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Wyświetlanie 1-15 z 323
Tytuł:
Adult education and religious literacy
Autorzy:
Avoseh, Mejai B. M.
Powiązania:
https://bibliotekanauki.pl/articles/417917.pdf
Data publikacji:
2009
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
ADULT EDUCATION
RELIGIOUS LITERACY
TRADITIONAL AFRICAN
Opis:
The preponderance of religion-related violence especially in recent times seems to suggest some form of religious 'illiteracy'. This paper argues that there is a sense in which religious literacy advances religious tolerance. It further argues for a renewed role of adult education in advancing religious literacy and, by implication, combating religious intolerance. The paper uses examples from recent events and from some religions, including traditional African religion to buttress its argument.
Źródło:
Rocznik Andragogiczny; 2009, R. 2009
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
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:
An Adult Education Course on African Novels
Autorzy:
Leyland, Peter
Powiązania:
https://bibliotekanauki.pl/articles/28409272.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Dolnośląski DSW. Wydawnictwo Naukowe DSW
Tematy:
African literature
autoethnography
bibliotherapy
auto/biography
Opis:
This study is about the importance of African authors in literature and the creation of an adult education course on African novels. It begins with my acknowledgement of a historian named David Olusoga and a novelist named Ben Okri. The first, Olusoga, produced a TV programme that gave me confidence that my idea for a course entitled African Novels could be successful. The second, Okri, wrote about how African Literature was the future. I will explain how I picked up their ideas and used them as a rationale for the course. The Workers’ Educational Association, for whom I produced the course, has a long history of student involvement. I have a great interest in both student autonomy and students taking part in their own learning. In my tutor role, I wanted African Novels to begin with a general idea about African authors and move to more specific books as the course proceeded. To this end, I began the course with an overview of the subject and a statement from the African novelist Chinua Achebe – to the effect that when you begin to identify with someone of a different colour and who even eats different food from you, then literature is really performing its wonders. I hoped that the students would carry out this identification. The paper will use auto/biographical methods, as defined in Merrill and West (2009, p. 5), to tell the story of how this course was created during a teaching space when my adult education centre was closed by the pandemic. The course could only be delivered once tutors and students could meet again face to face, and I give an example of this. The paper will be supported by reference to my own extensive research on bibliotherapy and by an account of how I used autoethnography as a research method. Both of these ideas enabled the course to develop and grow through reading, research, practice and reflection, as I will show.
Źródło:
Teraźniejszość – Człowiek – Edukacja; 2023, 25, 1(93); 103-116
1505-8808
2450-3428
Pojawia się w:
Teraźniejszość – Człowiek – Edukacja
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:
Upolitycznienie znaczenia edukacji dorosłych
Political meanings of adult education
Autorzy:
Jurgiel-Aleksander, Alicja
Powiązania:
https://bibliotekanauki.pl/articles/431557.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Zielonogórski. Oficyna Wydawnicza
Tematy:
edukacja dorosłych
dyskurs
polityczne uzasadnienia
adult education
discourse
political justification
Opis:
The author of this article tries to consider the problem of justification of adult education from the perspective of two discourses. The one treats adult education as the instrument of civilizing the society; the other concentrates on producing skills which one needs to become an employee and a consumer. Both treat adult learners instrumentally despite their various ideological justification. The author believes that the meanings of adult education have been always rooted in the social and economic interests of political system rather than in the needs of adult people – participants of adult education. That is why the question ‘What is the mechanism of creation of educational needs in society?’ is still important, especially if we treat emancipation as the substance of education of adults, without ignoring the variety of aims, interests, expectations and political explanations.
Źródło:
Dyskursy Młodych Andragogów; 2014, 15; 13-24
2084-2740
Pojawia się w:
Dyskursy Młodych Andragogów
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja doroslych jako poszukiwanie - wybrane watki refleksji naukowej Hansa Tietgensa
ADULT EDUCATION AS A SEARCH PROCESS - HANS TIETGNS VIEWS ON ADULT EDUCATION
Autorzy:
Słowinska, Sylwia
Powiązania:
https://bibliotekanauki.pl/articles/417479.pdf
Data publikacji:
2009
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
ADULT EDUCATION
PARTICIPANTS ORIENTED EDUCATION
SEARCHING FOR A POSSIBILITY OF LEARNING
TIETGENS HANS
Opis:
The article presents selected views of Hans Tietgens, one of the most important representative of adult education research and practice in Germany in the second half of the 20th century. In Tietgens' conception the constitutive feature of adult education is a search. The adults in a disorientation situation are searching for a possibility of organized learning in order to recover the orientation and certainty. The planning of education offers is a kind of searching too. There is the point to meet individual needs and social demands. The people searching for a suitable offer can go wrong so they need help and the correct planning of offers should make easier the searching and finding process. The participants oriented adult education and professionalism make possible the each other finding of the searching people and an offer. According to Hans Tietgens adult education offer should be addressed to all social groups. He underlined the importance of using biographic research in adult education that helps to understand individual cases what is the basis of adult education. Hans Tietgens died in Mai 2009, he was a researcher and practitioner whose work has had a great influence on the development of adult education theory and practice in Germany.
