Bratislava School of Social Andragogy Introduction

Social andragogy deals with an adult person in a problematic situation, and resolving such a situation is impossible without the participation of helping professionals. Social andragogy examines possibilities for solving social problems through education (re-education, self-education), learning (self-learning) and counselling. It studies what should be developed in an adult person, which kinds, forms and methods of education should be used, what professional competencies a social andragogue should have, in which institutional context they work, and for which adult target groups.

Social andragogy has been continuously developing in Slovakia since the beginning of the 1990s. The Department of Andragogy of the Faculty of Philosophy at Comenius University in Bratislava became one of the four then main educational and scientific andragogical institutions in Czechia and Slovakia (alongside the Department of Adult Education and Social Work of the Faculty of Philosophy of Prešov University in Prešov, the Department of Andragogy and Personnel Management of the Faculty of Philosophy at Charles University in Prague, and the Department of Sociology and Andragogy of the Faculty of Philosophy at Palacký University in Olomouc). However, only at the Department of Andragogy in Bratislava was social andragogy constituted as an integrated system of knowledge by integrating three andragogical subsystems: professional, cultural and social andragogy (Prusáková, 1996).

The conceptual premises of social andragogy in the conditions of the Bratislava Department of Andragogy were created and jointly contributed to the development of social andragogy in the triangle of three basic activities—scientific discipline, study specialization of the andragogy programme, and the practical work of J. Perhács and M. Machalová. J. Perhács worked at the Department of Andragogy of the Faculty of Philosophy of Comenius University in Bratislava during 1992–2003. He is regarded as the main representative and founder of social andragogy as an academic subdiscipline in Slovakia. During his work at the Department, J. Perhács not only set its theoretical and methodological foundations and concept, but also contributed to the development of the social andragogy study profile within the andragogy field. Later, after leaving the Bratislava department for the Department of Pedagogy of the Faculty of Education of University of Constantine the Philosopher in Nitra, he also contributed to the development of social andragogy there.

M. Machalová worked at the Department of Andragogy of the Faculty of Philosophy of Comenius University in Bratislava in 1992–2009. Social andragogy became, together with andragogical psychology, the main area of her scientific research and teaching activity. She currently works at the Department of Christian Anthropology and Social Work of the Faculty of Orthodox Theology of Prešov University in Prešov. The link to social andragogy is evident in the concept of educational social work, which she is currently developing at her home department. Since 2005, L. Szabová-Šírová has continued the path begun by her predecessors and teachers at the department. She is the author of the monograph Sociálna andragogika. Teoretické, empirické a praktické aspekty (2015).

We have already informed the professional community in several places about the scientific research tasks of the Bratislava Department of Andragogy. A specific feature of the core social-andragogical research at the department was that it was carried out with the aim of constructing a system of andragogy, including social andragogy. Naturally, the results achieved were also reflected in the study specialization social andragogy. J. Perhács and M. Machalová have an irreplaceable place in social-andragogical research carried out at the Bratislava Department of Andragogy. Many publications by J. Perhács and M. Machalová focused on social andragogy and were produced as results of the scientific research tasks addressed by the department.

Let us recall that scientific research was focused on:

  • improving the quality of preparation of social andragogues and analysis of the professional competencies of social andragogues (task Professional competence of workers in adult education of the Scientific Grant Agency under the Ministry of Education of the Slovak Republic, led by J. Perhács, implemented 1996-1999, Perhács ed., 1998 a; Perhács ed., 1999 b).
  • target groups of social andragogy (task Identification of target groups of andragogical activity of the Scientific Grant Agency under the Ministry of Education of the Slovak Republic, led by J. Perhács, implemented 2000-2002, Perhács ed., 2002 a).
  • acquiring target groups of social andragogy (task Attracting new target groups in adult education of the EU Socrates programme, led by M. Machalová, started in 1999, implementing countries—Belgium, Finland, Portugal and Slovakia, Machalová ed., 2001 a; 2001 b; Machalová, Prusáková eds., 2002 b, 2004).
  • developing the system of social andragogy within the system of andragogical subdisciplines (task Trends in the development of andragogy and its systemization of the Scientific Grant Agency under the Ministry of Education of the Slovak Republic, led by V. Prusáková, implemented 2003-2005, Prusáková ed., 2006).
  • identification of types and forms of social-andragogical activity (task Systematization of types and forms of andragogical activity and their interpretation of the Scientific Grant Agency under the Ministry of Education of the Slovak Republic, led by V. Prusáková and R. Čornaničová, implemented 2006-2008, Matulčík ed., 2008; Prusáková, Čornaničová eds., 2009).
  • institutions of social-andragogical activity (task Processes of institutionalization of adult education in Slovakia – an analysis of visions (ideological premises), target orientation, stages of development, European context, current state and trends in the institutionalization of adult education of the Scientific Grant Agency under the Ministry of Education of the Slovak Republic, led by J. Matulčík, implemented 2011-2013, Matulčík ed., 2011, 2013, 2014).

1. Preparation of Social Andragogues, Professional Competencies of Social Andragogues

One of the main tasks of departments is the preparation of professional workers for the field of adult education, so it is understandable that departmental research was also focused on the professional competencies of andragogues.

In the scientific research task of the Bratislava Department of Andragogy titled Professional competence of workers in education and training of adults, J. Perhács (1998 b, 1999 a) paid attention also to the professional competencies of social andragogues. In light of theoretical premises and field research, he points to the areas of application of the social andragogue. He defines the corresponding institutional environment, professional activities, target groups, and suggests the related competencies that a social andragogue should have. J. Perhács (1998 b, pp. 58-63) names concrete possibilities of andragogical intervention in selected areas of social-andragogical activity, when working with selected target groups. He gives examples such as counselling at labor offices (currently labor offices, social and family affairs offices), employment clubs for the unemployed, correctional-rehabilitative work in institutions where imprisonment sentences are served, and resocialization activities for returnees after imprisonment, among others.

M. Machalová (1999, p. 29) in this task clarifies the essence of psychological aspects of the professional competence of workers in adult education and training. Psychology enters the core of their professional competence by enabling them to initiate, organize and guide the formative process of (self-)education and (self-)learning of adults. And not only that, the author identifies the educational orientation of social assistance in that social andragogues stimulate insight into life situation, understanding of one’s own personality, awareness of communication patterns with the environment, understanding of interpersonal and personal relationships, and, from the perspective of social andragogy, motivate clients to learn and educate themselves for solving problems in psychologically and socially stressful situations. In the end, it is among the goals of educational effort to lead clients toward a changed experience of reality, to change attitudes to stressful social situations and social problems (Machalová, 2016, p. 19).

As M. Machalová (2016, p. 17) states, it is necessary "to bring an adult person to understand that the only thing they can use in social endangerment, without any limitation, are their own abilities." From a psychological standpoint, the author emphasizes the "formation of the learner’s identity, which supports his or her overall ability to live" (Machalová, 2016, p. 15).

M. Machalová (2007) reevaluates the concept of the study specialization social andragogy and proposes meaningful suggestions for its improvement. She states that in preparing social andragogues, it is desirable to place emphasis on theoretical knowledge, as well as on applied and practical competencies of graduates. The point of departure in analyzing teaching subjects is seen in dividing them according to their dominant characteristic into subjects of broader theoretical basis, applied basis and practical implementation basis. Within broader theoretical basis are teaching subjects where theoretical and methodological aspects of understanding and studying selected phenomena dominate. Within applied basis the dominant aspects are diagnosis, interpretation and prediction of the phenomena being studied and researched. The practical implementation basis consists of teaching subjects where the practical application in adult education dominates (excursion and practice).

