Search results

1

Reformatorskie koncepcje działań oświatowych i opiekuńczo- -wychowawczych wobec dzieci zaniedbanych w Królestwie Polskim na przełomie XIX i XX wieku na tle rozwiązań europejskich

100%

Bołdyrew A.

Biuletyn Historii Wychowania

|

2015

|

issue 33

57-70

EN

After the January Uprising in the Kingdom of Poland, across half of the following century, industrial development was mostly connected with social reforms. One tragic consequence of it was the increase in the number of children without parental protection, juvenile beggars, tramps, young criminals and prostitutes. During the last thirty years of the 19th century it became a priority in the Kingdom of Poland to pay attention to the education and protection of children and teenagers from the poorest families. Numerous innovative and educational concepts were formulated at that time; some of them were used in centres for socially maladjusted young people, for instance in Studzieniec, Mariańska Wilderness or Struga, in centres for young prostitutes. The activity of educational centres and societies which organised the protection of children (for example, The National Society for the Prevention of Cruelty to Children) was given as an example.

PL

Reformative Concepts of Education and Protective Activities Toward Neglected Children in the Kingdom of Poland at the Turn of the XIX-th Century in Comparison with European Solutions After the January Uprising in the Kingdom of Poland, across half of the following century, industrial development was mostly connected with social reforms. One tragic consequence of it was the increase in the number of children without parental protection, juvenile beggars, tramps, young criminals and prostitutes. During the last thirty years of the 19th century it became a priority in the Kingdom of Poland to pay attention to the education and protection of children and teenagers from the poorest families. Numerous innovative and educational concepts were formulated at that time; some of them were used in centres for socially maladjusted young people, for instance in Studzieniec, Mariańska Wilderness or Struga, in centres for young prostitutes. The activity of educational centres and societies which organised the protection of children (for example, The National Society for the Prevention of Cruelty to Children) was given as an example.

2

Reformatory Concepts of Educational and Care Activities in Regards to Neglected Children in the Kingdom of Poland at the Turn of the 19th and 20th Centuries in Comparison with European Solutions

92%

Bołdyrew A.

Biuletyn Historii Wychowania

|

2018

|

issue 38

137-150

EN

After the January Uprising in the Kingdom of Poland, across half of the following century, industrial development was mostly connected with social reforms. One tragic consequence of it was the increase in the number of children without parental protection, juvenile beggars, tramps, young criminals and prostitutes. During the last thirty years of the 19th century it became a priority in the Kingdom of Poland to pay attention to the education and protection of children and teenagers from the poorest families. Numerous innovative and educational concepts were formulated at that time; some of them were used in centres for socially maladjusted young people, for instance in Studzieniec, Mariańska Wilderness or Struga, in centres for young prostitutes. The activity of educational centres and societies which organised the protection of children (for example, The National Society for the Prevention of Cruelty to Children) was given as an example.

3

The Subject of Girls’ Education in School Reforms from the National Education Commission to World War II

92%

Dormus K.

Biuletyn Historii Wychowania

|

2018

|

issue 38

99-115

EN

At the end of the 18th century and during the partitions, the education of young females constituted a separate educational track. At elementary level, young females had access to regular schools. At secondary level, private and monastic schools dominated. The government’s first interference with the education of young females was, perhaps, the attempt by the Commission of National Education to establish a permanent supervision of certain female schools (under legislation from 1775). The laws regarding education in each partition were not commensurate with the growing educational aspirations of women and the general socio-economic conditions. The Russian Partition was characterised by the dual existence of Polish private schools an governmental schools focused on the Russification of young Polish females. In Galicia, the most controversial issue was the creation of female secondary schools, the completion of which would enable a young woman to pursue university studies. Only during the Second Polish Republic did female education achieve equality before the law.

4

The Politics of Education in Developing Countries: From Schooling to Learning

92%

PAJĄK-WAŻNA E.

Przegląd Krytyczny

|

2020

|

vol. 2

|

issue 1

137-140

PL

The issue of quality in education is still one of the key current debates within international education policy. There are comments that development education has a significant contribution to make to these debates. Skinner, Blum and Bourn (2013) suggested that greater collaboration between the field of development education and international education policy could facilitate the creation of an agenda that focuses on education quality and learning processes, as opposed to the current preoccupation with education access and outcomes.

