Search results

1

PRZEGLĄD PROGRAMÓW Z ZAKRESU EDUKACJI EKONOMICZNEJ POLAKÓW

100%

Maison D., Trzcińska A., Sekścińska K.

Ruch Pedagogiczny

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2015

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issue 1

125-139

PL

W kontekście wyników badań ujawniających niski poziom wiedzy ekonomicznej Polaków wydaje się oczywiste, że edukacja ekonomiczna społeczeństwa jest konieczna. W artykule zaprezentowano przegląd realizowanych w Polsce programów edukacji ekonomicznej kierowanych do różnych grup odbiorców: dzieci, młodzieży i osób dorosłych. Odwołano się także do wybranych doświadczeń innych krajów, prezentując szereg inicjatyw promujących wiedzę ekonomiczną w jej różnych aspektach. Jednocześnie zwrócono uwagę na konieczność ewaluacji podejmowanych działań. Zaprezentowane w artykule inspiracje i wnioski mogą przyczynić się do tworzenia w Polsce kolejnych, być może coraz bardziej skutecznych programów edukacyjnych.

EN

In the light of research results which reveal low level of economic knowledge among Poles, it seems clear that the economic education of the society is necessary. The article presents an overview of Polish economic education programs targeted at different audiences: children, adolescents and adults. The article also refers to specific experiences of other countries, presenting a series of initiatives which promote economic knowledge in its various aspects. At the same time authors highlight the need for evaluation of the actions undertaken. Inspirations and applications presented in the article may contribute to the development of following, perhaps more effective educational programs in Poland.

2

Rynkowa wycena absolwentów studiów ekonomicznych w Polsce

100%

Rocki M.

Ekonomista

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2018

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issue 1

89-102

PL

Artykuł zawiera analizę wynagrodzeń absolwentów rocznika 2014 polskich uczelni prowadzących studia na kierunkach ekonomicznych oraz wskazuje niektóre czynniki różnicujące ich wynagrodzenia. Analiza oparta jest na danych pochodzących z raportów generowanych w ramach „Ogólnopolskiego systemu monitorowania losów absolwentów szkół wyższych”. Dane te wskazują, że najwyższe wynagrodzenia uzyskują absolwenci uczelni ekonomicznych (zwłaszcza publicznych). Okazuje się też, że oferta studiów ekonomicznych ze strony innych typów uczelni, a w szczególności uczelni uniwersyteckich i techniczno-przyrodniczych (poza nielicznymi wyjątkami), nie odpowiada potrzebom rynku pracy, o czym świadczą relatywnie niskie wynagrodzenia uzyskiwane przez ich absolwentów.

EN

The article contains an analysis of the remuneration received by the 2014 graduates of the Polish schools conducting economic education on tertiary level; it also indicates some factors responsible for wage differentiation observed among them. The analysis is based on the data taken from the reports generated in the framework of the “Polish system of monitoring the fates of college graduates”. The data indicate that the highest wages are obtained by the graduates of economic schools (notably public). It also turns out that economic courses offered by other types of schools, particularly general universities and technical or natural science schools (with few exceptions) do not match the needs of labour markets, as reflected in relatively low wages received by their graduates.

RU

Статья содержит анализ величины заработной платы выпускников 2014 года экономических факультетов польских вузов и указывает на некоторые факторы, приводящие к дифференциации их доходов. Автор использовал информацию, содержащуюся в отчетах, генерируемых в рамках «Всепольской системы мониторинга судеб выпускников вузов». Эти данные указывают, что самую высокую заработную плату получают выпускники чисто экономических вузов (особенно государственных). Программы обучения экономическим специальностям, предлагаемые другими типами вузов, особенно университетов, а также технических и природоведческих вузов (кроме немногочисленных исключений), не отвечают потребностям рынка труда, о чем свидетельствуют относительно низкие зарплаты их выпускников.

