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A New Model of Education and Upbringing in Polish School


Is it necessary and worth reflecting on the choice of a model of education and upbringing in contemporary Polish system of education? What ought to be done to make school not only the transmission of knowledge but also the introduction to the world of values?

The current model can be characterised with the decomposition of a teacher’s role by the introduction of excessive pseudo-subjectivity of a student, and as a consequence getting rid of the “missionary” character of teaching profession, fulfilling the task of raising a conscious citizen and patriot, able to acquire knowledge necessary for finding one`s place in the constantly changing world.

The alternative for the current Polish model of education ought to be sought in the upbringing of an individual in personalised spirit, at the same time expressing the need for shaping its character within the culture of Latin civilisation. Thus, it will enable a young individual to overtake the control over his own process of development. Such an activity ought to become the foundation of the new model of upbringing in Polish schools.

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Culture of teaching in Finnish schools in context of educational change


After the economic recession in the nineties, the Finnish government followed world trends and built national competitiveness policy. Finland has developed a high qual­ity of teachers’ work along with high social trust to this profession at every level of education. Teachers’ profession is as prestigious as the profession of doctors or attor­neys. The article reveals the relationship between the change in Finland’s education policy, so called Alternative Reform Movement and the Finnish culture of teaching.

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Polish Education After the EU Accession


The aim of the paper is to present changes undergone by the Polish education system after the accession to the European Union. In the article the changes are collated together with the main and distinctive trends which had existed in Europe before the accession and the ones that were introduced subsequently. The article shows that the tendency to unify the member states’ education systems is non-existent in the European Union. It also points out that the importance attached to education by the EU member states has not been as considerable as the importance given to economy. The paper is divided into two main parts. The main objective of the first part is to describe the decision-making process in the member states (as far as the common education policy is concerned) and its result, which was the report stating that education was considered to be a peculiar area of social politics and as such required separate arrangements and decisions. Therefore, there are neither specific procedures nor integration requirements for the associated and associating countries. However, as far as Poland is concerned, during the accession process the country was obliged to meet the expected standards, in particular the standards in the reform of the education structure and curriculum. The second part of the paper comprises the analysis of Polish activity in the following fields:

–– lowering the age of the compulsory education commencement,

–– reforming the structure of the education system and curriculum,

–– practising teaching profession.

The article further elaborates at length on the significant factor in the process of democratization of education, which is parents’ involvement in the functioning of a school.

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Education to participate and engage – Polish traditions and challenges of participation-oriented pedagogy

edukacyjna wobec wyzwań i oczekiwań społecznych (pp. 58-69). Kraków: Oficyna Wydawnicza Impuls. Piekarski, G. (2015). Education to social commitment as urgent task of the modern teacher, In: O. Fleischmann, R. Seebauer, H. Zoglowek, & M. Aleksandrovich (Eds.), The Teaching Pro­fession. New Challenges - New Identities? (pp.157-165).Wien:LITVerlag.Retrieved from: (accessed: October 18, 2018). Prenksy, M. (2001). Digital natives

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Inclusive education for Roma children in Albania and Belarus (legal situation, accessibility, opportunities to learn in own language and support of ethnic identity)

: December 20, 2018). Instruction No. 10, dated 3.4.2015 of the Ministry of Education and Sport. On the content and form of the license of the successful candidate at the state exam for exercising of the regulated profession of teacher. Instruction no. 6, dated 29.03.2006, of the Ministry of Education and Science. On the regis­tration of Roma students who are not equipped with a certificate of birth. International Covenant on Civil and Political Rights (1966). Retrieved from: http

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Conceptualising professional communities among teachers

): Conceptualis­ing teachers’ practices within a social justice perspective. In Discourse: Studies in the Cultural Politics of Education, 36(6), 795-807. Schlichte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: Case studies in teacher isolation and alienation. Preventing School Failure, 50(1), 35-40. Skaalvik, E., & Skaalvik, S. (2007). Teacher job satisfaction and motivation to leave the teach­ing profession: Relations with school context, feelings of belonging and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029

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