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1

Edukacja pod baobabem. O reformowaniu szkolnictwa w Republice Kenii

100%

Czerepaniak-Walczak M.

Rocznik Pedagogiczny

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2018

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vol. 41

151-160

EN

In the text, on the background of a brief presentation of the political and demographic specifics of the Republic of Kenya, the education system in this country is discussed, with particular emphasis on its structure following the latest reform. The premises and assumptions of the reform of the school system and teachers’ education are briefly outlined. Current changes at universities are also discussed.

2

Edukacja osób niepełnosprawnych

80%

Serafin T.

Studia BAS

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2015

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issue 2(42)

149-176

EN

Teaching children and youth with disabilities is an integral part of the education system in Poland. In publication is provided selected issues from the many legal instruments pertaining to the principles of the organization of special education pupils with a disability in the aspects of: 1) the strategy deciding on equalization of educational opportunities of disabled people, 2) ensuring conditions for learning by preschool and school chosen by the parents, 3) implementation of special education on the basis of quantitative analysis SIO Ministry of National Education. This is in close connection with the creation of legal arrangements giving the chance to earn an adequate education and equal participation in the life of people with disabilities. Based on the analysis of desk research/quantitative data obtained from of Educational Information System (SIO), showing that in the school year 2013–2014 in all kinds of kindergartens and schools has educated a total of 135 506 pupils with various disabilities. Public primary schools were the most frequently chosen for childrens: with low vision (~43.4%), hearing impaired (~41.4%) with autism/ Asperger’s Syndrome (~39.4%), with movement problems (~39%), the blind (~19.8%), with multiple disabilities (~16%), deaf (~12.5%). While the a total of students (135 506) with a disability education in mainstream secondary schools continued 7 222 (approximately 5,3%) of students. In special secondary schools continued training 13 027 (approximately 10%) of the students. Students with the ruling about the need for special education due to different of disability have the right to education at all levels of education in the school chosen by the parents, but not all graduates in gymnasiums are enrolled high schools.

3

OBLIGATORYJNY SYSTEM NAUCZANIA RELIGII W SZKOŁACH PUBLICZNYCH W ŚWIETLE WYBRANYCH KONKORDATÓW

70%

Mrozek J. J.

Civitas et Lex

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2015

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issue 2(6)

59-69

XX

The subject of this article is an attempt to analyse the religion teaching in the mandatory form guaranteed by concordats from the Third Reich (1933), Bavaria (1924) − amended in 1968 and 1974, Lower Saxony (1965), Sarah (1985), Austria (1962 ) and Portugal (1940). Concordat guarantees protecting the right of the Catholic Church to teach religion in public schools in these countries are expressed primarily in the field of religion education, its time dimension, in preparing their own educational programs, providing religion teachers a rightful position like those teachers of other subjects, and finally in the supervision on the teaching of religion in schools.

4

System obligatoryjnego nauczania religii katolickiej w Niemczech, Austrii i Portugalii

70%

MROZEK J. J.

Civitas et Lex

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2016

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issue 2(10)

33-54

XX

The subject of this article is an attempt to analyse the mandatory forms of teaching religion in public schools, guaranteed by the concordat agreements with the Federal Republic of Germany, Austria and Portugal. Analysed concordats set particular standards for the presence of religion in the context of school education and determine the powers of church and state authorities, including the way of teaching, teachers’ qualifications and the position of religion teacher and pedagogical supervision over them.

5

Prawo do nauki. Prawa dziecka-ucznia

51%

Grzejdziak-Przybyłowicz A.

Studia Prawa Publicznego

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2017

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issue 4 (20)

95-126

EN

The subject matter of this article was the right to education with a particular regard to the rights of the child being a pupil and his/her right to personal treatment in the teaching and the whole educational process, the right to the open and motivated assessment of the progress in learning, the right to impact the school life via local government activities, as well as the right to the freedom of conscience and religion, and the right to recognise and preserve the national identity in the teaching process. The issue of pupil’s responsibilities, and in particular compulsory schooling and compulsory education, have also been raised. The article deﬁ ned the right to education and placed it among other acts of international law – the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, the Convention for the Protection of Human Rights and Fundamental Freedoms, the Declaration of the Rights of the Child, as well as the Convention on the Rights of the Child, known as the World Constitution of the Rights of the Child. In addition to the nature of the right to education, the subject matter of the consideration was also the principles and guarantees of its implementation, contained in the Basic Law. Their analysis led to the conclusion about the limited nature of the right of parents to bring up the child according to their own convictions, the implementation of which should be compatible with the welfare of the child and the constitutionally guaranteed right to receive education. An analysis of the regulations applicable in the prescribed scope statutory, and in particular in terms of universal and equal access to education have also been discussed. The reﬂ ections presented in the article have been enriched with case law examples and judgments delivered by the European Court of Human Rights in Strasbourg, the Supreme Court, and the Common Courts. The analysis of the existing legal references, the doctrine, and the case law has allowed to reach a conclusion on the fundamental nature of the right to education, the implementation of which conditions the development of an individual and the full use of its rights.

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2 Civitas et Lex

1 Rocznik Pedagogiczny

1 Studia BAS

1 Studia Prawa Publicznego

1 Czerepaniak-Walczak M.

1 Grzejdziak-Przybyłowicz A.

1 MROZEK J. J.

1 Mrozek J. J.

1 Serafin T.

2 2019

1 2016

2 2015

Edukacja pod baobabem. O reformowaniu szkolnictwa w Republice Kenii

Edukacja osób niepełnosprawnych

OBLIGATORYJNY SYSTEM NAUCZANIA RELIGII W SZKOŁACH PUBLICZNYCH W ŚWIETLE WYBRANYCH KONKORDATÓW

System obligatoryjnego nauczania religii katolickiej w Niemczech, Austrii i Portugalii

Prawo do nauki. Prawa dziecka-ucznia