Temat: public education - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Simulation Tasks at Hungarian Programming Competitions
Autorzy:: HORVÁTH, Győző
ZSAKÓ, László
SZLÁVI, Péter
Powiązania:: https://bibliotekanauki.pl/articles/456550.pdf
Data publikacji:: 2015
Wydawca:: Uniwersytet Rzeszowski
Tematy:: computer simulation
public education
competition task
Opis:: More and more programming competitions for primary and high school students feature simulation tasks. Since many of the contests have an automatic evaluation system, the simulation assignments focus on discreet, deterministic events. Our article will demonstrate how these tasks are used at informatics competitions.
Źródło:: Edukacja-Technika-Informatyka; 2015, 6, 2; 167-172
2080-9069
Pojawia się w:: Edukacja-Technika-Informatyka
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Views on the subject of social integration and integration education of various participants of school life
Autorzy:: Marzenna, Zaorska
Powiązania:: https://bibliotekanauki.pl/articles/955118.pdf
Data publikacji:: 2020-06-02
Wydawca:: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:: education
integration
social integration
integration education
student with disabilities
public education
Opis:: The idea of social integration and integration education is a great challenge not only for the Polish education system, but also for theoretical analyzes and systemic practical solutions aimed at building an integrated society. In relation to people with disabilities is not only an exemplification of the provisions contained in the “Convention on the Rights of Persons with Disabilities” (UN, 2006). It also concerns the change in the social vision of the accessibility of these people to structures existing in contemporary, disability-opening civilized society. However, as demonstrated by the results of research reported in the article, there is still a lot to be done by implementing the postulates created by the ideas of integrating people regardless of their diversity, otherness, physical, mental, and social difference.
Źródło:: Człowiek - Niepełnosprawność - Społeczeństwo; 2020, 48(2); 29-45
1734-5537
Pojawia się w:: Człowiek - Niepełnosprawność - Społeczeństwo
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Hungarian Public Education in the Light of the Enforcement of Educational Rights and Obligations
Węgierska edukacja publiczna w świetle egzekwowania praw i obowiązków edukacyjnych
Autorzy:: Cserny, Ákos
Powiązania:: https://bibliotekanauki.pl/articles/1918873.pdf
Data publikacji:: 2020-10-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: public education
rights
obligations
Hungary
edukacja publiczna
prawa
obowiązki
Węgry
Opis:: Under democratic conditions, the enforcement of educational rights and obligations is one of the guarantees that the education and training system can fulfill its function effectively. In Hungary, the system of educational institutions and legal protection operating within the framework of the rule of law dates back to more than a quarter of a century, but experience in such a short period of time is significant. By presenting some of the rights and obligations related to public education, the paper gives the reader an idea of how a post-socialist country in Central and Eastern Europe operates its public education system and how it was able to adapt to European norms more than 30 years after the public law regime change. At the same time, this approach not only informs about the realization of the second-generation rights to education in Hungary, but also provides insight into the current direction of public education policy, for example through the issue of centralization-decentralization. Therefore, the study examines only those public education legal relations that are the most characteristic in terms of the presentation of the Hungarian system - in the opinion of the author -, and best reflect the public education conditions in Hungary.
W warunkach demokratycznych egzekwowanie praw i obowiązków edukacyjnych jest jedną z gwarancji, że system edukacji i szkoleń może skutecznie wypełniać swoją funkcję. Na Węgrzech system instytucji edukacyjnych i ochrony prawnej funkcjonujących w ramach praworządności sięga ponad ćwierć wieku, ale doświadczenie w tak krótkim okresie jest znaczące. Przedstawiając niektóre prawa i obowiązki związane z edukacją publiczną, artykuł daje czytelnikowi wyobrażenie o tym, jak kraj posocjalistyczny w Europie Środkowo-Wschodniej działa w swoim systemie edukacji publicznej i jak był w stanie dostosować się do norm europejskich ponad 30 lata po zmianie reżimu prawa publicznego. Jednocześnie podejście to nie tylko informuje o realizacji praw drugiego pokolenia do edukacji na Węgrzech, ale także daje wgląd w aktualny kierunek polityki edukacji publicznej, na przykład poprzez kwestię centralizacji-decentralizacji. Dlatego w opracowaniu analizowane są tylko te stosunki prawne edukacji publicznej, które są najbardziej charakterystyczne z punktu widzenia prezentacji systemu węgierskiego - zdaniem autora - i najlepiej odzwierciedlają warunki edukacji publicznej na Węgrzech.