5

Rozbieżność struktury wykształcenia kobiet i mężczyzn w PRL. Pomiędzy polityką państwa a indywidualnymi wyborami edukacyjnymi

92%

Zawistowska A.

Roczniki Dziejów Społecznych i Gospodarczych

|

2015

|

vol. 75

PL

The divergence in the structure of the education of men and women in the Polish People’s Republic. Between the state policy and individual educational choices (Summary)In the era of the Polish People’s Republic, the gender divergence in the structure of education grew in parallel with an increase in the number of women who obtained secondary and higher school education. The analysis given in the article supplements our knowledge on the topic with details on the analysis presented here, it is possible to specify two factors which, while linked to the educational policy pursued in communist Poland, stood behind the divergence under discussion. First, vocational schools offered training in trades reserved mainly for men, which led women to opt for high school general education. Second, women’s access to some ‘male’ schools was formally restricted. Women’s educational advantage, which was the result of the policy conducted by the state in the fi eld of education, can thus be regarded as having been an unintentional side effect of the reforms introduced in Poland after the Second World War.

6

Sukcesy fińskiego systemu edukacji, czyli dlaczego Finlandia szczyci się jednym z najlepszych systemów szkolnictwa na świecie – porównawcze studium przypadku

81%

Czujko-Moszyk E.

Studia Edukacyjne

|

2018

|

issue 48

349-365

EN

This paper seeks to answer the question why Finland is considered to have one of the best education systems in the world. The author aims at providing a descriptive case study of Finland in comparison to the Polish educational system with some reference to other Western countries. The world first noticed Finland following the release of PISA results in 2001. Yet, PISA overview is just a starting point for this case study. The paper analyses different social, economic and political factors which, in the author’s opinion, contributed the most to the Finnish success in education. Major arguments for the Finnish success are preceded by an overview of educational reforms from the 1950s until the present. The author argues that the remarkably high social status of teachers, their autonomy and great qualifications,consistency in educational reforms which offer high quality, equity and decentralization are the primary reasons for Finland’s global success. All of the above achievements are compared to Poland’s current situation in education.

7

Research on Using Internet Workshops in Education

81%

Siemieniecki B.

The New Educational Review

|

2006

|

vol. 8

37-95

EN

The work presents results of the empirical research on the universal implementation of computers to the Polish school in the framework of “Internet for small countries” and “Internet for High School students”.

8

Wątek kształcenia dziewcząt w reformach szkolnych od czasów Komisji Edukacji Narodowej do II wojny światowej

80%

Dormus K.

Biuletyn Historii Wychowania

|

2015

|

issue 33

23-40

EN

At the end of the 18th century and during the partitions, the education of young females constituted a separate educational track. At elementary level, young females had access to regular schools. At secondary level, private and monastic schools dominated. The government’s first interference with the education of young females was, perhaps, the attempt by the Commission of National Education to establish the permanent supervision of certain female schools (under legislation from 1775). The laws regarding education in each partition were not commensurate with the growing educational aspirations of women and the general socio-economic conditions. The Russian Partition was characterised by the dual existence of Polish private schools and governmental schools focused on the Russification of young Polish females. In Galicia, the most controversial issue was the creation of female secondary schools, the completion of which would enable a young woman to pursue university studies. Only during the Second Polish Republic did female education achieve equality before the law.

PL

Girls’ education as an element of school reforms from the Commission of National Education up to WWIIAt the end of the 18th century and during the partitions, the education of young females constituted a separate educational track. At elementary level, young females had access to regular schools. At secondary level, private and monastic schools dominated. The government’s first interference with the education of young females was, perhaps, the attempt by the Commission of National Education to establish the permanent supervision of certain female schools (under legislation from 1775). The laws regarding education in each partition were not commensurate with the growing educational aspirations of women and the general socio-economic conditions. The Russian Partition was characterised by the dual existence of Polish private schools and governmental schools focused on the Russification of young Polish females. In Galicia, the most controversial issue was the creation of female secondary schools, the ompletion of which would enable a young woman to pursue university studies. Only during the Second Polish Republic did female education achieve equality before the law.

