Wyniki wyszukiwania - Biblioteka Nauki

1

Training of Future Teachers for the Work witch Ethnic Minorities in Mathematics

100%

Melichar J.

Scientific Issues of Jan Długosz University in Częstochowa. Mathematics

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1999

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tom Vol. 6

50--54

2

Prawo do nauki. Prawa dziecka-ucznia

84%

Grzejdziak-Przybyłowicz A.

Studia Prawa Publicznego

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2017

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nr 4 (20)

95-126

EN

The subject matter of this article was the right to education with a particular regard to the rights of the child being a pupil and his/her right to personal treatment in the teaching and the whole educational process, the right to the open and motivated assessment of the progress in learning, the right to impact the school life via local government activities, as well as the right to the freedom of conscience and religion, and the right to recognise and preserve the national identity in the teaching process. The issue of pupil’s responsibilities, and in particular compulsory schooling and compulsory education, have also been raised. The article deﬁ ned the right to education and placed it among other acts of international law – the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, the Convention for the Protection of Human Rights and Fundamental Freedoms, the Declaration of the Rights of the Child, as well as the Convention on the Rights of the Child, known as the World Constitution of the Rights of the Child. In addition to the nature of the right to education, the subject matter of the consideration was also the principles and guarantees of its implementation, contained in the Basic Law. Their analysis led to the conclusion about the limited nature of the right of parents to bring up the child according to their own convictions, the implementation of which should be compatible with the welfare of the child and the constitutionally guaranteed right to receive education. An analysis of the regulations applicable in the prescribed scope statutory, and in particular in terms of universal and equal access to education have also been discussed. The reﬂ ections presented in the article have been enriched with case law examples and judgments delivered by the European Court of Human Rights in Strasbourg, the Supreme Court, and the Common Courts. The analysis of the existing legal references, the doctrine, and the case law has allowed to reach a conclusion on the fundamental nature of the right to education, the implementation of which conditions the development of an individual and the full use of its rights.

3

Gotowość szkolna sześciolatków jako instrument rynkowej polityki oświatowej

84%

Śliwerski B.

Edukacja Elementarna w Teorii i Praktyce

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2014

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nr 4(34)

53-70

PL

Przedmiotem analizy jest upolitycznienie w polskim systemie szkolnym wieku obowiązku szkolnego w ramach wdrażanej przez ministerstwo edukacji od 2009 r. zmiany ustrojowej. Odpowiadam na pytanie, czy rzeczywiście sześciolatki są do tej zmiany gotowe, dojrzałe? Czy poradzą sobie w szkole, która konstruuje proces uczenia się w sposób już radykalnie odmienny od przedszkolnego? Problem nie sprowadza się bowiem do dojrzałości psychofizycznej, ale do dojrzałości instytucjonalnej i obowiązującego curriculum. Argumentacja władz edukacyjnych nie ma nic wspólnego z naukową, gdyż nie o wspieranie rozwoju dzieci chodziło w tej zmianie, ale o jak najwcześniejsze wypchnięcie absolwentów obowiązkowego szkolnictwa na rynek pracy. Wykazuję, jak powoływanie się przez władze na brytyjskie rozwiązania w tym zakresie służy jedynie manipulacji politycznej.

EN

The analysis is based on the politicization of the age of compulsory school since 2009 in Poland. It was implemented in the framework of state system change by the Ministry of Education. In my work I answer the question whether six years old children are ready for this change and mature enough? Can they cope in schools, which lead the learning process in a way that is radically different from the pre-school education? The problem is not related only with the psychophysical maturity, but the maturity of the existing institutions and curriculum. Education authorities presents different point of view to scientifical approach, due to the fact that the main aim of this educational change was movement of compulsory education graduates into labor market as early as possible. It was not related with support of children’s development. I claim that quoting the British authorities solutions, by educational political authorities from our country, only serves to political manipulation.

4

Edukacja kulturalna w szkolnictwie wybranych państw europejskich

67%

Dziewulak D.

Studia BAS

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2016

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nr 2(46)

77-146

EN

This paper presents an overview of cultural and artistic education in compulsory education in selected European countries, including Poland, Austria, Belgium, Estonia, Finland, France, Germany, Greece, Ireland, Spain, and the UK. An attempt is made to define the concept of cultural education and to examine the place it has in the modern world. The review includes the issues related to cultural education as a compulsory school subject in primary and secondary schools in selected European countries. An analysis is made of school curricula, with special emphasis on cultural and artistic subjects. The context of the school organization systems and curricula, as well as the status of teachers in art school education and lifelong learning, was used to better exemplify the issues under consideration.