Źródło:: Przegląd Prawa Konstytucyjnego; 2020, 5 (57); 463-479
2082-1212
Pojawia się w:: Przegląd Prawa Konstytucyjnego
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Qualitative study of disaster preparedness in an Indonesian village: Interviews with survivors of flash flooding near Bandung
Autorzy:: Tejakusuma, Iwan Gunawan
Hanggari Sittadewi, Euthalia
Powiązania:: https://bibliotekanauki.pl/articles/2108265.pdf
Data publikacji:: 2018-01-04
Wydawca:: Uniwersytet Warszawski. Wydział Geografii i Studiów Regionalnych
Tematy:: Flash flood
landslide dam
Indonesia
public education
early warning technology
Opis:: Debris flows and flash floods pose a continuing hazard to Nyalindung, a village in a mountainous part of West Java. On 16 December 2013, three days of heavy rain and a partial breaching of a succession of landslide dams triggered a debris flow and flash flood. One person died, nine homes were damaged, and 53 residents were evacuated. We asked villagers who were directly affected by that disaster about their knowledge of the hazard, in the hope of developing adaptation strategies. The survey showed that the majority of the villagers first became aware of the hazard during the 2013 disaster. Practical solutions exclude relocation because the village has stood in flow paths for the past 70 years or more, and because the families residing there are attached to the land and each other. We recommend combining public education about existing hazards with early warning technology.
Źródło:: Miscellanea Geographica. Regional Studies on Development; 2017, 21, 4; 179-183
0867-6046
2084-6118
Pojawia się w:: Miscellanea Geographica. Regional Studies on Development
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Analiza polityki oświatowej wobec pozoru demokracji w szkolnictwie publicznym
The analysis of educational policy against simulation of democracy in public education
Autorzy:: Śliwierski, Bogusław
Powiązania:: https://bibliotekanauki.pl/articles/16538917.pdf
Data publikacji:: 2015
Wydawca:: Polska Akademia Nauk. Komitet Nauk Pedagogicznych PAN
Tematy:: democracy
education in democracy
public education
education policy
simulation
change
education reforms
totalitarianism
authoritarianism
Opis:: My article is a synthetic recognition of macro-Polish governments’ evolution over 25 years of political transformation. It is presented from the perspective of education for democracy, in a democracy and not about democracy. I explain, how it is possible, that the Poles after they got rid of monistic doctrine of the totalitarian state, are subjected to hidden process of democratization of education and the school system. I analyze public education ,mechanisms and structures for its management in a way that counteracts democratic change. The school is subjected to a mechanism of political gamemakers. It becomes an institution which is painfully ineffective and without its face. This institution devastates traditions and allows intellectual regression. There are threats to educational reforms which lie not only in the sociopolitical mechanisms, but also and perhaps primarily within the education system, which has not created procedures to eliminate Pharisees of innovation from it. Polish educational system after 25 years of transformation is not only partially reprivatized but highly bureaucratic and fully involved in political parties.
Źródło:: Rocznik Pedagogiczny; 2015, 38; 9-29
0137-9585
Pojawia się w:: Rocznik Pedagogiczny
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Makropolityczne uwarunkowania kultury szkolnej
Macro-political determinants of school culture
Autorzy:: Śliwerski, Bogusław
Powiązania:: https://bibliotekanauki.pl/articles/433723.pdf
Data publikacji:: 2019-09-08
Wydawca:: Polska Akademia Nauk. Komitet Nauk Pedagogicznych PAN
Tematy:: macro-policy of education
school reforms
centralism
microsystem’s innovations
teacher author’s classes
copyright programs
public education
alternative education
Opis:: The subject of the article is the involvement of the school’s culture in the centralistic education policy, which is led by all, successively changing governments. It started with systemic reform of educational system in 1999. The author pays attention to the extent to which such a policy destroys the innovativeness of teachers. The only solution to this situation is the return to the anti-systemic micro-innovation movement in public education due to it restores the sense of dignity and profes- sional self-fulfillment of teachers.
