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Planowanie kariery jako jeden z wyznaczników sukcesu zawodowego.

Author(s): Jolanta Lenart / Language(s): Polish Issue: 2/2017

The modern man strives to achieve success in various areas of their life.For majority it is professional success which counts most, since it largely determinesthe quality of life of an individual and their family. Therefore, the widespreadinterest concerning issues connected with professional success and its determinants,especially among the young.This article aims to present these determinants, with a particular focus on the analysisof one of them, i.e. planning one’s own career. For this purpose, the authoruses the results of her own research conducted in a group of 120 professionals tofind the answer to the following questions; What is professional success? To whatextent planning one’s career is its determinant? The research was quantitative in itscharacter and was based on the results of a questionnaire. The outcome proves thatcareer planning is a crucial factor in professional development and can facilitateprofessional success. However, it is not an absolute determinant

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Parentyfikacja w rodzinie w doświadczeniach młodych dorosłych

Author(s): Eleonora Sapia-Drewniak,Jolanta Żarczyńska-Hyla / Language(s): Polish Issue: 1/2017

The family, which constitutes a natural rearing environment for each new generation, does not always play the roles or execute tasks set to it in a proper way. Chance events or dysfunctions cause the roles to be reversed, that is it is children who take over the tasks designed for adults. This is referred to using the term parentification. The aim of the studies was to find out about the experience connected with parentification, which the young go through in their childhoods, from the perspective of young adults. The studies were conducted among students of Opole University and covered 300 subjects who took part in them. The respondents, who have experienced or were experiencing the inversion of roles in their families, have become stronger, more responsible and resourceful, as well as have gained new skills which are useful in life. For the major part of their lives such individuals excessively devote themselves to others, without thinking about satisfying their own needs. Thus, this is a problem area, which should be of scholarly interest to pedagogues and adult educators (andragogues), since parentification can exert a considerable influence on the individuals’ adjustment to and functioning in their adult lives in the future.

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Refleksyjność czy bezrefleksyjność ściągających studentów? Próba odczytania różnych znaczeń zjawiska

Author(s): Monika Łozińska / Language(s): Polish Issue: 1/2017

The article discusses issues related to the phenomenon of cheating and plagiarism in modern universities. It describes the determination of terminology, the scale of cheating, and some conditions. The article, however, focuses on the phenomenon of cheating in regard to key competences, resulting from the efficiency of thought processes, such as reflexivity, creativity and innovation. By clarifying these concepts and placing them on an axis of no-reflexivity to reflexivity, and then on axis of creativity and innovation, theoretical analysis of where on those axis cheating students are, was made. This article discusses cheating students as both: thoughtless conformists, as well as reflective and creative people who decide to cheat.

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Pozaformalna edukacja pracowników upowszechniania kultury w latach 1945–1956.

Author(s): Józef Kargul / Language(s): Polish Issue: 1/2018

In the article, I explore the organisation of non-formal education of who were known as culture promotion workers against the backdrop of cultural policy frameworks between 1945 and 1956. The policy guidelines that determined the content of organised education forms were published in the national and party policy documents as well as voiced by politicians, education activists and journalists. Based on these documents, we can trace back the model of the workers and forms of individual educational undertakings, usually courses. I depict such worker models,discuss the syllabuses of selected courses launched both by state institutions and by social organisations, stressing the changes taking place in these forms of education.

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Effect of Employees’ Educational Attainment on Corporate Entrepreneurship Performance in Selected Companies in Kwara State, Nigeria

Author(s): Johnson Olabode Adeotin,Yinusa Alabi Olawale,Emmanuel Adewale Adeyemi,Adewale Peter Abogunrin,Adedoyin Isola Lawal / Language(s): English Issue: 1/2018

This study examined the effect employees’ educational attainment has on corporate entrepreneurship performance in selected companies domiciled in Ilorin the capital of Kwara State in Nigeria. Ten companies located in Kwara State were purposefully selected from which 300 respondents were randomly selected. The respondents differed in their functional positions to capture various employees’ viewpoints across a variety of management and employee grades, as well as across different teams and departments. The study examines corporate entrepreneurship performance from the dimension of organizational innovativeness and organizational risk propensity. Regression analysis was used to examine the effect of independent variable on the dependent variables. From the results generated in line with the specific objectives, the study found that employees’ educational attainment significantly contribute to organizational innovativeness and organizational risk-taking, as significant dimensions of corporate entrepreneurship performance. However, employee’s educational qualification contribute significantly more to organizational risk taking, with R2 = 0.549, which is greater than organizational innovativeness (R2=0.321).Keywords: educational attainment; corporate entrepreneurship; performance; risk-taking; innovativeness; performance

