RAZVOJ I UNAPREĐENJE SISTEMA OSIGURANJA KVALITETA NA VISOKOJ ŠKOLI „CEPS-CENTAR ZA POSLOVNE STUDIJE“ KISELJAK

Author(s): Alim Abazović,Nermin Palić / Language(s): Bosnian Issue: 2/2015

The development of the internal quality assurance system is an obligation of the higher education institutions. College „CEPS-Centre for Business Studies“ in Kiseljak (hereinafter CEPS) from its foundation in all activities seeks to establish and improve the functioning system of internal quality assurance that pervades all its activities, processes and involving all stakeholders and students as partners. In this paper we present the context of the principles upon which the internal quality assurance systems is developed at CEPS, as well as plans for improvement in the future.

Edukacja włączająca i integracyjna. O pozornej tożsamości znaczeń

Author(s): Aleksandra Antonik / Language(s): Polish Issue: 5/2015

The current world standard and aim of educational reform for people with special educational needs, as indicated by international organizations as UNESCO, is to enable them to take advantage of a high level of equality in local schools. The aim of the article is to highlight the differences between inclusive and integrated education which are often treated as synonyms, although the latter is closer to a form of segregation. This analysis was conducted on the base of laws regulating the structure of the Polish educational system.

Концепция личностно-ориентированного подхода в образовании на основе проявления личности

Author(s): Tatiana Viktorovna Smoleusova / Language(s): Russian Issue: 6/2016

The article considers the relevance of personality-oriented (learner-centered) approach to education during the period of changing education paradigms from knowledge-centered to learner-centered. It provides a review of modern scholars’ ideas on the issue of personality-oriented education. The purpose of the article is to justify, clarify and explain the author's con-cept of personality-oriented approach to education based on psychological theory of personali-ty manifestation. The author presents the results of examining teachers’ willingness to implement personality-oriented education principles within the classroom based on the analysis of such data as lesson observations, questionnaires, and publications. More than a third of teachers confused personality-oriented (learner-centered) education with an individual approach. The majority of respondents (100%) demonstrated restricted knowledge of what the notion "personality" implies. The teachers failed to list the criteria and attributes of personality-oriented (learner-centered) education. The teachers demonstrated unsatisfactory level of methodological readiness to introduce personality-oriented approach in the classroom. Two-thirds of teachers could not describe the ways how they implement the above-mentioned educational approach. The author provides a theoretical framework of personality-oriented education based on the analysis of works by A. N. Leontiev, L. S. Vygotsky, V. A. Petrovsky, M. G. Yaroshevsky, A. G. Maslow, V. V. Serikov, I. S. Yakimanskaya, N. I. Alekseev, E. V. Bondarevskaya, M. Bowen, T. V. Lavrikova, A. V. Khutorskoy. The author’s concept of personality-oriented approach to education is clarified and disclosed. It is based on the manifestation of personality components which are considered as a unity of the following aspects: individuality, inter-individuality (per-sonality is formed and manifested within society) and individual contributions to other people by means of activities.The concept contributes to teachers’ conscious and purposeful choice of methods and techniques for implementation of a personality-oriented approach. The identified methodological ways of implementing personality-oriented approach are described.

WYBRANE ASPEKTY PRAWNE PROJAKOŚCIOWEJ REORIENTACJI W POLSKIM SZKOLNICTWIE WYŻSZYM A PARADYGMAT ZARZĄDZANIA JAKOŚCIĄ

Author(s): Piotr Grudowski / Language(s): Polish Issue: 39/4/2015

The article presents a diagnosis of the current Polish regulations on quality in higher education. Key deficiencies resulting from the current form of these regulations have been identified. Proposals for the improvement of the current situation and the model for quality systems development in our universities have been presented.

