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Tytuł:
Pedagogika ks. Bosko w dzisiejszej szkole prowadzonej przez Zgromadzenie Salezjańskie
Educational system of Don Bosco in today’s schools run by the Salesian society
Autorzy:
Grządziel, Dariusz
Powiązania:
https://bibliotekanauki.pl/articles/495037.pdf
Data publikacji:
2010
Wydawca:
Towarzystwo Naukowe Franciszka Salezego
Tematy:
School
Polish educational legislation
salesian style of education
Don Bosco’s Preventive System
Opis:
The Salesian Society runs several schools in Poland. They represent a significant part of Catholic schools in the national educational system. The education is characterized by the preventive system of St. John Bosco. Polish educational law offers possibilities to integrate the educational objectives set out by Fr. Bosco, and pursue them in a manner appropriate to today's time and society. This article presents the main objectives of the Salesian educational pedagogy and presents the educational records of the Polish educational law, which offers space for their appropriate implementation.
Źródło:
Seminare. Poszukiwania naukowe; 2010, 27; 151-163
1232-8766
Pojawia się w:
Seminare. Poszukiwania naukowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pedagogika ks. Bosko w dzisiejszej szkole prowadzonej przez Zgromadzenie Salezjańskie. Część II
Educational system of Don Bosco in today’s schools run by the Salesian Society
Autorzy:
Grządziel, Dariusz
Powiązania:
https://bibliotekanauki.pl/articles/495796.pdf
Data publikacji:
2011
Wydawca:
Towarzystwo Naukowe Franciszka Salezego
Tematy:
School
teachers’ professional skills and competencies
teachers’ professional formation
Polish educational legislation
salesian style of education
Don Bosco’s Preventive System
Opis:
The preventive system of St. John Bosco implemented in the Salesian schools offers both educative aims and methodology for real educational processes. It is possible to affirm that such an approach is a real part of education in its methodological and practical meaning. Methodological, because it contains knowledge that helps teachers and educators to organize their actions a consistent process oriented toward an educational goal. It also allows educators to reflect on that their actions and to evaluate them according to inner criteria. It is practical because it is not a discipline with a goal to organize knowledge in a theoretical system, but rather it is oriented as a whole towards a concrete intervention and looks for results. This article presents the role of the teacher and educator in the light of the preventive system as it is implemented in schools, and the ethical and professional skills that they should acquire. The paper highlights the possibilities that the professional practice community offers educators for their own professional development.
Źródło:
Seminare. Poszukiwania naukowe; 2011, 29; 223-235
1232-8766
Pojawia się w:
Seminare. Poszukiwania naukowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wbrew rodzinie: obligatoryjne stancje uczniowskie w Wileńskim Okręgu Naukowym w okresie międzypowstaniowym
Against family: boarding schools for children and teenagers in Vilnius Academic County between the years 1832-1863 (the time between two Polish uprisings)
Autorzy:
WOŁCZUK, JANINA
Powiązania:
https://bibliotekanauki.pl/articles/435744.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Wrocławski. Wydział Nauk Historycznych i Pedagogicznych. Instytut Pedagogiki. Zakład Historii Edukacji
Tematy:
Russianization, school system, education, Russian partition, tsarism,
North Eastern Polish Borderlands, between the uprisings ( 1832-1863).
Opis:
After the collapse of the November Uprising (the Cadet Revolution) Poles under Russian rule in Russian partition were Russianized more severely than before. The tsar authorities focused on the educational system, on the upbringing of the youth in the name of loyalty to the Romanov dynasty, and submission to any authority. This educational aim was fulfilled under supervision both in school and outside.As the aim was in contradiction to family upbringing (values), the boarding schools, which were supervised by the Educational Board, started to be organized and approved by the Tsar. In Tsarian Russia there was no tradition of boarding schools; as a result, there were neither prepared or experienced teachers nor material goods to provide students with appropriate care and living conditions. Parents who were forced to place their children in the boarding schools had to bear higher cost. They did not have any influence on the way their children were raised/taught. The situation had to raise an objection of Polish society that lived in the Kresy (North-East Borderland of Polish Commonwealth). After the defeat of Russia in the Crimean War (1853-56) and the death of Tsar Mikolaj I, the process of Russianization was lessened and the institution of boarding schools was officially criticized. This criticism was expressed by marshals of the gentry and honorary patrons of schools.Following the pressure resulting from such criticism local and ministerial authorities were forced to abandon implementing the idea of obligatory boarding schools for children and teenagers. In the late 1850s the boarding schools were gradually being closed. Once again parents had the right to decide about their son's place to stay during his education at school. The idea of anti-Polish pro-government education (against the family) suffered a defeat this time.
