Skocz do pozycji: 1.

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

/5

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Skocz do pozycji: 2.

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

/5

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Skocz do pozycji: 3.

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

/5

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Skocz do pozycji: 4.

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

/5

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Skocz do pozycji: 5.

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

/5

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Skocz do pozycji: 6.

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

/5

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Skocz do pozycji: 7.

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

/5

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Skocz do pozycji: 8.

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

/5

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Skocz do pozycji: 9.

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

/5

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Skocz do pozycji: 10.

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

/5

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Skocz do pozycji: 11.

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

/5

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Skocz do pozycji: 12.

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

/5

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Skocz do pozycji: 13.

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

/5

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Skocz do pozycji: 14.

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

/5

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Skocz do pozycji: 15.

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

/5

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Skocz do pozycji: 16.

Tytuł:

Jak rozpoznać coaching? Przyczynek do dyskusji nad coachingiem w refleksji andragogicznej i poradoznawczej
How to recognize coaching: A voice in the discussion of coaching in andragogy and counsellogy

Autorzy:

Podgórny, Marek
Drabik-Podgórna, Violetta

Powiązania:

https://bibliotekanauki.pl/articles/686615.pdf

Data publikacji:

2015

Wydawca:

Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

Tematy:

coaching
poradoznawstwo
andragogika
counsellogy
adult education

Opis:

The article is an attempt at clarifying the terminological confusion around the notion of coaching. The authors compile polarised opinions and views on coaching, seeking to expose its pitfalls and appearances. First of all, however, they open a discussion on the educational potential of coaching and its relevance in supporting human development. To this purpose, they explore coaching applying adult education and counselling studies perspectives, which enables them to interpret coaching as an interactive process of discovering and consolidating people’s personal potential and coping with problems and challenges.
Niniejszy artykuł jest próbą uporządkowania zamieszania pojęciowego wokół terminu coaching. Autorzy starają się zebrać spolaryzowane opinie oraz zdemaskować pozory coachingu. Przede wszystkim jednak pragną rozpocząć dyskusję na temat jego edukacyjnego potencjału i możliwości jego wykorzystania w procesie wspierania rozwoju człowieka. Dlatego też do jego analizy wykorzystują dwie perspektywy: andragogiczną i poradoznawczą. Umożliwiają one interpretację coachingu jako interakcyjnego procesu odkrywania i wzmacniania potencjału osobowego ludzi oraz rozwijania umiejętności radzenia sobie z problemami i wyzwaniami.

Źródło:

Studia Poradoznawcze; 2015, 4; 30-51
2450-3444

Pojawia się w:

Studia Poradoznawcze

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 17.

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

/5

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Skocz do pozycji: 18.

Tytuł:

Polskie tradycje instytucji edukacji dorosłych w kontekście uczenia się całożyciowego
Polish Traditions of Adult Education Institutions in the Context of Lifelong Learning

Autorzy:

Stopińska-Pająk, Agnieszka

Powiązania:

https://bibliotekanauki.pl/articles/418047.pdf

Data publikacji:

2015

Wydawca:

Akademickie Towarzystwo Andragogiczne

Tematy:

adult education traditions
adult education institutions
learning
tradycje edukacji dorosłych
instytucje edukacji dorosłych
uczenie się

Opis:

An article presents Polish institutions dedicated to adult education from the 19th century and the beginning of 20th century that are a part of the lifelong learning concept which is so common and well-recognised currently. The aim of the article is to show that lifelong learning is not a new phenomenon; rather a well-established one. The need for andragogical historical research on the development of Polish adult education institutions, especially institutions, in which the adults could experience learning, is discussed along with the methodological comments. The article presents some selected adult education institutions; 1. Institutions connected to the self-education movement from the 19th century; 2. Type of common university – the Flying University, which developed from the before mentioned movement; 3. Higher schools for adults; 4. Folk high schools; and, 5. Day rooms for adults. The institutions exemplify the changes in the way the term learning was understood; from fulfilling the cognitive needs, through the needs of social engagement to the cultural, social and ludic needs. On the other hand, they are the examples of gradual enlargement of circles involved in those learning institutions; from the intelligence to blue-collar workers and farmers, from men to women, from those highly ranked in social stratification to those ranked much lower.
W artykule zostały zaprezentowane polskie instytucje edukacji dorosłych z XIX i początków XX w., które wpisują się w koncepcję, tak dziś powszechną i uznawaną, jaką jest koncepcja uczenia się całożyciowego. Celem artykułu było pokazanie, iż uczenie się całożyciowe nie jest nowym zjawiskiem, ale posiada bogate tradycje. Na tle uwag metodologicznych omówiona została także potrzeba andragogicznych badań historycznych nad kształtowaniem się polskich instytucji edukacji dorosłych, w tym zwłaszcza instytucji, w których dorośli mogli doświadczać uczenia się. W tekście przybliżone zostały wybrane instytucje edukacji dorosłych: 1. Instytucje powiązane z ruchem samokształceniowym XIX w.; 2. Zrodzony z tego ruchu typ uniwersytetu powszechnego – Uniwersytet Latający; 3. Szkoły wyższe dla dorosłych; 4. Uniwersytety ludowe i 5. Świetlice dla dorosłych. Egzemplifikują one zarówno przemiany rozumienia pojęcia uczenia się od zaspakajania potrzeb poznawczych, poprzez zaspakajanie potrzeby społecznego zaangażowania do potrzeb kulturalnych, towarzyskich i ludycznych. Z drugiej strony są przykładami stopniowego poszerzania się środowisk uczestniczących w owych instytucjach uczenia się, od inteligencji do robotnika i chłopa, od mężczyzn do kobiet, od grup usytuowanych wysoko w stratyfikacji społecznej, po tych najniżej znajdujących się.

Źródło:

Rocznik Andragogiczny; 2015, 22; 289-300
1429-186X
2391-7571

Pojawia się w:

Rocznik Andragogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 19.