3

СТАН ВИХОВАННЯ ОСНОВ КУЛЬТУРИ СПОЖИВАННЯ У ПРАКТИЦІ РОБОТИ ДОШКІЛЬНИХ ЗАКЛАДІВ ОСВІТИ

100%

Іванчук С.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 4(58)

112-119

EN

In modern society the state determines the priority role of pre-school education, giving preference to the primary component of lifelong learning, which should provide a versatile personality development of the child. Essential in modern conditions for the person becomes a teacher, his/her competence, erudition, culture. Culture of consumption is an important element of a developed society with a high level of economic development. Definitions issue requires a separate study to determine the content, methods and techniques of education culture consumption in preschool children. The main factor in a culture of individual consumption is a social group in which it is brought up, and socio-economic values that prevail in it. Consumer behavior of other members of the group which becomes a role model can have a stimulating character both positive (for example, the desire for rational consumption along with others) and in a negative sense (for example, the desire to outdo the other consumption). Therefore timely attention and positive example to others promotes adult education of the children value attitude to consumer goods, imparting them with the skills of literate consumer behavior. The author analyzes the level of awareness of the importance of training teachers of cultural consumption, meaning ways of forming during preschool childhood. The content of the diagnostic survey, quantitative and qualitative analysis of the survey of teachers of preschool institutions is presented. The analysis of government regulations and programs for training, education and development of children of preschool age outlines areas of work with teachers on their review of the methods and techniques of education of cultural consumption in preschool children. The analysis of the level of knowledge of practicing teachers on the problem of education of preschool age children’s culture of consumption showed the need for in-depth work on the designated direction. This is due to incomplete and insufficient understanding of the phenomenon of “consumer culture” and the features of education in preschool age.

4

Using interactive teaching methods in economic education: a problematic aspect

100%

ZURAVSKA N., YAKOVENKO O.

Edukacja-Technika-Informatyka

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2013

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vol. 4

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issue 2

128-132

EN

The article emphasizes the modern demands of training of competent specialists. It is proposed to solve this problem by using interactive teaching methods, such as the most appropriate for the ultimate aim of education. Classification of such methods is done. It’s emphasized on the problems of their application, analyzed of the main aspects of their poor using in economic education. Suggestions for better implementation of interactive teaching methods in vocational education are done.

5

Kreowanie kultury ekonomicznej Polaków elementem strategii rozwoju społeczno-gospodarczego

100%

Krzyminiewska G.

Kultura i Edukacja

|

2013

|

issue 4(97)

24-40

EN

The raised issue relates to the importance of economic culture in the socio-economic development. Indicates that it is a crucial element of human behavior decisive how to participate in the economic life, which gives reason for the need to support development of economic culture through broadly understood education system. Draws attention to the relevance of including it in the development strategies and refers to the matter of economic education in building a pro-development economic culture.

6

Nauka ekonomii oczami nastolatków

100%

Marchewka M., Nogaj W.

e-mentor

|

2014

|

issue 4 (56)

10-23

EN

The article presents the results of the fifth edition of the study focused on the economic maturity and awareness of children and youth. The study has been based - like in case of previous editions - on an anonymous survey. The respondents were the students of primary schools and lower secondary schools who take part in out-of-school economic education - the students of Children's University of Economics (EUD) and The Academy of Young Economist (AME). For the first time, also the students of lower secondary school who do not participate in such out-of-school education have been invited to complete the survey.

7

The Heterogeneous Accentuation of Economic Content In Vocational Education: A Starting Point for Occupation-Specific Human Resource Development

88%

Maus C.

Organizacija

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2015

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vol. 48

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issue 1

46-56

EN

Abstact Background and Purpose: Since the successive introduction of “learning field“ oriented curricula in Germany, teaching at vocational schools as part of the dual system has been based on concrete actions. The underlying curricula describe business-oriented learning fields. The translating of these learning fields into pedagogical learning situations is the responsibility of the vocational curriculum conferences at the individual vocational school level, whereby con-siderable leeway is afforded them in these activities. This means that, despite there being an identical curricular basis, it is possible for individual schools to apply heterogeneous content emphases within the education programmes for commercial vocations. This study examines the correlation between such heterogeneous content with regard to the subject of economics and the person characteristics of the relevant teachers. Design/Methodology/Approach: In order to determine the individual significance of eco-nomics curricula as part of the education programme for commercial occupations on a learning field basis, an online survey was conducted among commerce teachers. Descriptive statements about the significance of topics of content are generated with the help of the relevance ratings provided by the respondent teachers. Results: The findings for the correlations indicate a relationship between the relevance of economics content and individual experience of teaching staff with regard to that particular academic discipline, because a high relevance rating correlates with individual tangencies within the teacher's educational biography Conclusion: The shifting of lesson content design onto the individual vocational schools has resulted in human resource determinant factors coming into force. Apart from a (fully desira-ble) heterogeneity of content, these factors have also led to a decrease of economics content.

