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Nieformalne uwarunkowania rozwoju systemu akumulowania i przenoszenia osiągnięć w polskim kształceniu zawodowym i ustawicznym

100%

Dybaś M.

2013

nr 4(97)

111-134

This paper reports from a qualitative study on informal conditions for the implementation credit transfer system in vocation education and training (VET) in Poland based on European Credit System for Vocational Education and Training (ECVET). The study was conducted just before the new law of VET (October 1st 2011) came into force. It introduced: (1)new vocational core curriculum which includes 200 school occupations, in which 252 qualifications are distinguished, (2) learning outcomes approach, (3) the examination requirements based on learning outcomes specified for the qualifications, and other tools supporting credit transfer and accumulation. The main purpose of the paper is to analyse the VET stakeholders knowledge, understanding and opinion on these new solutions and general on credit transfer and accumulation concept which aims at supporting development of lifelong learning. On the very general level respondents support all solutions that could improve learners employability and education opportunities. However part of them do not perform in-depth knowledge and reflections on such concepts as learning outcomes approach. They indicate also a number of drawbacks of the VET reform in Poland that is implemented in a hurry without sufficient support for schools, teachers and learners.

Peryferie europejskiego szkolnictwa wyższego

100%

Dybaś M.

nr 2(45)

123-134

The paper presents and discusses with a set of critical statements regarding Bologna Process which are contained in the book “Creating the European Area of Higher Education. Voices from the Periphery” edited by Voldemar Tomusk. Main considered topics relates to dependency of the Bologna reform on political and economic aims of European Commission; top-down implementation of the reform; exclusion of critical voices from the debate on the Bologna Process, ignoring regional and national differences. These problem particularly affects periphery of the European higher education – universities in Central Eastern Europe and Balkans. The region is double loaded by old problems and new challenges. It could make the Bologna Process unreal and superficial reform which does not lead Europe to be more powerful and competitive.