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Zrównoważony rozwój edukacji na przykładzie rozwoju uniwersytetów

100%
Dyrtkowski K.
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
|
2013
|
issue 2(12)
59-69
EN
Because of globalization, countries are seeking for continuous develop- ment of economy and improvement of its citizens. An example of such a coun- try is Poland, which is trying to modify its system of higher education. The author embarked on the development of universities and indicates the form of transformation and roads that could become reality in the future. Impulse for discussion is a sustainable development program initiated by the Europe- an Union units. Future universities need to focus more on the practical as- pects of education, because education focused on the present theory is not effective.
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Losy zawodowe absolwentów Uniwersytetu Jagiellońskiego na przykładzie rocznika 2007/2008 w świetle badań prowadzonych przez zespół badawczy Biura Karier Uniwersytetu Jagiellonskiego

86%
Ćwiąkalska M., Hojda P., Ostrowska-Zakrzewska M.
Rocznik Lubuski
|
2011
|
vol. 37
|
issue 2
313-345
EN
The aim of this article is to present the most important results of the explorative research "Career History of Jagiellonian University Graduates of Year 2007/2008" realized by the Research Team created by Career Office of the Jagiellonian University. Since year 2007/2008, periodic monitoring of graduates careers has been undertaken systematically, referring in this way to traditions of West European universities , which have been conducting this type of research for years. The first research included graduates of year 2007/2008 from all the faculties of the Jagiellonian University (except for Collegium Medicum) who gave their consent. Quantitative survey CAWI was performed, in which an individual link to the questionnaire was sent via e-mail based on the previously prepared list of e-mail addresses. During implementation of the research a high level of returns was achieved. In order to trace the dynamics of changes in career paths of respondents, a panel method was chosen. The respondents were tested twice: 3 months and 3 years after the M.A. exam. The paper presents selected results of the first phase of the research, taking into account the division into 4 groups depending on professional situation of respondents: employed, employed and continuing education, unemployed but continuing education, and unemployed and not continuing education. The article also touches upon the problem of evaluation of competencies learned at university and competencies required by the employer.
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