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The crisis in Ukraine, related to military actions, poses a significant threat to the mental health of preschool children due to their vulnerability, limited self-awareness, and perception of their surroundings, as well as the critical developmental phase characterized by the establishment of foundational personality structures. Chronic stress and trauma can disrupt normal brain development, potentially leading to delays in cognitive and emotional development in the long term. Therefore, it is essential to systematically identify and analyze the negative factors affecting the mental development of preschool children across key domains, contributing to educational deficits and developmental gaps, and to design targeted interventions to solve those emerging issues.

Household income is one of the most important economic categories depending on various factors, in particular on the level of education of the head of the household. Salaries are treated as the market valuation of graduates made by employers. Hence, the question arises of how the education system affects the distribution of household income, in particular in the group of people with higher education.

The rapid change in education in March 2020, triggered by the pandemic, prompted an equally swift response from stakeholders, managers, teachers, and, not least, pupils. Struggling with physical, technological, and methodological problems, teachers also had to contend with the social isolation of their pupils, as well as the emotional, technical, and learning challenges faced by the pupils, all of which, of course, had an impact on their own mental and physical well-being. The aim of the study is to investigate the extent to which the ability to use online tools influences the stress teachers faced during a pandemic, similar to the effect of school and government management support on stress intensity. The sample for this study comprised 72 male and female participants between the ages of 24 and 54 years. Convenient sampling was employed to collect data. The questionnaire with binary, Likert scale, and open-ended questions was administered to the sample. Correlation tests and t-tests were used to analyze the data in this study. The research revealed a statistically significant medium negative correlation between the intensity of stress and the ability to use digital tools, as well as a similar correlation between stress and the perceived support from the government. The results indicate that teachers’ ability to use online tools significantly improved during the pandemic. However, it also highlights the urgent need for changes in teacher training education to equip pre-service teachers with 21st-century skills.

From every dimension of measurement, education is seen as a pivot on which other facets of national development rotate. It is considerably important to refer to the quality of university education as a paramount indicator for growth and development of nations, including the developing countries. University managers apply diverse strategies to improve the quality of University Education, however, the current state of university education in most developing countries is becoming a source of worry, as major stakeholders globally expect improvement of outcomes in line with the Sustainable Development Goals (SDG's). This study therefore aims to introduce a standardized guiding principle in the form of an Educational Model that would aid in the reformation of the existing system. The model, named the University Education Quality Improvement Model (UEQIModel) is a modern-era scientifically designed innovation in the field of educational management. It basically identifies the loopholes associated with the existing university management practices as applicable to developing countries and tries to bridge the gap by incorporating necessary tools needed to augment the status quo. The principles of the model are subcategorized into five steps, which include management practice, activities, expectations, evaluation, and outcome. The paper concludes that UEQIModel should be implemented holistically by universities in developing countries for the restoration of a fast-declining dignity and overall improvement of university education quality. [ABSTRACT FROM AUTHOR]

The quality of online education is of interest to universities around the world. Only high quality and cyclical evaluation are the conditions for obtaining students’ satisfaction with this form of education. In the pandemic era, digital dissemination and open education have become a special obligation of academic education. This paper aims to present the opinions of postgraduate students on the quality of e-learning forced by the Covid-19 pandemic. The study was conducted using an online survey questionnaire sent to all 173 MBA and Executive MBA (EMBA) students studying during the pandemic era in Poland's leading Business School, 40% of whom returned completed valid surveys. Students assessed aspects of e-learning such as teaching materials, communication with lecturers, the attractiveness of online classes, networking, strategies, and criteria for evaluating didactic activities, e-learning platform, and support received from the university. The results showed that although most examined aspects are perceived very well or well by the students, there is always some space for improvement. Despite the fact that the study was conducted on a small sample of students, their opinions obtained during the survey provide valuable information to universities about the quality of postgraduate e-learning from its main actors, that is, students. Based on this, the paper presents clear recommendations to universities on how the quality of online education could be managed and improved.

