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When Lithuania regained its historical capital Vilnius in 1939, the government of the country decided to Lithuanize the Polish university, which operated there, and to transfer a part of faculties, students, and professors from Kaunas Vytautas Magnus University. Discussions started in the press on how to implement this idea. There were many different opinions both while planning and transferring the faculties. Even though the interests of Vilnius University were considered to be a priority in the country, VMU community defended the status of Kaunas as an academic city in the public space and expressed the belief in its future.
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The article analyzes various approaches to the definition of “competence”. The content of the notion “competence” is specified. The list of the competences of a family physician is considered and analyzed.
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After the 1921 plebiscite which led to the division of Upper Silesia and the need for the then II Polish Republic to create a self-governing (autonomous) Voivodship in the region, overcoming the results of Germanisation was one of the most important problems to be faced by those responsible for forming the state. The principles of shaping a modern public administration and earlier traditions of a well organised Prussian system, considerably influenced the Polish administrative model selected, imposing strict requirements for future Polish administrative staff. A legal environment had to be involved in the process of creating the framework of the Voivodship’s political system, while the Polish Constitution assumed the preference for clerks to be employed that were native to the region. Content-related and legal preparation of local staff was considered one of the most important factors at the time. This required the establishment of a Polish education system up to and including university level. The delay that occurred in creating such a systemwas largely due to the predominant German population in Upper Silesia. Other weakening factors included: social differences, lack of staff and tradition in university education in the region and local traits relating to the expected aspirations of children, or lack of; a dire situation that was further exacerbated by the appalling condition of the nation’s economy. Steps were taken to change all of this but the founding of a university with its universal idea, failed to materialise through the haze of local conditions and for all intents and purposes appeared to have been a lost cause. Eventually, and after a lapse of almost fifty years, the original idea finally reached fruition in 1968 with the founding of the University of Silesia in Katowice.
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The goal of this paper was to research and apply the concept of Regional Innovation Systems (RIS) to Croatian regions and to identify particular strengths supporting innovation diffusion as a source of regional competitiveness. A system of indicators is envisaged, with the choice of RIS dimensions and indicators largely relying on Evangelista, Iammarino, Mastrostefano, and Silvani (2001). In total, 32 relevant regional indicators are grouped into three dimensions – Knowledge creation and dissemination, Firm innovation activity and Systems' performance. Regional heterogeneity is noted with respect to innovation capacities in the 2006–2010 period: North-West Croatia is leading in the diffusion of innovation, with overall RIS configuration most conducive to innovation activity; Central and East Croatia (CEC) has a distinct value chain in agriculture and low-technology industries and industries' needs for technological upgrading are resolved through external R&D (acquisition of licenses, patents and know-how), backed up by strong public financing; Adriatic Croatia is underperforming in innovation activity, given the advantages it has over CEC in important elements of systemic dimensions such as entrepreneurial and technological infrastructure and in scientific capacities. Policy implications are drawn from highlighted regional differences in innovation capacities and in sectoral structures.
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The author presents the image of Hungary in the 18th century on the base of the libraries for girls in France. And in the meantime the study presents the girl's education in the convents.
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This paper aims to present the mechanism of the integration of the “old” teaching staff, i.e. the teachers who gained their professional afϐirmation in the Kingdom of Yugoslavia and in the ϐirst years after the Second World War. Its starting point is the wider context in which the school was established as a state institution in the period of the formation of national states, i.e. the modern Serbian state. A signiϐicant part of the paper will deal with the attitude of the new communist government towards the teachers who obtained their degree in occupied Serbia and the teachers who got “negative characteristics” after the war, which was directly related to their “behavior” during the war and connection with certain collaborationist military formations or movements.
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Durch die ganzheitliche Förderung von Selbständigkeit, Streben nach Einsicht und Durchgeistigung des tätigen Daseins ist die pädagogische Vermittlung bereits funktional als eine künstlerische Aktion eingestuft. Insbesondere im Musikunterricht ist dies naheliegend, da der Gegenstand der Betrachtung die musikalische Kunst selbst ist. Ernst Irtel1, der siebenbürgische Musiker, hinterfragte während seines Wirkens nicht nur die Sinnzusammenhänge von Lied, Kammermusik und Sinfonie, sondern auch die Möglichkeiten einer unverzerrten Begegnung mit Musik und der damit verbundenen künstlerisch-intuitiven Förderung menschlicher Lern- und Verstehensprozesse.