9

ПОЛІКУЛЬТУРНІ ЗАСАДИ ВИЩОЇ ОСВІТИ ВЕЛИКОЇ БРИТАНІЇ, США, КАНАДИ І АВСТРАЛІЇ

70%

Огієнко О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 10(44)

174-183

EN

The article reveals the essential characteristics of multicultural education, analyzes key concepts and models of multicultural education in the UK, the USA, Canada and Australia; defines their common features and differences; outlines the trends of multicultural education in the UK, the USA, Canada and Australia in the context of integration processes taking place in the global educational space. The study made it possible to conclude that the specific feature of the XXI century is a tendency for formation of multicultural space in the context of globalization and changes of the information society; multicultural education is a relatively new concept which is quite dynamic; its basis is the transformation according to the needs of constantly changing society; multicultural education should be considered as a complex progressive process of restructuring and reforming of education, the main objective of which is global reconsideration of existing deficiencies and prevention of discriminatory processes in educational practice; the formation of multicultural education in the UK, the USA, Canada and Australia took place in the second half of the XX century during the acute debate with traditional concepts of monoculturalism, assimilation, ethnocentrism, need for cultural and educational integration of immigrants, civil rights, search for compromise between subcultures, development of integration ideology of multinational civil society, needs in education as a source of social stability and economic prosperity; emphasis on the idea of racial equality of citizens and equal access of all members of society to quality education despite the differences between them in racial, ethnic, social, gender, cultural and religious attitudes differs the American interpretation of multicultural education from the British one, whose main idea is the dialogue of cultures; Higher Education of the USA, Canada, the UK and Australia is based on multicultural principles of its development and operation; although multicultural education in each country is different, the context of globalization and integration is marked by the development of common trends (increase in awareness of the needs of population, strengthening of international coordination between learning practices, tolerance towards people of other races, ethnicities and cultures).

10

Czy polską oświatę można zmieniać czy już tylko reanimować?

70%

Ziółkowski P.

Zeszyty Naukowe Wyższej Szkoły Gospodarki, seria Edukacja - Rodzina - Społeczeństwo

|

2016

|

issue 1

75-92

EN

March 20, 2014, higher education in Poland suffered irreparable loss of eminent scientist – educational researcher, moving between sociology and pedagogy – professor Ryszard Borowicz. His whole academic life, Professor Ryszard Borowicz sought answers to questions and doubts interesting both sociologists of education and pedagogues, and tried to solve the so-called. unsolvable social issues. One of those unsolved social issues proves to be the state of Polish education system. Numerous reforms, incessant changes and modifications of programs basis, the contradiction of many legal regulations are only examples of the problems that have plagued Polish education for years. This article is devoted to an attempt to answer questions about the condition of the Polish education system and the need for its reform, as well as the direction of these changes. This theme was the subject of number of unfinished debates between the author of this article and already mentioned late professor Ryszard Borowicz, to Whose memory I dedicate this text. The article is a collection of selected author’s thoughts concerning the problems of modern education.

PL

20 marca 2014 szkolnictwo wyższe oraz oświata w Polsce poniosły niepowetowaną stratę – zmarł prof. zw. dr hab. Ryszard Borowicz, wybitny naukowiec, którego obszar badań rozciągał się od socjologii po pedagogikę. Badacz ten przez całe swoje życie zawodowe poszukiwał odpowiedzi na nurtujące socjologów edukacji i pedagogów pytania i wątpliwości oraz próbował rozwiązać tzw. nierozwiązywalne kwestie społeczne. Jedną z takich kwestii okazuje się stan polskiego systemu edukacji. Liczne reformy i nieustające zmiany podstaw programowych, sprzeczność wielu regulacji prawnych – to tylko przykłady problemów, z jakimi od lat boryka się polska oświata. Niniejszy artykuł stanowi zbiór wybranych przemyśleń autora z zakresu problemów współczesnej edukacji i poświęcony jest próbie odpowiedzi na pytania na temat kondycji polskiego systemu edukacji oraz potrzeby jego reformowania, jak również kierunków tych zmian. Ta tematyka była bowiem przedmiotem wielu niedokończonych dyskusji toczonych między autorem tekstu a śp. prof. Ryszardem Borowiczem, którego pamięci ten tekst jest dedykowany.

11

The tendencies of the educational and upbringing development in the catholic schools in Germany (1945 – in the late 1980s)

70%

Zavalnyuk A.

Intercultural Communication

|

2017

|

issue 3

105-118

EN

The actuality of our scientific research is determined by the necessity for the historical analysis of the educational and pedagogical activity of the Catholic schools in Germany during the period from 1945 until the unification of Germany. Because, during this time - the period of the school education reforms and search for the new ways of education and upbringing, the priority of the education and upbringing of the Catholic schools was the moral and spiritual education, and the main purpose of the school education was to educate pupils to become the harmonious and spiritually developed individuals. The scientific research highlights the regulation of the church documents about the educational and upbringing process of the Catholic schools, namely: programs, rules, and constitutions that were adopted by the Catholic synods and councils, or by one person – the Pope. The article represents the issues about the activity of the Catholic schools: the identity infringement of the teachers’ staff, financial and economic security of the educational establishments, upholding the rights and freedoms of the private schools and adjustment in government control over school, the intensification of the educational process. The scientific research investigates the reforms of the traditional Catholic school system of education in the 1960s-1980s. Purpouse. The investigation of the tendencies of the educational and upbringing development in the Catholic schools in Germany during the period from 1945 until in the late 1980s. Methods of investigation. Historic and logic analysis, generalization, systematization and classification of the printed sources and archives. The retrospective, systematical and logic analysis of the scientific work, scientific literature and archive are used in the study. Results. In the period of the Catholic schools reformation we distinct the following changes of the implementation of the traditional Catholic school policy: a permission for the coeducational studying at schools, a permission for the catholic-pupils to study at the non-Catholic schools, the encouragement of the teachers, who were the parishioners of the Catholic church, to teach at the Catholic schools, the rights and freedoms for the schools in determination of the priority of the educational and upbringing process.

12

The Polish Educational Policy after 28 Years of Political Transformation

70%

Śliwerski B.

The New Educational Review

|

2018

|

vol. 52

149-163

EN

In this article I make a critical analysis of educational policy in Poland during the 28 years of the political transformation. In the transition period in Poland, from 1989 to 2017, education did not become a source of ongoing changes in the country. Further formations of political power, selected through elections, instead of decentralizing the school system, allegedly led to the creation of new models of school in a corset of centralism. To make matters worse, the prime ministers of the following governments from different political parties, taking into account their own or party interests, created the ministry of national education (or their decision-making power apparatus) who had disturbed communicational relationships with the public. In this article, I explain the reasons for the betrayal of elites in the context of fundamental assumptions of the “Solidarity” movement in the years of 1980 – 1989. As a result, Polish society abandoned the deliberative and participatory democracy. I look at how education, as a science and practice of education, fits into democratization of the Polish state and society. What is of key importance is the perception of education as a common good, as environments and entities, institutions or management practices which participate in a democratic society.

13

Nieznośna lekkość… reformowania oświaty

66%

Zahorska M.

Studia z Polityki Publicznej

|

2016

|

vol. 3

|

issue 2(10)

43-64

EN

The educational reform designed by Prawo i Sprawiedliwość (the Law and Justice political party) fits in a pattern of the previous Polish reforms, primarily due to the way they were introduced. The political rather than substantive factors determine their design, they are introduced too hastily, and the appointed experts are treated as an embellishment. This mode of operation is characteristic not only of Poland. The researchers cited in the text (J. Nelson, M. S. Archer, N. Luhmann) indicate its root causes and limited effectiveness. The state remains the most important player in shaping the educational system despite the attempts to reduce its influence on education under neo-liberal policies. However, the current analysis of its limited effectiveness should lay the foundations for a policy, which would take into account the need to reckon with the interests of other actors as well as to develop a long-term strategy.