8

ВИХОВАННЯ ОЩАДЛИВОСТІ В СИСТЕМІ ЕКОНОМІЧНОГО РОЗВИТКУ ДОШКІЛЬНИКІВ ЯК ПСИХОЛОГО-ПЕДАГОГІЧНА ПРОБЛЕМА

88%

Черешнюк О.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 6(70)

229-238

EN

In the article the problem of upbringingthrift (economy) of preschool children intheprocessof economic education in the conditions of preschool educational establishment is considered. The paper highlights the importance of economic education of preschool children in the modern society. The author emphasizes, that seniorpreschool age is the most favorable for upbringing thrift (economy).Theanalysisofgeneralandspecialpedagogical, psychological, methodological literature is carried out through the question of upbringing thriftofchildrenofseniorpreschool age.Сonsiderable attention is paid to the analysis of state educational programs. The article introduces the results of pedagogical experiment concerning children’s understanding the thrift concept. This analysis shows necessity of upbringing thrift (economy) in the children of the elder pre-school age.During the experiment children had to answer the following questions: What is thrift? Do you need to be economical?Why do you need to take care of toys? What are natural resources? How and why should they be protected? What are utilities? Why do you need to save water, light and warm? Why should you save time? Based on the responses of children the author draws a conclusion that theirunderstanding of the thrift concept is not well-established. The paper considers the problem of upbringing thriftof preschool children in the process of economic education according to Aflatot International programme, the Netherlands (programme that is based on holistic teaching methods that embrace both social and financial elements,teach children about saving, budgeting, planning and how they can achieve their goals) in the conditions of preschool education institutions and at home.One of five program modules is called “Savings and Expenses” and is devoted to the education of thrift skills. Taking into account the results of the first stage of the study, further work will be aimed at ensuring the professionalism of teachers in the formation of thrift skills among preschool children through the involvement into Aflatot International programme.

9

Personal brand - instructions of use. Do young professionals want and need to be taught personal branding?

88%

Macalik J.

Marketing Instytucji Naukowych i Badawczych

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2023

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vol. 48

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issue 2

41-60

EN

In modern business, personal branding (PB) is perceived as a 'leadership imperative'. The main purpose of the present article is to analyse last-year students, often being professionals and market-entrant entrepreneurs, at the same time, attitudes towards PB's role in business. Primarily, it is investigated whether they need to be taught principles, rules and tools of PB in the course of their studies. To achieve this goal, a qualitative, in-depth interview method is used. The data are analysed using the thematic analysis method. The results obtained supplement the knowledge of management sciences with issues concerning the perception of PB and state a significant set of practical implications for the authorities of universities and the authors of academic curricula.

10

Rola edukacji ekonomicznej w kształtowaniu stabilności systemu finansowego

87%

Ratowska-Dziobiak E.

Finanse i Prawo Finansowe

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2021

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vol. 3

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issue 31

119-132

EN

An efficiently operating financial system is considered as an integral part of a well-functioning economy. It is the mechanism by which services are provided that allow the flow of purchasing power. Thus, this system creates the foundations of activity for entities using money, enabling the conclusion of economic transactions in which money performs various functions. The result of the existence of this system is the possibility of co-creation of money by non-financial economic entities (enterprises and households) and the flow of cash between them. In the light of many transformations taking place in the financial system, it is extremely important to ensure its stability. A properly functioning financial system significantly supports the achievement of the main goals of the central bank – maintaining a stable level of prices, and thus creating the basis for achieving long-term economic growth. Educational activities are of great importance in ensuring the stability of the financial system. The aim of the article is to present the role of economic education among young people, thanks to which they can better understand the complexities of the functioning of the financial system, the importance of its stability and prepare to make more conscious decisions as fully-fledged participants of the financial market. Understanding the specificity of the available financial instruments enables the minimalization of the risk associated with their selection / purchase. The accuracy of decisions made in adulthood depends on the knowledge of basic economic issues and the awareness of potential threats.

11

Szkolne kasy oszczędności w okresie międzywojennym (1918–1939) w kontekście działań władz oświatowych

87%

Magiera E.

Biuletyn Historii Wychowania

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2014

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issue 32

35-46

EN

The first school savings bank came into existence in Ghent, Belgium. It was founded by Francis Laurent in 1866. In Poland, the concept of saiving began to spread in the period of the National Education Commission, which recommended that children “practice thriftiness”. Since the beginning of the 19th century, local attempts to establish school savings banks were undertaken in the Polish lands that had been divided in the partitions. The propagation of thrift developed on a broader scale only after regaining independence, especially after the economic reforms of 1924. The Ministry of Education recommended that teachers introduce various forms of thrift: organising school savings banks, talks and lectures about saving, celebration of Savings Day and promoting the idea in society as a whole. The interest in the propagation of thrift in education was expressed by the central and local education authorities by issuing various types of legal acts on this subject. The intensive development of school savings banks started in 1925. Until 1935, these organisations operated on cooperative principles. After 1935 they were held under the auspices of the Postal Savings Bank, which was dissolved in 1947. The state-owned Common Savings Bank was created in its place, whose supervision of school savings banks continues to this day and is a statutory duty of the bank. Thus, the interwar experience in the field of organising school savings banks was continued after the Second World War and is still being implemented in the contemporary educational reality.

12

JANUSZ KORCZAK A PIENIĄDZE

75%

Bystrzycka A.

Forum Pedagogiczne

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2014

|

issue 2

27-44

PL

Wśród licznych, ciągle jeszcze nieodkrytych „twarzy” Janusza Korczaka jest również ta dotycząca wychowania ekonomicznego i umiejętności oszczędnego gospodarowania pieniędzmi. Czy Wielki Wychowawca uczył swoich podopiecznych obchodzenia się z pieniędzmi? Czy sam potrafił właściwie zarządzać swoim majątkiem? Czy miał w ogóle coś na własność? Jak wyglądała sytuacja ekonomiczna Domu Sierot, którym przez ponad dwadzieścia lat kierował Korczak? To część pytań, na które starano się odpowiedzieć w tym artykule. W pierwszej części zrekonstruowano osobiste doświadczenia Starego Doktora dotyczące pieniędzy, począwszy od tych sięgających wczesnego dzieciństwa. Podjęto również próbę uzyskania odpowiedzi na pytanie: czego właściwie Korczak dorobił się w ciągu życia? Druga część traktuje o sytuacji materialnej Domu Sierot i jego mieszkańców. W trzeciej podjęto próbę odtworzenia Korczakowskiej idei wychowania ekonomicznego. W czwartej i ostatniej części przestudiowano postawę Korczaka w ekstremalnej sytuacji, jaką było uwięzienie w getcie.

EN

Among many, still undiscovered “faces” of Janusz Korczak, there is one concerning economic education and skills of economical expending money. Did this great teacher educate his pupils on managing money? Was he able to properly manage his? Did he own anything at all? What was the economic situation of the orphanage run by Korczak for more than twenty years? These are only a few questions that the article attempts to answer. In the first chapter, the Old Doctor's personal experiences of money have been reconstructed – starting from his early childhood and leading to quite an intriguing question: “What Korczak actually got at in his life?”. In the second chapter, the pecuniary situation of the orphanage and its residents is described. In the third chapter, an attempt to restore Janusz Korczak's idea of economic education has been made. In the final chapter, Korczak's attitude when being held in extreme conditions of Jewish ghetto has been studied.

13

ТАЙМ-МЕНЕДЖМЕНТ ТА ЙОГО ВПЛИВ НА ФОРМУВАННЯ ЕКОНОМІЧНОЇ КУЛЬТУРИ ДОШКІЛЬНИКІВ У ПРОЦЕСІ РЕАЛІЗАЦІЇ МІЖНАРОДНОЇ ПРОГРАМИ «АФЛАТОТ»

75%

Олена Ч.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 4(68)

