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Wyszukujesz frazę "secondary schooling" wg kryterium: Wszystkie pola


Wyświetlanie 1-4 z 4
Tytuł:
Rozwój koedukacyjnego średniego szkolnictwa ogólnokształcącego w okresie II Rzeczypospolitej
Autorzy:
Katarzyna, Dormus,
Powiązania:
https://bibliotekanauki.pl/articles/892503.pdf
Data publikacji:
2019-04-19
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
co-education
secondary schooling
Second Polish Republic
interwar period
Opis:
During the late 19th century and early 20th century, co-education on a secondary school level was still a source of controversy, resulting in a public discussion. The first co-educational secondary schools in the Polish territories were established over the course of the First World War. During that time, in light of a realistic chance for Poland to regain independence, the teaching community undertook discussions regarding the shape of education in independent Poland. Still, many people still viewed co-education with a degree of doubt. In the interwar period, however, the number of public and private co-educational secondary schools increased. They were located primarily in smaller cities. Additionally, men usually represented the majority of students. This dynamic was a result of allowing women to attend institutions that had originally functioned as all-male schools, thus creating a coeducational schooling system. The level of education in these institutions was generally low.
Źródło:
Kwartalnik Pedagogiczny; 2018, 63(4(250)); 44-55
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Modern Foreign Languages in Poland
Autorzy:
Łączek, Marcin
Powiązania:
https://bibliotekanauki.pl/articles/555386.pdf
Data publikacji:
2019-09-23
Wydawca:
Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Tematy:
modern foreign languages;
methodology of foreign language teaching and learning;
glottodidactics;
Polish system of education;
primary education;
lower secondary schooling; secondary education
Opis:
This text, on its theoretical plane, sketches the differentia specifica existing between Polish (applied) linguistics and didactics (methodology) of foreign language teaching and learning/ glottodidactics as well as probes contexts of teaching the native versus the other (i.e. foreign) language – based on English. After referring to some of the most important works found in the (Polish) literature (all concerned with teaching and learning the English language), in the further part of the article, the author advises on current education system in Poland. The empirical section, in turn, quotes the most recent figures excerpted from the data published by the Central Statistical Office in Poland, and regarding the number of speakers of particular modern foreign languages (based on primary, lower secondary and secondary education in the preceding school year, i.e. 2016–2017).
Źródło:
Applied Linguistics Papers; 2019, 26/3; 39-49
2544-9354
Pojawia się w:
Applied Linguistics Papers
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Religia w projektach urządzania szkół średnich Komisji Edukacji Narodowej
Religious Instruction in the Projects of Secondary Schooling Put Forward by the Committee of National Education (KEN)
Autorzy:
Pawlik, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/1964274.pdf
Data publikacji:
1994
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Opis:
The paper takes up the question of the conception of religious instruction in secondary schools and its place in the educational system of the Committee in the light of the projects designed by A. Popławski, A. Kamieński, F. Bieliński, I. Potocki and J.A. Borrelli. It is A. Popławski who devoted much of his project to religion and religious education. Hence we have concentrated mainly on this source. All project-makers assumed religion as the basis of education. In view of the projects the instruction of the Christian doctrine in junior classes was supposed to be conducted at school. However, starting from the fourth form (called geometry) onward schoolchildren were supposed to listen to moral sermons preached in the church. The authors of the projects attributed much importance to an active religious life, and postulated that religious practices and sacramental life should be grounded on authenticity and full harmony between faith and man's activity. A.Popławski, similar to other authors, being under the influence of the idea of Enlightenment thought that the process of education might be properly carried out if it was in accord with the order of natural law based on the divine origin and when it was adjusted to the psychic life of a child. In the educational process based on moral, physical and rational education Christian education was supposed to be a unifying element of the whole of educational process. Such a process was supposed to form in a pupil a good man, citizen and Christian. The project-makers based educational dealings on the moral and Christian doctrines. They have different foundations, yet are based on the natural and supernatural reality and remain in a mutual ancillary relation, while preserving full autonomy. A. Popławski, A. Kamieński and other project-makers lay great stress on the defense of the Revealed faith, and on the basic truths of the Catholic doctrine. The defense which they undertook was supposed to do away with the attacks launched by the representatives of deism, atheism and was against disbelief, so fashionable at that time. In order to carry out their defense the project-makers took advantage of Thomism, drawing on the representatives of modern philosophy. They referred to the spirit of the bills laid by St. Konarski and Collegium Nobilium. The project-makers to a large extent based themselves on the achievements and experiences of the then teaching orders. Their projects make for an answer to the question about the kind of vision of education which dominated in the period in question among the elites of the Polish society, and at the same time serve for an explanation of their expectations in this matter.
Źródło:
Roczniki Humanistyczne; 1994, 42, 2; 123-154
0035-7707
Pojawia się w:
Roczniki Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Addressing the Factors Responsible for Schooling without Learning in Primary and Secondary Schools in Nigeria
Autorzy:
Suleiman, Yusuf
Abubakar, Yusuf Abiola
Akanbi, Ibrahim Musa
Powiązania:
https://bibliotekanauki.pl/articles/633677.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
World Bank Report 2018, schooling without learning, primary and secondary schools, Nigeria
Opis:
The most often debated topic among stakeholders in education and the generality of Nigerians today is the issue of decline in the quality of education at all levels (primary, secondary and tertiary institutions). To substantiate the foregoing debate, a new World Bank Report (2018) warns of learning crisis in Nigeria and other developing countries which face moral and economic problems because primary and secondary schools fail to equip students with the right education to succeed in life and that without learning, education would fail to deliver on its promise to eliminate extreme poverty and create shared opportunity and prosperity for all. Despite the establishment of Universal Basic Education (UBE) in 1999, which is saddled with the responsibility of ensuring the acquisition of the appropriate levels of literacy, manipulative and life skills as well as the ethical, moral and civic values needed for laying the foundation for lifelong learning for children, have continued to be a mirage. In view of the foregoing, this study examined the factors responsible for schooling without learning in primary and junior secondary schools. Those factors include insuffiient budget allocation to education, lack of adequate infrastructure, lack of qualified teachers and poor remuneration package, and corruption. In addressing the aforementioned factors, this study used World Bank’s (2018) solutions which have four steps. The fist step is to find the truth from facts; the second step is to assess the learning so that it become a measurable goal; the third step is to make schools work for all children and the fourth step is to mobilize everyone who has stake in learning. In addition, recommendations were provided to ensure that the rising case of schooling without learning is eradicated.
Źródło:
International Journal of Synergy and Research; 2018, 7
2083-0025
Pojawia się w:
International Journal of Synergy and Research
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-4 z 4

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