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1

The Effect of the Amendments of the Public Education Act on the School Activity of Physical Education Teachers

100%
Elbert G.
Physical Culture and Sport. Studies and Research
|
2009
|
vol. 46
|
issue 1
123-129
EN
As a result of the legal regulations in the period after the 1989-1990 transition, teachers working in public education, in our case physical education teachers, were engaged in several activities which were not directly related to the competence of in-school educational work. Consequently, there has been a shift in their scope of activities. The author of this paper is interested in the experience of physical education teachers during the period. The objective of the paper is to reveal what effects such a comprehensive and permanent change had on the teaching of physical education in schools, and on the life of physical education teachers. In order to investigate the subject of research the analysis of legislative documents, in-depth interviews and the survey method were applied. The results show that in the period after the 1989-1990 transition, the work of teachers was not only hindered by the structural changes in accordance with educational legislation and the permanent amendment of documents, but the lack of consistency in pedagogical work as well. For the teachers taking part in the preparation of curricula, the extension of their activities resulted in a double workload. The decision that marks were replaced with textual evaluation in grade 1 of primary schools was not received positively on the part of physical education teachers. Based on the results it can be concluded that the efficient work of physical education teachers would be greatly assisted by more predictable legislation, which would ensure the possibility of planning in advance. Olympism, Olympic culture, sports education, pedagogy of sport
2
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Simulation Tasks at Hungarian Programming Competitions

100%
HORVÁTH G., ZSAKÓ L., SZLÁVI P.
Edukacja-Technika-Informatyka
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2015
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vol. 6
|
issue 2
167-172
EN
More and more programming competitions for primary and high school students feature simulation tasks. Since many of the contests have an automatic evaluation system, the simulation assignments focus on discreet, deterministic events. Our article will demonstrate how these tasks are used at informatics competitions.
3
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Qualitative study of disaster preparedness in an Indonesian village: Interviews with survivors of flash flooding near Bandung

88%
Tejakusuma I. G., Hanggari Sittadewi E.
Miscellanea Geographica. Regional Studies on Development
|
2017
|
vol. 21
|
issue 4
179-183
EN
Debris flows and flash floods pose a continuing hazard to Nyalindung, a village in a mountainous part of West Java. On 16 December 2013, three days of heavy rain and a partial breaching of a succession of landslide dams triggered a debris flow and flash flood. One person died, nine homes were damaged, and 53 residents were evacuated. We asked villagers who were directly affected by that disaster about their knowledge of the hazard, in the hope of developing adaptation strategies. The survey showed that the majority of the villagers first became aware of the hazard during the 2013 disaster. Practical solutions exclude relocation because the village has stood in flow paths for the past 70 years or more, and because the families residing there are attached to the land and each other. We recommend combining public education about existing hazards with early warning technology.
4

Religious instruction in Polish public schools in light of universal and European standards

75%
Kasiński M.
Acta Iuris Stetinensis
|
2019
|
issue 27_ENG
79-98
EN
The study is devoted to the analysis of legal regulations at a national level (Poland), the jurisprudence (case-law) of the Constitutional Tribunal and the practices of central and local government in matters related to public education, as perceived from the point of view of universal and European standards protecting freedom of conscience and religion. The author justifies the claim that the standards set by the Polish Constitutional Tribunal in this field are fundamentally different from the standards established in the case-law of the UN Human Rights Committee and the European Court of Human Rights. This leads to tolerance of repeated violation of the principle of ideological impartiality of public authorities. The principle, declared in Article 25 (2) of the Constitution of the Republic of Poland1, is violated both by state-level legislation pertaining to the sphere of religion, and by biased practices of educational administration. What is particularly abnormal is the inertia of public authorities that are obliged to supervise religious education and/or instruction, and their indifference to the unlawful activities of the entity interested in ideological domination over the education sector. The author expresses the conviction that a fundamental change of the approach of the Polish legislator should take place, especially as regards the role and tasks of state entities in protecting freedom of conscience and religion in the educational activities of public schools. This would guarantee the philosophical and religious neutrality of education in state schools.
5

Religious instruction in Polish public schools in light of universal and European standards

