The article contains a report from a study involving young people living in the Polish southern borderland. The research was designed as a comparative, longitudinal cohort study. Measurements of a given variable (declared identity behaviours) were carried out with the use of the same instrument, in a reproducible manner, at different times (in the school years 2003/2004 and 2016/2017) and on the same cohort. The results of these measurements, obtained in two separate measurement periods, indicate a similar value of youths’ identity capital and an increase of social participation in the life of the local community. The diagnosis is a prelude to the determination of compensating educational activities and identification of existing social instruments as regards their model and pattern.
The article analyzes the process of training social educators how to organize cultural and leisure activities. It was specified that analysis and thorough study of British experience was a fundamental source required to define relevant strategies and areas to solve the problem of training social educators to organize cultural and leisure activities. The article reveals the peculiarities of social educators’ scientific training, examines the ways of supporting and developing these specialists in the UK and Ukraine. It was noted that conceptual foundations of these specialists’ training to organize cultural and leisure activities should be justified taking into account the following components: the level of their spiritual development, life experience, active social and cultural activities, continuing education, the principles of comparative pedagogy, etc. It was concluded that professional training of social educators in foreign experience was similar in the fact that complex functions of recreational, leisure, cultural potential were realized only by specialists who obtained university education and also received additional knowledge in the field of social work, social pedagogy and other related disciplines. It was specified that the complexity of training social educators in British experience consists in the fact that these specialists should have the knowledge of various issues: from the principles of social and cultural state policy, general organization of social security system, specificity of cultural and leisure infrastructure functioning, demographic peculiarities to relevant methods of working with different gropus of population. It was clarified that prospects for further research should be aimed at analyzing educational scientific and methodological recommendations of international experience in training social educators.
For almost seven decades, “Studia Pedagogiczne” has witnessed the development and transformations of Polish pedagogy. The first issue was published in 1954. The period between 1954 and 2018 has been a time of global change, and also change in Poland, affecting all spheres of life, be it political, economic, social or cultural. The journal accompanied those transformations and documented many of them, and so it also serves as evidence of these changes. The purpose of this presented text is not to analyse the content of the journal. Instead, it is to approach the topics discussed in it, the areas tackled by the authors and the changes in the perception of the educational reality in Poland from the perspective of passing time and with consideration of their variety.
Ruth Hawley and Cate Allen
Student-generated video creation assessments are an innovative and emerging form of assessment in higher education. Academic staff may be understandably reluctant to transform assessment practices without robust evidence of the benefits and rationale for doing so and some guidance regarding how to do so successfully. A systematic approach to searching the literature was conducted to identify relevant resources, which generated key documents, authors and internet sources which were thematically analysed. This comprehensive critical synthesis of literature is presented here under the headings of findings from literature, relevance of digital capabilities, understanding the influence of local context and resources, and pedagogical considerations. Student-generated video creation for assessment is shown to have several benefits, notably in supporting development of digital and communication skills relevant to today’s world and in enhancing learning. As an emerging innovation within assessment, intentionally planning and supporting a change management process with both students and staff is required. The importance of alignment to learning outcomes, context and resources, choice of video format to desired skills development, and to relevance beyond graduation is emphasised for video creation in assessment to be used successfully. Video creation for assessment is likely to grow in popularity and it is hoped the evidence of benefits, rationale and guidance as to how to do this effectively presented here will support this transformation. Further research to consider video creation for assessment with individuals rather than collaborative group assessments, and to establish academic rigour and equivalence would be beneficial.
The paper attempts to indicate the potential of using the category of common good for the interpretation of everyday school reality. This has facilitated an initial overview of the heterogeneous, often contradictory nature of school relationship as well as relationships between school and broadly understood environment, and has made it possible to reflect on school culture, i.e. its internal and external preconditions for functioning.
This article presents the results of scientific-pedagogical research, which consisting in identifying of roots of independent study development in the USA in from the early 1900s to the moment of its extensive implementation in academic programs in the 1950s. The author began to investigate the independent study with aid of heuristic approach which allowed making a comprehensive analysis of the American experience in the field of self-learning systems of education. This allowed the author to come to the conclusion of the origination of the independent study in the USA. It is confirmed by scientific works published by Princeton University professor aimed to solve the issue of the ill-determination of the term ‘independent study’ which was falsely related to such terms as ‘project work’, ’self-learning’, ’self-education’ etc. We have distinguished the most appropriate definition for ‘independent study’ and distinguished its peculiarities distinct from other terms. One of the key tasks of our research was to explore the ways of implementation of independent study in the educational process of higher educational establishments and we have found the most fitting cases of its introduction which ranged from personal mentor work of the professors to help self-directed and self-motivated students to obtain skills and abilities to work independently over the material send by Universities teaching stuff by mail with feed-back to the broadcasting of the educational material of certain modules using radio stations which were in University disposal. The features of these techniques we observe nowadays in the use of the PCs in educational purposes for instance in the distance study implanted in academic plans of certain Universities in Ukraine. Our research is appointed to facilitate independent study introduction in Ukrainian educational system through investigation of its origination and development.
Anna Cox and Victoria Clydesdale
This small scale research project undertaken in Australia investigates how an art-based approach can re-engage disenfranchised young people into education. The project was undertaken as part of Postgraduate Certificate in Education programme by the main researcher in Australia, at an educational setting for disenfranchised young people. The collection and analysis of qualitative data demonstrates how art stimulates students’ interest and provides support in self-expression and communication. Methodological strategies involved visual art activities that promote self-confidence and self-esteem, which enhance well-being and supportive teaching relationships. Using self-reflexivity through visual creativity was found to help participants in developing more positive self-image and enhanced their self-confidence as learners.
The article deals with international experience in medical professional education and analyzes the modern trends in professional training of junior medical officers, specificity of their professional training in 1 and 2 accreditation levels institutions of higher medical education in the context of the European integration process. Subject Benchmark Statements of Ukrainian higher education were defined as a list of requirements for knowledge, abilities and skills in solving professional tasks. It is emphasized that targeted development of professional competecy is viewed as the most important practical objective of an educational institutions. It is specified that professional training of future nurses in Ukrainian medical colleges is characterized by certain advantages and disadvantages. Ukrainian and international experience in medical education was comparatively analyzed. The American, Canadian and European systems of professional training for medical specialists were considered. It is found that American colleges provide comprehensive and multilevel training for nursers. It is highlighted that integrated three-hour classes are the leading form of the education process organization in Canada. It combines theoretical and practical training. Considerable attention was paid to determining the current trends in the organization and functioning of nurse education in Europe, the USA and Canada. Based on the analysis of professional training junior medical officers in some European countries, the USA and Canada, it is concluded that it is esseintial to take into account positive aspects of European, American and Canadian experience in nure education while planning reforms in Ukraine.