1. The broader theoretical basis consists of teaching subjects in which theoretical and methodological aspects of understanding and researching selected phenomena dominate. The following teaching subjects may be included in the broader theoretical basis of social andragogy at bachelor and master’s levels of study: Philosophy of Education, Basics of Educational Sciences, Basics of Andragogy, Didactics of Adults, Theory of Adult Education, Biodynamic Psychology for Andragogues, General Psychology, Social Psychology of Adults, Personality Psychology, Basics of Sociology, Sociology of Education and Adult Education, Social Andragogy, Introduction to Theory of Management, Education and Training of Adults Abroad, Ethics, Aesthetic Education.

2. The applied basis consists of subjects in which diagnostic, interpretive and predictive aspects of recognized and studied phenomena dominate. Into the applied basis of social andragogy may be included these bachelor-level subjects: Andragogical Psychology, Counselling in Adult Education, Social Policy, Economics of Education, Communication in Adult Education, Work Psychology. At master’s level these are subjects such as Andragogical Counselling, Andragogical Diagnostics, Law for Andragogues, Geragogy, Management of Education in Organizations, Retraining Counselling, Social Pathology for Andragogues, Personal and Family Counselling, Methods of Social Work, Current Issues in Andragogy, Research Methods in Andragogy.

3. The practical implementation basis consists of subjects where the aspect of practising adult education predominates. In the practical implementation basis of social andragogy, bachelor-level subjects may include Social-Psychological Training, Excursion/Field Practice, Introductory Professional Practice and Professional Practice, and at master’s level Andragogically Psychological Training, Specialized Professional Practice and Thesis Practice.

We define the framework of professional competencies of social andragogues in our publication (Szabová-Šírová, 2015, pp. 167-171), taking into account the results of the above research tasks of the department focused on the professional competencies of social andragogues and target groups of andragogical activity. The professional competencies of the social andragogue she identifies are the result of an analysis of the broad field of social-andragogical practice—basic expert activities implemented in solving social problems, the institutional environment of social-andragogue work and target groups of socio-educational work with adults. In the professional literature, there is no unified classification of professional competencies. The author uses a model in which competencies contain an expert and socio-psychological component (e.g., also Machalová, 2006, p. 120). In the professional literature, competency models are also addressed, for example, by C. Határ (2012, pp. 141-142; 2016).

2. Target Groups of Social Andragogy

The scientific research task of the department Identification of target groups of andragogical activity (Scientific Grant Agency under the Ministry of Education of the Slovak Republic, led by J. Perhács, implemented in 2000-2002) (Perhács ed., 2002 a) was focused on target groups of adult education. Within social andragogy, J. Perhács (2002 b) and M. Machalová (2002 a) focused on the target group of the unemployed. The basis for this scientific task was participation in an internationally collaborative research project titled Attracting new target groups in adult education (EU Socrates programme, led by M. Machalová, started in 1999, participating countries—Belgium, Finland, Portugal and Slovakia) (Machalová ed., 2001 a; 2001 b; Machalová, Prusáková eds., 2002 b, 2004). Department members within the mentioned project focused on people in pre-retirement age and selected aspects of their preparation for retirement age.

In her publication Sociálna andragogika (2015, pp. 73-78), L. Szabová-Šírová continues the results of research focused on target groups of social-andragogical activity. The contribution in this area is primarily the author's attempt to create a typology of target groups of social andragogy according to three criteria: currently occurring socio-pathological phenomena, problems and disorders in the social functioning of the adult person (social relations and communication, social roles, related to undesirable lifestyle and social behaviour of the adult person) and problems, disorders and deficits in social characteristics of the adult person.

The typology of target groups in socio-educational work is most often created in the context of currently occurring socio-pathological phenomena. Based on these phenomena, these target groups of socio-educational work are defined:

  • various types of pathological families (e.g. with domestic violence, families with multiple problems),
  • unemployed people,
  • people in poverty and people without housing,
  • people with dependencies,
  • victims of sects,
  • offenders,
  • people engaged in prostitution.