75%
Kasiński M.
Acta Iuris Stetinensis
|
2019
|
issue 27
81-100
EN
The study is devoted to the analysis of legal regulations at a national level (Poland), the jurisprudence (case-law) of the Constitutional Tribunal and the practices of central and local government in matters related to public education, as perceived from the point of view of universal and European standards protecting freedom of conscience and religion. The author justifies the claim that the standards set by the Polish Constitutional Tribunal in this field are fundamentally different from the standards established in the case-law of the UN Human Rights Committee and the European Court of Human Rights. This leads to tolerance of repeated violation of the principle of ideological impartiality of public authorities. The principle, declared in Article 25 (2) of the Constitution of the Republic of Poland,1 is violated both by state-level legislation pertaining to the sphere of religion, and by biased practices of educational administration. What is particularly abnormal is the inertia of public authorities that are obliged to supervise religious education and/or instruction, and their indifference to the unlawful activities of the entity interested in ideological domination over the education sector. The author expresses the conviction that a fundamental change of the approach of the Polish legislator should take place, especially as regards the role and tasks of state entities in protecting freedom of conscience and religion in the educational activities of public schools. This would guarantee the philosophical and religious neutrality of education in state schools.
6

ЗЕМСЬКА РЕФОРМА ТА ЇЇ ВПЛИВ НА РОЗВИТОК НАРОДНОЇ ОСВІТИ ДОНБАСУ У ДРУГІЙ ПОЛОВИНІ XIX – НА ПОЧАТКУ XX СТ.

75%
Єфімов Д.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
253-262
EN
The rapid development of society raised the problem of increasing the function of Zemstvo authorities. This increasing was revealed in the socio-cultural improving of regions. It is naturally that the society is based on the cultural and social experience. The society accumulated the historical experience of solving problems for centuries. The organization of education and educational activities always were the topical problems. The influence of Zemstvo policy on the development of public education in the Donbas region in the late 19th – early 20th centuries is studied in the article. Materials of local teachers, Zemstvo reports represent the article database. It describes the development of public education in the second half of the 19th – early 20th century. Sources from the funds of the State Archives of the Dnipropetrovsk, Kharkiv and Donetsk regions illuminate the life in Eastern Ukraine of the studied period. The article studies the contribution of Zemstvo in the management and organization of schools, the influence of reforms on the development of public education in Donetsk (in the late 19th – early 20th centuries). The article studies the establishing of the system for monitoring the work of primary vocational schools by the self-government. That contributed to a significant extension of public education and the teachers training institutions in the Donetsk region. It is proved that advanced Zemstvos tried to organize the training of national teachers in the local teachers’ schools, conducted various courses and congresses of teachers, where they discussed topical issues of educational and outreach activities. Analysis of Zemstvo activities and educational reforms in the social history and industrial development of Donbas demonstrates the necessity and usefulness of the system of primary education. Due to this, the material base for the further development of education was created. Zemstvo allocated annual and one-time appropriations for education. That was one of the main sources of income for schools. Zemstvo’s leaders actively participated in establishing and organizing the management of schools. Active participation contributed to the educational needs of peasants, workers, middle class and increased cultural and educational level of the region.
7
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Public education in wobbly democration. From the perspective critical-emancipatory pedagogy

75%
Kwieciński Z.
Nauka
|
2017
|
issue 3
PL
Public education is educating influence of wide range media on political beliefs, worldviews and patterns of the everyday life of the audience, and of the potential electorate. The public intellectuals (the Henry A. Giroux concept), significant and respected experts (academics, journalists, politicians) play a special role. The article contains the presentation and analysis of the reaction of American public intellectuals to the election of Donald Trump as President of the United States – from the perspective of critical-emancipatory pedagogy. These are extremely critical to the consequences of D. Trump's choice: Ken Wilber's, Henry A. Giroux’s, Noam Chomsky’s, and several authors in the Berkeley Review of Education 2017/1 publications and speeches are recalled. The author concludes that Poland no longer has to imitate America, because in authoritarian drift (turn) it is ahead of it.
8
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Views on the subject of social integration and integration education of various participants of school life

75%
Zaorska M.
Człowiek - Niepełnosprawność - Społeczeństwo
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2020
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vol. 48(2)
29-45
EN
The idea of social integration and integration education is a great challenge not only for the Polish education system, but also for theoretical analyzes and systemic practical solutions aimed at building an integrated society. In relation to people with disabilities is not only an exemplification of the provisions contained in the “Convention on the Rights of Persons with Disabilities” (UN, 2006). It also concerns the change in the social vision of the accessibility of these people to structures existing in contemporary, disability-opening civilized society. However, as demonstrated by the results of research reported in the article, there is still a lot to be done by implementing the postulates created by the ideas of integrating people regardless of their diversity, otherness, physical, mental, and social difference.
9

Wpływ granic administracyjnych na dostępność usług na przykładzie szkolnictwa ponadpodstawowego Węgier

63%
Gergő S.
Prace Geograficzne
|
2012
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issue 129
103-121
PL
W wyniku ciągle zachodzących zmian w strukturze demograficznej Węgier zmieniła się również struktura rynku usług. Wraz z przekształcaniem się usług komercyjnych pojawiła się konieczność przestrzennego dostosowania do nich usług społecznych. Proces ten został przedstawiony we wstępnej części artykułu na przykładzie systemu edukacji. Jako miarę dostępności a do jego oceny wykorzystano Systemy Informacji Geograficznej (GIS), z którymi autor zintegrował własną metodę obliczeniową. (W części metodologicznej artykułu szczegółowo opisał tę metodę). Badania wyjaśniają przestrzenne nierówności w dostępnie do usług edukacyjnych rozmieszczonych zgodnie z podziałem administracyjnym państwa.
EN
The structure of the service infrastructure in Hungary is changing due to the country’s ongoing demographic shift. This affects commercial and social services alike. This paper presents a GIS-aided analysis of service availability via the estimation of shortest commuting times to three different kind of secondary level educational facilities. The official Hungarian database of the Information System of Public Education containing the addresses of institutions was utilized as a source of input data. Geocoding all the schools taken into account at the scale of this research does not require a high level of accuracy. It was sufficient to assign all the educational facilities to geographic centroids. Commuting time was estimated only for geographic locations where a given kind of school is not present. The paper provides a detailed description of the applied methodology. Regional government services, such as tax processing centres, are usually organized based on counties – units of public administration. The accessibility calculation vas performed for a second time, computing the shortest commuting time to the nearest school, without crossing county lines. Comparing the calculations, that the nearest service centres are located in the neighboring administrative unit. Differences in accessibility measurements are shown on maps (Fig. 2–6). Four study areas were selected in order to study local government service accessibility (Fig. 1). The main conclusion is that simply shifting county lines in order to improve access to key services such as public education is not a sufficient solution and a more complex analysis of each individual region is needed.
10
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Makropolityczne uwarunkowania kultury szkolnej

63%
Śliwerski B.
Rocznik Pedagogiczny
|
2018
|
vol. 41
31-43
EN
The subject of the article is the involvement of the school’s culture in the centralistic education policy, which is led by all, successively changing governments. It started with systemic reform of educational system in 1999. The author pays attention to the extent to which such a policy destroys the innovativeness of teachers. The only solution to this situation is the return to the anti-systemic micro-innovation movement in public education due to it restores the sense of dignity and profes- sional self-fulfillment of teachers.
11

ПРОСВІТНИЦЬКА ДІЯЛЬНІСТЬ ХАРКІВСЬКИХ НАУКОВЦІВ-МЕДИКІВ ТА ПРИРОДОДОСЛІДНИКІВ: ІСТОРИКО-ПЕДАГОГІЧНИЙ АСПЕКТ

63%
Лутаєва Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 3(47)
202-213
EN
In the article the enlightenment activity of the Kharkiv medical and natural scientists in the second half of the 19-th – early 20-th centuries has been analyzed. The research methods have been mentioned: specifically retrieval, historical and comparative, historical and retrospective, chronological, systemic. The author of the article has proved that the public activity for the organization of extracurricular education among different segments of the population and scientific and promotional work among the students and intellectuals was the content of the enlightenment activity of medical scientists and naturalists of Kharkiv University in the second half of the 19-th – early 20-th centuries. The article outlines the purpose of the enlightenment activity: reorganization of the society, organization of public education and humanistic education of the youth. It has been noted that the rationalism and humanism were the basic features of the enlightenment activity. The article highlights the basic directions of the enlightenment activity of the representatives of higher medical and pharmaceutical school: organization and participation in the network of extracurricular educational institutions for people and in scientific societies, holding public lectures (from the sphere of science and health care); popularization of scientific knowledge due to the participating in the congresses of doctors and naturalists. The means of public training and education have been outlined: the magic lantern (device for projecting images); transparencies; drawings and paintings, equipment for demonstration of experiments. It has been accented that the participation of Kharkiv medical scientists and naturalists in the scientific congresses significantly contributed to raising of the cultural level of educated population, created a public demand for medical and natural knowledge. The experience of the Kharkiv scientists’ enlightenment activity during the imperial period can be considered as a model for modern intelligentsia and regarded as the impulse to formation of the specialists’ value orientations. For the research perspective, we see further wide study of the social and enlightenment activity of the leading representatives of medical and pharmaceutical education during the 19-th and 20-th centuries.
12
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Transformation of the contents of national social studies at school in the 20th century: the heritage and benefits

