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Wyświetlanie 1-15 z 258
Tytuł:
Zmiana jako kategoria edukacji dorosłych
CHANGE AS CATEGORY IN ADULT EDUCATION
Autorzy:
Frąckowiak, Anna
Powiązania:
https://bibliotekanauki.pl/articles/417554.pdf
Data publikacji:
2012
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
CHANGE
CATGORY
ADULT EDUCATION
ADULT EDUCATION THEORY AND PRACTICE
ADULT EDUCATION POLICY
Opis:
Living in a world of contstant changes makes adult education theory and practice more and more challenging. The author considers change as category and explains why it is essential to perceive change in this way in adult education. She discusses change in individual and social aspect, change in J. Mezirow’s theory, and changes in Polish andragogy over last few years. Then she points to change understanding in adult education policy, underlining non-official basis of changes made in adult education. Finally, she enumerates tasks for andragogues to make change more effective in adults’ life and education.
Źródło:
Rocznik Andragogiczny; 2012, R. 2012; 141-153
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Aktywność edukacyjna dorosłych w Austrii
ADULT EDUCATIONAL ACTIVITY IN AUSTRIA
Autorzy:
Fabiś, Artur
Powiązania:
https://bibliotekanauki.pl/articles/417759.pdf
Data publikacji:
2009
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
ADULT EDUCATION IN AUSTRIA
ADULT EDUCATION AREAS
ADULT EDUCATIONAL ACTIVITY
THEME RANGE OF ADULT EDUCATION
Opis:
The article contains information dealing with the educational activity of the adult Austrians, in particular with informal and uninstitutional education. In Austria, three out of four adults take part in education every year, which constitutes a very high percentage compared with other European Union countries. Younger adults, well educated people and those from bigger towns and cities are reported to study particularly intensively. They participate in education by reading, relations with other people, by means of the computer and other media, as well as by taking part in various cultural events. Moreover, studying in educational institutions is highly represented by the Austrians. Such an activity is declared by about 40% of the adults. The dominant areas in the adult educational offer deal with the social sciences, economy, law, but also health and services. Secondary as well as information technology and engineering education is an important area of adult education in general.
Źródło:
Rocznik Andragogiczny; 2009, R. 2009
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Programme und Programmforschung als spezifisches Steurungswissen fue Weiterbildungsorganisationen?
PROGRAMMS AND PROGRAMMS’ RESEARCH AS A SPECIFIC KNOWLEDGE STEERING ADULT EDUCATION INSTITTIONS?
Autorzy:
Gieseke, Wiltrud
Powiązania:
https://bibliotekanauki.pl/articles/418156.pdf
Data publikacji:
2011
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
ADULT EDUCATION INSTITUTIONS AND PROGRAMMES
RESEARCH INTO ADULT EDUCATION
Opis:
Nowadays there is a kind of “savage development” of adult education interpreted as anarchist heerogenic structure (Deleuze/Guattari 1977). Others call this process new capitalism characterized by project-based approach, flexibility and uncertainty. Hartz and Schrader (2008) write about uplanned change of structure and deficit in steering. But adult people search for security and trust. Research into programmes and institutions may provide new, but also temporary, knowledge. Nevetheless questioning: who, why, what and how offers and who and why responds to that offer is still valid, because searching for structures of lifelong learning is just beginning. Public opinion should be informed, from political-educational point of view, not only about who is participating in adult education but also what institutions, what programmes and what portals of knowledge are offered. Research –collecting information about and evaluating offered programmes – may give partial rsponse to the above mentioned questions. Those research provide order in changes, name it and point to paradoxes.
Źródło:
Rocznik Andragogiczny; 2011, R. 2011; 34-46
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Struggle of Educating. And of Being “A Grown-up”
Autorzy:
Zamengo, Federico
Powiązania:
https://bibliotekanauki.pl/articles/781388.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Adult Education
Adult educator
Opis:
In the face of contemporary educational transformations, this contribution aims to analyze the educational role that can still be played by the adult educator. Without restoring old categories of the past, today's adults continue to have a responsibility in the growth of younger generations. Accepting this task means first of all critically and reflectively recognizing one's role and, secondly, accepting the challenges posed by the complexity of today's landscape in terms of credibility and consistency.
