Search results

1

Who wants to go to school? Lessons from reforming (back and forth) the school entry age in Poland

100%

Herbst M.

Edukacja

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2017

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issue 2(2017)

32–44

EN

The goal of this paper – set in the context of the reform to lower the school starting age in Poland – is to investigate the determinants of parental decisions to enrol their six-year-old children in the 1st grade versus leaving them in preschool or preparatory class. It was found that starting school before the compulsory term occurs primarily in response to objective symptoms of a child’s readiness for school, but there is also some evidence for a deliberate investment in education by parents with a higher socio-economic status. Finally, early enrolment may also be driven by a cost-reducing strategy. The discussion highlights the possible reasons for the political failure of school age reform, which was recently cancelled after having been gradually introduced for six years.

2

Nový institucionalismus v pedagogice

100%

Dvořák D.

Studia paedagogica

|

2012

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issue 2

9-26

EN

A major educational reform of primary and lower secondary education was launched in the Czech Republic recently. Nevertheless, recent decline of TIMSS and PISA results of Czech pupils raised debates about further measures for improvement of the national school system. In this paper, the new institutionalism is outlined as a valuable theoretical framework for deeper understanding of the Czech schools and for the analysis of the problems encountered by the reform. For instance, the promotion of general key competences as the preferred goal of Czech primary school may be in conflict with the “global culture of schooling” that emphasizes academic outcomes measured by PISA or TIMSS.

3

Lokálnost a globálnost – nové požadavky na efektivitu a zdokonalování práce školy

100%

Townsend T.

Studia paedagogica

|

2010

|

issue 2

9-26

EN

The school effectiveness and school improvement movement has had a great impact on educational reform over the past thirty years. It has been both influential because it has demonstrated that schools can make a difference to student achievement, beyond that which is associated with family background, but also controversial, because some governments in the late 1980s and early 1990s interpreted this as schools being the only thing that made a difference. However, if the history of school effectiveness is placed in the longer history of education in general, then we can start to see the role that it has played in reshaping how we perceive education. Over the course of history, education has had four major shifts in focus, with each shift bringing new understandings of what education means. This commenced by very localised education characterised as thinking and acting individually, where only those that could afford it were given any kind of education and this has progressed through thinking locally, nationally and internationally, but still acting locally. The evidence suggests that these changes have brought as much improvement in terms of student achievement as is likely to occur and that it is time for a new way of approaching education, which is identified as thinking and acting both locally and globally. The paper considers what this means for school effectiveness and school improvement research and makes some suggestions as to where the research might move in the future to maintain its important place in educational change.

4

Ukrainian educational reform: A bridge between past and future

100%

Pervyi G.

Perspectives of Innovations, Economics and Business

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2013

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vol. 13

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issue 3

43-50

EN

The article concerns the main features of the Ukrainian reform in high school as the most actual problem in Ukrainian educational system and science. The paper observes basic features of the Soviet educational system, its positive and negative trends. It provides insight to the post-soviet directions of the modernization in Ukrainian high school. The author uses problem and chronological methods in his research. Special attention is given to the internationalization of the Ukrainian educational system, perspectives and obstacles in this way.

5

Developing Democracy in Ukrainian Teacher Education: Current Challenges and Trends

100%

Kolesnyk L., Matusevych T.

The New Educational Review

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2021

|

vol. 65

40-50

EN

This article is devoted to the presentation and analysis of the „Democracy in Education” all-Ukrainian study results aimed at highlighting the challenges arising in Ukrainian teacher education on the way to its democratic transformation. The analysis revealed the following challenges: The ambivalence of the definitions of democracy and its reduction to a „thin” understanding, the presence of rudiments of the Soviet system, distinguishing between active citizenship and political participation, lack of knowledge of the methods of integrative learning and cross-cutting skills among teacher educators. The research findings are significant for educational policy-making at the institutional and state levels.

6

Legitimizace vzdělávacích reforem: strategické dokumenty a konkurenční režimy vědění

88%

Wirthová J.

