adult education

  • Pozaformalna edukacja dorosłych na przykładzie akademii pięknego czasu w Czechowicach-Dziedzicach

    Author: Magdalena Wróbel
    Year of publication: 2016
    Source: Show
    Pages: 144-154
    DOI Address: http://dx.doi.org/10.15804/ksm201608
    PDF: ksm/21/ksm201608.pdf

    Współcześnie, dorośli z racji intensywnego życia zawodowego i niewielkiej ilości wolnego czasu większą uwagę przywiązują do tego, by czas wolny od pracy spędzać w sposób pozwalający im zdobyć nowe umiejętności czy kompetencje. Coraz częściej także dorośli chcą spędzać swój czas efektywnie i robić to, na co w trakcie edukacji formalnej nie miały czasu. Naprzeciw potrzebom edukacyjnym obywateli wychodzą lokalne instytucje kulturalne (m.in. biblioteki i domy kultury), które oferują szereg rozmaitych działań w ramach edukacji pozaformalnej. W obliczu kryzysu gospodarczego i niskich dochodów wybranych grup społecznych, nie bez znaczenia jest fakt, iż udział w aktywnościach oferowanych przez te instytucje bardzo często jest darmowy lub możliwy jest za niewielką opłatą. Dzięki niskim kosztom udziału, liczba osób uczestniczących w edukacji pozaformalnej sukcesywnie się zwiększa.

    Celem artykułu jest zaprezentowanie istoty edukacji pozaformalnej dorosłych, a także form edukacji pozaformalnej dorosłych na przykładzie działalności Akademii Pięknego Czasu w Czechowicach-Dziedzicach. W artykule przyjęto hipotezę, iż biblioteki publiczne jako lokalne instytucje kulturalne odgrywają kluczową rolę w procesie edukacji pozaformalnej dorosłych.

  • The Research on the Efficiency of the Methods of Talent Management within Organizations

    Author: Martin Kursch
    Institution: Charles University in Prague
    Author: Jaroslav Veteška
    Institution: Charles University in Prague
    Year of publication: 2018
    Source: Show
    Pages: 28-42
    DOI Address: http://dx.doi.org/10.15804/tner.2018.52.2.02
    PDF: tner/201802/tner20180202.pdf

    The study presents the results of research based on the review and identification of significant talent management methods used in different types of organizations. The study interprets the results of research conducted in 2016 on the set of 301 various companies operating in the Czech Republic. The authors of the study assume that the efficiency of the whole talent management should be based on the efficiency of its well-chosen methods. The research showed that there is a different understanding and application of talent management methods by organization management according to the size and legal form of the organization (company).

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

    Author: Ewa Duda
    Institution: The Maria Grzegorzewska University
    Year of publication: 2018
    Source: Show
    Pages: 203-214
    DOI Address: https://doi.org/10.15804/kie.2018.02.13
    PDF: kie/120/kie12013.pdf

    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.

  • O specyfice wykładowców seniorów (między andragogiką a terapią)

    Author: Małgorzata Kowalczyk
    Institution: Akademia Pomorska w Słupsku
    Year of publication: 2018
    Source: Show
    Pages: 49-55
    DOI Address: https://doi.org/10.15804/cip201803
    PDF: cip/16/cip1603.pdf

    W najbliższej przyszłości zaznaczać się będą dwa przeciwstawne zjawiska: wydłużania okresu edukacji obowiązkowej oraz powszechnego uczestnictwa w kształceniu ustawicznym. To ostatnie może być realizowane zarówno w formule UTW, jak i w formule regularnych zajęć dla grup uczniów lub studentów 50 plus. Mimo że liczba takich inicjatyw jest bardzo duża nie rozwiązała jeszcze kwestii przygotowania wykładowców dla tych form edukacji seniorów. Może a niekiedy już generuje to napięcia, co uwidaczniało się w studiach stacjonarnych formuły 50 plus realizowanych w Akademii Pomorskiej w Słupsku. Oznacza to konieczność sprofesjonalizowania nauczycieli dla tych form edukacyjnych, aby możliwe było zróżnicowanie między zajęciami na standardowych studiach stacjonarnych a zajęciami w formule studiów stacjonarnych od 50 plus do UTW.

  • Kompetencje w późnym życiu. Głos w sprawie edukacji pozaformalnej

    Author: Ewa Przybylska
    Year of publication: 2017
    Source: Show
    Pages: 94-106
    DOI Address: https://doi.org/10.15804/kie.2017.01.06
    PDF: kie/115/kie11506.pdf

    This article aims to note the importance of non-formal education in the context of lifelong learning, especially in last phase. A secondary analysis of empirical research, conducted in Germany as part of a unique project “Competencies in Later Life” (CiLL), is the starting point for a reflection on the necessity of support of educational processes, enabling the development of qualifications after leaving formal education system. This study allowed to determine the level of competence of literacy, numeracy and problem solving in technology-rich environments of the population aged 66-80 years.The conclusions of the study are clear: in connection with a deficit of the core competencies of older people is needed educational offer. Participation in education can prevent exclusion from social life.

