Suchergebnisse

The article is devoted to the issue of organization and activity of the faculty of history of Ivan Franko Drohobych State Pedagogical University in the 1940s – first half of the 1950s. Today in Ukraine an educational reform is being carried out. Historical reflections and objective analysis of the past will help to identify important aspects of development not only of separate branches of education and science, but also the functioning of separate educational institutions, and to take them into account in modern realities.The main idea of the article is to show the organization and activity of the historic faculty of Drohobych Teachers' Institute (as the present-day Drohobych University was called) in the 1940s and early 1950s; to describe the student and teacher staff of the faculty, the content of training and education of youth, some aspects of the then everyday life; to trace the influence of the socio-political situation in the region on the work of a higher educational establishment and its subdivisions.The formation in Drohobych of a higher pedagogical institution was associated with the processes of Sovietization on the western lands of Ukraine. Higher education, especially pedagogical, was an important ideological tool for the Stalinist system, a source of the formation of a new Soviet intelligentsia. The first post-occupational entree plan for students at the Faculty of History was 60 students. It went through difficulties and scored two-thirds of the plan. A small number of secondary school graduates was the reason for the shortage. The youth had 6-7 years of school education after the German occupation. In 1952, the faculty enrolled already 50 students. In the postwar years, Ukrainians prevailed among the students. However, the share of local youth was insignificant due to political reasons. From the mid-40's to the mid-50's of the twentieth century only 830 teachers-historians were trained at the faculty.In 1946, the staff of the Department of History, which provided teaching at the Faculty of History, comprised 2 teachers. In the first post-war years P. Kozik, V. Tychyna, V. Tryhub, O. Zaichenko, I. Kosharnyi, P. Marunya, O. Dybenko, I. Lisinchuk worked at the department. At the beginning of the work, none of the members of the department staff had a degree or an academic rank. In 1950 P. Kozik defended his Ph. D. thesis.Initially, in the content of education the communist party ideology was prevalent, which was implemented into curricula, programs, and manuals. The students were subjected to ideological treatment, the selection was held in respect of political confidence.The conditions of life and work in the first postwar years were complicated. The situation slowly improved.The Historical Faculty had began its work in 1940 and renewed its activities after the German occupation. During the first postwar years, students and departments of the faculty were gradually formed and the everyday life became settled. The communist party ideology of education and training, neglect of national-spiritual traditions, repressive measures of the power regarding students and teachers negatively affected the training of teachers. ; У статті показано організацію та діяльність історичного факультету Дрогобицького державного педагогічного університету імені Івана Франка в 40-і та на початку 50-х рр. ХХ ст. Характеризується студентський та викладацький склад факультету, зміст навчання і виховання молоді, деякі аспекти тодішнього повсякдення. Простежується вплив суспільно-політичної ситуації у регіоні на роботу вищого навчального закладу та його підрозділу.

A national institute on supervision for rehabilitation teacher supervisors was held in New York City's Sheraton-Atlantic Hotel last December. The institute, sponsored by the American Foundation for the Blind, was made possible by a short-term grant from the Vocational Rehabilitation Administration, U.S. Department of Health, Education, and Welfare

In Israeli director Yael Bartana's 2007 film Mary Koszmary—meaning "Bad Dreams" or "Nightmares"—a young Polish politician delivers a resounding speech to an empty, crumbling, communist-era Stadion Dziesięciolecia in Warsaw. The speech, he says, is an appeal: "This is a call. . . . It is an appeal for life. We want three million Jews to return to Poland, to live with us again. We need you! Please come back!" This article considers the powerful and perhaps disturbing premise of these lines and explores their possible meanings in a contemporary Polish context. What can it mean for Poles and Polish culture to need Jews—and in particular, to need those Jews who can never return? The complex phenomenon of Jewish memory in Poland and Eastern Europe cannot be contained within specific, present-day borders—whether of geography or of academic discipline: similar dynamics to those Bartana has identified in Poland exist throughout the region. Thus, against the background of Bartana's film, the article considers the growing phenomenon and importance of local Jewish festivals in Poland and present-day Ukraine, focusing in detail on two specific festivals: the annual festival "Encounters with Jewish Culture," held in Chmielnik, Poland, and the biannual Bruno Schulz Festival in Drohobych, Ukraine. The analysis explores ways that the memory of Polish Jews—and more specifically the figure of the absent Polish Jew—can function as a central element in the construction of new, communal Polish and Ukrainian narratives since the fall of Communism.

How can the Institute of Economic Affairs help teachers? Walter Allan, director of the IEA's new Teachers' Resource Centre, explains the Institute's plans to develop its service to teachers and schools.

The purpose of the research consists in analysing the current state of training future teachers for the organisation of a health-preserving inclusive space. The identified problems are actualised by the growing role of inclusive education, which is aimed at teaching children with different educational needs and disabilities. For realising the goal of the research, a number of theoretical (analysis, synthesis, abstraction, induction, deduction, generalisation) and empirical (observations of the educational process of a higher education institution, in which future teachers undergo professional training), study of documentation (academic programs, curricula, syllabi)), questionnaire) methods. In particular, the documentation of Ivan Franko State Pedagogical University of Drohobych has been studied, and 120 students of the first (bachelor's) and the second (master's) degrees of higher education have been surveyed. The conducted research has proved the ability of a modern higher education institution to form specialists with developed inclusive competence. This is facilitated by the systematic work of the higher education institution regarding the formation and implementation of academic programs for training future teachers and regarding the inclusion of a number of educational components, which are aimed at forming inclusive competence and future teachers' relevant skills in the process of pedagogical practice.

At head of title: The government of the Philippine Islands. Department of Public Instruction. Bureau of Education. ; Mode of access: Internet.