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Wyszukujesz frazę "compulsory education" wg kryterium: Temat


Wyświetlanie 1-5 z 5
Tytuł:
Teaching spoken english in spain: classroom practices and teachers´ perceptions
Autorzy:
García-sampedro, Marta
Powiązania:
https://bibliotekanauki.pl/articles/1878518.pdf
Data publikacji:
2021-09-25
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
teaching
oral communication
English language
compulsory education
Opis:
Aim. This article presents the results obtained in a qualitative research related to classroom practices and perceptions of teachers of English as a foreign language in Spain. The aim of this study is to present examples of good teaching practices, including the types of resources, materials and assessment used in spoken English teaching.  Methods. A qualitative investigation that used ethnographic (non-participant)  observation in primary and secondary English classes was implemented in thirty-two schools. Additionally, twenty semi-structured interviews with primary and secondary teachers were conducted. Results and conclusion. The results show significant differences between both applied methods Non-participant observation indicates that spoken communication in English is not practised sufficiently. However, based on interview results, teachers do apply appropriate language learning strategies that could allow them to successfully teach speaking skills in their students. The results imply that in Spain, there are still many teachers and educational institutions that follow the Grammar Translation Method and other traditional methodologies, which still focus primarily on writing skills. However, several examples of good practices and inspiring methodological and motivational strategies have been found throughout this research, which might be considered as a precedent for those that focus on writing approaches. Cognitive value. This article displays an original research supported by University of Oviedo, through which, the reader can approach to the teaching of spoken English in Spain by means of  some teachers´ perceptions and examples of good practices.
Źródło:
Journal of Education Culture and Society; 2021, 12, 2; 583-596
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Organisation and Diversification of the Educational Market in Poland: The Case of the Poznań Agglomeration
Autorzy:
Walaszek, Marzena
Bąkowska, Edyta
Powiązania:
https://bibliotekanauki.pl/articles/1052759.pdf
Data publikacji:
2016-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
educational system
compulsory education
decentralisation of education
market for educational services
Poznań agglomeration
Opis:
The political changes in Poland after 1989 affected the formation of a self-reliant society. One of the results was the decentralisation of public tasks in the field of education, with the relevant competences transmitted to local governments. Since then, communes have been responsible for ensuring equal access to public education, but at the same time a non-public education market has been developing. Important for changes in the Polish educational system was also a reform started in 1999 which led to the transformation of the two-level system of education existing since 1968 into a three-level structure. The first non-public schools began to form as an alternative to public ones. Currently, non-public schools are mainly run by non-governmental organisations, religious institutions or social associations. In the general opinion, the quality of education in non-public schools is higher than in public ones (smaller classes, better contact between student and teacher, an individual approach to each student). In the face of education-model changes it is important to create a wide range of learning opportunities for everyone. It is also not about competition, but cooperation among all institutions involved in education provision. In this article, the progressive diversification of the educational market is presented on the example of the Poznań agglomeration.A diversified educational system, its commercialisation, and the creation of new educational opportunities for children and young people beyond the basic programme of education are undoubtedly benefits for the Polish society. The growing competition among the wide range of educational institutions (also taking into account institutions organising extra-curricular classes), from a theoretical point of view, should help to improve the quality of education in the entire market of educational services. As a consequence, these trends, together with demographic changes, may invite the question about the prospects of public schools in their present form in the future.