Źródło:: Rocznik Pedagogiczny; 2018, 41; 31-43
0137-9585
Pojawia się w:: Rocznik Pedagogiczny
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Religious instruction in Polish public schools in light of universal and European standards
Autorzy:: Kasiński, Michał
Powiązania:: https://bibliotekanauki.pl/articles/1595981.pdf
Data publikacji:: 2019
Wydawca:: Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego
Tematy:: religious education
public education
freedom of conscience and religion
ideological neutrality of public authorities
UN Human Rights Committee
European Court of Human Rights
Opis:: The study is devoted to the analysis of legal regulations at a national level (Poland), the jurisprudence (case-law) of the Constitutional Tribunal and the practices of central and local government in matters related to public education, as perceived from the point of view of universal and European standards protecting freedom of conscience and religion. The author justifies the claim that the standards set by the Polish Constitutional Tribunal in this field are fundamentally different from the standards established in the case-law of the UN Human Rights Committee and the European Court of Human Rights. This leads to tolerance of repeated violation of the principle of ideological impartiality of public authorities. The principle, declared in Article 25 (2) of the Constitution of the Republic of Poland1, is violated both by state-level legislation pertaining to the sphere of religion, and by biased practices of educational administration. What is particularly abnormal is the inertia of public authorities that are obliged to supervise religious education and/or instruction, and their indifference to the unlawful activities of the entity interested in ideological domination over the education sector. The author expresses the conviction that a fundamental change of the approach of the Polish legislator should take place, especially as regards the role and tasks of state entities in protecting freedom of conscience and religion in the educational activities of public schools. This would guarantee the philosophical and religious neutrality of education in state schools.
Źródło:: Acta Iuris Stetinensis; 2019, 27, 3; 79-98
2083-4373
2545-3181
Pojawia się w:: Acta Iuris Stetinensis
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Religious instruction in Polish public schools in light of universal and European standards
Autorzy:: Kasiński, Michał
Powiązania:: https://bibliotekanauki.pl/articles/1596002.pdf
Data publikacji:: 2019
Wydawca:: Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego
Tematy:: religious education
public education
freedom of conscience and religion
ideological neutrality of public authorities
UN Human Rights Committee
European Court of Human Rights
Opis:: The study is devoted to the analysis of legal regulations at a national level (Poland), the jurisprudence (case-law) of the Constitutional Tribunal and the practices of central and local government in matters related to public education, as perceived from the point of view of universal and European standards protecting freedom of conscience and religion. The author justifies the claim that the standards set by the Polish Constitutional Tribunal in this field are fundamentally different from the standards established in the case-law of the UN Human Rights Committee and the European Court of Human Rights. This leads to tolerance of repeated violation of the principle of ideological impartiality of public authorities. The principle, declared in Article 25 (2) of the Constitution of the Republic of Poland,1 is violated both by state-level legislation pertaining to the sphere of religion, and by biased practices of educational administration. What is particularly abnormal is the inertia of public authorities that are obliged to supervise religious education and/or instruction, and their indifference to the unlawful activities of the entity interested in ideological domination over the education sector. The author expresses the conviction that a fundamental change of the approach of the Polish legislator should take place, especially as regards the role and tasks of state entities in protecting freedom of conscience and religion in the educational activities of public schools. This would guarantee the philosophical and religious neutrality of education in state schools.
Źródło:: Acta Iuris Stetinensis; 2019, 27, 3; 81-100
2083-4373
2545-3181
Pojawia się w:: Acta Iuris Stetinensis
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Działalność władz szkolnych oraz kierowników szkół w powiecie tarnowskim w zakresie szkolnictwa powszechnego w latach 1918-1939
Work of the School Authorities and School Headmasters in the Tarnów District in the Sphere of Elementary Education in the Years 1918-1939
Autorzy:: Juśko, Edmund
Powiązania:: https://bibliotekanauki.pl/articles/1953737.pdf
Data publikacji:: 2005
Wydawca:: Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:: edukacja publiczna
szkoły powszechne
władza szkolna
Tarnów
powiat tarnowski
public education
elementary schools
school authorities
Tarnów District
