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1

Aspekty historyczne akademickiej edukacji permanentnej dorosłych

100%
Szyszka B.
Zamojskie Studia i Materiały – Seria Pedagogika
|
2011
|
vol. 13
21-28
EN
This article presents some innovations in the field of andragogy and permanent education implemented in Zamość in the 60s of the 20th century. The subject matter is an example of a programme developed by the Maria Curie-Skłodowska University concerning adult education at the academic level. The author discusses the institutional solutions, teaching resources and fields of study. He underlines the use of the models of adult continuing education implemented by the University of Łódź, the University of Poznań and the University of Warsaw. An attempt of adult education undertaken in Zamość was a novelty in higher education in Poland.
2
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Formy kształcenia elitarnego na poziomie wyższym w Polsce

88%
Kola A. M.
Rocznik Lubuski
|
2011
|
vol. 37
|
issue 1
215-229
EN
The article presents the problem of elite form of higher education in Poland, namely: realized most often in the cooperation with foreign universities and schools of public administration. They serve different functions to the society and set themselves tasks which are not realized by other educational institutions. The main purpose of the paper is to answer the question if and to what extent the distinguished forms of education educate elite members to be, who will affect the most important social, cultural and political processes in Poland. It is an important question as the social transformations, including the university transformations which take place under the influence of such processes as commodification of education or commercialization, are significant for self-identification of both experts (teachers, researchers, masters) and students. The choice of the subject was primarily due to neglecting the issue of elitism in the contemporary pedagogical and sociological discourse in Poland or its one-dimension interpretation. The paper aims at highlighting the multiplicity of possible elite forms of higher education, focusing mainly on doctoral studies. However, in a wider perspective, the paper undertakes the problem of redefining the concepts of elite and elitism in the contemporary society.
3
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O wewnętrznych systemach zapewniania jakości w uczelniach polskich w kontekście specyfiki ich genezy i wdrożeń

75%
Jankowska D.
Pedagogika Szkoły Wyższej
|
2013
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issue 1
47-62
EN
This article presents an important issue of internal quality assurance systems of education. At Universities of Poland internal quality assurance systems of education have been implemented, which is consistent with standards provided by the Bologna Process documents. Article raises the question of whether universities have implemented internal quality assurance systems, because they are convinced of their necessity, or because of external coercion applicable laws. The article describes the circumstances of internal quality assurance systems of education emergence in Europe and Poland. Draws attention to the speci fi cs of the implementation of internal quality systems in Polish higher schools. Article – as an example of the methodology of implementation of internal quality system of education – indicates the experience of the Academy of Special Pedagogy.
4
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Misja uniwersytetu XXI wieku - przykład polski

71%
Chałasińska-Macukow K.
Nauka i Szkolnictwo Wyższe
|
2009
|
issue 2(34)
164-167
EN
The author, the rector of the University of Warsaw and the chairperson of the Conference of Rectors of Academic Schools in Poland, presents her thoughts on the mission of universities in the 21 st century and attempts to answer the following questions: (a) How can this mission be defined nowadays? (b) What kind of factors will determine whether a university functions well or not? (c) Do universities still have autonomy nowadays? In the finał section of the paper the author presents her own point of view on the current condition of higher education in Poland.
PL
Prezentując swoje przemyślenia na temat misji uniwersytetu w XXI w., autorka - rektor Uniwersytetu Warszawskiego i przewodnicząca Konferencji Rektorów Akademickich Szkół Polskich - podejmuje próbę odpowiedzi na następujące pytania: (a) W jaki sposób w dzisiejszych czasach zdefiniować tę misję? (b) Jakie czynniki decydują o dobrym funkcjonowaniu uniwersytetu? (c) Czy w dzisiejszych czasach istnieje jeszcze autonomia uniwersytetu? W końcowej części przedstawia swój punkt widzenia na obecny stan szkolnictwa wyższego w Polsce.
5
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O założeniach konstytucyjnych i normatywnych badań naukowych szkolnictwa wyższego w Polsce

63%
Chodubski A.
Cywilizacja i Polityka
|
2020
|
vol. 18
|
issue 18
7-21
EN
The study indicates that science is the basis for the development of modern information civilization. It is regarded as an essential factor of development in Poland. Research and education are embedded in the constitutional regulation of the Republic of Poland and the legal order of the national, European and global level. Today’s pace of cultural and civilization transformation causes the occurrence of some contradictions in the achievement of the constitutional principles and communicated new legal standards to higher education. The space conflict means especially the achievement of the Polish scientific and academic traditions in connection with the European standards (European Union) and the global standards (philosophy of postmodernism).
PL
W opracowaniu wskazuje się, że nauka stanowi podstawę rozwoju współczesnej cywilizacji informacyjnej. W Polsce postrzegana jest jako podstawowy czynnik rozwoju. Prowadzenie badań naukowych oraz edukacji osadzone jest w regulacji konstytucyjnej RP oraz porządku prawnym o zasięgu krajowym, europejskim i globalnym. Współczesne tempo przekształceń kulturowo-cywilizacyjnych powoduje rodzenie się niektórych sprzeczności w urzeczywistnianiu zasad konstytucyjnych oraz ogłaszanych wciąż nowych norm prawnych odnoszących się do szkolnictwa wyższego. Przestrzeń sprzeczności stanowi zwłaszcza urzeczywistnianie polskiej tradycji naukowej i akademickiej w powiązaniu za standardami europejskimi (Unii Europejskiej) oraz globalnymi (filozofii postmodernizmu).
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