Tytuł:

Adult Learners’ Perceptions of the Use of Interactive Whiteboards in University Classrooms

Autorzy:

Lai, Horng-Ji

Powiązania:

https://bibliotekanauki.pl/articles/2031697.pdf

Data publikacji:

2014-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

adult learning
interactive whiteboards
workplace learning
adult education

Opis:

The purpose of this study was to investigate adult learners’ perceptions of the use of Interactive Whiteboards (IWBs) in a university classroom in Taiwan. The participants were undergraduate students in a Master’s program. Research data were obtained through students’ interviews, site observations, and students’ reflective journals on the course website. Interviews were conducted with six adult learners who were also working professionals. The research data indicate that adult learners valued the benefits of using IWBs in instruction and workplace learning and pointed out that instructors’ readiness and competence determine the effectiveness of IWB integration in classrooms. Another important finding revealed in this study suggested that instructors need to develop creative IWB lesson plans that fully utilize the advantages of IWBs in order to ensure that IWBs are effectively and continually used in adult education/training settings.

Źródło:

The New Educational Review; 2014, 36; 55-65
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 20.

Tytuł:

Kształcenie komplementarne człowieka dorosłego
COMPLEMENTARY EDUCATION OF ADULTS

Autorzy:

Czarkowski, Jakub J.

Powiązania:

https://bibliotekanauki.pl/articles/417499.pdf

Data publikacji:

2009

Wydawca:

Akademickie Towarzystwo Andragogiczne

Tematy:

ADULT EDUCATION
COMPLEMENTARY LEARNING
NEW TECHNOLOGIES

Opis:

A number of civilizational changes is present in the contemporary world. Those changes also concern the process of education. New technologies are new challenges for educators, but also create new opportunities. Complementary learning is one of the opportunities, and it is presented in this article as an approach to education. First, definition and conceptual basis of the idea of complementary learning are presented, followed by discussion on the teacher's role in its implementation.

Źródło:

Rocznik Andragogiczny; 2009, R. 2009
1429-186X
2391-7571

Pojawia się w:

Rocznik Andragogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 21.

Tytuł:

ANREGUNGSPOTENTIAL. SPOSOBY (NIE)ISTNIENIA HISTORIOGRAFII EDUKACJI DOROSŁYCH
ANREGUNGSPOTENTIAL. WAYS OF (NON)EXISTENCE OF THE HISTORIOGRAPHY OF ADULT EDUCATION

Autorzy:

Michalski, Łukasz M.

Powiązania:

https://bibliotekanauki.pl/articles/464152.pdf

Data publikacji:

2019

Wydawca:

Akademickie Towarzystwo Andragogiczne

Tematy:

historiography of adult education
andragogy
history of adult education
historiografia edukacji dorosłych
andragogika
historia edukacji dorosłych

Opis:

Podjęte rozważania zainicjowane zostały przy okazji jubileuszowych okoliczności ćwierćwiecza istnienia Akademickiego Towarzystwa Andragogicznego i podejmują zagadnienia statusu i stanu badań nad historią edukacji dorosłych w kontekście polskim i niemieckim. W artykule dokonano przeglądu i porównania istotnych opracowań teorii historiografii edukacji dorosłych w Polsce i w Niemczech ostatnich dekad, co w efekcie pozwoliło dostrzec zaskakująco daleko idące podobieństwa w warstwie argumentacji czynionych diagnoz. Na tej podstawie w finale niniejszych analiz sformułowana została sugestia, iż problematyczność namysłu diachronicznego w badaniach nad edukacją dorosłych, bardziej niż z dyscyplinarnych, środowiskowych czy akademicko-strukutralnych niedomagań, może wynikać z współczesnej problematyczności uprawiania namysłu historycznego jako takiego.
The considerations were initiated on the occasion of the 25th anniversary of the Academic Andragogical Society and address issues of the status and advancement of research on the history of adult education. The article reviews and compares significant studies of the theory of historiography of adult education in Poland and Germany in recent decades, which in turn showed surprisingly farreaching similarities in argumentation and diagnoses. On this basis, a thesis was made: the problematic nature of diachronic reflection in research on adult education, is not only a question of structural-academic deficiencies but may also be the result of problematic nature of contemporary historical reflection as such.

Źródło:

Edukacja Dorosłych; 2019, 2; 23-34
1230-929X

Pojawia się w:

Edukacja Dorosłych

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 22.

Tytuł:

Miejsce edukacji dorosłych w strategiach oświatowych na poziomie lokalnym
ADULT EDUCATION IN THE EDUCATION POLICY AT THE LOCAL COMMUNITY

Autorzy:

Cyboran, Beata

Powiązania:

https://bibliotekanauki.pl/articles/417699.pdf

Data publikacji:

2012

Wydawca:

Akademickie Towarzystwo Andragogiczne

Tematy:

ADULT EDUCATION
EDUCATION POLICY(IN POLAND)
LOCAL COMMUNITY

Opis:

This article analyzed results presented in the reports on the regional and local education policy. On the basis of these studies, author of article wants to recognize, how the adult education is presented in educational policy at the local community. Education in local communities, especially the education of adults, competes with other areas of socio - economic development. Position of adult education in local communities depends on local development policy. Determinants of this policy are included in the planning documents such as strategies for local development and educational strategies. It is important to strengthen adult education in local educational policy, because now, this policy is focused mainly on the children and adolescents.

Źródło:

Rocznik Andragogiczny; 2012, R. 2012; 336-345
1429-186X
2391-7571

Pojawia się w:

Rocznik Andragogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 23.

Tytuł:

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

Autorzy:

Duda, Ewa

Powiązania:

https://bibliotekanauki.pl/articles/1985547.pdf

Data publikacji:

2018-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

adult education
andragogical research
formal education
life experiences

Opis:

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.

Źródło:

Kultura i Edukacja; 2018, 2(120); 203-214
1230-266X

Pojawia się w:

Kultura i Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 24.

Tytuł:

Об образовании взрослых
Uwagi na temat edukacji dorosłych
Comments on adult education

Autorzy:

Matuszak, A.
Matuszak, Z.