PL

Projektowana przez Prawo i Sprawiedliwość nowa reforma edukacji wpisuje się, ze względu na sposób jej wprowadzania, w pewien schemat, jakim podlegały także poprzednie polskie reformy. O ich kształcie decydują czynniki polityczne, a nie merytoryczne, wprowadzane są one zbyt pospiesznie, powoływani eksperci stanowią rodzaj dekorum. Ten sposób działania jest charakterystyczny nie tylko dla Polski. Badacze, których przytaczam (J. Nelson, M. S. Archer, N. Luhmann) wskazują na ograniczoną skuteczność działań reformatorskich i na ich przyczyny. Mimo prób ograniczenia wpływu państwa na edukację w ramach polityki neoliberalnej pozostaje ono najważniejszym podmiotem kształtującym system edukacyjny. Istniejące analizy skuteczności działań państwa powinny jednak stworzyć podstawy polityki uwzględniającej konieczność liczenia się z interesami innych podmiotów, a przede wszystkim długookresowej.

14

Neoliberalizm i desekularyzacja jako dwa wymiary reform edukacji we współczesnej Turcji

61%

Hildebrandt-Wypych D.

Studia Edukacyjne

|

2017

|

issue 43

21-41

EN

The text focuses on neoliberalism and desecularisation as two major dimensions of social and educational change in contemporary Turkey. Key educational reforms of recent years are discussed from the perspective of the conservative-religious turn in Turkish society and politics, particularly noticeable from 2002, i.e. the first AKP electoral success. However, the origins of the Oriental-Western duality of identity, as well as the “use” of Islam for strengthening the new Turkish national identity, can be traced back to Kemalist policy of secularisation and modernization of Turkish society. This peculiar merge of neoliberal and religious symbols is also visible in education, where selforientalizing, nationalizing and secularizing discourses mix with the pressure on selection, effectiveness and competition in the “western” style. Therefore, the rising importance of faith schools in present day Turkey has also been discussed in the light of the historical Kemalist concept of transformation of Islam and the creation of national, state-controlled “civic religion”.

15

ОСНОВНІ ЕТАПИ РЕФОРМУВАННЯ ЗМІСТУ СЕРЕДНЬОЇ ГУМАНІТАРНОЇ ОСВІТИ АВСТРІЇ

58%

Дєнічєва О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 4(48)

59-66

EN

The article deals with the reforms in the sphere of humanitarian education in Austria. It demonstrates the main factors of reform of humanitarian education. The formation of humanitarian education is influenced by human social activities, cultural and historical processes in modern society. The reforms in Austrian secondary humanitarian education are directed by the changes of the world economic system. As the result of global development of economic system the transformation process of secondary humanitarian education is projected. The content of this education reflects the key points of this process. The article analyses the ways of reforms of humanitarian education. It highlights the functions of secondary education reforms and defines the principal stages of its content reforms. All changes done were introduced into practice according to general theoretical and practical basis of educational system. The reforms have affected the competitiveness development of graduates in the labor market and stimulated the cooperation in the sphere of education and life. The implemented changes affect the financial issues and internal reorganization of gymnasium education system. They give the representatives of different ethnic groups an opportunity to receive secondary education in Austria and to choose a humanitarian education institution (for instance, gymnasiums, private schools, religious education establishments). The reforms in the system of secondary education provide autochthons and allochthons with the right to get secondary humanitarian education in the country they live. The transformations in the system of humanitarian education raise a possibility to study a school subject «Religion» according to the family creed. The important contribution to the reformation process of Austrian humanitarian education is determined by the introduction of the language norms in German-speaking countries (Austria, Belgium, Denmark, Germany, Liechtenstein and Switzerland). Spelling reform has been caused by the need to simplify spelling and punctuation in German. The educational reforms are directed towards the renewal of humanitarian education in Austria. It is seen that humanitarian education transformations are focused on differentiation and individualization of educational process during the study of humanitarian arts (modern language, literature, history etc.), implementation of competence approach, teaching improvement, cooperation with the local religious communities, forming bilingual types of education.

16

Szkoła dla wsi w Polsce i na świecie – konteksty społeczne i kulturowe

58%

Piwowarski R.

