Search results

1

The role of children's universities in developing key competences and universal skills of children and teenagers

100%

Morańska D.

e-mentor

|

2018

|

issue 4 (76)

54-58

EN

Civilization changes related to the development of information and communication technologies require the formation of new competences in the society, the possession of which will determine the quality of life in the digital world and rational participation in cyberculture. The implementation of this task becomes the special responsibility of educational institutions that aim at stimulating the growth of interests of children and youth in the areas of knowledge crucial for the development of the information society. It is extremely important to take actions supporting the development of logical and mathematical intelligence and digital competences. Their possession is of key importance for the conscious, rational and creative use of new technical possibilities. One of the important initiatives supporting this task is the organization of classes within children’s universities. The article describes the projects undertaken at the Children’s University of the Humanitas University in Sosnowiec. Their main goal is to provide conditions for facilitating the development of interest in science, through its popularization. The main assumption is to implement the idea of active learning in the digital environment. Through experiencing and experimenting with the use of information technology methods and means, children and adolescents can develop competences necessary for efficient functioning in the information society.

2

Wykorzystanie laboratorium i-Lab2 w rozwijaniu kompetencji kluczowych

100%

DŁUGOSZ A.

Edukacja-Technika-Informatyka

|

2016

|

vol. 7

|

issue 4

257-262

PL

W artykule przedstawiono możliwość rozwijania kompetencji kluczowych potrzebnych na współczesnym rynku pracy tj. umiejętność myślenia twórczego, porozumiewania się, pracy w grupie, uczenia się oraz kompetencji informatycznych, wykorzystując w tym celu laboratorium innowacji i-Lab2.

EN

The paper presents the possibility of key competences development needed in today’s labor market, i.e. the ability of creative thinking, communication, team work, learning and competences, using the innovation i-Lab2.

3

Educational priorities in a post pandemic world

100%

Kobylarek A., Plavčan P., Amini Golestani T.

Journal of Education Culture and Society

|

2021

|

vol. 12

|

issue 2

5-11

EN

This article attempts to bring together the most important educational priorities which should be taken into consideration when planning education in a world recovering from a pandemic. Some of the priorities discussed here should have already been taken into account during the 20th century, whilst others are completely new and result from changes that have come about in the 21st century, such as increased arrogance, ignorance, authoritarianism, educational insecurity, contempt for nature, confusion and the promotion of the lies under the name of post-truth . The authors propose a holistic approach to the education process, focused on priorities. In turn, the definition of those priorities should result from the most important problems that affect humanity.

4

Competence in Police Work

100%

Olszewski G.

Internal Security

|

2010

|

vol. 2(1)

193-200

EN

Human resources management today stands on qualifications and competence. Those have become proven tools in managing staff in various commercial and non-profit organisations. Competences of the Police Officer are defined in this paper basing on the specialist literature on the subject. Assuming that the starting point is professional competence of the Police Officer as an employee, we acknowledge that competence is specific to circumstances and organisational environment. It is also particular to a person and adaptable in changing situations. Defining competences of the Police Officer the author takes into consideration domestic and international research on the subject, its goals and methodology, nature of the police work and own professional experience. He asserts that competence is the flexibility in adapting to changing circumstances by applying knowledge, experience, skills, personality, attitude and behaviour of the Police Officer, all focused on the effective performance. The author assumes that model competence of the Police Officer is a set of key competences indispensable for the effective performance of the Police Officer. The list of key competences may be a foundation for the competence structure of a ground level police unit. The structure, which should encompass all positions in the examined groups, may in turn become a basis for creating job descriptions. Thus, competences required for a particular position become requirements for the Police Officer filling it. The comparison of the desired competences, drawn from the list of key competences, with the actual competences of the Police Officers may mark out directions for training and professional development.

5

Nauczanie przedsiębiorczości w polskich szkołach średnich – koncepcja, realizacja, rekomendacje

100%

Bień I.

Studia BAS

|

2022

|

issue 2(70)

147-163

EN

The article presents assumptions for teaching entrepreneurship as a key competence in Polish secondary schools. The author refers to the general and specific objectives of the subject “Fundamentals of Entrepreneurship” included in the current core curriculum for secondary schools and analyses the results of studies on the knowledge and competences of entrepreneurship among Polish students as well as studies on the evaluation of lessons on this subject conducted in schools. Moreover, the paper describes innovative projects supporting entrepreneurship education in secondary schools and recommendations of various entities on how to improve the quality of education in this area.

