Relevant bibliographies by topics / Education, Moral and religious, in schools

Academic literature on the topic 'Education, Moral and religious, in schools'

Author: Grafiati
Published: 27 July 2024
Last updated: 28 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Education, Moral and religious, in schools.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Education, Moral and religious, in schools"

1

Kristianus Bayu Pranata and Nehemia Nome. "Pendidikan Agama Kristen Sebagai Agen Restorasi Pendidikan Dalam Mewujudkan Kehidupan Beragama Yang Harmonis Di Sekolah–Sekolah." Jurnal Filsafat dan Teologi Katolik 6, no. 2 (January 30, 2023): 37–63. http://dx.doi.org/10.58919/juftek.v6i2.67.

Full text
Abstract:
Abstract: Christian religious education has the goal of teaching students the principles of Christian life, including moral values such as love, forgiveness, justice, and brotherhood. Christian religious education can help students understand and appreciate other religions with an inclusive attitude, tolerance, and respect for religious differences. However, there are several challenges that need to be overcome in implementing Christian religious education as an educational restoration agent to create a harmonious religious life in schools. One of the main challenges is the lack of understanding of religious moderation. In this research, the writer took the step of doing a literature study. Christian religious education plays a vital role as an educational restoration agent in creating a harmonious religious life in schools. Through teaching moral values, respect for religious diversity, character building, and interreligious dialogue, Christian religious education contributes to shaping students who live according to religious values and in harmony with fellow human beings.
APA, Harvard, Vancouver, ISO, and other styles
2

Imam Tabroni, Alya Siti Nurhasanah, and Vina Maulidina. "BUILD STUDENT CHARACTER THROUGH ISLAMIC RELIGIOUS EDUCATION." SOKO GURU: Jurnal Ilmu Pendidikan 1, no. 3 (December 1, 2021): 23–26. http://dx.doi.org/10.55606/sokoguru.v1i3.58.

Full text
Abstract:
Character education is important for human life, so the role played by the world of education must not only show moral knowledge, but also love and be willing to take moral action. This paper will discuss the formation of student character through Islamic religious education. Islamic Religious Education (PAI) is one of the most important pillars of character education in the world of education. Character education will grow well if it starts from the instillation of a religious spirit in children, therefore PAI material in schools is one of the supports for character education for students. Through PAI learning, students are taught aqidah as their religious basis, taught the Koran and hadith as a guide for their life, taught fiqh as legal signs in worship, teaches Islamic history as an example of life, and teaches morals as a guide for human behavior whether in the good or bad category. bad. Therefore, the main goal of PAI learning is the formation of personality in students which is reflected in their behavior and mindset in everyday life. In addition, the success of PAI learning in schools is also determined by the application of appropriate learning methods.
APA, Harvard, Vancouver, ISO, and other styles
3

Tibo, Paulinus, and Ona Sastri Lumban Tobing. "The Role of Catholic Religious Education Teachers in Developing Moral Values for High School Students: A Case Study at Parbuluan." American Journal of Arts and Human Science 1, no. 4 (December 23, 2022): 27–32. http://dx.doi.org/10.54536/ajahs.v1i4.841.

Full text
Abstract:
Teenagers experience a crisis of moral values such as honesty, justice, discipline, responsibility, wisdom, and fear of God. Teenager moral problems are a concern for parents, families, schools and society in general. Currently, the most important factor for students in schools is moral education. The presence of religious teachers in schools through Catholic religious education is very important for the moral development of students in dealing with this reality. This study aimed to determine the role of teachers in developing the moral values of class X and XI students at State Senior High School 1 Parbuluan. This study employs a qualitative methodology. Catholic Religious Education Teachers, Deputy Principals, and Students were interviewed for this study. The function of Catholic Religious Education Teachers in Developing Moral Values is to cultivate the spiritual, social, and behavioral attitudes of students. Teachers encourage and guide students to possess moral values like honesty, responsibility, justice, and discipline. Catholic teachers continue to have deficiencies in developing the moral values of their students, as evidenced by the fact that students are still tardy in entering and submitting assignments. Catholic teachers have not done their utmost to foster moral students, particularly in the application of honesty, responsibility, justice, and discipline. School conditions and situations have not maximally influenced the moral values of students. Recommendations for schools need to do character building education for students and moral education to become extra-curricular activities in schools.
APA, Harvard, Vancouver, ISO, and other styles
4

., Yufiarti, Sri Nuraini, Muhammad Solihin, and Reza Rachmadtullah. "Moral Disengagement in Middle School Students: Survey in Religious Education." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 80. http://dx.doi.org/10.14419/ijet.v7i3.30.18160.

Full text
Abstract:
Indonesian culture has many schools which based on religion. The main objective of the Islamic school is to make their students have moral or wonderful behavior. The purpose of this study was to investigate moral disengagement of students at religious education. This survey on 171 students included female and male. Data analysis used descriptive as graph and percentage. Children can enroll to the religious schools. Profile shows that many children varieties such as gender, age. Student’s at moral disengagement was multiple diverse.
APA, Harvard, Vancouver, ISO, and other styles
5

Kusnawan and Saepulah. "Tips for Building a Literacy Culture Among Islamic Religious Education Teachers." Indonesian Journal of Contemporary Multidisciplinary Research 3, no. 3 (May 31, 2024): 493–504. http://dx.doi.org/10.55927/modern.v3i3.9323.