Edukacja Międzykulturowa

|

2022

|

vol. 18

|

issue 3

60-74

PL

W artykule zostały poruszone wybrane społeczne i kulturowe problemy funkcjonowania szkół podstawowych na wsi, na przykładzie Polski i Stanów Zjednoczonych Ameryki Północnej. Poza wprowadzeniem, tekst składa się z czterech głównych części. W pierwszej przedstawiono niektóre próby poprawy powszechnej edukacji na wsi w przeszłości. Druga część poświęcona jest zbiorczości szkolnictwa na wsi, a przede wszystkim zbiorczym szkołom gminnym. Część trzecia i czwarta przedstawiają wyniki badań nad małymi szkołami w USA w latach 80. ubiegłego stulecia oraz w Polsce w XX i XXI wieku.

EN

This text draws some social and cultural problems connected with a primary school for countryside in Poland and USA. This is divided – except introduction – into four main parts. The first one deals with efforts undertaken in the past to improve education to the country. Problems associated with collective municipal schools are presented in the second part. Part three and four reflects on the research results of small schools in USA and Poland in XX and XXI c.

17

Profesjonalizm nauczycieli w trzeciej fali reform edukacyjnych

58%

Grabarek K.

Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia

|

2021

|

vol. 34

|

issue 4

171-180

EN

The aim of the article is to indicate the new model of teachers professionalism, desired in the school environment, taking into account the context of the determinants as the application context. For this purpose, a critical discussion was held about the impact of the political contexts shaping the work of teachers around the world following the educational reforms. The article begins with a discussion on what is meant by “globalized times” and points to selected definitions of globalization, including its impact in the educational space. Next, it demonstrates the main paradigms of educational reforms the emerged in historical context on the international arena, reflecting the image of the three waves of the reform. Based on the obtained foundation, it has been proposed to create a model of the new professionalism of the “Third Wave” teachers as a fundamental in shaping the quality of teachers work and the functioning of the school.

PL

Celem artykułu jest wskazanie pożądanego w środowisku szkolnym nowego modelu profesjonalizmu nauczycieli z uwzględnieniem kontekstu uwarunkowań jako kontekstu aplikacyjnego. W tym celu przeprowadzono krytyczną dyskusję na temat wpływu kontekstów politycznych kształtujących w wyniku reform pracę nauczycieli na całym świecie. Artykuł rozpoczyna się od dyskusji na temat tego, co należy rozumieć przez określenie „czasy zglobalizowane”. Wskazano również na wybrane definicje globalizacji, z uwzględnieniem jej oddziaływania w przestrzeni edukacyjnej. Następnie wykazano główne paradygmaty refom edukacyjnych, które zaistniały w historycznym kontekście na arenie międzynarodowej, oddając obraz trzech fal reform. Na uzyskanej podbudowie zaproponowano model nowego profesjonalizmu nauczycieli „trzeciej fali” jako fundamentalny w kształtowaniu jakości pracy nauczycieli i funkcjonowania szkoły.

18

Crisis of democracy and education reforms in Poland after 30 years of political transformation

47%

Śliwerski B.

Facta Simonidis

|

2020

|

issue 13

293-310

EN

In this article I explain the reasons for betrayal of elites in the context of fundamental assumptions of the “Solidarity” movement in the years of 1980-1989. As a result, Polish society abandoned the deliberative and participatory democracy. I look at how education as a science and practice of education fits into democratization of the Polish state and society. The key meaning for me has the perception of education as a common good, as environments and entities, institutions or management practices which participate in the democratic society. In the transition period in Poland from 1989 till 2019 education did not become a source of ongoing changes in the country. I make a critical analysis of educational policy in Poland during the 30 years of the political transformation.

PL

W artykule Autor wyjaśnia powody tzw. zdrady elit w kontekście fundamentalnych założeń ruchu Solidarności. Wskutek tego polskie społeczeństwo porzuciło demokrację deliberatywną i partycypacyjną. Autor analizuje jak edukacja, jako nauka i praktyka edukacji, wpasowuje się w demokratyzację polskiego państwa i społeczeństwa. Kluczowe znaczenie dla Autora ma postrzeganie edukacji jako powszechnego dobra, jako środowiska, instytucji i praktyki zarządzania, które uczestniczą w społeczeństwie demokratycznym. W okresie transformacji w Polsce w okresie od 1989 roku do 2019 edukacja nie stała się źródłem zachodzących zmian w kraju. Autor dokonuje krytycznej analizy polityki edukacyjnej w Polsce w czasie 30 lat politycznej transformacji.