Oczekiwania, rzeczywistość oraz perspektywy w procesie przygotowania zawodowego nauczycieli – raport z badań w polskich i norweskich placówkach oświatowych

Author(s): Anna Watoła / Language(s): Polish Issue: 2/2015

The article presents a fragment of the research that was conducted in Poland and Norway. The research involved managerial and pedagogical personnel of pre-school institutions, and students. The main goal was to find answers to a wide range of research questions including expectations, the existing reality and perspectives in the process of preparing students to perform their teacher professions. Procedures of completing pedagogical internships are described. Some differences in preparing students to being teachers in Polish and Norwegian pre-school institutions are discussed.

PRIMARY SCHOOL TEACHERS’ ATTITUDES AND KNOWLEDGE LEVELS ON DEMOCRACY AND MULTICULTURAL EDUCATION: A SCALE DEVELOPMENT STUDY

Author(s): Çetin Toraman,Ferit Acar,Hasan Aydin / Language(s): English Issue: 49/2015

Multicultural education is a recent educational perspective that cares about the needs of different cultural groups. As teachers perform the educational procedure, they have importance in achieving the goals of multicultural education. In this study, a concept map to measure teachers’ knowledge on multicultural education and democracy and multicultural education attitude scale” were developed for primary school teachers. A pilot scheme was performed in a working group with 130 primary school teachers from Ankara and Istanbul where two most populous cities in Turkey. An exploratory factor analysis and Cronbach’s Alpha Reliability Coefficient showed that democracy and multicultural education attitude scale is made up of five sub-dimensions (sub-scales) and it is a reliable and valid for attitude scale. Reliability and validity for concept map was supported by a group of experts who work in multicultural education field to revise a new concept map. In addition, in the pilot scheme the concepts “Universal Values”, “Human Rights” and “Showing Respect to Differences” were in more than one headings. Thus, regulations were made to increase validity and reliability.

Milli Eğitim Şuraları Kapsamında Beden Eğitimi Dersi

Author(s): Osman Gümüşgül,Mehmet Göral / Language(s): Turkish Issue: 1/2014

National Educational Councils have been seeking solutions for existing problems of education system. National Educational Council is highest advisory committee tasked with examining subjects related with education and take decision as advice. Examining and settling out bylaws, regulations, schedules and principles arranged by Board of Education and Discipline. These decisions have become definite after approval of Minister of Education. These councils have been taking advisory decisions and have been delivering opinions to governments. This research is a descriptive search as scanning model. National Educational Councils, laws about education, regulations, legal arrangement, several journals and statistics of Minister of National Education have been used in this research. In this case, the aim of the study is to examine aims of National Educational Councils meetings, decisions taken, effects of councils on national education and in this context physical education lesson decisions and changes.

Misja i zasady pracy ośrodków resocjalizacyjnych i socjoterapeutycznych dla dzieci i młodzieży

Author(s): Marek Konopczyński / Language(s): Polish Issue: 2/2016

The Mission and Principles of Work of Social Rehabilitation and Sociotherapy Centers for Children and Adolescents

Author(s): Marek Konopczyński / Language(s): English Issue: 2/2016

Humanistyczna pedagogika społeczna jako pogranicze i obszar wspólny z katolicką nauką społeczną : szkic zagadnienia

Author(s): Janina Kostkiewicz / Language(s): Polish Issue: 2/2016

The purpose of this article is to take a step towards returning to social pedagogy those areas of educational practice and theory that were built on the borderlands between pedagogy and Catholic social teachings. This constitutes a humanistic social pedagogy. This endeavor is important, as it has been argued that pedagogues have lost their influence on this particular pedagogy, a pedagogy that influences social life and national culture in both theory and practice. Both historians of education and contemporary pedagogues have failed to take meaningful notice of the output, traditions and value of this unique relationship. This brief sketch is intended to encourage the more complete reconstruction of humanistic social pedagogy.