Sociologický časopis. Czech Sociological Review

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2020

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vol. 56

|

issue 4

491-521

EN

The article focuses on knowledge regimes within the normative discourse of the reform of Czech educational curricula. Engaging with the relational ontology of ‘third-wave sociology of education’, the article presents a qualitative analysis of strategic documents that sheds light on the divergent systems of reasons for particular educational changes. The research traced legitimising (justifying and criticising) strategies in authorised documents (governmental organisations) and non-authorised (NGOs and transnational organisations) in the 2010–2017 period. These findings point to the existence of several significantly divergent knowledge ‘micro-regimes’ that produce various contradictions and tensions on the level of regimes, documents, and the meaning of ‘competent’ actors. The research tracked the different relationships between managerial, expert, revisionist, revising, and adaptation regimes. It demonstrated that contemporary Czech attempts to reach a consensus over the goals of education across society are paralysed by a number of contradictory legitimisations rather than one hegemonic discourse.

7

High autonomy and low accountability: Case study of five Czech schools

88%

Dvořák D., Urbánek P., Starý K.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2014

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vol. 24

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issue 6

919-940

EN

The paper aims to describe the effects of a unique combination of high autonomy and low outcome accountability of the Czech schools. First, the paper outlines test-based accountability as a key concept of contemporary educational policy. Next, the research design is briefly described and the qualitative data on the effects of school choice and curriculum autonomy / decentralisation are presented. The discussion stresses the problem of time frame in evaluating system wide interventions and also sketches a vision of new emerging school reform discourse. Processes of change in five Czech “combined” primary and lower secondary schools were studied by qualitative longitudinal multiple case study for over 5 years. Surprisingly, the results suggest that many negative effects ascribed to the highstakes tests (e. g. curriculum narrowing, fabrication of image) could be seen in the studied schools despite the different model of governance in the Czech Republic. The contemporary discussion of risks of (high stake) testing should be complemented by a similar analysis of both costs and negative effects of the absence of outcome accountability.

8

Reforma oświatowa Janusza Jędrzejewicza przedstawiona na łamach „Polski Zachodniej”

88%

Śliwak K.

Ogrody Nauk i Sztuk

|

2012

|

issue 2

EN

In the paper, the author draws a biographical outline of Janusz Jędrzejewicz (Minister of Religious and Public Education), explicates his theory of education and evaluates the theory’s impact on education in Poland. The author also comments on selected columns in the journal “Polska Zachodnia”. The examined articles deal with the state of Polish education in the 1930s and serve as a critique of Jędrzejewicz’s reform by different political forces.

9

John Dewey: A Look at His Contributions to Curriculum

88%

Holt L.

Academicus. International Scientific Journal

|

2020

|

issue 21

142-150

EN

This article provides a thorough analysis of John Dewey and his theory experimentalism. John Dewey was a leader in education and philosophy of his time. Still today his ideologies have a place in educational curriculums across the globe. John Dewey believed that students learn from human experiences. Furthermore, Dewey believed that student experiences shape the future decisions that a learner engages in. Although Dewey’s work faced scrutiny, Dewey’s thoughts are still relevant in education reform today. This article resurfaces the need for whole child research considerations and inclusive learner experiences like Dewey’s work many years ago when making educational decision and building curriculum that meet the needs of individuals to promote a positive global change.

10

Szkolnictwo wyższe w świetle raportów edukacyjnych

88%

Dziewulak D.

Studia BAS

|

2013

|

issue 3(35)

149-174

EN

The article deals with the functioning of the higher education facing civilization changes taking place in Poland and worldwide. The author discusses educational reports published by international institutions (including UNESCO, Club of Rome and European Commission). The second part of the paper focuses on the Polish case. The author presents various reports concerning Polish higher education system and provides a brief description of the Polish higher education system reforms.

11

Możliwości edukacyjne i wychowawcze na obszarach wiejskich województwa dolnośląskiego na tle kraju

88%

Tarnowska A.

Śląski Przegląd Statystyczny

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2015

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issue 13 (19)

57-69

EN

In the period of 1999–2012 reform of education and administrative division of the country took place in Poland. The changes of educational infrastructure and its utiliza-tion in the Lower Silesia against Polish total was primarily analyzed. Particular attention was paid to rural areas, because education of their citizens clearly differs from the nation-al level. The aim of the study was to assess whether the young people of the village have educational opportunities similar to those of the people of the country in general and where the differences in the level of their education occur. The analysis included the education of children and youth from upbringing in nursery to finishing secondary education. Based on the CSO data demonstrated partial improvement of conditions and educational opportunities, including rural areas, where for example, majority of the children were covered by pre-school education.

12

Społeczno-kulturowe uwarunkowania demokratyzacji edukacji na Tajwanie

87%

Nowosad I.

