Umiejętności podstawowe w ujęciu relacyjnym – wymiary teoretyczny i praktyczne implikacje dla uczenia się osób dorosłych
Basic skills in a relational context – theoretical and practical implications for adult learners

Summary/Abstract: The idea of lifelong learning has long been highlighted by researchers and experts as an important context for adult education, and its significance is also emphasized by organizations such as UNESCO, OECD, and the EU. Similarly, in national documents like the Integrated Skills Strategy, the importance of lifelong learning and the acquisition of basic skills, which are crucial for individual development and preventing social inequalities, is stressed. The aim of the article is to present a new approach to understanding and teaching basic skills in adult education, based on a relational model developed from research on new media. The analysis drew on findings from in-depth interviews conducted with coordinators and participants of the project “A Chance – New Opportunities for Adults.” The research aimed to both assess the methods of testing models developed within the project and analyze the individual educational activities of the participants, their practices, and strategies for dealing with competency gaps in their private and professional lives, as well as to identify the key factors contributing to the low level of basic skills. In the article’s conclusion, the authors emphasize that basic skills should be understood dynamically and flexibly, in the context of individuals, daily activities and needs. Their teaching cannot rely solely on rigid catalogs of skills, but should take into account both the personal and social goals of the participants. The relational approach to education, which emphasizes functionality and individual resources, offers a broader perspective for adapting educational content to the real needs of adults.

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