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Europejskie i krajowe ramy kwalifikacji jako narzędzie reform oświatowych - szanse i zagrożenia

100%
Solarczyk H.
Rocznik Andragogiczny
|
2010
|
vol. R. 2010
EN
Achieving the vision of Europe as a place of learning for life requires a reorientation of educational policy. An important tool for its implementation are the European and National Qualifications Framework. This article presents the origins, assumptions, achievements and stages of implementation. In conclusion, the author referred to the opportunities and threats of educational reform in Poland, inspired by the EQF / NQF.
2

THE REFORM OF EDUCATION AND THE EDUCATIONAL SYSTEM ARAB SOCIAL THOUGHT OF MODERN TIMES

80%
Jamsheer H. A.
Dzieje Najnowsze
|
2004
|
issue 2
11-20
EN
The struggle between the then-called modernists (mujaddidun) and traditionalists (qudama' or salafiyyun) could be traced back to late 19th and early 20th century. It was the time, when the revivalist thinkers (nahdawiyyun) reached the end of their lives, leaving their messages to be continued by the next generation. There came a series of ideas and demands for social and cultural reforms, propagated by successive thinkers.A quite comprehensive reflection of all that is found in the ideas and activities of Taha Husayn (1889-1973). The paper traces his al–Azhar years among a generation of Azharites, who were - as inspired earlier by Muhammad Abdu - strong adherents of the freedom of speech, antagonists of obsolete opinions, and supporters of the right to interpret the sources of faith (ijtihad). They regarded themselves as messengers of reform, modernity and revivalism. Taha Husayn was one of those, who devoted themselves to struggle against backwardness. Their plans envisaged the innovation of the philosophy of Ibn Sina and Ibn Rushd, besides the complete neglect of obsolete scriptures that had hitherto devastated the mentality of al-Azhar and the minds of Azharites. The thought of Taha Husayn (against the background of his forerunners), in the first place the struggle against the domination of al-Azhar and Azharites upon the system of education in Egypt of the first half of the 20th Century as well as his educational reform project, is reconstructed on the basis of his vast writings alongside the rich public activity.
3

SOME REMARKS ON MODERNITY OF THE POLISH EDUCATIONAL SYSTEM

80%
Kawka Z.
Rocznik Pedagogiczny
|
2005
|
vol. 28
7-23
EN
The article is devoted to the problem of modernity of the Polish educational system and attempts to answer two major questions: Is the Polish school modern in terms of organization and curriculum and how does it prepare its graduates to participation in individualized, competitive and changeable modern and post-modern world? Is it future-oriented?
4
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Edukacja w Polsce – konieczność reformy i nowe wyzwania

80%
Szyszka M.
Roczniki Nauk Społecznych
|
2010
|
vol. 2(38)
255-274
EN
The systemic transformation in Poland has revealed the range of inadequacy of the system and the quality of education to the requirements of the principles of market economy. The changing labor market needed a type of employees different from the earlier, socialist society. The principles of decentralization and demonopolization introduced at the beginning of the 1990s started changes in the system of education. At the same time they revealed an increase in Poles’ educational aspirations. Reformatory work that resulted in the 1999 reform of education were subjected to this. The reform is a continuous process. Its elements are gradually implemented, and are connected both with the structure and with the quality of education. The tasks of the reform also include making the children’s and youths’ educational chances equal as well as propagating the pro-family education of the society. The aim of the article is discussing the state of Polish education in the 1990s and of the causes and results (up till now) of the reform of the educational system. It shows problems in the educational policies and indicates both the necessity of undertaking reformatory measures and new areas and challenges within education of the young (and not only) generation.
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