225-235

EN

The article is devoted to systematizationon of the basic principles of time management for preschool children. The paper presents the meaning of economic education of preschool children in the modern society. The author analizes general and special pedagogical, psychological, methodological literature on the topic of preschoollers’ economic socialization. The concepts of financial culture, economic attitudes are examined. It has shed some light on the ways of the formation of children’s financial culture. The article introduces the results of pedagogical experiment for teachers’ understanding the time management concept. The results of the data analysis obtained during the surveys and testing of teachers are presented. The comparative analysis of the level of knowledge of teachers of the city and the countryside was carried out. The paper considers the problem of economic culture formation of preschool children by means of time management in the process of economic education according to Aflatot International programme, the Netherlands (programme that is based on holistic teaching methods that embrace both social and financial elements, teach children about saving, budgeting, planning and how they can achieve their goals) in the conditions of preschool education institutions and at home. The main principles of time management for children of preschool age have been systematized: game, personal example, planning, determination of priorities, sequences of action, сolor code for each activity and subject, place for everything, wish-list, reward, patience. The author has concluded that it is absolutely necessary to teach children time management basics as early as possible; understanding time helps kids to use their time well. It is also concluded that Aflatot International programme, namely time management helps parentsand teachers to get children interested in living in the country of market relations, being masters of their country; it teaches a child to be successful, to set goals and achieve them. Further research can be directed at analysis of the level of teachers’ readiness to share their knowledge of time management basics with preschoollers.

14

A Pre-school Child of Initiative

75%

Jagiełło E., Klim-Klimaszewska A.

Multidisciplinary Journal of School Education

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2016

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issue 9

15-30

EN

In the 21st century such words as saving money, financing and electronic money are very popular. It is difficult to discuss about functioning in the society without the ability to efficient movement in the field of finances. The need to propagate financial education since the early age is gaining popularity. This is strictly connected with the development of a wise consumer’s attitude and the ability to manage in various financial situations, as well as passing respect towards money among small children. Both parents and teachers are responsible for promotion of economic ideas. Knowledge gained by children within every day’s life is the source of information for forming financial programs. Children accompany their parents during visits at a bank, shop, post office and other institutions offering financial services. A pre- school child should not only know where such places are and how they look like, but also their duties and the basic rules of functioning. The following article has been devoted to such subject matter. It presents the list of words which are commonly used by children at the age of four or five. To collect the base of the words the method of brainstorm was used and the map of thoughts was created. Finally, the list of the subject matters within financial education for children of the pre-school age has been elaborated.

15

Economic Education as a Factor of Entrepreneurial Competence Formation оf Senior Students in Modern Society

75%

Kovchyn N.

Intercultural Communication

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2019

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issue 6

73-86

EN

The article is devoted to the topical problem: the relationship of school economic education and pupils personality formation to their business core competencies required for adaptation in the society. The purpose of the research is to prove and show the importance of economic processes in modern society and relevance of the person’s adaptation to transforming conditions. Methods. Theoretical analysis of scientific sources on psychology, economics and the results of modern practical researches has been used. Analysis of terminology, the concept of entrepreneurship and entrepreneurial competence, the systematization of economic activities estimation criteria, synthesis of ideas about intellectual, emotional-volitional sphere, a synthesis of information on the processes of competence formation have been applied. Results. The importance of economic education for senior students has been studied in order to increase the efficiency of their entrepreneurial competence formation. The structure of economic education, its influence on the process of the personality’s formation has been researched. The necessity of conceptual changes in school economic education has been substantiated. Entrepreneurial competence is characterized as the integral psychological quality of the individual, which manifests itself through the ability to search and implement new economic ideas in practical forms of activity. The entrepreneurial competence of the student is the basis for the socio-psychological adaptation of the individual in the modern society. The results of the study has showed that in the process of economic education of high school students there is the formation and self-determination of the individual; formation of intellectual, social, emotional and volitional readiness for entrepreneurship and formation of entrepreneurial competence. Conclusions. In connection with the transformation changes taking place in the economy and in the society altogether there has been a need to improve renovation of school economic education, as a result of which the formation of the personality’s entrepreneurial competence takes place.

16

Edukacja ubezpieczeniowa młodzieży ponadgimnazjalnej w systemie szkolnym i poza nim

63%

Łebkowska M.

