Началното ограмотяване – „ключ“ за успешен живот в променящия се свят
Мариана Мандева, Диляна Гаджева (2016). Начално ограмотяване в променящия се свят. Велико Търново: Университетско издателство „Св. св. Кирил и Методий”
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Мариана Мандева, Диляна Гаджева (2016). Начално ограмотяване в променящия се свят. Велико Търново: Университетско издателство „Св. св. Кирил и Методий”
More...Виолета Атанасова (2015) Петко Славейков за образованието. Шумен: Унивeрситетско издателство „Епископ Константин Преславски. 208 с. ISBN 978-619-201-051-5
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The first article – The effects of foreign capital and labour – by István Polónyi, first analyses the flow of FDI into Hungary – considering, too, the economic theories related to this phenomenon, before illustrating the nature of the incoming capital by source country and the future prospects for inward investment. Following this, the article touches on the most important factors related to international labour migration and then considers the effects of investment flows and inward labour migration on educational policy and the education system. The article also offers a brief introduction to the other articles in the volume.
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The title of Ildikó Hrubos’s article is Eternal higher education values – with changing emphases. The Bologna Declaration that started the European higher education reform in 1999 listed student and staff mobility as one of six fundamental goals. The reason that mobility plays a paramount role in reform is that it is vital in order to achieve the real goal: the international mobility of graduates in the labour market. For the funding providers the creation of a European elite was the unspoken goal, whose members will gain experience at other European universities, as students, which will make mobility in the European labour market easier for them. Originally, the Bologna reform was designed within a European context but, soon, external effects – the globalisation of higher education and research – became apparent. In order to develop national and European strategies, the construction of harmonised data collection systems, clarification of fundamental concepts, and the economic, cultural, academic and human values of mobility are needed.
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József Berács and Erzsébet Malota’s article Is it worth coming here to study? examines students coming to study in Hungary in terms of their national origin, and considers in detail their opinions regarding their experience. It examines the way foreign students become integrated into the Hungarian environment, their satisfaction with the services provided by the universities and colleges, and the attitudes they experience. Using a earlier study from 2004 as a comparison, in 2010 a larger proportion (58% compared to 43%) declared that they would choose Hungary again. As an explanation for this it was primarily satisfaction with transport, accommodation and shopping opportunities and the behaviour they experienced towards them which were decisive factors. In conclusion, the article establishes that the level of university services needs to be significantly improved and that a conscious, harmonised national and international strategy is necessary to attract more exchange and full-time students to Hungary.
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Finally, István Polónyi writes about the ideological background of economic theories in education policy in his essay entitled The Economic Ideologies of Education and Education Policy. He believes that issues of education efficiency and quality assurances are connected with globalization – and are a consequence of the predominance of economics. The author argues that economic ideologies barely make an impact on education in schools, though education policy tends to adopt and redefine the language and goals of economic and fiscal policies.
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The pluralist educational field is described generally as the arena of pressure groups, or it could be described with a dualist approach (government-opposition). Looking at state-church relations, this paper seeks to explain the differences among different parliamentary parties for the 1989–1995 time period. Voters for the three parties that formed the government during 1990–1994 trusted the church significantly more than did voters for the three opposition parties – as POL shows; yet all parties have their own face and strategy in this field.
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Géza Sáska (Introduction) says that school aggression can easily be explained by the process of educational expansion. In the expansion/massification process new student groups are accessing the educational organisations with their new (and as yet unacceptable) cultures of ‘school conflict management’. Challenged by these new attitudes in the classroom and the school—teachers with their traditional classroom management feel themselves incapable. Educational policy makers are incapable either. Bounded by political and partisan ideologies they can preach only ‘zero tolerance’ and/or ‘co-education’.
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Students’ self-learning activates the cognitive interest in science and creates active creative individuals capable of making autonomous decisions in unusual situations and being responsible for this. The production of posters, models and the presentation of project proposals develop and build upon the creative abilities of learners. The purpose of this communication is to show some possibilities for developing students’ creative abilities in chemistry and environmental education through the project method.
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The Polish Pontifical College was founded in Rome by Pope Pius IX in 1866. In the same year, the broad Regulations were introduced in which the legal status of the college was established and the rules of the functioning of this institution were determined. In 1909, the amendments to the Regulations concerning alumni were added. The next official document defining the rules of the functioning of the college was ‘The Statute and the Regulation’ accepted by the Holy See in the end of 1960. In the Grant Regulations from 1963, Cardinal Stefan Wyszyński, Primate of Poland, established the rules of the distribution of the funds originating from the United States and The Catholic League Supporting the Church in Poland. The norms and the rules that the Regulations included contributed to the better functioning of the College and improved the use of the grant funds. In the second half of the XXth century, candidates preparing for the priesthood were not directed to the College any long. The College only accepted candidates that were priests sent by the Polish Bishops to Rome to study specialist fields. Throughout the years, the conditionings of the functioning of the church institutions have changed. The new specifics of the functioning of the College were taken into consideration in the Rules and Regulations published by The Polish Episcopate for the Polish Papal College in Rome in 1992, however, the previous Regulations were still valid.
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According to the contemporary Polish catechetics, the key dimensions of catechesis are such fundamental ones as e.g. the ecumenical, the biblical, the ecclesiastical, the moral, the liturgical, the cultural and the existential ones. They determine the main topics and the ways of analyzing them during religion lessons. This paper aims to present the existential dimension of religion teaching in the context of the Polish catechetic curricula adopted in 2010: “Core curriculum of the Catholic Church catechesis in Poland” and “Curriculum of Roman-Catholic religion teaching in nurseries and schools”. One shall begin with presenting the issue in question, i.e. the terms “existence”, “existentialism in teaching” and “existentialism in catechetics and catechesis”. Next, the origins of the existential dimension of religion teaching shall be described with references to, among other things, the statements made by the Magisterium of the Church, by Popes and by catechetic teachers. Then, one shall move on to a synthetic characteristics of the existential issues in the new curricula of religion education. In this context, one shall point to methodological suggestions, designed to provide the existential direction to religion education. The last part of the paper contains the summary and the suggestions for the authors of new series of textbooks and religion education materials as well as for religion teachers.
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This article presents the course of Lodź students' strikes, who in 1981 acted against the authorities of the Polish People's Republic (PRL) policy, concerning higher education They demanded introducing a lot of changes. Their strikes provided strong impetus for other students in Poland, who conseąuently started their own waves of strikes. The result of those strikes was establishing the first Independent Association of Students in Poland. In the first part of the article, the author outlined the communists' coming to power, strengthening it, as well as their style of ruling. That was a background for presenting the circumstances of students'strikes in Lodź, their demands, their talks with the state authorities and the Independent Association of Students coming into existance. The second part of the article presents the Catholic Church in Poland, its social role in the years of the communistic regime, which started in 1945, and Lodź Church special part during the srikesof 1981. According to the author, today, when there are trials to ignore or falsify some facts and events from the latest Polish history, it is essential to hold in reverence those wonderful episodes which reveal human's right to freedom, dignity, subjective treatment, and last but not least, to have all their rights guaranteed by the Constitution, respected by the ruling authorities. The author hopes that the present article will contribute to a long process of Polish national history cleansing and to showing it in the proper light. This article is dedicated to all of those who were involved in students' strikes, as a token of remembrance and gratitude.
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Budując nowy ustrój Polski, komunistyczne władze już od 1945 r. próbowały rozbić Kościół katolicki i podporządkować go sobie. Kościół postrzegano jako swego największego wroga, „ostoję reakcji polskiego nacjonalizmu”. Kościół w ówczesnej Polsce był jedyną niezależną instytucją, wielu duchownych występowało otwarcie z krytyką komunistycznych aktów gwałtu na sumieniu narodu, za co płacili najwyższą cenę.
