Polish Education System Research Articles

The pretence in education of people with profound intellectual and multiple disabilities

The phenomenon of pretence in the Polish educational system of the person with profound intellectual and multiple disabilities (PIMD) will be analized in the context of sociological concept of pretence by Jan Lutynski (1990). The subject of the study was the educational reality of the person with PIMD. Two main questions were formulated. What is the educational reality of the person with PIMD in the micro- and macrosystem context? What is happening in this educational reality? The study was conducted in interpretative paradigm based on quantitative research model using instrumental group case study. The subjects of the study were the people with PIMD (15) and school staff (57). During the study participant observertion, quantitaive deepened interview were used. The symptoms of pretence in education of the person with PIMD on the nmacrosystem level were visible in the form of inconsistencies in the legal acts regulating the course of education. On the microsystem level the manifestation of the pretence was the phenomenon of the “empty minutes” (i.e. time at school not used for the benefit of the person’s development). The results of the study on the macrosystem level suggest lack of the transparency of the legal acts. On the microsystem level the need of developing applicable standards in education of the people with PIMD.

Changing role of school health education in the context of Polish youth Internet (over)use

School health education is supposed to be aimed at taking actions based on the concept of positive health and good well-being but its scope is extending due to socio – cultural changes. Nowadays virtual world is becoming a part of the social reality and is perceived as an important socialization factor. For this reason Internet use should be treated as one of the health education areas as it influences psychosocial health and wellbeing of individuals. The article presents the Polish educational system and the place of health education in core curriculum. This issues constitute a theoretical framework for reporting the findings of research, which were aimed at determining the behaviours of Polish pupils undertaken in virtual space. The main goal of the research was to establish the influence of these behaviours on physical and psychosocial health as well as wellbeing of respondents. A similar studies were conducted by Sonia Livingstone, Michał Klichowski and Maciej Tanaś. The research proved the strong engagement of pupils surveyed in all types of Internet activities, which had an impact on occurring disorders of many areas of functioning (e.g. back pains, visual problems, tiredness, anxiety, insomnia, learning difficulties, social problems). The findings justified the urgent need to include the issues regarding safe and healthy behaviours undertaken in cyber space in health education curriculum. In conclusion some guidelines for educational practice have been formulated.

Reading skills of D/deaf students – native signers

Reading skills of D/deaf students fall behind their hearing peers. The difference in reading skills between D/deaf and hearing children has not decreased for over past three decades. Low level of reading skills in D/deaf students has been associated with their language delay, which is mainly observed in D/deaf children using spoken language that is not fully accessible to “D/deaf individuals” instead of “ppl with hearing impairment”. D/deaf children immersed in sign language since their birth usually do not encounter language problems and they have a potential to become highly-skilled readers. In the present studies we have investigated reading skills of D/deaf students who are native signers of Polish Sign Language. The results have indicated that D/deaf students showed lower level of reading skills than their hearing peers. The present studies call in question Polish education system dedicated to D/deaf students who are native signers. The obtained results suggest that reading classes are probably not adapted to the needs and abilities of highly competent signers.

PRESCHOOL AS THE SPACE OF INFORMAL PEER EDUCATION

Preschool is the first institution in the Polish system of education that exhibits educational character. Apart from activities teachers engage them in, following the curriculum, children learn from one another through peer interaction. The aim of the following article is to present characteristic features of the preschool environment as the context for informal peer learning of children. From the group of factors that condition learning we discuss: material surrounding of the preschool, daily schedule, parental expectations as well as selected official documents and internal (unofficial) regulations for such institutions, among other things. Critical analysis of the aforementioned elements shows the pre-school surrounding, both in social and physical sense, as the untapped potential in the learning process of kindergarten pupils.

ANALYSIS OF THE EDUCATION PROCESS IN CATEGORIES OF COMMUNICATION ACTS

In the article, I undertake an analysis of the education process carried out at the level of early school education, taking into account the assessment criteria of acts of communication in the form of interrogative statements. In my considerations, I refer to the results of research conducted over a period of over twenty years, limiting myself to one, but at the same time the basic aspect of the given problem – the frequency of questions formulated by teachers and students of grades 1–3. Furthermore, I am trying to answer the question whether the curriculum reforms of the Polish education system, carried out since 1999, had or still have an impact on the implementation of the educational process in everyday school practice.

