Wyniki wyszukiwania - Biblioteka Nauki

1

Nauczyciel jako podmiot i jako przedmiot polityki edukacyjnej

100%

Zahorska M.

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nr 1-2(231-232)

155-166

EN

In many countries, teachers, owing to their number and significance, have considerable political power. In Poland, after WWII, the communist system radically reduced their influence, not unlike that of other professions. Especially in the 1950s, schools were very tightly controlled by state authorities. That period of terror and surveillance left an ineradicable mark upon the subsequent functioning of schools, promoting passivity and conformity among teachers. That is not to say that there were no outstanding individuals who managed to maintain their subjectivity and positively influence their pupils. Anna Radziwiłł was undoubtedly such an exceptional teacher.

2

Mezinárodní výzkum kompetencí dospělých PIAAC: hlavní zjištění a implikace pro vzdělávací politiku

100%

Straková J. , Veselý A.

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nr 4

509-527

EN

The aim of this review article is to describe Programme for the International Assessment of Adult Competencies (PIAAC), summarize the basic findings and discuss possible implications for educational policy in the Czech Republic. We also discuss to what extent results from PIAAC complement empirical evidence from PISA, TIMSS and similar students’ assessments. We ask whether (and what) PIAAC reveals beyond these research projects. The article starts with a description of PIAAC methodology and it basic features. Second, we describe the results of the Czech population vis-à-vis other countries involved in the assessment. Third, we focus upon several core findings of PIAAC. In the final part we discuss implications of the findings for educational policy in the Czech Republic. PIAAC has confirmed several findings revealed in PISA and TIMSS, e.g. strong impact of socio-economic background upon students’ performance. Other findings, however, rather contradicted PISA and TIMSS. For instance, it was found that the results of Czechs aged 16–25 (which were under the international average in PISA and TIMSS) are above the average. PIAAC has been found to be unique and indispensable source of information, complementing students’ assessments. Although results in PISA and TIMSS are usually taken as a final and definitive indicator of the country’s stock of human capital, PIAAC has clearly demonstrated that at the age of 15 the competencies are far from definitely formed.

3

Funkcjonowanie placówek edukacyjnych w kontekście niwelowania dysproporcji rozwojowych

100%

Skubiak B.

Zeszyty Naukowe Polskiego Towarzystwa Ekonomicznego w Zielonej Górze

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2017

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nr 6

160-165; 167-172

PL

W Polsce powiększa się przepaść między regionami, na niekorzyść najbiedniejszych, czego wynikiem jest także narastanie nierówności dochodowyh w społeczeństwie. Co więcej, istniejące nierówności dochodowe mogą również ograniczyć perspektywy dochodów przyszłych pokoleń. W artykule omówiono style zarządzania placówką edukacyjną w kontekście możliwości rozwijania umiejętności kluczowych pożądanych na współczesnym rynku pracy i dla przyszłości, które przyczynić się mogą do niwelowania dysproporcji rozwojowych. Hipoteza badawcza: zmiana sposobu zarządzania placówką edukacyjną może stanowić skuteczne narzędzie rozwijania umiejętności kluczowych pożądanych na współczesnym rynku pracy i dla przyszłości. Metody: obejmują zarówno dane pierwotne, jak i wtórne, w tym: studia literaturowe dotyczące opracowań zwartych, a także czasopism i innych publikacji, analizy statystyczne, wnioskowanie, synteza dla całościowego opracowania. Problem rozwijania u dzieci i młodzieży pożądanych przez pracodawców umiejętności jest trudnym zagadnieniem, które wymaga szerokiej gamy rozwiązań. Nie mniej w świecie rosnących nierówności dochodowych, koncentracja na kapitale własnym edukacji, może stanowić skuteczne podejście do rozwiązania tego problemu w dłuższym horyzoncie czasowym.

