Article structure

The structure of the submitted article should include:

  • abstract and keywords,
  • main text,
  • references (containing only cited literature).

 

Technical requirements

The text should not exeed 15 pages. Authors are requested to adapt the texts to the following technical requirements:

  • Word editor / format * doc, * docx, font Times New Roman 12, spacing 1.5, margin on the left side 35mm, Justify, pages should be numbered, numbering in the lower right corner;
  • full title in bold letters and centered; other titles aligned left, bold;
  • citations in the text should be accompanied by quotes at the beginning and end;
  • tables, figures, diagrams and maps should be numbered, titled, and the materials should be given their source;
  • persons mentioned or cited for the first time should be given a name.

 

REFERENCING

Please use Harvard Referencing Style.

   IN-TEXT REFERENCES

A book/ a chapter in an edited book / a journal article with a single author
(Jurgiel-Aleksander, 2020: 67)

A book/ a chapter in an edited book /a journal article with two or three authors
(Hallqvist & Hyden, 2013)
(Miles, Huberman & Saldaña, 2014: 42-44)

A book/ a chapter in an edited book / a journal article with four or more authors
(Lofland et al., 2006: 120)

An edited book
(Bainbridge & West eds., 2012)

Multiple works in a pair of parentheses (in chronological order)
(Field, 1996; Preston, 1999; Biesta, 2006)

Multiple works from one author in a pair of parentheses (in chronological order)
(Biesta, 2006: 74; 2010: 12)

Citing works by one author written in the same year
(Bauman, 2005a: 20) … (Bauman, 2005b: 304)

Sources published by an institution/organisation (no author)
(Organisation for Economic Co-Operation and Development, 2006) or (OECD, 2006)

 

   REFERENCE LIST

The reference list contains all the items cited in the article and only the cited items. The list should be in alphabetical order by author/editor.

A book with a single author
Biesta, G.J.J. (2006) Beyond learning: Democratic education for a human future. Boulder, London: Paradigm Publishers.

A book with two or three authors
Formenti, L. & West, L. (2018) Transforming perspectives in lifelong learning and adult education: a dialogue. London: Palgrave Macmillan.
Miles, M.B., Huberman, A.M. & Saldaña, J. (2014) Qualitative data analysis: a methods sourcebook. 3rd edn. Thousand Oaks, California: Sage Publications.

A book with four or more authors
Lofland, J., Snow, D.A., Anderson, L. & Lofland, L. (2006) Analyzing social settings: a guide to qualitative observation and analysis.4th edn. Belmont, CA: Wadsworth Thomson Learning.

An edited book
Hallinan, M.T. (ed.) (2011) Frontiers in sociology of education. Dordrecht: Springer.
Bainbridge, A. & West, L. (eds.) (2012) Psychoanalysis and education: minding a gap. London: Routledge.

A chapter in an edited book
Baker, D.P. (2011) The future of schooled society: the transforming culture of education in postindustrial society. In: M.T. Hallinan (ed.) Frontiers in sociology of education. Dordrecht: Springer, 11-34.

A journal article
Hallqvist, A. & Hyden, L.C. (2013) Work transitions as told: a narrative approach to biographical learning. Studies in Continuing Education, 35(1), 1-16.

Sources published by an institution/organisation (no author)
Organisation for Economic Co-Operation and Development (2006) The New Rural Paradigm: Policies and Governance. Paris: OECD Publications.

Electronic written sources

Sources with a DOI
Jurgiel-Aleksander, A. (2020) ‘Good education’ and its instrumental description in the narrations of adults who have become students. Dyskursy Młodych Andragogów / Adult Education Discourses [online], 21, 65-75. Available at: https://doi.org/10.34768/dma.vi21.554.

Sources without a DOI
Formosa, M. (2005) Feminism and critical educational gerontology: An agenda for good practice. Ageing International [online], 30(4), 396–411. Available at: https://link.springer.com/article/10.1007/s12126-005-1023-x [20.01.2021].
Formosa, M., Fragoso, A. & Jelenc Krašovec, S. (2014) Older Men as Learners in the Community: Theoretical Issues. In: M. Radowan & S. Jelenc Krašovec (eds.) Older Men Learning in the Community: European Snapshots [online]. Ljubljana: University Press, 15-28. Available at: https://www.um.edu.mt/library/oar//handle/123456789/1780 [03.02.2021].
UNESCO Institute for Lifelong Learning (2020) Policy brief 12:Direct assessments of adult skills and competencies [online]. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000375129 [10.01.2021].

 

ABSTRACT AND KEYWORDS

An abstract should:

- have a volume of 1/2 to 2/3 standard pages (ok.1800 characters),

- be written in 3 person singular,

- include in its content : the aim,  methods, results and conclusions.

Keywords (3-4) should be specific terms, relating directly to the content of the article.