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Zapotrzebowanie na kwalifikacje rynkowe w ocenie Regionalnych Ośrodków BHP

Author(s): Beata Taradejna-Nawrath / Language(s): Polish Issue: 12/2019

The act on the integrated system of qualifications has delivered a possibility to recognize qualifications acquired irrespective of the learning method. Competences gained outside the formal education system i.e. outside of school or university, more often than not have turned out to be valuable at the labour market, however they are not always precise and acknowledged. Turning them into professional qualifications (market and fragmentary) inceases market value of their holders, be them indiviuals or employees. Thus, the idea of learning throughout the whole life gains in importance. The aim of the article is to show an analysis of market experiences of Regional OSH Centers in the context of possibility and legitimacy of the implementation of market qualifications related to OSH. In the article interviewees have been given voice aplenty as their numerous quotations serve to illustrate the daily state of OSH and also tell a lot on the interviewees’ feelings and many years’ experience regarding the market. Quotations shown in the article deal with new possibilities of obtaining professional qualifications while simultaneously underline the existing, old issues in the field of OSH. The most important among them are: the need to improve the learning process of professionals, better practical vocational training and the increase in the employers awareness regarding OSH.

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Nowoczesne modele kształcenia Lifelong Learning testowane w uczelniach wyższych w ramach projektów innowacyjnych

Author(s): Małgorzata Baran,Monika Kłos,Jacek Strojny / Language(s): Polish Issue: 5.2/2015

Knowledge is inextricably linked with the learning process. It is the basic element of building the information society process, that must be adapted to the challenges to changes in information and communication technology, technical progress and economic development facing with the global community. Education should be permanent and continued throughout life. It is the foundation of the lifelong learning concept. Article aims to present selected results of non–standard forms of education testing in selected Polish universities as the part of innovation projects. These models are based on the sharing knowledge concept, they indicate on these forms of education that are oriented to the individual needs of interested people in all age. The results of testing these models indicate that they are a response to scientific potential strength by the preparation of appropriate educational offer for those interested in improving their competences but their application does not require any additional costs or organizational changes.

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Developing Learner Autonomy via Choosing a Person’s Educational Pathway

Author(s): Natalia Tuchina,Volodymyr Borysov,Inna Podhurska,Iryna Kupina,Natalia Borysenko / Language(s): English Issue: 1/2020

The article examines the correlation between choosing a personal educational pathway and developing learner autonomy. The authors share the opinion that educational pathways and self-directed studies have been getting vital in life-long learning. Thus, pedagogical universities should equip their students with skills of autonomous learners who are able to make well-informed choices about their own education and, in future, can facilitate a similar choice for their prospective schoolchildren.The study describes the authors’ positive experience in increasing students’ awareness of responsibility for choosing their personal educational pathways. The survey participants included 421 students who enrolled in the Bachelor’s program and the Master’s program at H.S. Skovoroda Kharkiv National Pedagogical University, Ukraine, in 2018 and in 2019. The obtained data indirectly proved the fact that learner autonomy of the 1st Year students was not sufficiently developed and it impeded designing their personal educational pathways. The students of the master’s program evinced more mature position in making choices and setting goals. The analysis of the students’ motivation demonstrates a certain dynamics towards a more conscious choice of elective components in the academic program and gradual transition from external motivation to instrumental and intrinsic ones. The results of the research show that an appropriate balance between teachers’ guidance and students’ personal responsibility enhances the process of designing a personal educational pathway.