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Die Berufsausbildung des siebenbürgisch-sächsischen Mittelschulprofessors umfasste nach dem österreichisch-ungarischen Ausgleich von 1867 eine mehrjährige Fachausbildung und – da sich die Schulen in der Trägerschaft der Evangelischen Kirche befanden – das verpflichtende Studium der Theologie über vier Semester. Der fachliche Bildungsweg des Gymnasiallehrerswar 1883 vom sogenannten „Mittelschulgesetz“ des ungarischen Unterrichtsministers Ágoston Trefort neu geregelt und vorgeschrieben worden. Da das Theologiestudium nur im Ausland erfolgen konnte, nutzten die Studierenden ihren Auslandsaufenthalt meist auch für ihre Fachstudien, denn sie konnten von den vier verpflichtenden Studienjahren drei im Ausland belegen. Sie besuchten Vorlesungen und Seminare oft namhafter Professoren an verschiedenen Universitäten in Deutschland, Österreich und Ungarn. Das Staatsexamen mussten sie allerdings im Inland ablegen, ab 1893 in ungarischer Sprache2. Darauf folgten ein Übungsjahr und die Prüfung vor der obersten Schulbehörde der Evangelischen Landeskirche. Die damalige Prüfungsordnung für siebenbürgisch-sächsische Mittelschulprofessoren sah demnach zwei aufeinanderfolgende Examina vor: die Mittelschulprofessorenprüfung vor der staatlichen Kommission und die vor der landeskirchlichen Schulbehörde. Nach 1907 verschärfte Unterrichtsminister Albert Apponyi die Magyarisierung in den Schulen der nationalen Minderheiten durch ein neues Gesetz, das viel Unmut und Gegenwehr erzeugt hat und als „Lex Apponyi“ in die Geschichte eingegangen ist. Gleichzeitig traten auch neue Gehaltsregelungen für das Lehrpersonal in Kraft.
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Le couvent des Ursulines de Varaždin a gardé pendant toute son histoire le sens de la musique, pour les besoins de l’église de la Nativité de Jésus et pour ceux des écoles. Il y avait toujours des religieuses qui excellaient dans cet art exquis. M. Maria Pia Assumpta – Stanislava Lončar (1896-1971), en fut une des plus remarquables. Encore jeune fille, elle dirigeait la chorale dans une église renommée de Zagreb. Après le baccalauréat chez les Soeurs de St Vincent de Paul, elle entra en 1915 chez les Ursulines, où dans la suite, elle exerça de nombreuses fonctions, surtout d’éducatrice aimée et respectée de tous. Son don pour la musique brillait au-dessus tout. Elle jouissait aussi d’une belle voix alto, mais sa voix avait également un large diapason qui emplissait toute l’église. Elle dirigeait la chorale et composait pour diverses occasions. Toute sa vie religieuse elle fut organiste jouant ses propres préludes, ses improvisations, qui restaient des souvenirs inoubliables. Ses mélodies vibraient sous les voûtes, tantôt tendrement, tantôt comme un orage qui coupait le souffle aux fidèles. Après la Première guerre mondiale, elle restaura la Société musicale “Milozvuk“ -“Son agréable“ - aux instruments à cordes, pour animer les scéances théatrales des élèves pour les différentes fêtes. En 1938, elle fonda la chorale du Pensionnat “Stella“. Malheureusement, elle n’écrivait pas ses compositions, car elle les jouait selon l’inspiration du moment. Pourtant, elle a laissé une quarantaine de petites compositions consacrées à Ste Angèle, Ste Ursule, à nos Bienheureuses Martyres, au Christ Roi et à Notre-Dame tendrement aimée. Elle a aussi composé trois litanies de N-D et une Messe pour les Défunts. Elle laissa une grande quantité de notes pour la liturgie, qu’elle soignait avec affection, surtout le chant choral. M. Pia se donnait sans réserve à toutes les cathégories de personnes: élèves, parents, congréganistes, enfants de choeur, soeurs, tout en travaillant une grande partie de la nuit. Ses principes éducatifs étaient très exigeants, mais elle se les appliquait d’abord à elle-même. Epuisée par les circonstances défavorables à la vie religieuse d’après la guerre, elle redoubla son travail pour suppléer au manque total de moyens catéchetiques, en faisant elle-mêmes tant de choses pour les enfants, elle mourut le 11 décembre 1971, pleurée de miliers de personnes pour lesquelles elle était une vraie mère et amie.
