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CONTEXTS OF PEDAGOGICAL PARENTAL EDUCATION

100%

TRAKŠELYS K., MARTIŠAUSKIENĖ D.

Scientific Bulletin of Chełm - Section of Pedagogy

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2021

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issue 1

105-111

EN

The article examines the contexts of pedagogical parental education. Priority education accrues to the family as the overriding social institute where people suffer first and most important socialization. Other public structures, socialization is a little later. Families with no auxiliary Institute, seeking to create and maintain the existing structures and relations in the country, while the main condition for realizing human potential, is an institution which has unique features, a significant impact on personality formation and social development. The family, as the first social institutions, has a major impact on children's education, but the child started attending an educational institution care for the child's education and upbringing are reduced. Parents stop to be interested in their child problems, achievements, then disposing of education and training to function in an education institution. Is commonly observed that few parents communicate with teachers, educational institutions are reluctant to participate in community life. The family as an institution leads to pre-school children's education office complexity. Development of parental rights and obligations appears from the need for them to find a qualified educational assistance to children's education area. Therefore, educational institutions are addressing both issues of parental education, development of formal models micro studying. In this way, it allows parents to learn the same environment in which nurtures and their children. This is consistent with parents' needs, helping them with teachers to address children's educational development issues. At the same time pre-school institutions is enhanced by both parents, as adults group, a personal interest in education in general, as well as orientation to the pre-school modernization. This article deals with andragogical system provided to parents to parents' engagement in school life, suitable for a child learning to create a climate, the motivation to maintain in order to make appropriate learning and life conditions. Andragogical means of encouraging parents to become involved in community activities in educational institutions as being of its members are active not only contributes to children's education institutions in management, but it will be acquired from the planning, coordination, organization and evaluation skills.

2

Parental education applying principles of adult training

100%

KĘSTUTIS T., DALIA M.

Scientific Bulletin of Chełm - Section of Pedagogy

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2017

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issue 2

157-169

EN

The article discusses the involvement of parents in the environment pedagogization through andragogical systems. Priority education accrues to the family as the overriding social institute where people suffer first and most important socialization. Other public structures, socialization is a little later. Families with no auxiliary Institute, seeking to create and maintain the existing structures and relations in the country, while the main condition for realizing human potential, is an institution which has unique features, a significant impact on personality formation and social development. The family, as the first social institutions, has a major impact on children's education, but the child started attending an educational institution care for the child's education and upbringing are reduced. Parents stop to be interested in their child problems, achievements, then disposing of education and training to function in an education institution. Is commonly observed that few parents communicate with teachers, educational institutions are reluctant to participate in community life. The family as an institution leads to pre-school children's education office complexity. Development of parental rights and obligations appears from the need for them to find a qualified educational assistance to children's education area. Therefore, educational institutions are addressing both issues of parental education, development of formal models micro studying. In this way, it allows parents to learn the same environment in which nurtures and their children. This is consistent with parents' needs, helping them with teachers to address children's educational development issues. At the same time pre-school institutions is enhanced by both parents, as adults group, a personal interest in education in general, as well as orientation to the pre-school modernization. This article deals with andragogical system provided to parents to parents' engagement in school life, suitable for a child learning to create a climate, the motivation to maintain in order to make appropriate learning and life conditions. Andragogical means of encouraging parents to become involved in community activities in educational institutions as being of its members are active not only contributes to children's education institutions in management, but it will be acquired from the planning, coordination, organization and evaluation skills.

3

Organizational Culture of Vocational and Technical Educational Institution: Concept, Content, Functions and Features

88%

POLISHCHUK T. P.

Edukacja-Technika-Informatyka

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2015

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vol. 6

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issue 2

112-116

EN

In modern conditions, the successful development of an educational institution as an organization, implementation and management of technological change in administrative activity of school leaders is impossible without taking into account the organizational culture as the leading factor of management activities. Purposeful formation of organizational culture of an educational institution, focused on innovation, integrating the interests of teachers and students, will allow it to operate successfully in a market economy and information society. The article focuses on revealing the contents of organizational culture of a vocational and technical educational institution of agricultural profile, the definition of its functions and features based on the analysis and synthesis of modern scientific sources specific to the system vocational and technical education in Ukraine.