EN

There is a growing gap among the regions in Poland to the disadvantage of the poorest, leading to the growth of earning income inequalities in the society. Furthermore, the existing income inequalities can also limit the income prospects for future generations. In the article, the author attempts to create a model for management of an educational institution that responds to contemporary development challenges. Research hypothesis: the change in management of an educational institution is an effective tool to minimize development disproportions. Methods: include both primary and secondary data as well as literature studies on compact studies, as well as journals and other publications, statistical analysis, reasoning, synthesis for the overall study. The implications for educational policy are clear. An educational policy focused on its own capital can be a very effective tool for increasing earnings mobility between generations and reducing income inequalities in time and therefore can be as an effective tool for growth. The problem of eliminating development disparities and income inequalities is a difficult issue that requires a wide range of solutions. Nonetheless, in the world of growing inequalities, the concentration on own educational capital can be as an effective approach to solve this problem in the long term.

4

Terenowe rady oświatowe w procesie uspołeczniania edukacji szkolnej

100%

Kosiorek M.

Rocznik Pedagogiczny

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2018

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tom 41

81-91

EN

In Poland, since 1989 thanks to the processes of decentralization and socialization, educational policy is associated with activities carried out at the local level. This is the result of legislation and regulations defining the competences of central and local educational authorities. An example of socialization of education is the formation of educational councils, which are advisory and consultative organ. In the article, the author presents the essence and tasks of educational councils, as well as the activity of exemplary councils functioning at the level of a voivodship, county and commune. The analysis indicates that the process of socialization of Polish education, despite the possibilities guaranteed by law, in practice is rare.

5

Future Perspectives on School Leadership and Globalisation

100%

Ekiert-Oldroyd D.

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2004

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tom 4

71-79

EN

The paper presents three possible 'futures' and 6 scenarios for schools that are elaborated in the OECD report published as a book entitled What Schools for the Future? in 2001 and its sequel in 2003 Networks of Innovation. Towards New Models for Managing Schools and Systems. These different visions are compared and archetypes of the types of leaders that each of them might require are proposed. The implications for developing such managers to meet the demands of varying future scenarios are then considered. Finally, the question to what extent these visions are globally relevant is explored and whether globalisation of educational policy and practice itself is a desirable future.

6

Educational policy of universities and the needs of local production systems

100%

Rzeńca A. E.

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tom 2

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nr 320

EN

Traditional mission of a university includes two elements: research and teaching by making reference to the state-of-the-art cognitive content. A third, new element of the mission is their direct public service. In recent years we have been stressing the role of higher education institutions in the shaping of social and economic reality, where active involvement in development processes of regions and countries are a challenge. The paper discusses educational policy of universities in the context of needs and expectations of the economy, especially of local production systems. Theoretical considerations are the point of departure for the presentation of the results of studies conducted under the Project “Policy and tools of creating human capital in the region” in higher education institutions in the Lodz Region. The market of educational services evolves dynamically and, as a result of overlapping external and internal conditions, the latest 20 years provoked revolutionary changes also in the universities in the Lodz Region. On the one hand, universities seek their own, individual development paths, diversify their educational offer to be competitive and, on the other hand, they start cooperating with one another and with the external world both in the area of education and research. That initiates or enhances economic cooperation and the development of network relations through, inter alia, developing and supporting territorial forms of cooperation, e.g., LPS, various types of economic collaboration, improved communication and integration between economic circles and educational institutions.

7

La política educativa en Polonia en el ámbito de enseñanza de lenguas extranjeras y su influencia en la situación y perspectivas del español en escuelas polacas

100%

Tatoj C.

Studia Iberystyczne

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2013

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tom 12

187-201

EN

In the present article, I comment on the educational policy of Poland in the area of teaching foreign languages. One of the main focal points is to analyze that educational policy and its influence on the actual situation of teaching foreign languages, particularly concentrating on the position of Spanish language. The primary objective of this work is to present the perspectives of Spanish language in Poland. In order for the research to be complete, I presents data concerning Spanish being taught at all the levels of teaching in Poland.