Ubezpieczenia Społeczne. Teoria i praktyka

|

2017

|

issue 1/2017

17-38

PL

Rozważania na temat edukacji ubezpieczeniowej w Polsce na poziomie szkoły ponadgimnazjalnej należy rozpocząć od określenia elementów i cech dobrej edukacji. Nie jest to łatwe zadanie, gdyż rozległość pojęć związanych z edukacją i czynników na nią wpływających jest tak duża, że zaistnienie ich wszystkich w jednym czasie jest właściwie niemożliwe. Nie oznacza to jednak, że nie należy dążyć do ideału. Polski system oświaty ma wiele cech dobrej edukacji, choć nie jest wolny od zaniedbań i błędów. Tematem tego opracowania jest miejsce edukacji ubezpieczeniowej wśród treści nauczania wskazanych w podstawie programowej kształcenia ogólnego i kształcenia w zawodach. Autorka wskazała oczekiwane efekty w procesie kształcenia, które obejmują wiedzę, umiejętności i postawy uczniów. Opisała również, w jaki sposób w edukację młodzieży w zakresie ubezpieczeń włączają się różne instytucje publiczne i prywatne. Autorka omówiła przykłady takich przedsięwzięć, ich formy, cele oraz zakres.

EN

Beginning reflection on insurance education in Poland at post-secondary school we have to specify the elements and characteristics of good education. This is not an easy task because the extent of concepts related to education and factors aff ecting it is so large that the existence of all of them at one time is almost impossible. This does not mean that we should not strive towards the ideal. Polish education system has many features of good education, however it is not free from negligence and errors. The issue raised in this paper is the place of insurance education among content indicated to be implemented by teachers in the curriculum of comprehensive and vocational education. The author has analyzed the definition of education policy and pointed out the expected results in the process of education including knowledge, skills and attitude of learners. She also described, how the public and private institutions are involved in the insurance education. In this article there are examples of such projects, their forms, objectives and scope.

17

Świadomość Polaków dotycząca dodatkowego oszczędzania na starość — próba oceny oraz identyfikacji niezbędnych działań

63%

Cichowicz E., Rutecka-Góra J.

Problemy Polityki Społecznej. Studia i Dyskusje

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2017

|

issue 38(3)

89-103

PL

W artykule podjęto zagadnienie gromadzenia przez Polaków dodatkowych środków na okres starości. Głównym celem badawczym jest ocena świadomości polskiego społeczeń-stwa w sferze dobrowolnego oszczędzania na cele emerytalne. Analizy dokonano w opar-ciu o publikacje eksperckie, raporty z badań i komunikaty agencji badawczych. Wykorzy¬stano metodę badania dokumentów, analizy i krytyki piśmiennictwa, analizy i konstrukcji logicznej oraz metodę statystyczną. Rozpoczynając od charakterystyki dostępnych w Polsce form dodatkowych produktów emerytalnych, oceniono następnie poziom świadomości emerytalnej oraz postawy Polaków wobec akumulowania kapitału w długim okresie. Na podstawie wyników można mówić o niskiej świadomości emerytalnej Polaków i istotnej niewiedzy, co do możliwych form zabezpieczenia na okres starości. W ostatniej części wskazano kierunki działań prowadzących do poprawy wiedzy w zakresie dodatkowego oszczędzania

EN

The article focuses on the problem of individual savings ensuring extra means for old age and the assessment of old-age pension awareness among the Poles. The analysis was based on the data from experts' publications, available research reports and the results of opinion polls. The authors employed several methods: literature analysis, logical con- struction and statistical method. First, we characterize supplementary old-age provisions available in Poland. Then we assess the level of pension awareness and the attitude of the Poles towards long-term saving. The results indicate a low level of pension awareness and significant gaps in knowledge about old-age security among the Poles. Finally, we point out necessary actions which should be taken to increase the economic knowledge of the Poles, especially in the area of supplementary old-age saving.

18

Peculiarities of Future Finance and Economics Specialists’ Training in Western European Countries and Ukraine

63%

Homoniuk O., Pokudina L.

