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1

Jednostka, neoliberalizm i redukcjonizm edukacji współczesnej

100%

Gromkowska-Melosik A.

Studia Edukacyjne

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2016

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issue 41

107-115

EN

Contemporary educational policy of many developed countries is permeated with the ideology of neoliberalism, the essence of which is to increase the efficiency and "focus on the best," while respecting the principle of indifference to sex, race or social origin. It is belevied that in neoliberalism, education - seen as the "good of the individual" is bringing economic benefits to society. Learning / knowledge becomes a commodity, an individual is treated in accordance with the logic of neoliberalism as "innovative entrepreneur", which determines his/her own success or failure. Here there is a dominance of rhetoric of performance, efficiency and standards together with conviction that schools should operate as excellent corporations that bring profits through routine activities, procedures, diagnosis and evaluation. In this context one can ask the question: is it still possible, to believe in emancipatory function of education?

2

Nauczyciel jako podmiot i jako przedmiot polityki edukacyjnej

93%

Zahorska M.

Kwartalnik Pedagogiczny

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2014

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issue 1-2(231-232)

155-166

EN

In many countries, teachers, owing to their number and significance, have considerable political power. In Poland, after WWII, the communist system radically reduced their influence, not unlike that of other professions. Especially in the 1950s, schools were very tightly controlled by state authorities. That period of terror and surveillance left an ineradicable mark upon the subsequent functioning of schools, promoting passivity and conformity among teachers. That is not to say that there were no outstanding individuals who managed to maintain their subjectivity and positively influence their pupils. Anna Radziwiłł was undoubtedly such an exceptional teacher.

3

Europejska polityka edukacyjna wobec szkolnictwa wyższego

93%

Żyłkiewicz-Płońska E.

Pogranicze. Studia Społeczne

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2017

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vol. 30

EN

Educational policy plays a key role in creating the conditions, defining concepts and directions of development of systems and ways of education in Europe. Based on the analysis of the process of shaping the policy of the Community and then the European Union towards education, the Author identified three stages of education policy development, including higher education. First, the period of faint interest in education, devoid of policy towards higher education. Second, the period of the initial thinking about education policy, including higher education. Third, the period of a separate and specific thinking of higher education policy. During the first period, in political thinking, education has not been given a strategic importance because it was not directly related to the process of building economic competitiveness of the Community. The second stage was largely characterised by linking education policy with economic development, including employability, competitiveness and growth. However, in the third period, the actions that were undertaken by the institutions of the European Union, have contributed significantly to the increase of synergy in European higher education and constituted an investment in the competence of individuals.

4

Funkcjonowanie placówek edukacyjnych w kontekście niwelowania dysproporcji rozwojowych

93%

Skubiak B.

Zeszyty Naukowe Polskiego Towarzystwa Ekonomicznego w Zielonej Górze

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2017

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issue 6

160-165; 167-172

PL

W Polsce powiększa się przepaść między regionami, na niekorzyść najbiedniejszych, czego wynikiem jest także narastanie nierówności dochodowyh w społeczeństwie. Co więcej, istniejące nierówności dochodowe mogą również ograniczyć perspektywy dochodów przyszłych pokoleń. W artykule omówiono style zarządzania placówką edukacyjną w kontekście możliwości rozwijania umiejętności kluczowych pożądanych na współczesnym rynku pracy i dla przyszłości, które przyczynić się mogą do niwelowania dysproporcji rozwojowych. Hipoteza badawcza: zmiana sposobu zarządzania placówką edukacyjną może stanowić skuteczne narzędzie rozwijania umiejętności kluczowych pożądanych na współczesnym rynku pracy i dla przyszłości. Metody: obejmują zarówno dane pierwotne, jak i wtórne, w tym: studia literaturowe dotyczące opracowań zwartych, a także czasopism i innych publikacji, analizy statystyczne, wnioskowanie, synteza dla całościowego opracowania. Problem rozwijania u dzieci i młodzieży pożądanych przez pracodawców umiejętności jest trudnym zagadnieniem, które wymaga szerokiej gamy rozwiązań. Nie mniej w świecie rosnących nierówności dochodowych, koncentracja na kapitale własnym edukacji, może stanowić skuteczne podejście do rozwiązania tego problemu w dłuższym horyzoncie czasowym.