63%
Areshonkov V. Y.
Edukacja Międzykulturowa
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2015
|
vol. 4
91-101
EN
The article analyzes transformations of the contents of school social studies in 1900–1990 in Ukraine since it can be helpful to specify scientific, methodological and organizational approaches towards the formation of contents of modern social studies at school. The study highlights principal scientific and methodological problems of these transformations. Based on general development tendencies of both school education and social studies, the article provides periodization of development of the contents of school social studies in pre-Soviet and Soviet times. Analogies of the existing progressive education to the present teaching approaches are indicated. The author draws conclusions from transformational practices of the 20th century and determines their importance nowadays.
PL
Niniejszy artykuł jest poświęcony transformacji szkolnictwa w społeczeństwie ukraińskim w latach 1900–1990, a także podstawowym naukowo-metodologicznym oraz organizacyjnym podejściom do formowania treści współczesnych badań tego szkolnictwa. Wyjaśnia również zasadnicze naukowe oraz metodologiczne problemy tej transformacji. Odwołując się do głównych tendencji rozwoju systemu szkolnictwa czasów radzieckich i przed nimi, artykuł przedstawia periodyzację rozwijania się społecznych studiów oświaty, jak również przykłady współczesnych progresywnych systemów z prezentacją różnych podejść do nauczania.
13
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Analiza polityki oświatowej wobec pozoru demokracji w szkolnictwie publicznym

63%
Śliwierski B.
Rocznik Pedagogiczny
|
2015
|
vol. 38
9-29
EN
My article is a synthetic recognition of macro-Polish governments’ evolution over 25 years of political transformation. It is presented from the perspective of education for democracy, in a democracy and not about democracy. I explain, how it is possible, that the Poles after they got rid of monistic doctrine of the totalitarian state, are subjected to hidden process of democratization of education and the school system. I analyze public education ,mechanisms and structures for its management in a way that counteracts democratic change. The school is subjected to a mechanism of political gamemakers. It becomes an institution which is painfully ineffective and without its face. This institution devastates traditions and allows intellectual regression. There are threats to educational reforms which lie not only in the sociopolitical mechanisms, but also and perhaps primarily within the education system, which has not created procedures to eliminate Pharisees of innovation from it. Polish educational system after 25 years of transformation is not only partially reprivatized but highly bureaucratic and fully involved in political parties.
14
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Hungarian Public Education in the Light of the Enforcement of Educational Rights and Obligations

63%
Cserny Á.
Przegląd Prawa Konstytucyjnego
|
2020
|
issue 5 (57)
463-479
EN
Under democratic conditions, the enforcement of educational rights and obligations is one of the guarantees that the education and training system can fulfill its function effectively. In Hungary, the system of educational institutions and legal protection operating within the framework of the rule of law dates back to more than a quarter of a century, but experience in such a short period of time is significant. By presenting some of the rights and obligations related to public education, the paper gives the reader an idea of how a post-socialist country in Central and Eastern Europe operates its public education system and how it was able to adapt to European norms more than 30 years after the public law regime change. At the same time, this approach not only informs about the realization of the second-generation rights to education in Hungary, but also provides insight into the current direction of public education policy, for example through the issue of centralization-decentralization. Therefore, the study examines only those public education legal relations that are the most characteristic in terms of the presentation of the Hungarian system - in the opinion of the author -, and best reflect the public education conditions in Hungary.
PL
W warunkach demokratycznych egzekwowanie praw i obowiązków edukacyjnych jest jedną z gwarancji, że system edukacji i szkoleń może skutecznie wypełniać swoją funkcję. Na Węgrzech system instytucji edukacyjnych i ochrony prawnej funkcjonujących w ramach praworządności sięga ponad ćwierć wieku, ale doświadczenie w tak krótkim okresie jest znaczące. Przedstawiając niektóre prawa i obowiązki związane z edukacją publiczną, artykuł daje czytelnikowi wyobrażenie o tym, jak kraj posocjalistyczny w Europie Środkowo-Wschodniej działa w swoim systemie edukacji publicznej i jak był w stanie dostosować się do norm europejskich ponad 30 lata po zmianie reżimu prawa publicznego. Jednocześnie podejście to nie tylko informuje o realizacji praw drugiego pokolenia do edukacji na Węgrzech, ale także daje wgląd w aktualny kierunek polityki edukacji publicznej, na przykład poprzez kwestię centralizacji-decentralizacji. Dlatego w opracowaniu analizowane są tylko te stosunki prawne edukacji publicznej, które są najbardziej charakterystyczne z punktu widzenia prezentacji systemu węgierskiego - zdaniem autora - i najlepiej odzwierciedlają warunki edukacji publicznej na Węgrzech.
15
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Polityczne uwarunkowania trwania systemu klasowo-lekcyjnego w szkolnictwie publicznym