Comparative Professional Pedagogy

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2016

|

vol. 6

|

issue 3

19-24

EN

The article touches on the peculiarities of future finance and economics specialists’ training in educational establishments of Western Europe and Ukraine. The problem of higher economic education has been considered. The experience of higher economic education organization in developed European countries has been generalized. The peculiarities of finance students’ training at foreign and Ukrainian universities have been defined. The approaches to learning and implementing of interdisciplinary links into the teaching practice of European higher educational establishments have been studied, as well as participation and influence of non-government organizations and foundations on the development of economic education in Western European countries. The authors have concluded that it is necessary to create a Ukrainian model of future finance and economics specialists’ training taking into consideration national and economic conditions of the state functioning as well as developed countries experience.

19

Professional Training of Economists at Polish Universities

63%

Ogienko O.

Comparative Professional Pedagogy

|

2016

|

vol. 6

|

issue 3

12-18

EN

Polish experience in professional training of economists at university has been generalized. Structural, content and procedural peculiarities of the training have been defined. It has been proved that key factors for reforming economic education in Poland are globalization, internationalization, integration, technologization and informatization. It has been found out that forming of economic competency is based on the competency-based and personality-based approaches that allow to direct the educational process at a student as an active subject of learning, to create conditions for his/her creative potential development, to educate a competent specialist possessing all the competencies needed in professional activity. The influence of Polish universities’ integration into European system of student exchange on the quality of future specialists’ training has been revealed. Flexibility and variety of syllabi and curricula of economists’ professional training at Polish universities have been emphasized. Among perspective teaching methods we have singled out situational modeling as it allows to create situations at most approximated to those in professional activity, is oriented at co-creation and teamwork. It has been found out that the peculiarities of economists’ professional training at Polish universities are flexibility, diversification, standardization, personalization and adaptation to modern labour market. It has been proved that the result of economists’ professional training at Polish universities is a highly qualified specialist able to adapt to dramatic changes in economy and society.

20

Cучасний стан та перспективи розвитку економічної освіти в Yкраїні

63%

Дутка Г.

Zeszyty Naukowe PWSZ w Płocku. Nauki Ekonomiczne

|

2017

|

vol. 1(25)

125-141

EN

The paper deals with the main components of economic education; the peculiarities of using the “competent” approach in the training of specialists in economic specialties in Ukraine; the current state of economic education in Ukraine is analyzed, which is conditioned by the modernization of higher education in Ukraine and the need to foster transition to the new principles of the formation and development of economic knowledge. The development of Ukraine’s economic education focuses on in-depth analysis of economic processes and contributes to the formation of the foundations of a socially oriented economy; formation of modern economic views of future economists which will promote the development of humanization and socialization of social processes; national self-identity. The content of training specialists in the “Management” specialty in the Lviv Institute of Economics and Tourism is highlighted; the main reasons for electing the future speciality by students of economic specialties in Ukraine are described; the distribution of students based on the choice of economic specialties is analyzed depending on the year in which students study; the dynamics of the number of higher educational institutions in Ukraine which train economists during the years of independence is presented. The main components of economic education are highlighted: content and organizational and educational technologies of provision which have their peculiarities in various components of economic education. The factors of influence on the prestige of higher economic education in Ukraine are compared with other specialties; the ways of optimization of the network of higher educational institutions of Ukraine which carry out training of specialists of economic specialties in accordance with the needs of society are outlined. The negative features inherent in the Ukrainian system of economic education are highlighted, ways of solving certain problems are presented, and prospects of economic education development in Ukraine are presented.

XX

В статті розглянуті головні компоненти економічної освіти; особливості використання «компетентнісного» підходу при підготовці фахівців економічних спеціальностей в Україні; висвітлений зміст підготовки фахівців за спеціальністю «Менеджмент» у Львівському інституті економіки і туризму; охарактеризовані основні причини обрання майбутнього фаху студентами економічних спеціальностей; проаналізований розподіл студентів за мотивами вибору економічної спеціальності залежно від курсу, на якому навчаються студенти; наведена динаміка кількості вищих навчальних закладів в Україні за роки незалежності. Наведені чинники впливу на престижність вищої економічної освіти в Україні в порівнянні з іншими спеціальностями; окреслені шляхи оптимізації мережі вищих навчальних закладів, що здійснюють підготовку фахівців з економічних спеціальностей в Україні відповідно до потреб суспільства; охарактеризовані мета та завдання економічної освіти в Україні. Висвітлені негативні риси, притаманні українській системі економічної освіти, наведені перспективи розвитку економічної освіти в Україні.

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