International trends in education 4100-IVMTwED
The aim of the course is to acquaint students with the global dimension along with latest tendencies in education, basing on most effective foreign practices. It is attained through identification and critical review of processes and developmental trends characteristic for contemporary education in the world, Europe and Poland. Examined will be relationships between current social changes in the world (a wide educational context) and social functioning of the actors of those changes on a global scale. The overall result of students’ participation in the course will be their in-depth awareness of global changes and processes that exert their influence on gaining knowledge and skills which allow for informed participation in education and effective managing of educational process through gaining objective viewpoints and professional practice.
Issues covered in class meetings constitute six thematic areas:
1. Introduction: main trends and challenges of contemporary education: Poland – Europe – the world. Problem Based Learning projects.
2. Education after COVID-19
3. Internationalization, mobility, inclusivity
4. Global developmental trends vs nature and technology; identity and belonging; knowledge and power
5. European Educational Space, European Universities, global educational space, global education
6. Skills and competences of the future; life-long learning
7. Presentation of students’ projects based on PBL.
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Term 2024L:
The aim of the course is to acquaint students with the global dimension along with latest tendencies in education, basing on most effective foreign practices. It is attained through identification and critical review of processes and developmental trends characteristic for contemporary education in the world, Europe and Poland. Examined will be relationships between current social changes in the world (a wide educational context) and social functioning of the actors of those changes on a global scale. The overall result of students’ participation in the course will be their in-depth awareness of global changes and processes that exert their influence on gaining knowledge and skills which allow for informed participation in education and effective managing of educational process through gaining objective viewpoints and professional practice. |
Type of course
Mode
Course coordinators
Learning outcomes
The graduate
Knowledge - knows and understands:
- K_W18 the most important traditional and contemporary trends and systems in psychological and pedagogical thinking and their historical and cultural contexts
- K_W20 the importance of a multicultural, tolerant and multilingual society
Skills – is able to:
- K_U01 search, analyse, evaluate, select and use information, using a variety of sources and methods, including advanced information and communication techniques, in Polish and English and, optionally, in French or German
Social competences – is prepared to:
- K_K03 take responsibility for the promotion and preservation of the cultural heritage of the region, country and Europe
- K_K05 conduct interpersonal and intercultural communication mediating with participants in the teaching-learning process in a local and global context
- K_K11 undertake educational actions in an international context and function on the global job market
Assessment criteria
The final grade is based on:
1/ participation in class meetings (allowed is 1 unjustified absence) rudimentary to obtain a grade
2/ active participation in discussions and preparation for classes– up to 60% of the final grade (verifying K_W18; K_W20; K_U01)
3/ team educational project based on the PBL method and its presentation in class (up to 40% of the final grade according to such a grid: 5.0=40%; 4.5=35%; 4.0=30%; 3.5=25%; 3.0=20%) - veryfing K_W18; K_W20; K_U01; K_K03; K_K05; K_K11.
The final grade is a weighted average, and its percentage range is as follows:
100- 90%- very good (5)
89,99- 85-% - more than good (4,5)
84,99- 75-% - good (4,0)
74,99- 70-% - more than satisfactory(3,5)
69,99- 50-% - satisfactory (3,0)
49,99 i poniżej % - unsatisfactory.
Bibliography
Core:
Języki Obce w Szkole. FRSE. www.jows.pl
OECD. Trends Shaping Education, 2022 https://www.oecd.org/education/trends-shaping-education-22187049.htm
Poszytek, Paweł. The Competences 4.0 as Facilitators in the Realisation, Management and Sustainability of Erasmus+ Projects in the Times of the COVID-19 Pandemic. Warszawa: Poltext, 2021.
Żyłkiewicz-Płońska, Emilia. Europejski wymiar w edukacji młodzieży akademickiej: Studium porównawcze. Białystok: Katedra Wydawnictwo Naukowe, 2016.
Verger, Antoni, Mario Novelli, and Hülya Kosar Altinyelken, eds. Global Education Policy and International Development: New Agendas, Issues and Policies. London: Bloomsbury Academic, 2012.
Complimentary:
Barrett, Martyn. ed. Interculturalism and Multiculturalism: similarities and differences. Council of Europe Publishing, 2013.
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Term 2024L:
Core: |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: