji oraz różnic między nimi. Następna część artykułu dotyczy zapobiegania kryzysowi, którego obecnie doświadcza społeczeństwo w obszarze wiedzy i edukacyjnych oddziaływań, oceniając kulturę organizacji uczenia się. Są one najważniejszym czynnikiem, który należy wziąć pod uwagę, aby zrozumieć odpowiedzialność przypisaną do uczenia się. Przed omówieniem i ostatecznym zamknięciem przeprowadzonej oceny w artykule znajduje się rozdział poświęcony omówieniu stosunków istniejących pomiędzy modelami uczenia się i uczącymi się organizacjami. Ważne jest podkreślenie, że celem tej analizy jest właśnie ten rozdział. Analiza przeprowadzona jest w oparciu o prace P. Senge oraz E. Schein, jak również dokumenty UNESCO.

EN

This paper seeks to assess the impact of non-formal learning models in the increment of knowledge within organizations. In order to achieve this, it introduces the work which is presented herein and proceeds to analyze the concepts non-formal and informal learning, formal education as well as the differences that exist among all of them. The next part of the paper preempts the crisis society is experiencing today in terms of knowledge and educational influences by assessing the culture of organizations of learning being the most useful factor to consider in order to understand the responsibility assigned to learning. Before discussing and ultimately concluding the assessment conducted, there is a section of the paper dedicated to discussing the relationship existing between models of learning and learning organizations. It is prudent to note that the purpose of this analysis is this particular section. The analysis elements are based on P. Senge’s literary work as well as E. Schein’s. There is also reliance on papers from UNESCO.

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Безперервна освіта як необхідна умова розвитку українського суспільства

The Specific of Scholar Dropout in Students’ Opinion

Responsibility as the Result of Life Experience through the Adult Learners’ Eyes

Edukacja dla zrównoważonego rozwoju w szkołach Wielkiej Brytanii

Edukacja dla rozwoju człowieka

ІНТЕРПРЕТАЦІЯ ПОНЯТТЯ НЕФОРМАЛЬНА ОСВІТА: ПОГЛЯД НІМЕЦЬКОМОВНОГО СУСПІЛЬСТВА

Does it pay to invest in the education of children?

Controversies and opportunities of two development measures for the advancement of women in Uganda: Formal education and Women entrepreneurship

SOCIAL AND POLITICAL INSTABILITY AND THE RELATIONSHIP TO EDUCATIONAL REFORM IN KURDISTAN

Skutki niepowodzeń edukacyjnych uczniów szkół zawodowych

Efektywne uczenie się w zawodowej szkole średniej

Realizowanie edukacji obywatelskiej w instytucjach formalnej edukacji dorosłych

Real-time and formative evaluation elements in university education in Hungary

Na uchodźczej ścieżce.

Edukacja muzealna w praktyce szkolnej – wyzwania dydaktyczne

Une mise en mots de la formation pour adultes

Wsparcie edukacji formalnej z wykorzystaniem edukacji pozaformalnej – warsztaty interaktywne

Koncepcja kształcenia z ForMatem w procesie edukacji ucznia z głęboką niepełnosprawnością intelektualną

PRZYDATNOŚĆ INFORMACJI O ZAWODACH W EDUKACJI FORMALNEJ I POZAFORMALNEJ

Non-Formal Learning and Learning Organizations. Review of the Primary Notions