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Integration of Non-Formal Learning Approaches into the Formal Education by Peer Learning of Teachers and Youth Workers

Author(s): Olga Valkova Tarasova,Premysl Stindl,Jinsu Yom,Natalia Chardymova,Sergiu Bogdan Imre,Lukas Valek / Language(s): English Issue: 1 Sup1/2020

This article aims to summarise long-term set of projects with common “Brand” InFormal. The described projects took place from 2015 to 2019 and were funded by Erasmus+: Youth both Key Action 1 and 2. This article is a summary rather than a description of the individual projects. The main focus of the projects was the integration of non-formal learning into the formal education, and the projects noted in the paper were sets of training courses where participants were educators and practitioners from both the formal (teachers, etc.) and the non-formal sphere (free time educators of extracurricular activities, youth workers etc.). This created a unique sharing environment and clash of ideas where participants themselves were often creators of the content (after receiving methodological background). In this article, we described what we understand as formal and non-formal learning and education and how it was used during the mentioned projects. Later in the results section comments on individual projects are shared. The discussion of results leads to the conclusion that the way of integrating formal and non-formal as outlined projects did is an excellent way to create mutual understanding for both teachers and the youth workers. It is also the way to gain most from both worlds and a way of giving the competence to educators to use the appropriate approach when necessary.

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Materiały dydaktyczne CIOP-PIB wspierającekształcenie w dziedzinie bezpieczeństwa i higieny pracy

Author(s): Beata Taradejna-Nawrath / Language(s): Polish Issue: 3/2020

The didactic materials, used to implement the educational programme, are an important element of the didactic process. They should be prepared in a way that they can meet basic didactic tasks and functions. Primarly, they should provide new knowledge in given field, organize it, consolidate it and engage congnitively . Well-prepared didactic materials also provide a motivational function. They develop emotional sphere, shape interests and strengthen a positive approach towards education. The second important function they provide is informational, which is responsible for familiariazing with a new content. Thanks to it, didactical materials enrich the knowledge base not only via text, but also with other appropriately selected content. The third function – of exercise is meant to mold habits and skills. It simplifies understanding, remembering and utilizing of knowledge in practice. It’s also responsible for the solidification an evaluation of obtained results.

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THE ROLE OF NON-FORMAL ACTIVITIES FOR PROMOTING AND ACCEPTING HUMAN DIVERSITY

Author(s): Mihaela Voinea / Language(s): English Issue: 1/2018

Diversity (human diversity), globalization, communication, digitalization, etc. are social values specific to contemporary society and that create new social ethics. Diversity is the fundament for acceptance and tolerance. Children with special educational needs, people of different religions, or race, with different habits and different culture can live and work together only if they accept the diversity of human beings. This article discusses the problem of the impact of non-formal activities on promoting and accepting the human diversity. The main goal of this study was to analyse the types of activities and their impact on students. A questionnaire regarding students’ and teachers' perceptions on children with special educational needs and focus-groups were used. A number of 200 participants were included in the study, teachers and students, from schools from Brasov. One of the main conclusions drawn is that teachers must adopt a new mentality about their role in promoting social values like diversity, tolerance, and acceptance. They must design non-formal activities that are relevant for students’ experience. The impact of non-formal activities that promote human diversity through learning by projects, collaboration and cooperation is both emotional and cognitive and changes the students’ point of view.

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FROM THE EXPERIENCE INSIDE MILITARY MULTINATIONAL COALITION FROM AFGHANISTAN TO A CULTURAL EDUCATIONAL MODEL PROPOSAL

Author(s): Rita Palaghia / Language(s): English Issue: 1/2019

Cultural differences in military multinational coalitions are generating frictions of certain degrees among their members that are affecting the efficiency of the collaboration. The topic of cultural differences is not new, the understanding of the importance of knowledge and cultural harmonization has generated the creation of certain cultural training programs. The focus is on the pre-mission training, including that of the leaders and less the systematic inclusion of this type of training at pre-university, university and post-university levels. Even they are existing they are not adjusted to the requirements of the Theatre of Operations, to the Peace Support Operations, or to Peace Operations. The knowledge, understanding and cultural harmonization are processes that are allowing the perception of the certain events through ‘cultural lenses’ and are facilitating an adequate interpretation of behaviors, actions and decisions of the Coalition Partners. Those three steps are ‘built” in time, over years of study, based on general and specific military knowledge.

