1. This paper focuses on the process of non-formal initiatives in education
sector after self-directed development and mental changes. There is still
lack of active citizenship in small local communities in Poland. Despite
the fact that the movement of non-governmental associations is still
weak, it cannot be denied that thanks to that, a huge amount of
educational potential and initiatives of local communities (Kurantowicz,
2005) has been realesed. This socio-civic activities can be ilustrated by
simple projects, copies of simple philanthropic models, sporadic in
nature, with circumscribed objectives and, in many cases, combining
distinct forms of education and training.
Within this framework, those which merit highlighting include the courses
for family helpers and for foster families, the socially professional
courses as well as the short duration vocational training actions in
operating computer systems, sewing, family and community support.
These actions are a response to problems and needs which were earlier
identified by the author. These actions try to concentrate on creating
interaction between general objectives, such as those pertaining to
personal and social development of the students, and what's more on
information or social network.
Marta Zientek, Gimnazjum nr 1 Szprotawa,
Centre for European Studies, Jagiellonian University

2. It seems that these initiatives are perceived as a
very practical and instrumental actions based
mainly on the cooperation of two pillars, especially
at the local level – local authorities (women,
teachers of English language) and community
(adults, specific targets groups in local areas) which
create a real local society – „we” by doing
something for better conditions of life. J. Staniszkis
(2005) claims that there have never been a real
society (both global and local in meaning) in Polish
tradition and that this genre of society is a new
concept of present life. That phenomena of „we”
and „cooperation” is a milestone in disagreeing
with a division into „we-they” (Kurantowicz, 2001,
2005)
Marta Zientek, Gimnazjum nr 1 Szprotawa,
Centre for European Studies, Jagiellonian University

3. The source of interest
Being interested in the opinions of locals on the topic,
I conducted a research in 2008 amongst a community of four
thousand inhabitants, in the lubuskie district where I work
daily. It is worth to note that the locality in which the research
was conducted is one of these which has increased the
number of non-formal initiatives form one to eight in the last
four years.
My main concern is with the level of involvement of local
teachers in promoting special target goups needs and
focusing on their educational process. In the light of their
narratives, the teachers are presented as the stongest, self-
motivated leaders of local development, who against the odds
were always ready to voluntary work, inspiring and creative.
Some of them were the organizers of the basic social rules
and positive behaviours, the others encouraged local target
groups to be more active in gaining theoretical and working
knowledge.
Marta Zientek, Gimnazjum nr 1 Szprotawa,
Centre for European Studies, Jagiellonian University

4. Applying unstructured interviews and posing
the following question:
Could you think for a while about your loCality and tell me
what has Changed in the plaCe you live for the last few
years?
are there signifiCant CharaCters who have been involved in
those Changes in ConneCtion with non-formal initiatives in
eduCation proCess?
what Courses have you Chosen and why?
Marta Zientek, Gimnazjum nr 1 Szprotawa,
Centre for European Studies, Jagiellonian University

5. „I took part in many educational festivals
ranging from sociocultural animation to
supporting educational action for children
and adults, namely those with disabilities of
for all, being meant for individuals with low
professional qualifications.”
„ The thematic areas chosen by me depend on
the interest and current needs I have e.g.
next month I will be participating in an art
course to be well prepared starting online
business.”
Marta Zientek, Gimnazjum nr 1 Szprotawa,
Centre for European Studies, Jagiellonian University

6. „Our group is currently interested in running next
cooking course with English to get touch with
someone I know who is an expert in that field.”
„ I think the effects most valued are the interpersonal
relationships established during the vacational
courses, which, in many cases, are maintained
outside the actions, and the enhanced ability to
participate in a wide range of social spheres, such
family, group of friends and colleagues and the
local community, which is often valued by the
trainers of language.”
„ The fact that we get working knowledge of English
outside the classroom is an advantage for me. I
think we foster individual learning paces and finally
we develop the personal side to a great extent.”
Marta Zientek, Gimnazjum nr 1 Szprotawa,
Centre for European Studies, Jagiellonian University

7. „These educational initiatives, namely the adult education seek
to combine local action plan with the training in a workplace.
That’s very useful for me and all members of my family.”
These actions I have been describing are a response to local
problems and the needs which were earlier identified by
teachers themselves. They create the interaction between
general objectives, such as those pertaining to personal and
social development – for example, and more specific ones,
often related to vacational or vacationally-oriented training.
In the information actions the format of the initiatives was
varied, experimental and frequently dependent on the effort
of volunteers and professionals who were, to a varying
degree, prepared for them, whereas in these cases the non-
formal actions are organised according to a traditional
classroom training format with teacher-led instruction,
demonstration, as well as exercises and tasks carried out
individually or in groups. In these cases, the individual and
social impacts are frequently evaluated, and those involving
changes in the traineers’ lifestyles are valued, particurarly
when they involve employment (finding or changing jobs).
Marta Zientek, Gimnazjum nr 1 Szprotawa,
Centre for European Studies, Jagiellonian University

8. The cases examined in this presentation show there is an active
involvement of different actors who, at various levels, contribute to the
recognition and development of adult education. Among these are the
adults who, in their search for other types of knowledge and
opportunities to establish social relationships, get involved into other
forms of learning and develop other abilities, the teachers-trainers and
professionals who commit themselves to pedagogic interventions that
are efficient, effective and relevant to the students. However, this
involvement does not always go hand in hand with a reflection on the
process being developed. That may be connected with a lack of tradition
among the adults to formally present their educational problems.
In this regard, there is also a need to hear teachers and trainers, to know
what their expectations and motivations are, to reflect (together with
students) on the non-formal educational actions and their meaning so
as to assess the usefulness and relevance of education and learning
instances that have to take into account the people they were designed
and developed for. In addition, this dialogue may further assist adult
education in gathering not only social but also pedagogical and civic
recognition that will consolidate the field and promote the
implementation of a humanistic and democratic education fostering
citizenship that is available to everyone (Melo, Lima & Almeida, 2000).
Marta Zientek, Gimnazjum nr 1 Szprotawa,
Centre for European Studies, Jagiellonian University

9. Almeida, Joao Ferreira (Coord.); Rosa, Alexandre, Pedroso,
Paulo; Quedas, Maria Joao; Silva J.A. Educacao de Adultos,
Relatorio Final (Versao Provisoria), Lisboa: Ministerio de
Eucacao/Basica e Instituto Superior das Ciencias do Trabalho
e da Empresa, CIDIEC (unpublished document)
Kurantowicz E., 2001, Local Identity of Small Communities.
Continuity or Change (in:) Adult Education and Democratic
Citizenship, ESREA Papers, Impuls Publisher
Kurantowicz E., 2005, Small Local Communities and their
Transformations (in:) Old and New Worlds of Adult Learning,
Wydawnictwo naukowe DSWE, TWP we Wrocławiu
Staniszkis J., 2005, Szanse Polski, Wydawnictwo Rectus,
Komorów
Marta Zientek, Gimnazjum nr 1 Szprotawa,
Centre for European Studies, Jagiellonian University

10. Thank you
for
Your attention
Marta Zientek, Gimnazjum nr 1 Szprotawa,
Centre for European Studies, Jagiellonian University