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The implementation of a double degree in Poland and its consequences for teaching quantitative courses

100%
Dziwok E.
Didactics of Mathematics
|
2015
|
issue 12(16)
47-54
EN
The Bologna process has created new opportunities for bilateral agreements between universities. One of the results of such a contract could be a double degree certificate which consists of two independent diplomas that are offered for the students who participated in an exchange. Programmes that involve strong quantitative courses have started to be interesting for universities with a quantitative approach which is connected with the recent disturbances in the financial markets that caused a big increase in demand for specialists from the risk measurement and management area. Additionally, a possibility of exchange highly improves the attractiveness of the programme. The aim of the paper is to show the benefits of the Bologna process for universities and students based on the example of the Master studies’ curriculum offered by one of the Polish universities.
2

РОЗВИТОК ТА СТАНОВЛЕННЯ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ВЧИТЕЛЯ В УГОРЩИНІ

88%
Годлевська К.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 3(47)
75-82
EN
The paper analyzes the main periods of the development of vocational teacher training, scientific and educational work of the educational leaders in Hungary. The cultural characteristics, the educational reform political factors discussed current development strategy of national education are identified. These periods are: the first – the X-th –XVI-th century – the period of formation and development of primary education; the second – the XIV-th century – the beginning of the XVI-th century – the Renaissance, staging education at primary, secondary and higher education; opening of the first Hungarian university; the third – the first half of the XVI-th century – the beginning of the XVIII-th century – Ottoman yoke Danusian of Hungary and strengthening of the Habsburgs in the western and northern parts of the kingdom «Hungary»; flourishing of Latin schools, strengthening the role of the Hungarian language; appearance of early printed books; the fourth – the end of the XVIII-th century – the beginning of the XX-th century is characterized by the expansion of higher education and the establishment of new universities; the fifth – 1945-1991 – the period of the Soviet power in Hungary, cancellation of parish schools, unification of curricula, increase in school construction, increasing the number of universities (to 16 universities) and institute; learning in the evening and correspondence departments; the sixth – 1991 to present – a period of modernization, Hungary’s joining the European educational space, the Bologna process. The ideas for training teachers of famous Hungarian figures are outlined. The author has determined a number of promising ideas that are of great importance in training modern Hungarian teachers. It is determined that the system of teacher training in Hungary, having different stages of development, now meets modernity, because of the high quality standards at all levels. Ukraine and Hungary have the desire to form a system of teacher education, combining national traditions with progressive ideas of international experience, so the study of the historical experience of Hungarian teacher training provides an opportunity to highlight the best practices in order to implement these ideas into practice in the educational institutions of Ukraine.
3
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Pola dyskusji wokół wartości mniejszych ośrodków akademickich (na przykładzie cieszyńskiego ośrodka Uniwersytetu Śląskiego)

63%
Olbrycht K.
Pedagogika Szkoły Wyższej
|
2016
|
issue 2
EN
Higher education establishments and policy towards them have recently been the subject of numerous debates in academic environments. In light of the proposed changes in the Polish higher education the situation of small academic centers, their functions, formal status and prospects, becomes more and more unclear. The author takes up the issue by formulating some questions and suggesting directions for seeking answers. As an example illustrating the problems she discusses the academic center in Cieszyn, which brings together two departments of the University of Silesia in Katowice. Two questions guide the adopted way of consideration: Are higher education establishments needed in small centers? What kind, for whom and for what? What are the advantages and weaknesses of small academic centers and what diffculties do they face? Who should feel responsible for them?
4
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Jak zmieniał się Wydział Matematyki, Informatyki i Mechaniki Uniwersytetu Warszawskiego w latach 1991-2016

51%
Jackowski S.
Nauka i Szkolnictwo Wyższe
|
2017
|
issue 2(50)
223-247
EN
We describe how the Faculty of Mathematics, Informatics and Mechanics of the University of Warsaw (Faculty MIM for short) has been changing during the years 1991-2016. These changes were motivated by a change of the political system in Poland, affecting academic life, as well as the growing import_ance of Computer Science (Informatics). Moving MIM’s faculty to another building was a catalyst for change, giving the community a chance to reevaluate various aspects of academic life. In the new environment faculty members were treated more as individual researchers rather than employees of various organizational units. Improved working conditions helped to create a sense of community. An import_ant goal was to achieve a synergy effect resulting from the close collaboration of mathematicians and computer scientists. The faculty of MIM acted against the fragmentation of the university, which was typical of Poland during the last decade of the 20th century. It initiated a university-wide recruitment system for students, produced and introduced innovative software (University Study-Oriented System (USOS)) and paid special attention to service courses in mathematics and computer science. Long before the introduction of the Bologna system, the five-year curriculum at MIM was divided into bachelor and master programs that contained an extended range of elective courses. To meet the requirements of the quickly changing disciplines and to motivate young researchers, a flat organization structure of the Faculty was introduced. An import_ant element of a transparent Human Resources policy is a system of financial bonuses for the most active researchers and teachers. We emphasize that the global character of mathematical sciences, and the tradition of the Warsaw mathematical school, are key factors forming standards and values of the community.
PL
W artykule przedstawiono ewolucyjne zmiany, które zachodziły na Wydziale Matematyki, Informatyki i Mechaniki Uniwersytetu Warszawskiego w latach 1991-2016. Wynikały one z uwarunkowań zewnętrznych (zmiany ustrojowe), rosnącego znaczenia informatyki, a także refleksji środowiska. Katalizatorem zmian stało się w 1991 r. przeniesienie Wydziału do innego budynku, wymagającego modernizacji na jego potrzeby. W nowej siedzibie podjęto program większego upodmiotowienia pracowników, integracji środowiska Wydziału oraz wykorzystania efektu synergii wynikającego z obecności matematyków i informatyków w ramach jednego Wydziału. WMIM starał się o utrzymanie spoistości Uniwersytetu m.in. poprzez zainicjowanie i przeprowadzanie wspólnej rekrutacji na studia, wprowadzenie Uniwersyteckiego Systemu Obsługi Studiów, a także zabieganie o zajęcia usługowe dla innych wydziałów. Ponadto przedstawiono wspólne przedsięwzięcia WMIM z innymi ośrodkami matematycznymi w kraju. WMIM na długo przed formalnym przyjęciem wymagań procesu bolońskiego wprowadził licencjat, a także uelastycznił program studiów, ułatwiając studentom wybór przedmiotów oraz zapewniając transparentność studiów. Wyzwoleniu inicjatywy młodych badaczy służyło spłaszczanie struktury organizacyjnej, prowadzenie transparentnej polityki kadrowej oraz funkcjonowanie systemu motywacyjnych dodatków do wynagrodzenia. Podkreślono, że globalny charakter nauk matematycznych i tradycja warszawskiej szkoły matematycznej stanowią zasadniczy czynnik kształtowania hierarchii wartości i ambicji środowiska.
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