EDUCATION AND THE LABOUR MARKET IN POLAND – SELECTED ISSUES

Education is considered as an important factor of well-prosperous economy. Education which corresponds to the needs of a labour market becomes the key educational target of young people and employees who want to adopt to the changes at the labour market. Therefore there are still challenges for education in Poland – how to modify the process of teaching and how to infl uence the process of learning in such a way that education would become an important factor in growth of human and social capital. Contemporary education should take into account variable requirements of the labour market, including also needs of the present and future employees and employers. An important challenge for education in Poland is to adopt its structure and teaching programs to the needs of employees not only on the domestic labor market, by also on the labour markets of other countries, mainly in Europe. Simultaneously, Polish educational system must be competitive with respect to those of other European countries, take into account demographic and technological changes in order to prepare employees willing to work in diff erent countries.

“The Bravo Boys” Band versus Mozart: the Issue of Cultural Message in Contemporary German Language Textbooks

Wolfgang Amadeus Mozart had to give way to The Bravo Boys music band. This is what the authors of the textbook entitled Ping Pong 1 and Ping Pong neu 2 have decided to do in the current edition of their book. So, they decided to replace its contents concerning the Composer himself and other representatives of classical music with the report from the concert of the BB. The article attempts to determine who, what characters from the real world populate in contemporary German textbooks, what cultural content it has and whether or not it conforms with the core curriculum standards of the Polish education system. To this end, selected German language textbooks have been analyzed along with the practice material offered by them. The authors of examined textbooks have almost completely abandoned depicting representatives of high culture, of German culture. They have been replaced with representatives of mass culture: mainly models, actors, athletes as well as politicians. Their common feature is the fact that they are universally known: the majority are celebrities while some of them are scandalists. The fact that these persons can be easily recognized seems to increase the students’ learning involvement, but it cannot constitute the only criterion of such selection. The article stresses the responsibility of textbook authors for the quality of cultural message addressed to children and teenagers.

Dzieci przewlekle chore w polskim systemie oświaty

Dzieci przewlekle chore w polskim systemie oświaty

TIME MANAGEMENT METHODS AND TECHNIQUES ON THE EXAMPLE OF STUDENTS OF THE FACULTY OF MANAGEMENT, THE UTP UNIVERSITY OF SCIENCE AND TECHNOLOGY (UNIWERSYTET TECHNOLOGICZNO-PRZYRODNICZY – THE UTP) IN BYDGOSZCZ

Time limitation is a difficulty that affects everybody. So far no one has managed to extend the day or stop time, but we can reduce the unpleasantness related to this issue. One of the many objectives of the education system is to educate future generations of Poles. The aim of this study was to assess the awareness of the need for time management by students and their use of methods to improve this process. However, the results of the survey indicate that many participants of the Polish education system are dissatisfied with the level of teaching process in time management. Education significantly determines the progress of the civilization. The study presents the most popular ways of handling with time organization among the respondents, including the calendar, scheduling method, current control of the work performed and the SMART technique. The study refers to an element of the management and quality studies discipline which largely uses and develops the above mentioned methods. It presents the results of a survey carried out on 100 students. On this basis, among others, the knowledge and skills of the respondents in the field of time organization were examined, as well as their opinions on management learning process at the secondary and tertiary level. The results collected indicate the need to pay more attention to time management area of learning process as according to the respondents, the level of teaching these skills in secondary and tertiary education is low and unsatisfactory.

Vocational Education and Training in the Light of the Reforms of Polish Education System in the Years 1999–2017

Vocational Education and Training in the Light of the Reforms of Polish Education System in the Years 1999–2017

Mindfulness w pracy z dziećmi i młodzieżą

The article addresses the assumptions of mindfulness in children training. It contains clues to the use of some techniques in different age groups. It shows what benefits of both teachers and students in Polish school from implement mindfulness in the school curriculum. These effects pertain to the education process and social functioning. The article moreover contains a description of limitations in the realization of mindfulness assumptions in the Polish education system.

From educational experiment to an alternative to the national programme. International Baccalaureate Programmes in Poland – policy and practice perspectives

ABSTRACT The goal of this study is to examine the distinctive features of International Baccalaureate (IB) programmes in Poland, and the role of IB programmes in the Polish education system. To address this aim, a review of the relevant legislation has been carried out, accompanied by interviews with teachers and students in 9 IB schools in Poland. Results revealed that even though the functions of IB schools differ somewhat from country to country, there appear to be several common features underpinning the development of IB in Poland: (1) the deregulatory policy of establishing international schools after the socio-political changes of the 1990s, (2) the growing demand for internationally validated programmes among students that come to Poland from abroad, and (3) a growing aspiration among students and their parents for a wider selection of programmes to choose from compared to the limited choices available in Poland during the communist era.

Zum Stellenwert des Deutschen in Polen

The German language in Poland has a very long tradition dating back to the 18th century. Over the centuries, under the influence of historical, political, economic and social factors, the image of Germany and Germans in Poland as well as the attitude of Poles towards the German language have been subject to continual evolution. The aim of this article is to discuss the position of the German language in Poland, mainly in the 21st century. Particular attention is paid to the discussion of the importance of this language in the Polish educational system in the past two decades, and the changing number of people learning, predominantly in primary and secondary education. Moreover, the reasons for the relatively high level of dislike of the German language among Poles (including learners of German) are presented and analysed. The discussion of the current status of German in our country is preceded by a brief historical outline showing the significance of the German language in Poland as well as the attitude of Poles towards this language over the centuries, beginning with the Old-Polish period

Views on the subject of social integration and integration education of various participants of school life

The idea of social integration and integration education is a great challenge not only for the Polish education system, but also for theoretical analyzes and systemic practical solutions aimed at building an integrated society. In relation to people with disabilities is not only an exemplification of the provisions contained in the “Convention on the Rights of Persons with Disabilities” (UN, 2006). It also concerns the change in the social vision of the accessibility of these people to structures existing in contemporary, disability-opening civilized society. However, as demonstrated by the results of research reported in the article, there is still a lot to be done by implementing the postulates created by the ideas of integrating people regardless of their diversity, otherness, physical, mental, and social difference.

The literary and cultural education of “screen readers”. Reflections inspired by the new core curriculum and more

The article is a voice in the discussion on the changes entailed by the new reform of the Polish education system (introduced as of the 2017/2018 school year). An important part of it is the process of the cultural and literary education of 4–8th graders described in the core curriculum, who are described as representatives of the generation of “screen readers”. The assumed perspective enabled the author to present the possible directions of educational activities in the face of the developmental and socio-cultural needs of pupils growing up under the major impact of modern media and technology. The proposed solutions offer examples and encouragement for interpretative, reflective and creative reading and implementation of the binding core curriculum.

INCLUSIVE EDUCATION IMPLEMENTED IN THE FORM OF EXTRA-CURRICULAR ACTIVITIES

The aim of inclusive education is to adapt educational requirements, educational organization and learning conditions to the needs and capabilities of each pupil in a multifaceted way. Inclusive education is implemented by the educational systems of the European Union Member States. In Poland its history began in the 1990s. Many activities are currently being undertaken to create the best possible conditions for the development of the potential of each pupil. The school environment in cooperation with the family is responsible for taking all possible measures to eliminate barriers which prevent the child from being given proper education. In particular, this task is related to the care for a child with disabilities. In the Polish educational system, there are many forms of implementing the postulate of inclusive education. It is worth emphasizing the activity of day-care centres which provide extra-curricular education for children. The school day-care centre is a place where inclusive education is a daily practice. The article presents a case study of the activity of a day-care centre in one of the schools with inclusive classes in Krakow. The description of the day-care centre functioning made it possible to present the diversity of activities undertaken in it. The data was extended by referring to the opinions of parents and children.

SYSTEM OF CONTROL OVER THE ENTITIES PROVIDING EDUCATIONAL SERVICES IN FOREIGN COUNTRIES

The study discusses the general principles of building the education system in some foreign countries that are part of the European Union and are allied to Ukraine, were from the Soviet camp and faced similar problems for Ukraine to reform their own state institutions and national legislation (Poland and Estonia), as well as the relevant legal framework. It is noted that Poland began to reform the education system in the 1990s, where the general trend in the management and control of educational institutions is decentralization and increasing the autonomy of the latter. It is emphasized that during 1990-1999, not only at the level of legislation, but de facto local governments began to play a major role in the change and control of secondary education. It is indicated that the main laws regulating the functioning of secondary education are the Laws "On the Education System" of 1991 and the Law "On Education" of 2016. The provisions of the Law "On Education" of 2016 are highlighted, the main links of the Polish secondary education system are revealed. In accordance with the provisions of this Law, the powers of the Minister in the implementation of state policy in the field of secondary education, coordination and control in which aspects are indicated. The role and powers of the curator of education as a special official in exercising control over institutions providing secondary education services in the voivodship are disclosed on the basis of the said Law, it is noted that control over the activities of such institutions. The content of the concept of pedagogical supervision and the role and place in it of the Minister of Education and Science as a representative of the central government, curators of education and school management are revealed. The norms of the Law "On Higher Education and Science" of 2018, which contains norms on the control of higher education institutions in Poland, are covered. The basic administrative and legal bases for the control of education in Estonia in accordance with Estonian national law are also defined.

Rozwijanie myślenia naukowego jako istotne zadanie edukacyjne wspierające harmonijny rozwój dziecka w wieku przedszkolnym

Celem opracowania jest zaakcentowanie potrzeby wspierania rozwoju myślenia naukowego u najmłodszych uczestników procesu edukacyjnego poprzez przyjrzenie się możliwościom wspierania tego procesu w realiach polskiego systemu edukacyjnego. Zamysłem pracy jest także zwrócenie uwagi na walory nauczania opartego na metodyce STEM. Problemami, wokół których koncentruje się niniejsza refleksja jest pytanie o cel, możliwości wspierania rozwoju myślenia naukowego u dzieci, ale także o to, jaka jest/powinna być rola nauczyciela w tymże procesie. Analiza literatury źródłowej pozwala wskazać, że rozwijanie myślenia naukowego powinno się stać priorytetem programów edukacyjnych już na etapie wczesnego dzieciństwa. W pierwszej części opracowania przedstawiona została definicja myślenia naukowego postrzeganego jako fundament dla nabywania wybranych kompetencji kluczowych. Następnie autorka przygląda się, w jaki sposób proces wspierania rozwoju myślenia naukowego jest realizowany w praktyce edukacyjnej przedszkoli. W dalszej części opracowania przekonuje, że działania mające na celu rozwój myślenia naukowego dzieci w wieku przedszkolnym powinny się stać priorytetowym zadaniem edukacyjnym przedszkoli. Następnie zaprezentowana została idea edukacji STEAM z uwzględnieniem w niej roli nauczyciela. Na podstawie analizy literatury źródłowej można jednoznacznie wskazać potrzebę wspierania rozwoju myślenia naukowego na wczesnych etapach rozwoju dziecka. Rolą nauczycieli jest stworzenie środowiska edukacyjnego, które mogłoby wspierać rozwój myślenia naukowego dzieci. Pedagogom potrzebne jest jednak systemowe wsparcie (kursy, szkolenia, wsparcie środowiska akademickiego).

Adolescents’ Physical Activity in Education Systems Varying in the Number of Weekly Physical Education Lessons

ABSTRACT Purpose: School physical activity (SPA) is a significant component of daily PA. We investigated differences in PA between boys and girls in two differing education systems—Poland and the Czech Republic—which have four and two physical education lessons (PELs) per week, respectively. Method: This project was conducted from 2012–2016 at 17 Polish and 23 Czech secondary schools (N = 921; mean age = 16.2 ± 0.7 years). ActiTrainer accelerometers were used to monitor participants’ PA and heart rate during school days. Weekly PA was measured using pedometers. Subjective levels of weekly PA were self-reported on the International Physical Activity Questionnaire–long form. Results: The Polish education system enabled adolescents to meet the recommendations for moderate-to-vigorous PA more likely than did the Czech system. SPA also represented a higher portion of daily PA in the Polish (vs. Czech system); however, the differences in total daily step count between Polish and Czech adolescents were non-significant. SPA accounted for 30–37% of the daily PA (as measured by step count) of Polish girls (23–30% of Czech girls) and 28–39% of Polish boys (25–37% of Czech boys). Conclusions: Participation in PELs was associated with a higher rate of meeting SPA recommendations in both countries. Compared with the Czech Republic, more PELs in the Polish education system was associated with increased daily vigorous PA and a greater portion of SPA in daily PA. Differences in overall daily and weekly moderate-to-vigorous PA between Polish and Czech adolescents were non-significant.

Анна Падо. Беседа. Беседа – skutecznie i atrakcyjnie. Издательство: Draco, сс. 130

This paper outlines Беседа 1–3 by Anna Pado, a series of Russian language handbooks for students who begin studying Russian as their second language at the upper secondary school (in the Polish educational system). It outlines the main attributes of the series that make it superior to other educational materials available to Polish students. The series helps develop communication skills, improve speech and text composition, teaches accuracy, offers project work, and more.