8

ZASADY WYNAGRADZANIA NAUCZYCIELI I ICH REALIZACJA PRZEZ SAMORZĄDY TERYTORIALNE WOJEWÓDZTWA PODKARPACKIEGO W LATACH 2009–2011

100%

Kotarba B.

Polityka i Społeczeństwo

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2012

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nr 10

51-60 (10)

EN

Decentralisation of power in Poland after 1990 also included the sphere of education, as a result of which local governments became an important subject of educational policy. In order to implement their tasks they implement a variety of instruments. One of them is the possibility to influence the level of the teachers’ salaries. Authorities who run schools are obliged to establish, through appropriate regulations, such remuneration policy that will allow for the achievement of average salaries, set at the central level, for particular groups of teachers’ promotions. Otherwise, they are required to pay compensatory allowances to teachers. In this article an analysis of compliance with this requirement in the Podkarpackie’s Voivodship has been made, based on the financial statements of the local governments. The research has shown that a substantial number of governments guarantee the required average pay levels not by accepted rules of remuneration arrangements, but by paying supplementary allowances.

9

Europejska polityka edukacyjna wobec szkolnictwa wyższego

100%

Żyłkiewicz-Płońska E.

Pogranicze. Studia Społeczne

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2017

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tom 30

EN

Educational policy plays a key role in creating the conditions, defining concepts and directions of development of systems and ways of education in Europe. Based on the analysis of the process of shaping the policy of the Community and then the European Union towards education, the Author identified three stages of education policy development, including higher education. First, the period of faint interest in education, devoid of policy towards higher education. Second, the period of the initial thinking about education policy, including higher education. Third, the period of a separate and specific thinking of higher education policy. During the first period, in political thinking, education has not been given a strategic importance because it was not directly related to the process of building economic competitiveness of the Community. The second stage was largely characterised by linking education policy with economic development, including employability, competitiveness and growth. However, in the third period, the actions that were undertaken by the institutions of the European Union, have contributed significantly to the increase of synergy in European higher education and constituted an investment in the competence of individuals.

10

Rafael de Labra y la política educativa de la Restauración

88%

Peláez Berbell J. J.

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tom 2017 (45)(3)

138-155

EN

This article contrasts two viewpoints about education during the Spanish Bourbon Restoration: on the one hand, the official one of the Government, and on the other hand, that of the Institución Libre de Enseñanza (Free Educational Institution), especially regarding the pedagogical ideas of one of its members, Rafael de Labra (1840–1918). After a brief overview through the educational landscape in Spain during 19th century, it is mentioned the Public Instruction Act of 1857. Next the main features of the educational system of the Restoration are summarised and it is also taken into account the alternative offered by the Institución. As to Labra’s insight on education, three main ideas are underlined: that education must be a main political issue; that academic freedom must be warranted; and that primary education must be the keystone of any educational system, due to its importance in forming the ethical and moral character of the person. Niniejszy artykuł porównuje dwa poglądy na temat edukacji w okresie restauracji Burbonów w Hiszpanii: oficjalnego stanowiska rządu oraz punktu widzenia Institución Libre de Enseñanza (Wolnego Instytutu Naukowego), w szczególności idei pedagogicznych jednego z jego członków, Rafaela de Labry (1840–1918). Po krótkim omówieniu sytuacji edukacji w Hiszpanii w XIX wieku artykuł opisuje ustawę o nauczaniu publicznym z 1857 r. Następnie przedstawione zostają główne cechy systemu edukacji epoki restauracji oraz alternatywa dla nich, którą promował Institución. Podkreślone zostają trzy główne idee Labry: że edukacja jest kwestią polityczną; że wolność akademicka musi być gwarantowana; oraz że edukacja podstawowa musi być zwornikiem każdego systemu edukacji jako kluczowa dla kształtowania postaw etycznych i moralnych.

