The purpose of the article was to capture the psycho-educational context of support for Polish seniors by institutions that have used the methods developed in the Edusenior project. The areas requiring seniors’ education and the scope of work carried out by the developing institutions, government, and NGOs initiatives to raise the quality of life for seniors have been elucidated in the following article. The products obtained from the international Edusenior project, in which the preliminary results were evaluated by experienced Polish reviewers, comply with the above requirements.
This paper presents the results of a field research on the changes that take place in student preferences regarding communication with tourism services, preferences on the ways to search for information sources about place destination and a first inside about payment forms for tourism and hospitality services. The study was conducted twice, in 2015 and 2018, among students of tourism management and recreation at the Kukuczki Academy of Physical Education in Katowice and the Banking Higher School in Chorzów.
When an institution needs to evaluate the teaching-learning process then it can be done evaluating the knowledge and skills acquired by the learners or by the self-evaluating the trainers from the students perspective. The qualifications in this context is the main measure to get the metric for evaluation. On the other hand, when there is not a need to acquire a specific knowledge or expertise but when the learners wants to continue learning because he/she enjoys it, wants to keep learning and being active or any other personal motivation, then evaluation becomes a big challenge. This is the case of seniors’ education (citizens over 65 or retired). Which metrics should be used when evaluating institution? how we can know if those institutions are doing the work correctly ? how can the institution increase the quality and effectiveness ? From this need the project QEduSen (supported by the Lifelong Learning Programme of the European Commission) produced an evaluation toolkit.
In this article, the authors argue that professional experts are necessary who should also be educators, since they should work inside the school. Accordingly, cyber safety competencies should be included in the curriculum of school social workers in the same way as are competencies to sustain children with behavioral disturbance, support students with cultural and economic difficulties, provide the school community with psycho-social counselling, implement educational policies, etc. From the experience of running a training course for social workers in Poland on cyber threats, and from an ongoing research concerning digital social innovation within two EU funded projects, a preliminary portfolio of competencies has been defined and presented.
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