EN

There is a growing gap among the regions in Poland to the disadvantage of the poorest, leading to the growth of earning income inequalities in the society. Furthermore, the existing income inequalities can also limit the income prospects for future generations. In the article, the author attempts to create a model for management of an educational institution that responds to contemporary development challenges. Research hypothesis: the change in management of an educational institution is an effective tool to minimize development disproportions. Methods: include both primary and secondary data as well as literature studies on compact studies, as well as journals and other publications, statistical analysis, reasoning, synthesis for the overall study. The implications for educational policy are clear. An educational policy focused on its own capital can be a very effective tool for increasing earnings mobility between generations and reducing income inequalities in time and therefore can be as an effective tool for growth. The problem of eliminating development disparities and income inequalities is a difficult issue that requires a wide range of solutions. Nonetheless, in the world of growing inequalities, the concentration on own educational capital can be as an effective approach to solve this problem in the long term.

5

Terenowe rady oświatowe w procesie uspołeczniania edukacji szkolnej

93%

Kosiorek M.

Rocznik Pedagogiczny

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2018

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vol. 41

81-91

EN

In Poland, since 1989 thanks to the processes of decentralization and socialization, educational policy is associated with activities carried out at the local level. This is the result of legislation and regulations defining the competences of central and local educational authorities. An example of socialization of education is the formation of educational councils, which are advisory and consultative organ. In the article, the author presents the essence and tasks of educational councils, as well as the activity of exemplary councils functioning at the level of a voivodship, county and commune. The analysis indicates that the process of socialization of Polish education, despite the possibilities guaranteed by law, in practice is rare.

6

Educational policy of universities and the needs of local production systems

93%

Rzeńca A. E.

Acta Universitatis Lodziensis. Folia Oeconomica

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2016

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vol. 2

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issue 320

EN

Traditional mission of a university includes two elements: research and teaching by making reference to the state-of-the-art cognitive content. A third, new element of the mission is their direct public service. In recent years we have been stressing the role of higher education institutions in the shaping of social and economic reality, where active involvement in development processes of regions and countries are a challenge. The paper discusses educational policy of universities in the context of needs and expectations of the economy, especially of local production systems. Theoretical considerations are the point of departure for the presentation of the results of studies conducted under the Project “Policy and tools of creating human capital in the region” in higher education institutions in the Lodz Region. The market of educational services evolves dynamically and, as a result of overlapping external and internal conditions, the latest 20 years provoked revolutionary changes also in the universities in the Lodz Region. On the one hand, universities seek their own, individual development paths, diversify their educational offer to be competitive and, on the other hand, they start cooperating with one another and with the external world both in the area of education and research. That initiates or enhances economic cooperation and the development of network relations through, inter alia, developing and supporting territorial forms of cooperation, e.g., LPS, various types of economic collaboration, improved communication and integration between economic circles and educational institutions.

7

La política educativa en Polonia en el ámbito de enseñanza de lenguas extranjeras y su influencia en la situación y perspectivas del español en escuelas polacas

93%

Tatoj C.

Studia Iberystyczne

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2013

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vol. 12

187-201

EN

In the present article, I comment on the educational policy of Poland in the area of teaching foreign languages. One of the main focal points is to analyze that educational policy and its influence on the actual situation of teaching foreign languages, particularly concentrating on the position of Spanish language. The primary objective of this work is to present the perspectives of Spanish language in Poland. In order for the research to be complete, I presents data concerning Spanish being taught at all the levels of teaching in Poland.

8

Mezinárodní výzkum kompetencí dospělých PIAAC: hlavní zjištění a implikace pro vzdělávací politiku

93%

Straková J., Veselý A.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2015

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vol. 25

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issue 4

509-527

EN

The aim of this review article is to describe Programme for the International Assessment of Adult Competencies (PIAAC), summarize the basic findings and discuss possible implications for educational policy in the Czech Republic. We also discuss to what extent results from PIAAC complement empirical evidence from PISA, TIMSS and similar students’ assessments. We ask whether (and what) PIAAC reveals beyond these research projects. The article starts with a description of PIAAC methodology and it basic features. Second, we describe the results of the Czech population vis-à-vis other countries involved in the assessment. Third, we focus upon several core findings of PIAAC. In the final part we discuss implications of the findings for educational policy in the Czech Republic. PIAAC has confirmed several findings revealed in PISA and TIMSS, e.g. strong impact of socio-economic background upon students’ performance. Other findings, however, rather contradicted PISA and TIMSS. For instance, it was found that the results of Czechs aged 16–25 (which were under the international average in PISA and TIMSS) are above the average. PIAAC has been found to be unique and indispensable source of information, complementing students’ assessments. Although results in PISA and TIMSS are usually taken as a final and definitive indicator of the country’s stock of human capital, PIAAC has clearly demonstrated that at the age of 15 the competencies are far from definitely formed.

