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The article is a personal reflection on old age. On the basis of his own memories, the author (born in 1940) presents a picture of positive old age and considers options both learning of old age and in old age.
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The purpose of this study was to identify the effect of case method on the academic motivation levels of third year teacher candidates. The study utilized pretest-posttest control group design. Both groups were taught the course by the same instructor using traditional teaching approaches. Treatment group students were supported by web aided case-based learning implementations for 8 weeks. “Academic Motivation Scale” were given to all participants prior and subsequent to implementation. In order to identify whether there were significant differences between treatment and control groups based on pre and post test results, Two-Way ANOVA for Mixed Measures technique was used to observe variances in change. The results showed that Primary School Teaching Program teacher candidates’ academic motivation levels were increased in post test. However, this difference was not significant. Religious Culture and Moral Education Teaching Program teacher candidates’ academic motivation levels did not change in pre and post test scores. Measurement effect and group interaction effect were also examined for both groups, however, it was not found to generate significant differences between groups. In this sense, it can be claimed that case based learning method that was implemented to treatment groups did not generate a significant difference in academic motivation.
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Economic competitiveness of a country depends to a large extent on the skills of its workforce. The skills and the competencies of the workforce, in turn, are dependent upon the quality of the country’s education and training. Education and training are undergoing continuous change, and this change poses more challenges to the 21st-century workforce, and to training institutions. Despite the importance of TVET in transforming economic development, of any nation, Nigeria still has different perspectives about the competency of its TVET graduates. Therefore, the paper aims at determining the perceptions of Organized Private Sector (OPS) employers’ regarding the competency of TVET graduates and the role of emerging technology tools in transforming TVET for a sustainable workforce development. Using a descriptive survey research design and a sample of 80 OPS employers. A validated and piloted questionnaire based on a 5-point Likert scale used as the data collection instrument for the study. Data were analysed using descriptive and inferential statistics including means, standard deviation and ANOVA. Data analysis was facilitated using the Statistical Package for Social Sciences (SPSS). Findings revealed that employers were not satisfied with the competency level of TVET graduates as it is showed that they are not well prepared to enter the competitive workforce and to be self-reliant. Given the nature and complexity of the field of TVET for a sustainable workforce, it was recommended that the utilization of adequate planning and management of emerging technology tools and resources in teaching TVET programs could contribute enormously to the quality and sustainability of the Nigerian workforce.
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The authors in this paper present the education of teachers in the Teachers’ College in Wieluń, in the period 2001–2005. The main goal of the education in the Teachers’ College in Wieluń was determined by the model of the graduate presented in terms of competences, which consists mainly of knowledge, skills and values. On the basis of an analysis of the objectives pursued in the Teachers’ College in Wieluń, it is possible to state that they involve preparing students to the understanding and acceptance of the objectives and tasks of the school, the conditions for their implementation and use of this knowledge in the work of the teacher.
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The article proposes in its ntroduction to define the context and the stage of development of contemporary science, implicitly in the psychopedagogy of adolescents, young people and adults. Transdisciplinarity is addressed by differentiation from other levels of knowledge integration: mono, pluri and interdisciplinarity of knowledge. The construction and reconstruction of knowledge in the twentieth century reality is made on the four pillars of knowledge which are explained according to the pedagogy of adolescents, youths and adults. The eight key competences of lifelong learning are described. The objectives and competences of the enhancement and extension discipline of Psychopedagogy of adolescents, young people and adults are elaborated in a transdisciplinary vision. The methods used are: document analysis, comparative analysis, conceptual synthesis and generalization.
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This article presents the results of research conducted on the sample of 179 students from teacher education study, whose aim was to examine their views about gifted students,consideration of gifted children, their maturity in physical, cognitive, emotional and social area and preparation of students, future teachers, for work with gifted students. Research results shows that two statements are accepted in the zone, namely: Future teachers are ready to work with gifted students ( X = 4.21), and Gifted students will represent the burden to the future teachers in their educational work ( X = 4.45), while in the area of denying are other claims:Future teachers are ready to work with gifted students, All childrens, are gifted, on some way; Childrens are equally mature on physical, cognitive, emotional and social plan and Future teachers are not enough and well prepared to work with gifted students.
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The labour market’s state of affairs requires constant response to changes, new challenges and professional competences supplementation. The growing number of vocations meets the requirtment of constant upskilling. Modern employees are somewhat “condemned” to permanently develop their skills throughout education. It also seems the main spiritus movens of such actions are previously mentioned market changes, but is it only that? It’s interesting to search for the answer to the questions: “why do people undergo certain educational activities?”, “What motivates them to make a cognitive effort?”, “Why do some education programmes get chosen while some other are dismissed?” The article presents an analysis of the motives of such choices in regard of postgraduate studies in OSH as well as selected education experiences of graduates.
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Development is a lifelong process that begins with fertilization and is affected by heredity and environment. Adulthood is a period of life in which individuals focus more on themes such as development, learning, teaching and satisfaction. Especially in the recent years, studies in the field of adult education have increased and the question of 'how adult education should be?' is being investigated. Most of the public training centers in our country carry out most of their training in the field of adult education with voluntary participation. The purpose of this study is to examine the reasons for participation in courses, the sources of motivation and the opinions about the individual competence areas of adult individuals who participated in lifelong learning courses. This is a descriptive study. The data were collected by means of a questionnaire with open-ended questions. The sample of the study consisted of 44 persons aged between 23 and 63 who participated in adult education courses in Kocaeli province Kartepe district Public Education Center Directorate in 2017-2018. Data were analyzed by content analysis method. According to the findings of the study, participants stated that the courses made them feel good about their future and social life. Factors such as participants' social environment, personal needs, idea of investment for the future, economic reasons and desire to gain autonomy became influential in their decision to participate in the courses. The meaning of courses for individuals concentrated on economic, social, selfrealization, gaining independence and personal development fields. As a result of the study, it was determined that the reasons for participation and expectations of adults about the courses were related to developmental tasks of life stages. It is recommended that such programs should be organized much more.
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A learning organization (continuing education of the employees) is a concept that is becoming an increasingly widespread philosophy in all adaptable companies, from the largest transnational to the smallest ones. Employees at all levels of the hotel organisation, individually and collectively, mainly continuously, increase their capacities through learning so that their engagement results in the accomplishment of the very tasks they are responsible for. The work aims to point out that learning hotel organisations, especially in crisis conditions, progress in changes, that is in adaptability and flexibility. The changes are to be undergone with the total capacity and with clear goals and plans. Certainly, even the well-measured changes carry risks and increased opportunities at the increasingly turbulent tourist market with constant tumultuous changes. The insufficient speed of adjustment, let alone stagnation, leads to the failure of business activities. Therefore, in the permanent learning hotel organisation, employees constantly find information sources and learn from the experiences of other participants in the tourist market, and, above all, discuss the needs of clients and customers. For this reason, the employees' learning is facilitated in all possible ways and rewarded for it is a great satisfaction for each individual if their work is valued. In such an organization, experiments, initiatives and innovations are encouraged, and each individual's participation is stimulated and encouraged in the hotel company. Achievements as well as errors are analysed and disclosed publicly since the sense of caring about each individual is developed and participated in the learning organization. This is because thecontemporary shared vision of the learning organisation should be built on the vision of individual members of the hotel company.
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The aim of parents counselling is oriented to educational tasks and new educative competences formation. The objectives of all claims initiated by parents’ education mean a change in family education subject, a change that appears at the level of attitudes (in opinions and valuable judgments), at the level of behaviours (in the field of interferences that join when two or more people interact). Counselling sessions can be structured in various aspects, being adapted to the individuality of the persons and to the specific problems they face. Parents’ education refers to the support of the already manifested parenthood
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Work bears special value and therefore, it is under protection from the Polish law. Activities focused on the protection of employee’s health, are to be seen as occupational medicine in its purest form. The personnel who carry out such tasks are properly qualified doctors, nurses and psychologists. Nurses can acquire qualifications necessary to perform the tasks of the occupational medicine by way of postgraduate education, namely, by completing a qualification or specialization training course. Obtaining the necessary competences lets them complete objectives such as occupational health protection against the harmful effects of working environment conditions, occupational prophylaxis and health monitoring.