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Pomoc psychologiczno-pedagogiczna dla dzieci i młodzieży szkolnej - działania dla ochrony zdrowia psychicznego

88%

Tomaszczyk-Pacuła K.

Kontrola Państwowa

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2018

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vol. 63

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issue 3 (380)

37-47

EN

Over the last years, the Supreme Audit Office has conducted several audits related to selected elements of schools’ activities in similar areas. These audits confirmed, among others, the ineffectiveness of school pathologies prevention, emerging new dangers (e.g. cyberbullying), and insufficient support for talented students. NIK also negatively assessed the way in which the Minister of National Education performed the tasks set out in the National Programme for Mental Health Protection. The audit showed that in the years 2011-2015 the Minister realised only two out of nine tasks related to mental health promotion and mental disorders prevention that the Ministry was obliged to fulfil. As a result, NIK carried out a comprehensive follow up audit aimed both at examining the scope of psychological assistance provided to pupils, and at presenting the way in which the functioning of schools has an impact on their mental health.

5

Образовательная и кадровая политика царизма в Беларуси в 1860-е гг.

75%

Ostroga W.

Studia Interkulturowe Europy Środkowo-Wschodniej

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2020

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vol. 13

54-71

PL

The article notes that the duality, inconsistency, and reactionarity of the educational policy of the tsarist government after the uprising of 1863–1864 was largely dictated by the desire to reduce Polish influence and accelerate the russification of the region. The Ministry of Public Education did not care so much about the dissemination of education as about protecting the public with “reasonable restrictions”. In accordance with its political and ideological goals, the network of parish schools expanded, the training of teaching staff was restrained, and strict control was established over the activities of teachers and their political trustworthiness. Tsarism formed a model of an “ideal” teacher: devoted to the church and the throne, tolerant, imperceptible, and obedient, who in his pedagogical activity was to follow the official course. There was a tendency to attract people from the central provinces of Russia who graduated from theological seminaries, as well as Orthodox priests, to fulfill teaching duties.

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Management of innovation activity in establishments of general secondary education of Ukraine

75%

Romaniuk S. Z., Fedirchyk T.

Studia Gdańskie. Wizje i rzeczywistość

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2018

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vol. XV

335-354

EN

The essence of the concepts “innovation”, “innovation activity of the pedagogue”, “innovation potential of the institution of education”, “modern approaches to the management of innovation activity” have been clarified in the article. It has been grounded that the basis of inno-vation activity is the ability to construct the conceptual foundations of pedagogical innovations, which include diagnostics, forecasting, devel-opment of the program of the experiment, analysis of its implementa-tion, as well as realization of the innovation program, tracking the course and the result of its implementation, correction and reflection of innova-tion actions. The main functions of innovation management, which in-clude analytical-forecasting, planning, organization, control and regula-tion, have been characterized. The eight main stages of management of innovation activity have been singled out and analyzed. For its imple-mentation it is necessary to decide on the ability of pedagogues to crea-tive work in general, to prove the necessity of changes, to offer the per-fect monitoring system of the innovation process of the institution of education. The article distinguishes five levels of teacher’s innovation activity: zero, adaptive, reproductive, heuristic, and creative.

7

Edukacja studenta minimalnego: praktyczna aplikacja trychotomicznego modelu maksymalno-optymalno-minimalnego

63%

Bogusławska-Tafelska M.

Acta Neophilologica

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2007

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issue IX

81-96

EN

The paper explores some aspects of the minimal student education. What attracts one's attention are: the dyad encompassing the academic teacher and the minimal student; and the triad encompassing the academic teacher, the minimal student and the educational institution. The hypothesis orchestrating this study, preliminary as it is, contains the assumption that the minimal learner profile disturbs both relations, bringing about the violation of the educational process. As a result, the methodological verification of the teaching procedures, as well as the psycholinguistic awareness raising process, have to be introduced if the minimal student education is to be continued.

