Comparative pedagogy

elementary

(in Polish) symbole efektów uczenia się dla kierunku pedagogika specjalna, studia jednolite magisterskie:

PS_W1 PS_W5

PS_W9 PS_U2

PS_U5 PS_U6

PS_U14 PS_K12

PS_K13

None

Subject Level: advanced

Objectives of the course: its objective is to make students familiar with main educational institutions and systems which came into being in the field of general pedagogics after World War II. There are also educational systems and their functioning in different parts of the world presented. On completion of the course students are expected to be able to enumerate sources and reasons for creating three eduactional systems as well as be able to know their main objectives.

Thorough description of the course: substantial contents, before capitalism came into being, one educational system was valid. The socio-political events, revolutionary movements and most of all the onset of a new economy which came with the process of industrialization caused destruction of the existing educational system. As a result of the above mentioned processes three different and essentially independent systems of education came into being: Christian educational system, liberal and social (of communism) educational systems.

Methods of assessment: written exam, works in the course of each semester.

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

Knowledge:

Evaluation 2 (D): the student doesn't know the basic terminology from the scope of the pedagogic tongue; he doesn't have an acquaintance of elementary issues, there is no knowledge about the most important education issues.

Evaluation 3 (fairly): the student knows the pedagogic basic terminology in the restricted grade; has an acquaintance poorly tidied up of essential issues; has a limited knowledge much on the most important systems of the upbringing.

Evaluation 4 (B): the student knows the pedagogic basic terminology fully; has a knowledge on average tidied up in the scope of presented issues; has an incomplete knowledge in relation to the most important probations.

Evaluation 5 (A): the student knows pedagogic issues fully; has an acquaintance fully tidied up of essential issues; has with complete knowledge on the most important probations.

Abilities:

Evaluation 2 (D): the student isn't able to analyse, to epitomize and to present of issues presented on classes; isn't able appropriately to reconstruct and to justify individual posts; he isn't finding and isn't using solid information sources in bringing up.

Evaluation 3 (fairly): the student is able in the restricted grade to analyse, to epitomize and to present issues discussed on classes; is only partly able appropriately to reconstruct and to justify individual posts; with mistakes he is finding and is using reliable information sources of concerning main education proposals.

Evaluation 4 (B): the student is able actually to analyse, to epitomize and to present issues discussed on classes; is able satisfactorily to reconstruct and to justify individual posts; in the predominating number of cases correctly he is finding and is using solid information sources in comparative pedagogy.

Evaluation 5 (A): the student is able entirely correctly to analyse, to epitomize and to present sources of knowledge pedagogic; is able correctly to reconstruct and to justify individual posts; fully he is finding and is using honest information from the scope of discussed issues.

Competence:

Evaluation 2 (D): the student isn't able to plan and to organize the individual work being aimed at carrying tasks out and assimilating contents from the scope of comparative pedagogy; completely is becoming involved in a course of had classes not participating in discussions neither not formulating own statements and constructive remarks.

Evaluation 3 (fairly): the student is able in the dull rank to plan and to organize the individual work being aimed at coming true of assignments on the scope of probations and acquiring contents from discussed issues; occasionally is becoming involved in a course of had classes, rarely participating in discussions, formulating own statements in addition and and constructive remarks.

Evaluation 4 (B): the student is able actually to plan and to organize the individual work being aimed at fulfilling objectives from the scope of various proposals of the upbringing and assimilating discussed contents of issues and actively also often becomes involved in a course of had classes, participating in discussions, formulating own statements and constructive remarks.

Evaluation 5 (A): the student is able correctly and comprehensively to plan and to organize the individual work, being aimed at carrying out tasks of knowledge in acquiring concerning main systems of bringing up; very often is becoming involved in a course of had classes, participating in discussions, formulating own statements and formulating the remark.

They comprise the final evaluation:

1. Evaluation from the test,

2. Evaluation from the paper.