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ON POLISH RESEARCH INTO ADULT-LEARNING SPACES

Author(s): Zofia Szarota / Language(s): English Publication Year: 0

The aim of this research was to identify leading problems within Polish andragogical discourse. The chapter’s content was guided by answers to the following questions: what topics are most commonly being explored, and what most interests Polish andragogues? Academic articles published from 2014 to 2018 in four specialist journals were examined in the research. A qualitative method was used in the process of analysing the content of the articles. The keywords listed were grouped into clusters and issues, and analytical categories were identified for use in developing a typology of research issues: 1) the domain of andragogical reflection, with subcategories: theory, methodology, subject of analysis; 2) formalised teaching processes; 3) competences, consultation, labour market – a subjective perspective; 4) development tasks, problems and conflicts in social roles; 5) spaces of development, animation and personalised learning. The present research highlights the vast area of Polish androgogical research, thus widening the boundaries of the research field, going beyond formal learning spaces and exploring microworlds of individuals and social problems.

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INTERPERSONAL SPACE AS CONTEXT FOR ADULT LEARNING IN THE 21ST CENTURY

Author(s): Agnieszka Stopińska-Pająk / Language(s): English Publication Year: 0

This chapter includes considerations on adult learning as a phenomenon of the twentieth and twenty-first centuries. Various contexts of adult learning’s interweaving in sociocultural space will be shown. The category of space will be discussed, which, although hard to define unambiguously, is the basic dimension of adult-learning discourse, along with the time category. Space, especially sociocultural space and its evolving significance in the contemporary world, to which the imagination of its creation gives meaning, plays a significant role in the quality of adult learning, but above all, it is of great importance in the experience / experiencing of adult learning. Learning gives the opportunity to learn space (reading its symbols, metaphors) and to transform it in constantly changing relationships with others in the interpersonal space.

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GLOBALISING EDUCATIONAL SECURITY THREATS

Author(s): Zdzisław Ludziejewski,Jan Maciejewski / Language(s): English Publication Year: 0

Dynamically ongoing civilisational progress – the source of changes with a multilayered cultural, social, political, economic and technological basis, as an irreversible process of globalisation – is an unstoppable process. All that remains is the possibility of intelligent adaptation or adjustment within limits this process presents. Having both positive and negative connotations, the globalisation process forces action not only or not so much to ensure external security, but also focuses on the development of social needs and care in maintaining the state’s broadly understood internal security. An important issue in this case is the ability to assess risk, threats and safety, which is related to a state’s specific educational strategy for safety built on the basis of knowledge about the impact of various groups of factors. Indispensable education in this area is systemic and long-term and is targeted at various social groups. The authors also draw attention to the currently emerging infodemic phenomenon: an information epidemic as a flood of reports having little to do with facts, the so-called plague of social media and more. This information chaos, when careful selection is lacking, is a threat to education, security and factors shaping social, cultural, intellectual capital, etc.

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THE ROLE OF LIFELONG LEARNING IN UKRAINE’S SOCIOECONOMIC DEVELOPMENT IN THE 21ST CENTURY

Author(s): Oleksandra Kachmar,Liliana Khimchuk / Language(s): English Publication Year: 0

The authors attempt to evaluate current and prospective possibilities of the lifelong-learning system to act as an element in Ukraine’s social and economic development. After analysing the content of the concept of “lifelong learning” and features of terminological interaction, it was possible to explore possibilities of lifelong learning in promoting Ukraine’s development, while taking the current challenges of civilisational development into account. An analysis of global trends and the need for close up focus on Industry 4.0 challenges made it possible to substantiate the thesis that the country’s system of lifelong learning should focus less on timely updating of professional knowledge than on active long-term inclusion of education subjects in large-scale sociocultural transformations.

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MUTUAL LEARNING AMONG TEACHERS IN THE SCHOOL SPACE

Author(s): Małgorzata Kamińska / Language(s): English Publication Year: 0

Based on conclusions of US researchers, Christopher Day points out that the school “supporting development” (or the “living school”) is a place where conditions are created for gaining knowledge for practice (teachers sharing academic knowledge), practical knowledge (learning and sharing knowledge by experts), knowledge of practice (analysis of one’s own knowledge of other teachers’ practice and competences) and knowledge of oneself (critical reflection of teachers regarding one’s own motivation, commitment, emotions and identity). Mutual learning among teachers in the school space refers primarily to acquiring knowledge about practice and self-knowledge. This chapter presents selected results of the author’s research on opinions amng teachers and principals about mutual learning in school practice. Respondents’ attitudes are examined on team learning in the understanding of the mutual transfer of knowledge, skills and professional and personal experiences, through active and conscious participation in a team of people cooperating on the basis of partnership and open communication.