8

Kompetencje społeczne dyrektora szkoły na przykładzie wybranych radomskich placówek oświatowych

63%

Nawrot B., Lis R.

Edukacja Ustawiczna Dorosłych

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2017

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issue 2

71-83

EN

The main aim of this article is to identify and describe the most important interpersonal skills of a school’s headmaster. Furthermore, the article determines which of the skills strongly influence the atmosphere and working conditions at school, on the basis of information gained from a group of teachers from different types of schools, who shared their own experiences and reflections concerning the interpersonal skills of their supervisors. The respondents clearly point out that the lack of interpersonal skills among headmasters can lead to a number of harmful consequences, primarily lower effectiveness of teaching and worse school atmosphere, which profoundly affects student learning and achievements.

9

Program Chronimy Dzieci jako przykład działań na rzecz ochrony dzieci przed przemocą w polskich szkołach i przedszkolach. Raport z badań

63%

Makaruk K.

Dziecko krzywdzone. Teoria, badania, praktyka

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2016

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vol. 15

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issue 1

53-75

PL

Od 2014 roku w ramach rządowego programu „Bezpieczna i przyjazna szkoła” Fundacja Dajemy Dzieciom Siłę (dawniej Fundacja Dzieci Niczyje) realizuje program Chronimy Dzieci, którego celem jest ochrona dzieci przed przemocą ze strony dorosłych oraz rówieśników. Diagnoza potrzeb placówek edukacyjnych w zakresie spełniania przez nie standardów ochrony dzieci przed krzywdzeniem pokazała, że wiele rozwiązań nie jest w nich realizowanych, chociaż uznawane są one powszechnie za ważne. Badanie opinii placówek realizujących program umożliwiło poznanie ich doświadczeń i wskazało na poprawę ich funkcjonowania w zakresie ochrony dzieci przed krzywdzeniem.

EN

Since 2014, under the government program ‘Safe and friendly school’ Empowering Children Foundation (previously Nobody’s Children Foundation) has been implementing program We Protect Children, which aims to protect children from abuse by adults and peers. The diagnosis of the needs of educational institutions in meeting their standards for the protection of children from abuse showed that many of the solutions are not carried out by institutions, although they are widely recognized as important. Survey on opinions of institutions implementing the program allowed to know their experience and showed the improvement in their performance in keeping children safe from abuse.

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Cywilnoprawna koncepcja pieczy w odniesieniu do obowiązku zapewnienia uczniom bezpieczeństwa w placówce oświatowej - wstęp do zagadnienia

63%

Walichniewicz-Bartnik P.

Zeszyty Naukowe Wyższej Szkoły Gospodarki, seria Edukacja - Rodzina - Społeczeństwo

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2017

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issue 2

335-344

EN

The content of this article is structured around the mutual relationships “parent-child”, “teacher-child” and “parent-teacher”, in the aspect of broadly understood responsibility for the minor. The author outlined correlation between custody and supervision on the background of the existing legal system. The author’s main aim was to outline the framework for liability for the breach of the duty of ensuring the safety of pupils and students, who attend educational institutions, the resulting sanctions and claims of victims and an attempt to show the genesis of universally respected principles. The report also reveals the legal regulations in opposition to emotions of legal representatives, which are accompanying them from birth of their ward. In this context author presents: the origin of the interdependence of custody and supervision, the role of teacher, educational establishment and parent in the process of caring for minors and, above all, ensuring safety and bearing legal responsibility in this aspect.