Full text
Abstract:
The increasingly rapid development of the internet and technology has an impact on the lack of literacy culture in schools. Students spend more of their free time playing with cellphones or gadgets. Islamic religious education (PAI) teachers are an important milestone in developing the character and morals of students to become better. Building good character and morals can start by cultivating literacy in schools. This research aims to explore the role of Islamic Religious Education (PAI) Teachers in building a literacy culture in schools. PAI teachers have a strategic position in instilling religious and moral values ​​in students, as well as guiding them in understanding and practicing religious teachings. It is hoped that this research will be able to provide an impact and alternative solutions to the development of PAI teacher competency, especially in improving literacy culture in schools. This research uses a qualitative approach with the library research method
APA, Harvard, Vancouver, ISO, and other styles
6

Lie, Anita. "Religious Education and Character Formation." Journal of Interdisciplinary Studies 26, no. 1 (2014): 73–94. http://dx.doi.org/10.5840/jis2014261/24.

Full text
Abstract:
The Second Vatican Council cautioned regarding the increasing secularization of Westem societies that the greatest error of our age is the separation between faith and life. Through its history of the kingdoms of Buddhism and Hinduism, 350 years of Westem colonization and growth of Islam, Indonesia claims to place religion in high regard. Citizens are obligated to proclaim one ofthe six recognized religions. All schools allocate four hours of religious teaching weekly. Critics doubt that the teaching of religion in schools will help solve problems. Corruption is rampant and ethnic-reliigious conflicts are increasing despite the people's claim as a religious nation. The challenge, then, is to integrate religious and character education into the core as well as hidden curriculum and teach students to nurture their faith and moral sense throughout their schooling. This essay explores how religious and character education in the school curriculum endeavors to prepare young people to enhance their intellectual capabilities and form them to be people of faith and character.
APA, Harvard, Vancouver, ISO, and other styles
7

Sarbini. "Adaptation of Religious Moral Values in Elementary School Education in the West Java Region, Indonesia." ENDLESS: INTERNATIONAL JOURNAL OF FUTURE STUDIES 5, no. 3 (December 28, 2022): 337–44. http://dx.doi.org/10.54783/endlessjournal.v5i3.177.

Full text
Abstract:
This article seeks to examine how the implementation of moral education is presented in elementary schools (SD, SMP, and SMA) in the midst of a society that has changed from an agricultural society to an industrial society. This study aims to understand how the cognitive, affective, and psychomotor aspects of students in the implementation of religious moral values ​​are presented in schools. This study uses a qualitative method with a descriptive approach. The data collection technique taken was observation, interviews with students from primary schools (elementary, junior high and senior high schools) in the Sumberjaya District, Majalengka Regency. This study found that the religious moral values ​​presented in schools were still transfer of knowledge and religion in the aspect of cognition, only a small portion were in the affective and psychomotor aspects. Second, the socio-economic conditions of the family are part of the background for moral value education which is not optimally absorbed into the affective and psychomotor aspects. Third, the condition of the social environment has a big contribution in shaping student orientation, where religious moral values ​​do not become a control rope for students in carrying out social interactions in society. This study concludes that the implementation of religious moral values ​​in education in schools has a clash with family awareness in supporting education, learning models that are still limited to the transfer of knowledge, and the social environment of society.
APA, Harvard, Vancouver, ISO, and other styles
8

Kurata, Lehlohonolo. "Exploring the Role of Religious Studies in Developing Moral Values among Secondary Schools Learners in the Northern Region of Lesotho." Asian Journal of Education and Social Studies 50, no. 6 (May 21, 2024): 254–68. http://dx.doi.org/10.9734/ajess/2024/v50i61412.

Full text
Abstract:
Similar to many other countries, Lesotho has experienced growing concerns regarding moral decay among youth in recent years. This concern could be attributed to various factors, such as rapid socio-economic changes, advancements in technology, and shifting societal norms. Consequently, negative consequences have arisen, including drug abuse, disrespect for constituted authority, and disengagement from academics among learners. The study therefore intents to explore the efficacy of religious studies in addressing moral erosion and developing ethical behaviour to ensure its effective implementation and impact. This study adopts the Cognitive Dissonance Theory as a framework to investigate the potential of religious studies in secondary schools as a means to develop ethical behaviour and address the increase in moral decay among learners. Through purposive sampling, six teachers from six member schools of the religious studies association in the northern region of Lesotho were selected to participate in semi-structured interviews. The findings of the study indicate that moral decay among learners is primarily influenced by factors such as poverty, lack of parental guidance, limited access to education, and dysfunctional family structures. Furthermore, the study reveals that religious studies content and various teaching approaches have the potential to cultivate moral values and counteract moral decadence among learners. The study recommends that teachers receive continuous professional development and support to enhance their pedagogical skills in effectively delivering moral education through religious studies. Moral instruction curriculum rather than religious studies curriculum should be introduced. The curriculum should accommodate all religions’ moral precepts.
APA, Harvard, Vancouver, ISO, and other styles
9

Kaushan, Anatoly. "The essence of religious and moral upbringing in modern education." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 45, no. 2 (August 2020): 82–91. http://dx.doi.org/10.46727/jshs.2020.v45.i2.p82-91.

