Shaping social competences and social capital in children and adolescents by means of non-formal education methods and techniques

Paczyńska-Jędrycka, Małgorzata; Łubkowska, Wioletta; Jońca, Marta

doi:10.18276/smt.2015.15-08

Cited by 4 publications

(1 citation statement)

References 2 publications

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“…Uczelnie systematycznie dostosowują umiejętności i kwalifikacje kadr do potrzeb nowoczesnej gospodarki opartej na wiedzy (Łubkowska, Eider, 2014). Dobre wyniki w nauce -w oczywisty sposób wciąż bardzo pożądane -nie są jednak automatyczną przepustką do sukcesu zawodowego (Paczyńska, Łubkowska, Jońca, 2015). Wiedza, umiejętności i kompetencje społeczne, które uzyskuje absolwent studiów, zależą nie tylko od programów studiów i stosowanych metod kształcenia, ale również od indywidualnego podejścia studenta wyrażającego się jego zainteresowaniem i zaangażowaniem w studiowanie.…”

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Reasons Behind Choosing a Field of Study, Satisfaction with Studies and Career Plans of Students of Tourism and Recreation at The Kazimierz Wielki University in Bydgoszcz

Szark-Eckardt

Augustyńska

Łubkowska

et al. 2017

Ekonomiczne Problemy Turystyki

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Reasons Behind Choosing a Field of Study, Satisfaction with Studies and Career Plans of Students of Tourism and Recreation at The Kazimierz Wielki University in Bydgoszcz

Szark-Eckardt

Augustyńska

Łubkowska

et al. 2017

Ekonomiczne Problemy Turystyki

Self Cite

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Establishment of the All-day School in Lithuania: An Institutional Analysis

Dilytė

Skučienė

Dunajevas

2020

ActPaed

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The traditional model of general education organization, which focuses only on the provision of human capital as a guarantor of welfare, cannot effectively achieve this goal without removing other barriers to the child’s development (OECD 2016). The acquisition of human capital also significantly depends on a person’s social and cultural capital. In addition to its traditional functions, a school can also provide social and cultural capital by providing a space for the interaction of various social networks, promotion of new ideas and cultural diversity, and the involvement of social partners in school activities (Healy 2001). An all-day school is one of the tools to provide children with social and cultural capital. Despite the existing disparities between a pupil’s achievement and the low level of their social and cultural capital (Shleider 2018), all-day schools are not widespread.According to John Elster (2000), the actions of an organization are determined firstly by opportunities and then by interests. Opportunities are determined by economic, institutional, and psychological constraints. The aim of this study is to analyze the institutional limitations of establishing an all-day school. Elinor Ostrom (2009) argues that the whole set of institutions that determine the situation of action (in our case, the establishment or non-establishment of an all-day school) can be divided into 7 groups: boundaries, positions, choices, aggregation, information, potential outcomes, and payoff institutions. The institutional limitations of all-day school establishment were analyzed in the study using a qualitative content analysis of documents on the principle of axial coding, distinguishing subcategories and categories. The results of the study showed that institutional constraints do not limit access to an all-day school, but there is a high concentration of power, lack of accountability for service quality, and parental costs that may limit access to services for children from lower-income families with the greatest social and economic disadvantages.

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Non-formal Education in the Animation of Leisure and Recreation versus the Development of Social Competence

Łubkowska

Paczyńska-Jędrycka

2016

Central European Journal of Sport Sciences and Medicine

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abstract. This article is an empirical study on the possible use of non-formal education in the broadly understood animation of leisure time. The study was conducted using a diagnostic survey method, as well as the techniques of questionnaire and observation, during the last meeting under the project "Non-Formal and Formal Partnership in Adult Education" (Grundtvig Reference Number 2013-RO1-GRU06-29569 2) in Romania, at the turn of February and March 2015. The study included 16 non-formal education trainers from Greece, Latvia, Poland and Romania. The aim of the study was to show the impact of the project on the beneficiaries and the development of their individual social competence, as well as to demonstrate the work techniques of trainers with different social groups. An animator plays an important role in the organization of leisure time of the society, hence their continuous education seems almost necessary. The improvement of individual social competence of the trainers surveyed will certainly contribute to their attempt to pass a various range of games, plays and other activities (including non-formal education) to the participants of the classes.

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Shaping social competences and social capital in children and adolescents by means of non-formal education methods and techniques

Cited by 4 publications

References 2 publications

Reasons Behind Choosing a Field of Study, Satisfaction with Studies and Career Plans of Students of Tourism and Recreation at The Kazimierz Wielki University in Bydgoszcz

Reasons Behind Choosing a Field of Study, Satisfaction with Studies and Career Plans of Students of Tourism and Recreation at The Kazimierz Wielki University in Bydgoszcz

Establishment of the All-day School in Lithuania: An Institutional Analysis

Non-formal Education in the Animation of Leisure and Recreation versus the Development of Social Competence

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