http://hdl.handle.net/11716/98 2026-04-29T07:09:14Z 2026-04-29T07:09:14Z Wojniak, Justyna http://hdl.handle.net/11716/202 2022-05-16T08:17:35Z 2013-01-01T00:00:00Z

Polityka państw członkowskich i prawne instrumenty Unii Europejskiej na rzecz równouprawnienia płci w edukacji Wojniak, Justyna The issue of gender inequality in education is of interest not only educational researchers, as it was also reviewed by the European Commission, which makes this issue an important element of EU policy. The paper examines the status of implementation and draft programs of gender policy in education in selected European Union countries, most of which has taken such initiatives. It is worth to underline that among the countries that have not developed such programs are Estonia, Italy, Hungary and Slovakia, as well as Poland. The commitment to implement programs preventing gender discrimination in education derives from the adoption of the law of the European Union (acquis communautaire), particularly in the field of gender equality. Therefore, an overview of the acts of the European Union legislation (treatises, directives and recommendations) seems necessary, as well as examples of initiatives undertaken due to availability of EU funds intended for anti-discrimination projects, which is an additional factor inspiring efforts of the governments of the Member States in this area.

2013-01-01T00:00:00Z Chepil, Oresta http://hdl.handle.net/11716/201 2022-05-16T08:20:26Z 2013-01-01T00:00:00Z

Zasady partnerstwa wychowawczego i ich realizacja w austriackich Wioskach dziecięcych SOS Chepil, Oresta Pedagogy and psychology of vitality are in the center of SOS-Kinderdorf upbringing work. This includes the active involvement of a child into the upbringing process on the basis of partnership, cooperation, intercourse, high demands as well as respect and mutual understanding. The cooperation of the subjects of the upbringing process (mothers and children) is the integral part of the interconnected components: pedagogically adjusted conditions, means, personally aimed techniques, activity with the help of which the social demand is carried out. Social mobility as well as readiness to act on the basis of partnership, mutual understanding and support are formed.

2013-01-01T00:00:00Z Mazurek, Kas http://hdl.handle.net/11716/200 2022-05-16T08:22:34Z 2013-01-01T00:00:00Z

Czy biurokracja oświatowa może wspierać kreatywną alternatywę dla tradycyjnej szkoły? Mazurek, Kas Public, state-funded schools are by definition large bureaucracies. The consequence is that individual schools in the system tend to be rather uniform – in curriculum, pedagogy, evaluation, administration and so on. A structural and organizational framework exists, individual schools must fit into that framework. The result is that educational experiments and innovations are most often found outside the public school sector – in private schools. But, do public school system necessarily have to be conservative institutions? Is it possible to encourage and support a wide variety of innovative schools, different philosophies of education, qualitatively different pedagogies, and so on, within one public, state-funded, government-directed, school system? In other words, is it possible for the bureaucracy and structure of a public school system to be sufficiently open and dynamic that it can encourage and support creative and sometimes radically different education alternatives? The answer is ‘yes’. The administrative and legal structure of schooling in Alberta, Canada, provides a real-life example of the thesis that, at least to some degree, large education bureaucracies can encourage creative opportunities.

2013-01-01T00:00:00Z Smetanová, Eva http://hdl.handle.net/11716/199 2022-05-16T08:24:38Z 2013-01-01T00:00:00Z

Kreatívne písanie a jeho význam pri vyučovaní cudzieho jazyka Smetanová, Eva Writing (as one of the four language skills – listening, speaking, reading and writing) has always been a part of school curriculum for a certain foreign language. The skills, however, do not stand on their own during foreign language acquisition and are rarely taught individually. Most of the time they are integrated, overlapped and they mutually complement one another. One of the basic questions is how to teach the student to write in a foreign language. It is vital to understand that writing (not only in a foreign language) has its specific features and aspects and it is different from the other skills. Not less important is to know what kind of writing we take into account. Writing as a skill can have various purposes – from teaching and practising grammar structures to writing itself, which may be the key aim of the educational process (such academic or creative writing). It may take quite long to the writer to learn how to write and to reach the final product. Writing, together with speaking, is a productive skill. It differs from speaking as it gives more time to the writer to produce the final piece of his/her work. It enables the writer to think over what he/she is going to write and how to write it, the writer could change his/ her ideas, register, attitude, to correct or modify the information without a reader noticing it – which is not possible when speaking.

2013-01-01T00:00:00Z