education reform

  • Kampania społeczna na przykładzie akcji „Ratuj maluchy”

    Author: Daria Ostrowska
    Year of publication: 2016
    Source: Show
    Pages: 181-198
    DOI Address: http://dx.doi.org/10.15804/ksm201610
    PDF: ksm/21/ksm201610.pdf

    The topic of the work is to present the problem of the social campaign on the example of the „Let’s save the toddlers.” Social campaigns regularly appear in the media, and their main purpose is to change the current state of the problem or social attitudes. For this reason, they are an important element in shaping contemporary and future realities. Social campaign was shown on the example of the „Let’s save the toddlers’’, which is an interesting case in terms of communication with audience. Today the Internet has become the medium so common and mainstream, that it seems impossible to bypass it in fulfillment of a social campaign, which reach as many people is crucial. For this reason, so popular has gained social networking site Facebook, which brings together people from all over the world. This gives you a good chance for the organizers of any social campaigns, because the very low financial can reach a very large number of people in a very short time. This possibility also exploited the organizers of the „Let’s save the toddlers”.

  • Literacy Change as a Result of the Education Reform: Comparison Among the Post-Soviet Countries

    Author: Jolita Dudaitė
    Institution: Mykolas Romeris University
    Year of publication: 2018
    Source: Show
    Pages: 17-28
    DOI Address: https://doi.org/10.15804/tner.2018.54.4.01
    PDF: tner/201804/tner5401.pdf

    In 1989 – 1991, after the collapse of the Soviet Union, it was an auspicious moment for structural changes in education systems in the new independent countries, which had been under control of the Soviet government for a long time. About three decades have passed since the beginning of the education reforms in the post-Soviet countries and several generations who studied within the framework of the reformed systems starting from the first grade have already grown up. Therefore, it is relevant to estimate the results of the reforms. One of the possible measures for estimating the results of the education system or education reform is the change in population literacy within certain education systems. The purpose of the article is to compare the results of education reforms of the post-Soviet countries based on the population literacy considered as a result of former learning. The data of the Programme for the International Assessment of Adult Competencies (PIAAC) organised by the Organisation for Economic Cooperation and Development (OECD) are used for literacy comparison. The OECD PIAAC survey databases of Lithuania, Estonia, Russia, Poland, the Czech Republic, Slovakia and Slovenia were used for comparison of the results of the reforms implemented in the post-Soviet countries. Data analysis showed that at the lower and upper secondary education levels, the most positive results of the education reform were observed in Lithuania, while in Russia, the results were negative.

  • Tajwan między Wschodem a Zachodem. W stronę demokratyzacji edukacji

    Author: Inetta Nowosad
    Institution: Uniwersytet Zielonogórski
    ORCID: https://orcid.org/0000-0002-3739-7844
    Year of publication: 2020
    Source: Show
    Pages: 7-28
    DOI Address: https://doi.org/10.15804/so2020101
    PDF: so/17/so1701.pdf

    Taiwan between the East and the West. Toward Democratisation in Education

    The article sheds light on the modifications that have radically been changing the face of education since 1949 and depict Taiwan’s multi-level „balancing” between the East and the West, i.e. Taiwan’s policy toward China, orientation on economic growth, as well as progressing democratization processes that are reflected in educational policies. The article scrutinizes the processes that have been stimulating educational policies and have been of key importance to Taiwan’s development and success (not only economic, but also educational). Also, two key processes of democratization and Taiwanization, which have constituted the country’s goal, are isolated and analyzed, as well as the manner of educational changes and their intensity in three periods: authoritarian, transitional and contemporary.

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