Powiązania:

https://bibliotekanauki.pl/articles/1206479.pdf

Data publikacji:

2013

Wydawca:

STE GROUP

Tematy:

adult education
lifelong education
edukacja dorosłych
edukacja ustawiczna

Opis:

The paper presents the characteristics of adult learning environment and models of working with adult learners. Definitions of lifelong adult education, with an emphasis on social sciences are given. Functions that lifelong adult education can perform are presented and described. Forms and methods of lifelong education are characterized. Taking into account different criteria, the major differences in the models of adult education – technological, humanistic and critical are described. The importance of lifelong adult education is stressed, and some of the positive characteristics of teaching adults are highlighted.
W artykule przedstawiono charakterystykę środowiska nauczania dorosłych i modeli pracy z dorosłymi uczniami. Podane zostały definicje kształcenia ustawicznego dorosłych, ze szczególnym uwzględnieniem nauk społecznych. Opisano i przedstawiono funkcje, które mogą zostać spełnione przez kształcenie ustawiczne dorosłych. Scharakteryzowane zostały formy i metody kształcenia ustawicznego. Biorąc pod uwagę różne kryteria, opisane zostały najważniejsze różnice w modelach edukacji dorosłych - technologicznym, humanistycznym i krytycznym. Zostało podkreślone znaczenie kształcenia ustawicznego dorosłych, a także zostały wyróżnione niektóre z pozytywnych cech nauczania dorosłych.

Źródło:

Management Systems in Production Engineering; 2013, 3 (11); 28-32
2299-0461

Pojawia się w:

Management Systems in Production Engineering

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 25.

Tytuł:

Szkolenia outdoor a edukacja przez przygodę

Autorzy:

Jacek, Woźniak,

Powiązania:

https://bibliotekanauki.pl/articles/892141.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

adult education
employee education
outdoor training
adventure education
evaluation

Opis:

The article presents an attempt to describe outdoor training as a certain tradition in adventure education. As in the case of every HR intervention, outdoor training also has to respect the systematic model of training: the three step model of creating, delivering and evaluation of educational activity in the employee education. The text characterizes this model and describes the specifics of outdoor training as an activity created to improve participants’ soft skills by engaging them in simulation being an outdoor experience and in facilitated discussion about these experiences. The differences between outdoor training and adventure education activities concerning goals, role of instructor, education stimulus, and scope of evaluation are described. Additionally, the text compares the standards of Polish adventure education activities and the standards presented in two samples of articles from the Journal of Experiential Education.

Źródło:

Kwartalnik Pedagogiczny; 2016, 61(2 (240)); 160-175
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 26.

Tytuł:

The Challenges of Ukrainian Refugee Educators Abroad: Survey Results Based on the Example of Poland

Autorzy:

Lukianova, Larysa
Ovcharuk, Oksana

Powiązania:

https://bibliotekanauki.pl/articles/20311712.pdf

Data publikacji:

2023-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

refugee educators
survey
adult education
Ukraine
Polska

Opis:

Abstract The study presents the results of the online case study of Ukrainian refugee educators who were forced to move to Poland. The study aimed to investigate problems encountered by refugee educators and find possible options for supporting them and their professional activities per the interests expressed during the survey in the context of lifelong learning. The conceptual background of the research problem was based on the theory of adult education and the recent international strategies. The research sample consisted of 124 refugee educators aged 35–55+ years who have the potential to work by the obtained speciality. Data were collected using a Google Forms questionnaire; qualitative research methods were used. The results allowed for formulating conclusions and perspectives on the educators’ professional development and support.

Źródło:

The New Educational Review; 2023, 73; 134-146
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 27.

Tytuł:

Akademickie Towarzystwo Andragogiczne – 20 lat działalności
ACADEMIC ANDRAGOGY SOCIETY – 20 YEARS OF ACTIVITY

Autorzy:

Skibińska, Ewa

Powiązania:

https://bibliotekanauki.pl/articles/418031.pdf

Data publikacji:

2012

Wydawca:

Akademickie Towarzystwo Andragogiczne

Tematy:

ACADEMIC ANDRAGOGY SOCIETY
HISTORY
ADULT EDUCATION
PUBLICATIONS

Opis:

The text is a report of 20 years of the activities of Academic Andragogy Society activity. The author presents areas and forms of activity as well as the main achievements of the Society. The author describes the scientific conferences organised by the Society, its publications (journals ”Adult Education” [EdukacjaDorosłych], ”Andragogic Annual” [Rocznik Andragogiczny], “Adult Education Library” publication series [Biblioteka Edukacji Dorosłych]), the initiatives related to the training of adult education specialists (including introduction of the profession of the adult education specialist in the Classification of Occupations), cooperation with third parties, support of grassroots initiatives.

Źródło:

Rocznik Andragogiczny; 2012, R. 2012; 79-88
1429-186X
2391-7571

Pojawia się w:

Rocznik Andragogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 28.

Tytuł:

Zagadnienie „zmiany” a możliwości wykorzystania coachingu w edukacji dorosłych
THE ISSUE OF “CHANGE” AND THE POSSIBILITIES OF THE INTRODUCING COACHING INTO THE EDUCATION OF ADULTS

Autorzy:

Tabor, Urszula

Powiązania:

https://bibliotekanauki.pl/articles/418210.pdf

Data publikacji:

2011

Wydawca:

Akademickie Towarzystwo Andragogiczne

Tematy:

ADULT EDUCATION
COACHING
LIFELONG LEARNING
ANDRAGOGY PRACTICE

Opis:

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.

Źródło:

Rocznik Andragogiczny; 2011, R. 2011; 82-93
1429-186X
2391-7571

Pojawia się w:

Rocznik Andragogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 29.

Tytuł:

Adult Educators’ Approaches to the Educational Process and the Expected Results. Introspection Reconstructed in the Phenomenographic Research

Autorzy:

Dobrzyniak, Marta
Plyska, Yuriy

Powiązania:

https://bibliotekanauki.pl/articles/20311758.pdf

Data publikacji:

2023-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

educators’ approaches
adult education
phenomenography
learning outcomes

Opis:

The paper’s topic refers to phenomenographic research with the participation of adult educators. The paper reflects educators’ concepts regarding expected learning outcomes or the learning process. These individual concepts were identified based on reconstructions of adult educators’ experiences. The purpose of the paper is to demonstrate the variety of approaches which educators apply in the educational process and the learning outcomes that adult learners are expected to achieve – according to the educators’ assumptions. Reference to selected theoretical models included in the paper allows looking at the theoretical context.