9

ZASADY WYNAGRADZANIA NAUCZYCIELI I ICH REALIZACJA PRZEZ SAMORZĄDY TERYTORIALNE WOJEWÓDZTWA PODKARPACKIEGO W LATACH 2009–2011

93%

Kotarba B.

Polityka i Społeczeństwo

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2012

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issue 10

51-60 (10)

EN

Decentralisation of power in Poland after 1990 also included the sphere of education, as a result of which local governments became an important subject of educational policy. In order to implement their tasks they implement a variety of instruments. One of them is the possibility to influence the level of the teachers’ salaries. Authorities who run schools are obliged to establish, through appropriate regulations, such remuneration policy that will allow for the achievement of average salaries, set at the central level, for particular groups of teachers’ promotions. Otherwise, they are required to pay compensatory allowances to teachers. In this article an analysis of compliance with this requirement in the Podkarpackie’s Voivodship has been made, based on the financial statements of the local governments. The research has shown that a substantial number of governments guarantee the required average pay levels not by accepted rules of remuneration arrangements, but by paying supplementary allowances.

10

Mozliwości kompensacji skutków niu demograficznego – z perspektywy szkolnictwa wyższego

81%

Borowicz R.

Rocznik Lubuski

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2011

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vol. 37

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issue 1

241-252

EN

Polish universities have just started suffering from the effects of demographic decline whose downward trend shows that this negative situation may reverse only in two decades. According to this fact - precisely speaking gross enrolment ratio - the number of students will fall by one third. The consequences for universities (especially non-state ones) seem to be obvious - closing unpopular fields of studies, bankruptcy of schools or their consolidation. However, it is a very advantageous situation from the point of view of educational policy - there is a feasibility to carry out profound reforms. What are the possibilities of mitigating the destructing effects of demographic decline? 1) Increasing the interest of net enrolment ratio (further dissemination of secondary education, continuous growth aspirations of young people); 2) Elasticity of educational offer (greater adaptation to market requirements, counteracting the effects of academic inflation); 3) Limiting the number of Polish students studying abroad (within the framework of international exchange, individual decisions); 4) Attracting students from foreign countries (also outside the EU); 5) Increasing the interest of gross enrolment ratio (growing importance of lifelong education - postgraduate studies, renovation of knowledge).

11

Reforma edukacji przyrodniczej we Francji: intencje i realia

81%

Cariou J.-Y.

Edukacja Biologiczna i Środowiskowa

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2012

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issue 4

92-97

EN

Research on science teaching in France began thirty years after the student movement in 1968 and, like in Poland, was accompanied by the questions of educational policy. Today, a comprehensive plan of the science education reform at various levels of education, which takes into account the results of research studies is not implemented. Will necessary changes have a lasting impact on the quality of education? The author undertakes the vast reflection connected with the perspectives of science education.

12

Education as a spectral technology: Corporate culture at work in Ontario‘s schools

81%

Martin S. M.

Journal of Pedagogy

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2012

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vol. 3

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issue 2

263-278

EN

This paper addresses the sweeping neoliberal reforms implemented in Ontario’s schools in 2000, and conceptualises them within the terms of ‘millennial capitalism’ (Comaroff & Comaroff, 2000). A close reading of secondary school curriculum documents and the umbrella policies that shape education from ages 5 to 18 years reveals how students are groomed to identify themselves as workers under construction. This is accomplished by mandating career education that defines lived experience as a ‘career’, articulates an identity for students as workers/producers, and dictates a direct relationship between education and the health of the economy. For students the professed advantages of millennial capitalism come from freedom and choice to navigate a post-secondary future in an abstract market that rewards those who respond to its highs and lows. Despite the drop-out ‘crisis’ that followed the initial reforms, and the next government’s efforts to remediate the damage done, ultimately corporatist/careerist mantras continue to haunt classrooms, shape education, and its aims and goals in Ontario. The analysis offered in this paper aims to help us better understand the resilience of the neoliberal agenda in the current global economic ‘crisis’, in light of ongoing calls for ‘value-for-money’ in delivering public services and overall competitiveness. Ontario’s education system has a reputation internationally as a high-level performer; this positioning in light of the anomalies presented by its policy and curriculum serves as a cautionary tale to countries that connect growth in GDP with the results of its children and youth on standardised tests. Further, it reveals the disparity between statistics at the macro level and life at the level of the classroom.

