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1

Values Across Countries in a Modern Society – the Example of Polish Schools

100%
Świtała E.
Discourse and Communication for Sustainable Education
|
2010
|
vol. 1
|
issue 2
55-63
EN
This paper reports on a fragment of a broader research on values education in Polish and Latvian schools. This paper seeks to evaluate data from the European Social Survey (ESS) and elaborate on the frames of references for identification of the aims for future research. The paper highlights the findings of an action research carried out in two Polish schools. The values of European countries are analysed in the context of educational research in Europe and other regions of the world. The frames of references constructed during the study and data from European Social Survey were the grounds for creating a questionnaire for an action research to find out the tendencies that derive from the experience of students. The survey was preceded by a special training session for the teaching staff about evaluation and its significance for increasing the quality of school performance.
2

Values Education - a Reality or Myth in Polish Schools

100%
Świtała E.
Discourse and Communication for Sustainable Education
|
2015
|
vol. 4
|
issue 1
57-66
EN
The United Nations Decade of Education for Sustainable Development (DESD), which is coming to an end, will offer all kinds of summaries and reflections on this issue. The aim of this paper, strictly related with the goals of the DESD, is to answer the following questions: (1) Is the Polish school ready to provide values education?; (2) How are schools trying to involve values education into the school practice?; (3) To what extent do the adopted solutions regarding programmes, curricula and textbooks match the requirements of values education, which is one of the pillars of education for sustainable development? The author presents an analysis of the content of selected curricula for the early stage of education and the textbooks used at this stage, paying special attention to values education based on pupils' and teachers' activities and experiences. The results of the analysis provide an unequivocal answer to the extent to which we are prepared to provide or to implement values education at this stage of instruction.
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