11

Reforma edukacji przyrodniczej we Francji: intencje i realia

88%

Cariou J.-Y.

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nr 4

92-97

EN

Research on science teaching in France began thirty years after the student movement in 1968 and, like in Poland, was accompanied by the questions of educational policy. Today, a comprehensive plan of the science education reform at various levels of education, which takes into account the results of research studies is not implemented. Will necessary changes have a lasting impact on the quality of education? The author undertakes the vast reflection connected with the perspectives of science education.

12

Mozliwości kompensacji skutków niu demograficznego – z perspektywy szkolnictwa wyższego

88%

Borowicz R.

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tom 37

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nr 1

241-252

EN

Polish universities have just started suffering from the effects of demographic decline whose downward trend shows that this negative situation may reverse only in two decades. According to this fact - precisely speaking gross enrolment ratio - the number of students will fall by one third. The consequences for universities (especially non-state ones) seem to be obvious - closing unpopular fields of studies, bankruptcy of schools or their consolidation. However, it is a very advantageous situation from the point of view of educational policy - there is a feasibility to carry out profound reforms. What are the possibilities of mitigating the destructing effects of demographic decline? 1) Increasing the interest of net enrolment ratio (further dissemination of secondary education, continuous growth aspirations of young people); 2) Elasticity of educational offer (greater adaptation to market requirements, counteracting the effects of academic inflation); 3) Limiting the number of Polish students studying abroad (within the framework of international exchange, individual decisions); 4) Attracting students from foreign countries (also outside the EU); 5) Increasing the interest of gross enrolment ratio (growing importance of lifelong education - postgraduate studies, renovation of knowledge).

13

Education as a spectral technology: Corporate culture at work in Ontario‘s schools

88%

Martin S. M.

Journal of Pedagogy

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2012

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tom 3

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nr 2

263-278

EN

This paper addresses the sweeping neoliberal reforms implemented in Ontario’s schools in 2000, and conceptualises them within the terms of ‘millennial capitalism’ (Comaroff & Comaroff, 2000). A close reading of secondary school curriculum documents and the umbrella policies that shape education from ages 5 to 18 years reveals how students are groomed to identify themselves as workers under construction. This is accomplished by mandating career education that defines lived experience as a ‘career’, articulates an identity for students as workers/producers, and dictates a direct relationship between education and the health of the economy. For students the professed advantages of millennial capitalism come from freedom and choice to navigate a post-secondary future in an abstract market that rewards those who respond to its highs and lows. Despite the drop-out ‘crisis’ that followed the initial reforms, and the next government’s efforts to remediate the damage done, ultimately corporatist/careerist mantras continue to haunt classrooms, shape education, and its aims and goals in Ontario. The analysis offered in this paper aims to help us better understand the resilience of the neoliberal agenda in the current global economic ‘crisis’, in light of ongoing calls for ‘value-for-money’ in delivering public services and overall competitiveness. Ontario’s education system has a reputation internationally as a high-level performer; this positioning in light of the anomalies presented by its policy and curriculum serves as a cautionary tale to countries that connect growth in GDP with the results of its children and youth on standardised tests. Further, it reveals the disparity between statistics at the macro level and life at the level of the classroom.

14

Partycypacyjny potencjał terenowych rad oświatowych w kreowaniu społeczeństwa obywatelskiego

87%

Kosiorek M.

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2020

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nr 59

61-73

EN

In Poland, since 1989, there have been ongoing processes of decentralization and socialization of state education. One of the fundamental conditions for the democratization of education is the possibility of creating, at various levels of public self-government, advisory, consultative and control authorities in the form of educational councils. Since the 1990s, the legislation has included and described the competences and tasks of educational councils at the level of voivodships, poviats and communes. Unfortunately, the last three decades in educational policy have proved that Polish society cannot create an education policy and build the civil society.

