Гимназије у Србији за време Краљевине СХС

Author(s): Dušan Bajagić / Language(s): Serbian Publication Year: 0

A high-school in Serbia in the 1921/22 school-year had on the average 11 classes, 20 teachers and 510 students. It was in charge of a territory comprising 1,518.5 km2, with 11,998.3 households, i.e. of 65,549.8 inhabitants. There were 1,079.8 households and 5,899.5 inhabitants to a class. The only administrative units surpassing the average number of households and inhabitants to a class were the City of Belgrade with 185 households and 745 inhabitants, the Kragujevac District with 567 households and 2,960 inhabitants, the Niš District with 705 households and 4,177 inhabitants, the Čačak District with 866 households and 4,514 inhabitants, the Skopje District with 864 households and 4,716 inhabitants, and the Morava District with 906 households and 4,841 inhabitants per class. Five years later, thanks to the spread of the high-school network, there was one high-school to 1,310 km2. Although it had on the average 12.3 classes, it now had “only” 17 teachers and 495 students on the average. The number of state-run high-schools which offered instruction in four grades, was increased during that five-year period from 53 to 64, i.e. by 11 or by 20.75%. The non-classical high-school became the general type of secondary school in Serbia and the whole Kingdom of the Serbs, Croats and Slovenes during 1920s. The basic feature of its network and structure was determined by the constant position of Belgrade as the educational center. Throughout that period it had a significant advantage in the structure of high-schools, as compared with other towns and districts. On the other hand, the structure of high-schools wasn’t unified enough in other districts. It was much better in districts with major urban centers. Kragujevac, Niš and Skopje are good examples. The share of private high-schools declined sharply in Serbia during the times of the Kingdom of the Serbs Croats and Slovenes as compared with the pre-war times. However, their existence contributed considerably to the balance of the network and the structure of high-schools in certain districts. Although the development of the network and the structure of highschools was faster in Southern than in Northern Serbia, it wasn’t fast enough to do away with the obvious differences between the two regions. Furthermore, an unequal development of high-schools in South Serbia itself was also very much in evidence, producing significant differences among districts there, some of which remained with no high-schools throughout that period. This was particularly true of the those in the territory of Old Serbia.

Школовање Чеха и Словака у Србији 1945–1958.

Author(s): Slobodan Selinić / Language(s): Serbian Publication Year: 0

Taken together, the Czech and the Slovak minorities were the third largest minority group in Serbia and Yugoslavia after the Second World war, only the Albanian and Hungarian ones being larger. According to the 1948 census, 39.015 Czechs and 83.626 Slovaks lived in Yugoslavia. Out of that number, 6.760 Czechs and 73.140 Slovaks lived in Serbia. As a national minority, the Czechs and Slovaks had the right to education in their mother tongue in communities they inhabited. The post-war development of the Yugoslav society brought about also the increased number of schools of the Czech and Slovak minorities. There were 42 Czech and Slovak elementary schools with 7.480 pupils and one secondary school with 516 students in 1938/39. There were 19 Czech and 35 Slovak primary schools in 1955/56 with 6,319 pupils, two Czech and 15 Slovak eight-class and secondary schools with 2,842 pupils and one Slovak teachers training college with 56 students. These schools lacked schoolbooks and teachers, some of whom were insuffi ciently trained, even though the Yugoslav state tried to train teachers for minority schools too in its educational system. This lack of teachers was partly alleviated by bringing teachers from Czechoslovakia. Part of the young Czechs and Slovaks decided to continue their education after having finished secondary schools, i.e. they decided to acquire academic education. The place of living infl uenced also the place of study. The Czechs turned mostly to Zagreb, and the Slovaks to Belgrade and Novi Sad. In 1955/56 the largest number of the Czechs and the Slovaks were to be found in the lecturerooms of the Faculty of Arts, Economic, Legal and Medical faculties. One of the best known Czech schools in Serbia was the Masaryk School in Belgrade (Československá škola Masarykova v Bělehradě) which had its premises in the Czechoslovak House. The importance of this school went far beyond the number of pupils (some 30) attending it. This school was a focal point for Czechoslovak children, youths, intellectuals, elite and diplomats. It contributed to good relations between the Czechoslovak colony in Belgrade and the Belgrade, Serbian and Yugoslav society, it fostered national culture, language, music costumes, history, it aided the young Czechs and Slovaks in preserving their mother tongue, memory of their mother-country and the history of which they were part, it helped the Czechoslovak community adapt more easily to great political changes in the post-war Yugoslavia. The headmaster was a teacher from Czechoslovakia Augustin Streit. The school enjoyed large support of the Czechoslovak Embassy in Belgrade and Czechoslovak minority associations (Československá obec and Udruženje čehoslovačkih žena) and it also received aid from the Czechoslovak Ministry of Schools and Education and from several individuals. It was shut down in early 1950s as the Yugoslav-Czechoslovak relations deteriorated.