PL

Treść opracowania skonstruowana została wokół wzajemnych relacji rodzic–dziecko, nauczyciel-dziecko i rodzic-nauczyciel, w aspekcie szeroko pojętej odpowiedzialności za małoletniego. Nakreślona została korelacja pieczy i nadzoru na tle istniejącego porządku prawnego. Przytaczane w treści orzecznictwo podkreśla również w tym obszarze para precedensowy charakter systemu prawnego. Głównym celem autora było nakreślenie ram odpowiedzialności za niedopełnienie obowiązku zapewnienia bezpieczeństwa podopiecznym placówek oświatowych, wynikających z nich sankcji i roszczeń osób pokrzywdzonych oraz próba ukazania genezy respektowanych powszechnie zasad. Opracowanie ukazuje regulacje prawne w konfrontacji z emocjami towarzyszącymi opiekunom prawnym od dnia narodzin ich podopiecznego. W tym kontekście, przedstawiona zostaje geneza współzależności pieczy i nadzoru, roli nauczyciela, placówki oświatowej i rodzica w procesie sprawowania opieki nad małoletnim a przede wszystkim zapewnienia mu bezpieczeństwa i ponoszenia w tym aspekcie przewidzianej prawem odpowiedzialności.

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SIMULATION MODEL OF TECHNO SPHERE OF AN INSTITUTION OF CHILDREN’S SUPPLEMENTARY EDUCATION IN RUSSIA

63%

Zolotareva A.

Czech Journal of Social Sciences, Business and Economics

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2013

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vol. Volume 2

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issue 1

26-33

EN

The article in hand is based on the results of a research carried out by order of Ministry of Education and Science of the Russian Federation (reg. № 01201268480) and pertains to the definition of technosphere, surveying the approaches to its formation and development and describing the model of technosphere for an educational institution.

12

Proces zarządzania zasobami ludzkimi w placówce oświatowej w kontekście ogólnych założeń zarządzania personelem

51%

Janta M.

Przegląd Pedagogiczny

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2023

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issue 2

114-135

EN

The article relates to human resources management in polish educational establishments, which nowadays are very often similar to contemporary companies in a way they develop themselves and manage people. The article consists of different issues connected with human resources management process in polish schools. The aim of the article was to describe all the components of the process and to evoke reflection about teacher profession, sources of motivation and occupational satisfaction and also responsibilities of schools in today’s world.

PL

W artykule zwrócono uwagę na fakt, że placówki oświatowe mają obecnie coraz więcej wspólnego z aktualnymi trendami rozwoju przedsiębiorstw, a proces zarządzania kapitałem ludzkim przebiega w nich, mimo pewnych specyficznych różnic, podobnie, jak we wspomnianych podmiotach. Podjęte w artykule rozważania stanowią podstawę dotyczącą założeń i zadań współczesnej szkoły – firmy w warunkach nowoczesnej gospodarki. Opisane zostały poszczególne etapy procesu zarządzania zasobami ludzkimi w placówkach edukacyjnych.

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Обставини відкриття Політехнічного інституту в путівниках по Києву (1900 р. – початок ХХ ст.)

51%

Шевчук Т. В.

Проблеми всесвітньої історії

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2022

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issue 19

189-197

EN

In the 19th and at the beginning of the 20th century. in Kyiv, a city that attracted many visitors, nationwide trends in the development of the coal, metallurgical, machine-building, light, food industry, and agriculture industries were marked, and at the same time, there was a lack of engineers, agronomists, and technicians. Against this background, there was an urgent need to establish a higher institution of technical education in Kyiv, which became the Kyiv Polytechnic Institute, opened in 1898. At the same time, it was during this period that tourism, which before was rather a supplement to pilgrimage, gradually grew into a mass one, and accordingly, guides, as a publication outlining noteworthy routes, became more and more popular. Therefore, it is important to trace how the new university entered the sphere of attention of visitors to the city, and what role the authors of guidebooks – valuable comprehensive sources on the history of everyday life in the city – played in this. The article examines the peculiarities of coverage in Kyiv guidebooks of the circumstances of the opening of the Kyiv Polytechnic Institute. It can be concluded that the most information about the circumstances of the opening of the Kyiv Polytechnic Institute is contained in those guides (except K. Svirskiy) that were published immediately after the opening of this educational institution (in 1900 and 1901), although one of them – a reprint of M. Sementovskyi – in the first in the first turn it was aimed at pilgrims, and only in the second – at social guests of the city. Probably, the compilers sought to record as accurately as possible the still unfinished process unfolding before them.V. Chekhovsky, who openly positioned his work as dedicated to the modern features of the Kyiv of that time, disclosed in it the main, in his opinion, prerequisites and key aspects of the establishment of the institute from planning to the implementation of a concrete project, and among the most prominent persons involved, he did not overlook those ethnically related to Poles, but did not exaggerate their role. Later editions do not go beyond the placement of information, according to the authors, most important for average travellers. Even in the most succinct coverage of events, the importance of the role of donations from private individuals is noticeable, sometimes with an indication of the cost of the project.