Full text
Abstract:
The article considers the main factors of the cultural and moral values of Orthodoxy. The culture of education in Orthodox schools is considered as a process of the national-regional education system development. The educational field, which examines the values of Orthodoxy, elects culture.
APA, Harvard, Vancouver, ISO, and other styles
10

Novanto, Riza Awal. "Model Pendidikan Spiritual dan Akhlak Di Sekolah." AL-MUFASSIR 3, no. 2 (December 31, 2021): 93–105. http://dx.doi.org/10.32534/amf.v3i2.2471.

Full text
Abstract:
Writing this journal is intended to determine the model of spiritual and moral education in schools. Spiritual education is a basic human nature, so it is very important to shape human morals. Spiritual education aims to strengthen the soul and spirit in order to maintain a good relationship with Him. So that it makes human life more meaningful. While morality is the result of spiritual education. Moral education is education that seeks to introduce, instill and appreciate the patterns, attitudes and actions of humans related to God, humans and their environment. Thus, spiritual and moral education is very important to be applied in schools in an effort to reawaken humans in this case are students on the straight path to human nature. Therefore, a model of spiritual and moral education is needed to achieve this goal. The model in spiritual and moral education is divided into four, namely: First, religious views. Second, the educational process. Third, curricular. Fourth, operational strategy.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Education, Moral and religious, in schools"

1

Engelhardt, Craig S. Glanzer Perry L. "Moral and civic education and the public value of religious schools." Waco, Tex. : Baylor University, 2009. http://hdl.handle.net/2104/5340.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lam, Yim-chong. "The teaching of moral education through religious subject : a case study of the religious education teachers of the methodist secondary schools in Hong Kong /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184343.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lam, Yim-chong, and 林嚴壯. "The teaching of moral education through religious subject: a case study of the religious education teachers of themethodist secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961009.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kislowicz, Barry. "Appropriating Kohlberg for traditional Jewish high schools /." Ann Arbor, MI : University Microfilms, 2004. http://wwwlib.umi.com/dissertations/fullcit/3135356.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Yuen, Wing-hang Henry. "The sustainability of an Ignatian religious school in Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37207568.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Tinker, Claire. "State funded Muslim schools? : equality, identity and community in multifaith Britain." Thesis, University of Nottingham, 2006. http://eprints.nottingham.ac.uk/10936/.

Full text
Abstract:
In this thesis I explore the debate over the state funding of Muslim schools in Britain, examining the arguments used for and against by the stakeholders involved. Qualitative interviews were conducted with head teachers, politicians, Muslim parents and representatives from a number of stakeholder organisations, to identify their reasons for supporting or opposing state funded Muslim schools. This research is necessary because until now the opinions of those directly involved have not been systematically researched, resulting in assumptions and generalisations about their views. Muslim schooling has become an increasingly fractious and polarised issue, and only by analysing the actual arguments used by those directly involved can we gain insight into the complexities underlying this debate. This data also allows me to explore how the issue of Muslim schooling relates to broader sociological questions about the rights, responsibilities and forms of belonging appropriate for minority communities in multicultural societies. In the findings I begin by reporting that the main arguments used in favour of state funded Muslim schools were equal rights, a better society, strengthened identity and educational benefits. I then move on to question why, given these strong favourable arguments, so few Muslim schools are currently in receipt of state funding. I ask whether this is due, at least in part, to Islamophobia. I then utilise models of political philosophy to evaluate the arguments surrounding state funded Muslim schools, and find that discourses of equality, social cohesion and identity are employed by both opponents and proponents. It is therefore possible to argue either for or against the state funding of Muslim schools from a liberal, a communitarian or a multiculturalist perspective. Finally I assess alternative solutions to the educational difficulties faced by Muslims in Britain, and conclude with my opinion about whether there should be state funded Muslim schools.
APA, Harvard, Vancouver, ISO, and other styles
7

Creel, James R. "The religious beliefs, moral beliefs, and lifestyle practices of the high school students who attend Berean Academy." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Barenholtz, Yael Kohlberg Lawrence. "The just community approach to moral education in religious public schools in Israel : a case of adaptation /." Ann Arbor, MI : University Microfilms, 2005. http://wwwlib.umi.com/dissertations/preview/3177128.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Roso, Calvin Gordon. "Character education at a Jewish day school : a case study analysis of a school's curriculum /." Ann Arbor, MI : University Microfilms, 2004. http://wwwlib.umi.com/dissertations/preview/3122574.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Yuen, Wing-hang Henry, and 阮永衡. "The sustainability of an Ignatian religious school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37207568.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Education, Moral and religious, in schools"

1

West-Burnham, John. Spiritual and moral development in schools. [London]: Network Continuum, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

West-Burnham, John. Spiritual and moral development in schools. New York: Continuum International Pub. Group, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

West-Burnham, John. Spiritual and moral development in schools. [London]: Network Continuum, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nwabichie, Remigius O. Religion for morality in education: A handbook for religion and moral education in secondary schools. Orlu Imo State, Nigeria: [s.n.], 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

1961-, COLEMAN ELIZABETH BURNS. Religious tolerance, education and the curriculum. Rotterdam: Sense Publishers, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bagnell, Jeff. Effective teaching of religious and moral education: Personal search : Roman Catholic schools. Dundee: Learning and Teaching Scotland, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

1969-, Haugen David M., and Musser Susan, eds. Education. Detroit: Greenhaven Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

O'Brien, Raymond C. Legal education and religious perspective. Bethesda, Md. (5424 Burling Rd., Bethesda 20814 ): Cambridge, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

O'Brien, Raymond C. Legal education and religious perspective. Bethesda, Md. (5424 Burling Rd., Bethesda 20814): Cambridge Typesetters, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Alexander, Hanan A. Commitment, character, and citizenship: Religious education in liberal democracy. New York: Routledge, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Education, Moral and religious, in schools"

1

Delicata, Nadia. "Moral Formation in Catholic Religious Education: Insights from the Fourth Gospel." In Global Perspectives on Catholic Religious Education in Schools, 87–98. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Jeynes, William. "The Removal of Character Education from the Public Schools and America’s Moral Decline Since 1963." In International Handbooks of Religion and Education, 25–47. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2387-0_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Komolmas, Martin. "Ethics, Moral, and Social Responsibility Formation of Students: Contemporary Challenges for Catholic Schools in Thailand." In International Handbooks of Religion and Education, 725–36. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5776-2_38.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

De Groof, Jan. "La liberté de choix en ce qui concerne l’enseignement d’une religion ou de la morale non confessionnelle en Belgique — Perspectives historiques de la relation Eglise-Etat." In Religious Education in Public Schools: Study of Comparative Law, 29–70. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-3863-1_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Zia, Rukhsana. "Transmission of Values in Muslim Countries: Religious Education and Moral Development in School Curricula." In School Knowledge in Comparative and Historical Perspective, 119–34. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5736-6_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Petersen, Mary. "The School in Partnership: Co-operation with Parents and The Local community in Providing for Religious, Moral and Spiritual Growth." In International Handbooks of Religion and Education, 1055–65. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_74.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Halstead, J. Mark. "Faith schools." In Debates in Religious Education, 91–102. 2nd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003406280-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ferreiro Galguera, Juan. "Teaching Religion in Public Schools in Spain." In Religious Education, 93–113. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21677-1_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Meijer, Wilna A. J. "Religious Education,Citizenship Education,Liberal Education." In Moral Education and Development, 209–21. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-716-5_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Damian, Constantin Iulian. "History and Philosophy of Religions in Orthodox Theological Schools." In Religious Education, 159–71. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21677-1_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Education, Moral and religious, in schools"

1

Režek, Mateja. "Shifting paradigms: atheization of school education in socialist Slovenia." In International conference Religious Conversions and Atheization in 20th Century Central and Eastern Europe. Znanstveno-raziskovalno središče Koper, Annales ZRS, 2024. http://dx.doi.org/10.35469/978-961-7195-39-2_03.

Full text
Abstract:
The paper delves into the instruments of the atheization of school education in Socialist Slovenia, drawing from an analysis of school curricula, textbooks, archival sources, and public debates on religious policy. The atheization of society in Slovenia was a gradual process that developed in the awareness that most of the population was religious and that prior to the Second World War, the Catholic Church had played a key role in Slovenian society. Similarly, yet in line with the specifics of the different regions of the Yugoslav state and the respective predominant religions, the process of atheization took place elsewhere in Yugoslavia as well. The Yugoslav constitution guaranteed freedom of religion and respect for religious rights, but defined religion as a private matter, thus rendering it irrelevant and invisible in the public sphere. At the same time, non-religiosity and atheism as the official stances of the ruling Communist Party were mediated through all areas of social life. The dialectical materialism developed into the only recognized “scientific” way of explaining the world and coping with the “ultimate questions”, while religion was considered a sign of ignorance, an illusion, and the alienation of people. The education system served as a pivotal conduit for disseminating the new ideology. On the one hand, religious education faced constraints and rigorous oversight in public schools until its removal in 1952. On the other hand, the introduction of the new school subject Moral Education emerged as the most obvious mechanism for promoting atheization within the school system.
APA, Harvard, Vancouver, ISO, and other styles
2

Annobil, Charles Nyarko. "PREDICTORS OF THE BASIC SCHOOL RELIGIOUS AND MORAL EDUCATION CURRICULUM IMPLEMENTATION IN CAPE COAST, GHANA." In SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.46529/socioint.2020226.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Floroaia, Mihai. "The role of religious education in the development of competencies specific to the training profile of high school graduates." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p268-273.