As a criterion for a further, narrower typology of socio-educational target groups, the author sets out problems and disorders in adult social functioning. On this basis, the following target groups of socio-educational work are distinguished:

  • disorders in social interaction and in various social roles: people who are divorcing and divorced, unemployed, chronically ill, people with disabilities,
  • problems in lifestyle and social behaviour: dependent people, members of sects, offenders, people without housing, people engaged in prostitution, etc.

A wider typology of socio-educational target groups is created using the criterion of problems, disorders and deficits in the social characteristics of the adult person. Among the basic social characteristics of adults we include health status, age, education and qualification, social status and origin, family situation, socioeconomic situation, lifestyle and behaviour. This target-group typology takes into account causes and manifestations of adult problems.

  • Health status: persons with disabilities, particularly sensory, bodily, mental or combined disabilities, people after injury, people with mental and bodily disorders and illnesses, chronically ill people.
  • Age: mostly solo-living seniors, the very elderly, chronically ill, people living in poverty, young adults, e.g. after completion of institutional care, substitute family care, unemployed graduates.
  • Education and qualification: illiterate people, people with low education, (chronically) unemployed.
  • Social status and origin: people living in poverty, people without housing, refugees, people after institutional care, substitute family care.
  • Family situation: people in divorce proceedings, divorced people, victims of domestic violence, substitute parents, large families, very young parents, single parent with children, women on maternity leave and after maternity leave, parents with a sick family member, parents with a disabled member, a family with a sentenced member, family with dependent member, family with several co-occurring problems.
  • Socioeconomic situation: unemployed, people living in poverty, people without housing.
  • Lifestyle and behaviour: persons serving prison sentences, persons released from prison, people currently abstaining, people engaged in prostitution.

3. Social-andragogical counselling as a type of social-andragogical activity

Identifying types and forms of educational intervention within professional, cultural and social andragogy, their classification, standardization, and stabilizing terminology and understanding became the subject of attention of the scientific research task Systematization of types and forms of andragogical activity and their interpretation (Scientific Grant Agency under the Ministry of Education of the Slovak Republic, led by V. Prusáková and R. Čornaničová, implemented 2006-2008) (Matulčík ed., 2008; Prusáková, Čornaničová eds., 2009).

In social andragogy, M. Machalová (2008, 2009) defines social-andragogical counselling as a type of social-andragogical activity. She defines the goals and tasks of social-andragogical counselling, its relationship to andragogical and social counselling, unfolds a model of the levels of influence of social-andragogical counselling on clients and addresses different contexts of this counselling (quality of life, lifelong learning and education, lifelong counselling), as well as the competence of social andragogues in the role of counsellors.

M. Machalová (2008, pp. 63-64) states reasons for the development of andragogical counselling. In contemporary society characterized by diverse social problems and by pressure from change in both social and personal life, services that support adult education and learning come to the forefront, with andragogical counselling particularly deserving attention. M. Machalová (2008, p. 66) outlines three types of andragogical counselling corresponding to the concept of andragogy and its three subsystems: professional, social and cultural andragogy. In the area of adults’ professional life this is professional-andragogical counselling intersecting with career counselling. This counselling concerns the choice, maintenance, change of profession (or occupation) and education for the labour market. In the area of adults’ self-fulfilment activities it is cultural-and-interest andragogical counselling intersecting with informational counselling in culture and civic education. In the area of social conditions and life situations of adults, social-andragogical counselling may be applied. In this counselling, emphasis is placed on the social function of adult education and learning in the intersection with social counselling and practical social work. Social-andragogical counselling participates in identifying social problems and providing advisory help to individuals, groups and communities. It views the social problem through an educational, i.e., educative, interpretation of the emergence, persistence and handling of the social problem. Using educational means, the process of social-andragogical counselling supports the process of upbringing and education and also the process of self-directed learning of adults so that they develop their cognitive, emotional, value, motivational, volitional and social abilities, that is, abilities for living, and thus abilities for managing individual social tasks, personal social situations and social problems.