63%
Śliwerski B.
|
2022
|
vol. XXVI
|
issue (1/2022)
123-134
EN
Aim. The subject of the analysis is the centralized system of managing, supervising, and reforming school education prevailing in contemporary Poland. The author points out the issue of simulating the processes of decentralization and democratization of the education of children and adolescents in public education by the governments of the years 1993-2020. This disenables teachers to forsake behavioral, doctrinal, closed education, in favor of open, constructivist didactics which changes the restrictive class-lesson system. Materials and methods. The subject of the analysis of educational reform strategies is the school policy of the Polish state authorities after 1989 in the context of the discrepancy between the claims of the oppositional social movement „Solidarity” and the prevailing transformed school system in the period of the Third Polish Republic. The main research question is why the 17th-century class-lesson system still prevails. Conclusion. The policy of the educational authorities after 1989 led not only to the restoration of educational centralism, which was not based on scientifi c evidence but also deprived the younger generations of opportunities for quality education adequate to the challenges of the 21st century and the state of knowledge of different paradigms in school didactics.
PL
Cel. Przedmiotem analizy jest panujący we współczesnej Polsce centralistyczny system zarządzania, nadzoru i reformowania edukacji szkolnej. Autor wskazuje na kwestię pozorowania przez rządy lat 1993-2020 procesów decentralizacji, demokratyzacji kształcenia dzieci i młodzieży w szkolnictwie publicznym. Uniemożliwia to rezygnację nauczycieli z edukacji behawioralnej, doktrynalnej, zamkniętej na rzecz dydaktyki konstruktywistycznej, otwartej i zmieniającej system klasowo-lekcyjnego gorsetu. Materiały i metody. Przedmiotem analizy strategii reform oświatowych jest polityka szkolna władz państwowych Polski po 1989 r. z punktu widzenia dysonansu między roszczeniami opozycji z ruchu społecznego „Solidarność” a dokonaną transformacją systemu szkolnego w wolnej III RP. Głównym problemem badawczym jest dociekanie powodów, dla których nadal obowiązuje w tej polityce system klasowo-lekcyjny z XVII wieku. Wnioski. Polityka władz oświatowych po 1989 r. dowodzi pozbawionej naukowej racji reprodukcji nie tylko centralizmu oświatowego, ale i pozbawiania młodych pokoleń szans na jakość kształcenia adekwatną do wyzwań XXI wieku oraz stanu wiedzy o zróżnicowanych paradygmatach w dydaktyce szkolnej.
16
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O "prywatyzacji" oświaty w Królestwie Norwegii