  • Informal Learning: Review of Research Perspectives in Polish and German Andragogy

    Author: Ewa Przybylska
    Institution: Warsaw University of Life Sciences
    ORCID: https://orcid.org/0000-0001-8338-5484
    Author: Błażej Przybylski
    Institution: Maria Grzegorzewska Academy of Special Education
    ORCID: https://orcid.org/0000-0002-0663-8692
    Year of publication: 2019
    Source: Show
    Pages: 65-79
    DOI Address: https://doi.org/10.15804/kie.2019.04.04
    PDF: kie/126/kie12604.pdf

    The aim of the article is to present selected themes that form part of the contemporary discourse on informal learning, which since the 1970s has dominated the scientific debate on learning, especially in the area of adult education. The authors, using Polish and German-language literature, outline areas of scientific and research interest, as well as tendencies in the contemporary approach to the learning processes of adolescents and adults. Moreover, they present exemplary results of research on informal learning, conducted within various fields: adult education, social pedagogy, economics and others. They indicate that separate treatment of human learning (division into formal, non-formal, and informal learning) is not always justified, and is not conducive to the analysis of learning processes.

  • The Impact of COVID-19 on Adult Education: Insights from Slovenia

    Author: Marko Radovan
    Institution: University of Ljubljana
    ORCID: https://orcid.org/0000-0002-6564-9201
    Author: Sonja Klemenčič
    Institution: Slovenian Institute for Adult Education
    ORCID: https://orcid.org/0000-0003-2730-9887
    Author: Tanja Možina
    Institution: Slovenian Institute for Adult Education
    ORCID: https://orcid.org/0000-0001-8988-3468
    Year of publication: 2021
    Source: Show
    Pages: 212-228
    DOI Address: https://doi.org/10.15804/kie.2021.04.12
    PDF: kie/134/kie13412.pdf

    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.

  • The Objectively and Subjectively Measured Level of Managerial Competencies as the Basis for Andragogical Counselling

    Author: Roland Pavlík
    Institution: Matej Bel University
    Year of publication: 2021
    Source: Show
    Pages: 110-121
    DOI Address: https://doi.org/10.15804/tner.21.65.3.09
    PDF: tner/202103/tner6509.pdf

    The study is a part of the research on the couching method as a tool for adult personality development related to the managerial potential development. The aim was to find out differences between subjectively and objectively measured levels of managerial potential in a research sample and to compare differences in their positions as managers and non-managers. The study was based on the conception of managerial potential development. The article gives results of the Hogan Personality Inventory (HPI) where the managerial potential was measured in seven competencies. The results were compared with the research sample’s self-assessment in a questionnaire of own design. The finding was that managers achieved better results in objectively measured competencies than in subjectively measured competencies. They scored highest in the objectively measured managerial competence Inquisitive and lowest in the objectively measured managerial competence Adjustment. Candidates achieved better results in objectively measured competencies than in subjectively measured competencies. They scored highest in the objectively measured managerial competence Interpersonal Sensitivity and lowest in the objectively measured managerial competence Adjustment. In subjective self-assessment, managers achieved higher mean scores than candidates in the competence Ambition. Managers, again, scored higher than candidates in subjective assessment of the competence Inquisitive. In subjective assessment, candidates scored highest in the managerial competence Interpersonal Sensitivity and lowest in the managerial competence Learning Approach. There were no statistically significant differences between managers and candidates for managerial positions in the managerial potential.

  • Lifelong Learning in Six Central European Countries

    Author: Jolita Dudaitė
    Institution: Mykolas Romeris University
    Author: Rūta Dačiulytė
    Institution: Mykolas Romeris University
    Year of publication: 2021
    Source: Show
    Pages: 134-147
    DOI Address: https://doi.org/10.15804/tner.21.64.2.11
    PDF: tner/202102/tner6411.pdf

    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.

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

    Author: Horng-Ji Lai
    Institution: National Chi Nan University
    Year of publication: 2014
    Source: Show
    Pages: 55-65
    DOI Address: https://doi.org/10.15804/tner.14.36.2.04
    PDF: tner/201402/tner3604.pdf

    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.

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

    Author: Andrea Jindrová
    Institution: Department of Statistics, Kamycka 129, Prague 6 – Suchdol
    Author: Hana Vostrá Vydrová
    Institution: Independent Researcher
    Year of publication: 2014
    Source: Show
    Pages: 115-126
    DOI Address: https://doi.org/10.15804/tner.14.38.4.08
    PDF: tner/201404/tner3808.pdf

    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.

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