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Pre-University Language's policy, as a part of the educational system in Kosovo, is integrated in close to 1200 public schools. As Albanian citizens are the most numerous, Albanian is the most represented in the system, but not the only one. Bosnian and Turkish languages are a part of several municipalities and dozens of public schools. While Rom students, mostly, attend classes in Albanian and Bosnian. Serbian as a language in Kosovo can be viewed as a language outside of the system, since students and teachers of Serbian nationality are outside the legal framework of the Kosovo language and education policy, and follow instructions from Serbia. By examining attitudes on language policy, there was evidence that Albanian respondents consider Albanian as a well-represented language in Kosovo and that minority languages have good rights. While respondents of national minorities believe that Albanian is expected to have good rights, while their languages do not have such great rights.
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Examining the Habsburg educational policy towards the Hungarian and Croatian nobility in the 1760s through the perspective of the Vienna Court the author analyses the Court’s attempts to overcome conflicting interests of the traditional structures of the estates and the proto-modern state. With the Vienna Court assuming control over education in the second half of the 18th century, tendencies began to appear focusing education on contents that favor the interests of the ruler’s sovereignty and attempts to ‘politically discipline’ become a constituent part of teaching material. These tendencies became especially prominent in the reform of legal education through which relations between the ruler and the estates, between the state and its inhabitants as well as the rights and obligations of political subjects were defined, with emphasis on the meaning of public good, prosperity and necessities of time. The Vienna Court’s education policy in the 1760s presented a turnabout in the history of legal education in Hungary and Croatia and a period of assertion of new educational standards for public servants.
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The article deals with the analysis of inclusion of the monument «Motherland calls!» in educational policy. The study showed that the image of Motherland is actively used in educational process because its visibility and clarity allows the actors of educational policy to construct knowledge about the history of the country and the attitude toward it.
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Background: Ethno cultural processes belong to the most dynamic, most complicated and most important socio-cultural characteristics of each society. An ethnic definition of culture and society is at present, at a time of multiculturalism and de-ethnicity of culture, an effective and used means of description, genesis, and pursuance of political as well as economic management. The socio-cultural environment of Lower-country is an excellent setting to study the processes; in some parts it seems to be quite homogenous (Lower-country culture) whereas in others it is complex and internally differentiated. Objective: The aim of the study is to characterize the Slovak minority living in Croatia and Serbia in the ethno-cultural background of its development, to define the main factors of ethno-cultural progress and the perspectives of their development. At the same time it aims to represent the opinions of the research participants (young Slovak people living in Croatia and Serbia). The study consists of a theoretical as well as a practical part. Method: The theoretical part of the study includes an integrated knowledge of important aspects of the ethno-culture of the Slovak minority, which were gained by long-term ethnological research in the environment. The empirical part focuses on the data gained in field research (2015) within a grant project ‘Verbal-communication behaviour of Slovak youth in Croatia and Serbia in a situational background of intra-ethnic usage of Slovak.’ Based on the quota sampling (age and gender), 170 respondents took part in the research (49 from Croatia and 121 from Serbia). The research sample included: People of Slovak origin, who either declared their Slovak nationality themselves or Slovak was mother tongue of at least one of their parents. People who, in their opinion, spoke Slovak language in everyday life. Two groups of students from various types of high schools and universities (with Slovak lectorship) took part in the research. The students were aged between 15 and 25 with 65 girls and 105 boys participating. To collect the sample data we used a structured questionnaire. The purpose of the method was to study how ethno-cultural aspects influence the awareness of the respondents. We also studied different aspects in the verbal-communication behaviour of the respondents. The role of the aspects in the verbal-communication behaviour of the respondents in Croatia (SCr) and Serbia (SSr) was also studied. The ethno-cultural indicator applied three items and studied the opinions of young generation in regards to the development of: National culture; Slovak mother tongue; National school. Results: In the theoretical part of the study we specified the display of ethnic identity and the functioning of the minority language, and we characterized the remaining cultural traditions of the Slovak minority living in Croatia and Serbia. Until the members of Slovak minorities living in their environment have a relationship to the ethnicity, Slovak language and traditions they will consider them values. While the language and the traditions represent a practical tool for the profit, they will keep, hand over or develop them. The empirical part presents opinions of Slovak youth in both countries. The opinions judged individual aspects of ethno-cultural development of their minority. A basic analysis of opinions on question 13 in the questionnaire was presented from the point of view of both language groups. Question 13 deals with the development of national culture, mother tongue and the national education system. Each value was rated by participants on a 7-point- scale (from 1= not important to 7 = very important). On a seven-point-scale (1 – definitely not, 7 – definitely yes), the respondents rated each item individually. The scale enabled us to use a descriptive analysis (arithmetic mean of the whole sample MSCr-SSr, arithmetic mean of individual subgroups MSCr, MSSr, average values and standard deviation SD) frequency analyses (responses in %, N=number of respondents in subgroups: SCr, SSr) which uses chi-square (χ2 ). After scale modification, three groups of respondents were formed – negative opinions, ambivalent opinions and positive opinions. Having done a normality test, we find out that the respondents‘answers concentrated mostly in one pole of the scale which was why a nonparametric statistic (Kolmogorov-Smirnov test for 2 independent groups SCr/SSr) was used. To judge the inner structure of the three items of ethno cultural development of minority, we used the method of factor analysis (extraction method – Principal Component Analysis, rotation Varimex, Varimex normalization) which led to a distinctive 1-factor structure: SCr: with eigenvalue 2.13 with saturation 71%; SSr with eigenvalue 2.52 with saturation 83.92%. The proportion of spread of results explained by 1-factor structure is plausible. To determine the inner consistence of variables we used Crombach alfa coefficient (Cα ). The total value of the reliability coefficient for SCh-SSr170 is Calfa=0.863 which is considered acceptable. Respondents’ answers to the question were highly positive; they support the three aspects of ethno cultural indicator – national culture, Slovak mother tongue and national educational system. While, on average, SCr preferred mostly national culture (M=6.08), with SSr it was the language aspect that reached the highest values (M=6.31). It results from the frequency analysis that the respondents in either group choose 7 (the top point on the scale) with all three items. With SCr, respondents supporting national culture represent the largest percentage. They are followed by items ‘mother tongue‘(75.5%) and ‘national educational system‘(69.4%). For SSr their Slovak mother tongue is most important (92.6%). It is followed by education (88.4%) and national culture (87.6%). Scale modification (negative vs. positive answers) shows that Slovak youth in Croatia and Serbia choose positive variants when evaluating the progress of selected items of ethno cultural development. As for SSr, there is a higher percentage of responses with each item. The ethno culture support with SCr is as following: 69.4% (education), 75.5% (Slovak language), and 83.6% (culture). With SSr we can observe higher percentage: 87.6% (culture), 88.4% (education), and 92.6% (Slovak language).The difference between the preferences of individual aspects is also plausible – with SCr it is the culture aspect, with SSr it is the language aspect which is ranked highest. Conclusion: Slovak language and ethno culture are socio-cultural complexes and phenomena which are typical for the environment and they have been present for a long time. Studying their present shape, state, usage and applicability makes them a cultural potential. The empirical results confirm that Slovak adolescents in Croatia and Serbia express a higher rate of importance in all three selected aspects of ethnocultural development of their minority. Collected data confirm group differences in preference of individual aspects – the cultural aspect dominates with SCr, whereas with SSr it is the language aspect. These can be determined not only by various factors of ethno cultural development of each minority, but also by their specific characteristics (minority size, setting, cultural-social forwardness etc.) and by the ethnic development rate (identity rate, ability to use mother tongue at a communication level, education system, institutionalisation rate etc.) A more detailed study of the processes would offer a deeper insight into the issue.
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