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1

Rytų lietuvos daugiakalbių savivaldybių bendrojo ugdymo sistemos kompleksinis vertinimas

100%
Dumbliauskienė M., Staugaitytė S.
Geografijos Metraštis
|
2013
|
vol. 46
15-31
EN
The article not only includes an analysis of the changes that took place in the territorial distribution of general education schools and list of instruction languages in 1999–2012 but also is an attempt to evaluate the general education system of the region under consideration within the available database. Attention is focused on the three stages of formal education: elementary, basic and secondary education as constituent parts of general education. For ranking a municipality as a multilingual one a criterion characterising a territory according to the national composition is applied: the portion of non-Lithuanian population must exceed the Lithuanian average (in 2012, this index amounted to 16.3 %). There are 9 such municipalities in East Lithuania (in the Zarasai Dis., Visaginas, Ignalina Dis., Švenčionys Dis., Vilnius, Vilnius Dis., Elektrėnai, Trakai Dis.). The time frame for analysis was not chosen randomly. The territorial distribution of multilingual schools was last analysed more than ten years ago. Moreover, a school reform took place in these years. The reform also was responsible for the changes in the territorial distribution of general education schools. References 37. The article is in Lithuanian with abstract and summary in English.
2

ІННОВАЦІЙНІ ШКІЛЬНІ МЕРЕЖІ: ХАРАКТЕРИСТИКА ПОНЯТІЙНО-ТЕРМІНОЛОГІЧНОГО АПАРАТУ ДОСЛІДЖЕННЯ

75%
Самойлова Ю.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 2(46)
437-446
EN
The article deals with the need to study the characteristics of innovative school networks for the development of the national education system. It is accentuated that due to the integration of Ukrainian education in the European educational space, national system of education requires innovative forms of activity. Creating of innovative school networks is one of the forms of the innovative processes dissemination. The relevant researches concerning the problem studied are examined. The basic approaches to understanding the key concepts that are included in the semantic structure of the term «innovative school network» are defined. Different approaches to the definition of the term «innovation» are studied. It is shown that in the theory of education there are both general and more concrete definitions of the term «innovation». Existing researches of both home and foreign scientists concerning the terms «network» and «network society» are analyzed, which are necessary to better understanding of the main point of innovative school networks phenomenon. Interpretations of the term «network» in different scientific approaches are analyzed. It is shown that a network in education is a quite new organizational form that plays an important role in innovative school development and helps to overcome a traditional isolation of schools. Innovative school network is defined as a complex of educational establishments which are united by the common innovative idea and activity which is aimed at the increase of the teaching and educational process efficiency, the quality of management activity; further extension of educational experience in the network of schools and behind it. It is shown that the sphere of innovative management in education is a subject to constant studies and researches under conditions of the reformation, modernization of all areas of Ukrainian society life. The innovative school network is considered as a pedagogical phenomenon in the context of innovative educational management. It is pointed out that networks are an effective way of innovative educational development management under the conditions of the decentralization processes.
3
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Instytucjonalny i organizacyjny rozwój średnich szkół ogólnokształcących w województwie gdańskim po II wojnie światowej (1945–1948)

65%
Gorloff E.
Biuletyn Historii Wychowania
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2014
|
issue 32
109-120
EN
After World War II, high schools in the Gdansk region had to be built virtually from scratch. However, it is evident there were some major differences between the new and old districts, where the schools’ tasks went beyond teaching. Their role was to integrate local communities and give them a sense of stability. The former secondary school districts began their activities on the basis of pre-war organisational structures, and were established very quickly, almost immediately after the war ended. However, the network of grammar schools in new counties formed much more slowly, although in the 1945/46 school year there was already a secondary school in each county town. The intensity of the development of secondary schools can be shown in numbers. In the 1944/1945 school year, 14 secondary schools were established, and a year later there were already 28. With the development of institutional schools, their organisational development followed. Within a year, the number of students nearly trebled. Quickly, though not as strongly, there was an increase in the number of teachers. The major breakthrough for these institutions was 1948, in which, by decision of the school and party authorities, Poland experienced the reorganisation of general school education.
4