Źródło:

The New Educational Review; 2023, 73; 149-161
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 30.

Tytuł:

Student Satisfaction Analysis with Study Programme by Satisfaction Pyramid Method

Autorzy:

Sadílek, Tomáš

Powiązania:

https://bibliotekanauki.pl/articles/26180771.pdf

Data publikacji:

2013-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

evaluation
satisfaction measurement
satisfaction pyramid
adult education

Opis:

The paper describes the method of satisfaction measurement as one of the marketing techniques used for detecting student satisfaction with study programs. A method of Satisfaction Pyramid is presented, which is used for satisfaction analysis. The theoretical part of the paper describes a methodological approach to satisfaction measurement and the field part presents total satisfaction, Satisfaction Index and partial satisfaction with significant factors and the last part of the paper refers to the importance of partial factors. The aim of the article is to detect the level of student satisfaction with the most important subjects in the study programme and also to set the importance of every factor influencing total satisfaction. The student satisfaction analysis was realized at two Czech universities, which offer study programmes of adult education.

Źródło:

The New Educational Review; 2013, 32; 207-219
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 31.

Tytuł:

Rola szkolnictwa wyższego w rozwoju kształcenia ustawicznego w Europie i w Polsce. Próba porównania
HIGHER EDUCATION INSTITUTIONS IN LIFELONG LEARNING IN EUROPE AND POLAND. COMPARISON ATTEMPT

Autorzy:

Kula, Ewa
Pękowska, Marzena

Powiązania:

https://bibliotekanauki.pl/articles/417461.pdf

Data publikacji:

2012

Wydawca:

Akademickie Towarzystwo Andragogiczne

Tematy:

HIGHER EDUCATION
CONTINUING EDUCATION
ADULT EDUCATION
COMPARATIVE STUDIES IN EDUCATION

Opis:

In the last decade the value of continuing education has raised. The major role in this affair is assigned to higher education. The article presents principal assumptions of European education politics referring to adult education and the form of continuing education in foreign and polish higher universities. New solutions such as honoring informal education in favor of formal education have been emphasized.

Źródło:

Rocznik Andragogiczny; 2012, R. 2012; 272-285
1429-186X
2391-7571

Pojawia się w:

Rocznik Andragogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 32.

Tytuł:

Dorośli jako uczestnicy edukacji na tle porównawczym Włoch i Polski
Adults as participants in education with Italy and Poland as a comparative background

Autorzy:

Czerniawska, Olga

Powiązania:

https://bibliotekanauki.pl/articles/464293.pdf

Data publikacji:

2011

Wydawca:

Akademickie Towarzystwo Andragogiczne

Tematy:

uczący się dorosły
edukacja dorosłych we Włoszech
edukacja dorosłych w Polsce
uczestnicy edukacji dorosłych
przestrzenie uczenia się
Learning adult
adult education in Italy
adult education in Poland
adult education
participants
learning spaces

Opis:

Tekst stanowi próbę porównania uczących się dorosłych w Polsce i we Włoszech. Kategoria dorosłości zostaje zdefiniowana przede wszystkim z perspektywy rozwoju społecznego i duchowego człowieka, wskazane zostają szanse i zagrożenia rozwoju w życiu dorosłego człowieka. Autorka dokonuje podziału nowych uczestników przestrzeni realnej i cyberprzestrzeni, w których człowiek dorosły poszukuje możliwości realizacji szeroko rozumianych potrzeb edukacyjnych. We Włoszech mowa jest o uczestnikach wirtualnej społeczności, emigrantach, młodych dorosłych, ludziach starszych i w późnej starości, a przestrzeniami edukacyjnymi są UTW, uniwersytety oraz organizacje pozarządowe. W Polsce nową kategorią uczących się są dorośli z wyższym wykształceniem, zaobserwować można także dynamiczny rozwój ilościowy i jakościowy uczestników UTW. W Polsce także rozwija się edukacja, mająca na celu wyrównywanie szans grup dyskryminowanych: emigrantów, więźniów, bezdomnych czy bezrobotnych. Porównanie uczących się dorosłych obu krajów wskazuje na wielką różnorodność kształcenia się dorosłych w różnych kręgach kulturowych.
The text is an attempt at comparing adult learners in Poland and Italy. The category of adulthood had been defined primarily from the point of view of social and mental development, chances and dangers are also described. The author makes a distinction between new participants in the real world and on the Web, in which a person looks for a possibility to realise educational needs. In Italy there is talk of virtual community participants, emigrants, young adults, seniors, and older people, with educational spaces like third age universities, universities and NGOs. A new category of learners in Poland are adults with upper education, one can also observe a dynamic quantitative and qualitative development of third age universities’ participants. Poland is also home to education aimed at giving the same chances to discriminated groups of emigrants, prisoners, homeless, or unemployed. A comparison of learners from both countries points to a great diversity in adult learning in various cultural circles.

Źródło:

Edukacja Dorosłych; 2011, 2(65); 43-56
1230-929X

Pojawia się w:

Edukacja Dorosłych

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 33.

Tytuł:

Educational needs of adult Polish and Romanian high school students

Autorzy:

Palankiewicz-Mitrut, Emilia

Powiązania:

https://bibliotekanauki.pl/articles/425711.pdf

Data publikacji:

2020

Wydawca:

Szkoła Główna Handlowa w Warszawie

Tematy:

andragogist,
adult education,
adult students
lifelong learning
teacher
Matura Exam

Opis:

The purpose of the article is to show the educational needs and expectations of adult students towards their foreign language teacher. The paper presents the main aspects associated with the process of teaching English to Polish and Romanian adults who are being prepared for their final exams (in Poland - matura, in Romania - Examen de bacalaureat). In considerations related to adult education, it is necessary to pay attention to recent changes in the job market in both Poland and Romania. Nowadays it is important to speak at least one foreign language, with employers requiring an understanding of both general and specific job-related language. This is the main reason for increasing numbers of adults starting to learn foreign languages. It might also be noted that foreign language acquisition is one part of the process of lifelong learning. For a teacher planning classes for adults, the considerations must also involve the differences between teaching children and adults, and the primary aspects that should be included in the planning process. The methodological part of the article includes data analyses of a survey involving a group of young adults preparing for the English final exam at a high school for adults in Warsaw and at a high school in Bucharest. The conclusions present considerations related to the educational needs of the young adult students who participated in the study.