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The subject of analysis in this article is, on the one hand, the category of youth (as a phase of life and as a social group), increasingly discursive and less transparent nowadays, and – on the other hand – some social areas revealing the largest cumulation of young people’s life problems, such as education, entering a labour market and issues related to becoming self-reliant and personal life arrangements. The specific of the post-communist countries is that all of the above presenting a quite different, non-standard face of the youth, which may be excessively prolonged in entering adulthood, more complex (hybrid), more difficult to bear, systemically bereft and politically riskier. The issue analysed in this article is part of a broader diagnosis of the young generation in countries undergoing the political transformation in Eastern Europe and Asia. The empirical base used in this project were existing sources collected in national and international surveys and studies. The paper presents – first – some (psychological, sociological and political) arguments for a broader definition of youth, and then focuses on showing the three main areas requiring support, which are in analyzed countries: education, transition from school to employment and establishing the new independent family life.
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This is an attempt to reflect on the dimensions of the practice of reading in the margins of the book about the books by Helena Radlińska, one of the greatest animators of andragogical reflection. At its centre, I place a doubt as to whether we are already (or still) able to read. The context of these considerations will bethe quality of the public sphere of an independent state and the shadow of tyranny accompanying it. Those who do not read, or those who read in a shallow and hurriedmanner do not disturb tyrants.
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This article is an excerpt of biographical research carried out among elderly people living in rural areas of Beskid Sądecki. The research addressed the memory of the war and post-war times. The memory of this period is an important component of the respondents’ lives, through which their experience, both personal and collective, is constituted.
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The text attempts to describe a group of young persons, being outside the ob market and the system of education. The article presents characteristics of individual,social and economic factors, determining resignation from activities typicalfor young adults. The issue of belonging to NEET was situated in the perspectiveof developmental features of young adults. An important part of the article is presentation of educational solutions, minimising educational, professional and socialpassiveness of NEETs.
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The convention of this article is set in the concept of life-long learning. The phenomenographic approach has been adopted as the foundation for the analysis of learning determinants and educational areas, the approach which was constructed for the purposes of conducting research on learning processes. The objective of this thesis is to learn about the phenomenon of learning by adults in their middle adulthood, especially about the ways of them undertaking educational activity.
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In the text, which only aims at signalling the problem, the reciprocal validation of gender stereotypes and emotionality is considered. Although science explains differences in emotionality with individual factors and sociocultural background, and political correctness forbids all forms of discrimination, then emotionality is still one of the main determinants of maintaining, although negotiable, but still lower social and professional status of women. The thesis is put forward and discussed that while there is the equality rhetoric in public space, everyday life is a discriminatory practice. This applies both to the home environment and work. This situation generates areas of tension that require increased emotional work, for example balancing work and home engagement.
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The modern age forces the individual to constantly search for his/her identity. In my article, I decided to look at the space of television art and find in it inspirational sources about the images of human existence. The plays of the Television Theatre served as mirrors, showing unusual shades of feminine profiles. I focused my attention on the elements included in narratives: social roles, desires, significant relationships with other people, existential crises and crucial life choices. Theatrical collage has become the basis for formulating reflections on the subject of women’s condition in the modern world.
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Teaching is considered a highly stressful career and teacher wellbeing plays an important role in both teacher burnout and teacher satisfaction and achievement. The nature of teacher wellbeing is complex and is largely theoretical, but there are some universal factors that may contribute to the psychological functioning of teachers. The aim of the presented article is to discuss the theoretical foundations of wellbeing issues associated with the teaching profession, including risk and protective factors, and to present the measurement tools available. The article also highlights preventive activities, which can be carried out to support the wellbeing of people working in the teaching profession.
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An article focuses on the use of new media for the educational anddidactic purposes. The theoretical part determines the place of new media in thepostmodern educational context. In the empirical part, the possible goals of usingthe tool in education are shown on the example of the Fanpage of Foreign LanguageDepartment. The possible entries posted on Facebook are also presented.
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