Comparative Education WNP-PS-PPOR
The course's primary aim is to provide students with synthetic (historical-comparative) knowledge of contemporary educational priorities of the European Union, educational paradigms and structures and principles of education and higher education in the world with particular emphasis on the European context. In particular, the lecture aims to familiarise students with the basic assumptions of the educational policy of the countries belonging to the European Union and other regions of the world, as well as to familiarise students with trends and priorities in education occurring in the world. The lecture also aims at developing in students the ability to identify educational problems of contemporary Europe and the world and to search for possible solutions on the basis of analysis of the functioning of educational systems and higher education. An additional aim of the course is the ability to identify educational solutions applied in Poland, critically analyse these solutions, and apply the assumptions of European and Polish educational policy in teaching and educational practice.
Assessment methods: written exam and portfolio individually made by the student in the course.
(in Polish) Dyscyplina naukowa, do której odnoszą się efekty uczenia się
(in Polish) Grupa przedmiotów ogólnouczenianych
(in Polish) Opis nakładu pracy studenta w ECTS
Subject level
Learning outcome code/codes
Type of subject
Preliminary Requirements
Course coordinators
Term 2023/24_L: | Term 2024/25_L: |
Learning outcomes
Knowledge:
EU 14 - the Student on completion has a course knowledge to the subject of the structure of the Polish education and the chosen educational systems and education in of other countries
Abilities:
EU 02 - the Student is integrating the pedagogic knowledge and of different disciplines connected with her, he is analysing educational, education, protective, aid, therapeutic many-sided problems, and then is diagnosing and is planning therapeutic and aid action
Competence:
EU 08 - the Student has a deepened awareness of supporting the responsibility and behaviours of the legacy of cultural region, country, Europe and world
Assessment criteria
Knowledge:
Grade 2 (ndst): the student has no knowledge of basic pedagogical terminology; has a poorly structured knowledge of elementary issues; has no knowledge of key educational issues.
Evaluation 3 (dst): the student has limited knowledge of basic pedagogical terminology; has poorly structured knowledge of elementary issues; has significantly limited knowledge of the most important systems of upbringing.
Evaluation 4 (db): student knows the basic pedagogical terminology to a full extent; has moderately ordered knowledge of the presented issues; has incomplete knowledge concerning the most important systems of upbringing.
Evaluation 5 (bdb): the student knows fully the pedagogical terminology; he/she has a fully ordered knowledge of the basic issues presented; he/she has a complete knowledge of the most important systems of upbringing.
Skills:
Assessment 2 (ndst): the student is not able to analyse, summarise and present the issues presented in class; he/she is not able to adequately reconstruct and justify particular positions; he/she does not find and use reliable information sources in the field of upbringing.
Assessment 3 (dst): student is able to analyse, summarise and present the issues discussed in class to a limited degree; only partially able to adequately reconstruct and justify particular positions; with mistakes finds and uses reliable sources of information concerning the main proposals of upbringing.
Assessment 4 (db): student is able to analyse, summarise and present issues discussed in class correctly; he/she can satisfactorily reconstruct and justify particular positions; in the majority of cases correctly finds and uses reliable sources of information on comparative pedagogy.
Grade 5 (bdb): the student is able to analyse, summarise and present the sources of pedagogical knowledge completely correctly; he/she is able to reconstruct and justify particular positions without any errors; he/she completely finds and uses reliable information sources from the discussed issues.
Evaluation 2 (mark C): The student is not able to plan and organise individual work aiming at the realisation of the tasks and assimilation of contents from the scope of comparative education; the student is not engaged in the course of the classes conducted, neither taking part in discussions nor formulating own statements and constructive remarks.
Evaluation 3 (dst): student is able to plan and organise individual work to a limited degree to complete tasks in the field of educational systems and assimilate content from the discussed issues; occasionally engages in the course of classes, rarely taking part in discussions, formulating his own statements and constructive remarks.
Evaluation 4 (DB): The student is able to properly plan and organise individual work aimed at realising tasks in the field of various proposals of upbringing and assimilation of the content of discussed issues; he/she often actively engages in classes, taking part in discussions, formulating his/her own opinions and constructive comments.
Evaluation 5 (bdb): the student can correctly and comprehensively plan and organise individual work aimed at the completion of tasks in the field of assimilation of knowledge concerning the main systems of upbringing; he/she very often gets involved in the course of the conducted classes, taking part in discussions, formulating his/her own statements and constructing remarks.
The final grade consists of:
1. test grade:
scoring scale (15 closed single-choice questions):
- 15 - 14 - mark 5
- 13 - mark 4.5
- 12 - 11 - mark 4.0
- 10 - 9 - mark 3.5
- 8 - assessment 3
2 - portfolio assessment
Practical placement
not applicable
Bibliography
Nowakowska-Siuta R., Pedagogika porównawcza, Impuls 2014.
Nowakowska-Siuta R. Pedagogika porównawcza, w: Kwieciński Z., Śliwerski B., Pedagogika. Podręcznik akademicki. PWN, Warszawa 2020.
Nowakowska-Siuta R., O edukacji w Finlandii. Studium z pedagogiki porównawczej, Wydawnictwo Naukowe ChAT, Warszawa 2021.
Nowakowska-Siuta R., Uniwersytet w systemie szkolnictwa wyższego Niemiec na europejskim tle porównawczym. Wydawnictwa Uniwersytetu Warszawskiego, Warszawa 2005.
Systemy edukacji w krajach europejskich / red. nauk. Eugenia Potulicka, Dobrochna Hildebrandt-Wypych, Celina Czech-Włodarczyk, Oficyna Wydawnicza Impuls, Kraków 2012.
Supplementary literature:
Nowakowska-Siuta R., B. Śliwerski, Racjonalność procesu kształcenia. studium z pedagogiki polityki oświatowej i pedagogiki porównawczej, Impuls, Kraków 2014.
Baszkiewicz J.: Młodość uniwersytetów. Wydawnictwo „Żak”. Warszawa 1997.
Bloom A.: Umysł zamknięty. O tym jak amerykańskie szkolnictwo wyższe zawiodło demokrację i zubożyło dusze dzisiejszych studentów. Poznań 1997.
Gmerek Tomasz, Szkolnictwo wyższe w krajach skandynawskich (studium z pedagogiki porównawczej). - Poznań ; Gądki, Wolumin, 2005.
Kupisiewicz Cz., Szkoła w XX wieku. Kierunki i próby przebudowy, PWN, Warszawa 2006.
Melosik Z.: Uniwersytet i społeczeństwo. Dyskursy wolności, wiedzy i władzy. Wyd. Wolumin, Poznań 2002.
Additional information
Information on level of this course, year of study and semester when the course unit is delivered, types and amount of class hours - can be found in course structure diagrams of apropriate study programmes. This course is related to the following study programmes:
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: