Wyniki wyszukiwania - BazTech

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Procesy rozwoju szkolnictwa wyższego w układach regionalnych w Polsce – według województw w latach 2009–2016

Borowiec-Gabryś Tomasz, Rachwał Tomasz

Biuletyn Komitetu Przestrzennego Zagospodarowania Kraju PAN

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2018

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No 272

94--112

EN

For development of the knowledge-based economy, potential and quality of university education are an important factors to increase a competitiveness of local, regional, national and international scales. To shape the modern economy, the development of university education and studies corresponding with contemporary socio-economic challenges play an important role. As a result, the formation of scientific and academic centres, which are the basic elements of knowledge-based of economy, determines the improvement of the human resources quality and the increase in innovativeness of spatial systems on various scales. The author has discussed the issue of changes in university education in Poland and its role in socio-economic activation of regional systems, and also defined the structure of major studies in regional (voivodship) systems. This paper research has initiated wider investigations which aim will be to answer to what extent the actual university education structure corresponds to contemporary and future socio-economic needs and competences. this level of education in Poland has to face with the growing globalization processes and increasing spatial competitiveness, not only in a regional scale, but also in the national and international ones, and actual reforms of Polish education and science system.

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Zarys dziejów chemii fizycznej w Uniwersytecie Warszawskim po drugiej wojnie światowej

Koczorowski Z., Sadlej J.

Kwartalnik Historii Nauki i Techniki

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2016

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R. 61, nr 4

165--198

EN

The work shortly describes scientific, teaching, and organisational activity of the Chair of Chemistry and then of the Division of Physical Chemistry during after-war period. Presentation is made in five short chapters, covering periods defined by substantial and characteristic processes in our country, resulting in changes in the organisation and work of the Faculty of Chemistry at the University of Warsaw. The first two chapters concern the Chair of Physical Chemistry at the Faculty of Mathematical and Natural Science in the years 1947–1955. The Department of Chemistry was founded in the 1955. The next three chapters describe the activity of the Division of Physical Chemistry in the years 1968–1989, 1990–2005, and 2005–2016 respectively. The work also contains a register, probably incomplete, of employees with university degree, who were employed at the Chair and then at the Division of Physical Chemistry during 61-year period of the activity of the Faculty, i.e. in the years 1955-2016.

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Uniwersytety europejskie na przełomie XVIII i XIX wieku

Bartnicka K.