19

Wybrane segmenty otoczenia administracji publicznej w sferze edukacji i ich wpływ na oświatę samorządową w zakresie wykonywania zadań oświatowych

47%

Raszewska-Skałecka R.

Przegląd Prawa i Administracji

|

2017

|

vol. 111

159-182

EN

This paper is to outline selected segments of the environment of public administration in the light of the ongoing changes in the educational sphere and their impact on the local government education within dynamic transformations and complexity of educational objectives. Education is aconstitutional right and social duty of citizens, public objective and aprerequisite for social, state, cultural and economic development. Since the nineties of the 20th century the Polish school and schooling system has been striving to accommodate to educational transformations and changes in unstable environment. The transformation process in the contemporary school and educational system is visible on the background of global changes, i.e. global access of students to knowledge, global access of graduates to labour markets, global context of school management, global trends in educational markets, commercial value of knowledge, or competition in educational services. School as an institution has been undergoing constant evolutionary change. An example of this is the educational reform that has became apriority among transformations of various spheres of social, economic, cultural life, and local and global challenges, such as the Poland’s accession to the European Union in 2004. School transformations in the age of globalisation are essential, as they are triggered by scientific and technological progress and changeable educational challenges and social expectations. Unstable environment affects changing educational objectives, tasks, goals of educational policy, forms and methods of activities, organisational structures of schools, scope of law regulations, school personnel, and education participants. Changes in the Polish education and schooling system are the result of the pace of political transformation, globalisation processes and the European integration processes.

Refine search results

Reformatorskie koncepcje działań oświatowych i opiekuńczo- -wychowawczych wobec dzieci zaniedbanych w Królestwie Polskim na przełomie XIX i XX wieku na tle rozwiązań europejskich

Reformatory Concepts of Educational and Care Activities in Regards to Neglected Children in the Kingdom of Poland at the Turn of the 19th and 20th Centuries in Comparison with European Solutions

The Subject of Girls’ Education in School Reforms from the National Education Commission to World War II

The Politics of Education in Developing Countries: From Schooling to Learning

Rozbieżność struktury wykształcenia kobiet i mężczyzn w PRL. Pomiędzy polityką państwa a indywidualnymi wyborami edukacyjnymi

Sukcesy fińskiego systemu edukacji, czyli dlaczego Finlandia szczyci się jednym z najlepszych systemów szkolnictwa na świecie – porównawcze studium przypadku

Research on Using Internet Workshops in Education

Wątek kształcenia dziewcząt w reformach szkolnych od czasów Komisji Edukacji Narodowej do II wojny światowej

ПОЛІКУЛЬТУРНІ ЗАСАДИ ВИЩОЇ ОСВІТИ ВЕЛИКОЇ БРИТАНІЇ, США, КАНАДИ І АВСТРАЛІЇ

Czy polską oświatę można zmieniać czy już tylko reanimować?

The tendencies of the educational and upbringing development in the catholic schools in Germany (1945 – in the late 1980s)

The Polish Educational Policy after 28 Years of Political Transformation

Nieznośna lekkość… reformowania oświaty

Neoliberalizm i desekularyzacja jako dwa wymiary reform edukacji we współczesnej Turcji

ОСНОВНІ ЕТАПИ РЕФОРМУВАННЯ ЗМІСТУ СЕРЕДНЬОЇ ГУМАНІТАРНОЇ ОСВІТИ АВСТРІЇ

Szkoła dla wsi w Polsce i na świecie – konteksty społeczne i kulturowe

Profesjonalizm nauczycieli w trzeciej fali reform edukacyjnych

Crisis of democracy and education reforms in Poland after 30 years of political transformation

Wybrane segmenty otoczenia administracji publicznej w sferze edukacji i ich wpływ na oświatę samorządową w zakresie wykonywania zadań oświatowych