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NEW PERSPECTIVES ON RAISING ADULT-LITERACY LEVELS IN GERMANY AND POLAND

Author(s): Dorota Gierszewski / Language(s): English Publication Year: 0

Raising the competences of adults with low skills in reading and writing lets them more fully participate in public life and is a key factor influencing social development. The main goal of leo. – Level One Studie research carried out in Germany in recent years was to identify and measure adult competences in the field of reading, writing and understanding texts. To this end a group of functional illiterates was selected. Results from this research led to the introduction of the National Decade of Literacy and Primary Education (2016–2026), which is associated with efforts to improve adult literacy in Germany. To publicise this problem, the federal states have undertaken numerous initiatives. In this context, the present author focuses on issues of illiteracy in Poland and of raising public awareness there about the importance of literacy skills among adults. These activities result the Council of the European Union’s conclusions on Upskilling Pathways: New Opportunities for Adults.

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SUPPORT MODELS FOR ADULTS WITH LOW BASIC-SKILL LEVELS

Author(s): Maryla Koss-Goryszewska,Maciej Ostaszewski,Natalia Michalak,Sylwia Walicka / Language(s): English Publication Year: 0

The Council Recommendation on 19 December 2016 on Upskilling Pathways: New Opportunities for Adults provides advice to the European Union on improving basic skills. The European Centre for the Development of Vocational Training (Cedefop) estimates that from 28.9 to 40.6 per cent of adults in Poland need this improvement. The main goal of the project “A Chance – New Opportunities for Adults” is to design and pilot models of supporting adults with a low level of basic skills. Each model consists of three main steps: skill assessment, a learning offer that has been individually tailored, and validation of learning outcomes. Each model is focused on one of eight preselected target groups. The article presents two models designed to support adults in different regions. The summary results of the open grant call will be presented, including information about: outreach and motivating low-skilled adults, the methods and tools employed for skills assessment, the factors and non-educational needs influencing participation in learning. With the conclusion of the “A Chance” project in 2022 recommendations based on the pilot models will be submitted to government representatives for developing national policies for basic-skills development.

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DEVELOPMENT FEATURES OF UNIVERSITY STUDENTS’ PROFESSIONAL AND PERSONAL QUALITIES: FUTURE SOCIAL-WORK SPECIALISTS UNDER RUSSIAN NPO CONDITIONS

Author(s): Tatyana Zelenova,Maria Khegay / Language(s): English Publication Year: 0

Early in the twenty-first century, within the processes of a dynamically changing world, the emergence of new technologies and modernisation of existing technology, professionals in all fields strive to improve their knowledge and skills and keep pace with the times. The present authors disclose features of developing professional and personal qualities of Russian university students: future professionals in social work in the conditions of NPOs.

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DETERMINING PERSONAL COMPETENCE IN LIGHT OF EMPIRICAL RESEARCH

Author(s): Wojciech Horyń,Kazimierz Nagody-Mrozowicz / Language(s): English Publication Year: 0

This chapter considers the issue of competence. In addition to the classical concept of competence, the authors briefly present the Phenomenological Diamond Competence Model (conception by co-author Kazimierz Mrozowicz in 2010), indicating that personality is an important element of competence. On the basis of this approach, a research sample is presented which includes Group A, mountain rescue-team members, and Group B, medical personnel. The premise was that people performing rescue roles are usually individuals with a well-adapted mental norm with average intensity of extraversion and low neuroticism. The research results confirmed this hypothesis. The authors propose that the Phenomenological Diamond Competence Model and the Model of Selective Rings, also developed by Mrozowicz, be utilised in creating professional profiles.

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THE INTEGRATED MODEL OF REFLEXIVITY AS A CONTEXT OF ADULT LEARNING

Author(s): Ewa Dębska / Language(s): English Publication Year: 0

In contemporary times, reflexivity is becoming an essential element for adults as they function in every area of their lives. In the personal context the term may be understood as an individual cognitive style and as a competence used in constructing one’s biography; in the professional space it is treated as a consideration leading to development; while in the educational context it is an element constituting theoretical conceptions of learning. Despite reflexivity’s important role in an individual’s life, it is difficult to find explicit instruction concerning courses focused on these issues in adult-education programmes. In this chapter the author will present the Integrated Model of Reflexivity, taking into account the developmental, dialectical and multifaceted nature of reflection, with possibilities highlighted for its practical implementation in working with students.