Źródło:
Wychowanie w Rodzinie; 2011, II, (2/2011)
2082-9019
Pojawia się w:
Wychowanie w Rodzinie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Maritime Education and Research to Face the XXI-st Century Challenges in Gdynia Maritime University’s Experience Part II – Gdynia Maritime University of Experience the 21st Century Challenges
Autorzy:
Mindykowski, J.
Charchalis, A.
Przybyłowski, P.
Weintrit, A.
Powiązania:
https://bibliotekanauki.pl/articles/117036.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Morski w Gdyni. Wydział Nawigacyjny
Tematy:
Maritime Education and Training (MET)
Gdynia Maritime University (GMU)
STCW Convention
MET System in Poland
21st Century Challenges
European Framework of Qualifications
IMO Activity
Polish Activity in IMO
Opis:
In the paper, divided into two parts, a problem of advancements in maritime education and research facing the 21st century challenges, based on the case study of the Gdynia Maritime University (GMU) experience is discussed. Part I is devoted to the advances in the maritime education and research towards the challenges in a global meaning. The maritime education challenges are focused on contribution of the University’s representatives in full implementation of the STCW 1978 as amended in 2010 convention, and on the flexible adoption of the academic specializations and programmes to the European and National Qualifications Frameworks, as well as to the needs of a global and local labour market. The research advancements in the maritime universities are basically oriented to marine transport problems, and their main focus is concentrated on the implementation of new technologies, effective and reliable technical and organizational solutions, friendly for users and environment. Part II is dedicated to the Gdynia Maritime University experiencing the 21st century challenges. In this part, firstly the education and research potential of the Gdynia Maritime University, as the one of the world-leading maritime universities, is shortly presented. And next, the GMU’s contribution and good practices concerning the participation in modification of the processes of the IMO STCW 78/2010 convention, adoption of programmes into the international and national qualification frameworks’ standards and procedures, as well as the development of research addressed to a new technological and organizational solution are described and analyzed.
Źródło:
TransNav : International Journal on Marine Navigation and Safety of Sea Transportation; 2013, 7, 4; 581-586
2083-6473
2083-6481
Pojawia się w:
TransNav : International Journal on Marine Navigation and Safety of Sea Transportation
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
POLISH CHILDREN IN ENGLISH SCHOOLS. INSTITUTIONAL CHALLENGES AND SOLUTIONS
Autorzy:
Kułakowska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/580325.pdf
Data publikacji:
2014
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
POLISH PUPILS
ENGLISH EDUCATION SYSTEM
ENGLISH SCHOOLS
EAL CHILDREN
POLISH MIGRATION
Opis:
The paper discusses the current situation of Polish children in English schools, with the presentation of data available nationally as well as the results of a chosen local research project carried in London schools. The basic information on recent Polish migration is given, along with the description of the main tenets of the English education system. The factors which impact the educational well-being of Polish pupils are analysed, with the special emphasis put on the EAL management strategies and solutions. As there is no national data on educational achievements of Polish children, the results of EAL children as well as pupils from the Other White category are briefly presented and compared to the results of the White British and native English speakers’ groups. Finally, the role and the expectations of Polish parents are discussed.
Źródło:
Studia Migracyjne - Przegląd Polonijny; 2014, 40, 3(153); 277-296
2081-4488
2544-4972
Pojawia się w:
Studia Migracyjne - Przegląd Polonijny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Szkolnictwo a „sprawa migrancka”: percepcje angielskiego a polskiego systemu edukacyjnego i ich wpływ na decyzje migracyjne
Poles’ perceptions of the English education system and its impact on their future migration decisions
Autorzy:
Trevena, Paulina
Powiązania:
https://bibliotekanauki.pl/articles/14725755.pdf
Data publikacji:
2014
Wydawca:
Kancelaria Sejmu. Biuro Analiz Sejmowych
Tematy:
English education system
migration decisions
migration
Polish migrants
Polish education system
Opis:
The paper offers an insight into Polish migrants’ perceptions of the English education system and how these may impact on their future migration decisions. The study is based on interviews with Polish parents living in England. First, the author discusses the English education system and explains how disparate it is from the Polish one. Next, Polish migrants’ perceptions of the English education system are discussed. The Polish system is described as promoting higher academic standards, more discipline and a stronger work ethic. In the final section, the author argues that differences between the two systems complicate the issue of prospective return, with many parents fearing their children would not be able to (re‑) enter the Polish education system. Therefore, to Polish parents living in England schooling is a significant factor in making decisions regarding settlement in the UK.
