Wyniki wyszukiwania - Biblioteka Nauki

1

Empty Promises, Empty Wallets, Pocket Full of Debts

100%

Rybkowski R.

Politeja : Pismo Wydziału Studiów Miedzynarodowych i Politycznych Uniwersytetu Jagiellońskiego

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2010

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nr 1(13)

251-265

EN

The problem of the accessibility has been discussed by American scholars, policy- -makers and the public for at least two decades. It is but too easy to notice that tuition, fees and other costs of study grew much above the inflation rate, forcing students and families to carefully plan the educational path of children.3 Starting from the early 1980s the structure of public assistance for students faced an important change. State governments, traditionally responsible for providing access to education and securing money for students in need, lost its share and federal programs became the main source of support. The situation, however, changed so dramatically, that the federal government could no longer avoid political discussions and decisions.

2

Uniwersytet: miejsce edukacji całożyciowej czy salon profesora Higginsa? Perspektywa pedagogiczna

80%

Czerepaniak-Walczak M.

Pedagogika Szkoły Wyższej

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2011

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nr 1

69-90

EN

his article is an attempt of seeking the answers about the conditions that promote the realization of lifelong learning in the institutions of higher education and the emancipation through education. On the background of current indicators of academic scholarization, the scale of opened access to education and students’ competencies are presented opportunities to implement this idea. There are also indicated some traps inherent in the well-established tradition forms of educational interactions. Those are illustrated by examples taken from the movie’s versions of the drama G.B. Shaw Fri: Pygmalion. In the conclusions, there is the table with the specific features of university (as a place of LLL and salon of professor Higgins) which are given in the title of the text.

3

CONTEXTS OF THE EDUCATION SYSTEM: THEORETICAL AND PRACTICAL APPROACH TO ACCESS TO EDUCATION

80%

MARTIŠAUSKIENĖ D. , KĘSTUTIS T.

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nr 1

9-27

EN

The article discusses the theoretical assumptions of research, the expression of education in modern society, analyzes scientific theories, and presents the development of educational accessibility in Europe and Lithuania. The relationship between public transformation and access to education is also analyzed, the essence of access to education and the problem of access to education in a transformed society are analyzed. The methodology and methodology of empirical research on the accessibility of education for students of grades II – IV G are presented. Lithuanian and EU documents regulating education reform and accessibility are analyzed, the results of the research on accessibility of education for students of grades II – IV G and their interpretation are presented. The preconditions for the provision of educational and social services that ensure equal access to education for pupils of grades II – IV G are also discussed.

4

Before Massification: Access to University Education in Ukraine in 1950s-1980s

70%

Kurbatov S.

International Review of Social Research

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2014

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tom 4

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nr 2

75-86

EN

My paper sets to analyze the Soviet policy on access to higher education during the last four decades of existence of the USSR, with a particular focus on the Ukrainian case. It includes the analysis of discourses on planned economy and central regulations regarding access to universities, and a discussion on official and unofficial benefits (Russian original ‘blat’) during the admission process. The findings led to the conclusion that the number of students, which increased four point four times between 1950 and 1990, was less significant per 100,000 people; thus, generally speaking, access to university education continued to be rather restrictive in social terms. This was one of the main causes of the slow development of Soviet Ukraine in scientific and technological areas.

5

Prawo dzieci do edukacji a jakość nauczania w Afryce Subsaharyjskiej na przykładzie Madagaskaru

70%

Lendzion K.

Annales Missiologici Posnanienses

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2016

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nr 21

169-182

PL

In 2003 Madagascar joined the UNESCO “Education for All” programme. The primary objective of the programme is to improve accessibility to and the quality of the education system. Although there has been progress in achieving universal primary education, this progress has not been accompanied by the necessary safeguards for ensuring quality of education. According to the UNESCO report “Éducation pour tous. Madagascar 2015" only 79% the Malagasy children who started school went on to complete their primary education. The PASEC (Program on the Analysis of Education Systems) report also shows the low quality of education – children repeating school years together with low educational outcomes in Mathematics and French. This poor quality of education is undoubtedly in violation of the rights of children to their individual development. This article attempts to answer the question about the causes of the low quality of education in Madagascar. According to the author it’s important to note that apart from poverty and child labour the low professional qualifications of teachers is also a contributory factor.

6

„Uniwersytety dla wszystkich”. George Zygmunt Fijałkowski-Bereday i jego wizja kształcenia wyższego

51%

Wojniak J.