Źródło:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2020, 84, 2; 32-38
1731-6758
1731-7428

Pojawia się w:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 34.

Tytuł:

Physical Education Teachers as Adults Trainers and their Perceptions of their Evaluation on Vocational Education and Training

Autorzy:

Stafylidis, Andreas
Vantarakis, Antonios
Stafylidis, Charalampos
Karagkiozi, Ioanna
Stafylidis, Savvas

Powiązania:

https://bibliotekanauki.pl/articles/48530392.pdf

Data publikacji:

2024

Wydawca:

Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego

Tematy:

sports coach
PE teachers
education
sssessment
vocational education
adult education

Opis:

Introduction: Educational systems and related evaluation policies tend to change and adapt to the demands of society all over the world. In Greece, the latest education policy includes the update and adaption of the educational curricula and the introduction of evaluation of teachers and adult trainers on vocational education and training (VET). The evaluation of teachers and trainers involved in the Public vocational training Institutes (VTI) and specifically in the Specialties of Sports’ Coach through an effective evaluation process could identify the strengths and weaknesses of the trainers and create professional development opportunities within their knowledge of content, pedagogy, and curriculum. Purpose: The purpose of this study was to investigate the perceptions of Physical Education Teachers who teach as Adult Trainers in public and private VTIs in the specialty of Sports Coach (e.g., Soccer Coach, Basketball Coach, Track and Field Coach, Tennis Coach, Strength and Conditioning Coach, AEROBICS Instructor), regarding their evaluation on VET. Methods: In this study, 102 participants (M = 44.9 ± 11.02 years old), 55 males (53.9%) and 47 females (46.1%) participated. A relevant questionnaire about Teachers’ Evaluation was adapted and used. Non-parametric statistical tests were applied and descriptive statistics were calculated for all variables. Results: The results showed different perceptions among some items of the questionnaire depending on the work institution - public / private VTIs (p ≤ 0.05), educational level (p ≤ 0.05) and teaching experience (p ≤ 0.05). Conclusions: These results underscore the complexity and variability in perceptions of educational evaluation. These findings suggest the importance of considering various factors, such as institutional type, teaching experience, and educational level, in the design and implementation of evaluation systems to ensure they are effective, equitable, and conducive to professional growth.

Źródło:

Central European Journal of Sport Sciences and Medicine; 2024, 46; 65-79
2300-9705
2353-2807

Pojawia się w:

Central European Journal of Sport Sciences and Medicine

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 35.

Tytuł:

The development and implementation of ideas of lifelong learning in Europe at the dawn of the 21st century

Autorzy:

Marcinkiewicz-Wilk, Aleksandra
Jurczyk-Romanowska, Ewa

Powiązania:

https://bibliotekanauki.pl/articles/628026.pdf

Data publikacji:

2018

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

lifelong learning
permanent education
European Union policy
adult education

Opis:

Aim. The aim of article is present the changing of idea of lifelong learning. The article focuses on the idea of lifelong learning. The first part shows the essence of lifelong learning. An attempt has been made to organise concepts like: lifelong learning, lifelong training, continuing education and permanent education, as well as education and adult education, to consequently educe the idea of lifelong learning from the concept of continuing education. Methods. It’s used  the literature analysis because of the  theoretical character of a paper. Results. In the paper  was presented how idea of lifelong learning was changing in the time. Furthermore, the article shows the social context of the use of lifelong learning in relation to the theory of human capital and social capital theory as well. The next part of the article concentrates on identifying the most important initiatives of the European Union, the objective of which was the implementation of the idea in Europe. The article presents the aims of the EU programmes that are focused on the implementation of that idea in European education. Conclusions. The development of the idea lifelong learning is referring with a social and cultural changes. This idea is a very important part of EU strategy which main gol is to build the Information Society.

Źródło:

Journal of Education Culture and Society; 2018, 9, 1; 39-49
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 36.

Tytuł:

Lifelong Education at the Faculty of Economics and Management at the Czech University of Life Sciences in Prague

Autorzy:

Jindrová, Andrea
Vostrá Vydrová, Hana

Powiązania:

https://bibliotekanauki.pl/articles/2032530.pdf

Data publikacji:

2014-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

adult education
lifelong education
labour market
qualitative data
test

Opis:

Lifelong learning is not an aim but a means for continuous and permanent development and successful advancement of each individual. Not only does it bring competitive advantage at the labour market, but it also helps to solve problems and provides new knowledge and contacts. Thanks to lifelong learning any individual has an opportunity to get educated at various stages of his life in accordance with his own interests and needs and his value at the labour market is increasing. Lifelong learning differs from school education by a variety of means, methods and motivation. The paper describes and analyses one of the main stages of lifelong learning, which is the adult education at the Czech University of Life Sciences in Prague (CULS). The main aim of this paper is to provide basic information on the lifelong education at the faculty of Economics and Management of the Czech University of Life Sciences in Prague. Selected statistical methods of quantitative research were used in order to analyse the above-mentioned issues. The data were obtained from a questionnaire survey and analysed using the one-dimensional as well as multidimensional statistical methods. The basis for the analysis itself were the data about students in the courses of lifelong education in the combined form of studying at the Faculty of Economics and Management (FEM) of CULS in Prague between the years 2004 – 2012.

Źródło:

The New Educational Review; 2014, 38; 115-126
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 37.

Tytuł:

Rozwój kształcenia ustawicznego w polskich uczelniach wyższych na przykładzie Uniwersytetu Otwartego Uniwersytetu Warszawskiego
Lifelong learning in higher education institutions. The case of the Open University of the University of Warsaw

Autorzy:

Lubryczyńska‑Cichocka, Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/14966925.pdf

Data publikacji:

2013

Wydawca:

Kancelaria Sejmu. Biuro Analiz Sejmowych

Tematy:

adult education
lifelong learning
Polska
higher education
open university

Opis:

The article looks at the issue of lifelong learning, i.e. learning throughout a person’s lifetime for either personal or professional reasons. In the first part, the author provides general background on lifelong learning, including UNESCO documents, EU programmes and Polish legal framework. The second section covers selected organizational forms of lifelong learning in Poland, with particular attention given to universities of the third age and open universities. Next, the Open University of the University.