Źródło:
Studia BAS; 2014, 4(40); 105-133
2080-2404
2082-0658
Pojawia się w:
Studia BAS
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Phenomenon-Based Learning, Filozofia i Design-Thinking, czyli pomysł na kształcenie myślenia i metodę łączenia treści nauczania w polskim systemie edukacji
Phenomenon-based learning, philosophy and design thinking, i.e. an idea to teach thinking and to integrate curriculum contents in Polish system of education
Autorzy:
Czujko-Moszyk, Ewelina
Powiązania:
https://bibliotekanauki.pl/articles/950179.pdf
Data publikacji:
2015-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
phenomenon-based learning
philosophy
design thinking
finnish system of education
polish system of education
interdisciplinary teaching
Opis:
This article offers an authorial idea of curriculum contents integration thanks to implementation of phenomenon-based learning method, philosophy as a school subject, and design thinking. Author believes that teaching contents and school subjects need to be integrated in order to comprehensively discuss modern phenomena in lessons. The manuscript presents briefly each component: Finnish phenomenon-based learning method and its circumstances of implementation, design thinking and an example of its application to education, as well as philosophy as a school subject to teach thinking and as a supplement for phenomenonbased learning method. The article attempts to prove that these components have certain objectives and characteristics in common and they complete one another providing new quality of teaching. This proposal is specifically designed for Polish education system having in consideration its obstacles and opportunities. Nevertheless, this idea might act also as an inspiration for other countries because it is meant to be universal.
Źródło:
Filozofia Publiczna i Edukacja Demokratyczna; 2015, 4, 2; 163-184
2299-1875
Pojawia się w:
Filozofia Publiczna i Edukacja Demokratyczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Początki akademickiej edukacji humanistycznej i prawniczej na Górnym Śląsku w okresie II Rzeczypospolitej Polskiej
Beginnings of Humanistic and Legal Academic Education in Upper Silesia in Times of the II Polish Republic
Autorzy:
Drogoń, Andrzej
Powiązania:
https://bibliotekanauki.pl/articles/621617.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
okres międzywojenny, województwo śląskie, tworzenie administracji, system edukacyjny, edukacja prawnicza, uniwersytet
mid-war period, Silesian Voivodship, creating of administration, Polish educational system, legal education, university
Opis:
After the 1921 plebiscite which led to the division of Upper Silesia and the need for the then II Polish Republic to create a self-governing (autonomous) Voivodship in the re- gion, overcoming the results of Germanisation was one of the most important problems to be faced by those responsible for forming the state. The principles of shaping a modern public administration and earlier traditions of a well organised Prussian system, considerably influenced the Polish administrative model se- lected, imposing strict requirements for future Polish administrative staff. A legal envi- ronment had to be involved in the process of creating the framework of the Voivodship’s political system, while the Polish Constitution assumed the preference for clerks to be employed that were native to the region. Content-related and legal preparation of local staff was considered one of the most important factors at the time. This required the establishment of a Polish education system up to and including university level. The delay that occurred in creating such a system was largely due to the predominant German population in Upper Silesia. Other weakening factors included: social differences, lack of staff and tradition in university education in the region and local traits relating to the expected aspirations of children, or lack of; a dire situation that was further exacerbated by the appalling condition of the nation’s economy. Steps were taken to change all of this but the founding of a university with its universal idea, failed to materialise through the haze of local conditions and for all intents and purposes appeared to have been a lost cause. Eventually, and after a lapse of almost fifty years, the original idea finally reached fruition in 1968 with the founding of the University of Silesia in Katowice.