Kultura-Społeczeństwo-Edukacja

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2018

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vol. 14

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issue 2

137-154

EN

Nowosad Inetta, Społeczno-kulturowe uwarunkowania demokratyzacji edukacji na Tajwanie [Social and cultural preconditions for the process of democratization in Taiwanese education]. Kultura – Społeczeństwo – Edukacja nr 2(14) 2018, Poznań 2018, pp. 137–154, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2018.14.12. The article focuses on changes introduced in Taiwan’s education since 1949, which reflect the social changes taking place in this country. Special attention is drawn to the origin and the course of two particularly important processes, i.e. democratisation and taiwanisation, which have radically changed the face of education, revealing Taiwan’s ‘balancing’ between the East and the West. While depicting their essence, also complex links with Taiwan’s policies towards China and its orientation onto economic growth were taken into account.

13

РОЗШИРЕНІ ШКОЛИ ЯК ІННОВАЦІЙНИЙ СТРУКТУРНИЙ КОМПОНЕНТ СИСТЕМИ СЕРЕДНЬОЇ ОСВІТИ ВЕЛИКОЇ БРИТАНІЇ

75%

Гаращук К.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 2(46)

28-34

EN

The article focuses on the specifics of the provision of the services provided by British extended schools. Extended services are designed primarily to raise standards of achievement and allow children to realize their full potential in an environment where education is valued. The tasks set by extended schools are determined: their services help parents to balance work and family commitments, develop parenting skills, become involved in children’s learning and support them in their efforts, and broaden the range of pupils’ interests. Extended schools are encouraged to work in partnership with neighboring schools, local statutory, voluntary or community agencies or groups, to provide a more integrated set of support services, to be able to identify people requiring help and organize it in the quickest possible time. The main types of available activities (after-school clubs and summer schemes; study support; play and recreation; sport and fitness classes; drama; music; ICT, cookery and language lessons; arts, crafts and other special interest clubs; volunteering, business and enterprise activities) are highlighted by the author. It is stated that the services offered by the school might include childcare, learning and recreational activities for all members of the community. A network of cooperation of the extended school with suppliers of social services at the present stage is considered. The author stresses that extended schools recognize the need to work in partnership with other agencies (such as health and social care) to help children and young people achieve their potential. The activities provided by each school are designed according to the particular pupil, family and community needs that have been identified. These services are mostly provided around the core school day either at a nearby school, or facility under the supervision of dedicated staff. It is believed that easier access to multi-disciplinary teams favours both pupils and teachers. The article emphasizes on the important objectives of this innovation – to provide extra help to children falling behind their peers, to find the best way to help an individual pupil to learn, to look at both the pupil’s learning needs and at overcoming barriers to learning that may come from outside the school. Pupils can benefit through early support so that these problems do not get in the way of their learning, and teachers are able to concentrate on teaching. Pupils achieving high standards can be offered more challenging work to stretch them further. It has been summarized that the implementation of extended schools contributes to modern educational process making it more efficient, and enhancing the competitiveness of each individual school and the education system as a whole.

14

The role of heads of academic divisions at pedagogical universities in the context of Vietnam’s comprehensive reform in education and training

75%

Khoa D. X., Thanh T. V.

Edukacja Humanistyczna

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2017

|

issue 2

113-121

EN

The paper aims to clarify the role of heads of academic divisions at Vietnam’s pedagogical universities in the context of its comprehensive educational reform. In our view, to implement their duties and to meet the new criteria in this stage of the educational reform, heads of academic divisions are required to accomplish such tasks as: drawing up strategies to develop their academic division, directing the division members in the formulation of training programs, organizing the teaching activities, making plans to develop faculty members, conducting scientific research, providing their academic departments and institution with advice on promoting international cooperation, building up a motivating environment for the faculty members.

PL

Celem artykułu jest wyjaśnienie roli kierowników wydziałów akademickich na uniwersytetach pedagogicznych w Wietnamie w kontekście kompleksowej reformy edukacji. Aby realizować swoje obowiązki i spełniać nowe kryteria na tym etapie reformy edukacyjnej, kierownicy wydziałów akademickich są zobowiązani do realizacji takich zadań jak: opracowanie strategii rozwoju wydziału, kierowanie członkami wydziału przy formułowaniu programów szkoleniowych, organizowanie zajęć dydaktycznych, opracowywanie planów rozwoju kadry naukowej, prowadzenie badań naukowych, zapewnianie wydziałom akademickim i instytucji doradztwa w zakresie promocji współpracy międzynarodowej, budowanie środowiska motywującego dla członków kadry naukowej.

