THE PROBLEM OF ADULT EDUCATION IN THE REPUBLIC OF POLAND: PEDAGOGICAL DISCOURSE

Abstract

The article is devoted to the analysis of the pedagogical discourse of the problem of adult education in the Republic of Poland.  Adult education is considered from the point of view of a holistic life as a process of adult development.  It is shown that the functions and goals of adult education have changed over the years. However, adult education was not noticed at the formal level, despite its existence. In fact, the development of adult education in the Republic of Poland began with the rapid development of technology and science, as well as with the changes occurring in socio-economic relations.  In the Republic of Poland, the most significant concepts of adult education appeared during the crisis of the feudal economy and the need to provide assistance to the Polish state in restoring Poland’s independence. In those days, education was dominated by the goals of patriotic education combined with the solidarity of workers. In our time, there is an extremely rapid development of science and technology, changes in socio-economic relations, which force people to continuously improve their qualifications. Polish researchers of adult education identify 4 main tasks of optimal professional behavior of a modern employee: attention to qualifications; gaining professional experience; preservation of professional flexibility; health care Adult education takes place in accordance with the following types of educational activities: formal education; non-formal education according to a certain program; informal learning and improvement without reference to a specific curriculum or scope of content; informal learning as any type of activity without a previously developed program and under any circumstances.