共查询到19条相似文献，搜索用时 468 毫秒
1.
匈牙利、捷克、波兰高等教育考察的启示 总被引：1，自引：0，他引：1
经省人民政府批准，省长助理许云昭率高等教育访问团于２００２年７月２９日至８月１２日赴匈牙利、捷克、波兰进行了考察访问。访问期间，代表团先后考察了匈牙利科学院农业研究所、圣伊斯特万大学、匈牙利技术大学、匈牙利大学科技园区、捷克技术大学、查理大学、华沙大学等教育机构，拜访了捷克和波兰教育部。这次考察的时间不长，但所见所闻，却使我们感受很深，启发很大。匈牙利、波兰、捷克等国的教育事业目前有着良好的发展态势，他们在高等教育管理改革方面的很多经验和作法，是值得我们学习和借鉴的。一、继续完善高等教育的投入体… 相似文献
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进入20世纪90年代，几乎所有的国家都在进行高等教育的改革。其中改革的步伐和力度倍受西方教育家瞩目的当属波兰。成功的政治改革和经济变革对波兰的高等教育产生了深刻的影响，它在管理，课程，教学和考试等方面很有自己的特色，对我们正在进行的高等教育改革很有借鉴意义。 相似文献
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波兰的博士生教育最早可以追溯到15世纪.本文着重论述了波兰高等教育的结构和学位制度类型;授予博士学位的程序;博士生教育的质量保障体系的主要组成部分;博士生的招生、类型与地位;博士学位获得者的分布情况以及波兰博士生教育面临的问题和趋势. 相似文献
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诸惠芳 《课程.教材.教法》1993,(3)
《欧洲教育(European Education)》1992年夏季号发表署名文章,论述目前波兰教育政策所关心的焦点。 现在波兰教育政策主要关心的方面是:1.教育行政管理;2.普通教育相对于职业教育的作用;3.教育内容。 在教育行政管理方面,波兰政府推行分权政策,把权力下放到地方社区的校董会。自1990年以来,地方 相似文献
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20世纪90年代初,波兰政治、经济体制转变后,政府开始在教育方面进行改革。西欧发达国家对波兰职业教育课程的合作与援助在一定程度上推动了波兰职业教育的发展,但与此同时也出现了许多问题。文章结合当前我国职业院校在国际合作方面的实际情况,提出了相关建议。 相似文献
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波兰属于传统农业大国,农村教育对农村经济的发展意义重大。为适应当前农村教育与农村经济共同发展繁荣的战略,波兰在缩小城乡教育发展差距、加大农村教育经费投入、改善农村教育结构、提高农村教师和管理者质量、造就高素质新型农民、改善农村教育"脱农"问题、建立"电脑村"项目上采取了一系列改革措施,加快了农村教育现代化的改革。 相似文献
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二战前，波兰是英、法在欧洲大军事上最强大的盟国。可德国的蓄意侵略，波兰自身的失误与弱点，英、法的坐视不救，苏联的背后捅刀子，最终导致了波兰的迅速败亡。 相似文献
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基于对教育机会不平等及其造成的危害的认识，波兰于1999年进行了基础教育改革，企图全面改进基础教育的状况。通过四个典型个案的陈述对波兰城乡基础教育实际状况的变化加以研究。个案陈述的方式有利于深入研究教育改革对具体社区的影响和社区教育发展的深层原因，而不是流于一般的对教育应有效果的推理和泛泛而谈。 相似文献
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人们通常认为家庭收入与后代的教育机会有直接的相关关系。本文从经济学的角度对影响转型后波兰人受教育机会的因素进行了分析．得出以下结论：家庭收入并不是决定教育机会的首要因素，父母的教育机会与孩子的教育机会密切相关。地区差异、城市规模、成员结构等因素也与教育机会有着一定的影响。 相似文献
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Ania Starczewska Alan Hodkinson Gill Adams 《Journal of Research in Special Educational Needs》2012,12(3):162-169
This small‐scale study details the development and execution of a system of inclusive education in 20th and 21st century in Poland. A detailed review of the literature and employment of in‐depth semi‐structured interviews aimed to establish how inclusion is defined and operationalised in Poland. In addition, the study sought to establish how the teachers' levels of professional development and personal attitudes towards inclusion were influencing the evolution of this important educational initiative. The data from the study detail that the concept of inclusion is not well known in Poland, and that integrative education still dominates educational thinking. The study provides data to suggest integration in Poland works well in the early stages of education, but that it struggles to provide for and integrate older children into the mainstream educational settings. The research concludes that Poland has taken an important but perhaps faltering step towards educating all children in the mainstream schools. 相似文献
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The year 1989 marked the official end of communist rule in Poland and the replacement of ‘Gosplan’ by new instruments for liberal-democratic governance. In terms of the economy this heralded a departure from Gosplan’s five-year planning cycles, performance targets and the ‘propaganda of success’. Paradoxically, however, 27 years later, the marketisation of higher education in Poland has been accompanied by a continuation of Gosplan thinking. This is manifested in a neoliberal vision of the modern, ‘corporate’ university as a largely utilitarian enterprise, but subject to a style of performance management strongly resonant of the Soviet era. This article analyses the thinking, ideas and ideologies that have shaped contemporary higher education in Poland. It is contended that the rise of the ‘corporate university’ signals the twilight of the Humboldtian tradition and raises questions about what the corporate ideal of ‘excellence’ may mean for the future of the university. 相似文献
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Józef Szabłowski 《Higher Education in Europe》2001,26(3):411-419
The development of private higher education institutions in Poland since 1989 has become a thorny political issue. The question is discussed in terms of the overall expansion of higher education in Poland, the Polish national development strategy, the spatial distribution of higher education institutions in Poland, and the role of higher education in the formation of the Polish national e´lite. The author argues strongly in favour of the equal treatment of private higher education. 相似文献
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The Polish higher education system has undergone profound changes since 1989. In particular, state institutions have gained a great deal of autonomy, and private institutions have been organized. Student enrollments have skyrocketed, but funding per student has decreased, along with faculty salaries. The system of higher education as it stands today requires deft strategic management based on competent analyses and accurate information. Thus, in order to better address matters of policy, governance, and management collectively, the Polish doctoral degree granting institutions have formed the Conference of Rectors of Academic Schools in Poland (CRASP) that in turn has decided to support the creation of an independent research institute. The work of this Institute will cover almost all aspects of higher education and science. It will function foremost according to a networking principle. The results of its research projects will be made available, not only to CRASP itself, but also to other interested parties. 相似文献
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Don Williams 《Higher Education》1982,11(5):521-529
Upheavals in Poland during 1980–1981 included proposals for some dramatic changes in its system of higher education. Taking advantage of the momentum for change created by Solidarity and using the strike weapon where necessary, academics and students produced temporary changes which in some cases represent a complete reversal of previous policies. By studying these changes one obtains a view of some of the directions socialist higher education in Eastern Europe might take if the opportunity permitted.Author's Note: The account that follows results from a sabbatical spent in Poland during the early months of 1981. It reflects the reading I did and the impressions I gained while there. Any conclusions reached are my own and should in no way reflect on the people of Poland who hosted my highly stimulating stay there. 相似文献
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Ireneusz Białecki Maciej Jakubowski Jerzy Wiśniewski 《European Journal of Education》2017,52(2):167-174
The impact of the PISA study on Polish education policy has been significant, but probably different from any other country. Poland has not experienced the so‐called ‘PISA shock’, but its education system has been benefiting considerably from PISA. For experts and policy makers, it has been a useful and reliable instrument that has made it possible to measure the effects of consecutive reforms of the school education system. Moreover, PISA and other international studies have influenced the perception of education policy in Poland. The latter has shifted from an ideology‐driven, centralised policy to an evidence‐informed policy, developed with the involvement of multiple stakeholders, although this has mostly affected the thinking of experts and policy makers rather than the general public. The new government (in power from 2015), following public opinion polls, has reversed most of the previous education reforms, eliminating lower secondary schools introduced in 1999. 相似文献
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Klus-Stanska Dorota Olek Hilary 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):235-249
The burgeoning private sector is perhaps the most tangible of the changes in education which followed the upheavals of 1989/90 in Central and Eastern Europe. This article sets out to analyse the growth of private education in Poland and its contribution to the ongoing processes of democratisation and educational development. The authors argue that the euphoria of the period immediately following the overthrow of one-party communism encouraged unrealistic expectations of educational reform. Their analysis of private sector schooling in Poland suggests that its development has occurred in a haphazard fashion, reflecting the uncertainties of a society undergoing a painful process of transition. Symptomatic of this has been the failure to establish a clear regulatory framework for the private sector – an omission which has undermined the credibility of private schools. Nevertheless, the authors argue that the development of private sector schooling in Poland has brought diversity and a degree of innovation to a system previously almost devoid of either. There is now an urgent need for the evaluation and dissemination of private sector initiatives, which can serve as examples for future educational decision-making in Poland. 相似文献
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《Higher Education in Europe》1976,1(6):22-23
Recent developments in higher education have their effect on planning and administration models of higher education institutions. In this context different computer‐operated models for planning and management have been developed. We give below an example of one such model, the Multiaccessible Subscriber's Numerical System, which has been developed at the Technical University of Wroclaw, Poland. This system, which is already partly in operation, can be compared with such models as CAMPUS (Comprehensive Analytical Methods of Planning in University Systems) operating in Canada and the United States, or the one developed in the Federal Republic of Germany by HIS (Hochschul‐Informations‐System). The information received from the Institute of Organization and Management of the Technical University of Wroclaw, on which the article below is based, underlines the need for international co‐operation in this field. 相似文献
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Paweł Mąkosa 《British Journal of Religious Education》2015,37(2):182-194
Since Poland’s accession to the European Union in 2004, hundreds of thousands of Polish citizens have arrived in the UK in search of work, of which the majority landed in England and Wales. This process, although not as fast now, is still ongoing. The majority of immigrants from Poland are young people who start families and have children. Many of these children are born in the UK. For this reason, it is increasingly common for the children of Polish immigrants to be covered by the local school system. In addition to general knowledge, they also have the right to religious education and catechesis. This article presents a summary of the communities providing religious education and catechesis to Polish migrants living in England and Wales. It describes the specific features of religious education in state-run schools, Catholic schools and Polish Saturday Schools. The objectives of parish catechesis conducted by the Polish Catholic missions operating in England and Wales are also outlined. The primary objective of this discussion is to present the various options for religious education and catechesis for the children of Polish immigrants living in England and Wales. 相似文献