Obdarzenie (kapitał docelowy) jako sposób pozyskiwania funduszy dla przedsiębiorczego uniwersytetu: amerykańskie doświadczenie a ukraińskie realia i perspektywy

Author(s): Alla Krasulia / Language(s): English Issue: 2/2014

Educational fundraising could pose significant challenges for Ukrainian universities in times of neoliberal ideology of contemporary educational reforms. The purpose of this paper is to provide an analysis of the best fundraising practices in public US universities in order to implement them in the area of higher education in Ukraine. Examples and data published in a range of educational science journals as well as Ukrainian state laws are analyzed to highlight the purposes, features, and structure of university financial endowments. The article focuses on the “Triple Helix” model as one of the most effective schemes of university development. All things considered it can help Ukrainian universities carry on their social mission, funding various activities relating to education, research, and innovation.

Neoliberalne reformy edukacji w Stanach Zjednoczonych. Od Ronalda Reagana do Baracka Obamy

Author(s): Bogusław Śliwerski / Language(s): Polish Issue: 2/2014

The review of: Neoliberalne reformy edukacji w Stanach Zjednoczonych. Od Ronalda Reagana do Baracka Obamy by Eugenia Potulicka; Oficyna Wydawnicza „IMPULS”, Kraków 2014, ss. 442

Invisible for International Assessments: Student Competencies in Subcarpathia

Author(s): Viktória Ferenc / Language(s): English Issue: 18/2015

Researchers have been long intrigued by the issue of school choice and the related strategies in a minority context as well as by the consequences of the decision for the individual and the community. Studies examining the school choice of ethnic Hungarian parents from a theoretical perspective have found, among others, that besides ethnically neutral motives (such as the proximity of the school or the ratio of graduates going into higher education), language-based decisions (aimed at ensuring children a more successful career and homeland integration than those of their parents’ thanks to a high competence in the majority language) are especially important in the ethnic Hungarian communities of the Carpathian Basin.

Stages of Professional Teacher Career in Poland — in the Light of Formal Requirements as Well as in Practice

Author(s): Wanda Maria Dróżka / Language(s): English Issue: 21/2012

The professional development of teachers and their training in Poland are closely related to the progression of their careers in accordance with the legal requirements. The need for professional advancement as a necessity for further advancement in the career development of the teacher was introduced in Poland in 2000, by the rights contained in the Teachers' Charter. Later, the following stages of the professional promotion of the teacher and other pedagogical staff, as well as related positions and titles that are important today: teacher trainee (beginner teacher entering the profession), contract teacher, appointed teacher, certified teacher (with registered certificate An experienced professional teacher. In order to achieve successive degrees of promotion, the teacher has to meet strictly defined criteria and formal requirements and must go through various procedures for evaluating his / her work. In this article, I try to explain and demonstrate the formal aspects of requirements related to the subsequent stages of professional development of teachers in Poland in the so- Career advancement, and also show them in my research, mainly qualitative, autobiographical (stories of teacher life) and the implementation and evaluation of this system by teachers.

Critical views on schooling system – selected reformatory views in the framework of alternative pedagogy: deschooling and democratic education (free education)

Author(s): Wojciech Duranowski / Language(s): English Issue: 22/2013

In this article we described concepts of deschooling and democratic education (free education) and their practical implementation in such educational institutions as, e.g., Summerhill and Multicultural Lyceum of Humanities of Jacek Kuroń in Warsaw. Although those two concepts have rebounded very loud echo in the pedagogical environment, you can count the institutions who use the democratic system on fingers of one hand. However, the system of deschooling might begin taking on the shoot together with increasing the opportunities of e- learning and self- learning communities such as Khan Academy.

Aspiracje życiowe (edukacyjno- zawodowe) młodzieży wiejskiej oraz ich środowiskowe uwarunkowania

Author(s): Katarzyna Palka / Language(s): Polish Issue: 22/2013

The article discusses life aspirations and educational opportunities of children and young people from the rural environment and their circumstances. The author wanted to indicate the existence of a number of factors and events that may constitute barriers to access to the appropriate level and quality of education, which is connected with broader issues “educational inequality” or “access to education”. Despite the noticed increase in the level of young people’s educational aspirations of both in the urban and rural environment, and a marked increase in the level of education in our society, there is still a significant advantage of students coming out of the city over students from rural areas especially in the so- called good universities, or high schools.