Opis:: The District School Council in Tarnów began its work on 1 July 1921. School Inspectors Jan Szumski, Jan Lubowiecki, Leon Grabowiecki, Stefan Mucha and Franciszek Tomaszkiewicz were its subsequent chairmen. The duties of subinspectors were carried out by Leon Staranka and Henryk Zahaczewski. School inspectors were the first instance authority in the school district. Their duties included supervising the elementary education and managing it by forming the school network, watching over the children to make them carry out their school duties, and appointing temporary teachers. They were not only responsible for the standard of teaching but for the level of education as well. They also supervised private elementary schools. As part of their supervising activities the inspectors visited schools; they also controlled and discussed a variety of questions connected with didactic and educational work of the schools. The aim of the visits was to check the standard of work and of functioning of elementary schools. During the visits the inspectors were supposed to pay attention to: carrying out the school's statute tasks, the proper way of teaching the curricula and educating the pupils, and observance of the law regulations. Apart from the questions connected with didactics and education, also problems connected with organization of work, a proper order in the schools, school documents and the pupils' attendance were subject to the inspectors' attention. These were the questions that the inspectors assessed when their visits to schools had a different form. In order to examine a particular problem, eg. that of attendance, inspectors carried out the so-called inspections. School inspectors also very often undertook activities aimed at perfecting the teachers' skills. They organized meetings, conferences and courses. They participated in the qualifying exams for teachers. School inspectors were responsible for organization, state and efficiency of additional training for public schools headmasters and teachers. School inspectors' work in the district was, on the whole, favorably viewed by teachers. Knowing the school realities they were able to offer help suitable for the needs and the real conditions obtaining in schools. When analyzing the reports of the teaching staff conferences it can be noticed that the inspectors were able to point to both the good sides of the work of schools and teachers, and to their mistakes. Putting forward recommendations they accurately pointed to the origin of the committed mistakes and the ways they could be mended. Local school councils played an important role in the school circles. Most councils carried out their duties in the way that was favorable for the school. Apart from matters that were important for the functioning of the schools, local school councils often made decisions about seemingly trivial problems. The headmasters played an important role in theirs schools. They headed the elementary schools and represented them. The headmaster's fundamental task was contributing, as far as he could, to general education. In that period, which was so difficult for education, a decided majority of headmasters in the district showed managing skills, knowledge of both their work and methods to do it, and the ability to establish contacts with the parents and the local circles. It was owing to them that schools could work normally to a certain degree, even though they were teaching and educating children often in extremely bad material conditions. The headmasters had to show especially much patience when fixing problems connected with the material basis. The difficult economic situation of the parents and of the local authorities caused that schools were often considered to be unnecessary. The managing staff of most schools in the district showed organizing skills, a profound knowledge, both methodic and factual as well as knowledge of the law regulations and a lot of pedagogical tact.
Źródło:: Roczniki Humanistyczne; 2005, 53, 2; 117-136
0035-7707
Pojawia się w:: Roczniki Humanistyczne
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: O "prywatyzacji" oświaty w Królestwie Norwegii
The "privatisation" of education in the Kingdom of Norway
Autorzy:: Majchrowicz-Jopek, Elżbieta
Powiązania:: https://bibliotekanauki.pl/articles/1185735.pdf
Data publikacji:: 2017-03-05
Wydawca:: Szkoła Główna Handlowa w Warszawie
Tematy:: neoliberalism
New Public Management
public education
privatization
decentralisation
grant-aided private schools
neoliberalizm
nowe zarządzanie publiczne
oświata publiczna
prywatyzacja
decentralizacja
szkoły prywatne dotowane
Opis:: W artykule omówiono zasady i mechanizmy zarządzania norweskim systemem oświaty z punktu widzenia jego podstawowego celu, tj. zapewnienia równych warunków nauczania dla wszystkich dzieci, niezależnie od ich pochodzenia i statusu społeczno-ekonomicznego ucznia. Norwegia uchodzi za przykład państwa, w którym na politykę edukacyjną nie oddziaływał silnie nurt neoliberalizmu ekonomicznego oraz idee modernizacji sektora publicznego w duchu nowego zarządzania publicznego. Norweski system oświaty cechuje się natomiast znacznym poziomem zdecentralizowania - lokalne struktury samorządowe odpowiedzialne są za zapewnienie miejsc do realizacji prawa do edukacji przedszkolnej, obowiązku szkolnego i prawa do nauki. Znakomita większość uczniów pobiera naukę w szkołach publicznych. Odnotowuje się jednak niewielki, lecz systematycznie wzrastający, udział sektora niepublicznego w oświacie oraz przypadki wykorzystywania instrumentów z zakresu kontraktowania usług publicznych, a także partnerstwa publiczno-prywatnego.