Źródło:
Ethics in Progress; 2017, 8, 1; 241-251
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Spoločnosť založená na vedomostiach – k niektorým výzvam pre vzdelávania dospelých
Autorzy:
Lukáč, Eduard
Powiązania:
https://bibliotekanauki.pl/articles/2141801.pdf
Data publikacji:
2009
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
andragogy
adult education
Opis:
Information and communication technologies and the constant more and more intensive process of globalization create the conditions for gradually created societies that are knowledge-based. Council of Europe accepted a new strategic objective of the European Union and it was implemented in the Minerva programme. The visions of society based on knowledge provide a lot of challenge and opportunities also in the field of andragogy.
Źródło:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2009, 3(3); 343-353
1898-8431
Pojawia się w:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Centra Kształcenia Ustawicznego w Polsce 1989-2008
Centres of continuing education in Poland (1989-2008)
Autorzy:
Radziejowska, Henryka
Powiązania:
https://bibliotekanauki.pl/articles/417701.pdf
Data publikacji:
2008
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
adult education providers
continuing education
Opis:
The article took its origin from the last twenty years of working in the Centres of Continuing Education (CCE) as well as from the interviews with centres' directors. The present study is, therefore, an attempt to fulfill the research about CCE. The first part of the article deals with some general information about centres' legal issues and their structures. The second part relates to difficult times of a political transformation, it describes how the centres were able to prosper in that period and how an educational reform was introduced. The analysis is based on some publications about the centres which were available as well as on the quotations from the interviews with the directors. Thanks to their utterances, it is now possible to realize the real problems of CCE as well as to understand the difficulties of these unique schools. Moreover, they can suggest some possible future changes and the directions of CCE development.
Źródło:
Rocznik Andragogiczny; 2008, R. 2008; 116-133
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Evaluation of adult education staff – evaluator’s profile
Autorzy:
Szczurkowska, Stefania
Duranowski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/428296.pdf
Data publikacji:
2015
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
kształcenie dorosłych
ewaluacja
kadra kształcenia dorosłych
adult education
evaluation
adult education staff
Opis:
The paper presents the outcomes of the studies on evaluation of adult education staff as a result of training courses for the purpose of the international research project EduEval launched by the European Commission. A brief description of the course aims and activities is followed by its detailed contents, such as: external evaluation, self-assessment and context evaluation. Particular emphasis is put on the profile of adult education staff evaluators by selected markers, among which education and knowledge , skills and competences are of predominant importance. An innovative nature of the EduEval model in terms of quality and usefulness in Polish circumstances regarding the evaluation of adult education staff is strongly stressed, as well.
Artykuł przedstawia wyniki badań nad ewaluacją kadry kształcenia dorosłych uzyskane w toku warsztatów szkoleniowych na użytek międzynarodowego projektu badawczego EduEval realizowanego przez Komisję Europejską. Zwięzłemu opisowi celów szkolenia i rodzajów działań towarzyszą treści szczegółowe, a wśród nich: ewaluacja zewnętrzna, samoocena, ewaluacja kontekstowa. Szczególny nacisk położony jest na profil ewaluatora kadry kształcenia dorosłych według wybranych wyznaczników, wśród których dominujące znaczenie mają: wykształcenie i wiedza, umiejętności i kompetencje. Podkreśla się również dobitnie innowacyjny charakter modelu EduEval w zakresie ewaluacji kadry kształcenia dorosłych pod względem jego wartości i użyteczności w warunkach polskich.