The suspension of face-to-face teaching activities, due to the pandemic emergency, led universities to rearrange their teaching strategies using online learning environments and video-conference tools as a temporarily replacement of classrooms, without an accurate attention to training strategies. In this scenario, there is a need to reconsider current practices in order to determine the appropriate development strategies of academic policies to address the future of innovation of higher education. The purpose is to develop a training system that could adequately integrate users’ needs, capitalise good practices and provide a boost in innovation caused by the distance learning experience. A right step in this direction is to develop a higher education context marked by high level of learning environments’ hybridisation that could flexibly answer users’ needs and meet increasing demand for professionalism in the work marketplace. In this paper, a documentary research of university Emergency Distance Learning practices is presented. The aim is to draw the profile of current situation in order to reflect on future development trajectories of higher education.

The presented research work relates to the category of quality in higher education. This article aims to present the determinants of the quality of education in the context of international standards. The background of the considerations is the Bologna Declaration and the European Higher Education Area. The results of the research carried out with the use of the nominal group method and the data analysis carried out based on the SERVQUAL model for education revealed groups of quality determinants that are not included in the standards of internal quality assurance. It has been found that the principle of autonomy of universities in the European Higher Education Area is a sufficient basis to include the determinants of the quality of education identified by internal stakeholders of a given university in the internal quality of education assurance system.

Subject and purpose of work: The subject of the study is the cooperation of secondary vocational schools (technical secondary schools) with institutions of the local environment and its impact on the improvement of the quality of education. The aim of the work is to identify the main results of the school’s cooperation with its immediate environment. An important element of the analysis is to find answers to several problematic questions, such as: What institutions and organizations do vocational schools cooperate with? What activities are undertaken in cooperation with institutions and organizations? What educational benefits do school students get from cooperation?

This theoretical study analyses interpretation of quality in pre-school education with regard to the position of the children’s parents. This text is supported by research papers, mostly from the last two decades, and is based on three main sub-topics. The importance and benefits of systematic pre-school education for the child and the economic development of society is initially discussed. High-quality pre-school education for children gives them a strong start in their educational career and investment into effective education during the pre-school age provides a social and economic return to the whole of society. The following section defines the term quality and its interpretation in relation to education. Quality is interpreted through structure and process, the multi-dimensionality of quality and the objectiveness and subjectiveness of the interpretation of the quality of pre-school education are reflected. The interesting but undervalued position of parents, the perspectives of which are elaborated on in subsequent passages, appear in these concepts. This paper comes to two main conclusions. The first is that the quality of education is a multi-dimensional, variable and difficult to define concept. The second is that, although the status of parents in relation to pre-school education is strong, it is not adequately taken into consideration during definition of quality. When evaluating quality the perspective of the parents is only utilised to a limited degree, because it usually has different semantics to evaluation by experts.

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In this article, we present the collaboration between the Quality, Hygiene, Security and Training department of the service provider of the Coop-branded cooperatives and the Human Sciences and Education Department of the University of Perugia, the objective of which was compulsory training in the fields of Job Security and Food Hygiene, provided by the company in e-learning, and addressing the employees of several cooperatives operating in the largescale organised distribution sector.

This paper seeks to present organisational and programme assumptions of a new field of postgraduate studies called Cultural industries in the development policies of cities and regions, prepared by a team of workers of the Institute of Socio-Economic Geography and Spatial Management of Adam Mickiewicz University in Poznań as a didactic innovation based on a modular system of education that meets contemporary changes in the labour market. The analysis will also embrace experiences following from the educational process implemented under the Human Capital Operational Programme in the years 2013–2015 (Priority IV: Tertiary Education and Science, Measure 4.3: Enhancing the didactic potential of universities in areas of key importance for the Europe 2020 Strategy). They provide a basis for conclusions and recommendations for higher schools interested in the development of this area of education.

The paper introduces the concept of education quality, mainly based on a shared culture, that is a background for a permanent reflection on a process in which teachers, students, and stakeholders are involved, in a gradual improvement of their competence. People can achieve quality if they head for an open, participatory, iterative trajectory towards personal identity construction through the achievement of satisfaction of a well done work. In this context measurement tools and final quality controls are only a means “toward the end of satisfying the peace of mind of those responsible for the work” (Pirsig, first edition 1974, 2005, p.304).