О неким аспектима у функционисању српских исељеничких школа у Сједињеним Америчким Државама 1919–1941.

Author(s): Vesna Đikanović / Language(s): Serbian Publication Year: 0

The problem of functioning of Serbian emigrants’ schools in the United States of America between the two world wars constituted not only an educational and schooling matter, but also as a matter of preservation of national consciousness, and – indirectly – also as the problem of ethnic survival of the Serbian emigration in America. However, even though both the Yugoslav government and the emigrants realized their importance, little was done in order to secure the necessary conditions for normal functioning of these educational institutions. Practically from the very beginning, the Serbian schools were plagued by lack of all school equipment, schoolbooks, adequate rooms for instruction, as well as by lack of trained teaching personnel. Irregular instruction, temporary character of their work and inequality of the teaching process were concomitant elements in the work of these schools. The main props of the educational process, the Church above all, but Serbian supportive associations too, tried to improve to certain extent the state in which education was. In these attempts they sought the support of the Yugoslav authorities too. However, the beginning of the Second World War would put an end to these attempts, with wartime events in the fatherland and the world gaining the uppermost priority in the activities and thoughts of the Serbian emigrants.

Идеолошка начела просветне политике владе Милана Недића

Author(s): Ljubinka Škodrić / Language(s): Serbian Publication Year: 0

Educational institutions resumed operating soon after the beginning of the occupation, but they had to adjust their work and curricula to the demands of the occupiers, but also to the endeavors of the collaborationists to establish good relations with German authorities and to promote their own political views. The occupation was to be used for achieving special goals and for social reorganization and reformation. The revision of the system of values and the reform of education proposed by the collaborationists were ideologically based on organic philosophy. Their main demands concerned rejection of foreign influences, anti-communism, absolutization of the State and common goals at the expense of personal freedoms and rights, subjugation of the individual to the interests of the community, renewal of patriarchal values, customs, traditions and nationalism. Focus on the practical side of education was leading toward creation of school that would provide specific and practical knowledge, depriving the students of culture and wide knowledge received from general education. Justified criticism of pre-war education policy carried with it a desire to subject the education to control and adapt it to the ideological needs, in order to generate support of the population and adapt to the needs of occupier.

Odbor rovných příležitostí ve školství na Ministerstvu školství, mládeže a tělovýchovy

Author(s): Linda Sokačová / Language(s): Czech Publication Year: 0

Představení projektu Rovné příležitosti v pedagogické praxi

Author(s): Anna Babanová / Language(s): Czech Publication Year: 0

Čeština jako základ úspěchu aneb Role češtiny pro cizojazyčné mluvčí

Author(s): Tereza Švandová / Language(s): Czech Publication Year: 0

Článek se zaměřuje na vhled do nabídky jazykových kurzů ve vybraných integračních centrech v ČR, možnosti nárokové podpory pro děti a žáky se žádnou či nedostatečnou znalostí českého jazyka v mateřských, základních i středních školách a na poradenství pedagogům při práci s těmito žáky v přímé výuce češtiny jako druhého jazyka i ve výuce ostatních školních předmětů formou soupisu výukových materiálů a doporučení webových stránek, na kterých naleznou odpovědi na své otázky.

Závěry z výzkumu identifikace dětí s literárním dílem a divadelním představením

Author(s): Miroslav Jindra / Language(s): Czech Publication Year: 0

Struktura uměleckého díla zahrnuje celou řadu dílčích prvků, kterými může recipient postupně proniknout, aby dosáhl plného porozumění a přijetí. Každé dílo je zcela unikátní, a proto i tento proces identifikace čtenáře či divadelního diváka je naprosto ojedinělý. Lze však nalézt určité průsečíky, které jsou pro dané dílo a recepci uměleckého díla charakteristické. Příspěvek se zaměřuje na závěrečné poznatky plynoucí z výzkumu identifikace dětských čtenářů a dětského divadelního publika. Vychází z disertačního projektu s tématem identifikace dítěte mladšího školního věku s literárním dílem a divadelním představením.

