PISA Tests and their Impact on Georgian Education System

The article discusses the PISA (Programme for International Student Assessment) tests and their impact on the Georgian Education System. It analyzes the deplorable results of Georgian 15-yearolds in PISA 2009 and investigates the reasons based on different reports. The article also discusses the reasons for the temporary suspension of the project on the Georgian side. Since certain participatory countries are dissatisfied with the attitudes of this program, the article also refers to the criticism of PISA. The conclusion is that PISA and other international tests contain considerably important information. If these data with a diagnostic feature are used for working out the education policy in an appropriate way, they can become the key instrument for obtaining favourable results in reforming the Education System. Therefore, PISA appears to be essential for Georgia too, as such assessment gives an opportunity to concentrate on the national core curriculum and content analysis. In order to estimate all the strengths and weaknesses of the Education System, it is quite reasonable to conduct such surveys in every country. The article concludes with recommendations for PISA 2015 as to how to use the reports for further progress.

Krytycznie o metodologicznych przesłankach udziału naukowców w Międzynarodowym Programie PISA/OECD

My article is a succinct overview of macro-Polish governments’ evolution over 25 years of political transformation. It is presented from the perspective of education for democracy, in a democracy and not about democracy. I explain how Poles, after they got rid of the monistic doctrine of the totalitarian state, have become subjected to a covert process of democratization of education and the school system. I analyze public education, mechanisms and structures for its management in a way that counteracts democratic change. The school is subjected to political game-makers. It becomes an institution which is painfully ineffective and without a face. This institution destroys tradition and causes intellectual regression. There are threats to educational reforms which lie not only in the sociopolitical mechanisms, but also and perhaps primarily within the education system, which has not created procedures to eliminate Pharisees of innovation from it. After 25 years of transformation, the Polish educational system is not only partially reprivatized but highly bureaucratic and fully involved in political parties.

Krytyczna refleksja o stanie współczesnej edukacji wczesnoszkolnej – ujęcie porównawcze

In an attempt taken to reconstruct the current issues in the field of early childhood education, what becomes particularly important are the questions related to the way of organizing education in Poland and around the globe, i.e. in diverse cultural environments. The current problems diagnosed can contribute to redefining the goals of the school. Without a recognition of the difficulties, it is impossible to determine the direction of research or an action plan towards an actual, substantial reform of education. In an effort to rebuild schools, it is therefore necessary to create a debate about development trends of education in the twenty-first century in Poland and in the world. The comparative perspective adopted can facilitate outlining a broad and multi-dimensional context decisive for the value of the educational discourse.

Polityka edukacyjna i językowa wobec mniejszości Sami w Norwegii

The article is devoted to the discussion of education and language policy as factors of ethnic assimilation and on the other hand as a factor of the revitalization of an indigenous culture. The study analyses the position of the Sami language and culture in the education system in Norway. It focuses on language as the main cultural factor of Sami ethnic identity. The author emphasizes the assimilation and marginalization process of the minority language policy in Norway and the possibilities of language revitalization in contemporary Sami society.

Neutralność płci w szwedzkiej polityce edukacyjnej

The Author discusses the concept of gender neutrality in the context of the Swedish education system. The article is based on critical analyses of the international press discourse, studies of Nordic scholars and on a small-scale empirical study carried out in Stockholm in the autumn of 2014. The study involved non participant observation, interviews with academics associated with the subject matter, interviews with head teachers of schools and nurseries in Stockholm and a number of openquestion, questionnaires completed by teachers and students enrolled in specialist teaching courses at Stockholm University at the time of the study. This triangulation of qualitative techniques allowed the building of an in-depth understanding of what gender neutrality means in educational practice.

University Reforms in the Context of the Bologna Process

Georgia, a former Soviet Union state, has undergone a lot of political, social, economic and of course educational changes. This article shows how Georgia’s higher education system has developed after the collapse of the Soviet Union. As an independent country, Georgia has started developing a free nation with a new type of the education system. The government of Georgia chose the European system of higher education and their major aim was to become a part of the Bologna process. Reforms made in Georgian higher education system have been essential for the country and indeed a lot has changed since the starting period. Georgia managed to hold unified national entry exams and has implemented the ECTS system; there are modern curricula that meet the requirements of European standards. etc. But still, even though a lot is being done, a lack of funding, outdated teaching methods and old facilities in some universities are still unresolved problems.

Metoda projektów w uczeniu się i nauczaniu fizyki w gimnazjum

Wydział Studiów Edukacyjnych: Zakład Pedeutologii