The aim of this article is to present and popularize a method of syllabus analysis which should find a wider application in andragogy. In the first part the authoress presents the theory of syllabus design developed on the basis of the principles of German andragogy and Polish didactics and discusses the issue of syllabus evaluation from the point of view of philosophical, psychological, social and pedagogical perspectives assumed consciously or unconsciously by syllabus writers. The aim of the second part is to answer the question concerning the place of syllabus analysis in adult education in Poland which is presented on the basis of a project titled 'Intercultural Links across the Polish German Boarder'. In conclusion the authoress presents opinions concerning the significance and future of syllabus evaluation. The research was based on the analysis of documents - Polish and German texts on education.
K ä p p l i n g e r B., Programmanalysen und ihre Bedeutung für pädagogische Forschung, [w:] (Qualitative Forschungsverfahren in Perspektivverschränkung, red. W. Gieseke, O. Schäffter, Erwachsenenpädagogischer Report, 2004.
K a r g u l J., S ł o w i ń s k a S., G a n c a r z M., Z prądem i pod prąd. Lubuskie instytucje kultury w nowym ładzie społecznym, Zielona Góra 2004.
O r n s t e i n A.C., H u n k i n s P., Program szkolny. Założenia, zasady, problematyka, tłum. K. Kruszewski, Warszawa 1998.
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