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THE ANDRAGOGICAL MODEL OF DOCILITY: A THEORETICAL BACKGROUND

Author(s): Martin Schubert,Zuzana Neupauer / Language(s): English Publication Year: 0

This chapter deals with the phenomenon of docility from the perspective of neuroscience, presenting the theoretical background and pertinent research findings on selected components relevant to the field of andragogy. Its main focus is on defining the components of docility – self-regulation, motivation and cognitive abilities – and their impacts on an adult’s docility. The authors also offer a view of docility as an important phenomenon for further research in terms of andragogy diagnostics and andragogical guidance.

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A FEW SUBJECTIVE DETERMINANTS OF SELF-DIRECTED LEARNING’S PURPOSE AND URGENCY FOR EXTRAMURAL GENERATION Y, Z AND C STUDENTS

Author(s): Dorota Ciechanowska / Language(s): English Publication Year: 0

In considering the nature of student involvement in the study process, we reach for theoretical adult-learning models by Lindeman and Knowles. In this chapter, the youngest generations of extramural students present their attitudes towards studying conditioned by the digital environment they consider natural, and needs and experiences resulting from their professional activities. Older students, of the millennial generation, are more focused on developing their competences, treating studying in terms of personal development.

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THE ENTHUSIAST AS LEARNER: A CASE STUDY

Author(s): Aleksandra Litawa / Language(s): English Publication Year: 0

The easiest way to recognise an enthusiast is that they talk about their object of interest with a twinkle in their eye. The space occupied by this passion is their own individual world of values where, free from the outside world’s pressures, they have the opportunity not only to focus attention on issues that are important to them, but above all to think and act in a way that is optimal. The aim of the present research was to recognise the attributes of the enthusiast as learner. A qualitative strategy was adopted in the research and a single case study was used. Data was collected using an in-depth, semi-structured interview technique with a self-taught artist who loved painting on tree bark. The analysis of the interview provided insight into features characterising the enthusiast as learner. Attributes distinguished, i.e. curiosity, deep engagement and high motivation, determined each other. Importantly, they initiated the emergence of other, positive and desirable features from the perspective of learning, such as readiness to apply effort, perseverance and determination to achieve goals, courage and creativity in solving problems, belief in the rightness of actions undertaken, self-confidence, effectiveness and the pursuit of mastery.

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IMMERSED IN LEARNING FROM LIFE: INFORMAL-EDUCATION PATHS IN THE POLISH PROVINCES

Author(s): Zuzanna Ewa Wojciechowska / Language(s): English Publication Year: 0

This chapter presents the results of qualitative research on lifelong learning among people living in the Polish provinces. The research took place in the Warmian-Masurian Voivode ship, is based on the interpretative paradigm and takes the character of biographical research, wherein the method used is the narrative interview. A common belief that the provinces are bypassed by the current pace of change is shown to be false in the context of the research results presented here. The chapter presents biographies of Warmians in the 50+ generation. Subjects describe how they use contemporary technologies and social media; also presented is the phenomenon of professional change from people’s perspectives in disadvantaged areas. Rspondents also relate their learning to use technology in an intuitive way, by learning from the experience of others as well as through inverted imitation. Learning is shown to be a continuous, natural process, including all aspects of adult life, creating an opportunity for intensive professional development for people with no formal education.

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ADULT EDUCATION FROM A REGIONAL PERSPECTIVE

Author(s): Ewa Małgorzata Przybylska / Language(s): English Publication Year: 0

The notions of education and region have become increasingly important in European andragogical discourse. Ever-more common is the belief that neither education for sustainable development nor lifelong-learning processes of societies can be successfully implemented without the participation of regional authorities and the involvement of local communities. What becomes the primary challenge is increasing the cooperation between the sector of scientific research, education and administration, on one hand, and on the other between different entities active in the regions. The present author, by conducting an analysis of the literature on the subject and a secondary analysis of empirical studies, generates a catalogue of demands directed at social partners involved in what is broadly defined as adult education, in particular in the scientific sector.

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NEIGHBOURHOOD RELATIONS AS A SPACE OF INFORMAL CIVIC EDUCATION FOR ADULTS

Author(s): Julia Kluzowicz / Language(s): English Publication Year: 0

In the light of civilisational and social changes, neighbourhood relations between people living in a given community, entailing everyday, direct, friendly contact based on trust and collaboration, are becoming an extremely important aspect of civil society’s formation. The author proposes a closer examination of the subject of neighbourhood relations in the context of informal civic education for adults. Referring to the idea of social capital, she describes the educational capacity of neighbourhood relations and places them in the context of contemporary concepts of informal adult education. This perspective can result in more efficiently using their potential in designing initiatives to strengthen civil society.

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ADULT EDUCATION IN CULTURAL POLICY AT THE LOCAL LEVEL

Author(s): Beata Cyboran / Language(s): English Publication Year: 0

The popularisation of lifelong learning and the growing importance of cultural education has prompted numerous Polish cities to prepare programmes for developing cultural education. Among the first comprehensive solutions was initiated in Warsaw in 2015, and other cities are now following this path: Łódź, Gdańsk, Kraków and Poznań. The main objectives of programmes that have been adopted or prepared are to develop creative, conscious and active participation in culture and to increase people’s cultural competences toward full participation in the local community. Everyone benefits from the main strategic goals of the documents under consideration. Unfortunately, adult education is much less represented than education of children and young people in the operationalisation of these main goals and in selecting intervention methods,. Democratic aims in culture could be more strongly represented in local cultural-education programmes, as this is an excellent educational space for adults, for it is based on comprehensive, continuous development of all residents. Hence the present author’s interest in local cultural policies, where I seek evidence of this valuable concept.

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NON-GOVERNMENTAL ORGANISATIONS AS AN ENVIRONMENT OF ADULT EDUCATION

Author(s): Agnieszka Naumiuk / Language(s): English Publication Year: 0

This chapter discusses the role of non-governmental organisations (NGOs) as a place of formal, non-formal and informal civic education of adults. Such a role is internal, taking place towards their personnel and volunteers as a means of their professional development. It is also external, purposefully directed to various audience groups, through awareness campaigns, local programmes, thematic conferences, etc. In the literature, much attention is dedicated to the need to acquire civic competences and civic involvement in social change, which is taking place due to NGOs. However, andragogy has yet to answer the questions of what such education looks like, and what is being learned and taught along with gaining civic competences. The author argues that hidden among activities focused on pragmatism and daily affairs are subtle matters of participants’ formation through learning by experience, which play key roles in furthering volunteers’ or an NGO staff’s professional, social and personal decisions and engagements in the social sphere. The ongoing task of NGOs as a learning environment is also changing, due to social needs changing, and to cultural transformation as well as new technology offering participatory tools. This chapter explores three decades of development of the non-profit sector in Poland as a changing platform for adult education. Though it could be said that this is an adequate period on which to develop a sound study, the author shows that such research remains in its early stages, with much additional material and data becoming available.

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CITIZENSHIP EDUCATION OF ADULTS AS A TOOL IN ACTIVATING CITIZENSHIP COMPETENCE

Author(s): Michaela Beran Sládkayová / Language(s): English Publication Year: 0

Citizenship education is becoming a key element of adult education in society in general. The current social situation, both nationally and internationally, points to the need to develop active citizens. Active citizenship, however, cannot be seen only in the context of voting or referendums; it includes participation, involvement in public affairs, tolerance, critical thinking and many other attributes of citizenship. One way to become an active citizen is through citizenship education for adults. As this is not only a regional specificity, the present theoretical study aims to define citizenship education from different perspectives in different European countries. In addition to forming an active citizen, adult citizenship education should help the individual acquire citizenship competences. The present study also describes possibilities, forms, methods of acquiring such competences, in relation to the definition of indicators of active citizenship and citizenship education, as well.

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RECAPITULATION

Author(s): Zofia Szarota,Zuzanna Ewa Wojciechowska / Language(s): English Publication Year: 0

This monograph is a collection of texts written by researchers, practitioners and theoreticians of adult education from Central and Eastern Europe (Poland, the Czech Republic, Slovakia, Ukraine, Russia). Its focus is on areas of contemporary adult education. The key issue is informal-learning space, where we can see the shift towards positive valuation of the ideas of localism and social commitment and to learning through (auto)reflection shaped by currents of information and individual experience. Another significant matter is the non-formal area of education, where intensive changes are taking place. The activities of associations and foundations, the dissemination of knowledge, work within open-education institutions, the non-governmental educational institution sector, citizenship – all are important areas of research, comparison and analysis that can be used to increase andragogical knowledge.

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