Nauczyciel w sytuacji zagrożenia

Author(s): Tomasz Staniszewski / Language(s): Polish Issue: 23/2014

The article treats of current issues related to the teaching profession. It is a voice in a debate, a fear associated with threats, which teachers – lost in their professional reality – frequently have to deal with by themselves. Can we expect that an analysis of threats will become a stimulation of changes being introduced? In contemporary world, the situation of an individual, overwhelmed by the prospective, imaginary vision of the world, is subject to continuous changes. The undertaken strategies refer to the conceptions, which are the grounds for avoiding threats.

Social Inequality in Education Analyzed within Various Theoretical Frameworks

Author(s): Lela Milošević Radulović,Suzana Marković Krstić / Language(s): English Issue: 01/2017

The expansion of education and the mass inclusion of generations in certain levels of education have not reduced inequality in education. There have still been numerous causes and forms of social inequality, with far-reaching consequences. The consequences of social inequalities in education are very complex and are manifested in the form of reproduction of social inequality, that is, the self-reproduction of social stratification and the reproduction of economic inequality. Scientists working in various fields deal with the clarification of the problems of social inequality in education and everyone can, from their own standpoint, attempt to discover the basic causes of these inequalities so as to overcome them. In paper we have shown four current theoretical approaches to the problem of social inequality in education: the functionalist theory, radical theory, theory of educational capital and theory of cultural deprivation. Every approach from its own standpoint tries to indicate the relationship between the educational system and social structure, as well as the possibility of overcoming certain social inequality. Based on the analysis of the basic tenets of various theoretical approaches to inequality in education conceptualized the initial hypotheses as the foundation for the functioning of the educational system in the future, based on the principles of meritocracy.

Manipulacija odgojem i obrazovanjem u autoritarnom društvu prema romanu Dijete u vremenu Iana McEwana

Author(s): Milica Rađenović / Language(s): Croatian Issue: 2/2016

This paper analyses the role of education and upbringing in the authoritarian society in McEwan’s The Child in Time. The manipulation of upbringing and education allows covert encroaching on the family intimacies and the individual freedoms, altering the society and its set of values according to the wishes and desires of a small group of people who have power in their hands. McEwan uses the pervasiveness of upbringing as a social phenomenon to give a perfect insight into one society and its ideals. Upbringing has a key role in indoctrination and in forming the individual’s attitude toward authority. By describing the making of the alleged handbook for upbringing, which was commissioned by the Government, McEwan deals with the relationships between the system and the individual, between public and private, between individual freedoms and public interest.

Whither Teaching in the University Novel?

Author(s): Elizabeth K. Switaj / Language(s): English Issue: 26/2016

Scenes of explicit teaching make only limited appearances in the university novel since World War II. While it would be easy – if cynical – to attribute this minimization to the devaluation of teaching in the modern university, the importance of teaching and learning to sympathetic characters (and their lack of importance to corrupted figures) suggests that this lack of focus on the classroom stems from something else. Indeed, university novels tend to be fairly conservative aesthetically, and the demands of traditional narrative make extended classroom scenes difficult if not impossible to manage. Because of these narrative demands, learning and teaching take on different forms in the university novel, creating stories in which education corresponds to the struggle of teachers and students with and against administrators and buildings – stories that, therefore, resemble Leo van Lier’s observation about how remembering our own educations as stories contradicts more bureaucratic visions of learning. This observation holds true whether one considers better-known works of university fiction such as David Lodge’s Campus Trilogy, Mary McCarthy’s The Groves of Academe, and Julie Schumacher’s Dear Committee Members or lesser-known works produced by micro-presses and writers who are enabled by current technologies to publish electronically.