Search results

1

Emergence of Baltic Sea Region cooperation and the origin of the Baltic University Programme

100%

Rydén L.

Folia Scandinavica Posnaniensia

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2011

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vol. 12

259-276

EN

.

2

Aktualne możliwości kształcenia polskich studentów za granicą w kontekście 25. rocznicy powołania programu „Erasmus”

100%

Stala J.

Tarnowskie Studia Teologiczne

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2013

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vol. 32

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issue 2

EN

“Erasmus”, named after a Dutch humanist and theologian, Erasmus of Rotterdam, is the European Commission’s programme for Higher Education (students, teachers and institutions). It was introduced with the aim of increasing student mobility within the European Community, subsequently including the European Economic Area countries, Switzerland and the Candidate Countries. Erasmus has been one of the four sectoral programmes supported under the EU Lifelong Learning Programme until the end of 2013. The author of this article in relation to the 25th anniversary of the establishment of the “Erasmus” program describes the current educational opportunities of Polish students. Firstly, he presents the selected challenges and opportunities of cultural and educational uniting Europe. Then, the statistical outline of youth in Poland in the context of the European Union and the display of the educational offers within the framework of European programs is shown.

3

Challenges of International Science and Education in the Field of Aviation Transport Safety

84%

Isaienko V., Pawęska M., Kharchenko V., Bugayko D.

Logistics and Transport

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2018

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vol. 38

23-32

EN

The aviation safety issue has been one of the most urgent challenges since the first day of flight operations. Aircrafts, avionics, engines, and navigation, communication and surveillance aids have changed and developed, but the problem has never lost its relevance. The main purpose of ICAO is to ensure the safe and orderly development of all aspects of international civil aviation. ICAO develops Standards and Recommended Practices. They are set out in 19 Annexes to the Convention on International Civil Aviation. The new ICAO strategies are the basis for the further sustainable development of global civil aviation. The paper paid special attention to the civil aviation hazards monitoring and risks management in the context of global aviation development trends.The paper deals with challenges of international education and introduces practical experience of the National Aviation University according to the new technologies in transport and aviation education, and trends of international cooperation with the International University of Logistics and Transport in Wroclaw in this sphere.

4

Polscy studenci w programie wymiany międzynarodowej „Erasmus” – założenia, stan faktyczny i możliwości zmiany

84%

Sasin M.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2014

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vol. 15

75-84

EN

The author presents selected aspects of functioning of the European Union student exchange programme “Erasmus” at Polish universities. She focuses on Polish students travelling abroad and characterises changes caused by popularisation of this programme, not all of which are positive. One of disadvantages is an excessive simplification of the enrollment process. As a result, some of Erasmus students have unsatisfactory command of foreign language or their motivation is too weak. The author refers to three main kinds of motivation distinguished by psychologists: hedonistic, epistemic (cognitive) and influential – the last one is the most desirable for Erasmus students, especially in the field of their studies’ domain, foreign culture and foreign language. However, the practice indicates that some students have hedonistic motivation, which considerably limits the scientific benefits of the scholarship. The theses presented in the article are confirmed by quotations from the motivational letters of applying students. The author indicates that most reports and analyses about Erasmus are based on quantitative data, which prevents noticing substantial aspects of this phenomenon. Yet, one of the consequences of the popularisation is usually lowering of the level of a certain activity. In this situation, the reflection upon the acceptable lowering of the standards is essential.

5

Pandemia jako zagrożenie dla mobilności akademickiej czy szansa na nowe spojrzenie i przedefiniowanie działań

67%

Povstyn O.

Youth in Central and Eastern Europe

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2020

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vol. 6

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issue 11

61-69

EN

The article attempts to investigate the impact of the COVID-19 pandemic and the quarantine restrictions associated with it on higher education, its internationalization, academic mobility of students and researchers, in particular. The essence, types of the phenomenon "academic mobility" are clarified, on the basis of the analysis of results of works of foreign and Ukrainians researchers, and also the regulatory legal acts regulating the specified sphere of public activity. A brief overview of scientific projects of academic mobility initiated before the pandemic, initiated by Polish government agencies and organizations engaged in educational activities. The statistics are presented in the study of the impact of the COVID 19 pandemic on higher education in European countries and the world. The main problems that students and scientists face in the implementation of academic mobility projects are identified and structured. The results of surveys conducted among Polish universities on the problems that arose in them, ways to solve them and further activities for the internationalization of education in a post-COVID society are analyzed. It has been found that the academic environment has opened up opportunities that offer modern technologies and in the future they would be used, but not the only ones, the dominant formula of cooperation will be warriors.

PL

W artykule podjęto próbę zbadania wpływu ograniczeń związanych z pandemią COVID-19 na szkolnictwo wyższe, przede wszystkim na jego umiędzynarodowienie, mobilność studentów oraz nauczycieli akademickich. Omówiona została istota i rodzaje zjawiska "mobilności akademickiej", w oparciu o analizę wyników badań ukraińskich i zagranicznych naukowców, a także przepisy regulujące ten obszar działalności publicznej. Dokonano krótkiego przeglądu projektów naukowych z zakresu mobilności akademickiej, zainicjowanych przez polskie instytucje państwowe i organizacje zajmujące się działalnością edukacyjną. Dokonano przeglądu danych statystycznych przedstawionych w badaniach nad wpływem pandemii COVID 19 na szkolnictwo wyższe w krajach europejskich i na świecie. Główne problemy, z jakimi stykają się studenci i naukowcy przy realizacji projektów mobilności akademickiej, zostały zidentyfikowane i uporządkowane. Przeanalizowano wyniki badań ankietowych przeprowadzonych wśród polskich szkół wyższych na temat napotykanych przez nie problemów, sposobów ich rozwiązywania oraz dalszych działań na rzecz umiędzynarodowienia edukacji w społeczeństwie. Ustalono, że środowisko akademickie odkryło możliwości, jakie oferują nowoczesne technologie i w przyszłości będą one wykorzystywane, ale nie jako jedyne, dominującą formułą współpracy będzie wariant mieszany.

6

Urban Labs Central Europe. Cities, memory and critical civic identities in international education

67%

Golden J. D., Červinková H.

Studia Pedagogiczne

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2016

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vol. LXIX

7

INTERNATIONAL COMPARISONS IN THE IMPROVEMENT OF EDUCATION

67%

Hebert D. G.

Signum Temporis

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2012

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vol. 5

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issue 2

17-27

EN

Imperfections - such as inequality and inefficiency of learning - are perennial problems for education despite a diversity of foundations on which national systems are established, which range from the idealistic vision of fostering a utopian society to the utilitarian objective of producing skilled workers capable of engendering economic growth. Despite sharing many common conditions and fundamental values, educators rarely learn valuable lessons from the successes and failures of highly relevant initiatives in distant nations. This problem may be attributed to several factors, not the least of which includes the entrenchment of local traditions and ethnocentric assumptions, but surely the quality and relevance of international-comparative research - and the way its results are disseminated - are issues that must also be taken into careful consideration. What are the unique lessons to be learned from international comparisons, and what are the prospective risks for how such comparisons may be misinterpreted and misused in educational settings? How can international comparative research be made more relevant, with tangible applications that may be recognized and effectively used by school teachers? How can international comparative education meaningfully examine subjects beyond the reach of standardized testing, in such domains as the fostering of creativity, talent, and ethical sensibilities, for example? These themes will be presented through discussion of both research findings and anecdotes from the personal experience of working for universities on four continents. Specific topics will include the challenges of accounting for conceptual equivalency and representing cultural differences, sampling and generalizability, reconciling the diverging aims of economic, anthropological, sociological, and psychological research, as well as grappling with the ambivalent discourse of globalization, multiculturalism, post-colonialism, and other social movements.

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