Źródło:
Miscellanea Historico-Iuridica; 2015, 14, 1; 87-107
1732-9132
2719-9991
Pojawia się w:
Miscellanea Historico-Iuridica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Specyfika fińskiego systemu edukacji na tle Polski
Specificity of Finnish education system in comparison to Polish system
Autorzy:
Fazlagić, Jan
Powiązania:
https://bibliotekanauki.pl/articles/426100.pdf
Data publikacji:
2015-04-30
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
education systems
Polish education system
Finnish education system
PISA
comparative analysis
effectiveness of investments in education
ICT in education
Opis:
Finland is an unquestionable word leader as far as efficiency of its education system is concerned. Finnish pupils have been top performers in the PISA rankings for many years. Many researchers debate on the reasons of the Finland's success. This paper aims to further analyse the key success factors of the Finnish education system. Special emphasis is put on financial and non-financial inputs explaining the Finland's success. The comparisons with the Polish education system aims to discover those factors which impact and explain the differences between the two countries.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2015, 2 (59); 4-15
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Uwarunkowania historyczne roli i statusu języka polskiego w systemie edukacji w Galicji 1. połowy XIX wieku
Historical conditioning of the role and status of the Polish language in the education system in Galicia in the first half of the 19th century
Autorzy:
Zimmermann, Peter
Powiązania:
https://bibliotekanauki.pl/articles/1044891.pdf
Data publikacji:
2016-12-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Habsburg Monarchy
Austrian Empire
19th century
education system
school system
primary school
secondary school
School Law
Partitions of Poland
first partition of Poland
third partition of Poland
Galicia
Kingdom of Galicia and Lodomeria
Polish
Opis:
During the partitions of Poland in 1772, 1795 and 1815 its southern part was annexed by the Habsburg Monarchy and integrated into the Austrian Empire as the Kingdom of Galicia and Lodomeria. Till the end of World War I the inhabitants of Galicia were citizens of the Austrian Empire and their lives were influenced by the political and social ideology of the Austrian government. One of the most significant changes were connected to the language issue. Austrian or German-speaking officials came to Galicia and so did German as it became the main administrative language. This was also the case for the Austrian education system, which mainly focused on teaching German language as they wanted to integrate the multilingual and multicultural inhabitants of the Austrian Empire under the leadership of the Austrian rulers.This article deals with the issue how the Austrian education system influenced the development and understanding of national consciousness of the Polish population in Galicia in the first half of the 19th century by analysing which role the Polish language played in the primary and secondary school system. This period is important because it shows the main intentions of the Austrian educational system and also because the first important School Laws were passed, which influenced the education system in Galicia for over half the century.This article is structured in two parts. The first part contains an analysis of the most important School Laws. The aim is to show the intentions and the ideology which guided the Austrian government in creating the education system and to analyse which role the Polish language played in it. The second part deals with the actual effects of the Austrian education policy for the young Polish generations of Galicia. This will allow a more realistic interpretation of the influence the education system in Galicia had on building or suppressing the development of a Polish national consciousness. This part includes analyses of school statistics and most importantly memories from schooldays from former Galician school children which gives an inside on the role the Polish language played in the school and in their own lives.
Źródło:
Poznańskie Studia Polonistyczne. Seria Językoznawcza; 2016, 23, 2; 245-262
1233-8672
2450-4939
Pojawia się w:
Poznańskie Studia Polonistyczne. Seria Językoznawcza
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wyłączenie członka Polskiej Komisji Akredytacyjnej
Exclusion of a Polish Accreditation Committee member
Autorzy:
Dytko, Jan
Powiązania:
https://bibliotekanauki.pl/articles/1953803.pdf
Data publikacji:
2016-12-04
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II
Tematy:
system jakości kształcenia
Polska Komisja Akredytacyjna
Kodeks postępowania administracyjnego
zasada bezstronności
Quality Education System
Polish Accreditation Committee
Code of Civil Procedure
Principle of Impartiality
Opis:
Nad systemem jakości kształcenia w szkolnictwie wyższym czuwa Polska Komisja Akredytacyjna. Wpisuje się w strukturę organizacyjną europejskich instytucji akredytacyjnych. Jest niezależna w swoim działaniu, nie podlega nadzorowi organów państwowych. Ma charakter środowiskowy. Wydaje opinie i oceny dotyczące jakości kształcenia w szkołach wyższych, a jej uchwały mają charakter niepodważalny. Działalność Komisji zakotwiczona jest w dwóch zasadach: obiektywizmu i bezstronności. Polska Komisja Akredytacyjna nie jest organem administracyjnym, a jej czynności nie podlegają przepisom Kodeksu postępowania administracyjnego. Jednakże dla zachowania obiektywizmu i bezstronności w pracach Komisji, Kodeks postępowania administracyjnego ma zastosowanie w odniesieniu do wyłączenia członka (członków) Komisji. Sytuacje, które wymuszają takie wyłączenie to: zatrudnienie w kontrolowanej uczelni samego członka Komisji, zatrudnienie osoby pozostającej z nim w określonym stosunku bliskości, powołanie członka Komisji w charakterze eksperta, wykluczenie dualizmu ról procesowych (jednoczesne występowanie w roli eksperta i członka Komisji) oraz konieczność zmiany składu osobowego przy ponownym rozpatrzeniu sprawy dotyczącej oceny Komisji. O wyłączeniu członka Komisji postanawia jej przewodniczący, którego czynność w tym zakresie jest odformalizowana i nie stanowi aktu administracyjnego.
