Edukacja Ustawiczna Dorosłych / Polish Journal of Continuing Education

8-17

Authors: Daniel Kukla, Wioletta Duda

The article concerns the third mission activities implemented by universities, which activate local community and act on its behalf. The main goal of the article is to present current trends and scope of the third mission of universities through a critical analysis of domestic and foreign literature and presentation of relevant good practices. To this end, the concept of the third mission was discussed, i.e. various activities of universities dedicated to specific groups. The accompanying goal of the article is to answer the question about the importance of the third mission in management strategies of universities in Poland in relation to the traditional tasks of universities - education and research. Universities undertake initiatives for the benefit of the local community by involving various groups of recipients, including groups at risk of social exclusion. This is an important initiative from the social point of view because it changes the university into a place accessible to all interested, a building in which both a preschooler and an elderly person can feel good and develop. The third mission not only affects students and its employees, but also shapes the knowledge society, builds social capital, reaches economic and cultural benefits, and it allows the diffusion of knowledge.

29-40

Authors: Magdalena Ciechowska

The article is attempt show autoetnography as way of getting to know the world in perspective of J. Mezirow’s transformative learning theory. Analysis of literature indicates significant convergence between actions by entity in autoetnography (adult person) with actions person in lifelong education indicates by Mezirow. So it is possible to putting forward the tessis that conductiong of autoetnography research is very effective form is leading to transform of author. It is also verification own research based on analysis autoenography researches (bachelor’s, master’s and final theses of a given education module. Therefore I propose possibilites some ways of use autoetnography in lifelong education. The article is an attempt to present autoethnography as a way to explore the world in the perspective of the transformative learning theory by Jack Mezirow. The analysis of the literature shows significant convergence between the activities undertaken by the researcher in autoethnography (an adult) with the activities which, according to the author of the theory cited, are undertaken by a person in lifelong education. Consequently, one can put forward the thesis that conducting autoethnographic research is a form of education extremely effective and leading to the transformation of the author. It is also a confirmation of my extensive research based on the analysis of autoeth

48-55

Authors: Valentina STINGA, Adina DUMITRU

The phenomenon of globalisation has resulted in an increased cooperation and communication across countries and across cultures. As a result, the competences in foreign languages are considered to be vital to successfully engaging and participating in modern life and society. The field of foreign language education is seen as fundamental in this globalized world and, in this context, the two fold nature of CLIL classrooms, i.e. the merging of a foreign language with content subject matter, seems to provide an ideal environment to encourage the dialogue between countries beyond any limits. Moreover, the CLIL technique is known to strengthen the potential for the fusion of language learning and content acquisition, making the CLIL classroom reach out beyond its tra

66-79

Authors: Beata Nawrot-Lis

The following article analyses the true nature of CLIL on a practical level. It begins with stating the CLIL pedagogic framework and explains the mutual relation between language and content in CLIL settings. All these facts have been presented in order to fully account for CLIL methodology which is deeply rooted in the dual focus nature of CLIL. The features of CLIL methodology have been consecutively listed and thoroughly discussed in the paper. Each of the points analysed is followed by some practical considerations.

86-103

Authors: Romuald Gozdawa-Gołębiowski, Marcin Opacki

The last quarter century has seen a growth of CLIL, a specific teaching paradigm focused on a unique combination of foreign language skills and content-related knowledge (cf. Mehisto et al 2008, Dalton-Puffer & Nikula 2006). In the present work, we look at effective CLIL practices, trying to determine to what extent they can be implemented in vocational schools. We base our recommendations on the outcomes of a three-year international project funded by the Erasmus+ network, the goal of which was to explore the feasibility of using CLIL in vocational education and training. We address several stereotypes about CLIL, such as the tendency to equate it with bilingual education and LSP, the idea that it might impede content retention. We also attempt to raise general awareness about the primary objectives of CLIL-VET and how currently taught courses should endeavour to satisfy these objectives. We conclude with a series of guidelines that outline good practices.

115-127

Authors: Aneta Waszkiewicz, Maria Kukurba

W otoczeniu wszechobecnej już rewolucji Web 4.0 oraz malejących środków na edukację konieczne jest poszerzanie wiedzy na temat crowdfundingu, a co za tym idzie świadomości co do możliwości tej formy finansowania nauki i edukacji oraz rozwoju tego rynku w Polsce. Stąd też celem artykułu jest próba odpowiedzi na pytania: Jaką rolę crowdfunding pełni w edukacji i dla edukacji? Jak edukacja musi się dostosować, aby skorzystać z tej

137-148

Authors: Elżbieta Subocz

Celem artykułu jest przedstawienie innowacyjnego narzędzia aktywizacji zawodowej bezrobotnych w wieku 50+ pod nazwą „JOBfirma”. Artykuł odpowiada na pytanie, jak działa JOBfirma w praktyce. Aby odpowiedzieć na pytanie, wykorzystano „JOBfirmę” z Olsztyna. „JOBfirma” to innowacyjne rozwiązanie dla osób w wieku 50+ nieaktywnych zawodowo. Pomysł został zaczerpnięty z niemieckich doświadczeń i polega na założeniu firmy symulacyjnej przez beneficjentów projektów aktywacyjnych. Beneficjenci uczą się samodzielnego funkcjonowania na rynku pracy i rozwijają swoje kompetencje społeczne poprzez pracę zespołową. Aktywacja bezrobotnych w „JOBfirmie” składa się z 4 etapów: 1) bilans kompetencji beneficjenta, 2) praca w przedsiębiorstwie symulacyjnym, 3) weryfikacja zdolności do zatrudnienia i kwalifikacji beneficjenta w miejscu pracy oraz 4) wsparcie i monitorowanie absolwentów przedsiębiorstwa.

161-167

Authors: Łukasz Brzezicki

W artykule podjęto próbę scharakteryzowania procesu rekrutacyjnego na studia i jego wpływu na liczbę studentów w poszczególnych grupach kierunków studiów oraz szkołach wyższych. Z informacji przekazywanych przez Ministerstwo Nauki i Szkolnictwa Wyższego (MNiSW) wynika, że od kilku lat utrzymuje się względnie stała tendencja odnośnie do rekrutacji na studia wyższe. Najpopularniejszym kierunkiem studiów jest informatyka, co przekłada się na wzmożone zainteresowanie maturzystów uczelniami technicznymi. W dalszej kolejności najwięcej osób chce podjąć studia z psychologii i zarządzania, wybierając uczelnie ekonomiczne i uniwersytety.