13

Rafael de Labra y la política educativa de la Restauración

81%

Peláez Berbell J. J.

Przegląd Europejski

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2017

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vol. 2017 (45)(3)

138-155

EN

This article contrasts two viewpoints about education during the Spanish Bourbon Restoration: on the one hand, the official one of the Government, and on the other hand, that of the Institución Libre de Enseñanza (Free Educational Institution), especially regarding the pedagogical ideas of one of its members, Rafael de Labra (1840–1918). After a brief overview through the educational landscape in Spain during 19th century, it is mentioned the Public Instruction Act of 1857. Next the main features of the educational system of the Restoration are summarised and it is also taken into account the alternative offered by the Institución. As to Labra’s insight on education, three main ideas are underlined: that education must be a main political issue; that academic freedom must be warranted; and that primary education must be the keystone of any educational system, due to its importance in forming the ethical and moral character of the person. Niniejszy artykuł porównuje dwa poglądy na temat edukacji w okresie restauracji Burbonów w Hiszpanii: oficjalnego stanowiska rządu oraz punktu widzenia Institución Libre de Enseñanza (Wolnego Instytutu Naukowego), w szczególności idei pedagogicznych jednego z jego członków, Rafaela de Labry (1840–1918). Po krótkim omówieniu sytuacji edukacji w Hiszpanii w XIX wieku artykuł opisuje ustawę o nauczaniu publicznym z 1857 r. Następnie przedstawione zostają główne cechy systemu edukacji epoki restauracji oraz alternatywa dla nich, którą promował Institución. Podkreślone zostają trzy główne idee Labry: że edukacja jest kwestią polityczną; że wolność akademicka musi być gwarantowana; oraz że edukacja podstawowa musi być zwornikiem każdego systemu edukacji jako kluczowa dla kształtowania postaw etycznych i moralnych.

14

What kind of humanities the Poles need at the beginning of the 21st century? Confessions of a teacher of humaniora

81%

Mielczarski C.

Nauka

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2018

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issue 3

EN

The article deals with issues concerning the pedagogical aims of studying traditional humanities in present realities of Polish society, which at the end of the 20th century overthrew communism. The new political and civilization conditions have caused major social changes that require a new approach to the humanities. Meanwhile, in Poland there is still a traditional and conservative cult of national identity and heritage, which prevents the development of an open society based on cultural tolerance and understanding of the differences that separate us from the West and other cultures. Humanities should be an academic tool for shaping an individual and creative personality and not for preserving national cultural and historical mythology. Such social pedagogy leads to a closed society oriented towards the past and not towards modernity. An educational policy that promotes this attitude treats cultural heritage as a tool of political control over society. In our times, humanities consist in discovering and interpreting the world around us and in forming an independent thinking. Literature, philosophy and other liberal arts cannot be just a sterile studying of a dead tradition.

15

Partycypacyjny potencjał terenowych rad oświatowych w kreowaniu społeczeństwa obywatelskiego

80%

Kosiorek M.

Studia Edukacyjne

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2020

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issue 59

61-73

EN

In Poland, since 1989, there have been ongoing processes of decentralization and socialization of state education. One of the fundamental conditions for the democratization of education is the possibility of creating, at various levels of public self-government, advisory, consultative and control authorities in the form of educational councils. Since the 1990s, the legislation has included and described the competences and tasks of educational councils at the level of voivodships, poviats and communes. Unfortunately, the last three decades in educational policy have proved that Polish society cannot create an education policy and build the civil society.

16

Ekspertyza dokumentu „Skills Development and Employability in Europe: The New Skills Agenda”

80%

Przyszczypkowski K., Cytlak I., Jarmużek J., Pawłowski R., Szafran J.

Studia Edukacyjne

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2017

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issue 43

61-80

EN

This article is a critical analysis of the "Skills Development and Employability in Europe: The New Skills Agenda" document. The purpose of the discussion is to analyze the 10 problem areas identified and formulated in the document, paying particular attention to the perception and implementation of these issues from the perspective of European countries. The recommendations presented for each of the issues may provide important guidance for developing a vision of vocational education targeting the labor market of the European Union.

17

Całożyciowe uczenie się jako idea edukacyjna, polityka, strategie działań i zmieniający się krajobraz edukacyjny rzeczywistości

70%

Solarczyk-Ambrozik E.