The article discusses the Norwegian response to the neoliberal movement of privatising public education. Neoliberal trends in public services, including education, mainly manifest themselves in the affirmation of the economic efficiency in public services provision, increased participation of private and non-governmental organisations and the creation of quasi-markets. In Norway likewise in other Scandinavian countries the reform of public sector has not been strongly influenced by neoliberal ideology and the New Public Management. On the other hand, it was the political decentralisation and empowerment of local communities that shaped the organisation and management of the school system. The primary aim of the Norwegian education is to ensure equality and inclusion for all students, regardless of their gender, abilities, family background, nationality and health condition. !e article presents the historical path of public and non-public schooling in Norway illustrated by the statistical data concerning kindergartens, schools and pupils respectively. The central and local government still provides the vast majority of public education services and the non-public sector remains limited. Nevertheless in the last 10 years the rise in the number of private schools has been noticed, especially in bigger cities and more affluent dwellings. In its final part the article presents the recent developments in the privatisation policy conducted by the conservative government in Norway. It deliberates postulates relating to modification of administrative procedures leading to the establishment of private schools, widening the school choice for parents as well as diversification of the teachers’ professional status. It also sketches examples of the utilisation of private-public partnerships in construction and operationof public schools.
Źródło:: Studia z Polityki Publicznej; 2017, 4, 2(14); 35-63
2391-6389
2719-7131
Pojawia się w:: Studia z Polityki Publicznej
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 11.

Tytuł:: Działalność wychowawczo-opiekuńcza szkół powszechnych wpowiecie tarnowskim w latach 1918-1939
Pedagogic and Tutelary Work of Primary Schools in the Tarnów District in the Years 1918-1939
Autorzy:: Juśko, Edmund
Powiązania:: https://bibliotekanauki.pl/articles/1953886.pdf
Data publikacji:: 2004
Wydawca:: Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:: edukacja publiczna
działalność wychowawczo-opiekuńcza szkół
Tarnów
obwód tarnowski
public education
pedagogic and tutelary work of schools
district of Tarnów
Opis:: In the years 1918-1939 in Polish primary schools pedagogic and tutelary issues played a significant role. They were entered in the schools statutes and constituted part of the didactic process. Following the directions of state education the school aimed at forming in pupils the attitude of respect to work, to national culture and tradition as well as to Christian values. The personal example of the teachers was to play an important role in achieving these aims. As part of their pedagogical work the schools organized a great number of events and celebrations on the occasions of historic events; the celebrations had both a state and religious character. Besides events that developed patriotic feelings in pupils there were also a lot of other celebrations, connected with the local tradition. In their programs there were often performances presented by the pupils themselves. They enjoyed a great popularity and great audiences came to see them; they were also highly appreciated by the parents. Besides developing patriotic attitudes in the pupils they also evoked artistic feelings in them; another aim was to raise financial means for the school needs and for giving help to poor pupils. Such collections did not always produce desired effects, which was due to the pauperization of the society, especially in the country. Also sightseeing trips were an important element of the pedagogical process. They had considerable didactic values, which made it easier to follow the curricula. The number of trips, however, depended to a large degree on the parents' financial means. Organizations that existed in the primary schools also played an important role in forming civic attitudes in the pupils. They were one of the elements of the pedagogic process. A decided majority of them were set up at the beginning of the forties, as the new law about the educational system explicitly stressed state education. In the schools of the Tarnów District first of all such pupils' organizations were active as Polish Red Cross (PCK), League for the Preservation of Nature (LOPiP), scouting, School Savings Bank (SKO), Marine and Colonial League, Young Men and Women's Association, Eucharistic Crusade, Catholic Youth Association, Legion of the Youth, Rifleman and others. In most schools there were also school shops and active school self-governments. Day-rooms also played a great role in the area of pedagogical-tutelary work; however, they only existed in town schools. In the country there were no financial resources to open them. The day-rooms operating in town schools to a large degree worked owing to Parents' Committees that supplied the money. They were the places where poor pupils were given food, where dances were organized, and where pupils could get extra lessons. In the generally difficult economical situation of the district the tutelary role of the school became more important than the pedagogic one. The headmasters and teachers made various efforts in order to help children coming from families whose financial situation was bad. The forms that were most often encountered are: giving food; buying clothes, shoes, school accessories, handbooks; organizing free trips and summer holidays. The money came from local School Councils, Parents' Committees, self-government authorities, the Catholic Church, school shops' income, performances and charity events. Parents' Committees also played an important role in the pedagogic and tutelary process. Mutual communication between the school and parents gave good results to both parties. However, the parents' participation in the life of the school was not always satisfactory, which resulted not only from their poverty but also from their low consciousness level connecting the role and significance of the school.