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tom 23

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nr 2

PL

Celem niniejszego opracowania jest przybliżenie poglądów George’a Zygmunta Fijałkowskiego-Beredaya na temat roli kształcenia wyższego w nowoczesnym społeczeństwie, a szerzej – dostępu do edukacji i powszechnego charakteru instytucji edukacyjnych na każdym etapie kształcenia. Wybór takiej tematyki wynika z faktu, że wspomniany uczony znany jest przede wszystkim ze swojego wkładu w rozwój komparatystyki edukacyjnej. Jego rozważania dotyczące polityki oświatowej i założeń, które należałoby w tym obszarze przyjąć z punktu widzenia potencjalnych korzyści społecznych, nie były do tej pory przedmiotem naukowych dociekań. W badaniach nad omawianym zagadnieniem analizie poddano wybrane publikacje Beredaya, zarówno te o charakterze naukowym, jak i publicystycznym, a także materiały archiwalne, obejmujące teksty wystąpień, wykładów oraz korespondencję. Przeprowadzona analiza pozwala na sformułowanie wniosku, że Bereday był zwolennikiem jak najszerszego upowszechnienia dostępu do edukacji, także na poziomie akademickim, a potrzebę tę uzasadniał nie tylko argumentami natury praktycznej – odwoływał się przede wszystkim do sfery etyki i wartości humanistycznych. Tego rodzaju rozważania wydają się godne przybliżenia szczególnie współcześnie, kiedy dyskusja na temat kształtowania polityki oświatowej koncentruje się na aspektach utylitarnych, co może prowadzić do umniejszania znaczenia faktu, że dostęp do edukacji stanowi jedno z fundamentalnych praw człowieka, a w konsekwencji – do utrwalania nierówności w tym zakresie.

EN

The aim of this study is to present the views of George Zygmunt Fijałkowski-Bereday on the role of higher education in modern society, and of access to education and the universal nature of educational institutions at every stage of education. The choice of such topics results from the fact that Bereday is mainly known for his contribution to the development of educational comparative studies. His considerations regarding educational policy and its potential social benefits have not been the subject of scientific inquiry. Selected Bereday publications, both academic and journalistic-as well as archival materials, including speeches, lectures, and correspondence-were analyzed in the research on the issue. The analysis leads to the conclusion that Bereday advocated the widest possible dissemination of access to education, at the academic level as well, and that this need was not only justified by practical arguments-he referred primarily to the sphere of ethics and human values. His views seem worthy of consideration particularly nowadays, when the discussion about shaping education policy focuses on utilitarian aspects, which may lead to diminishing the importance of the fact that access to education is a fundamental human right and, in consequence, may perpetuate inequalities in education.

7

Pharo siklariben, czyli o trudnym dostępie do edukacji dzieci romskich w Polsce i Europie w czasie pandemii

51%

Styrkacz S.

Psychologia Wychowawcza

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2022

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nr 65(23)

39-47

EN

The coronavirus (COVID-19) crisis has shaken the institutional structures of many countries, including education systems. Authorities are calling for measures to limit the spread of the virus. Media and street notices remind people of the importance of 'washing hands regularly' and 'staying at home and avoiding contact with others'. The aim of this article is to analyse the learning and teaching experiences of Roma pupils in Poland. It presents research on the impact of COVID-19 on the education of Roma pupils on the example of a focus interview with 11 teachers of SP3 in Chorzów conducted in 2021. The content of the article will also include the author's four years of practical and substantive experience as a former Roma education assistant in Silesia in Primary School No. 15 in Chorzów and in Primary School No. 3 in Gliwice. In addition, the author has worked for five years with the Integration Community Centre in Chorzów, where the project "Roma of Tomorrow" was implemented.

PL

Kryzys związany z koronawirusem (COVID-19) wstrząsnął strukturami instytucjonalnymi wielu krajów, w tym systemami edukacyjnymi. Władze wzywają do podejmowania środków ograniczających rozprzestrzenianie się wirusa. W mediach i ogłoszeniach ulicznych przypomina się, jak ważne jest, aby „regularnie myć ręce” oraz „zostać w domu i unikać kontaktu z innymi”. Celem artykułu jest analiza doświadczeń w uczeniu się i nauczaniu uczniów romskich w Polsce. Przedstawiono w nim badania na temat wpływu COVID-19 na edukację uczniów romskich na przykładzie przeprowadzonego w 2021 r. wywiadu focusowego z 11 nauczycielami SP3 w Chorzowie. W treści artykułu zostaną uwzględnione również czteroletnie doświadczenia praktyczne i merytoryczne autorki jako byłej asystentki edukacji romskiej na terenie Śląska w Szkole Podstawowej nr 15 w Chorzowie oraz w Szkole Podstawowej nr 3 w Gliwicach. Ponadto autorka przez pięć lat współpracowała ze Świetlicą Integracyjną w Chorzowie, w której był realizowany projekt „Romowie Jutra”.