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Introduction

Globalisation, easier communication and increasingly interpenetrating spheres of work, production, services, local domestic markets and regional international ones, mobility and flows of people, commodities, services and capital pose new challenges to continuing vocational education.
The concept of educational strategy for the development of humans, institutions, society emerges from ideas, trends, strategies and practice of lifelong learning in both in-school and out-of-school systems, formally and informally, more and more often via e-learning and learning on-the-job as well as through self-study.
While analyzing the following scientific works and handbooks concerning labour pedagogy and engineering pedagogy: Maclean R., Wilson D International Handbook of Education for the Changing World of Work; Wiatrowski, Z., Podstawy pedagogiki pracy;Kwiatkowski S.M., Bogaj A., Baraniak B.: Pedagogika pracy;Rauner F., Maclean R.: Handbook of Technical and Vocational Education and Training Research;Pineda P.: Pedagogía Laboral;Schelten A.: Grundlagen der Arbeitspädagogik; Melezinek A.: Pedagogika inżynierska. Metodologia nauczania techniki;Driensky D.: Inžinierska pedagogika; Dorninger Ch.: Der achtfache Pfad – Methodik und Praxis der Ingenieurpädagogik,references to foreign literature in Polish labour pedagogy and others, I could see that despite the almighty Internet, the knowledge of worldwide achievements in these spheres is limited to already established, usually very scarce, personal contacts and available literature.
Due to the imperfections for the reasons stated above, meagre is the knowledge of publications of international institutions:  CEDEFOP,United Nations Educational, Scientific and Cultural Organization (UNESCO), UNESCO Institute for Life Long Learning (UIL); International Centre for Technical and Vocational Education and Training (UNEVOC), znanych krajowych: Instytutu Badań Edukacyjnych, Instytutu Technologii Eksploatacji – PIB, a także Bundesinstitut für Berufsbildung (BIBB), Deutsches Institut für Erwachsenenbildung (DIE), University of Bremen – Germany, Hellenic Regional Development Centre  – Grecce; State Institute of Vocational Education – Slovakia; National Agency for Community Programmes in the Field of Education and Vocational Training – Romania; Foreign Affairs and European Union Coordination Center of Governorship of Istanbul – Turkey; Comenius University –Slovakia.

In the world literature references to vocational education and publications on vocational education in Brazil, China, India, Japan as well as Russia, Ukraine and Poland are even less frequent. We will try to break this circle of barriers. Our work has been spurred by our presence in international organizations and cooperation with them, for example: European Association for the Education of Adults (EAEA), European Association of Institutes for Vocational Training(EVBB); International Society for Engineering Education (IGIP); European Modular Education Network (ModENet), and the analysis of achievements of a series of conferences: IVET, CONFINTEA, (Confintea VI Living and Learning for a Viable Future: The Power of Adult Learning).

We adopted the following definition of the term continuing vocational education

  1. A complex of educational processes - formal, non-formal and informal – which, irrespective of their contents, level and methods, enable supplementing of education within school and outside of the school forms; owing to them adults develop their skills, increase knowledge, upgrade vocational qualifications or learn a new job, change their attitudes and behaviour, participate actively in social, economic and cultural development. (Strategy for the Development of Continuing Education until 2010. Ministry of National Education and Sport. Warsaw 2003).
  2. Comprehensive education undertaken continually in order to increase knowledge, improve skills and raise competences. (A Memorandum on Lifelong Learning. Brussels 2000. SEC (2000)).

We were not able to dig deep into history. We focus mainly on the following problems of labour pedagogy: work research, occupations, qualifications, competences, professional development, career orientation, counselling, career guidance, pro-vocational education, pre-vocational education, vocational education (schools training for a job, basic vocational schools, technical secondary schools, schools of higher education (leading to B.A., M.A. and doctoral degrees), methodology of labour pedagogy; vocational education of adults, employees and the unemployed.
Bibliography of Continuing Vocational Education refers to the works: Bibliografia oświaty dorosłych w wyborze (Selected Bibliography of Adult Education) by K. Wojciechowski, published in 1971 and Polska bibliografia oświaty dorosłych 1971-1995 (Polish Bibliography of Adult Education 1971-1995) by T. Wujek, of 2003. This Bibliography is a record of cohesive texts published all over the world. It is a subjective selection of literary sources made by the authors. As far as languages are concerned it covers publications in Polish, English, Spanish, Portuguese, Italian, French, Japanese, Chinese, German, Russian, Ukrainian and Arabic. This list is not defined chronologically. The bibliography is organized by languages. Within sections, the authors of works are listed alphabetically. The entries are the names of authors, editors of group works, and those editing the material. Each item (within the section), which is a self-contained whole, is given a subsequent number. Original titles of publications in Japanese, Chinese, Arabic are translated into English. The bibliography contains over three thousand publications presented in the following sub-inventories: monographs, scientific and methodological journals, Internet databases, scientific institutions and associations, outstanding specialists in labour pedagogy, continuing education and vocational education.
The said bibliography is of selective nature. While selecting the material, the authors bore in mind that it is to assist various circles of the reading public.
I would like to express my gratitude to the experts, sub-inventory authors coming from different countries and my co-workers whose laborious work consisted of studying and analyzing sources. They are all mentioned on the editorial page. I am inviting them to further cooperation. We are planning to update, supplement and expand this bibliography continually as well as to make it widely available. This will be accomplished through closer and more intense cooperation with scientists and experts in the field of labour pedagogy from the countries of languages which we have referred to.
I hope that the presented bibliographic inventory will be helpful in the work on the National Qualification Standards, and later on the National Qualifications Framework. The assistance found in world literature will aid the implementation of the curricula, organization and technology of modular vocational training as well as integration lifelong of learning.
With the help of this book, traditionalists will be able to analyse and select the sources . With the use of information technologies it will be easy to create necessary inventories and analyse electronic records of publications which are much more extensive resources, updated every three months, namely – eBibliografia – Ustawiczna Edukacja Zawodowa (eBibliography – Continuing Vocational Education).
This bibliography is addressed mainly to scholars involved in labour pedagogy, doctoral students, undergraduates as well as teachers, counsellors and pedagogic supervisors.

We hope we are providing you with a tool that will facilitate your work.

Prof. Henryk Bednarczyk, Ph.D.

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