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Problematyka różnorodności biologicznej w kształceniu studentów na kierunkach przyrodniczych

100%
Walosik A., Jancarz-Łanczkowska B., Rożej-Pabijan E.
Edukacja Biologiczna i Środowiskowa
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2014
|
issue 3
49-57
EN
Education concerning biodiversity has a long tradition in Poland, and has its origin in environmental education in XIX century. Biodiversity education in a novel approach encompasses three aspects – environment, society and economy. This approach arise with Education for Sustainable Development and Biodiversity Convention in 1992 during United Nations conference in Rio de Janeiro „Environment and development”. Poland as the cosignatory of Biodiversity Convention is obliged to educate for biodiversity protection on all levels of formal education. What means, that content connected to biodiversity should be present in all documents related to formal education, including curricula at universities. Here we aimed at comparing curricula of two faculties at Pedagogical University in Cracow: Biology and Environmental protection to verify if they include content related to biodiversity.
2
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Akademickie kształcenie nauczycieli w Polsce – raport z badań

100%
Gołębniak B. D., Krzychała S.
Rocznik Pedagogiczny
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2015
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vol. 38
97-112
EN
The presented material is a concise report of the research on the ‘condition’ of initial teacher education provided at universities in Poland in accordance with ‘new’ Ministry standards of 17 January 2012. In the analysis of data collected from 30 universities in May 2015, we focused on models of the organisation of this part of teaching at universities, the ways of constructing the professional curricula, the role and place of practice in the learning processes and the strategy of assessment of the preparation for teaching. Our research result is not quite optimistic. Under the ‘new label’ of standards we still have quasi-traditional approach to initial teacher education. In acquiring the new professional competencies students do not get real support from their academic and school partners. They are not very interesting in building opportunities for transforming learning aiming at transforming teaching.
3
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The students' and graduates' perception of the potential usefulness of Artificial Intelligence (AI) in the academic curricula of Finance and Accounting Courses

88%
Grabińska B., Andrzejewski M., Grabiński K.
e-mentor
|
2021
|
issue 5 (92)
16-25
EN
The application of computer-based technologies in academic education has at least three decades of history and experience. In some study fields, it has been present since the very beginning, while in others it has become a necessity only in recent years. The ongoing technological revolution is disrupting the traditional professions with fundamental changes and – in some cases – even with the threat of disappearance of jobs. The finance and accounting professions are expected to undergo a technological change in the near future. While the changes are visible at the corporate level, university education seems to lag one step behind. We conducted a study among the students and graduates of the finance and accounting line of studies at the Cracow University of Economics. Using regression analysis, we investigate the perception of the usefulness of courses providing knowledge on new technologies like Artificial Intelligence (AI). We use a unique Polish setting, which is a leader in terms of outsourcing services. Our findings show that both students and graduates are aware of the importance of technological change. The courses teaching basic subjects are essential, but the current expectations are much higher in terms of the application of new technology based on AI in finance and accounting.
4
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Ochrona własności intelektualnej jako przedmiot obligatoryjny w szkołach wyższych

51%
Adamczak A., Kruk M.
Zagadnienia Naukoznawstwa
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2015
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vol. 51
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issue 3(205)
229-252
PL
Tematem niniejszego artykułu jest kwestia prowadzenia zajęć dotyczących ochrony własności intelektualnej oraz zagadnień z nią związanych w szkołach wyższych w Polsce. Obecnie uzyskanie wiedzy w przedmiotowym zakresie stanowi wymóg określony w rozporządzeniu Ministra Nauki i Szkolnictwa Wyższego z dnia 2 listopada 2011 r. w sprawie Krajowych Ram Kwalifi kacji dla Szkolnictwa Wyższego. Ustawodawca wyszedł z założenia, że kompetencje te w warunkach funkcjonowania w społeczeństwie opartym na wiedzy (knowledge based society) oraz gospodarce opartej na wiedzy (economy based society) są niezbędne. Dodatkowo istotnym powodem było dążenie do ograniczenia zjawiska plagiatowania wśród studentów. Przedstawione zostaną podstawowe defi nicje, stosowne regulacje prawne, działania głównych krajowych ośrodków zainteresowanych realizacją odnośnych przepisów, a także proces tworzenia kadry i materiałów służących realizacji cytowanego rozporządzenia. Ponadto omawiana kwestia zostanie przedstawiona w perspektywie globalnej, ze wskazaniem działań podejmowanych w przedmiotowym obszarze w innych państwach oraz przez organizacje międzynarodowe.
EN
The subject matter of this paper is the issue of teaching intellectual property protection and issues related thereto at the higher education level in Poland. Currently, gaining knowledge in the fi eld at stake remains one of the requirements dictated in the Regulation of the Minister of Science and Higher Education of 2 November 2011 concerning National Qualifi cations Framework for Higher Education. The lawmaker acted on the assumption that these competences when functioning in a knowledge based society and the knowledge based economy are necessary. One of the reasons was to reduce acts of plagiarism among students. In the paper the following will be presented: basic defi nitions, applicable regulations, actions of major national authorities interested in implementation of the provisions concerned as well as creation of human resources and materials needed to obtain the goal of the Regulation at stake. In addition, the issue at stake will be discussed in a global perspective, highlighting actions taken in this area in other countries and by international organizations.
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