Watching over the quality education in Poland is at the heart of Polish Accreditation Committe’s purview of activity. The Committee accounts for the organizational structure of European accrediting institutions. Its activity is independent, and it doesn’t come under any national supervisory body. By assessing the education quality as well as issuing opinions about academic institutions, the committee activity pertains exclusively to this community. Committee decisions have got the incontrovertible character and are anchored in two principles: objectivity and impartiality. Polish Accreditation Committee is not an administrative body, and its activities are not subjected to the Code of Administrative Proceedings. However, for the sake of objectivity and impartiality in the work of the Committee, the Code of Administrative Proceedings should be applied in order to exclude a Committee member. Situations that necessitate such an exclusion are: employment of a Commit tee member at a supervised university, nepotic character of an employment, appointment of a Committee member as an expert – preventing the duality of roles (if performed at the same time as an expert and a member of the Committee), and the need for reshuffling while re-examination of a case related to the Committee assessment. The Committee chairman decides the committee member’s exclusion, but such an action is not an administrative act.
Źródło:
Studia Prawnicze KUL; 2016, 4; 53-69
1897-7146
2719-4264
Pojawia się w:
Studia Prawnicze KUL
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wpływ języka polskiego na rozwój świadomości narodowej młodzieży galicyjskiej w dobie autonomicznej
The influence of polish language on the development of national consciousness of the Galician youth during the epoch of Galician autonomy
Autorzy:
Zimmermann, Peter
Powiązania:
https://bibliotekanauki.pl/articles/1044838.pdf
Data publikacji:
2017-08-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Habsburg Monarchy
Austrian Empire
Galician education system
Galician school system
School Law
Polish language
German language
Galician autonomy
Polish national consciousness
Polish nationality
education in Galicia
Polish language in school
Opis:
After the Austro-Hungarian compromise in 1867 the Galician parliament and provincial administration gained extensive privileges and prerogatives, especially in education. Galicia was the first crownland that had a school council, which was sanctioned already in 1867. After almost a century the ongoing process of Germanization ended as in the following years the majority of German speaking public officials were replaced by Poles and the Polish language became the main administrativ language and the main language of instruction in school. The article describes changes in the school system and shows the role of the Polish language in primary and secondary education during this so-called epoch of Galician autonomy. A comparison of historical documents and memories from schooldays from former Galician school children allows a realistic insight on the role which the Polish language played in the lives of young Galicians. The analysis shows that the Polonisation of the Galician school system effected the development of Polish national consciousness within young Galicians very slowly and not until the beginning of the 20th century.