Źródło:

Studia BAS; 2013, 3(35); 213-248
2080-2404
2082-0658

Pojawia się w:

Studia BAS

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 38.

Tytuł:

The Importance of Developing Servant Leadership Competencies for Middle Managers in Organisations: A Case Study on the Requirements and the Impact

Autorzy:

Gedvilienė, Genutė
Supranavičienė, Ugnė

Powiązania:

https://bibliotekanauki.pl/articles/20311543.pdf

Data publikacji:

2023-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

adult education
competencies
middle managers
servant leadership
skills

Opis:

This paper presents research on the requirements and impact of servant leadership competencies development for middle managers in Lithuanian Railways. The research aimed to determine the requirements for servant leadership development. The methods of use were deduced based on middle managers’ gender, location, size of the team, managerial experience and field of activity. A qualitative research design was used based on in-depth focus group discussions with middle managers (7) and senior managers (4). Creating strategic investments in human capital development and a supportive organisational culture that values servant leadership is needed.

Źródło:

The New Educational Review; 2023, 73; 22-35
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 39.

Tytuł:

Platforma e-learningowa narzędziem w nauczaniu zdalnym osób dorosłych
The E-learning Platform as a Tool in Remote Adult Learning

Autorzy:

Nowak-Żółty, Edyta
Bożerocki, Tomasz

Powiązania:

https://bibliotekanauki.pl/articles/923279.pdf

Data publikacji:

2020-12-26

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

long-distance learning
e-learning platform
adult education

Opis:

The authors of the article address issues concerning the teaching of the Polish language of adults living in the Czech Republic, Lithuania and Latvia via remote education, using the e-learning platform. They point to the unique approach of adults to education by means of IT tools (e-learning platform). The aim of the authors’ search is to try to answer the question: “Is learning Polish using an e-learning platform effective?” The authors also want to learn about the platform itself as a tool in adult learning.

Źródło:

Studia Edukacyjne; 2018, 50; 441-452
1233-6688

Pojawia się w:

Studia Edukacyjne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 40.

Tytuł:

Migrants and Their Life Stories: Perspectives on Education, Work, and Community

Autorzy:

Angeloni, Brigida

Powiązania:

https://bibliotekanauki.pl/articles/2139769.pdf

Data publikacji:

2021-09-10

Wydawca:

Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

Tematy:

life story
biographical interview
migrants
adult education
competences

Opis:

Men and women, who leave their countries, their families, their education and their work to undertake a journey. Some fleeing war, others terrorism, others poverty; looking for solutions, for themselves or for their loved ones. Some need medical care that they cannot access in their home country.  Each one has their own story and we simply do not know enough about them. Immigrants’ life histories can provide us with a lot of useful information that can help us understand the contemporary phenomenon of migration from pedagogical, sociological and economic points of view. The paths and trajectories of entire communities remain unknown, their needs unheard and the enormous wealth in terms of the relationships, the level of mutual help and the competences is neither brought to light nor properly evaluated. This paper, born of a series of biographical interviews carried out with adult immigrants from countries in West Africa, reflects on the relationship between education, work, and the communities to which the immigrants belong.

Źródło:

Teraźniejszość – Człowiek – Edukacja; 2021, 23, 1(89); 99-115
1505-8808
2450-3428

Pojawia się w:

Teraźniejszość – Człowiek – Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 41.

Tytuł:

Creative adaptation of Grundtvigian educational concept in Indian Adult Education: a lab to line educational effort in rural India

Autorzy:

SUBRATA, GANGULY,

Powiązania:

https://bibliotekanauki.pl/articles/893008.pdf

Data publikacji:

2020-10-09

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

adult education
ethnographic research
Grundtvigian philosophy
India
pedagogy

Opis:

This ethnographic research attempts to find relevance of Grundtvigian educational philosophy in promoting lifelong learning opportunities and the institutionalisation of community education for adults in rural India. The researcher analyses thoroughly the concept of Grundtvig’s social and educational anthropology in Indian context, which comprises pedagogical strategies and people’s enlightenment through education and social development. The research utilises relevant literature, case-study and educational model in order to analyse the contemporaneity, relevance and creative adaptation and assimilation of Grundtvigian philosophy in Indian adult education. The research argues that if the Grundtvigian alternative education and social concept could be creatively adopted and assimilated in the adult education system in rural India, the core of learning ecology in the Grundtvigian concept would be able to bring significant improvement to the traditionally rigid adult education system and support learners in exposing their inherited potential to a greater extent.

Źródło:

Papers of Social Pedagogy; 2020, 13(1); 88-108
2392-3083

Pojawia się w:

Papers of Social Pedagogy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 42.

Tytuł:

Mentoring kobiet w branży IT i morskiej jako przedsiębiorcza forma aktywności obywatelskiej
Mentoring women in IT as an entrepreneurial form of civic engagement

Autorzy:

Królikowska, Iwona

Powiązania:

https://bibliotekanauki.pl/articles/32304157.pdf

Data publikacji:

2023

Wydawca:

Fundacja PSC

Tematy:

mentoring
adult education
competence
reskilling
upskilling
civic engagement

Opis:

The current article focuses on the search for educational solutions in private sector companies related to reskilling and upskilling to help employees adjust to the changing labor market. Based on several editions of the Mentoring Program organized by Dare IT which supports women in reskilling for the IT sector and the mentoring project „Women also build ships”, the Author searches for best practices and examples of enriching organizational culture with elements of employee training and inclusivity policies. The Author also highlights the need for social discourse around engaging economic entities in balancing financial efficiency with responsible employee development through building a culture of belongingness within the model of participatory society (Hoskins, Kerr, 2012; Greef, 2017). Considering the shift of social support from the public to the private that is currently visible in numerous areas of life (Lager et al., 2015), the Author also notes the promotion of adult education and civic engagement in organizations, which may bring about mutual benefits. Mentoring is understood as a method of adult development in organizations (Baran, p. 75). In this understanding, mentoring gains in importance, which is related to a change in the conceptualization of its process and a wider perspective on the problem related to mentors’ attitudes as entrepreneurial forms of civic engagement, highlighting both their motivation towards this type of activity and their opinions on the obstacles towards implementing this process within companies. The article concludes by presenting best practices in order to encourage the implementation of mentoring as a form of civic engagement oriented towards fulfilling employee developmental needs by private economic entities.

