Labor et Educatio, 8 (2020), 2020, pp. 11 - 26
https://doi.org/10.4467/25439561LE.20.002.12993Labor et Educatio, 8 (2020), 2020, pp. 27 - 36
https://doi.org/10.4467/25439561LE.20.004.12995Labor et Educatio, 8 (2020), 2020, pp. 37 - 51
https://doi.org/10.4467/25439561LE.20.009.13000Labor et Educatio, 8 (2020), 2020, pp. 53 - 71
https://doi.org/10.4467/25439561LE.20.005.12996Labor et Educatio, 8 (2020), 2020, pp. 73 - 93
https://doi.org/10.4467/25439561LE.20.001.12992Labor et Educatio, 8 (2020), 2020, pp. 95 - 108
https://doi.org/10.4467/25439561LE.20.003.12994Labor et Educatio, 8 (2020), 2020, pp. 109 - 124
https://doi.org/10.4467/25439561LE.20.007.12998Labor et Educatio, 8 (2020), 2020, pp. 125 - 134
https://doi.org/10.4467/25439561LE.20.010.13001Social Integration Clubs as a Form of Social and Professional Activation of Socially Excluded People
Labor et Educatio, 8 (2020), 2020, pp. 135 - 150
https://doi.org/10.4467/25439561LE.20.011.13002Labor et Educatio, 8 (2020), 2020, pp. 151 - 168
https://doi.org/10.4467/25439561LE.20.008.12999Labor et Educatio, 8 (2020), 2020, pp. 169 - 182
https://doi.org/10.4467/25439561LE.20.006.12997Labor et Educatio, 8 (2020), 2020, pp. 183 - 204
https://doi.org/10.4467/25439561LE.20.012.13003Labor et Educatio, 8 (2020), 2020, pp. 205 - 218
https://doi.org/10.4467/25439561LE.20.016.13007Labor et Educatio, 8 (2020), 2020, pp. 219 - 243
https://doi.org/10.4467/25439561LE.20.013.13004Labor et Educatio, 8 (2020), 2020, pp. 245 - 272
https://doi.org/10.4467/25439561LE.20.014.13005Labor et Educatio, 8 (2020), 2020, pp. 273 - 290
https://doi.org/10.4467/25439561LE.20.015.13006Labor et Educatio, 8 (2020), 2020, pp. 291 - 294
Labor et Educatio, 8 (2020), 2020, pp. 295 - 297
Labor et Educatio, 8 (2020), 2020, pp. 299 - 302
Słowa kluczowe: academic education, labour market, education for the labour market, relation between academic education and scientific studies, popularisation of academic education, professional mobility, valuative and motivated component, motivation, values, engineers-teachers’ readiness for professional mobility, personal character, employee, post-Covid-19 world, virtues, vices, STEM – Economic models, sustainable development, student assessment, assessment changes, reflection-based assessment, change, change management, foundations of education for peace; Jesuit pedagogy; the thought of Francisco Javier Clavijero; the idea of reconciliation of modernity with tradition, transformation learning, term, analytical tools, definition, criteria, typology metatheory, educational process transformation, reforms, teachers’ education, lifelong learning, national minorities, social integration clubs, social exclusion, social activation, professional activation, labour market, innovative work, COVID-19, distance education, teacher education, Poland, pedagogical innovation, teachers’ attitudes; stimulants and inhibitors of innovation, Competences, parents of the contemporary generation, partnership, future teachers, Pre-medical first aid, vocational education and practical training teachers, competencies, practical skills, earnings risk, investment in human capital, job-related training, skills mismatch, Roma women, labor market, education, educational policy, school career, consumer civilization, professional work, consumption, happiness, pedagogy