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THE PEDAGOGICAL COMMUNICATION

Author(s): Vittoria Bosna / Language(s): English Issue: 1/2019

Communication, in its twofold verbal and non-verbal articulation, is the constitutive element of pedagogical communication, therefore the in-depth knowledge of its elements and its complexity, both theoretically and experientially, is indispensable for the quality of any educational intervention. In order for communication to be as effective as possible, an optimal harmonization of one's physical, emotional and mental levels is needed; this helps to increase the awareness of our expectations, is able to put more focus on the goals for which we communicate, it makes us further understand how these affect relationships with others and clarifies the meaning of the images we have made of ourselves, of the others and situations. The teaching / learning process presupposes that the student is the protagonist of the educational and cultural process. He must be stimulated so that he can "learn to learn" and be facilitated in the acquisition of relative autonomy and awareness. Communicative acts of communication, active listening, desire and admiration, gaze, understanding and empathy are part of the communication acts marked by success. In order for the trainer to be an attentive promoter and facilitator of individual potentials, it is essential that he can move in the complex of relational dynamics having to his work a work of knowledge and deepening of the personal self, to be able to use himself with the awareness of his potential and of their limits and do not incur gaps and inconsistencies caused by the lack of an experiential training. Listening to oneself means being more in touch with what is happening within us, keeping our channels of communication clean, it is this, in fact, that helps us to understand our needs and desires and to channel in positive, reactions and emotions.

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Training an Andragogue as a Specialist in Adult Education

Author(s): Oksana Samoilenko,Oleksandra Dubaseniuk,Ildikó Orosz,Marianna Levrints,Tetiana Stratan-Artyshkova,Nataliіa Gunko / Language(s): English Issue: 2/2020

The problem of adult education is actualized in the context of today, due to the introduction of continuing education and the need for lifelong learning. One of the priorities of education is always relevant to the preparation and development of the staffing potential of the education system, including adult education. The leading specialist in this field is andragogue as a specialist in training, counseling, providing social assistance and performing organizational and managerial functions in the adult environment. The relevance and demand for the training of andragogues is conditioned by the growing influence of education on the course of socio-economic, political, and cultural development of the world community. In order to find out the real state of andragogue preparation in Ukraine, the authors developed and tested a questionnaire of online adult education experts using the Google form. The results of the study show that representatives of state institutions, non-governmental organizations and public associations have enough scientific and practically oriented experience in the field of adult education. Their activities are centered around providing adult education and counseling services to careers, mobility, retraining and life trajectory design. The need for training andragogues as specialists in the field of adult education capable of effectively organizing the adult learning process has been identified. Respondents identified significant personal qualities of the andragogue: organizational and communicative abilities, broad outlook, emotional stability, availability of analytical, prognostic and project skills and cognitive activity.

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A BRIEF ANALYSIS OF THE PROS AND CONS OF ONLINE ADAPTIVE LEARNING AND EDUCATION

Author(s): Sebastian Vaida / Language(s): English Issue: 1/2020

Ever since ancient times, education has been a topic of interest for many civilizations. Seen as a means of progress, education was the main focus for some countries like Finland, and almost ignored by others.In the last decade, a new term has appeared in regard to education: adaptive learning. Used almost ubiquitous, the term has gained fame due to its presence in a 2013 program launched by the Gates Foundation, abbreviated ALMAP (Adaptive Learning Market Acceleration Program). This program changed into a grant that funded 14 higher education organizations to implement 9 adaptive learning products into 23 courses. The aim was to test and gather data on the impact of these programs of student outcomes. Almost instantly, the term became famous and used by many in their marketing and promotional strategies. In this brief analysis, we discuss the definitions, terminology, use, and pros and cons of adaptive learning in online education.

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Teacher assistant from the perspective of adult education

Author(s): Vanda Hájková,Lea Květoňová,Zbyněk Němec,Iva Strnadová / Language(s): English Issue: 4/2020

The authors present the current requirements for professional competences of teacher assistants in the educational, (psycho) didactic, social and communication, managerial, normative and professionally-cultivating areas, which place higher demands on teacher assistants’ training at faculties of education, as well as in the system of lifelong learning. The article documents the findings from interviews with 59 Czech teacher assistants. The authors used the grounded theory approach to analyse the data. The findings reveal the key professional competences as perceived by teacher assistants.

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Formarea profesională continuă a adulților

Author(s): Flaviu Dragomir / Language(s): Romanian Issue: 3/2004

The professional training of adults is a necessary and particularly important measure in Romania, taking into account the fact that the safest form of social protection offered to persons looking for jobs is to employ them. The education of adults is an issue that European countries are always aware of and deal with uninterruptedly, as it is an enormous resource for technical, economic, institutional and human developments, as much as it is one to ensure equity in terms of respecting equal opportunities. Starting with the main goal of the uninterrupted professional training of adults, that is, increasing the individual's capacity to adapt oneself under such circumstances as the competition on the labor market, the legislative and the institutional framework regulating the professional training of adults has been created, and it promotes the concept of training throughout one's life span.

