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Eșecul universității românești de astăzi
This article aims to unveil, as much as possible, both the desastrous situation of today’s Romanian higher education human resources, as well as that of the scintific research which is weak and non-promising. This paper presents several of the main phenomena of the Romanian academic environment, while highlighting the significantly low standards of the academic human resources. Furthermore, certain aspects which led to this situation are also analized. This analysis ends with a few possible sollutions which may lead, on the medium and long term, to a significant improvement in the human resources of the Romanian academis system, while also generating the beginning of a real “healing” of the entire Romanian higher education.
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One of the requirements set forth by the „cultural opposition" to the Communist regime in the 1980s was the de-idealisation present within the school system and the change of curricula set for the humanities and social-science subjects, which were too uncritical in their praise of Josip Broz Tito and the Communist rule period. The change that followed this requirement is also evident through a comparison of 20th century history textbooks. Among other things, the representation of Josip Broz Tito and his era in Slovenian textbooks underwent a significant change. In textbooks published during the Communist rule, Tito and the Communists were described in glorifying tones, while the crimes they committed after taking the power were left unmentioned and became taboo. The role of the Communist Party and Tito was also over-emphasised in relation to earlier periods, when neither actually played any significant political part As a result, most Slovenes believed that the Communist Party became the most important and influential political party in the Slovenian territory as early as the inter-war period when, in actual fact, it was at that time a peripheral and insignificant illegal party. In relation to the time after WWII, Tito was depicted as a great leader chosen by the people. Tito’s depiction as a great leader achieved its highest levels in textbooks published in the years following his death. In textbooks published after 1990, Tito and the Communists depicted in the period prior to WWII are featured only by way of exception. When presenting his rise to power during and after the war, the merits of the Liberation Movement are emphasised along with the flaws of the Communist authorities in relation to the terrorizing of their opponents and those with different views. Neither is the period marked by Communist rule presented in a uniform manner. Its modernisation and the differences with Communist regimes in other Eastern European countries are emphasised, as well as the negative consequences of the Communists’ political monopoly which manifested, for example, in Slovenia’s economy lagging behind its western neighbours, or in Tito’s cult of personality. The level of criticism towards the Communist regime increases as we move further away chronologically from its fall. Together with Hitler and Stalin, Josip Broz Tito remains one of the people that were most frequently mentioned people in the 20th century. Compared with them, however, Tito and his era are not denoted as uniformly negative. Compared to the textbooks dating from the period of the Communist rule, Tito is certainly represented much more realistically nowadays.
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In the paper author shares various ideas and advices for using ecofeminist approaches from kindergarten to primary and secondary education and universities. The basic idea is link between ecofeminism and its values as nature protection, gender equality, critical thinking of capitalism, labor rights with education, school subjects, projects and problem — based learning. Ecofeminism should be included in different school subjects in technology, sciences, engineering and art because it is holistic and inclusive approach.
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Population aging and its repercussions have a powerful impact on the traditional concept of retirement and the established transition patterns from work to retirement. Demographic statistics in the twenty-first century show low fertility and low mortality rates for most countries, leading to the Croatian population aging. Several trends impact the aging population: most people live much longer lives, have better health, and have different personal expectations than generations before us. For example, people now expect to live longer after leaving full-time work. The purpose of this paper is to discuss the retirement and post-retirement attitudes of teachers aligned with the current priorities in life. The paper aims to present the changing perception of aging from biological, economic and social perception and investigate how teachers in the region of Slavonia view their pension plans, life expectancies, and the expected needs in old and retirement age. This paper analyzes part of the data collected in the survey conducted on a sample of 5%of 11,839 teachers employed in elementary and secondary schools in the five Slavonian counties: Virovitica-Podravina, Požega-Slavonia, Brod-Posavina, Osijek-Baranja and Vukovar-Srijem counties. The research results may be beneficial for age-friendly policy-making and administrative reforms needed to accommodate the Croatian „silvering” of economy and society.
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Data on demographic trends in developed countries indicate the need for increased attention and a better approach to care for older adults. Better health care results in increased life expectancy, which as such poses certain challenges to society. Life expectancy accompanied by good health alone often does not guarantee an individual’s satisfaction. Due to an accelerating pace of life and continuous lifestyle changes, social exclusion of retired older adults from the community appears to be increasingly present. To reduce the occurrence of this phenomenon and enable this population group to remain active members of the community, it is important to offer them the opportunity for education. After the analysis of European trends, the paper points out the need for continuous strategic planning and more agile organization of education in the Republic of Croatia. Special attention is given to the situation in the city of Osijek, which is a center for education in Osijek-Baranja County. The types and usefulness of the most common forms of education conducted in the period from 2015 to 2020 are also presented.
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This article represents research on the relations between self-image and anxiety that abused children possess. Moreover, is based on theoretical research that also includes elaboration and implementation of a psychological program. The research brought in evidence the problems regarding the types of emotional disorders resulting from abuse and negligence of the children, at the age between 8 to 10 years. Besides, this work represents the results that demonstrate the positive impact of the psychological intervention program that is orientated towards optimizations of the mental state, self-esteem, decrease of anxiety in the children who were abused or neglected
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Many children have parents who have gone abroad to work. They need special counseling. The project „Children with parents working abroad - a continuous challenge" supports children and their families to overcome the problems that arise.
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Pismenost je jedna od osnovnih pretpostavki razvoja svakog pojedinca i svakog društva. Podaci koji nam dolaze iz pregleda i analiza međunarodnih organizacija poput UN-a, UNESCO-a, OECD-a, EU ukazuju na zakonitost obrnute proporcionalnosti: što je niži obuhvat djece i mladih obrazovanjem, i što je stopa pismenosti stanovništva niža, to je stopa nezaposlenosti i ukupne nerazvijenosti društva veća. Višestruko je potvrđena tijesna povezanost između ekonomskog i socio-kulturnog razvoja i obrazovanja, ukazivanjem na vezu između prosječno dostignutog nivoa obrazovanosti koje stanovništvo jedne zemlje posjeduje i zapošljivosti, produktivnosti, ukupnog standarda i sl. Obrazovan se pojedinac svojim znanjem znatno uspješnije snalazi u intenzivnim promjenama koje donose društvene, ekonomske, kulturne, naučne, informacijsko-tehnološke, migracijske i sve druge promjene savremenog života. Statistički pokazatelji nedvojbeno ukazuju na logiku da što je viši nivo obrazovanja to je niža stopa nezaposlenosti I niži postotak onih koji se teško snalaze u društvenim tokovima i promjenama. Analiziranje statističkih podataka vezanih za obrazovanje i obrazovanost stanovništva u jednoj zemlji doprinosi jasnijoj spoznaji ukupnih društvenih mogućnosti i određivanju glavnih strateških ciljeva razvoja humanog kapitala. Ovaj rad zasnovan na proučavanju i obradi statističkih pokazatelja dobivenih nakon objavljenih rezultata popisa stanovništva BiH1 polovinom 2016. godine teži da predstavi realnu sliku obrazovanosti stanovništva u BiH i ukaže na najvažnije prednosti na koje se treba oslanjati u razvojnim projektima, ali i moguće nedostatke i probleme koje treba ubrzanije otklanjati.
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Hra ako spontánna príjemná činnosť má pre účastníka zmysel, pretože je prirodzene motivujúca zvonku aj zvnútra. Súvisí s rozvojom schopností ako je jazyk, sociálna úloha a tvorivosť. V neskoršom veku vstupujú do hry isté pravidlá, písané aj nepísané (fair play) a tie sprevádzajú hráčov v priebehu hry.
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Interview with Stanislav Štech by Kateřina Lojdová.
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Interview with Michaela Píšová by Kateřina Lojdová.
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Interview with Vladimíra Spilková by Kateřina Lojdová.
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Interview with Jan Slavík and Vladimíra Slavíková by Veronika Rodová and Kateřina Lojdová.
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Interview with Tomáš Kasper by Karolína Dundálková and Veronika Rodová
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Interview with Zdenek Beneš by Tomáš Janík and Veronika Rodová.
