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CENTER FOR FUNDAMENTAL EDUCATION AT M.M. BOGOLYUBOV INSTITUTE FOR THEORETICAL PHYSICS OF THE NAS OF UKRAINE: A MODEL FOR INTEGRATION OF ACADEMY SCIENCE AND UNIVERSITY EDUCATION

100%
Shadura V., Iorgov M.
Nauka ta naukoznavstvo (Science and Science of Science)
|
2008
|
issue 2
100-104
EN
A conceptual framework for the center of fundamental education is discussed in view of the already existing experience of the Research and Education Center at M.M. Bogolyubov Institute for Theoretical Physics, created five years ago as an affiliated division of the Institute, and operating on the voluntary basis. This Center offers a basic model for the center of fundamental education, allowing integration between research and education. Such center for fundamental education should aim to guarantee continual education for talented youth in the three phases: school (phys.-math. lyceums), university (students of natural science departments), post-graduate (universities and academy institutes). Staff of the center should include university lecturers, researchers from national academy institutes and abroad, school teachers of physics and mathematics, post-graduates and university graduates. A key recruitment criterion should be engagement in research. To be recruited, university and Academy researchers have to submit joint competitive research projects that can also involve other claimants for positions. About 60% of researchers involved in a project should be recruited full time. Students of the center can be Ukrainians and foreigners who could pass exams on theoretical disciplines. At the same time, they should remain to be students of their HEEs. After graduation of the center (master degree) students get recommendation for post-graduate course. The center should be administered by the research council (distinguished Ukrainian and Western scientists), the executive council (representatives from university departments and Academy institutes which researchers are recruited by the center, and from Ukrainian and foreign sponsors) and the executive director (elected from among the research staff for one year).
2

Aspects of Contemporary Education Reform in Spain and its Impact on Teachers

100%
Lippke W. J.
Kwartalnik Pedagogiczny
|
2005
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vol. 50
|
issue 3(197)
133-152
EN
The article is divided into seven paragraphs focusing on contemporary political and cultural situation in Spain; school and job market, a public debate on education system; the aims of the 1970 and 1990 reforms; changes in education based on the school act of 1990 (recognized as LOGSE); the new 1990 school act (Ley de Calidad); teacher training; the sum up and future perspectives. In conclusion the author assumes that as a result of numerous criticisms concerning Spanish university and lower level education, dramatic changes are suggested. They include Defense Ministry reduction and shifting thus regained sources to education. Ignatio Sotelo's idea to close down all universities and open them again is recalled here. Yet, these are utopian ideas. Minimal postulates raised at political educational discussions can be paraphrased as follows: the quality of each level education must be improved, equal chances for education must be granted, computer technologies should be used at schools more effectively, teacher training must be more efficient, there should be better social integration of people in Spain.
3
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Współczesne modele dydaktyki uniwersyteckiej

100%
Pierścieniak K.
Rocznik Andragogiczny
|
2010
|
vol. R. 2010
EN
The article describes the transformation of the idea of university education from medieval to modern times. From a historical perspective factors have been presented which influenced changes in teaching approaches at universities. This article presents contemporary social and ideological factors that affect the functioning of the university model. In the final section the author presents his own typology for contemporary models of university teaching.
4

17th century thesis sheets of Hungarian students in Central Europe

88%
Galavics G.
Muveszettorteneti Ertesito (Bulletin of the Hungarian Society of Archaeology and History of Art)
|
2004
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vol. 53
|
issue 1/4
53-80
EN
In the 17th-18th centuries, multiplied graphic works - thesis sheets - were made for the ceremonial examinations of the students at the universities. The 17th century history of thesis sheets ordered by Hungarian students actually only spans half a century because the first thesis sheet of Hungarian students was published in 1654. The first thesis sheet was issued by the university of Nagyszombat and dedicated to a young Hungarian aristocrat, Pál Esterházy, whose theme is the Esterházy family's struggle against the Ottomans. The relationship between the Vienna court and the Hungarian nobility deteriorated in the years following the peace of Vasvár of 1664, which was highly detrimental to Hungary. The personal delegate of Emperor Leopold I represented him at the exams and handed over the Emperor's award to the candidates. Such an exam was a special favour, and only one to three students earned the right to sit for it a year in the imperial capital in the 17th century. The Hungarian candidates were offspring of the most notable families of counts and barons. The first Hungarian student to take such an examination was baron István Koháry. The genre of the thesis sheet sensitively responded to the change in the relation between the Habsburg rule and the Hungarian estates around 1680. In 1681 the pro-Habsburg Pál Esterházy was elected Palatine, and this was the decade in which the Ottomans were driven out of Hungary and Buda was liberated. The Hungarian nobility, though not regaining their earlier influence, remained a decisive factor in the region to be reckoned with by the central power. From the onset of the 18th century the practice of having personal, individual thesis sheets characterizing the previous fifty years or so gradually changed. They were replaced by mostly ready-made thesis sheets marketed by the Augsburg print publishers. Though the 18th century thesis sheets, similarly to their 17th century counterparts, are among the top achievements of multiplied graphic art in Augsburg and reveal a lot about the artistic colloquial of the age and the artistic argumentation used by the Jesuits and other monastic orders, what was lost in many of the 18th century specimens of the genre was the personalness that characterized the 17th century pieces and that lent the beginnings of baroque its unsurpassable dynamism.
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