Źródło:: Roczniki Humanistyczne; 2004, 52, 2; 145-179
0035-7707
Pojawia się w:: Roczniki Humanistyczne
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 12.

Tytuł:: Polityczne uwarunkowania trwania systemu klasowo-lekcyjnego w szkolnictwie publicznym
Political conditions of duration classroom system in public education
Autorzy:: Śliwerski, Bogusław
Powiązania:: https://bibliotekanauki.pl/articles/2132178.pdf
Data publikacji:: 2022
Wydawca:: Uniwersytet Wrocławski. Wydział Nauk Historycznych i Pedagogicznych. Instytut Pedagogiki. Zakład Historii Edukacji
Tematy:: polityka oświatowa
system klasowo-lekcyjny
szkolnictwo publiczne
dydaktyka
przemoc szkolna
educational policy
class-lesson system
public education
didactics
school violence
Opis:: Cel. Przedmiotem analizy jest panujący we współczesnej Polsce centralistyczny system zarządzania, nadzoru i reformowania edukacji szkolnej. Autor wskazuje na kwestię pozorowania przez rządy lat 1993-2020 procesów decentralizacji, demokratyzacji kształcenia dzieci i młodzieży w szkolnictwie publicznym. Uniemożliwia to rezygnację nauczycieli z edukacji behawioralnej, doktrynalnej, zamkniętej na rzecz dydaktyki konstruktywistycznej, otwartej i zmieniającej system klasowo-lekcyjnego gorsetu. Materiały i metody. Przedmiotem analizy strategii reform oświatowych jest polityka szkolna władz państwowych Polski po 1989 r. z punktu widzenia dysonansu między roszczeniami opozycji z ruchu społecznego „Solidarność” a dokonaną transformacją systemu szkolnego w wolnej III RP. Głównym problemem badawczym jest dociekanie powodów, dla których nadal obowiązuje w tej polityce system klasowo-lekcyjny z XVII wieku. Wnioski. Polityka władz oświatowych po 1989 r. dowodzi pozbawionej naukowej racji reprodukcji nie tylko centralizmu oświatowego, ale i pozbawiania młodych pokoleń szans na jakość kształcenia adekwatną do wyzwań XXI wieku oraz stanu wiedzy o zróżnicowanych paradygmatach w dydaktyce szkolnej.
Aim. The subject of the analysis is the centralized system of managing, supervising, and reforming school education prevailing in contemporary Poland. The author points out the issue of simulating the processes of decentralization and democratization of the education of children and adolescents in public education by the governments of the years 1993-2020. This disenables teachers to forsake behavioral, doctrinal, closed education, in favor of open, constructivist didactics which changes the restrictive class-lesson system. Materials and methods. The subject of the analysis of educational reform strategies is the school policy of the Polish state authorities after 1989 in the context of the discrepancy between the claims of the oppositional social movement „Solidarity” and the prevailing transformed school system in the period of the Third Polish Republic. The main research question is why the 17th-century class-lesson system still prevails. Conclusion. The policy of the educational authorities after 1989 led not only to the restoration of educational centralism, which was not based on scientifi c evidence but also deprived the younger generations of opportunities for quality education adequate to the challenges of the 21st century and the state of knowledge of different paradigms in school didactics.
Źródło:: Wychowanie w Rodzinie; 2022, XXVI, (1/2022); 123-134
2082-9019
Pojawia się w:: Wychowanie w Rodzinie
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 13.

Tytuł:: Transformation of the contents of national social studies at school in the 20th century: the heritage and benefits
Autorzy:: Areshonkov, V. Yu.
Powiązania:: https://bibliotekanauki.pl/articles/1963206.pdf
Data publikacji:: 2015-12-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: istota szkolnictwa społeczeństwa
oświata publiczna
dialektyka
ideologia materialistyczna
komponenty prawne
contents of school social studies
public education
dialectal and materialistic ideology
legal content
Opis:: Niniejszy artykuł jest poświęcony transformacji szkolnictwa w społeczeństwie ukraińskim w latach 1900–1990, a także podstawowym naukowo-metodologicznym oraz organizacyjnym podejściom do formowania treści współczesnych badań tego szkolnictwa. Wyjaśnia również zasadnicze naukowe oraz metodologiczne problemy tej transformacji. Odwołując się do głównych tendencji rozwoju systemu szkolnictwa czasów radzieckich i przed nimi, artykuł przedstawia periodyzację rozwijania się społecznych studiów oświaty, jak również przykłady współczesnych progresywnych systemów z prezentacją różnych podejść do nauczania.