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Wykorzystanie technologii cyfrowej w edukacji finansowej i integracji finansowej. Studium przypadku dla młodych dorosłych, którzy studiują ekonomię

Author(s): Bożena Frączek / Language(s): English Issue: 4/2019

Modern information technology (including digital information technology) plays the crucial role in contemporary world development. It penetrates many areas of daily life ofindividuals, households, enterprises, financial institutions and at the same time influences in direct or indirect way on societies and economies development. Information and communication technology (ICT) usage is ubiquitous and has a strong impact on whole societies, but it is mainly pervasive among present day youth. The study of literature as well as the observation of reality confirm both chance and threat of digital information technology for children and youth development. Therefore, the research questions are: 1) May the digital information technology be a threat to youth with further negative influence on economy? 2) Is the digital information technology sufficiently used by young people? The results of research confirm that young people are not aware about its meaning and responsibility in proper usage of modern technology in contemporary world, what brings serious threats for development of societies and economies. The fundamental problem to solve is to equip the young people in this awareness, which may cause positive change.

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Effectiveness of post-penitentiary support provided by the Pro Domo Integration Center in the opinion of inmates. Reference to the results of own research

Author(s): Katarzyna Gucwa-Porębska / Language(s): English Issue: 2/2021

Post-penitentiary assistance is a form of social support for persons leaving penalinstitutions. Such support enables adaptation to the non-detention conditions and allowssatisfying basic needs until gaining full independence. There is a number of institutions thatsupport former prisoners and their families in a non-prison environment after serving theirsentence. Special attention should be paid to post-penitentiary care homes, which offer a safeplace to stay for homeless persons leaving prison. The purpose of this paper is to discuss thespecifics of the Pro Domo Integration Centre, which is the only post-penitentiary house inMałopolska for people leaving penitentiary institutions. In addition, in this paper I will refer tothe results of my own study on the effectiveness of post-penitentiary interactions rendered by Pro Domo Integration Centre in relation to the opinions of the house's inhabitants

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NEFORMALIOJO SUAUGUSIŲJŲ MOKYMOSI POREIKIAI IR GALIMYBĖS: PANEVĖŽIO MIESTO ATVEJIS

Author(s): Valdonė Indrašienė,Violeta Jegelevičienė,Odeta Merfeldaitė,Romas Prakapas,Asta Railienė,Irena Žemaitaitytė / Language(s): Lithuanian Issue: 1/2021

Adult education, as a separate element of non-formal education, has been analyzed in the scientific literature for more than a decade. Research on adult education in the context of sustainable development has increased dramatically in recent years, and the number of studies initiated by international organizations associated with comparative investigations into the competences of adults is increasing. The non-formal education of adults is being updated in the context of the knowledge economy. The purpose of nonformal adult education is defined not only as the encouragement of personal improvement processes and integration on the labor market, but also as securing the socialization and social welfare of an ageing individual. A range of scientists have disclosed links between the involvement of adults in non-formal education and the improvement of their quality of life. It has been established that only incidental investigations have actualized the importance of non-formal adult education in the context of continuous education, and that research concerning the needs of seniors is scarce. With consideration of the above, this study formulates the following question: What is the need for non-formal education in a specific municipality in Lithuania? For the purpose of identifying the needs and potential of non-formal adult education in the city of Panevėžys, the methodological approach of quantitative research was chosen. This research was modelled following the case-study strategy, and was performed in September–December of 2019 among 407 adults from Panevėžys in cooperation with the administration of the Panevėžys City Municipality. It was established by this research that the greatest needs expressed by the adults of Panevėžys were for English language, self-knowledge, stress management, and health promotion training, and the most attractive ways of learning for them were practical training and educational trips/travel. The most acceptable form of learning was a 2–3 hour course in the evenings, in winter and autumn. The main desires for participation in non-formal adult education were the ambition for self-improvement, spending leisure time, and satisfying the need for socializing. By participating in training, the research participants observed that they improved their knowledge, expanded their horizons, and spent their leisure time meaningfully. Non-formal education services are available for adults in Panevėžys, and the best satisfaction levels were observed in self-education training that addressed the following needs: self-knowledge, health promotion/healthy lifestyle, conflict management, positive communication, and stress management. Less satisfied were the needs of those attempting to improve their English language skills.

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