Trudności we wprowadzaniu reformy gimnazjalnej na obszarach wiejskich

63%
Sobotka A.
Edukacja
|
2016
|
vol. 3(138)
75–97
PL
Wprowadzone w 1999 r. gimnazja miały służyć wyrównywaniu szans edukacyjnych dzieci z terenów wiejskich. Jednym z założeń reformy było stworzenie dużych, samodzielnych i dobrze wyposażonych gimnazjów, w których wspólnie uczyliby się absolwenci wszystkich szkół podstawowych z terenu gminy. Po kilkunastu latach funkcjonowania gimnazja pod względem organizacyjnym bardzo się zróżnicowały – w niektórych gminach, zgodnie z założeniami reformatorów, ciągle funkcjonują duże i samodzielne gimnazja, jednak w części gmin bardzo małe gimnazja działają w zespole ze szkołą podstawową, gdzie uczniowie przez dziewięć lat nie zmieniają kolegów, nauczycieli i środowiska. Na podstawie ośmiu studiów przypadku gmin wiejskich pokazano w artykule proces kształtowania sieci gimnazjów w pierwszych latach reformy systemu szkolnego. Próbowano zrozumieć, jakie czynniki zadecydowały o wytworzeniu się tych dwóch modeli gimnazjum. Przedstawione studia przypadku pokazują, że sieć szkolna jest nie tyle wynikiem realizacji planów tworzenia sieci szkolnej przez władze lokalne, ile raczej wynikiem gry pomiędzy lokalnymi władzami a lokalnymi społecznościami.
EN
The introduction of lower secondary schools (gimnazjum) in 1999 was intended to equalise the educational opportunities of children living in rural areas. The concept of the reform was to establish large, independent and well-equipped lower secondary schools to be attended by all the children in a township. After 17 years of operating, lower secondary schools are organisationally very diversified – in some townships, lower secondary schools are large and independent, following the concept of the reformers, but in other townships, they are very small, operating in the same building as the primary school. Children attending the small lower secondary schools remain with the same schoolmates, teachers and social environment for nine years. By using eight case studies of rural townships, the process of setting up lower secondary schools was described, to gain an understanding of the factors determining the evolution of these two organisational models. The case studies show that the school network is not so much the result of local authorities’ pre-established plans, but rather the result of a game between local authorities and local communities.
5

ПРОВІДНІ ТЕНДЕНЦІЇ РОЗВИТКУ ХУДОЖНЬО-ПРОМИСЛОВОЇ ОСВІТИ ГАЛИЧИНИ (КІНЕЦЬ ХІХ – 30-ТІ РР. ХХ СТОЛІТТЯ)

63%
Синишин Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 3(57)
39-48
EN
In the article the results of historical and educational research on the problem of the development features of artistic and industrial education in Galicia in the late XIX-th and the 30-ies of the XX-th century are highlighted. The following trends are submitted: the government regulation of art and industrial education; the growth of social initiatives and civil society in the development of art and industrial education; transformation of artistic folk craft traditions to institutionalized professional art and industrial education; structuring of content and methodological support of training in the sphere; networking art and industrial education and production according to socio-economic requirements are the result of historical and genetic analysis and synthesis. The specifics of state regulation of art and industrial education in Galicia, which consisted in adapting the regulatory framework to the needs of economic, social and cultural development (traditional crafts) is determined. Increased government funding and fundraising stakeholders (patrons) contributed to the development of professional art and industrial education. Implementation of the laws on self-government of Galicia contributed to the growth of social initiatives of civil society in the development of art and industrial education, which influenced the formation of art and industrial centers. The growth of interest of art schools as in Galicia as in Austria, Poland, to the traditions of art and craftwork was found out. In the terms of economic growth governing interest to create the public school system of art and industrial education, which led to the transformation of artistic folk craft traditions, institutionalized professional art and industrial training increased. The launch of the professional schools of art and industrial direction was caused primarily by clarification of the content, forms and methods of training workers. Training teachers to work in professional and craft schools of different levels began. Lviv became the center for art and industrial education not only in Galicia but also in Western Europe. Establishing contacts of art and industrial education with production according to social and economic needs that are identified at local and national levels, contributed to the development of artistic and industrial education in chronological appointed within the late XIX-th century and the 30-ies of the XX-th century.
6
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Przekształcenia sieci szkolnej pod wpływem zmian demograficznych w aglomeracji poznańskiej

51%
Walaszek M.
Konwersatorium Wiedzy o Mieście
|
2016
|
vol. 29
|
issue 1
107-113
EN
Changes in spatial and organizational school network in the Poznań agglomeration in recent years resulted primarily from the changing demographic conditions, which are a manifestation of the suburbanization process. As a result of this process in a suburban area rapidly increased the number of pupils in schools, while in the central zone of the agglomeration, this number has decreased markedly. The aim of the article was to present the demographic changes taking place in recent years in the Poznań agglomeration and their impact on the school network.
PL
Zmiany przestrzenne i organizacyjne sieci szkolnej w aglomeracji poznańskiej w ostatnich kilkunastu latach wynikały przede wszystkim ze zmieniających się uwarunkowań demograficznych, będących przejawem procesu suburbanizacji. W wyniku tego procesu w strefie podmiejskiej dynamicznie wzrosła liczba uczniów w szkołach, tymczasem w strefie centralnej aglomeracji znacznie zmalała. Celem artykułu była charakterystyka przemian demograficznych zachodzących w ostatnich latach w aglomeracji poznańskiej oraz ich wpływu na kształtowanie sieci szkolnej.
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