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MIĘDZY DOMEM A SZKOŁĄ. DZIECI MIGRANTÓW W SYSTEMIE EDUKACYJNYM. KONTEKST NORWESKI.

100%
Ślusarczyk M., Nikielska-Sekuła K.
Studia Migracyjne - Przegląd Polonijny
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2014
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vol. 40
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issue 2(152)
177-202
EN
The issue of the educational system should be one of the main points in the discussion about the integration, assimilation of immigrants, and multicultural societies. Since the introduction of compulsory schooling, the school became one of the main instruments to integrate the young generation into a society and culture, to provide the most equal opportunities for individual development, to acquire knowledge, skills or professional qualifications. On the macro-level we are asking if the educational system works properly in the society as a whole. On the mezzo-level, the problems of local communities and individual schools are raised. Finally, on the micro-level, we consider the needs of individual pupils or classes, their educational opportunities, aspirations and motivations, but also their feeling of discrimination.
2
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Politika genderové rovnosti ve vzdělávání

100%
Smetackova I.
Gender, rovné příležitosti, výzkum (Gender, Equal Opportunities, Research)
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2009
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vol. 10
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issue 2
10-19
EN
The paper focuses on gender equality policy in education. It aims to rectify the fact that theoretical concepts of gender equality receive little attention in the Czech Republic, both within academic discussion and in practical political discourse. In general, gender equality can be defined in three different ways: equality in approach, equality in opportunities, or equality in results. Furthermore, we can distinguish between gender sensitivity and gender neutrality. All alternatives have their weak and strong sides which are discussed in the paper. An effective school policy cannot make do without a deep understanding of these issues, which helps explain why the Czech version of gender equality policy is so inefficient in spite of some positive changes in the past few years. Gender equality is incorporated in school policies mostly in a formal manner that shows little concern or/and no understanding of the latent aspects of gender equality.
3

VÝUKA KATECHISMU – KAŽDODENNOST KNĚZE A ŽÁKA VE DRUHÉ POLOVINĚ 19. STOLETÍ

100%
Stoklasová H.
Studia Historica Nitriensia
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2015
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vol. 19
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issue 2
224 – 233
EN
The paper focuses on all aspects of teaching catechism in the second half of the 19th century. The article deals with the state legislation and education laws relating to teaching religion in the observed period. It describes also how catechist posts were filled up and what demands were placed on the applicants. In addition, the paper studies the organization and the way of teaching catechism; a number of lessons in various types of schools, kinds of textbooks and methodology according to which catechism was taught.
4

Szkolnictwo konwentualne i partykularne w strukturach polskiej prowincji dominikanów XIV stulecia. Nowe ujęcie w świetle nowych źródeł

88%
Gałuszka T.
Roczniki Historyczne
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2012
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vol. 78
191-211
EN
The author presents new findings about the conventual and particular schools in the Polish provice of Dominicans in the 14th century on the basis of fragments of records of the Opatowiec chapter from 1384 (which were discovered by Thomas Kaeppela in Bayerische Staatsbibliothek München/Munich in 1977), analyzed by himself in 2012. He shows, among other things, that in the light of these new data the standard view often repeated in the literature about the alleged weakness of the Polish system of educaction as compared to the Western part of the Order should be discarded. Polish Dominicans owned at least 25 particular schools: 8 – studia artium, 8 – studia naturarum, 9 – studia theologiae. At the current stage of research for the 14th c. 54 conventual lecturers and 35 lecturers in particular schools (artium, naturarum, theologiae) are known. The most developed system of particular education had three divisions (contrata, natio) of the province: Silesia, Little Poland and Prussia. As much as 85% of all Polish provincial schools were located those three regions. The analysis of the relationship between the number of monasteries in a given division and the number of schools active in the area shows the dominant position of Silesian and Prussian communities in the 14th c. Polish province. According to the author this was closely related to the wider activities of the Dominicans of German nationality (mainly from Silesia) with the purpose of moving the centre of the province from Cracow to Wrocław.
5

ANTON ŠTEFÁNEK A SLOVENSKÉ ŠKOLSTVO V PRVÝCH POPREVRATOVÝCH ROKOCH (1918 – 1923)

63%
Kázmerová Ľ.
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2011
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vol. 59
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issue 4
687 – 703
EN
The study is concerned with the activities of the journalist, politician, sociologist and teacher Anton Štefánek at the Bratislava office of the Ministry of Education and National Enlightenment, a branch of the central ministry in Prague. He made good use of his preceding years of national, social, political, cultural, educational and political activity, in favour of organizing and directing education and public information in Slovakia. Under Štefánek’s leadership in the period 1918 – 1923, the office of the ministry laid the foundations of Slovak education in the First Czechoslovak Republic. The institution participated in the Slovakization and unification of education in Slovakia and preparation of the so-called Little Education Act of 1922. Štefánek was a member and functionary of the Republican Party of Agrarian and Small-Farming People. He devoted attention to the institutionalization of education of the general public, especially of the rural population.
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