Źródło:

Alcumena. Pismo Interdyscyplinarne; 2023, 4(16); 151-165
2719-9851

Pojawia się w:

Alcumena. Pismo Interdyscyplinarne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 43.

Tytuł:

Sterowanie edukacją dorosłych (z niemieckiej perspektywy)
Controlling adult education (from German perspective)

Autorzy:

Nuissl, Ekkehard

Powiązania:

https://bibliotekanauki.pl/articles/417905.pdf

Data publikacji:

2014

Wydawca:

Akademickie Towarzystwo Andragogiczne

Tematy:

edukacja dorosłych
polityka oświatowa
państwo
adult education
education policy
state

Opis:

Artykuł jest głosem w dyskusji na temat podmiotów i instrumentów sterowania edukacją dorosłych. Szczególną uwagę poświęcono roli państwa w oddziaływaniu na edukację dorosłych – w przeszłości i współcześnie.
This article discusses the issue of subjects and instruments used in order to control adult education. Particular attention has been devoted to the role of state affecting adults’ education in the past and nowadays.

Źródło:

Rocznik Andragogiczny; 2014, Tom 21; 113-118
1429-186X
2391-7571

Pojawia się w:

Rocznik Andragogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 44.

Tytuł:

How to assess the effectiveness of the informal learning? Controversies about the procedures PLA (Prior Learning Assessment) in Polish higher education

Autorzy:

Frąckowiak, Anna

Powiązania:

https://bibliotekanauki.pl/articles/466585.pdf

Data publikacji:

2014

Wydawca:

Towarzystwo Naukowe Płockie

Tematy:

higher education
informal learning
adult education
work experience
life experience

Opis:

The author discusses the phenomenon of the informal learning. Furthermore, she presents the assessment principles of life and work experience at universities which should be equalized with academic knowledge.

Źródło:

Rocznik Towarzystwa Naukowego Płockiego; 2014, 6; s. 248-263
0860-5637

Pojawia się w:

Rocznik Towarzystwa Naukowego Płockiego

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 45.

Tytuł:

Institutions of higher education and the idea of lifelong learning

Autorzy:

Marcinkiewicz, Aleksandra

Powiązania:

https://bibliotekanauki.pl/articles/628828.pdf

Data publikacji:

2011

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

lifelong learning, lifelong education, continuing education,higher education, university, adult education

Opis:

The idea of lifelong learning is very popular in the XXI century. This paper presents how Polish universities reflect this idea. The main theories of andragogy were compared with each other and a relationship was shown, between this concept and adult education. Moreover, it analyses the effectiveness of different management styles continuing education in Polish universities and their implications for institutions of higher education. It also describes the main programs of the European Commission to promote lifelong learning in Europe.

Źródło:

Journal of Education Culture and Society; 2011, 2, 1; 5-18
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 46.

Tytuł:

Maria Borowiecka – niedokończony biogram
Maria Borowiecka – unfinished biography

Autorzy:

Aleksander, Tadeusz

Powiązania:

https://bibliotekanauki.pl/articles/417922.pdf

Data publikacji:

2013

Wydawca:

Akademickie Towarzystwo Andragogiczne

Tematy:

Maria Borowiecka
biografia
Uniwersytet Warszawski
kształcenie dorosłych
dydaktyka kształcenia dorosłych
biography
University of Warsaw
adult education
didactics of adult education

Opis:

W artykule zaprezentowano biogram urodzonej w 1875 roku Mari Borowieckiej – działaczki społeczno-oświatowej lat międzywojennych, szczególnie aktywnej na polu kształcenia dorosłych. W tekście nawiązano do jej pochodzenia społecznego. Zaprezentowano wykształcenia, które uzyskała w dziedzinie nauk matematyczno-fizycznych i pedagogicznych. Wymieniono wybitne osoby, które ją nauczały. Opisano podejmowane przez nią wysiłki na polu samokształcenia. Zaprezentowano M. Borowiecką w roli nauczycielki kolejnych pokoleń, która nauczała również na kursach i w szkołach dla dorosłych, autorkę podręczników i innych materiałów dydaktycznych, koordynatorkę pracy dydaktycznej nauczycieli dorosłych, odnoszącą sukcesy na polu budowania teorii edukacji dorosłych. Wiele miejsca poświęcono przybliżeniu/przypomnieniu jej najważniejszej publikacji pt. „Kształcenie dorosłych. Próba dydaktyki”. Tekst kończy apel o dalsze uzupełnianie biogramu M. Borowskiej, w którym nadal jest wiele luk, o czym jednoznacznie świadczy fakt, że poszukiwania (przez autora tego tekstu) informacji o ostatnich latach jej życia, a także dacie śmierci, nie dały do tej pory żadnego efektu.
The paper presents a brief biography of Maria Borowiecka (born in 1875), the social and educational activist of the inter-war period, particularly devoted to the education of adults. It refers to her social origins; mentions her academic titles in Mathematics, Physics and Educational Sciences; includes the names of her eminent teachers. Maria Borowiecka is depicted as a long-term teacher, who was engaged also in courses and schools for adults; an author of textbooks and other didactic materials; a coordinator of didactic work of teachers in adult education, who enjoyed a lot of successes in constructing theories in that field. A substantial part of the study is devoted to her most influential work under the following title: Kształcenie dorosłych. Próba dydaktyki. At the end there is an appeal for the completion of Borowiecka’s biography, still full of many gaps, which unequivocally proves that despite the industrious search by the author of this paper for facts relating to the last years of Borowiecka’s life and the date of her death, the endeavours to fill these gaps have been ineffective so far.