15

Ekspertyza dokumentu „Skills Development and Employability in Europe: The New Skills Agenda”

87%

Przyszczypkowski K. , Cytlak I. , Jarmużek J. , Pawłowski R. , Szafran J.

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2017

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nr 43

61-80

EN

This article is a critical analysis of the "Skills Development and Employability in Europe: The New Skills Agenda" document. The purpose of the discussion is to analyze the 10 problem areas identified and formulated in the document, paying particular attention to the perception and implementation of these issues from the perspective of European countries. The recommendations presented for each of the issues may provide important guidance for developing a vision of vocational education targeting the labor market of the European Union.

16

Całożyciowe uczenie się jako idea edukacyjna, polityka, strategie działań i zmieniający się krajobraz edukacyjny rzeczywistości

76%

Solarczyk-Ambrozik E.

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2018

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nr 51

23-37

EN

The idea of lifelong learning has appeared in 1920’s, situating on the background of the phenomena of adult education, which, since it emergence, have been a long way – as shall be defined – from the socialization of the masses to the empowerment of individuals, and the prospect of such changes is included into a peculiar continuum – between industrialization and urbanization, and the knowledge society. Nowadays the problem of lifelong learning goes far beyond the traditionally perceived adult education. Inscribing itself into the global educational discourse becomes its essential issue – it refers to the questions of educational possibilities and opportunities in the different socio-cultural contexts. It dominates the discussions on adult education, vocational training and higher education, providing a theoretical framework for the development of relevant policy and action strategies, but in addition it plays a crucial role in economic debates on labour market, quality, capacity, sustainable development, learning in organizations and – importantly – it also appears in non-education-related debates including such issues as: social exclusion, unemployment, environmental protection, active citizenship and health. The phenomenon of lifelong learning allows to respond to such conceptual categories as flexibility and uncertainty. As a result of technological advances, competition creates the need for flexibility which in case of learners is, in the one hand, recognised as emancipation, and in the other, as a threat to individuals enable to meet the new requirements associated with individual responsibility for the course of the educational path. Alongside opinions presenting anti-institutional interpretation of lifelong learning, the „supply” of an institutional offer of adult education is raised. The conclusions of the presented analyses results in showing lifelong learning as a phenomenon, which is not unambiguously evaluated, since it may by understood as a the purpose, a process, an effect, a form of self-realization, a socio-cultural constraint, and at least as an important field of educational reality in the word of new challenges.

17

Od walki o przetrwanie do edukacji światowej klasy – kluczowe programy w polityce edukacyjnej Singapuru

75%

Nowosad I.

Edukacja Międzykulturowa

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2022

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tom 17

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nr 2

43-54

PL

Artykuł zwraca uwagę na historyczne i polityczno-prawne aspekty zmian wprowadzanych w systemie edukacji Singapuru. Reformy edukacyjne w tym kraju doprowadziły do ukształtowania wysoce efektywnego systemu edukacji światowej klasy. Celem artykułu jest wskazanie kluczowych programów polityki edukacyjnej rządu, które przyczyniły się do przejścia kraju z poziomu trzeciego świata na lidera przez pryzmat edukacyjnej zmiany. Artykuł ma charakter przeglądowy, deskryptywny i w perspektywie temporalnej zwraca uwagę na główne zmiany w organizacji i funkcjonowaniu systemu edukacji. Wyodrębniono pięć faz polityki edukacyjnej, eksponując specyficzne cechy każdej. Ocena efektywności strategii przyjętej przez Singapur została dokonana w kontekście kultury politycznej Singapuru.

EN

The article draws attention to historical, political and legal aspects of the changes introduced in the Singapore education system. Educational reforms in this country have led to the formation of a highly effective system, i.e. world-class education. The aim of the article is to indicate some key programs of the government’s educational policy that have contributed to the country’s transition from the third world level to a leader of the first-world level. The article is a descriptive overview set in a temporal perspective. As such, it highlights the main changes in the organization and the functioning of the education system. Its five phases have been isolated and their specific features have been described. The effectiveness of the strategy adopted by Singapore has been assessed in the context of its political culture.