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Jesuits of the old Society did not formally teach physics in Varaždin until the last years before the abolition of the Jesuits. Nevertheless in Varaždin worked many prominent mathematicians and physicists starting from Varaždin-born Andrija Makar and Francis Jambrehovića from Carniolian Vinica, who presented to Varaždin the science of Roman mathematician Athanasius Kircher which they learned in today Slovak University in Trnava. In the following generations of the Jesuits were had arguments about physics and the philosophy of Descartes. Varaždin born Josip Novoselić opposed Cartesians. Dilemmas regarding the introduction of new physics in the Jesuits’ curriculum solved only at the time of Bošković after Novoselić passed away. Bošković ideas were accepted in Varaždin curriculum at the time of surveying of Bosković’s associate Joseph Liesganig in Varaždin environment. Joseph collaborator was his own brother Ignatius who worked in Varaždin College in 1763 and 1764. Varaždin School and its Jesuit College developed in the framework of the worldwide network of Jesuit institutions which branched on all continents. The power of the old society of the Jesuits can be perfectly described with the help of the modern theory of self-organizing communication networks. With one important exception because the old network of the Society of Jesus was very much centralized contrary to the modern World Wide Web. Varaždin Jesuits’ college was subordinated to the Rector who in his turn reported to the Austrian provincial in Vienna. The information from all provinces was centralized in the Roman office of the Jesuit General. As a part of the Central European Jesuit network Varaždin experienced no noticeable delay in accepting the latest scientific ideas. The Jesuits highly mobile experts spread the novelties in the framework of the rapid rotation of Jesuits’ manpower from one college to another. The Jesuit college of Varaždin was closely linked with the Jesuits in Ljubljana and Trnava. The University of Trnava served for the education of the Jesuits mostly from the Hungarian part of the Habsburg Empire, while the Universities of Graz and Vienna educated the most Jesuits from Austrian part of the province. Special attention was paid to the life and work of the Jesuit Anthony Rajšp from Ptuj. He became the very first official professor of technical subjects in Varaždin. Rajšp was indispensable for Varaždin School just like similar educated experts were indispensable in Ljubljana, Provence, or other smaller Catholic communities. Therefore Rajšp stayed in Varaždin School after the ban of the Jesuits in 1773. His director position in Varaždin was the recognition of his pedagogic skills and humanity.
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The study analyzed so far little theme being processed students from Slovakia at technical universities in Czechoslovakia in the interwar period. Because in Slovakia did not appear technical college, students had to travel from Slovakia to the Czech Republic or study abroad. First define the concept of a student from Slovakia, i.e. listener having permanent residence in the territory of today's Slovakia or Slovak nationality. Based on archival sources we determine the number of students in their respective fields. Next, we analyze their length of study, in favor of 1 and 2 state examination, as well as students age. In the results, we consider transfers of students from one department to another.
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In this paper we highlight the impact of the Prussian education system on the American education system. It turns out that the current efforts to eliminate bipolarity between continental European type of education and the Anglo - American type of education were present much earlier. This work provides an interesting historical nexus between the education systems of Prussia and the American education system. In the analysis, we discuss the emergence of the Prussian education system and the description of this system. Furthermore, we focus on the report of the French philosopher Victor Cousin and its huge impact. Subsequently, we provided insight into the history of American public schools and introduce Horace Mann as founding person. We will show the changes that have occurred in America after the implementation of the Prussian education system. At the end of this critical analysis we find statements showing the true intentions of the implementation of the Prussian education system in the emerging American education system.
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The study presents the importance of teaching work of Matej Bel in terms of current educational sciences. The first part analyzes the bases of Bel’s pedagogy, particularly the influence of Pietist education and its application of pedagogical realism. Out of historical documents recording Bel’s reform achievements in schools in Banska Bystrica and Bratislava, it is possible to construct an idea of Bel’s educational conception. The largest section on Bel’s concept of teaching analyzes the teleological dimension – his structure of objectives, the socio-institutional dimension – the relationship between education entities, as well as the content dimension and the didactic methodical dimention. The author briefly indicates Bel’s basic principles of affective education and educational counseling. In conclusion she assesses the significance of the impact of Bel’s reforms as well as their limitations.
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When Bosnia and Herzegovina entered the Kingdom of Serbs, Croats and Slovenes there were three teachers' schools: The regular female school in Sarajevo and School for boys in Mostar and Derventa .. In the year 1926. more schools have been opened: Male teachers school in Sarajevo and Krajiska teachers school in Banja Luka. During that same year, the school for teachers in Derventa was closed. Apart from government schools, in Bosnia and Herzegovina also operated Roman Catholic women's school at the bureau of st. Joseph in Sarajevo. These schools operated under regulations that were adopted during the Austro-Hungarian administration in Bosnia and Herzegovina and were in force until 1929. In schools for teachers in Bosnia and Herzegovina there has always been enough candidates for enrollment. Such a phenomenon was caused by a number of factors, among which we should accentuate rather widespread network of civic schools whose students, as well as students of the (lower) high schools decided to follow this vocation. In addition, students of these schools who came from small towns received accommodation sooner in boarding schools then students of other schools, but also the scholarships of educational-cultural societies. Parents of students, especially those poorer, decided to enroll their children in schools for teachers because they believed that it will also help them get employment much sooner.
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The Bologna Process is the European project, initiated on 19 June 1999 by the signing of the Ministers responsible for higher education in 29 European countries, a document known as the Bologna Declaration. The essence of this process are changes in the higher education systems in Europe, the ultimate goal is the creation the process has created the European Higher Education Area. The importance of the Bologna Process for Europe is well illustrated by the words contained in the published paper on the future “No other initiative has mobilized so many people, apart from the creation and development of the EU”. The purpose of the Bologna Process - the intergovernmental process carried out in close collaboration with academic environment – is not to create a standardization for the higher education systems in different countries, but to shaper and organize system of higher education in Europe to become a universally understandable and trustworthy.
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In the article investigational educational activity of in Volin region at the beginning of ХІХ century and the ways of realization of his experience in nowadays practice are learned. The scientific woks about educational motion of ХІХ century in Ukraine and publications which described T. Chatskij’s activity are analysed. It is said that his activity was used in such directions: scientific, organizationally pedagogical, patronation of education. The pedagogical conception of T. Chackogo accents on the necessity of opening new schools in villages, on the education patronage, the wide development of student’s personality, the using of health-keeping study technologies, the permanent perfection of material and technical base of schools, the combination of theory with practice. In the article are generalized positive ideas of organizationally pedagogical experience of T. Chatskij and recommendations of his experience realization in the educational establishments in such ways are given : - the close collaboration adjusting between the teaches of different countries, specially between Poland and Ukrainian ones; - the studying of pedagogical experience of foreign countries and using it in the Ukrainian education; - the education patronage; - the settlement of legal base for the education patronage; - the granting to the national minorities the possibility for their own establishments foundation; - the foundation of different schools types which form the unique system of Ukrainian education.
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The aim of founding folk schools after the Second World War was an elimination or at least reduction of the phenomenon of illiteracy and the fight against unemployment amongst teachers. On initiative of government in post-war Italy there were formed folk schools, which were supposed to prepare for active life in a constituting democratic state by promoting education among youth and adults. Realisation of demarcated programmes, as well as taking the actual needs of pupils into consideration, encountered difficulties. Moreover, strong opposition with different political orientation seriously limited and restrained the realisation of the project.
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