According to M. Machalová (2009, p. 62), social-andragogical counselling “supports adult education and learning. It activates adults mainly in the context of taking responsibility for their own learning, which in an environment of constant change is a tool for dealing with life demands.” Social-andragogical counselling is “counselling guidance (directing) of people so they decide to educate themselves, stay in the educational process, learn how to learn, and become capable of applying knowledge and skills in life, in the interest of prevention and management of situations or solving a specific social problem.”

C. Határ (2012, pp. 114-115) also uses the term social-educational counselling. According to this author, it is a kind of counselling “focused on prevention and solution of exclusively social and educational problems of clients (in a socio-andragogical context of adults and seniors), primarily through counselling methods, techniques, strategies and tools used especially in (social) andragogy, geragogy and social work.”

L. Szabová-Šírová (2015, pp. 106-109) understands the educational character of counselling as an important property of social counselling or as a specification of social counselling. In the meaning of social-educational/social-andragogical counselling, social counselling is linked with andragogical counselling. In theory and practice, social assistance to adults uses the term social counselling for professional institutionalized work, in a narrower sense focused on helping an individual in an adverse social situation. The term social-educational/social-andragogical counselling is unlikely to be commonly used in social assistance practice. What proves effective and common in social counsellors’ work over time is social counselling, which contributes to the development of adult personality, stimulates client learning for problem-solving, develops personality traits useful for handling problematic situations, improving social functioning and expanding possibilities for participation in life.

Within social counselling, andragogical counselling is also included in that social counsellors lead clients toward personality development, encourage their learning in order to solve problems and act in life. Throughout counselling, including analysis of the problem situation, planning the solution, and implementing concrete help, it is the counsellor’s task to support, activate, motivate and encourage the client toward self-development as a prerequisite for effective counselling, problem-solving, situation management and initiating positive life change.

The main goal of social counselling from the andragogical perspective is the client’s problem-solving competence. Problem-solving competence includes these components:

  • The client is able to identify and define the problem.
  • The client gains insight into the problematic situation and orientation in the reality of that situation.
  • The client can recognize causes of occurrence and understands the course, development and consequences of the problematic situation, and can define it.
  • The client is motivated to resolve the problematic situation and takes an active position toward solving it.
  • The client is able to take responsibility for the occurrence of the problematic situation and for its resolution.
  • The client trusts themselves and their abilities in solving the situation. They understand their possibilities and realistically evaluate limitations when solving the situation on their own. They are able to seek help if needed.
  • The client is able to learn, identifying learning and education needs in solving the problematic situation.
  • The client is able to generate solutions to the situation and choose one of them. They can plan steps that could become a starting point for solving the problem. They know and apply phases of the problem-solving process.

4. Relation of Social Andragogy to Social Work, Educational Social Work

Another scientific research task titled Trends in the Development of Andragogy and its Systemization (Scientific Grant Agency under the Ministry of Education of the Slovak Republic, led by V. Prusáková, implemented 2003-2005) (Prusáková ed., 2006) addressed the elaboration of the system of andragogical disciplines. J. Perhács (2006) explains the basic questions of social andragogy, including its subject, goals, tasks and system, its relation to cognate scientific disciplines, specialization of study as preparation for practical employment of graduates.

In relation of social andragogy to related fields, a specific precision is the relationship between social andragogy and social work (e.g. Határ, 2009). This relation is significant for social andragogy in the process of shaping its scientific identity and the practical activity of social andragogues. The close relation of social andragogy and social work in social andragogy has led to social andragogy often being defined through its relation to social work: as educational social work with adults or as activity that includes social work content with adults (e.g. Perhács, 1996; Švec, 2000, Tokárová, 2005).

The development of social andragogy and social work has resulted in their cooperation. Cooperation in science is also evidenced by recent work by M. Machalová Educational Social Work (2014) and Preventive Social Work. Educational Paradigm in Social Work (2013 b) and by M. Lukáč (2015 b) Roma People and Education. Social and Educational Contexts.