Full text
Abstract:
Through the information, knowledge and values offered, the educational process aims at forming and shaping characters. The Christian character presupposes an improvement of each faculty of the soul through the relationship between grace and freedom and their constant harmonization, which can be achieved only with the help of a moral-religious education.If in most study disciplines the emphasis is mainly on information, in the case of religious education, the emphasis is on the formative aspect, which brings a balance in the holistic training of the young person. Based on the descriptions of the key competencies, the training profile of the high school graduate was derived from a European Commission document on these competencies on three levels of acquisition: elementary, functional and developed. Thus, by achieving the derived competencies proposed in the religious classes, the eight competencies aimed at training the graduate for integration into society can be developed.
APA, Harvard, Vancouver, ISO, and other styles
4

Kaliský, Ján. "ETHICAL OUTCOMES OF ECOLOGICAL VALUES IMPLEMENTATION INTO MORAL EDUCATION ANALYZED BY ANIMAL RESPECT QUESTIONNAIRE (ANIRE-QUE)." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end047.

Full text
Abstract:
"The study presents life ethics respect outcomes and egalitarian zoocentrism theory implemented into the author´s, diagnostic tool of Animal Respect Questionnaire (AniRe-Que). AniRe-Que is a valid and reliable tool for teacher´s action research to assess intervention programs effectiveness aimed at environmental intelligence support and nature protection sensitivity. Subsequently, by means of 504 university students (future teachers of various study fields) as a research sample we focused on estimation of animal respect level (R-score for animals considered as natural beings and the essence of moral reasoning). R-score was analyzed in the context of dominant study field at university, prevailing value education from primary and high school education and worldview. Significant differences were proved for worldview in favor of non-religious respondents, for prevailing value education in favor of secular ethical education and for teacher´s training study field in favor of students studying Ethical Education as their future teaching profession. The study discusses the importance of nature protection sensitivity programs implementation into the educational process. Study was financially supported by KEGA project 028UMB-4/2021."
APA, Harvard, Vancouver, ISO, and other styles
5

Agapov, Valerii Sergeevich, and Liubov Georgievna Ovda. "Comparative Analysis of Desires and Ideals in the Structure of the Value Sphere of the Personality of Younger Schoolchildren." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96994.

Full text
Abstract:
The article presents the generalized results of a comparative empirical study of the manifestation of desires and ideals in the structure of the value sphere of the personality of younger school choldren in secular (n=218) and orthodox (n=212) schools. The orientation of meeting the needs of younger schoolchildren and its classification is shown. The analysis of the identified ideals and role models of modern younger schoolchildren is compared with the results of a study of the ideals of children in Germany and America conducted in the early twentieth century. General and specific results of comparative analysis of empirical data are presented. The author proves the need to develop and implement in the practice of spiritual and moral education programs of psychological and pedagogical support for the development of the structure of the value sphere of the personality of younger schoolchildren in cooperation with the school, family and Church. At the same time, the methodological significance of the anthropological principle of education with its religious-philosophical, psychological and pedagogical aspects is emphasized.
APA, Harvard, Vancouver, ISO, and other styles
6

Istiana, Ayi, Sriyanto Sriyanto, Darojat Darojat, and Nofiyanto Nofiyanto. "Efforts of Islamic Religious Education Teacher in Building Stundent’s Moral at UMP Elementary School After Pandemic Covid-19." In Proceedings of the 2nd International Conference on Social Sciences, ICONESS 2023, 22-23 July 2023, Purwokerto, Central Java, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.22-7-2023.2335415.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Gavrea mazur, Iuliana. "QUALITY EVALUATION OF THE PRESCHOOL EDUCATION SYSTEM IN IASI." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-094.

Full text
Abstract:
The interest shown to the children of pre-school education increased due to the benefits which the students had by participating in the preschool education and they achieved the necessary abilities in school. The investments in good quality pre-school education had benefits on the long term because they contributed to the increase not only of the social inclusion and the employment of workforce, but also to the poverty reduction. The pre-school education systems within the European Union support investments in pre-school education programs offered to the children who come from disadvantaged environments, who would be insufficiently prepared for school, and they act as a helping instrument for the entire school system. The aim of this paper is the quality evaluation of the preschool education according to the main quality dimensions: human resources, equipment and financing sources. In order to emphasize the relation between the quality dimensions of the preschool education, we apply the cluster analysis, while for the evaluation of the differences among the kindergarten clusters we use ANOVA. The kindergarten, as a formal education service, ensures the child's development, with the help of the family and of the community, in the learning process, and takes into account the psychological features. At the pre-school age, all the education functions are centered on the formation of the student through the transmission of information with a moral, religious, cultural and scientific character, according to the age's particularities. The results of this study show that the good training of the teachers and the better equipment in education explains the higher level of preschool participation, thus reflecting a quality of the preschool education system. The significance of this study consists in highlighting the necessity for the preparation of the pre-school child according to the cognitive, physical, socio-emotional development, in order to integrate in the school activity.
APA, Harvard, Vancouver, ISO, and other styles
8

Vlašković, Veljko. "PRAVO RODITELjA DA OBRAZUJU DETE U KONTEKSTU USLUGA OBAVEZNOG OSNOVNOG OBRAZOVANjA." In XIX majsko savetovanje. University of Kragujevac, Faculty of Law, 2023. http://dx.doi.org/10.46793/xixmajsko.825v.