Źródło:

Rocznik Andragogiczny; 2013, R. 2013; 279-288
1429-186X
2391-7571

Pojawia się w:

Rocznik Andragogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 47.

Tytuł:

Akademicka edukacja dorosłych w Stanach Zjednoczonych
University adult education in the United States

Autorzy:

Frąckowiak, Anna

Powiązania:

https://bibliotekanauki.pl/articles/417465.pdf

Data publikacji:

2008

Wydawca:

Akademickie Towarzystwo Andragogiczne

Tematy:

university adult education
the United States
adult learners
University of Washington

Opis:

The paper presents one of the main sectors of adult education, namely university adult education. The authoress discusses theory and practice of this kind of education in the United States. She starts with explanation of how adult education is understood in the United States and what are the main differences in the meaning of it between American and European approach. Then she characterizes adult learners in the United States, their categories concerning aims of education they engage in. Finally, she enumerates and depicts forms of university adult education, distinguished by J. Polturzycki, and characterizes them on the basis of practice of one of the biggest universities in the United States, namely the University of Washington. At the end, she points to important role of the universities and university adult education in developing lifelong learning.

Źródło:

Rocznik Andragogiczny; 2008, R. 2008; 156-167
1429-186X
2391-7571

Pojawia się w:

Rocznik Andragogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 48.

Tytuł:

Adult Education and Training in Comparative Perspective - Indicators of Participation and Country Profiles

Autorzy:

von Rosenbladt, Bernhard

Powiązania:

https://bibliotekanauki.pl/articles/466018.pdf

Data publikacji:

2010

Wydawca:

Główny Urząd Statystyczny

Tematy:

Adult education
adult learning
continuing vocational training
international indicators
comparative research

Opis:

Lack of data has been a serious deficiency for comparative research on adult learning until recently. The present paper explores new opportunities based on the European Adult Education Survey (AES). It argues that general indicators of participation in adult education and training must be complemented by more specific indicators revealing sectoral structures and behavioural patterns within the adult learning system. AES as a subject-specific survey can help to understand better “what is behind” a general level of participation in adult learning, as provided in other statistics. Country variations are explored across a set of 16 European countries.

Źródło:

Statistics in Transition new series; 2010, 11, 3; 38-75
1234-7655

Pojawia się w:

Statistics in Transition new series

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 49.

Tytuł:

Andragogiczne pasje pani profesor Eugenii Anny Wesołowskiej
The passion for andragogy of Professor E.A. Wesołowska

Autorzy:

Przybylska, Ewa

Powiązania:

https://bibliotekanauki.pl/articles/464347.pdf

Data publikacji:

2016

Wydawca:

Akademickie Towarzystwo Andragogiczne

Tematy:

edukacja dorosłych
transformacja ustrojowa
polityka edukacji dorosłych
edukacja kobiet
pedagogika porównawcza
adult education
political transformation
adult education policy
education of women
comparative pedagogy

Opis:

Artykuł ma charakter wspomnienia o Profesor Eugenii Annie Wesołowskiej. Szkicuje postać zasłużonej Profesor andragogiki, organizatorki życia akademickiego, inicjatorki licznych działań edukacyjnych o charakterze ogólnokrajowym i międzynarodowym, promotorki i wielkiego przyjaciela studentów oraz młodych pracowników nauki. Autorka dzieli się swoimi osobistymi doświadczeniami w pracy z Promotorką i dokonuje próby krótkiego przeglądu Jej dorobku z perspektywy czasu. W bogatej twórczości Pani Profesor wyróżnia kilka wątków, stanowiących motyw przewodni Jej badań naukowych. Są to polityka oświatowa, profesjonalizacja specjalistów edukacji dorosłych, edukacja kobiet oraz pedagogika porównawcza. Myśl andragogiczna Pani Profesor, ceniona i inspirująca w dobie transformacji ustrojowej w Polsce, pozostaje aktualna i ważna do dziś.
The article is a memoir of Professor Eugenia Anna Wesołowska. It draws a vivid picture of a distinguished andragogy professor involved in the organisation of academic life, an initiator of numerous educational activities on domestic and international levels, a thesis adviser and a great friend of students and young scholars. The author of the article discloses her own experiences of working with her dissertation adviser and attempts to draft retrospectively a short review of Professor’s achievements. Main issues were selected out of the rich output of Professor Wesołowska, which constitute the leading motive of her research. These are: educational policy, women’s education and comparative pedagogy. The andragogical idea of Professor Eugenia Wesołowska, appreciated and inspiring in the time of the political transformation in Poland, remains present and crucial up till today.

Źródło:

Edukacja Dorosłych; 2016, 1; 11-20
1230-929X

Pojawia się w:

Edukacja Dorosłych

Dostawca treści:

Biblioteka Nauki

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Tytuł:

Learning in late adulthood in the light of biographical research

Autorzy:

Marcinkiewicz-Wilk, Aleksandra

Powiązania:

https://bibliotekanauki.pl/articles/628610.pdf

Data publikacji:

2020

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

older people, learning in older age, education, adult education, non-formaln education, informal education

Opis:

Aim. The paper presents the result of research how people study in older age. Method. The method of biographical research was used. The research presented was embedded in the strand of qualitative research in an interpretative paradigm, in which cognitive science places emphasis on the subject who is learning. In recruiting subjects for research intentional selection was used, based on the typical cases method. One of the basic criteria for selection of candidates was an intention to undertake educational activity. In effect, 12 people participated in my research – 8 women and 4 men. Results. In the biographies analysed, education proceeds in both non-formal and informal areas, so both these area merge with each other and complement each other. The return line of education in late adulthood is characteristic for those biographies in which learning occurs above all in the area of non-formal education. These seniors usually undertake learning in institutions with an educational character which are aimed at that age group, such as the University of the Third Age, Seniors’ Academy, or various kinds of EU training whose beneficiaries are older people. On the other hand, those whose biographies take the form of continued education in late adulthood realise their goals most effectively in informal education. In this area, the most frequent form of activity is self-education. This is undertaken by those who have a previous knowledge of the subject, but were unable to dedicate themselves to it fully because of their professional work.

Źródło:

Journal of Education Culture and Society; 2020, 11, 2; 133-146
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

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