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Its effects we see fairly quickly – within a few years you can expect that the United States catch up with the educational leaders of the world. In addition to the huge government funds for education expounded also the most powerful American corporations and world financial institutions, including Gates’ów foundations, MacArthur, Microsoft, and Intel. The first distribution of grants is scheduled for April 2010. Certainly not enough money for everyone, but in spite of state education authorities are serious about the competition and immediately try to prepare your school to compete for money, and even changing laws to facilitate the use of federal funds. As noted by the Secretary. Education Arne Duncan, “state authorities must think about how they want to win.

While we now intend to reward the improvement of [education]. “The idea for the contest, or how it began in the US media quickly determine” race for the money “can be regarded as controversial. Many teachers’ unions environment did not leave a dry thread on him, alleging that too much importance in the assessment of state strategies attached to the test as the basis for assessment of the value and place in the ranking of the school, especially that the tests do not cover all school subjects. Attention was also drawn to the fact that the winners may be those schools that still doing very well, while those most in need of change, will still be on the margin of financing. Looking from the Polish perspective can be the envy of American schools that have what compete. The very idea of ​​the accumulation of funds for one, quite accurately described object can actually contribute to real change. In Polish conditions similar results, although on a smaller scale, it brings serious accumulation of funds for the development of economic education by the Polish National Bank (since 2002.

Until today). On the other hand, what is missing in Poland, does not funds for education, because as we calculate how much EU funding is available to the Ministry for 2007-2013, it turns out that these are gigantic, as for Polish money (another question on separate study – that are actually used). We, however, in contrast to the Americans, but I think we are afraid of grassroots competition in education and avoid such open activities in which schools and teachers could compete with each other best ideas. We prefer to distribute administrative measures – each equally rather than make the mechanism work to increase competition leading to innovation, creativity and effectiveness of the school system. Unfortunately, this can sometimes even find that our educational quilt will be too short and in addition still full of holes. (Source: eSchoolNews.com, ed.

Own) Education reformers in the world are grappling with the same challenge: how to effectively mobilize schools to change, modernization, improving quality. Whether to invest in the education system, or just the worst schools in an attempt to equalize the level; whether to focus on the support of teachers, whether to invest in infrastructure; and perhaps the students? The quilt is always too short … Whatever share of public money on education, always run out of somewhere and explode protests that got some, and others do not. This happens probably in the world, except perhaps very rich countries of the Persian Gulf. Recently, an interesting solution decided to President Obama’s administration. Less than a month ago began in the United States after a big race five billion US dollars for the development of school education.

One thing is certain right away – the duvet was too short and will, estimates indicate that only half of the states will receive funding from the largest in US history education budget. The second is certain – in this race win these schools, which beat its competitors better educational strategies. Federal authorities avoid administrative and decision-fits clearly put the competition in education, believing that in this way the schools will develop faster and more efficiently. The aim of the competition – if you can call it that initiative of the Obama administration – is not simply a distribution of public money. Purpose of money is clearly defined – to finance the changes in school administration, which actually and permanently contribute to raising the level of education in American schools. In the US falls PISA studies for many essay writer in german years and now is not the best in the country takes the world’s largest educational mobilization. Its effects we see fairly quickly – within a few years you can expect that the United States catch up with the educational leaders of the world.

In addition to the huge government funds for education expounded also the most powerful American corporations and world financial institutions, including Gates’ów foundations, MacArthur, Microsoft, and Intel. The first distribution of grants is scheduled for April 2010. Certainly not enough money for everyone, but in spite of state education authorities are serious about the competition and immediately try to prepare your school to compete for money, and even changing laws to facilitate the use of federal funds. As noted by the Secretary. Education Arne Duncan, “state authorities must think about how they want to win.

While we now intend to reward the improvement of [education]. “The idea for the contest, or how it began in the US media quickly determine” race for the money “can be regarded as controversial. Many teachers’ unions environment did not leave a dry thread on him, alleging that too much importance in the assessment of state strategies attached to the test as the basis for assessment of the value and place in the ranking of the school, especially that the tests do not cover all school subjects. Attention was also drawn to the fact that the winners may be those schools that still doing very well, while those most in need of change, will still be on the margin of financing. Looking from the Polish perspective can be the envy of American schools that have what compete. The very idea of ​​the accumulation of funds for one, quite accurately described object can actually contribute to real change.

In Polish conditions similar results, although on a smaller scale, it brings serious accumulation of funds for the development of economic education by the Polish National Bank (since 2002. Until today). On the other hand, what is missing in Poland, does not funds for education, because as we calculate how much EU funding is available to the Ministry for 2007-2013, it turns out that these are gigantic, as for Polish money (another question on separate study – that are actually used). We, however, in contrast to the Americans, but I think we are afraid of grassroots competition in education and avoid such open activities in which schools and teachers could compete with each other best ideas. We prefer to distribute administrative measures – each equally rather than make the mechanism work to increase competition leading to innovation, creativity and effectiveness of the school system.

Unfortunately, this can sometimes even find that our educational quilt will be too short and in addition still full of holes. (Source: eSchoolNews.com, ed. Own) The beginning of the school year and changes in the education system, they just come into force, are a good time to talk about the directions of development of the Polish school. What should it be, that they were satisfied with the youngest students? With Dorota Zawadzka, developmental psychologist and educator, talks Agnieszka Mączyńska-Dilis About the monthly school. AMD: In Polish schools, a lot has changed since the new year.