OUTDOOR EDUCATION AND ITS INCLUSION INTO TEACHING AT PDF MU

Author(s): Eduard Hofmann,Hana Svobodová / Language(s): English Publication Year: 0

Outdoor teaching is definitely not a product of nowadays. It has appeared in the school curriculum of several subjects for more than 100 years. The presented methodology does not primarily deal with the name origin of that teaching form, and thus we define it for the purposes of the presented publication as follows (Hofmann et al., 2003, p. 7; Svobodová et al., 2019): “Outdoor education can be defined as an “integrating” term denoting various forms of education with the outdoor setting of their common unifying feature. Outdoor education can take various organisational forms, from a walk, a field excursion or field exercise to a several-day school trip or residential outdoor school. Depending on the objectives and used teaching methods the pupils can be passive listeners and observers as well as researchers actively collecting and processing information from primary and secondary sources, with the help of research methods and aids offered by the individual science disciplines.“

Individuální podpora žákům, podpůrná opatření

Author(s): Dana Veselá / Language(s): Czech Publication Year: 0

Cílem této kapitoly je seznámit se s využitím výstupů z pedagogické diagnostiky pro nastavování individuální podpory. S oporou o platnou školskou legislativu je představen systém podpůrných opatření, která pomáhají vyrovnávat žákům jejich vzdělávací možnosti.

Vybrané aspekty literárního díla a jejich recepce dětským čtenářem: výsledky výzkumu dětského čtenářství formou skupinové diskuze

Author(s): Miroslav Jindra / Language(s): Czech Publication Year: 0

Výzkum recepce literárního díla dětským čtenářem zahrnuje množství metodologických přístupů, kterými je možné tento fenomén zkoumat. Každé dítě vyžaduje svůj specifický způsob vyjádření, jenž je pro něj vlastní a přirozený. Jedním z možných výzkumných nástrojů při výzkumu recepce dětského čtenářství je neodmyslitelně skupinová diskuze, nabízející otevřený prostor pro vyjádření. Tento nástroj přinesl řadu významných informací konkretizujících vnímání a přijetí literárního díla dětským čtenářem. Cílem příspěvku je nabídnout čtenáři dílčí výsledky výzkumu dětského čtenářství, a to na základě využité výzkumné metody skupinové diskuze. Výzkumné aktivity jsou součástí disertačního projektu autora příspěvku zaměřeného na identifikaci dítěte mladšího školního věku s literárním a divadelním dílem. Příspěvek předkládá výsledky skupinové diskuze z hodin čtení literárního díla Lewise Carrolla Za zrcadlem a co tam Alenka našla, provedeného u žáků třetí třídy základní školy.

Hudební výchova – možnosti v edukaci sociálně znevýhodněných dětí

Author(s): Alois Daněk / Language(s): Czech Publication Year: 0

Music education has an irreplaceable position in the education of children with special educational needs. However, in the context of this target group, it is often confused with music therapy. The aim of this paper is to present to the professional public the results of a music education project in which we worked with a group of socially disadvantaged children. We chose a qualitative research design which allowed us to gain a thorough insight into the research setting. We gathered information using interviews and processed the data using grounded theory and phenomenological interpretive analysis. The results obtained point to the need for a modification of music education that would respond to the specificities of this target group. We will use the research outcomes to demonstrate the individual differences and points of contact between music education, music therapy, and music philetics. In the discussion, we will reflect on the need for thorough teacher training and highlight the untapped interdisciplinary potential of modern music education.

Terénní výuka a její začlenění do výuky na PdF MU

Author(s): Eduard Hofmann,Hana Svobodová / Language(s): Czech Publication Year: 0

Terénní výuka není rozhodně produktem dnešní doby. Ve školních osnovách se objevuje v řadě předmětů už více než 100 let. Předkládaná metodika se však primárně nezabývá původem této výukové formy, a proto si ji pro účely předkládané publikace vymezujeme následovně (Hofmann et al., 2003, s. 7, úprava Svobodová et al., 2019)

Kurz metodiky rozvoje osobnostní a sociální výchovy

Author(s): Petr Soják / Language(s): Czech Publication Year: 0

Lipnice nad Sázavou je historická obec, dříve město, v okrese Havlíčkův Brod, v Kraji Vysočina. Je položená ve výšce 580 m n. m. na dominantní krajinné vyvýšenině na pomezí středního a horního Posázaví. Obec byla založena na počátku 14. století a má bohatou historii spojenou s dominantou obce – hradem Lipnicí. Hrad byl zejména ve středověku sídlem významných šlechtických rodů a podhradní městečko bylo hospodářským zázemím hradu.

Lákání k hravosti (aspekt hry ve výtvarném umění)

Author(s): Kateřina Plesníková / Language(s): Czech Publication Year: 0

Nikdy dříve se v umění nevěnovalo tolik pozornosti dětskému projevu jako ve dvacátém století. Průkopníci moderny, jako byl například Pablo Picasso, obdivovali své kolegy, kteří si v tvorbě dokázali zachovat spontánnost a opravdovost. Picasso například ctil Henriho Rousseaua. Malíř, jehož tvorba se přímo označuje jako naivní umění, tvořil s tak živým a opravdovým zaujetím, že se bál tygra, kterého namaloval v džungli.

Neobyčejné obyčejnosti (inspirace tvorbou studentů katedry výtvarné výchovy)

Author(s): Marta Kovářová / Language(s): Czech Publication Year: 0

Cizím slovem fosílie jsou označovány zkamenělé i nezkamenělé zbytky a otisky dávno vyhynulých organismů. Mnohdy se též za fosílie považují stopy po činnosti těchto organismů – otisky končetin, drobné dírky po vrtání či cestičky po lezení. „Aktuální fosílie“, jak jsme akci nazvali, pro nás výtvarníky dnes znamenají zatvrdliny po stopách současně žijících organismů na fakultě.

Contributions of the School Settings to the Promotion of Health-enhancing Physical Activity – dissemination of the HEPAS project results in the context of the Czech curriculum changes

Author(s): Petr Vlček,Jitka Slaná Reissmannová,Jana Vašíčková,Richard Bailey / Language(s): English Publication Year: 0

This text presents one of the steps in the dissemination process of the ‘HEPAS’ project in the Czech Republic. HEPAS (Healthy and Physically Active Schools in Europe) was funded under the Erasmus+ Programme, Key Action 2: Strategic Partnerships led by the University of Luxembourg. HEPAS Associated Partners (according to the service agreement) was to perform the activities specified in the agreement to successfully promote and implement the project results in their respective country. In the Czech Republic, the Czech Society of PE Teachers (CSPET) was the HEPAS associated partner. The objective of this paper is to point out an unpublished report elaborated by the HEPAS project team and use the data to consider the specifics of the Czech curriculum currently being revised. The report brought evidence from the last ten years of the contributions of schoolbased physical activity, physical education, and school sport on the promotion of healthenhancing physical activity. The study used a 'rapid reviewing' method, in which sources were identified and analysed using systematic reviewing techniques, but subsequent stages were adapted to facilitate flexible and practical interpretation. The authors used the results to discuss the plausibility of introducing an ‘Active Schools’ concept in the Czech curricula, in which physical education lessons designed to equip students with the prerequisite knowledge, skills, attitudes, and values supportive of a physically active lifestyle are augmented by other school-based contexts which provide the opportunity to meet the recommended guidelines for physical activity participation.

Remedial Physical Education in the Czech education system

Author(s): Jitka Vařeková,Markéta Křivánková,Pavlína Nováková,Eva Prokešová,Klára Daďová / Language(s): English Publication Year: 0

Remedial Physical Education (RPE) in the context of education is a school subject focused on promoting health and developing physical literacy in children with special educational needs (SEN). The subject RPE has more than seventy-years long tradition in Czech Republic and support in legislation and the Framework Educational Program. However, despite the emphasis on the importance of supporting children with SEN, the number of schools that offer this subject is declining. For systemic change, it is extremely important to carefully analyze factors leading to this situation. These include, e.g. possibility to exempt pupils from physical education classes, organizational demands and nonenforcement of the provision of SEN, insufficient preparation of future teachers, the outdated paradigm of the field, and negative attitudes of students and parents to physical education in schools.

Савремени образовни системи у свијету

Author(s): Mario Babić,Maja Babić / Language(s): Bosnian,Croatian,Serbian Publication Year: 0

The Program for International Student Assessment (PISA) organized by the Organization for Economic Co-operation and Development (OECD), in addition to giving us an insight into the assessment of knowledge and skills of fifteen-year-olds around the world, also shows us that the countries that achieve the best results are located in different regions and parts of the world, and sometimes they have completely different cultures. The goal of this paper is to show how and in what way the education system works in South Korea, which for the last ten years has been at the very top of the most successful education systems in the world. In the paper, the authors present the structure and organization of the educational system, and their characteristics, but also shed light on the dilemma of what is actually the secret of the success of their educational system.

ENHANCING THE EDUCATIONAL EXPERIENCE FOR AGING INDIVIDUALS: AN ANALYSIS OF THE UNIVERSITY FOR THE THIRD AGE

Author(s): Alka Obadić,Zoran Ježić / Language(s): English Publication Year: 0

Demographic change presents a challenge for all developed countries, especially EU countries, with significant aging populations. Therefore, active aging is key. Older people must be included in society, and their participation must be considered a priority without any stigmatization and discrimination they are often exposed to. Older people need to remain active in their daily lives in their community (e.g., education and training facilities that enable active aging at work, health and care services that support healthy aging and independent living, etc.). Consequently, meaningful educational opportunities for older individuals should be a top priority. This paper addresses the critical area of lifelong learning for an aging population, focusing on the university for the third age as a distinctive and innovative model. The authors undertake a comprehensive theoretical analysis of the literature published to date on education for older people to examine the impact and effectiveness of educational programs that address the educational needs of older adults. In the applied part of the paper, the authors analyze the programs and activities of the University for the Third Age of the University of Rijeka.