Źródło:
Studia z Teorii Wychowania; 2015, 3 (12); 135-148
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja dorosłych jako działalność społeczno-oświatowa
ADULT EDUCATION AS SOCIAL MOVEMENT
Autorzy:
Półturzycki, Józef
Powiązania:
https://bibliotekanauki.pl/articles/417686.pdf
Data publikacji:
2012
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
ADULT EDUCATION
SOCIAL MOVEMENT
INTERNACIONAL ADULT EDUCATION CONFERENCES
EDUCATIONAL SOCIETIES
WEA
ABF
Opis:
In the process of adult education development next levels of educational activity and organization appeared. It begun with adult teaching, literacy, knowledge popularization, attempt to earn a degree. But since conference in Tokio (1972) theoretical and social issues of the process have been underlined to shape practice and theory of adult education. In the paper definitions of adult education are analyzed given by R. Wroczyński, W. Okoń, F. Urbańczyk, H. Radlińska as well as foreign authors, recommendations of adult education conferences in Tokio, Exeter, Paris extended in Hamburg and Belem. To understand modern changes in adult education conference in Lublana is essential, where outstanding specialists analyzed term “adult education” and gave new meaning to it. They also underlined that adult education is also a social movement, gathering people interested in development of this kind of activity, graduates and promoters of different forms of adult education. Author presents two examples of this. The first one is adult education practice in Sweden, where 13 education societies acts to develop adult education. The second one is the Great Britain where WEA (Working Education Association) is specially successful. Is was founded in 1903 to educate workers and now it helps to educate different social groups. This year WEA celebrates 110th anniversary and develops British adult education providing 30% of all adult education activities. It also organizes conferences, publishes books and periodicals, develops international cooperation. Also WEA’s branches developed in Canada, Australia, New Zealand and other countries like Sweden where ABF acts since 1912 or Norway. Social aspect of adult education is important for institutional development, organization of regional and international cooperation and recommendations for successful adult education promotion and advancement in global perspective. Former recommendations were sustained and enriched at CONFINTEA VI in Belem in 2009.
Źródło:
Rocznik Andragogiczny; 2012, R. 2012; 23-62
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Digital competence learning in secondary adult education in Finland and Poland
Autorzy:
Ewa, Duda,
Krzysztof, Dziurzyński,
Powiązania:
https://bibliotekanauki.pl/articles/890371.pdf
Data publikacji:
2019-12-30
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
adult education
digital competences
adult learning
Opis:
Nowadays, the digital competence is becoming as important as literacy and numeracy skills. For children and youths these competences seem to be natural and the role of teacher is to direct students in their learning and to develop cognitive curiosity. For adults, the learning process is different. It is not only developing of digital skills but sometimes even grassroots teaching. The article presents a two different approaches to teaching/learning process provided in the field of secondary education - Finnish and Polish systems. Documents containing curricula, school programmes and course grids were analysed. Both systems have been assessed in terms of their relevance to adult learners. The main discoveries and the key conclusions indicate that the Polish system does not adapt to the real needs of adult learners and the changing needs of the labour market.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2019, 6(2); 22-32
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Motivation in the adult education
Autorzy:
Krystoň, Miroslav
Powiązania:
https://bibliotekanauki.pl/articles/28409159.pdf
Data publikacji:
2005-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Motivation
education
adult education
research results
Opis:
The content of the contribution is an analysis of the structure of those motivation factors influencing the decision of adults of various kinds of competence for further education. The author also presents the results of research into the area of motivation.
Źródło:
The New Educational Review; 2005, 5; 189-193
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Non-Formal Adult Education: Challenges and Prospectsof 21st Century
Autorzy:
OGIENKO, OLENA
TERENKO, OLENA
Powiązania:
https://bibliotekanauki.pl/articles/457069.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Rzeszowski
Tematy:
adult education
non-formal adult education
knowledge society
lifelong learning
institutionalization
validation
training
Opis:
The article defines the essence and significance of adult non-formal education as an important component of the system of continuing education; analyzes changes in the definition of the phe-nomenon of non-formal adult education, its role and place in the knowledge society; emphasizes on the importance of development of mechanisms for validation of results of non-formal and informal adult education, training of and ragogues; outlines perspectives of its development.