Full text
Abstract:
Mass, compulsory and free primary education is one of the most important achievements of civilization, which is recognized in a whole series of international treaties on human rights. In this sense, the minimum core obligations of states is to provide every child with access to primary education within the framework of the right to education, as an expression of formal education and a key segment of the child's right to education in general. On the other hand, the parents or guardians of the child have the duty to educate the child. Parents are granted the autonomy to do so in accordance with their religious and moral convictions if they do not violate the rights of the child and the aims of education proclaimed in international human rights treaties. In this context, parents have the obligation to make primary education available to their children, while retaining the right to choose a public or appropriate private primary school in accordance with the law. In an effort to enable the application of the best interests of the child to each specific child, the legislation of Serbia in the domain of primary education also recognizes forms of schooling at home or at a distance, but only if the child has previously been enrolled in primary school. Parents cannot refuse to enroll a child in primary school, although the sanctions provided for such behavior are ineffective. In this way, parents could not decide to take over exclusively the provision of primary education services to the child, referring to their religious or philosophical convictions. In such cases, the Family Law of Serbia can offer a more adequate approach to solving the problem in the form of measures of corrective supervision over the exercise of parental rights and, ultimately, court decisions on protecting the child's right to education or depriving the parents of their duty to educate the child.
APA, Harvard, Vancouver, ISO, and other styles
9

Clement, Victoria. "TURKMENISTAN’S NEW CHALLENGES: CAN STABILITY CO-EXIST WITH REFORM? A STUDY OF GULEN SCHOOLS IN CENTRAL ASIA, 1997-2007." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/ufen2635.

Full text
Abstract:
In the 1990s, Turkmenistan’s government dismantled Soviet educational provision, replacing it with lower quality schooling. The Başkent Foundation schools represent the concerted ef- forts of teachers and sponsors to offer socially conscious education grounded in science and math with an international focus. This case study of the Başkent Foundation schools in Turkmenistan establishes the vitality of Gülen schools outside of the Turkish Republic and their key role in offering Central Asian families an important choice in secular, general education. The paper discusses the appeal of the schools’ curriculum to parents and students, and records a decade-long success both in educating students and in laying the foundations of civil society: in Turkmenistan the Gülen movement offers the only general education outside of state provision and control. This is particularly significant as most scholars deny that there is any semblance of civil society in Turkmenistan. Notes: The author has been conducting interviews and recording the influence of Başkent schools in Turkmenistan since working as Instructor at the International Turkmen-Turk University in 1997. In May 2007 she visited the schools in the capital Ashgabat, and the northern province of Daşoguz, to explore further the contribution Gülen schools are making. The recent death of Turkmenistan’s president will most likely result in major reforms in education. Documentation of how a shift at the centre of state power affects provincial Gülen schools will enrich this conference’s broader discussion of the movement’s social impact. The history of Gülen-inspired schools in Central Asia reveals as much about the Gülen movement as it does about transition in the Muslim world. While acknowledging that transition in the 21st century includes new political and global considerations, it must be viewed in a historical context that illustrates how change, renewal and questioning are longstanding in- herent to Islamic tradition. In the former Soviet Union, the Gülen movement contributed to the Muslim people’s transi- tion out of the communist experience. Since USSR fell in 1991, participants in Fethullah Gülen’s spiritual movement have contributed to its mission by successfully building schools, offering English language courses for adults, and consciously supporting nascent civil so- ciety throughout Eurasia. Not only in Turkic speaking regions, but also as far as Mongolia and Southeast Asia, the so-called “Turkish schools” have succeeded in creating sustainable systems of private schools that offer quality education to ethnically and religiously diverse populations. The model is applicable on the whole; Gülen’s movement has played a vital role in offering Eurasia’s youth an alternative to state-sponsored schooling. Recognition of the broad accomplishments of Gülen schools in Eurasia raises questions about how these schools function on a daily basis and how they have remained successful. What kind of world are they preparing students for? How do the schools differ from traditional Muslim schools (maktabs or madrasas)? Do they offer an alternative to Arab methods of learning? Success in Turkmenistan is especially notable due to the dramatic politicization of education under nationalistic socio-cultural programmes in that Central Asian country. Since the establishment of the first boarding school, named after Turkish Prime Minister Turgut Ozal, in 1991 the Gülen schools have prospered despite Turkmenistan’s extreme political conditions and severely weakened social systems. How did this network of foreign schools, connected to a faith-based movement, manage to flourish under Turkmenistan’s capricious dictator- ship? In essence, Gülen-inspired schools have been consistently successful in Turkmenistan because a secular curriculum partnered with a strong moral framework appeals to parents and students without threatening the state. This hypothesis encourages further consideration of the cemaat’s ethos and Gülen’s philosophies such as the imperative of activism (aksiyon), the compatibility of Islam and modernity, and the high value Islamic traditions assign to education. Focusing on this particular set of “Turkish schools” in Turkmenistan provides details and data from which we can consider broader complexities of the movement as a whole. In particular, the study illustrates that current transitions in the Muslim world have long, complex histories that extend beyond today’s immediate questions about Islam, modernity, or extremism.
APA, Harvard, Vancouver, ISO, and other styles
10

Mohamed, Yasien. "THE EDUCATIONAL THEORY OF FETHULLAH GÜLEN AND ITS PRACTICE IN SOUTH AFRICA." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/unws8008.