The trend of educationalisation in social work led to the establishment of the educational/learning paradigm of social work. A. Tokárová (2005, pp. 305-306) explains the educationalisation of social work by stating that activities in social work are basically of an educational nature and that there are very few social work activities without an educational intention.

The concept of educational social work is also developed by M. Machalová (2013 a, pp. 214-220). Educational social work represents a component of the system of social work. “Its emancipatory and shaping instrument is the social function of education—that is, teaching, education and counselling. The social function of education is related to the potential and manifest readiness of a person to psychological change. It relates to the necessity that adults must learn to learn and unlearn learning, and to bring them to understand that the only thing they can use in social danger, without any limitation, is their own abilities. The general aim of educational social work is social help for individuals, guidance of people toward social self-help and development of people’s social and psychological potential. Within educational social work, through formative educational effects, social education and social counselling, efforts are made to achieve a higher level of spiritual, psychological and social adulthood of individuals, meaning a higher level of their cognitive, emotional-affective, value and social competence needed for action under adverse conditions of social limitation, but in support of their own social inclusion, social equality, gender equality, as well as removal of social disadvantage.”

5. Conclusion

The conceptual and systemic foundations of social andragogy were established at the Bratislava Department of Andragogy, primarily due to the contribution of J. Perhács and M. Machalová. For further development of social andragogy, the decisive direction is the application of social andragogy. In this context, it is appropriate to stress that one of the main tasks of departments is preparation of professional workers for practice. In practice of resolving social problems, the graduate encounters specialization, which moves the question of social-andragogical activity in research and study into a level of specialization. This is shown by the development of geragogy, special andragogy, penitentiary and post-penitentiary andragogy. Geragogy was developed at the Bratislava Department of Andragogy, and its theoretical and methodological groundwork and study content were created by R. Čornaničová (2007). At the Nitra department, in recent years, works have emerged that contribute to further development of geragogy (e.g. Határ, 2014; Jedličková, 2014 b), while in Czechia J. Veteška writes on geragogy (2016 a). Alongside or rather beside social andragogy, special andragogy is now being defined (e.g. Jedličková, 2014 a; Határ, 2016; Veteška, 2016 b). In the future, further development of penitentiary and post-penitentiary andragogy can be expected (e.g. Matulčík, 1991, 1992; Lukáč, 2015 a; Kadlubeková, 2015) and/or resocialization andragogy (e.g. Szabová-Šírová, 2016; Lukáč, 2015 a).

The social andragogue acts in several professional specializations, as social counsellor, social therapist, social curator, probation worker, mediator, among others. Departments profile the preparation of future social andragogues for work also in areas where the educational character of their work combines with other professional activities of a non-andragogical character. Andragogical activity in the practice of solving social problems is very rarely implemented in isolated form, separate from other activities relevant to solving social problems. In other words: in the practice of solving social problems, professional activities are realized where education is only one component of the performed activities. The latest additions in andragogical literature also reflect this reality and provide the professional public and students with relevant knowledge sources (e.g. Szabová-Šírová, 2015; Kadlubeková, 2015; Lukáč, 2015 a; Veteška, 2015).

As is evident, the community of social andragogy has grown and we strongly believe it will continue to grow. From its beginnings and today, the Bratislava Department of Andragogy and the Prešov Department of Andragogy work on developing social andragogy; later departments in Banská Bystrica and Nitra also joined, as well as other departments in Slovakia and Czechia, and individual practitioners who have included social andragogy among their interests. We wish that it will continue to contribute to fulfilling scientific and pedagogical goals of departments with a spirit of cooperation and communication.