6

Key Competences in Educating Teachers

100%

SZŐKÖL I.

Edukacja-Technika-Informatyka

|

2015

|

vol. 6

|

issue 1

249-253

EN

The aim of this work is to show the importance of the expansion of teacher’s key competences, while also pointing out those other competences which are unavoidable in the pedagogical work. If one wants to meet the exigencies of time: vehement changes in science, technology, economy, the changing character of work, one has to learn during all his lifetime. To fulfil the personal and social interests, to improve the quality of one’s life: the life-long education of the individuals is very important – from maternal schools, through scholastic education, education in different institutions and in business, until the education as pensioners.

7

Stymulowanie przez nauczycieli aktywności samokształceniowej uczniów klas 1–3 szkoły podstawowej – raport z badań

100%

Flanz J.

Kultura-Społeczeństwo-Edukacja

|

2021

|

vol. 20

|

issue 2

257-276

EN

The necessity of developing students’ competences concerning independent learning is easily noticeable in both Polish and international educational documents as well as in scientific literature. This article contains an attempted answer to a question in what way teachers stimulate independent learning activities of primary school students (grade 1 to grade 3). This was the aim of the research conducted with the help of selected group of teachers from Kuyavian-Pomeranian Voivodeship in Poland. The research checked for instance how the teachers encourage the students to independent learning, how they are formulating their homework tasks, and whether they apply the multi-level learning approach. The results of this study are presented in this report.

8

ФОРМУВАННЯ КЛЮЧОВИХ КОМПЕТЕНТНОСТЕЙ УЧНІВ ОСНОВНОЇ ШКОЛИ НА УРОКАХ ФІЗИКИ З ПІДПРИЄМНИЦЬКИМ ТЛОМ

100%

Володимир І., Анна М.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

issue 8(62)

33-43

EN

The article examines the questions of formation of key competences of secondary school pupils at physics classes with an entrepreneurial background. The essence of the design and implementation of physics lessons with an entrepreneurial background is given, which provides pupils with the opportunity to combine acquired theoretical knowledge on a specific question or topic of the physics curriculum with their practical application. A variety of forms, methods and learning technologies, in particular interactive methods, contribute to creation of entrepreneurial background at these lessons. The types and characteristics of key competences of pupils involved in the fulfillment of tasks at physics lessons with entrepreneurial background (ability to learn, cultural, social, public, entrepreneurial, health-preserving competences and competence in information and communication technologies) are described. The analysis of the essence of the competence approach in education is realised, as well as the leading ideas of physics lessons with an entrepreneurial background and its ability to form key competences in secondary school pupils is conducted, besides it is shown that they have many common reference points (tasks). In particular, the fulfilled opportunities are aimed not so much at providing the pupils a certain amount of knowledge in physics, rather at developing the skills to apply this knowledge, utilizing them for completion of other tasks in case of need; at developing pupils’ communication skills, ability to work with others, the skill of participation in discussions, performing various social roles, overcoming conflicts; developing the ability to collect the necessary information, to put forward hypotheses, to use research methods of work. Two groups of teaching requirements for selection and design of content of physical education are defined, as well as preconditions of effective work with them in order to ensure qualitatively new educational outcome. These conditions outline the essential features of the learning process at physics classes with entrepreneurial background in accordance with the basic ideas of competency approach. The scheme for design and implementation of such lessons is presented. It is concluded that the inclusion of physics lessons with the entrepreneurial background into school practice is appropriate for the formation of key competences of school pupils in comparison with traditional teaching methods.

9

Entrepreneurship as the Key Competence of Early Education Teachers in the Context of Employers’ Expectations – Research Report

100%

Malinowska J., Kondracka-Szala M.

The New Educational Review

|

2017

|

vol. 49

239-249

EN

The issue undertaken in this article concentrates on entrepreneurship as the key competence of the teachers of preschool and early school children in Poland. A hypothesis was made that developing this competence in the course of professional teacher training is the condition of effective children education. For this purpose, an online survey was conducted with a sample of 232 head teachers of schools and kindergartens (public and private ones). The presented results of the research tackle expectations of employers towards recruited teachers with regards to this competence. Accomplishment of the research project allowed for formulating recommendations for teacher training within the framework of education for entrepreneurship by indicating directions and areas of implementing necessary changes.

10

The Influence of the Flipped Classroom Model on the Development of Key Competences of Future Teachers

100%

Cekić-Jovanović O., Đorđević M., Đorđević M. M.

The New Educational Review

|

2019

|

vol. 56

271-282

EN

The study examines the impact of the Flipped Classroom (FCM) on the development of key competences for the 21st century (KC21) in future teachers. Experimental design with two parallel groups was used. The sample consisted of 122 students of the Faculty of Education, i.e., experimental group-EG (60), and control group-CG (62). The EG attended lectures implementing the FCM, while the CG received traditional instruction. Results show that there is no significant difference in self-assessment of competence development between the EG and CG related to creativity, responsible attitude towards work, health and environment. There is a significant difference in the self-assessment of competences related to socio-emotional skills, problem solving, critical thinking, information and ICT literacy and learning to learn. The conclusion is that the implementation of the FCM can influence the development of the majority of KC21.

11

Kompetencje kluczowe w edukacji polonistycznej a działalność innowacyjna szkół - przykład rozwiązań dydaktycznych

89%

Kubarek M.

Z Teorii i Praktyki Dydaktycznej Języka Polskiego

|

2020

|

vol. 29

101-110

EN

The aim of the article is to discuss the issue of key competences and to show examples of didactic solutions related to their education in the scope of Polish language education and educational work. The author focuses primarily on social and communication competences. She presents the assumptions of pedagogical innovation, which assumes youth project activities. She also points out the benefits of casting students as explorers, seekers, and creators.

12

CHALLENGES IN GEOGRAPHY EDUCATION – A REVIEW OF RESEARCH PROBLEMS

88%

Piotrowska I., Cichoń M., Abramowicz D., Sypniewski J.

Quaestiones Geographicae

|

2019

|

vol. 38

|

issue 1

71-84

EN

Scientific research and student education aimed at preparing students to practice their profession under the conditions of civilization and technological changes play a special role in geography teaching. It is important to be aware of the impact of key competences which are necessary for every person to function in the modern world and are needed for self-fulfilment, personal development, social integration, flexible adaptation to any changes and which determine the success in adult life. Proper development of such skills contributes to the correct interpretation of natural and socio-economic phenomena and processes. The aim of the article is to present and discuss research work and teaching activities pursued by the Department of Geography Didactics and Ecological Education at the Faculty of Geographical and Geological Sciences of the Adam Mickiewicz University in Poznań, aimed at the use by students of various educational concepts and the resulting key competences necessary for their future work. Students also have the opportunity to develop soft competences, such as communication, courage of expression, self-esteem or responsibility for the group, to which employers have paid special attention in recent years. Therefore, comprehensive preparation of the student requires the implementation of specific educational concepts. The most important ones include bilingual education; CLIL, inquiry based science education (IBSE), project method, fieldwork, geographical educational trails, participation, as well as the use of geoinformation technologies, GIS and ICT.

13

Innowacyjność w sferze bezpieczeństwa i higieny pracy jako czynnik rozwoju biznesu

88%

Kremel A.

Państwo i Społeczeństwo

|

2014

|

issue 3

83-98

EN

Innovation in business is the key to its development, and a decisive factor as regards the level of market competitiveness. The “life” of every enterprise consists of many interdependent processes. Occupational health and safety is an area which accompanies all of those workplace processes. Innovation, i.e. broadly understood organisational and process-related changes are one way of improving the health and safety at work. Innovation in the ﬁ eld of OHS involves ideas on how to improve the existing, and how to introduce new solutions aimed at enhancing the quality of work. Appropriate safety management, monitoring and assessment of the implemented improvements, access to knowledge and new technologies, adequate social relationships within a company all influence the internal corporate atmosphere, rendering the enterprise competitive, and strengthening its position on the market.

14

The Role of Key Competences in Adult Education: The Case of Lithuania

88%

Tūtlys V., Gedvilienė G.

The New Educational Review

|

2017

|

vol. 49

40-53

EN

This article focuses on the analysis of the current state of the key competence development of adults in Lithuania. The following key competences are analysed: communication in native tongues and foreign languages, development of cultural awareness, entrepreneurship, application of information society technologies, and learning to learn. The research involved analysis of the definition and role of the key competences, discussing their typologies and revealing the preconditions, factors and approaches to the development of the key competences. Results of the quantitative survey involving 6992 adult respondents in Lithuania showed that the key competences are important for the majority of the research sample in their social, work and personal life. Individualised ways of key competence development are applied more frequently than collective ways. Key competence development is mostly enhanced by personal needs (work, wish of development and self-realization) and support of the family. The most frequently mentioned obstacles to the development of key competences are lack of financial resources and expensive training services.

15

Nabywanie kompetencji kluczowych przez nauczycieli edukacji wczesnoszkolnej w zmieniającym się świecie edukacyjnym i społecznym

75%

Kamińska A.

Edukacja Elementarna w Teorii i Praktyce

|

2014

|

issue 1(31)

53-68

PL

W obecnej dobie szybkiego rozwoju, w tym społecznego i zawodowego Europejczyków, w licznych zaleceniach Rady Europy podkreśla się znaczenie posiadania kompetencji, w szczególności tych uznanych za kluczowe. Wskazane jest posiadanie szerokiej wiedzy ogólnej, potrzebnej w każdym zawodzie oraz w razie przekwalifikowania, ale także specyficznych, szczegółowych umiejętności, które ponadto należy odpowiednio wykorzystać w praktyce. Zawód nauczyciela, w tym nauczyciela edukacji wczesnoszkolnej, nie jest w tym odosobniony. Jest zawodem wymagającym od osób go wykonujących wielu talentów, umiejętności, dużej elastyczności, mobilności i kreatywności. Po to, aby dany nauczyciel był nazwany kompetentnym, musi pracować efektywnie w placówce edukacyjnej i w środowisku lokalnym. W byciu skutecznym pomagają jemu liczne kompetencje, które nabywa podczas formalnej i nieformalnej edukacji. Celem niniejszego artykułu jest ukazanie wymogów wielości kompetencji w dynamicznie zmieniającym się i żywo reagującym na potrzeby społeczne zawodzie nauczyciela. Artykuł jest skierowany przede wszystkim do studentów pedagogiki, ale też do praktyków z dziedziny edukacji wczesnoszkolnej. Jego zadaniem jest uświadomienie im faktu, że nabywanie kompetencji odbywa się przez całe życie. Często na ich posiadanie składa się wiele okoliczności życiowych i doświadczeń, nie zawsze korzystnych. Dlatego też została podkreślona waga szerszej współpracy nauczycieli edukacji wczesnoszkolnej ze wszystkimi podmiotami edukacji, w tym również wymiany informacji w tworzonych zespołach eksperckich.

EN

In the current era of rapid development affecting citizens of Europe – in, amongst others, both the social and the professional spheres – many recommendations made by the Council of Europe have emphasized the importance of possessing the right competences – and, in particular, those identified as key competences. It is considered advisable to acquire not only the broad general knowledge that is needed across all professions and in the event of retraining, but also specific, detailed skills, such as need to be employed in practice in the right and proper way. The teaching profession, including that of teachers specializing in early-childhood education, is no exception. It is a job that requires one to make use of one’s many talents and skills, as well as flexibility, mobility and creativity. For a teacher to be considered competent, he/she has to be capable of working effectively in both their educational institution and their local area. Numerous competencies, acquired during formal and informal education, will help him/her to meet these challenges. The purpose of this article is to show the diversity and multiplicity of the competences required for the teaching profession to fulfil its role of being responsive to social needs in a dynamic and lively way. It is aimed primarily at students of pedagogy, but also at practitioners in the area of early-childhood education – in the hope that it will make them aware them of the fact that the process of acquiring competences continues throughout all of one’s life. Indeed, it is often the case that this process involves and reflects many different lifecircumstances and experiences, not always of a favorable kind. For this reason, we stress the importance of cooperation between teachers working in early-childhood education and all of the different stakeholders involved in education – cooperation that should include an exchange of information amongst the various expert groups involved.

16

Gotowość zawodowa absolwentów średnich szkół plastycznych w odniesieniu do wymagań stawianych przez pracodawców w ofertach pracy – raport z badań

75%

STRZECHA J.

Edukacja-Technika-Informatyka

|

2012

|

vol. 3

|

issue 1

129-135

PL

Celem niniejszego opracowania jest dokonanie diagnozy i opracowanie raportu dotyczącego zgodności przygotowania zawodowego w średnich szkołach plastycznych z oczekiwaniami przyszłych pracodawców. Szczegółowe problemy podjęte w badaniach wyraŜone zostały w na–stępujących pytaniach: - Z jakich programów komputerowych korzystają uczniowie w średnich szkołach plastycznych? - Jakie programy graficzne znają uczniowie szkół plastycznych i jak oceniają swoje umiejętności w posługiwaniu się tymi programami? - Czy absolwenci szkół plastycznych zostali wyposaŜeni w wiedzę i umiejętności zgodne z oczekiwaniem przyszłych pracodawców?

EN

The purpose of the present study is to make the diagnosis and to draw up the report on accordance of the vocational education received at art schools to expectations of future employers. Following questions express extensive problems, taken in survey research: - What computer programmes are used at secondary art schools? - What graphic design programmes are known by students of secondary art school and how they assess their level of competence required for usage of those programmes? - Are the graduates of secondary art school accoutred with knowledge and qualities accordant with the expectations of their future employers?

17

Globalizm językowy w gospodarce światowej

75%

Pietrzak D.

Zeszyty Naukowe PWSZ w Płocku. Nauki Ekonomiczne

|

2015

|

vol. 2(22)

429-439

EN

The article presents the issue of liguistic competences significant in terms of globalization of the world's economy. The author's intention is to exploit the correlation between the economic success of individuals and their foreign language skills, based on the results of selected research. Language policy is briefly described in relation to the definitions suggested within the European Union. Additionally, foreign language learning is defined as a key competence necessary for further development of business. Arising awareness of entrepreneurs concerning the importance of high language competences is also presented. Finally, the text concentrates on the perspectives of language education, with vocational English study in particular.

18

Knowledge About the Language of Legislative Acts: An Absent Element in the Development of Key Competences in the Polish Education System

75%

Choduń A., Gmerek K.

Krytyka Prawa. Niezależne studia nad prawem

|

2021

|

vol. 13

|

issue 4

217-237

PL

Jednym z podstawowych elementów współczesnej edukacji jest rozwój kompetencji kluczowych. Wymóg ten zawarty jest w tekstach aktów prawnych (lokalnych i unijnych), jak również w dokumentach określających podstawę programową w poszczególnych krajach. Analizując ten problem na przykładzie Polski, wykazujemy, że kompetencje komunikacyjne w zakresie języka tekstów aktów prawnych, mające podstawowe znaczenie dla nowoczesnego, świadomego społeczeństwa, stanowią nieobecny element kompetencji kluczowych. W niniejszym artykule pokazujemy, dlaczego w społeczeństwie, które szybko się zmienia i opiera na wiedzy, ważne jest, by uczyć się o tym, jakie są rzeczywiste cechy tekstów aktów prawnych. Prezentujemy wyniki analizy podstawy programowej obowiązującej w Polsce w odniesieniu do edukacji prawnej w szkole średniej. Podajemy również swoją propozycję włączenia do podstawy programowej dla szkół średnich kwestii, które rozwijają kompetencje komunikacyjne uczniów w zakresie prawa.

EN

One of the basic aspects of modern education is the development of key compe-tences. This requirement is included in the legislative acts (domestic ones and those of the European Union) as well as in documents specifying core curricula in individual countries. By analysing this problem as exemplified by Poland, we show that communication competence in the language of the legislative acts, fun-damental for a modern, conscious people, is an absent element of key competences. In the article, we show why it is important to learn about the real features of the legislative acts in a rapidly changing, knowledge-oriented society. We present the results of the analysis of the core curriculum applicable in Poland for secondary schools in terms of legal education. We also present a proposal to include issues developing legal communication competence in the secondary school curriculum.

19

Inspiracje Komeńskiego i o Komeńskim. Szkic o planie kształcenia językowego z wieku XVII i jego znaczeniu dla współczesności

75%

Michalkiewicz-Gorol A.

Siedleckie Zeszyty Komeniologiczne seria Pedagogika

|

2021

|

vol. 8

141-156

EN

This outline is an attempt to answer the questions concerning the scientific foundation and, above all, the inspiration of modern didactic and pedagogical concepts of John Amos Comenius by works of authors whose pedagogical and philosophical solutions appeared in the first half of the 17th century, especially the legacy of Sebastian Petrycy of Pilsen, in the context of foreign languages specifications and plans for teaching them. Educational, cultural and social contexts, as well as the media revolution of the 17th and 21st centuries, are the starting point for these considerations. Analysis of some excerpts from Sebastian Petrycy's Przydatki, comeniologists', contemporary educators’, scientists’ and a Nobel Prize winner's works are essential in an attempt to formulate answers to these questions. Establishing the extent of inspiration which appeared to be important to Comenius may prove to be significant in the context of studying the significance of this great pedagogue's ideas for the development of science and education.

20

Wpływ nowoczesnych technologii na rozwój kreatywności studentów – case study

75%

Mucha B.

Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy

|

2019

|

issue 1(30)

PL

Szybki i łatwy dostęp do informacji wymusza na wykładowcy nowe podejście do edukacji. Rozwój nowoczesnych technologii stawia przed wykładowcami nowe, niespotykane wcześniej w pracy ze studentami wyzwania. Dzisiaj nie może być mowy o skutecznej edukacji bez korzystania na zajęciach z projektorów czy tablic interaktywnych. Celem badania była ocena związku pomiędzy lepszymi wynikami w nauce, rozwojem osobistym, kreatywnością a nowoczesnymi technologiami stosowanymi podczas zajęć. W artykule wykorzystano dwie metody. W części teoretycznej wykorzystano krytyczną analizę literatury. Badania empiryczne ( pierwotne) przeprowadzono metodą sondażu z wykorzystaniem kwestionariusza ankiety. Podmiotem badania była kreatywność osób studiujących w Państwowej Wyższej Szkole Zawodowej (PWSZ) im. A. Silesiusa w Wałbrzychu. Ankieta składała się 13 pytań (6 pytań otwartych i 7 pytań zamkniętych). Badania przeprowadzone zostały w październiku 2017 roku. W badaniu wzięło udział 30 studentów (N = 30) I – III roku studiów stacjonarnych na kierunku Logistyka. Udział w badaniu był dobrowolny i respondenci zostali poinformowani o celu badania. Badanie miało charakter pilotażowy. Rezultaty analizy danych wykazały, że kreatywność jest cechą, którą można rozwinąć w procesie edukacji i osiągnąć lepsze wyniki w nauce. Nowoczesne technologie stosowane na zajęciach przyczyniają się do rozwoju kreatywności studentów.

EN

This paper presents some aspects of students’ creativity at university. The use of computers, OHPs and interactive whiteboards in the classroom is a necessity nowadays. Creativity is a skill that young people should develop in the educational process. Therefore, teachers should use the latest technologies in the classroom. The analysis is based on the author’s own research, which was carried out in October 2017. The study involved 30 full-time first, second and third year students (N = 30) in the field of Logistics. Participation in this pilot study was voluntary and the respondents were informed about its purpose. The analysis of the obtained data indicated that creativity is a feature that can be developed in students in the education process and help them achieve better results in learning. Conclusions: Modern technologies used in the classroom contribute to the development of creativity in students.

Refine search results

The role of children's universities in developing key competences and universal skills of children and teenagers

Wykorzystanie laboratorium i-Lab2 w rozwijaniu kompetencji kluczowych

Educational priorities in a post pandemic world

Competence in Police Work

Nauczanie przedsiębiorczości w polskich szkołach średnich – koncepcja, realizacja, rekomendacje

Key Competences in Educating Teachers

Stymulowanie przez nauczycieli aktywności samokształceniowej uczniów klas 1–3 szkoły podstawowej – raport z badań

ФОРМУВАННЯ КЛЮЧОВИХ КОМПЕТЕНТНОСТЕЙ УЧНІВ ОСНОВНОЇ ШКОЛИ НА УРОКАХ ФІЗИКИ З ПІДПРИЄМНИЦЬКИМ ТЛОМ

Entrepreneurship as the Key Competence of Early Education Teachers in the Context of Employers’ Expectations – Research Report

The Influence of the Flipped Classroom Model on the Development of Key Competences of Future Teachers

Kompetencje kluczowe w edukacji polonistycznej a działalność innowacyjna szkół - przykład rozwiązań dydaktycznych

CHALLENGES IN GEOGRAPHY EDUCATION – A REVIEW OF RESEARCH PROBLEMS

Innowacyjność w sferze bezpieczeństwa i higieny pracy jako czynnik rozwoju biznesu

The Role of Key Competences in Adult Education: The Case of Lithuania

Nabywanie kompetencji kluczowych przez nauczycieli edukacji wczesnoszkolnej w zmieniającym się świecie edukacyjnym i społecznym

Gotowość zawodowa absolwentów średnich szkół plastycznych w odniesieniu do wymagań stawianych przez pracodawców w ofertach pracy – raport z badań

Globalizm językowy w gospodarce światowej

Knowledge About the Language of Legislative Acts: An Absent Element in the Development of Key Competences in the Polish Education System

Inspiracje Komeńskiego i o Komeńskim. Szkic o planie kształcenia językowego z wieku XVII i jego znaczeniu dla współczesności

Wpływ nowoczesnych technologii na rozwój kreatywności studentów – case study