18

Factual and experiential understanding as the goals of the 21st century education

75%

Jankowska D. M.

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nr 2

41-51

EN

The author draws our attention to the importance and complexity of developing learners' understanding as the goal of education. Her starting point is the proposal of distinguishing two types of understanding, arising from different paradigms and highlighting different aspects of this process. She distinguishes factual understanding, which is the focus of traditional pedagogy embedded in the positivist paradigm, which comes down to the mental process of updating knowledge about objective reality, and experiential understanding, the importance of which is recognized by humanistic pedagogy, which assumes that the world available to a man is a reality of values and meanings, and the process of understanding should be considered as a feature of the human way of being, consisting in their constant interpretation. In the context of this duality of meanings of understanding, she considers the presence of factual and experiential understanding in the teleological pedagogical discourse - creating goals for the 21st century education. For this purpose, she reflects on leading international educational reports and documents regarding the education system in Poland (educational reports and provisions of legal acts), as well as recalls the classic taxonomy of goals, which is a model for practitioners in formulating educational goals. The analyzes lead to the conclusion that while at the level of setting the final goals, the importance of education in understanding the world in the sense of experiential understanding is indicated, this perspective changes at the level of intermediate and specific goals, where understanding has only material connotations.

19

secondary schools and institutions of higher learning graduates employability on the labour market

75%

Bočáková O. , Kubíčková D.

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nr 2(29)

55-70

EN

This paper addresses the educational policy and employability of secondary schools and institutions of higher learning graduates on the labour market. It is emphasised by us that education, training, science, research and innovations, informatization and digitalisation are considered at present by us to be the main pillar of knowledge society and economy. We refer to the fact that the government policy is directed towards utilisation of knowledge and creative potential with increase of requirements on professional competency of the people, on linking the theory and practice and on dual education. On the basis of the statistical data we are providing an overview of employability of graduates on the labour market.

20

УЧАСТЬ ЄВРОПЕЙСЬКОЇ АСОЦІАЦІЇ УНІВЕРСИТЕТІВ У ФОРМУВАННІ ОСВІТНЬОЇ ПОЛІТИКИ РЕГІОНУ

75%

Ольга Д.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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nr 5(69)

14-25

EN

The article highlights the peculiarities of educational policy forming by the European University Association (EUA). The mission of the European University Association in this direction is outlined. The priorities of the European University Association in the field of educational policy formation (creation of the European Higher Education Area within the Bologna process; research and innovation; internationalization of higher education and research; improvement of the quality of European universities education; management, autonomy and stable financing) and the directions of educational and political activity of this organization are explored. The purpose of the article is to determine the role of the EAU in shaping the European educational policy. It should be said that the European University Association is a powerful source of European education policy which represents the interests of more than 850 higher education institutions. European University Association (EUA) fully upholds the principles and values enshrined in the Magna Charta Universitatum signed in Bologna in 1988. Its external work is conducted through the alliances with other higher educational organizations. It works on issues of mutual interests and considered to be well-respected partner in European higher education. The Association informs its members about new developments and European political processes affecting higher education and research. At the same time, it provides the point of contact, consultation and expert state support of the European institutions – the European Commission, the European Parliament and the Council of Europe, which are active participants in the field of education and research. Through its work and contacts with EU institutions and key decision makers as well as with other stakeholders in the field, the European University Association seeks to ensure that the interests of its universities-members are taken into account by appreciating the comments and recommendations on their behalf in connection with the development and review of a number of European strategies, programs and funding instruments, as well as materials provided by the University on the basis of comparative studies and reports. Further studies in this direction include the coverage of the European University association participation in higher education quality assurance process.