Neodidagmata, nr 24, 1999
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Browsing Neodidagmata, nr 24, 1999 by Subject "Education"
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Item Postęp przez zaniechanie: perspektywa sardoniczna(Wydawnictwo Naukowe UAM w Poznaniu, 1999) Kruszewski, KrzysztofA common aim of any reform is to make an educational system better fulfil its specific functions. Since some of these functions are inconsistent with each other some of functions or some elements of a given function must be left. The result is likely to be both some progress or some regress. The school reform Poland is just working on neglects: structural links between schools and economy; equal access to primary and secondary education for all children to counter an elite system of dualistic education; making an individual school a basic unit of change; lack of „curriculum smart” teachers in the country. It may be expected respectively: general education curricula will be filled with key skill and basic professional competencies; the state will shed responsibility for school failure and maladjustment of students and burden a student her/himself and her/his family for it: the state will be tempted to adopt top-down strategy to reach an individual teacher; some good schools will flourish grouping „curriculum smart” teachers while most teaching staffs will need ready models and patterns which in turn will slow down the unrestrained and an overhasty decentralization.Item Transformacja systemowa edukacji(Wydawnictwo Naukowe UAM w Poznaniu, 1999) Denek, KazimierzDuring the last two decades of the 20th century the Polish education system has not kept up with reforms which took place in the EC and the US. As a result, it found itself in a state of collapse. It insufficiently obeys such general principles of functioning of contemporary school system as: commonness, permeability, broad profile, flexibility and socialization of education. It is also hard to speak of adapting education to changes in demography, economics, technology, social life and culture, as well as it is hard to say that education supports democratization processes in Poland, or Polish integration with Western Europe. Thus, there is a need of a complex reform in these circumstances, the one which would cover structural and organizational issues, as well as the ones concerning curricula and methods. The author indicates attempts to solve the problems.