One of the novelties is that the school walls will be six students. Around the theme of reduction of school age there is a lot of controversy. Parents initially repudiated the idea of ​​this, but some of them changed their decisions when they learned that their children left the nursery will not be taught to read or write. What is your opinion on the reduction of school age? DZ: I will start from these may Mrs. parents’ reaction.

In my opinion, the purpose of kindergarten is not, and never was, that the children came out of there with the ability to reading, writing and numeracy. Another issue, however, are the requirements and ambitions of parents teachers and principals of kindergartens. They made the children in kindergarten, six, or even five years, were subjected to school education. Today it gets big problem with the fact that children in kindergarten will not be able to touch the letters at all. On the one hand it is said that the children there will be nothing to do, which regresses to the other, that going to school is the end of childhood. Added to this is the fact that no one really well did not explain to the public what’s going on in education reform. I, for example.

I think it should start by changing the way teacher training, because it is the most important issue. As for the reduction of school age, it certainly does not agree with the opinions that going to school is the end of childhood. The school not only does not have to be the end of childhood, but it can be the beginning of a new adventure, something new, absolutely fantastic – and so should you go about it. At the said approach is applied, however, many factors: fears of some parents, their own bad experiences in school, lack of knowledge about what’s really going on in education reform, fears that classes are too numerous, that their child will not be treated individually, and much more .. . AMD: A six-year-themselves? Are they ready to take this challenge, perhaps using words you to participate in this adventure? DZ: To say that the six year old is ready to take the school, I would have to carry out any examination of school maturity and before I could settle the issue.

There must be six years old, we have to take this obligation are ready, as are completely unfinished seven-year. Of course, the reform can not cause that will go to school children who are not mature to take compulsory education. In addition, as a psychologist, I realize that between the six-year and seven-year there is a huge difference when it comes to social development, intellectual, cognitive. But really, this question is difficult to answer, because the six-year can be either ready or not ready. It consists of a number of factors, and pre-school preparation, and education, and the atmosphere in the house. AMD school after the reform is to change the very … DZ: Of course, the school is changing all the time.

Otherwise he looked in my time, otherwise when it went to my sons, otherwise now. There are other books, other aids, different philosophy, a different program. He changed the teacher to student ratio. Also changed the knowledge of how children learn. Former school from today’s divided light years!

Although I believe that the Polish school as an institution is not fully prepared to reform. Speaking of sześciolatkach, then let’s see how it looks. The school remodeling, renovating, so that they are separate entrances, puts up the cabinet, is executing, the apparent motion. Above all, however, teachers will have to work differently. Is everyone prepared for this? I have the impression that some teachers are quite roughly and work their proven methods, which, however, does not necessarily have to check with the younger children.

I am often witnessed the concerns of teachers that “children to their methods do not adapt,” and yet it does not have a child in this situation to adapt to the existing framework, only the teacher to change the method. I know that it is possible, because I know many teachers who are doing great, working methods change depending on the needs of the group, which just have to work. If the children are younger, you have to work differently, more slowly, with more patience and attention. The core curriculum of preschool and primary school teacher after it was changed anyway, to be able to work on it slowly. And it’s not the most important is the introduction of letters.

In my opinion it is necessary to change the philosophy of learning, so that managed to return to the forgotten master-pupil relationship. As a master teacher, introduces children in a new world, tells them about various things, and the children of his mouth spijają words. And still there with us and the order of clichés: literka, exercise, homework. Not at this school has to rely. And I think that this reform in that direction had to go. AMD: You mentioned the need for change in teacher education … DZ: So really, from that reform should begin.

Our staff on the one hand is well prepared in terms of content, but that’s not all. I often meet with teachers and asking them questions, eg. What they do for their own individual development. The question of who in the last month was in the cinema, theater (and I do not mean trips with students), who has read the book (also a book for children, but the newly issued), it does not raise a forest of hands. For example, the three people reported about thirty. Meanwhile, the teacher must be an interesting – and this in two ways.

Curious and interesting as a person. If the teacher does not know what fascinates children at the age of seven, I pity her time to watch her stupid opinion, or cartoon look to the Internet to see what games children play, it does not consult with students. Unfortunately, many teachers working on drafts lessons taken twenty years ago. They do not read what the children do not know much about their world interests. And this is in my opinion the drama of Polish education. Of course, there is a whole bunch of really fantastic, creative, open, flexible teachers, but it is still not enough. Because let’s face it, with full awareness that decide to be a teacher, you have to be a little crazy.

We choose this profession – because I once I made that choice – knowing that it will be difficult, that we do on this property, we will have to often devote their time and that the rest of us a great responsibility. I should be getting to the profession of people who are aware of this and yet made such a choice. AMD: What do you think is most important in elementary education? DZ: When it comes to children, we must remember that school children can not be injected in the finished frames, but adapt them to their needs and abilities. I also believe that in the first class should not ask homework. We should rather try to make the children themselves will want to come to school because the lessons will be so fantastic that day without the school will be lost. This should serve first few months of education, because if at that time the child does not become a desire to go to school, it’s never not fix it.

I hear that children in first grade were asked housework, over whom had to sit after every two or three hours, I wonder how many of them hated school and frankly for good. This first class should be a continual adventure, exploring, thinking, designing, searching, asking, finding all of …

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