Kwartalnik Historii Nauki i Techniki

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2015

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R. 60, nr 1

17--54

EN

In the Age of Enlightenment, European universities were going through a serious economic, organizational, academic and staff crisis, and were affected by the resulting decrease of social prestige. The traditional profile of university education did not respond to the real needs of developing societies. The number of secondary and semi-tertiary education institutions was on the increase, taking candidates away from universities. Theology faculties’ control hindered free academic development and research at other faculties. Economic difficulties at universities hampered modernization of academic infrastructure, as well as introduction of new faculties. It resulted in deterioration of education and teaching staff level. Academic life began shifting towards academies of sciences and scientific societies, which were often financially supported by rulers. The crisis mostly affected universities in France, Germany, Italy, but also in Spain and England. It gave rise to a heated discussion about tertiary education, as well as about the purpose and raison d’être of universities. However, simultaneously with the deepening crisis at universities in central Europe, under the influence of the Enlightenment philosophical trends spreading throughout the whole of European academia and education, in some areas of the continent (the Low Countries, Scotland, Northern and Central European countries, including the Polish-Lithuanian Commonwealth) the level and organization of academic life, openness to new ideas, curricula and education levels started to improve. It was most visible in the fields of jurisprudence and medicine, with botany beginning to stand apart as part of natural history. Philosophy faculties saw new chairs being introduced in humanities, natural sciences and exact sciences, and new subjects being introduced as extra-curricular activities. These changes accelerated towards the end of the 18th century. The turn of the 19th century was an exceptional period in the history of universities. The academic crisis had been overcome. New social, political, economic and academic circumstances in Europe, as well as the influence of the Enlightenment philosophical ideas gave rise to the concept of a liberal university, called ‘Humboldtian’ – a name derived from the university established in Berlin in 1810 thanks to Wilhelm von Humboldt. In the 19thcentury this concept conquered Europe. The academia recognized it as a classical idea for a university. It is based on: the principle of academic freedoms, freedom of scientific research and education; the idea of university’s mission as a combination of research goals: unhindered study of the world and discovery of scientific truth with educational and cultural impact on the university’s environment; the requirement for professors to combine research with teaching; separating universities as tertiary education institutions from secondary education institutions, as well as from vocational training-oriented tertiary education institutions. Modernization of European universities was progressing slowly, unevenly and non concurrently in different parts of the continent. Issues such as tertiary education, university structure, relations between university authorities with state and church authorities were tackled differently, depending on local needs and opportunities. Completely new universities were established as well, usually as institutions financed by the state, serving its purposes and under its supervision. The successful reform of Polish universities carried out by the Commission of National Education, following the ideas of Hugo Kołłątaj is a good example of the change tendencies at European universities in the second half of the 18th century. The Cracow Academy (established in1364) and the formerly Jesuit Vilnius Academy (established in 1568) were transformed into modern European universities. The Polish reform preceded the Humboldtian concept and the establishment of the Berlin University by two decades. During the reform of the Vilnius Academy transformed by the Commission of National Education into the Central School of the Grand Duchy of Lithuania, Jean Emmanuel Gilibert (1741-1812) was brought to Vilnius. He was a French botanist and doctor, born in Lyon and educated in Montpellier – one of the best medical and advanced botanical studies faculties in France. In Vilnius in the academic years 1781/82 and 1782/83, Gilibert chaired two departments: natural history and medicine. He laid the foundations for a medical school which developed very well in the 19th century at the newly established college of medicine at the reformed Central School and for Lithuanian botanical research and studies at the new faculty in Vilnius.

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Szkoła Główna Wielkiego Księstwa Litewskiego jako uczelnia oświeceniowa

Kamińska J.

Kwartalnik Historii Nauki i Techniki

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2015

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R. 60, nr 1

55--67

EN

The European Enlightenment had its own model of university organization. Reforming the old universities, establishing new ones and discussing their form and tasks were all motivated by the need to make the university not only an educational institution but also an institution aiming at scientific research. The reform of the old Jesuit Vilnius Academy in the times of the Commission of National Education had the same purpose. The effect of the reform was the transformation of the Vilnius Academy into the Principal School of the Grand Duchy of Lithuania. The changes were mainly introduced by an ex-Jesuit, an astronomer, and a rector Marcin Poczobut-Odlanicki who distinguished himself from the academic staff. He was an excellent animator of the scientific life. He made efforts to employ the best staff and to provide scientific facilities for academic faculties, which all contributed to the formation of a modern university. Undoubtedly, Poczobut was a man of the Enlightenment and a thoroughly educated science enthusiast. He tried to get employ of Jean Emmanuel Gilibert in Vilnius. This paper shows the contribution of Marcin Poczobut in forming a modern university according to the ideas of the Enlightenment in the Grand Duchy of Lithuania, and also modern ways of educating students.

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Re-vitalising university education via individual curricula

Szczepaniak P. S.

Journal of Applied Computer Science

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1998

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Vol. 6, nr 1

71-76

EN

In the paper the analysis of the student education in the system of individual curricula is made. The presented material is related to the education at the universities of technical type hut some aspects are common for the higher education independently of the university art. General conclusions are based on the five year long experience of the author in supervising students in their individual curriculum in computer science and the work at the Institute of Computer Science on the position of vice-head for education. The re-vitalising impact of the presented system is described and motivated. Moreover, the natural close relation between the education in the ordinary system and the individual one is pointed out.