Źródło:
Poznańskie Studia Polonistyczne. Seria Językoznawcza; 2017, 24, 1; 175-192
1233-8672
2450-4939
Pojawia się w:
Poznańskie Studia Polonistyczne. Seria Językoznawcza
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dobre praktyki edukacji wielokulturowej na przykładzie Społecznego Gimnazjum nr 20 „Raszyńska” w Warszawie
Good practices in multicultural education based on the example of the “Raszyńska” Community Junior Secondary School No. 20 in Warsaw
Autorzy:
Figiel, Angelika
Powiązania:
https://bibliotekanauki.pl/articles/645020.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
education of foreigners in the Polish education system
multicultural education
intercultural education
Social Secondary School No. 20 „Raszyńska” in Warsaw
Opis:
This article is an attempt to present the good practices of intercultural education. By the introducing into the main problems, the author presents the education rules of foreigners in the Polish education system, indicating the most important aspects of Polish law regulations. Then defines the one of the most important concepts of intercultural education and multicultural education, discussing its main goals and tasks. The crucial question raised in the text is the role of the school in the intercultural education and shaping of intercultural competence in education among pupils by the teacher. At this point, the author attempts to answer the question whether and how Polish schools and teachers are prepared to accept foreign children? And what is the role of the teacher in intercultural education? In the second part of the text, they presented good practices of intercultural education as an example the Social Secondary School No. 20 “Raszyńska” in Warsaw.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2018, 13, 1
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Oświata i wychowanie w II Rzeczypospolitej. Próby przeniesienia charyzmatu salezjańskiego na ziemie polskie
Education and Upbringing in the Second Polish Republic. Attempts at Transferring the Salesian Charism to the Polish Land
Autorzy:
Niewęgłowski, Jan
Powiązania:
https://bibliotekanauki.pl/articles/495901.pdf
Data publikacji:
2018-06-30
Wydawca:
Towarzystwo Naukowe Franciszka Salezego
Tematy:
Towarzystwo Salezjańskie
działalność szkolna i wychowawcza
wychowanie w II Rzeczypospolitej
system prewencyjny
The Salesian Society
school and education activity
bringing up in the Second Polish
Republic
the preventive system
Opis:
W 1918 r. Polska odzyskała niepodległość. Proces odbudowy państwowości napotykał niezliczone trudności. Do nich można zaliczyć problemy występujące na polu oświaty i wychowania. Ówczesne władze polskie były świadome faktu, że wyzwania te należy podjąć jako jedne z pierwszych. Oświata bowiem i wychowanie są specyficznymi formami działalności, bez których nie jest możliwy proces odbudowy tkanki społecznej i narodowościowej kraju. Salezjanie czynnie włączyli się w proces odbudowy kraju otwierając wiele nowych placówek szkolno-wychowawczych.
In 1918, our country regained independence. The process of reestablishing its statehood came across innumerable problems including, among others, those arising in the area of education and upbringing the young. The contemporary Polish authorities were conscious of the fact that the state should give a priority to those issues. This is due to the fact, that education and upbringing constitute a specific type of activities, without which the process of reconstructing the social and national fabric is not possible. Salesians actively joined in this process opening a lot of new educational facilities.
Źródło:
Seminare. Poszukiwania naukowe; 2018, 39, 2; 119-132
1232-8766
Pojawia się w:
Seminare. Poszukiwania naukowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
PROCEDURY ZAKŁADANIA I LIKWIDACJI SZKÓŁ PUBLICZNYCH W POLSCE
Autorzy:
Czepczyńska, Emilia
Powiązania:
https://bibliotekanauki.pl/articles/664170.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
Tematy:
school
schools in the Polish public educational system
schools not in the Polish public educational system (viz. private schools)
the foundation of a school
the closing down of a school
the Polish law on education.
szkoła
szkoła publiczna
szkoła niepubliczna
zakładanie szkoły
likwidacja szkoły
prawo oświatowe.
Opis:
SummaryTe article describes the procedures for the foundation and closing down of state schools in Poland. It focuses on such procedures as applicable to schools administered by local government units at the gmina, powiat, or voivodeship levels. Looking the issue from the perspective of the diverse tiers of local government reflects of the structure of the schools in the Polish public educational system, where the overwhelming majority of schools are run by local government, while schools run by ministries or individuals and non-government legal entities make up a minority group in the system. Te article also discusses provisions for the closing down of schools in the public (state) educational system, and in particular Article 59 of Ustawa z 7 września 1991 r o systemie oświaty (the Education Act of 7 September 1991).
W artykule opisano procedury zakładania i likwidacji szkół publicznych w Polsce. Przede wszystkim skupiono się na omówieniu tworzenia i zamykania szkół publicznych, których organem prowadzącym są właściwie jednostki samorządu terytorialnego, to jest: gmina, powiat i województwo. Taki układ treści jest odzwierciedleniem struktury szkół w polskim systemie oświaty, w którym szkoły prowadzone przez jednostki samorządu terytorialnego zdecydowanie przeważają nad szkołami prowadzonymi przez ministrów oraz szkołami publicznymi prowadzonymi przez osoby fizyczne i inne niż jednostki samorządu terytorialnego osoby prawne. W artykule poruszono też kwestię likwidowania szkół publicznych. Szczegółowo został omówiony przepis art. 59 ustawy z 7 września 1991 r. o systemie oświaty.
Źródło:
Zeszyty Prawnicze; 2018, 18, 1
2353-8139
Pojawia się w:
Zeszyty Prawnicze
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 38

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