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UNIVERSAL VOUCHERS REGULATED BY THE STATE. THE SWEDISH SUCCESSFUL EXPERIMENT (Powszechne bony oswiatowe na odgórnie regulowanych zasadach. Przyklad Szwecji)

100%

Pawlak R.

Polityka Społeczna

2009

tom 36

nr 1(418)

The idea of school vouchers is a subject of a very eager discussion. The opponents forewarn against it and predict that vouchers will produce social inequalities in school systems, segregation and brain-drain of the best students from public to private institutions. The concept of universal school voucher is particularly controversial. Is it possible to implement a universal voucher program not undermining the public education system, democracy and social cohesion? It seems to be possible. Such a program was introduced in Sweden

Media Competence as a Cross-curricular Competence

63%

KAČINOVÁ V.

Communication Today

2018

tom 9

nr 1

38-56

The aim of the study is to demonstrate the cross-curricular character of media competence developed in the process of media education that is integrated into the content of school education in accordance with the prevailing current international curriculum trends and with emphasis on the Slovak curriculum. In terms of comparing the conditions during the period of incorporation of media education as a compulsory part of the content of Slovak education system with the contemporary innovated form of the curriculum, the study mainly presents which school subjects are instrumental in developing the dimensions of media competence of students, especially within complete secondary general education, and how they participate in the development. The key aim is to investigate the problem on the basis of a qualitative content analysis of innovated learning standards of compulsory subjects, specifically for the level of upper secondary education (grammar schools), with the intention of identifying the required quality of media competence within the specified educational objectives. Minding the determined categories of the content analysis, a theoretical activity-based media-competency model is applied with the main dimensions as follows: getting to know media and their products; critical evaluation and taking a value stand on media products; media products creation and dissemination, and the derived main educational objectives. The model includes the current key framework activity categories stimulating the required development of media competence or literacy in the context of Slovak educational policy.