Studia Edukacyjne

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2018

|

issue 51

23-37

EN

The idea of lifelong learning has appeared in 1920’s, situating on the background of the phenomena of adult education, which, since it emergence, have been a long way – as shall be defined – from the socialization of the masses to the empowerment of individuals, and the prospect of such changes is included into a peculiar continuum – between industrialization and urbanization, and the knowledge society. Nowadays the problem of lifelong learning goes far beyond the traditionally perceived adult education. Inscribing itself into the global educational discourse becomes its essential issue – it refers to the questions of educational possibilities and opportunities in the different socio-cultural contexts. It dominates the discussions on adult education, vocational training and higher education, providing a theoretical framework for the development of relevant policy and action strategies, but in addition it plays a crucial role in economic debates on labour market, quality, capacity, sustainable development, learning in organizations and – importantly – it also appears in non-education-related debates including such issues as: social exclusion, unemployment, environmental protection, active citizenship and health. The phenomenon of lifelong learning allows to respond to such conceptual categories as flexibility and uncertainty. As a result of technological advances, competition creates the need for flexibility which in case of learners is, in the one hand, recognised as emancipation, and in the other, as a threat to individuals enable to meet the new requirements associated with individual responsibility for the course of the educational path. Alongside opinions presenting anti-institutional interpretation of lifelong learning, the „supply” of an institutional offer of adult education is raised. The conclusions of the presented analyses results in showing lifelong learning as a phenomenon, which is not unambiguously evaluated, since it may by understood as a the purpose, a process, an effect, a form of self-realization, a socio-cultural constraint, and at least as an important field of educational reality in the word of new challenges.

18

Szkoła środowiskowa Koncepcja pedagogiczna w objęciach polityki

70%

Pedagogika Społeczna

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2015 (R. XIV)

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issue 4(58)

33-53

PL

Artykuł to teoretyczno-historyczne studium przemian koncepcji „szkoły środowiskowej”, które zaszły w minionym stuleciu. Koncepcja ta powstała na początku wieku XX i wywarła znaczny wpływ na politykę oświatową lat 70. Choć oparty na niej projekt nie został wówczas zrealizowany, przykład wzajemnych związków nauk pedagogicznych i polityki tego okresu może być przestrogą przed nadmiernym zbliżeniem obu tych obszarów społecznej aktywności.

EN

The article is a theoretical and historical study of the transformation of the „community school” concept that took place in the past century. This concept was created at the beginning of the twentieth century, and had a significant impact on educational policy of the 70s. Although the project based on the “community school” concept was not realized, the example of relationships between pedagogical sciences and politics of this period may be a warning against excessive rapprochement of these areas of social activity.

19

Expecting the unexpected – teachers about politicians and the educational policy

70%

Gajdzica A.

Studia Pedagogiczne

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2014

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vol. LXVII

20

secondary schools and institutions of higher learning graduates employability on the labour market

70%

Bočáková O., Kubíčková D.

Journal of Modern Science

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2016

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issue 2(29)

55-70

EN

This paper addresses the educational policy and employability of secondary schools and institutions of higher learning graduates on the labour market. It is emphasised by us that education, training, science, research and innovations, informatization and digitalisation are considered at present by us to be the main pillar of knowledge society and economy. We refer to the fact that the government policy is directed towards utilisation of knowledge and creative potential with increase of requirements on professional competency of the people, on linking the theory and practice and on dual education. On the basis of the statistical data we are providing an overview of employability of graduates on the labour market.

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Jednostka, neoliberalizm i redukcjonizm edukacji współczesnej

Nauczyciel jako podmiot i jako przedmiot polityki edukacyjnej

Europejska polityka edukacyjna wobec szkolnictwa wyższego

Funkcjonowanie placówek edukacyjnych w kontekście niwelowania dysproporcji rozwojowych

Terenowe rady oświatowe w procesie uspołeczniania edukacji szkolnej

Educational policy of universities and the needs of local production systems

La política educativa en Polonia en el ámbito de enseñanza de lenguas extranjeras y su influencia en la situación y perspectivas del español en escuelas polacas

Mezinárodní výzkum kompetencí dospělých PIAAC: hlavní zjištění a implikace pro vzdělávací politiku

ZASADY WYNAGRADZANIA NAUCZYCIELI I ICH REALIZACJA PRZEZ SAMORZĄDY TERYTORIALNE WOJEWÓDZTWA PODKARPACKIEGO W LATACH 2009–2011

Mozliwości kompensacji skutków niu demograficznego – z perspektywy szkolnictwa wyższego

Reforma edukacji przyrodniczej we Francji: intencje i realia