Copyright of Econometrics / Ekonometria is the property of Sciendo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper seeks to present organisational and programme assumptions of a new field of postgraduate studies called Cultural industries in the development policies of cities and regions, prepared by a team of workers of the Institute of Socio-Economic Geography and Spatial Management of Adam Mickiewicz University in Poznań as a didactic innovation based on a modular system of education that meets contemporary changes in the labour market. The analysis will also embrace experiences following from the educational process implemented under the Human Capital Operational Programme in the years 2013-2015 (Priority IV: Tertiary Education and Science, Measure 4.3: Enhancing the didactic potential of universities in areas of key importance for the Europe 2020 Strategy). They provide a basis for conclusions and recommendations for higher schools interested in the development of this area of education. [ABSTRACT FROM AUTHOR]

Research paper deals with the opinions of students of secondary schools on physical education lessons at school. The aim was to find out various aspects of education such as popularity, demandingness, importance of the subject, feelings and emotions during PE lessons, and sport preferences of young people. The results have shown that the opinions of students on popularity, significance, talent, motivation and effort exerted during PE lessons were more positive than negative. Boys stated that they consider the subject not difficult, popular, and they show effort at lessons. Girls stated that the subject is not demanding, popular, but in a smaller degree than boys. Girls marked the subject as less importantn they show less talent for it and are less motivated for it than boys. As to boys, PE & Sport lessons evoke always or mostly emotions, while the answers of girls oscillated between mostly emotional, sometimes emotional or sometimes unemotional. Difference between the answers of boys and girls was statistically significant on the level of p<0,05. The answers of boys and girls to the question concerning cancellation of a PE lesson were oscillating between the values 2 and 3 (I am often happy; my opinion is indifferent), despite the fact that they stated in the questionnaire that they mostly feel well at PE lessons. The difference between both genders is statistically significant on the level of p<0,05. The answers of boys and girls to the question concerning satisfaction with the content of PE lessons oscillated between the values 2 and 3 (satisfied; partially satisfied, partially not satisfied). Generally we can state that the answers of students were more positive than negative. The difference between the answers of both genders is not statistically significant on the level of 0,05 (p=0,07). The answers to the question concerning the quality of PE lessons oscillated between the values 2-3 (mostly of good quality, changing quality). Boys presented a little more positive answers than girls, however, the difference between both genders is not statistically significant on the level of 0,05 (p=0,411). [ABSTRACT FROM AUTHOR]

Introduction. The paper discusses the issue of vocational skills amongst students of university studies in tourism and recreation at the Josef Pilsudski University of Physical Education in Warsaw, Faculty of Physical Education and Sport in Biała Podlaska. The objective of the research, whose results are presented in the current paper, was to diagnose the results of studies at undergraduate and postgraduate level in relation to their knowledge, skills and social competencies. Material and methods. Research was carried out in June 2012 by means of a diagnostic poll using the random survey technique. The survey encompassed students graduating from undergraduate and graduate programmes (N=199). Results. Analyses indicated that students of both programmes evaluate their knowledge and skills acquired in the course of studies as low. On the other hand, students evaluated their social competencies, in particular those connected with the university's profile, as high. According to respondents' declarations, the level of knowledge, skills and other competencies acquired in the course of undergraduate and graduate studies does not fully meet respondents' requirements. [ABSTRACT FROM AUTHOR]

The research involved self assessment of the professional preparation of students competing 4.5 year long master's degree course in physical education. The purpose of the research was to diagnose what students expect from the university in relation to acquiring precise competences and to determine to what extent these expectations are met in the process of education. For the purpose of the research the method of diagnostic poll was used, including application of the auditorium questionnaire technique as well as selected statistical techniques. The survey was conducted at the end of eighth semester of the studies, in 2007/2008 academic year. Obtained results showed that the respondents expected high professional standards of teaching in line with the course of their education. They also hoped for possibility of general intellectual development and gaining of self education skills. According to the respondents these expectations were met to a significant extent. Nearly 2/3 of the respondents believed that it was important to be given an opportunity to develop or continue their sporting careers as well as to learn a foreign language and become computer literate. The meeting of these expectations was assesses quite critically. [ABSTRACT FROM AUTHOR]