62%
Majchrowicz-Jopek E.
Studia z Polityki Publicznej
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2017
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vol. 4
|
issue 2(14)
35-63
EN
The article discusses the Norwegian response to the neoliberal movement of privatising public education. Neoliberal trends in public services,  including education, mainly manifest themselves in the affirmation of the economic efficiency in public services provision, increased participation of private and non-governmental organisations and the creation of quasi-markets. In Norway likewise in other Scandinavian countries the reform of public sector has not been strongly influenced by neoliberal ideology and the New Public Management. On the other hand, it was the political decentralisation and empowerment of local communities that shaped the organisation and management of the school system. The primary aim of the Norwegian education is to ensure equality and inclusion for all students, regardless of their gender, abilities, family background, nationality and health condition. !e article presents the historical path of public and non-public schooling in Norway illustrated by the statistical data concerning kindergartens, schools and pupils respectively. The central and local government still provides the vast majority of public education services and the non-public sector remains limited. Nevertheless in the last 10 years the rise in the number of private schools has been noticed, especially in bigger cities and more affluent dwellings. In its final part the article presents the recent developments in the privatisation policy conducted by the conservative government in Norway. It deliberates postulates relating to modification of administrative procedures leading to the establishment of private schools, widening the school choice for parents as well as diversification of the teachers’ professional status. It also sketches examples of the utilisation of private-public partnerships in construction and operationof public schools.
PL
W artykule omówiono zasady i mechanizmy zarządzania norweskim systemem oświaty z punktu widzenia jego podstawowego celu, tj. zapewnienia równych warunków nauczania dla wszystkich dzieci, niezależnie od ich pochodzenia i statusu społeczno-ekonomicznego ucznia. Norwegia uchodzi za przykład państwa, w którym na politykę edukacyjną nie oddziaływał silnie nurt neoliberalizmu ekonomicznego oraz idee modernizacji sektora publicznego w duchu nowego zarządzania publicznego. Norweski system oświaty cechuje się natomiast znacznym poziomem zdecentralizowania - lokalne struktury samorządowe odpowiedzialne są za zapewnienie miejsc do realizacji prawa do edukacji przedszkolnej, obowiązku szkolnego i prawa do nauki. Znakomita większość uczniów pobiera naukę w szkołach publicznych. Odnotowuje się jednak niewielki, lecz systematycznie wzrastający, udział sektora niepublicznego w oświacie oraz przypadki wykorzystywania instrumentów z zakresu kontraktowania usług publicznych, a także partnerstwa publiczno-prywatnego.
17

Demontaż systemu oświaty czy jego przemiana? Analiza Paktu dla edukacji Związku Nauczycielstwa Polskiego

51%
Uryga D.
Edukacja
|
2013
|
issue 1(121)
99–112
PL
Artykuł dotyczy dyskusji na temat szkolnictwa publicznego, toczącej się z udziałem Związku Nauczycielstwa Polskiego, który w 2011 r. ujął swoje stanowisko w dokumencie programowym Pakt dla edukacji. Kontekstem tej dyskusji są trudności, jakich doświadcza oświata samorządowa, a przede wszystkim zróżnicowanie poziomu nakładów na edukację i towarzyszące mu zjawiska likwidacji szkół oraz przekazywania ich innym podmiotom. Dokument przedstawiony przez ZNP odnosi się do tych zagadnień, zawiera przy tym zarówno szczegółowe postulaty zmian, jak i ogólne wizje rozwoju oświaty. Artykuł przybliża treść Paktu dla edukacji, szczególną uwagę poświęca zaś zawartemu w nim wizerunkowi oświaty publicznej i jego politycznemu wymiarowi.
EN
This article is concerned with the discussion on public education in which the Union of Polish Teachers participates, presenting its opinion in The Pact for Education – their 2011 report. The context of the discussion is related to the difficulties which are experienced by schools run by local governments. They refer to significant diversification of expenditure between authorities and schools being liquidated or handed over to other legal entities. The UPT lists detailed demands and provides a general vision for the development of education. The article introduces the content of The Pact for Education paying particular attention to public education and its political aspect.
18
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La democracia, la secularización y el renacimiento de las escuelas católicas en Polonia