Źródło:
Quaestiones Geographicae; 2016, 35, 2; 105-114
0137-477X
2081-6383
Pojawia się w:
Quaestiones Geographicae
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Prawo do nauki. Prawa dziecka-ucznia
The right to education. The rights of the child and a pupil
Autorzy:
Grzejdziak-Przybyłowicz, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/927389.pdf
Data publikacji:
2019-12-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
right to education
rights of the child
compulsory education
compulsory schooling
the education system
prawo do nauki
prawa dziecka
obowiązek szkolny
obowiązek nauki
system oświaty
Opis:
The subject matter of this article was the right to education with a particular regard to the rights of the child being a pupil and his/her right to personal treatment in the teaching and the whole educational process, the right to the open and motivated assessment of the progress in learning, the right to impact the school life via local government activities, as well as the right to the freedom of conscience and religion, and the right to recognise and preserve the national identity in the teaching process. The issue of pupil’s responsibilities, and in particular compulsory schooling and compulsory education, have also been raised. The article defi ned the right to education and placed it among other acts of international law – the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, the Convention for the Protection of Human Rights and Fundamental Freedoms, the Declaration of the Rights of the Child, as well as the Convention on the Rights of the Child, known as the World Constitution of the Rights of the Child. In addition to the nature of the right to education, the subject matter of the consideration was also the principles and guarantees of its implementation, contained in the Basic Law. Their analysis led to the conclusion about the limited nature of the right of parents to bring up the child according to their own convictions, the implementation of which should be compatible with the welfare of the child and the constitutionally guaranteed right to receive education. An analysis of the regulations applicable in the prescribed scope statutory, and in particular in terms of universal and equal access to education have also been discussed. The refl ections presented in the article have been enriched with case law examples and judgments delivered by the European Court of Human Rights in Strasbourg, the Supreme Court, and the Common Courts. The analysis of the existing legal references, the doctrine, and the case law has allowed to reach a conclusion on the fundamental nature of the right to education, the implementation of which conditions the development of an individual and the full use of its rights.
Źródło:
Studia Prawa Publicznego; 2017, 4 (20); 95-126
2300-3936
Pojawia się w:
Studia Prawa Publicznego
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Is the enrolment of children in the first class changing?
Czy zmienia się przebieg zapisów dzieci do pierwszej klasy?
Autorzy:
Burkovičová, Radmila
Powiązania:
https://bibliotekanauki.pl/articles/646378.pdf
Data publikacji:
2016
Wydawca:
Libron
Tematy:
compulsory education
indicator,
child
pupil
enrolment process
teacher
obowiązkowa edukacja
wskaźnik
dziecko
uczeń
przebieg zapisów
nauczycielka
Opis:
The purpose of the paper was to provide a theoretical description of the points of departure for the enrolment process of children in compulsory education in the Czech Republic as it has been developing at present. Further-more, to present the results of our findings of whether the process of compulsory education enrolment differs greatly in two defined periods. The hypothesis that (statistically) significant differences exist between the process of enrolment in the first and second periods, which can be identified based on frequencies of the determined indicators, was confirmed by seven of the nine observed indicators. Higher frequencies of indicators were identified in different subsets.  
Celem opracowania jest teoretyczne przedstawienie rozwiązań dotyczących przebiegu zapisów dzieci w ramach obowiązkowej edukacji w Re-publice Czeskiej, które odbywają się w chwili obecnej, a ponadto zaprezentowanie wyników ustaleń, czy przebieg tego zapisu różni się w dwóch wyznaczonych okresach. W siedmiu spośród dziewięciu monitorowanych wskaźników została potwierdzona hipoteza, że pomiędzy przebiegiem zapisów w pierwszym i drugim okresie występują (statystycznie) znaczące różnice, które można identyfikować w częstotliwościach określonych wskaźników. Wyższe częstotliwości wskaźników zostały rozpoznane w różnych podzespołach.
Źródło:
Konteksty Pedagogiczne; 2016, 1, 6
2300-6471
Pojawia się w:
Konteksty Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja kulturalna w szkolnictwie wybranych państw europejskich
Cultural education at school in selected European countries
Autorzy:
Dziewulak, Dobromir
Powiązania:
https://bibliotekanauki.pl/articles/11541891.pdf
Data publikacji:
2016
Wydawca:
Kancelaria Sejmu. Biuro Analiz Sejmowych
Tematy:
culture
education
school
compulsory education
cultural and arts education
Polska
Austria
Belgium
Estonia
Finland
France
Greece
Spain
Ireland
Germany
United Kingdom
Opis:
This paper presents an overview of cultural and artistic education in compulsory education in selected European countries, including Poland, Austria, Belgium, Estonia, Finland, France, Germany, Greece, Ireland, Spain, and the UK. An attempt is made to define the concept of cultural education and to examine the place it has in the modern world. The review includes the issues related to cultural education as a compulsory school subject in primary and secondary schools in selected European countries. An analysis is made of school curricula, with special emphasis on cultural and artistic subjects. The context of the school organization systems and curricula, as well as the status of teachers in art school education and lifelong learning, was used to better exemplify the issues under consideration.
Źródło:
Studia BAS; 2016, 2(46); 77-146
2080-2404
2082-0658
Pojawia się w:
Studia BAS
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-5 z 5

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