Źródło:
Edukacja-Technika-Informatyka; 2018, 9, 2; 169-174
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Powrót do źródła – o pierwszym polskim podręczniku andragogiki
RETURN TO THE SOURCE – ABOUT THE FIRST POLISH ANDRAGOGY TEXTBOOK
Autorzy:
Stopińska-Pająk, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/418017.pdf
Data publikacji:
2012
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
ANDRAGOGY
ADULT EDUCATION
TEXTBOOK
SOURCE
Opis:
An article presents the genesis of publication of the first Polish andragogical textbook entitled “Educational work. Its tasks, methods, organisation. The textbook developed with effort of Adam Mickiewicz Folk University”, Krakow 1913 („Praca oświatowa. Jej zadania, metody, organizacja. Podręcznik opracowany staraniem Uniwersytetu Ludowego im. A. Mickiewicza”) and discusses its content. The author of the article shows the textbook as an important source of developing andragogy as a science, its identity, which can still initiate discussion and create andragogical narration. The metaphor of source used in the article allows to point to many trails that through receptive practices can be used for andragogical interpretation of adult education experience and can be a stimulus to create collective memory. According to the author, the discussed textbook is still the non-dried-up source of Polish andragogy despite 100 years that have passed since it was published.
Źródło:
Rocznik Andragogiczny; 2012, R. 2012; 63-78
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Lifelong Learning in Six Central European Countries
Autorzy:
Dudaitė, Jolita
Dačiulytė, Rūta
Powiązania:
https://bibliotekanauki.pl/articles/1964270.pdf
Data publikacji:
2021-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
adult education
lifelong learning
PIAAC
Opis:
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.
Źródło:
The New Educational Review; 2021, 64; 134-147
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Profesor Józef Półturzycki – polski andragog, dydaktyk, nauczyciel (1934–2021)
Professor Józef Półturzycki – a Polish andragogue, an educator, a teacher (1934–2021)
Autorzy:
Sapia-Drewniak, Eleonora
Powiązania:
https://bibliotekanauki.pl/articles/2078083.pdf
Data publikacji:
2022
Wydawca:
Związek Nauczycielstwa Polskiego
Tematy:
Józef Półturzycki
adult education
andragogy
Opis:
Aim: The aim is to bring closer Prof. Józef Półturzycki profile and scientific achievements. Methods: An analysis of archival materials, scanty studies and memoirs. Results: The study presents the professional development of an outstanding Polish andragogue, Prof. Józef Półturzycki. The author attempts to show Prof. Półturzycki’s professional activity as well as the areas of his scholarly interests. The problem areas discussed by this prominent Polish adult education specialist in selected publications were also indicated. Conclusions: Józef Półturzycki, with his scientific activity, contributed to the significant development of andragogy in Poland, both through his scientific work and involvement in the creation of the academic andragogical environment.
Źródło:
Przegląd Historyczno-Oświatowy; 2022, LXV, 1-2; 65-74
0033-2178
Pojawia się w:
Przegląd Historyczno-Oświatowy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Distance Sustainable Education. Incentives and Expectations
Autorzy:
Armakolas, Stefanos
Kazana, Athina
Mitroulia, Maria
Powiązania:
https://bibliotekanauki.pl/articles/2042777.pdf
Data publikacji:
2020-11-05
Wydawca:
Uniwersytet Rzeszowski
Tematy:
adult education
distance education
motives
goal
sustainability
Opis:
The present study investigates the motivation for adult participation in distance education on sustainability and specializes in a population group with specific characteristics, that of the Agronomists (Higher Education Graduates). In a global community with shifting conditions, environmental problems and geometrically increasing demands regarding the qualifications of workers and especially the scientists dealing with these problems, this issue is considered of major importance while exploring the incentives that lead to participation – after acquiring the first degree – continuing education and learning, and in particular distance education on sustainable development, is essential. The result so that Agronomists feel a strong need to extend their knowledge mainly through distance education.
Źródło:
Journal of Education, Technology and Computer Science; 2020, 11, 1(31); 9-18
2719-6550
Pojawia się w:
Journal of Education, Technology and Computer Science
Dostawca treści:
Biblioteka Nauki
Artykuł
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