Full text
Abstract:
This paper deals with the educational thought of Fethullah Gülen and its application in a school in South Africa. It will attempt to demonstrate the effectiveness of the school, both academically and in the promotion of universal moral values. The Gülen school provides an alternative both to the Muslim private school and the general private school. Unlike the latter, it gives more attention to moral values, and unlike the former, it is open to all learn- ers irrespective of religious persuasion. It provides a service to society in the transmission of knowledge to humanity, and in cultivating moral values such as responsibility, tolerance, respect, reliability and compassion. The paper is divided into three parts: First, it introduces the problem of educational dichoto- my within the Turkish context since 1924, and how Fethullah Gülen attempted to reconcile science and religion, at least theoretically. Second, it presents the educational philosophy of Fethullah Gülen, especially his moral philosophy as inspired by Miskawayh’s (d. 1030) psy- chology of the soul and his view of the role of the teacher, both in the transmission of knowl- edge and moral values. Third, it discusses the practice of Gülen’s educational philosophy in South Africa, with special reference to Star International School, Cape Town, covering the religious motivations of the teachers, the moral ethos of the school, and educational problems and challenges.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Education, Moral and religious, in schools"

1

Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.

Full text
Abstract:
Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with district-level education bureaucracies, schools, and communities in two districts in the state of West Java in Indonesia, this article shows that decentralisation has indeed led to community-responsive policy-development in Indonesia. The district-level education bureaucracies in both districts did appear to prioritise community preferences when choosing to prioritise specific educational reforms from among many introduced by the national government. However, the optimality of these preferences could be questioned. The prioritised policies are reflective of cultural and religious values or immediate employment considerations of the communities in the two districts, rather than being explicitly focused on improving learning outcomes: the urban district prioritised degree completion, while the rural district prioritised moral education. These preferences might appear sub-optimal if the preference is for education bureaucracies to focus directly on improving literacy and numeracy outcomes. Yet, taking into account the socio-economic context of each district, it becomes easy to see the logic dictating these preferences: the communities and the district government officials are consciously prioritising those education policies for which they foresee direct payoffs. Since improving learning outcomes requires long-term commitment, it appears rational to focus on policies promising more immediate gains, especially when they aim, indirectly and implicitly, to improve actual learning outcomes. Thus, more effective community mobilisation campaigns can be developed if the donor agencies funding them recognise that it is not necessarily the lack of information but the nature of the local incentive structures that shapes communities’ expectations of education. Overall, decentralisation is leading to more context-specific educational policy prioritisation in Indonesia, resulting in the possibility of significant district-level variation in outcomes. Further, looking at the school-level variation in each district, the paper shows that public schools ranked as high performing had students from more privileged socio-economic backgrounds and were catering for communities that had more financial resources to support activities in the school, compared with schools ranked as low performing. Thus, there is a gap to bridge within public schools and not just between public and private schools.
APA, Harvard, Vancouver, ISO, and other styles
2

Bano, Masooda. The Missing Link: Low-Fee Private Tuition and Education Options for the Poor – The Demand-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/113.

Full text
Abstract:
Low-fee private schools are today recognised as important players in the education market in developing countries, as they are argued to provide at least marginally better education than is on offer in the state schools. Leading international development agencies have begun encouraging governments in developing countries to include them within the policy-planning process. Based on fieldwork in two urban neighbourhoods in Pakistan, this paper shows that low-income parents are keen to secure good-quality education for their children, but they have to choose not only between state schools and low-fee private schools but also from among an array of low-fee tuition providers in their immediate neighbourhood to ensure that the child can cope in class, complete daily homework assignments, and pass exams in order to transition to the next grade. The evidence presented in this paper suggests that whether their child is enrolled in a state school or in a low-fee private school, the parents’ dependence on low-fee tuition providers is absolute: without their services, the child will not progress through the primary grades. Yet the sector remains entirely under-researched. The paper argues for the need to map the scale of this sector, document the household spending on it, and bring it within policy debates, placing it alongside low-fee private schools and state schools in order to provide access to primary education to all and improve the quality of education. At the same time it complicates the existing debates on low-fee private schools, by showing that parents on very low incomes — in this case households where mothers are employed as domestic workers and fathers are in casual employment — find them inaccessible; it also shows that household spending on education needs to take into account not just the charges imposed by low-fee schools, but also the cost of securing religious education, which is equally valued by the parents and is not free, and also the cost of paying the low-fee tuition provider. When all these costs are taken into account, the concerns that low-fee private schools are not truly accessible to the poor gain further traction. The paper also shows that mothers end up bearing the primary burden, having to work to cover the costs of their children’s education, because the core income provided by the father can barely cover the household costs.
APA, Harvard, Vancouver, ISO, and other styles
3

Suleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.013.