51%
Bar W.
Studia Prawnicze KUL
|
2013
|
issue 2 (54)
17-26
PL
System szkolnictwa publicznego w Polsce zaczął się kształtować po przyjęciu chrześcijaństwa - przy klasztorach i parafiach, zwłaszcza od XII w. W 1364 r. powstała pierwsza szkoła wyższa w Krakowie. Istotny wkład wnieśli jezuici i pijarzy (od XVI w.). Do powstania Komisji Edukacji Narodowej (1773) szkolnictwo pozostawało poza zainteresowaniem państwa. Pod zaborami ostoją polskości stały się prywatne szkoły prowadzone przez instytucje kościelne, od XIX w. licznie przez zakony żeńskie. System tych szkół stał się podstawą oświaty publicznej po odzyskaniu niepodległości (1918); nowego znaczenia nabrał w czasie II wojny światowej i okupacji Polski przez Niemcy i ZSRR. Dopiero przemiany ustrojowe z 1989 r. otworzyły na nowo prowadzenie edukacji przez inne podmioty niż państwo. Aktualnie system oświaty dzieci i młodzieży obejmuje ponad 5,5 mln osób, czyli 14,% populacji. Ponad 55 000 uczy się w 518 szkołach katolickich w rozumieniu prawa kanonicznego: w 142 szkołach podstawowych, 139 liceach ogólnokształcących, 20 szkołach ponadgimnazjalnych przygotowujących do zawodu, w 3 szkołach policealnych oraz 20 szkołach specjalnych dla dzieci niepełnosprawnych. Pracuje z nimi ok. 10 000 nauczycieli, z tego ok. 4 000 na pełnym etacie. Mimo, że liczba uczniów w polskich szkołach spadła o 1/3 w ciągu minionych 10 lat, to do szkół katolickich ustawiają się kolejki. Pojawiają się postulaty czy próby ograniczania ich działalności, ale szkoły te bronią ich wyniki. Na przykład katolickie licea ogólnokształcące, które w skali kraju stanowią 5,2%, wśród najlepszych dwustu stanowią 12 %; natomiast w 3 województwach (na 16) okazały się najlepsze, w 13 innych znalazły się w czołówce. Łącznie na pozycjach od 1 do 10 uplasowała się ich ponad połowa. Siłą szkolnictwa katolickiego jest nie tylko kadra, poziom nauczania i bogatsza oferta programowa, ale też wychowanie. Szczególną popularnością cieszą się szkoły podstawowe i gimnazja. Wizytówką szkół jest system wartości oparty na doktrynie chrześcijańskiej. Coraz więcej rodziców pragnie wychowywać dzieci na bazie tych uniwersalnych wartości, o czym świadczą też podane statystyki.
EN
The system of public education in Poland has begun to form after the acceptance of Christianity – schools were established next to monasteries and parishes, especially after 12th century. In 1364 the first school of higher education was established in Cracow. In this subject an important role was performed by the Jesuit and Piarist Orders (since 16th century). Until the creation of the Commission of National Education (1773) the system of education was outside the scope of state’s interest. During the partition times private schools run by the Church institutions, after 19th century very often by female convents, constituted a safe refuge for the Polish language, religion, culture. The system of those schools was the base for creating the system of public education after regaining independence (1918) and acquired a new meaning during the World War II and the time of the German and Soviet occupation. Only after the transformation in 1989 the possibility of educating by the institutions not owed by the state was reestablished. At present the system of children and youth education involves over 5,5 million people, that is 14% of the Polish population. Over 55 000 of the students are enrolled in 518 the Catholic schools defined as the Catholic schools in accordance with the Canon Law. Among them are: 142 primary schools, 139 high schools, 20 schools of the secondary education with the purpose of preparation for particular professions, 3 schools offering education after graduating of the high school and one special school for children with special needs. Within those schools there are 10 000 teachers working, out of that 4 000 with the status of full time teachers. Despite the fact that the number of students in Polish schools has decreased about 1/3 of the total number in last 10 years, the number of students willing to enroll to the Catholic schools is increasing. From time to time there are suggestions or attempts of limitation of the activities of the Catholic schools but they are staying strong due to their educational results. For instance: the Catholic high schools that constitute 5,2% of total number of Polish high schools, within the group of 200 the best high schools in Poland constitute 12%. What is more, in three voivodeships (out of 16) Catholic high schools were evaluated as the best high schools, and in the remaining 13 voivodeships Catholic high schools are in the top of list (half of those schools were evaluated in the top 10). Among of the strengths of the Catholic education there is not only the quality of the staff, level of education or the better curriculum but also learning values. The Catholic schools of primary and secondary education are those schools with most popularity and value. The showcase of those schools is the value system based on the Christian doctrine. More and more parents want their children to be raised in the accordance of those universal values what is supported by the statistical data.
RU
Система народного образования в Польше начала формироваться после принятия христианства в монастырях и приходах, особенно од ХII века. В 1364 году создано первое высшее учебное заведение в Кракове. Значительный вклад внесли иезуиты и пиары (с ХVI в. ). До возникновения Комиссии народного образования (1773) образование оставалось без внимания со стороны государства. Во времья оккупации польским оплотом были частные школы под руководством костела, начиная с ХIХ века, в большинстве под руководством женских монастырей. Система этих школ стала основой для государственного образования после провозглашения независимости (1918); новое значение она приобрела во время Второй мировой войны и окупации Польши Германией и Советским Союзом. Только политические изменения 1989 года открыли кроме государственного еще и новые возможности образования в инных негосударственных учреждениях. В настоящее время система образования детей и молодежи включает более 5,5 млн. человек, или 14% населения. Более 55000 учится в 518 в католических школах в смысле канонического права: в 142 начальных школах, 139 общеобразовательных лицеях, 20 средних школ в рамках подготовки к профессии, в трех средних полицеальных школах и 20 специальных школах для детей с ограниченными возможностями. С ними работает около 10000 учителей , из которых около 4000 полный рабочий день. Хотя число учеников в польских школах сократилось на треть за последние 10 лет, много желающих учиться в католических школах. Были требования, которые пытаются ограничить их деятельность, но эти школы защищаются своими результатами. Например, католические общеобразовательные лицеи, которых в Польше 5,2%, среди лучших двухсот приходится 12%, а в трех воеводствах (из 16 ) оказались найлучшими, в 13 других были в первых рядах. Всего на позициях с 1 по 10 разместилась более половины из них. Сила католического образования не только в кадрах, в уровне обучения и в предла- гаемом более широком спектре программ; но также и в воспитании. Особенно популярными являются начальные школы и гимназии. Визытной карточкой школ является система ценностей, основанных на христианской морали. Все больше и больше родителей хотят воспитывать своих детей на этих общечеловеческих ценностях, о чем свидетельствуют и статистические данные.
19
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Nauczycielki ludowe. Uwarunkowania pracy kobiet w publicznej oświacie powszechnej Polski międzywojennej