The article analyzes transformations of the contents of school social studies in 1900–1990 in Ukraine since it can be helpful to specify scientific, methodological and organizational approaches towards the formation of contents of modern social studies at school. The study highlights principal scientific and methodological problems of these transformations. Based on general development tendencies of both school education and social studies, the article provides periodization of development of the contents of school social studies in pre-Soviet and Soviet times. Analogies of the existing progressive education to the present teaching approaches are indicated. The author draws conclusions from transformational practices of the 20th century and determines their importance nowadays.
Źródło:: Edukacja Międzykulturowa; 2015, 4; 91-101
2299-4106
Pojawia się w:: Edukacja Międzykulturowa
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Public education in wobbly democration. From the perspective critical-emancipatory pedagogy
Autorzy:: Kwieciński, Zbigniew
Powiązania:: https://bibliotekanauki.pl/articles/703090.pdf
Data publikacji:: 2017
Wydawca:: Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:: public education
public intellectuals
hypothesis of self-development of levels of human consciousness auto-revision
“paranoid state”
victorious march of neo-liberalism
need for critical literacy
Poland as a leader
Opis:: Public education is educating influence of wide range media on political beliefs, worldviews and patterns of the everyday life of the audience, and of the potential electorate. The public intellectuals (the Henry A. Giroux concept), significant and respected experts (academics, journalists, politicians) play a special role. The article contains the presentation and analysis of the reaction of American public intellectuals to the election of Donald Trump as President of the United States – from the perspective of critical-emancipatory pedagogy. These are extremely critical to the consequences of D. Trump's choice: Ken Wilber's, Henry A. Giroux’s, Noam Chomsky’s, and several authors in the Berkeley Review of Education 2017/1 publications and speeches are recalled. The author concludes that Poland no longer has to imitate America, because in authoritarian drift (turn) it is ahead of it.
Źródło:: Nauka; 2017, 3
1231-8515
Pojawia się w:: Nauka
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 15.

Tytuł:: Nauczycielki ludowe. Uwarunkowania pracy kobiet w publicznej oświacie powszechnej Polski międzywojennej
Autorzy:: Piotrowska-Marchewa, Monika
Powiązania:: https://bibliotekanauki.pl/articles/2036239.pdf
Data publikacji:: 2020-12-01
Wydawca:: Polska Akademia Nauk. Instytut Historii im. Tadeusza Manteuffla PAN w Warszawie
Tematy:: female teachers
folk teachers
mainstream education
public education
Poland 1918–1939
Second Polish Republic
women’s work
women
nauczycielki
nauczycielki ludowe
szkolnictwo powszechne
oświata publiczna
Polska 1918–1939
II Rzeczpospolita
praca kobiet
kobiety
Opis:: Artykuł podejmuje zagadnienie uwarunkowań pracy kobiet w publicznej oświacie powszechnej w II Rzeczypospolitej, na podstawie analizy wybranych materiałów prasowych, archiwalnych i statystycznych. Autorka rozważa, czy polityka państwa polskiego w okresie międzywojennym sprzyjała wchodzeniu kobiet w struktury oświaty powszechnej i utrwalaniu ich pozycji zawodowej. Koncentruje się zarówno na emancypacyjnych walorach zawodu nauczycielki ludowej i możliwościach realizowania się w szkolnictwie powszechnym przez kobiety, jak też na przejawach strukturalnych nierówności w dostępie do tego zajęcia.
The article discusses the issue of working conditions of female teachers in public mainstream education in the Second Polish Republic. The analysis is based on selected press publications, archival materials, and statistical data. The author studies the question of whether the state policy of the Second Polish Republic promoted the involvement of women in the mainstream education structures and strengthened their professional standing. The work focuses both on the advantages of working as a folk teacher and women’s opportunity for self-fulfillment in mainstream education and on the examples of structural inequality in the access to the aforementioned career.
Źródło:: Roczniki Dziejów Społecznych i Gospodarczych; 2020, 81; 343-359
0080-3634
Pojawia się w:: Roczniki Dziejów Społecznych i Gospodarczych
Dostawca treści:: Biblioteka Nauki

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