UK

У ХІХ – на початку ХХ ст. на Києві, місті, яке приваблювало багатьох відвідувачів, позначалися загальнодержавні тенденції в розвитку вугільної, металургійної, машинобудівної, легкої, харчової промисловості, сільського господарства, а разом з тим – брак інженерів, агрономів і техніків. На цьому тлі виникла гостра потреба в заснуванні у Києві вищого закладу технічної освіти, яким і став Київський політехнічний інститут, відкритий 1898 р.Водночас саме в цей період туризм, котрий раніше був радше доповненням до паломництва, поступово переростав у масовий, відповідно й путівники, як видання, де окреслюються варті уваги маршрути, ставали все популярнішими. Тож важливо простежити, як новий виш входив до сфери уваги відвідувачів міста, і яку роль у цьому відігравали автори путівників – цінних комплексних джерел із історії міського повсякдення. У статті розглядаються особливості висвітлення в путівниках по Києву обставин відкриття Київського політехнічного інституту. Можна зробити висновки, що найбільше інформації про обставини відкриття Київського політехнічного інституту міститься в тих путівниках (крім К. Свірського), які вийшли друком одразу незабаром після відкриття цього закладу освіти (1900 р. і 1901 р.), хоча один із них – перевидання М. Сементовського – в першу чергу орієнтувався на паломників, а тільки в другу – на світських гостей міста. Ймовірно, укладачі прагнули зафіксувати як найдокладніше ще незавершений процес, який розгортався перед ними. В. Чеховський, котрий відкрито позиціонував свою роботу як присвячену модерним рисам тогочасного Києва, розкрив у ній головні, на його думку, передумови, та ключові аспекти постання інституту від планування до реалізації конкретизованого проекту, а серед найвизначніших залучених осіб не обійшов увагою етнічно споріднених із собою поляків, проте не перебільшував їхньої ролі. Пізніші видання вже не виходять за межі розміщення інформації, на думку авторів, найважливішої для середньостатистичних мандрівників. Впадає в око наголошування навіть при найбільш стислому висвітленні подій великої ролі пожертв від приватних осіб, часом із вказівкою вартості проекту.

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CONTEXTS OF PEDAGOGICAL PARENTAL EDUCATION

Parental education applying principles of adult training

Organizational Culture of Vocational and Technical Educational Institution: Concept, Content, Functions and Features

Pomoc psychologiczno-pedagogiczna dla dzieci i młodzieży szkolnej - działania dla ochrony zdrowia psychicznego

Образовательная и кадровая политика царизма в Беларуси в 1860-е гг.

Management of innovation activity in establishments of general secondary education of Ukraine

Edukacja studenta minimalnego: praktyczna aplikacja trychotomicznego modelu maksymalno-optymalno-minimalnego

Kompetencje społeczne dyrektora szkoły na przykładzie wybranych radomskich placówek oświatowych

Program Chronimy Dzieci jako przykład działań na rzecz ochrony dzieci przed przemocą w polskich szkołach i przedszkolach. Raport z badań

Cywilnoprawna koncepcja pieczy w odniesieniu do obowiązku zapewnienia uczniom bezpieczeństwa w placówce oświatowej - wstęp do zagadnienia

SIMULATION MODEL OF TECHNO SPHERE OF AN INSTITUTION OF CHILDREN’S SUPPLEMENTARY EDUCATION IN RUSSIA

Proces zarządzania zasobami ludzkimi w placówce oświatowej w kontekście ogólnych założeń zarządzania personelem

Обставини відкриття Політехнічного інституту в путівниках по Києву (1900 р. – початок ХХ ст.)