15

Quasi-rynek edukacyjny

75%

Boryczko M.

Kultura i Edukacja

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2014

|

issue 1(101)

11-35

EN

The text presents positions with reference to the issue of privatization of education. The aim of this review of literature is to show the specificity and changeability of the phenomenon of the quasi-market in the international perspective. It is also a purpose of the text to present the reasoning of supporters and opponents of market solution implementation strategies. The article introduces the Polish reader to theories, issues, and positions discussed in the western humanities filling the apparent gap in the Polish literature. The text contains an analysis of current articles and books taking up issues of privatization of the education. At the same time, it attempts to systematize issues connected with the quasimarket. A new perspective is based on the effort to settle analogous changes (taking place in the Polish educational system) in the wider context of globalization processes influencing the shape of education. One of the conclusions is that the Polish educational reform was, among others, aimed at implementing market mechanisms into the domain of education. In spite of its obvious imitative character, its authors managed, at least partially, to carry out postulates of privatization of education. On the other hand, the assessment of these transformations cannot be completely unambiguous. In order to judge this phenomenon, one should take into consideration its non-economic consequences, e.g. segregation and enlargement of social inequalities.

16

Educational Reform - Etiology, Types, Rules.

75%

de Tchorzewski A. M.

Multidisciplinary Journal of School Education

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2017

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issue 12

13-33

EN

The subject of the article is the phenomenon of educational reforms. This phenomenon is one of the basic elements of pedagogical processes. In each historical period, all the educational reforms have their etiology and are characterized by specific consequences or the partial or total lack of them. The aim of the research on the above issue is to establish the general reasons for their conducting, to describe and explain the factors determining their process, making a typology of educational reforms and the rules for their implementation. All of these elements can significantly determine their quality. It is known, that this affects the effectiveness of school teaching and educational process. The school as an educational institution fulfills a social function having in mind the increase of the level of consciousness and pedagogical culture of each local environment, regional and national community and state. The basic methods that have been applied in the research were: the historical-comparative method and progressive method. The first enabled to implement the synthetic generalizations depicting mainly the etiology of educational reforms. The second method, in turn, was used to propose a typology of educational reforms and the formulation of the rules for their implementation. The research of these issues and the findings of them can be used for in-depth reflection and discussion on the searching for the conditions that optimize the processes of educational reforms and their effects.

17

Motives for the choice of geography in Matura examinations in the context of Poland’s examination policy

63%

Tracz M.

Annales Universitatis Paedagogicae Cracoviensis Studia Geographica

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2014

|

vol. 5

131-140

EN

The educational reform in 1999 introduced external examinations into the Polish system of education. The examinations are carried out on the basis of educational standards for individual subjects and subject groups. External examinations, especially new Matura examination, changed diametrically previous solutions which is a challenge to teachers, students and parents. Being frequently chosen by students out of the group of optional subjects, geography has a large contribution to Matura overall results. Therefore, a question arises what makes young people decide to take Matura examination in geography. The study shows the results of a survey carried out among those Matura grade students who chose geography for Matura in 2012. The gathered results also allowed to estimate how the alterations introduced by Ministry of Education into the procedures of examination subjects’ choice influence students’ choice in relation to geography.

18

Controlled Freedom - the Formation of the Control Society

63%

Pongratz L.

Journal of Pedagogy

|

2011

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vol. 2

|

issue 2

161-172

EN

My analysis develops via the following five conceptual steps. The first step links up with Foucault's analysis of techniques of ‘soft’ discipline, which relates to ‘classical’ reform pedagogy, in the transition period from the 19th to the 20th century. The second step thematises the shifts in these disciplinary techniques in the context of the crisis of the so-called ‘environments of enclosure’. Here there is a particular focus on Deleuze's arguments concerning the emergence of a modern ‘society of control’. The third step considers the specific form of the ‘government of the social’, which Foucault approaches with the concept of ‘governmentality’. The fourth step aims to show that the current educational reforms can be understood as a ‘governmental strategy’. The fifth step, finally, thematises the inconsistency of governmental practices. It pursues the possibility that such practices advance, en passant or contrary to their aims, their own contradiction: the preparedness and capacity for critical opposition.

19

Ewaluacja rozwojowa jako wyzwanie współczesnego systemu edukacji

63%

Jaskuła S.

