Educational policy and the approach to competences in the Polish Qualifications Framework for LLL

The implementation of changes to the system of education resulting from the adoption of the European Qualifications Framework became a starting point for a socio-political and scientific debate on the objectives and conditions of the educational policy in Poland. It was acknowledged that the main obstacles to the civilizational development of Poland are cultural and historical barriers, whereas social competences, that will build up the social capital of Polish people, are to be the factor of positive change. The article focuses on the holistic, contextual and interdisciplinary nature of competences, particular importance of social competences of emancipatory and critical nature, and conditions necessary for their development, i.e. teachers and the learning environment, characterized by what the purpose of education is.Wdrażanie zmian w systemie edukacji wynikających z przyjęcia Polskiej Ramy Kwalifikacji stało się przyczynkiem do społeczno-politycznej i naukowej debaty na temat celów i uwarunkowań polityki oświatowej w Polsce. Uznano, że głównymi przeszkodami rozwoju cywilizacyjnego Polski są bariery kulturowe-historyczne, a czynnikiem pozytywnej zmiany mają być kompetencje społeczne, które będą budować kapitał społeczny Polaków. W artykule zwrócono uwagę na holistyczny, kontekstualny i interdyscyplinarny charakter kompetencji, szczególne znaczenie kompetencji społecznych o charakterze emancypacyjnym i krytycznym oraz niezbędne warunki do ich rozwoju: nauczycieli i środowisko uczenia się, charakteryzujących się tym, co jest celem edukacji

How? - Where to? About the changes and chellenges of adult education in Poland in the years 1989-2013

The purpose of this article is to present the changes that have taken place in Polish adult education in the years 1989-2013 under the influence of multiple factors, i.e. social, economic, political and those relating to civilization on the whole. This article is an attempt to answer the following questions: does modern adult education in Poland meet the expectations of society?; is it a driving force behind modernization?; and, does it respond to the needs of the modern labour market? These issues have been presented in an international context, in the light of statistical data and from the perspective of original reading of the literature of the subject.Celem artykułu jest przedstawienie zmian, jakie zaszły w polskiej edukacji dorosłych w latach 1989-2013 pod wpływem wielorakich czynników: cywilizacyjnych, społecznych, gospodarczych i politycznych. Artykuł jest próbą odpowiedzi na następujące pytania: czy współczesna edukacja dorosłych w Polsce spełnia oczekiwania społeczne? czy jest motorem modernizacji? czy odpowiada na potrzeby współczesnego rynku pracy? Zagadnienia te zostały zaprezentowane w kontekście międzynarodowym, w świetle danych statystycznych oraz przez pryzmat autorskiego odczytania literatury przedmiotu

Józef Półturzycki in the face of folk high schools. Notes on the basis of the renewal of Polish folk high schools in the years 2016–2022

The authors dedicate their text to the memory of Professor Józef Półturzycki, recalling his contribution as the author and editor-in-chief of the “Andragogy Yearbook” and the inspirer of activities aimed at preserving the knowledge of folk high schools in the social (and academic) memory from the 1990s to the second decade of the 21st century, i.e. at the time when these institutions were almost forgotten. The sketch touches on selected threads regarding the revival of the Polish folk high school movement on the basis of the Folk High Schools Development Programme for the years 2020–2030 and the Polish Network of Folk High Schools (PNFHS). The participation of both authors in the 1st All-Polish Folk High School Festival in Koszałkowo in the summer of 2022 was the inspiration to take up these issues

Personal Social Networking: Affects on Companies Hiring Decisions

The purpose of this exploratory study was to investigate the effects personal social networking sites had on candidate’s opportunities for obtaining employment and how and to what extent hiring managers used this information in the hiring process. Hiring managers across four industries: Retail, Banking, Healthcare and Hospitality were surveyed to learn how they are using social media sites to “screen” potential mid-level (and above) managers for their organizations. Additionally, the researchers wanted to determine what social media content was most influential in developing negative perception of the candidate. The results of the study showed contrasting results to prior studies which typically included samples of professional recruiters. The study found moderate social media usage to screen candidates, and little success finding candidates through such medias, however four basic areas were of significance to hiring managers and if found on social media could significantly jeopardize candidate’s potential in obtaining the job. These areas included: poor communication skills, substance abuse content, bad mouthing former company/boss/colleagues, posting provocative / inappropriate photos. As with many inventions, one typically leads to many others creating an even greater effect on a society. Over the last 20 years the Internet has been such an invention which revolutionized how we obtain, share, and exchange information. The Internet has affected many facets of our daily routine from how we shop, obtain our news, and communicate to name a few. The ability to share information with a larger audience can have both potentially positive and negative results. Social media can offer many examples of that. While many would agree that being able to share pictures, thoughts and important life events with family members or friends may be enjoyable and have a positive impact on social interaction, overall privacy of an individual may suffer as a result, leading to potentially negative consequences

Cztery ćwiartki biograficznego uczenia się

The subject of the analysis is the discourse of biographical learning that is present in Polish andragogy. The key factors of the issue that are spread between biographical learning of the individual and community/society and awareness and unawareness of such process were singled out and among those elected fields (four quarters) further reflection was led. The aim of this action was reorganization of the discourse of biographical learning from the perspective of the chosen criteria which can set a basis for further research which could deepen the pedagogic value and meaning of lifelong learning.Przedmiotem analizy jest dyskurs na temat uczenia się biograficznego, jaki toczy się w polskiej andragogice. Wyprowadzono z niego kluczowe dla tytułowego zagadnienia wymiary rozpięte na osiach pomiędzy biograficznym uczeniem się jednostki oraz społeczeństwa/społeczności, a także świadomością i nieświadomością tego procesu i w obrębie tak wyznaczonych obszarów (czterech ćwiartek) poprowadzono dalszą refleksję. Celem tego zabiegu była reorganizacja dyskursu na temat biograficznego uczenia się z punktu widzenia wybranych kryteriów, co stanowić może podstawę dalszych badań, pogłębiających pedagogiczną wartość i sens uczenia się przez całe życie