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Příspěvek vychází z práce Hlavizňové (2021). Cílem výzkumné sondy bylo zjistit, jak učitelé 1. stupně základní školy hodnotí svůj životní styl a jaký je vztah mezi sebehodnocením vlastního životního stylu učitelů a vzděláváním i motivováním žáků ke zdravému životnímu stylu. Výzkumné otázky byly doplněny hypotézou: Mezi sebehodnocením vlastního životního stylu učitelů a sebehodnocením vzdělávání a motivování žáků ke zdravému životnímu stylu jsou patrné statisticky významné závislosti.
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The article delineates the current stage (2020-21) of education for sustainable development (ESD) at four universities: University of Agder in Norway (UiA), University of Ljubljana in Slovenia (LU), Masaryk University in Czech Republic (MUNI) and UCL University College in Denmark (UCL). The universities entered project partnership in Erasmus+ KA2 entitled Sustainable Competences in Higher Education with the goal to develop a new ESD curriculum that will bridge the gap between each countries’ curriculum and will address environmental, health and climate-related problems locally in each country and globally across the countries via innovative, digital-based, internationalized, and project-oriented methods. The article compares the main findings pertaining to ESD in each country and set a point of departure for creating the new ESD curriculum in the four countries for HEI teachers, and staff members in nursing, nutrition, and environmental professions.
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Starší školní věk a období adolescence je důležitou životní etapou pro rozvoj pohybové gramotnosti. V tomto období se modeluje vztah k pohybovým aktivitám (PA) jedince. PA jsou fundamentálním atributem pohybové gramotnosti a také nedílnou součástí zdravého životního stylu, proto je důležité zkoumat, jaký postoj žáci v tomto období mají k PA. V oblasti sociální psychologie a psychologie osobnosti bývá využíván koncept self-efficacy neboli vnímaná vlastní účinnost. Jde o přesvědčení o vlastní způsobilosti plánovat a jednat způsobem nezbytným k dosažení nějakého cíle či zvládnutí nějaké situace. Úroveň self-efficacy ve vztahu k PA nám pak podává validní informaci o tom, jak žáci přistupují k PA. Cílem bylo zjistit, zda obecná self-efficacy a self-efficacy pro oblast PA spolu korelují pro věkovou skupinu 12–19 let. Dále pak jsme zkoumali vliv pohlaví a věku (tzn. mladší děti ze ZŠ a starší děti ze SŠ) na míru obecné self-efficacy a self-efficacy pro oblast PA.
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V úvodu knihy Reflexe a hodnocení kvality výuky (2020), z něhož pochází výše uvedený citát, vysvětluje Jan Slavík za tým autorů, že se reflexe vzdělávací praxe ze strany učitele neobejde bez pozorné a trpělivé realizace řady kroků „od analytického k systematickému“. Vstoupit do role reflektivního praktika a využít náročný cyklický postup se může vyplatit učiteli zejména v těch situacích, které považuje za zvlášť důležité, protože mají značný vliv na dosažení cílů výuky. Mezi klíčové situace (Slavík et al., 2020, s. 53), které jsou charakteristické pro výuku ve škole, patří i situace, kdy si učitel klade otázku, „co může udělat pro to, aby vytvořil svým žákům nebo studentům vhodné podmínky pro efektivní rekapitulaci poznatků a jejich zobecnění?“ S oporou ve vlastních bohatých pedagogických zkušenostech při hledání odpovědi na tuto otázku navíc tušíme, že zdárné zajištění rozvoje konceptové vrstvy cílenými operačními přechody k vrstvě tematické a kompetenční může být pro mnohé učitele nejen didaktickým oříškem, ale i profesní výzvou. A právě to je důvodem, proč chceme na příkladu výuky realizované na Masarykově ústavu vyšších studií ČVUT ilustrovat pedagogické kroky, jež byly s důrazem na posilování soudržnosti učiněny ve prospěch rekapitulace obsahu, kognitivní aktivizace a rozvoje myšlení v souvislostech u vysokoškolských studentů.
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