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Wyszukujesz frazę "reforms of education" wg kryterium: Temat


Wyświetlanie 1-3 z 3
Tytuł:
Strukturalne i programowe reformy polskiej oświaty w latach 1998–2017 na łamach tygodnika „Polityka”
Structural and curriculum reforms in Polish education in 1998-2017 in the Polityka weekly
Autorzy:
Gołębiowski, Dariusz
Powiązania:
https://bibliotekanauki.pl/articles/957639.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
reforms of education
education
history of the Polish press
Opis:
A radical reform of the education system, one of the pillars of the four major reforms of Jerzy Buzek’s government, followed by a reform of the core curriculum by Minister Katarzyna Hall, and finally a controversial reform by Anna Zalewska under which some middle-level schools in operation since 1999 are being shut down are events covered in numerous publications, among them in leading opinion weeklies in Poland. One of such weeklies is “Polityka,” published continuously since 1957, where dozens of articles on education and reforms have been published over the last 20 years. The article is a concise analysis of the texts published in “Polityka”, the issues raised and the authors’ attitudes to the changes introduced in the subsequent years to the Polish education system.
Źródło:
Biuletyn Historii Wychowania; 2018, 39; 131-149
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Tygodnik „Wprost” jako forum dyskusji nad obliczem polskiej szkoły w latach 1998–2017
“Wprost” weekly as a forum for discussion on the Polish schooling system in 1998–2017
Autorzy:
Gołębiowski, Dariusz
Powiązania:
https://bibliotekanauki.pl/articles/29519635.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
reforms of education
education
history of the Polish press
Opis:
Late 1989 did not bring about any structural changes in education. For the next decade, a two-tier system of general education was in place, based on an 8-year primary school and a 4-year secondary school. This system was established in Poland in 1961 and remained unchanged until the late 20th century (1999) when Professor Mirosław Handke adopted a fundamental reform of the educational system, including introduction of 6-year primary schools, 3-year lower secondary schools and 3-year specialised high schools. Discussions on the changes, the course of the reform and the needs of Polish schools in the new reality were reflected in opinion weeklies. The article offers a concise analysis of texts on the perception of the structural reform, but also the broadly defined economic condition of Polish schools, the social position of teachers and school problems of children and adolescents, printed in Wprost weekly in 1998–2017. The latter date refers to the first year of Anna Zalewska’s reform, abolishing lower secondary schools and restoring the previous model of education.
Źródło:
Biuletyn Historii Wychowania; 2021, 44; 91-107
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Oryginalność Komisji Edukacji Narodowej na tle europejskim
The uniqueness of the Commission of National Education in Europe
Autorzy:
Bartnicka, Kalina
Powiązania:
https://bibliotekanauki.pl/articles/955453.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Education in the Polish Republic
education reforms in the 18th century
the state organ of the education authorities
the secular profession of a teacher
the structure of universities
the ideal of a citizen
curricula
teaching language
Opis:
As a result of the ban imposed on the Society of Jesus, post-Jesuit schools and funds had to be submitted to control. On 14 October 1773, on the initiative of king Stanisław August Poniatowski, the Commission of National Education (KEN) was appointed during a session of the parliament confirming the First Partition of Poland. The Commission was a body supervising the entire Polish education system, as well as an education fund created from the post-Jesuit assets. The king and the members of Parliament hoped that the Commission would reform the Polish education system and subsequently Poland would become a powerful state again. The Commission was a state institution appointed by parliament and answerable only to parliament. The Commission members included well-educated individuals, prominent politicians, representatives of the social elite who added to the Commission of National Education’s prestige. The school reform was inspired by the concepts of physiocracy (adapted to Polish conditions), the achievements of the pedagogy and philosophy of the Enlightenment, coupled with the local political and educational heritage, as well as the experiences of the National Academy in educating teachers and in cooperating with secondary schools. The Commission of National Education did not have any examples to follow, be it for institutional work or the planned school reform. The Commission managed to create a new type of state institution in charge of education. University-level education was provided to teachers, while the universities themselves were upgraded in terms of academic requirements and organisation. Departments were replaced with two equal-rank colleges. A Moral College was established with social science and humanities in mind, while a Physical College was created with mathematics and natural science in mind. The universities were delegated the responsibility of academic and pedagogic supervision of secondary schools. The Commission established the modern profession of teacher, the so-called academic estate. Polish was introduced to schools as a teaching language, accompanied by an encyclopaedic curriculum. Polish school books were developed. An enlightened and responsible nobleman-cum-patriot was offered as an educational model. The Laws of the Commission of National Education for the academic estate and the schools of the Polish Republic, an academic legal code, was developed and published in 1783.  The Commission was appointed by parliament and had an educational fund at its sole disposal. It was esponsible only to parliament for its activity and financial policy. This significantly differentiated the KEN from the institutions supervising education in Russia, Germany or Austria, as well as other countries, which were financially and legally dependent on enlightened monarchs. The KEN schools educated patriots and citizens, while the schools in absolutist monarchies desired loyal and obedient subjects of the tsar or king. 
Źródło:
Biuletyn Historii Wychowania; 2015, 33; 7-22
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-3 z 3

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