Authors: PhDr. Lea Szabová-Šírová, PhD. Prof. PhDr. Mária Machalová, CSc. The article is a partial output of the grant research project of the Slovak Ministry of Science, Research and Education No. 1/0966/16 Role of personality in the development of adult education theory. References

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Zborník štúdií riešiteľov úlohy VEGA MŠ SR č. 1/6227/99 pod názvom „Identifikácia cieľových skupín andragogického pôsobenia“. Bratislava : Gerlach Print, spol. s r. o., Katedra andragogiky FIF UK, 2002 a, s. 13-25. ISBN 80-968564-7-2. MACHALOVÁ, M. 1999. Psychologické aspekty profesijnej kompetencie pracovníkov vo výchove a vzdelávaní dospelých. In: PERHÁCS, J. (ed.) Profesionalita vo výchove a vzdelávaní dospelých. Zborník z vedeckej konferencie. Bratislava: Katedra andragogiky FF UK, 1999, s. 28-29. ISBN 80-233-0449-6. MACHALOVÁ, M. 2016. Sociálna andragogika na pomoc sociálnym klientom. In: Ján Perhács. O živote, osobnosti a diele významného andragoga. PETROVÁ, G., HATÁR, C., MűLLER DE MORAIS, M. (eds.) Nitra : Univerzita Konštantína Filozofa v Nitre, 2016, s. 13-21. ISBN 978-80-558-1129-1. MACHALOVÁ, M. 2009. Úlohy sociálno-andragogického poradenstva a profesionalizácia tejto činnosti. In: PRUSÁKOVÁ, V., ČORNANIČOVÁ, R. (eds.) Systemizácia druhov a foriem andragogického pôsobenia. Štúdie riešiteľov grantovej úlohy VEGA MŠ SR č. V-06-434-00 Systemizácia druhov a foriem andragogického pôsobenia a ich výklad. Bratislava : BB print, s. r. o., Katedra andragogiky FIF UK, 2009, s. 61-69. ISBN 978-80-969158-6-6. MACHALOVÁ, M., PRUSÁKOVÁ, V. (eds.) 2002 b. Attracting New Target Groups in Adult Education. Zborník hlavných príspevkov medzinárodnej konferencie Projektu ANT programu EÚ – Socrates. Bratislava : Gerlach Print, s.r.o., Katedra andragogiky FF UK, 2002 b. 196 s. ISBN 80-968564-5-6. MACHALOVÁ, M., PRUSÁKOVÁ, V. (eds.) 2004. Získavanie nových cieľových skupín vo vzdelávaní dospelých. Zborník medzinárodnej konferencie Projektu ANT programu EÚ – Socrates. Bratislava : Gerlach Print, spol. s r. o., Katedra andragogiky FF UK, 2004. 254 s. ISBN 80-89142-04-4. MATULČÍK, J. (ed.) 2008. Acta Andragogica 1. Zborník je čiastkovým výstupom výskumného projektu grantovej úlohy VEGA MŠ SR č. V-06-434-00 Systemizácia druhov a foriem andragogického pôsobenia a ich výklad. 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Acta Andragogica 4. Zborník je čiastkovým výstupom výskumného projektu grantovej úlohy VEGA MŠ SR č. 1/0386/11 Procesy inštitucionalizácie edukácie dospelých na Slovensku – analýza vízií (ideových východísk), cieľového zamerania, vývojových etáp, európskeho kontextu, súčasného stavu a trendov inštitucionalizácie edukácie dospelých. Bratislava : Univerzita Komenského, 2014. 223 s. ISBN 978-80-223-3541-6. MATULČÍK, J. 1992. Andragogika v penitenciárnej a postpenitenciárnej starostlivosti. In: Sociálna adjustácia jedinca penitenciárnej a postpenitenciárnej starostlivosti. Informačný bulletin sympózia (II.) Bratislava : Spoločnosť pre špeciálnu a liečebnú výchovu v SR, 1992. 96 s. MATULČÍK, J. 1991. Príprava odborníkov pre penitenciárnu a postpenitenciárnu prax v rámci študijného odboru výchova a vzdelávanie dospelých. In: Sociálne aspekty pôsobenia v nápravnovýchovných ústavoch. Zborník referátov. Bratislava : Spoločnosť pre špeciálnu a liečebnú výchovu v SR, 1991. s. 44-46. PERHÁCS, J. 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