51%
Piotrowska-Marchewa M.
Roczniki Dziejów Społecznych i Gospodarczych
|
2020
|
vol. 81
EN
The article discusses the issue of working conditions of female teachers in public mainstream education in the Second Polish Republic. The analysis is based on selected press publications, archival materials, and statistical data. The author studies the question of whether the state policy of the Second Polish Republic promoted the involvement of women in the mainstream education structures and strengthened their professional standing. The work focuses both on the advantages of working as a folk teacher and women’s opportunity for self-fulfillment in mainstream education and on the examples of structural inequality in the access to the aforementioned career.
PL
Artykuł podejmuje zagadnienie uwarunkowań pracy kobiet w publicznej oświacie powszechnej w II Rzeczypospolitej, na podstawie analizy wybranych materiałów prasowych, archiwalnych i statystycznych. Autorka rozważa, czy polityka państwa polskiego w okresie międzywojennym sprzyjała wchodzeniu kobiet w struktury oświaty powszechnej i utrwalaniu ich pozycji zawodowej. Koncentruje się zarówno na emancypacyjnych walorach zawodu nauczycielki ludowej i możliwościach realizowania się w szkolnictwie powszechnym przez kobiety, jak też na przejawach strukturalnych nierówności w dostępie do tego zajęcia.
20
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Between law and politics: Muslim religious practices in Swiss public schools

38%
Bretscher F.
Studia z Prawa Wyznaniowego
|
2017
|
vol. 20
35-52
EN
Switzerland is currently confronted with a strong political movement that aims at restricting civil rights of certain minority groups, in particular Muslims. This has led to several limitations to their religious practices, some of them even approved by popular vote. From a legal point of view, the question arises which role this shift in politics plays in the Federal Supreme Court’s interpretation of the fundamental right to freedom of religion granted by the Swiss Constitution in cases regarding Muslims. By means of a case study in the field of public education, this paper examines how the political environment influences the relevant case law. It arrives at the conclusion that although the Court was at first following the political trend of restricting Muslims’ fundamental rights, it has taken a stronger stand against such tendencies in recent decisions.
PL
Szwajcaria stoi obecnie w obliczu silnego ruchu politycznego, którego celem jest ograniczenie praw obywatelskich niektórych grup mniejszościowych, w szczególności muzułmanów. Doprowadziło to do różnych ograniczeń ich praktyk religijnych. Niektóre z tych ograniczeń zostały nawet zaakceptowane w głosowaniu powszechnym. Z prawnego punktu widzenia powstaje pytanie o rolę, jaką ta zmiana w polityce odgrywa w przyjmowanej przez Federalny Sąd Najwyższy interpretacji podstawowego prawa do wolności religii zagwarantowanego w szwajcarskiej Konstytucji w sprawach dotyczących muzułmanów. Artykuł analizuje wpływ środowiska politycznego na orzecznictwo odnosząc się do spraw z zakresu edukacji publicznej. W konkluzji stwierdza się, że chociaż Sąd początkowo wpisywał się w polityczny trend ograniczania podstawowych praw muzułmanów, to jednak w ostatnich decyzjach zajmuje mocniejsze stanowisko przeciwko takim tendencjom.
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