Full text
Abstract:
In Pakistan, where gender-based discrimination is already rampant, women and girls belonging to religious minority or belief communities face multiple and intersecting forms of discrimination over and above those faced by an average Pakistani woman and girl. This policy briefing shares findings from a study on the situation of socioeconomically excluded Christian women and girls in Pakistan. During the research, they discussed their experiences of different forms of discrimination, which predominantly took place within their workplace (largely sanitary, domestic and factory work) and educational institutes, particularly in government schools. They described being restricted in their mobility by their families and communities who are fearful of the threats of forced conversion, and both poor and affluent women relayed experiences of harassment at healthcare and education facilities once their religious identity is revealed.
APA, Harvard, Vancouver, ISO, and other styles
4

Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

Full text
Abstract:
Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
APA, Harvard, Vancouver, ISO, and other styles
5

Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

Full text
Abstract:
Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
APA, Harvard, Vancouver, ISO, and other styles
6

Szałańska, Justyna, Justyna Gać, Ewa Jastrzębska, Paweł Kubicki, Paulina Legutko-Kobus, Marta Pachocka, Joanna Zuzanna Popławska, and Dominik Wach. Country report: Poland. Welcoming spaces in relation to social wellbeing, economic viability and political stability in shrinking regions. Welcoming Spaces Consortium, December 2022. http://dx.doi.org/10.33119/welcoming_spaces_2022.

Full text
Abstract:
This report aims to present findings of the research conducted in Poland within the Work Package 1 of the Welcoming Spaces project, namely “Welcoming spaces” in relation to economic viability, social wellbeing and political stability in shrinking regions. The main aim of the mentioned research was to examine how welcoming initiatives are organised and implemented in the selected shrinking localities in Poland. In particular, the creation of welcoming initiatives concerning social wellbeing, economic viability and political stability was assessed. To accomplish this objective, five localities were selected purposefully, namely Łomża (city with powiat status) and Zambrów (urban commune) in Podlaskie Voivodeship and Łuków (town), Wohyń (rural commune) and Zalesie (rural commune) in Lubelskie Voivodeship. Within these localities, 23 welcoming initiatives were identified, out of which 12 were chosen for in-depth research. The field research was conducted in all five localities between March and December 2021. During this period, the SGH Warsaw School of Economics team conducted 43 interviews with institutional stakeholders (representatives of local governments, schools, non-governmental organisations – NGOs, religious organisations and private companies) and individuals (both migrant newcomers and native residents). In addition, local government representatives were surveyed to compare their policies, measures and stances toward migrant inhabitants and local development. The research was also complemented with the literature review, policy documents analysis, and local media outlets discourse analysis. Until February 2022 and the outbreak of war in Ukraine, welcoming spaces in Poland were scarce and spatially limited to the big cities like Warsaw, Cracow, Wrocław, Gdańsk, Lublin or Białystok, governed by liberal mayors and city councils open to accept migrants and treat them as a valuable human asset of the city community. However, in smaller cities, towns and rural areas, especially in shrinking regions, welcoming spaces have been highly conditioned by welcoming initiatives carried out mainly by civil society organisations (CSOs). It is very likely that the war in Ukraine will completely change the situation we write about in this country report. However, this crisis and its consequences were not the subjects of our desk research and fieldwork in Poland, which ended in December 2021. As of late July 2022, the number of border crossings from Ukraine to Poland is almost 5 million and the number of forced migrants registered for temporary protection or similar national protection scheme concern 1.3 million people (UNHCR 2022). However, the number of those who have decided to stay in Poland is estimated at around 1.5 million (Duszczyk and Kaczmarczyk 2022). Such a large influx of forced migrants from Ukraine within five months already affects the demographic situation in the country and access to public services, mainly in large and medium-size cities1 . Depending on the development of events in Ukraine and the number of migrants who will decide to stay in Poland in the following months, the functioning of the domestic labour market, education, health service, and social assistance may significantly change. The following months may also bring new changes in the law relating to foreigners, aimed at their easier integration in the country. Access to housing in cities is already a considerable challenge, which may result in measures to encourage foreigners to settle in smaller towns and rural areas. Given these dynamic changes in the migration situation of the country, as well as in the area of admission and integration activities, Poland seems to be slowly becoming one great welcoming space. It is worth mentioning that the main institutional actors in this area have been NGOs and local governments since the beginning of the humanitarian crisis in Ukraine. An important supporting and coordinating role has also been played by international organisations such as the United Nations High Commissioner for Refugees (UNHCR), which launched its inter-agency Regional Refugee Response Plan (RRRP) in early spring to address the most urgent needs of the population of forced migrants and their host countries in this part of Europe (UNHCR 2022a; UNHCR 2022b; UNHCR 2022c). Based on the number of newly emerged welcoming initiatives and the pace of this emergence, they will soon become an everyday reality for every municipality in Poland. Therefore, it is difficult to find more up-todate circumstances for the “Welcoming Spaces” project objective, which is “to rethink ways forward in creating inclusive space in such a way that it will contribute firstly to the successful integration of migrants in demographically and economically shrinking areas and simultaneously to the revitalization of these places”. Furthermore, the initiatives we selected as case studies for our research should be widely promoted and treated as a model of migrants’ inclusion into the new communities. On the other hand, we need to emphasize here that the empirical material was collected between March and December 2021, before the outbreak of war in Ukraine. As such, it does not reflect the new reality in Poland
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Education, Moral and religious, in schools' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography