The European Union Educational Policy

obligatory courses

Classroom

The main aim of the course is to provide students with synthetic (historical-comparative) knowledge regarding contemporary educational priorities of the European Union, educational paradigms and structures and rules of functioning of education and higher education in the world with special attention given to the European context.

The main aim of the course is to provide students with synthetic (historical-comparative) knowledge regarding contemporary educational priorities of the European Union, educational paradigms and structures and rules of functioning of education and higher education in the world with special attention given to the European context. In detail, the course aims to familiarize students with foundations of educational policy of the European Union countries with reference to other regions of the world; familiarizing the students with tendencies and priorities concerning education in the world. The lecture's objective is also to work out an ability to identify educational problems of contemporary Europe and world and to find out possible solutions basing on an analysis of the functioning of educational systems' and higher education. An extra aim of the course is a skill to be able to identify educational solutions applied in Poland, critical analysis of them and applying the aims of European and Polish educational policy in teaching and educational practice.

Basic literature:

Kwieciński Z., Śliwerski B. (eds.), Pedagogika. Podręcznik akademicki, Warszawa 2003, t. 2, część III.

Potulicka E. i in. (ed.), Systemy edukacyjne w krajach europejskich, Impuls, Kraków 2012.

Nowakowska-Siuta, R., Szkolnictwo wyższe w wybranych krajach Europy Zachodniej po II wojnie światowej. IBE Warszawa 2007.

Nowakowska-Siuta R., Uniwersytet w systemie szkolnictwa wyższego Niemiec na europejskim tle porównawczym. Wydawnictwa Uniwersytetu Warszawskiego, Warszawa 2005.

Průcha J., Pedagogika porównawcza, PWN, Warszawa 2004.

Additional literature:

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 T., 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.

Rabczuk W., Polityka edukacyjna Unii Europejskiej na tle przemian w szkolnictwie krajów członkowskich, IBE, Warszawa 1994.

Świętochowska U., Systemy edukacyjne cywilizacji przełomu XX i XXI wieku, Warszawa 2001.

KNOWLEDGE

K_W01 knows terminology used in comparative education and understands its sources and applications in related scientific disciplines

K_W02 has basic knowledge about the place of pedagogy, including comparative education in the science system and about its objective and methodological linkages with other scientific disciplines

K_W03 has basic knowledge about the processes of interpersonal and social communication, as well as their rules and disturbances

K_W04 has basic knowledge about the structure and functions of education system; aims, legal basis, organisation and functioning of various educational, nurture, care, therapeutic, cultural and support institutions with special concern on the European context

K_W05 has well-organised, basic knowledge regarding scientific branches and disciplines, appropriate for studied field: philology, English/French/German language teaching, oriented on practical applications in chosen sphere of educational activity

SKILLS

K_U01 can apply basic theoretical knowledge about comparative education to analyse and interpret educational, care, cultural and support problems and motives and patterns of human behaviour

K_U02 can use theoretical conceptualisations, mainly concerning comparative and multicultural education in order to analyse motives and patterns of human behaviour, diagnose and predict situations and analyse strategies of practical actions in various contexts of teaching practice

K_U03 can independently gain knowledge and develop professional skills, using variety of methods (in mother tongue and foreign language) and information and communication technologies

K_U04 has basic research skills enabling to analyse examples of research actions and to design and conduct basic comparative research, can formulate conclusions, present outcomes (using information and communication technologies) and point out directions of further research

K_U05 can precisely and coherently express themselves in speech and writing regarding selected comparative subjects using a variety of theoretical conceptualizations and making use of knowledge about pedagogy and related disciplines

K_U08 reasons substantively using outlooks of other authors and formulate conclusions

SOCIAL COMPETENCES/ATTITUDES

K_K01 acknowledges the meaning of educational sciences, including comparative education to maintain and develop connections in the social environment and applies knowledge to design actions

K_K02 is prepared to actively participate in groups, organisations and institutions existing to support multilingual and multicultural environments and is able to communicate with persons being and not being specialists in the field

K_K03 responsibly prepares to their work, designs and executes pedagogical actions

K_K04 understands the need for lifelong learning

K_K05 can cooperate and work in a group in various roles

K_K06 is aware of the responsibility for sustaining cultural heritage of the region, country and Europe

Attendance obligatory (two absences acceptable, extra absences have to be justified) – 20%, 1 ECTS

Written final test – 40%, 0,5 ECTS

Written assignment – 40%, 0,5 ECTS