Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  upper secondary schools
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Content available remote

Korelacja programów edukacji środowiskowej młodzieży wiejskiej i dorosłych w ramach realizacji kształcenia przez całe życie

100%
Kowalak A.
Edukacja Biologiczna i Środowiskowa
|
2012
|
issue 3
82-93
EN
This paper presents a study of the content of core curricula and selected textbooks for the third and fourth stages of education for the presence of contents related to rural areas and the protection of host ecosystems. Correlations between formal and informal environmental education in rural areas were evaluated. The author made an attempt to answer the research question: how secondary school education prepares students for further education? He described the research process and conclusions, which show, among other things, that the problem of multifunctional rural development, host ecosystems, their importance and their protection has been omitted in the core curricula for lower secondary schools, upper secondary schools, vocational schools as well as in most biology and geography textbooks. There is no mutual relationship between education of young people and adult after-school education in the country. Not only farmers but also other inhabitants of villages and towns should be committed to the protection of host systems and natural environmental values.
2

Plany edukacyjne i zawodowe uczniów ostatnich klas szkół ponadgimnazjalnych a wymiary rozwoju ich tożsamości

84%
Brzezińska A. I., Rękosiewicz M., Piotrowski K.
Edukacja
|
2016
|
issue 1(136)
74–88
PL
Artykuł przedstawia wyniki badania przeprowadzonego w pierwszym semestrze roku szkolnego 2014/2015, dotyczącego planów edukacyjnych i zawodowych uczniów ostatnich klas szkół ponadgimnazjalnych i związku tych planów z wymiarami rozwoju tożsamości. W badaniu wzięło udział 585 uczniów trzech rodzajów szkół ponadgimnazjalnych: zasadniczych szkół zawodowych (klasy 3; n = 74), techników (klasy 4; n = 186) i liceów (klasy 3; n = 325). Do pomiaru wymiarów rozwoju tożsamości zastosowano Skalę wymiarów rozwoju tożsamości DIDS/PL, posłużono się również krótkim kwestionariuszem dotyczącym planów edukacyjnych i zawodowych. Uczniowie nieplanujący dalszej edukacji cechowali się niższym natężeniem eksploracji ruminacyjnej i wyższym poziomem podejmowania zobowiązania niż pozostali oraz wyższym poziomem identyfikacji ze zobowiązaniem niż ci, którzy jeszcze w tej sprawie nie podjęli decyzji. Uczniowie, którzy planowali podjęcie pracy od razu po zakończeniu szkoły ponadgimnazjalnej, cechowali się niższym poziomem eksploracji wszerz niż uczniowie, którzy takich planów nie mieli, a także niższym niż wszyscy pozostali poziomem eksploracji ruminacyjnej i wyższym poziomem identyfikacji ze zobowiązaniem. Nie zaobserwowano efektu interakcji rodzaju szkoły i planów edukacyjno-zawodowych z punktu widzenia natężenia wymiarów rozwoju tożsamości.
EN
This study analysed the relationship of educational and vocational plans and dimensions of identity deve-lopment, of students in the last year of upper secondary school. The study was conducted in semester I of 2014/2015. 585 students participated from three types of school: basic vocational schools (n = 74), vocational upper secondary schools (n = 186) and general upper secondary schools (n = 325). Two questionnaires were used in this study: the Dimensions of Identity Development Scale – DIDS/PL and a short questionnaire on educational and vocational plans. The results showed that individuals with no further educational plans had a lower level of ruminative exploration and higher level of commitment making than other students and higher level of identification with commitment than those, who had not made any decision yet. Students who had decided to start a full-time work after graduating secondary school had a lower level of exploration in breadth than students who had not any vocational plans as well as they had a lower level of ruminative exploration and a higher level of identification with commitment than the others. An interaction effect of school type and educational/vocation plans, in the process of identity formation was not observed.
3
Publication available in full text mode
Content available

Public Reforms of Swedish Upper Secondary Education, 1991–2017

84%
Kling S., Sobis I.
Kultura i Edukacja
|
2018
|
issue 4(122)
9-39
EN
This article focuses on the Swedish reforms of upper secondary schools and their effects during the period of 1991–2017. The reforms were conducted in the spirit of New Public Management (NPM) and generated many more problems than solutions. The purpose of this article is to prepare a foundation for further research by mapping: What do we know about the NPM reforms within the Swedish upper secondary schools? What kind of knowledge is still missing and should it be developed? With the assistance of Roland Almqvist’s (2006) understanding for the NPM movement divided into three theoretical perspectives (marketization, contract management, and decentralization), we propose a literature study. This study showed that the Swedish reforms of the upper secondary schools contributed to growing social segregation among students, students’ decreasing performance in science, reading and mathematics that proved to be under the Organisation for Economic Co-operation and Development (OECD) average, and teachers experienced a lack of autonomy and de-professionalization. The political promises about “school for all” and “social inclusion” either were not fulfilled or the reform effects were not investigated well enough. Despite all research being done, we do not know what kind of Swedish upper secondary school represents a good practice for the future.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.