Zarządzanie Publiczne

|

2012

|

issue 3(19)

89–98

EN

Contemporary system of education becomes more and more dynamic, meets the requirements of transforming reality and responds to demands of the new technics and strategies of development and management. Evaluation is one of such strategies that also changes its functions and undertakes challenges of contemporary system of education (There are four generations of evaluation). Evaluation as a strategy of applied research is something more than measurement of organizational efficiency, it is reflective cognition of social values by responsive character of the evaluation process. That is a model of developmental evaluation that facilitates discussion about how to evaluate the schools experience, transformations and challenges.

PL

Współczesny system edukacji, stając się coraz bardziej dynamicznym i odpowiadając na coraz szybsze tempo przemian rzeczywistości, wymaga równie dynamicznych narzędzi wspomagających jego rozwój. Takim instrumentem jest wykorzystywana coraz szerzej i efektywniej ewaluacja, która również zmienia swoje funkcje, dostosowując się do wyzwań współczesnego świata (generacje ewaluacji). Należy przy tym podkreślić, że ewaluacja to coś więcej niż pomiar skuteczności działań, to refleksyjne rozpoznanie wartości konkretnego działania, w wyniku procesu o charakterze uspołecznionym. Współczesna ewaluacja musi uwzględniać dynamikę ewaluowanych instytucji, zachować elastyczność, podejmując działania na rzecz interakcyjnego postrzegania zależności skutkowo-przyczynowych w procesie ewaluacyjnym. Jest to model ewaluacji rozwojowej, podejmowany w niektórych obszarach systemu oświaty, marginalizowany przez biurokratyczne wymogi sprawozdawczości europejskiej.

20

Reforma edukacji dla dzieci niepełnosprawnych w nowoczesnej Ukrainie

63%

Ashytok N.

Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia

|

2019

|

vol. 32

|

issue 1

EN

The article offers an analysis of the current state and trends of inclusive education in Ukraine. The subject of attention of the author is not only the educational policy in the country, the evolution of education for persons with violations of physical, mental, intellectual development and sensory impairments and the existing experience of inclusive educational practice, but also problems with the organization of domestic education at the present stage of its development. The author draws attention to possible threats to the organization of inclusive education in this state.

PL

W artykule przedstawiono analizę obecnego stanu i tendencji rozwoju edukacji włączającej na Ukrainie. Przedmiotem zainteresowania autora jest nie tylko polityka edukacyjna w kraju, ewolucja edukacji dla dzieci ze specyficznymi potrzebami w obszarze rozwoju psychofizycznego i istniejące doświadczenie integracyjnych praktyk edukacyjnych, lecz także problemy z organizacją edukacji narodowej na obecnym etapie jej rozwoju. Autor zwraca uwagę na możliwe zagrożenia w organizacji edukacji integracyjnej w tym państwie.

Refine search results

Who wants to go to school? Lessons from reforming (back and forth) the school entry age in Poland

Nový institucionalismus v pedagogice

Lokálnost a globálnost – nové požadavky na efektivitu a zdokonalování práce školy

Ukrainian educational reform: A bridge between past and future

Developing Democracy in Ukrainian Teacher Education: Current Challenges and Trends

Legitimizace vzdělávacích reforem: strategické dokumenty a konkurenční režimy vědění

High autonomy and low accountability: Case study of five Czech schools

Reforma oświatowa Janusza Jędrzejewicza przedstawiona na łamach „Polski Zachodniej”

John Dewey: A Look at His Contributions to Curriculum

Szkolnictwo wyższe w świetle raportów edukacyjnych

Możliwości edukacyjne i wychowawcze na obszarach wiejskich województwa dolnośląskiego na tle kraju

Społeczno-kulturowe uwarunkowania demokratyzacji edukacji na Tajwanie

РОЗШИРЕНІ ШКОЛИ ЯК ІННОВАЦІЙНИЙ СТРУКТУРНИЙ КОМПОНЕНТ СИСТЕМИ СЕРЕДНЬОЇ ОСВІТИ ВЕЛИКОЇ БРИТАНІЇ

The role of heads of academic divisions at pedagogical universities in the context of Vietnam’s comprehensive reform in education and training

Quasi-rynek edukacyjny

Educational Reform - Etiology, Types, Rules.

Motives for the choice of geography in Matura examinations in the context of Poland’s examination policy

Controlled Freedom - the Formation of the Control Society

Ewaluacja rozwojowa jako wyzwanie współczesnego systemu edukacji

Reforma edukacji dla dzieci niepełnosprawnych w nowoczesnej Ukrainie