Źródło:
Rocznik Andragogiczny; 2009, R. 2009
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
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:
Edukacja dorosłych w programie Erasmus+
Adult education in Erasmus+ program
Autorzy:
Iskierka, Iwona
Powiązania:
https://bibliotekanauki.pl/articles/446272.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Rzeszowski
Tematy:
system edukacji
Erasmus+
educational system
Opis:
W artykule omówiono zagadnienia związane z ideą kształcenia dorosłych w programie Era-smus+. Program Erasmus+ wszedł w życie 1 stycznia 2014 roku i jego realizacja jest zaplanowana na siedem lat, do roku 2020. W wielu programach Unii Europejskiej realizowane są działania w dziedzinie edukacji i doskonalenia zawodowego. Również w Polsce opracowano strategię roz-woju kształcenia ustawicznego, zgodną z ideą działań Unii Europejskiej w tej dziedzinie. Zgodnie z podstawowym założeniem programu Erasmus+ inwestowanie w kształcenie i szkolenie jest klu-czem do uwolnienia ludzkiego potencjału, bez względu na wiek i sytuację społeczną.
The article discusses the issues related to the idea of adult education in the Erasmus+. The Erasmus+ program came into force on January 1st 2014 and its implementation is scheduled for seven years, until 2020. In many European Union programs are carried out activities in the field of education and training. Also in Poland, a strategy to develop lifelong learning, consistent with the idea of EU action in this area. In accordance with the basic premise of the Erasmus+ invest-ment in education and training is the key to unlocking human potential, regardless of age and social situation.
Źródło:
Dydaktyka informatyki; 2015, (10) 2015; 38-46
2083-3156
Pojawia się w:
Dydaktyka informatyki
Dostawca treści:
Biblioteka Nauki
Artykuł
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:
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:
The Impact of COVID-19 on Adult Education: Insights from Slovenia
Autorzy:
Radovan, Marko
Klemenčič, Sonja
Možina, Tanja
Powiązania:
https://bibliotekanauki.pl/articles/1931967.pdf
Data publikacji:
2021-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
distance education
emergency remote teaching
COVID-19
adult education
pandemic
non-formal education.
Opis:
This paper presents the results of a study that explored the experiences of adult educators during the COVID-19 pandemic. This online survey was conducted in June 2020 and included directors and teachers in adult education from various institutions in Slovenia. Tutors at Slovenian Third-Age Universities and other associations that provided adult education were also included. The aim of our study was to examine how distance education was implemented during the pandemic, using the concept of ‘emergency remote teaching’ (Hodges, 2020). The study sample included 30 directors of adult education institutions and 124 teachers or tutors. The results showed that organisations providing adult education responded during the lockdown by providing adults with the opportunity to continue their education through distance learning. However, this was not the case for all of adult education programmes. Mostly language courses and formal education were offered. The results show that most adult educators quickly adapted to the new working conditions, but that teaching approaches were rather static and asynchronous teaching solutions. An analysis of the problems teachers faced and the support they needed has shown that action is needed to remove the obstacles to the future provision of adult education as much as possible.
Źródło:
Kultura i Edukacja; 2021, 4(134); 212-228
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Environment adult education as a part of the social security policy
Autorzy:
Tytarenko, Olga M.
Powiązania:
https://bibliotekanauki.pl/articles/1879442.pdf
Data publikacji:
2013
Wydawca:
Wyższa Szkoła Bezpieczeństwa Publicznego i Indywidualnego Apeiron w Krakowie
Tematy:
ecology
environment education
eco-friendly behavior
Opis:
Environmental adult education for community sustainability situates local knowledge within a global pedagogy and activism of survival. Practical and theoretical considerations of environmental popular education within indigenous people's social movements are explained, the environment and adult learning is explored. The aim of environmental adult literacy is to challenge scientific knowledge as the fundamental structure of learning, and to revalue people's experiential knowledge. A transformative ecological understanding of lifelong learning reconnects humans with nature and fosters social dialogue and action. Environmental adult education provides a rich and provocative discourse, and this article can be useful to readers seeking to connect social and ecological issues.
Źródło:
Security Dimensions; 2013, 10(10); 146-151
2353-7000
Pojawia się w:
Security Dimensions
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O potrzebie edukacji cielesnej dorosłych
The need of bodily adult education
Autorzy:
Błajet, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/418007.pdf
Data publikacji:
2006
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
ciało
edukacja
stereotypy
jakość życia
body
education
stereotypes
quality of life
Źródło:
Rocznik Andragogiczny; 2006, R. 2006; 28-46
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 323

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