non-formal 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.

  • 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.

  • 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.

  • Rozwijanie inteligencji wielorakich i kompetencji kluczowych dzieci w kontekście edukacji nieformalnej. Studium przypadku konkursu „Słoneczniki”

    Author: Renata Pater
    Institution: Uniwersytet Jagielloński w Krakowie
    ORCID: http://orcid.org/0000-0002-9450-3690
    Author: Joanna Olszewska-Gniadek
    Institution: Uniwersytet Jagielloński w Krakowie
    ORCID: https://orcid.org/0000-0002-3853-6615
    Year of publication: 2022
    Source: Show
    Pages: 186-196
    DOI Address: https://doi.org/10.15804/em.2022.01.12
    PDF: em/16/em1612.pdf

    The developing of children’s multiple intelligences and key competences in the context of non-formal education. A case study of the competition “Słoneczniki [Sunflowers]”

    Educational activities organized by cultural institutions are nowadays developed around the world in spaces other than schools. In particular, some new forms of education for children emerged, which are situated in museums, theatres, and cultural and entertainment centres. Global educational challenges are undertaken in local cultural environments. Their shared value is the focus on developing children’s abilities and the potential for multiple intelligences from an early age. The multiplicity and diversity of cultural offers is undoubtedly an advantage, but also a problem. Hence, the question arises which of these cultural proposals are particularly valuable, compared to others, and stand out in terms of quality. The article presents a case study of the “Sunflowers” competition, held in Krakow, in the context of research into children’s cultural and intercultural education. The materials made available by the organizer of the competition were analyzed in the article. Non-formal education has been discussed as an important area of educational influence and the formation of cultural competence.

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