(in Polish) pedagogika opiekuńczo-wychowawcza i szkolna (niestacjonarne I st.) (ZZ-WS-1)

Learning outcomes approved by Resolution No. 444/2022 of the Senate of the Maria Grzegorzewska University of 28 September 2022, amending Resolution No. 326/2022 of 16 March 2022 regarding the study programme in the field of care and educational pedagogy in schools (academic profile)
Upon completion of the first-cycle (Bachelor's) studies in care and educational pedagogy in schools, the graduate:
In terms of KNOWLEDGE has an advanced understanding of selected facts, objects, and phenomena, along with the methods and theories that explain their complex interrelationships. This constitutes the core general knowledge within the scientific disciplines forming the theoretical foundations of the field, as well as selected specialised knowledge relevant to the study programme; understands the fundamental dilemmas of contemporary civilisation; understands the basic economic, legal, and other conditions influencing various types of activities related to the acquired qualification, including key concepts and principles related to the protection of intellectual property and copyright law; understands the basic principles of creating and developing different forms of entrepreneurship;
in particular:
- has basic knowledge about the place of pedagogy within the system of sciences, including its subject-specific and methodological connections with other scientific disciplines,
- knows the sub-disciplines of pedagogy and the issues they address,
- knows the terminology used within pedagogy and its sub-discipline – care pedagogy – as well as in related scientific disciplines,
- has structured knowledge about care and education and is familiar with basic theories concerning these processes. Understands their historical and cultural contexts as well as contemporary discourses on these topics,
- knows selected concepts of the human-philosophical, psychological, and social theories forming the foundation of pedagogical activity as well as care and educational work;
- is familiar with contemporary social problems and civilisational dilemmas and can present them in relation to pedagogical practice,
- knows basic terminology in the social sciences and humanities (including ethics, philosophy, and law) and understands how to relate it to care and educational activities,
- has basic knowledge of types of social structures and various educational environments, their specificities, and the processes occurring within them;
- has extended knowledge of the structure and functions of various educational, care, therapeutic, cultural, and support institutions and organisations, as well as alternative forms of education,
- has basic knowledge of designing and conducting research in pedagogy,
- knows communication processes, their patterns and potential disruptions;
- has basic knowledge of first aid and principles of occupational health and safety,
- has structured knowledge of principles, ethical norms, and good practices in care and educational work,
- knows basic regulations and norms concerning intellectual property and copyright law; knows and understands the importance of developing a responsible and critical attitude in this area,
- knows and understands the basic principles of creating and developing different forms of entrepreneurship,
- knows and understands the substantive foundations (including the core curricula, educational objectives, and teaching content), norms, procedures, and good practices used in pedagogical work,
- knows the education system and its legal foundations,
- knows the methodology involved in performing typical tasks and procedures used in various areas of care and educational activity,
- knows and understands methods of care and education, as well as the selection of effective methodological tools,
- has detailed knowledge of human biological, emotional, cognitive, and social development across the life span and understands the regularities of these processes,
- knows and understands the diverse educational needs of students and the resulting tasks of schools regarding the adaptation of the organisation of the educational proces,
- knows inclusive education and ways to implement the principle of inclusion,
- knows how to design and conduct diagnostic activities in pedagogical work, including care and educational work,
- knows the rights of the child and the rights of people with disabilities,
- knows the basics of functioning and pathologies of the speech apparatus, as well as the basics of functioning of the visual and vestibular systems,
- knows and understands the teaching concepts and content as well as the typical difficulties students encounter in mastering them; knows and understands the priorities of education,
- knows and understands the roles and tasks of the teacher, pedagogue, and educator, as well as the concepts of their work,
- knows and understands issues related to self-reflection and self-development,
- knows and understands the tasks, functions, work organisation, and types of documentation of care and educational activities carried out in schools or other educational institutions,
- has basic knowledge of care and social welfare institutions, child care within the family, foster care, and institutions that support families in providing care and upbringing.

In terms of SKILLS, the graduate can apply acquired knowledge – to formulate and solve complex and unusual problems and to carry out tasks in conditions that are not entirely predictable through: appropriate selection of sources and the information derived from them, including evaluation, critical analysis, and synthesis of this information; selection and application of appropriate methods and tools, including advanced information and communication technologies (ICT); apply acquired knowledge to formulate and solve problems and perform tasks typical of professional work related to the studied specialisation; communicate with the environment using specialist terminology; participate in debates – presenting and evaluating various opinions and positions, and discuss them; use a foreign language at the B2 level of the Common European Framework of Reference for Languages (CEFR); plan and organise individual and group work, as well as cooperate with others in team-based tasks (including interdisciplinary projects); independently plan and engage in lifelong learning;
in particular:
- can observe and interpret social situations and phenomena, analysing them using pedagogical and psychological knowledge and their links to various areas of care and educational work,
- can apply basic knowledge to propose solutions to care and educational problems, including those that are complex and unusual,
- can take corrective actions, both in well-identified and not entirely predictable conditions,
- has basic research skills to analyse selected studies and/or design and conduct simple pedagogical research,
- can formulate conclusions, prepare and present results (using ICT), and indicate possible directions for further research,
- can assess the suitability of typical methods, procedures, and good practices for conducting research tasks related to various areas of pedagogical activity,
- can relate research findings to practical pedagogical activity,
- can stimulate the development of participants in pedagogical processes and support their independence,
- can foster creativity and critical thinking skills, develop their key competencies, inspire lifelong learning, nurture and develop students' interests, and effectively support them in making conscious and responsible educational and career decisions,
- can apply ethical principles and norms in the undertaken activity, recognise and analyse ethical dilemmas, and anticipate the consequences of specific pedagogical actions,
- has developed interpersonal communication skills, can use specialist language and communicate precisely and coherently through various channels and communication techniques and using specialist technologies with both experts in pedagogy and non-specialist audiences,
- can present and evaluate different opinions and positions, discuss them, and actively participate in the debate; can observe and analyse selected social and humanistic issues,
- can plan and organise individual, group, and teamwork; can collaborate with others and work in a team, taking on various roles,
- can acquire knowledge independently and develop professional skills, using various sources (in both the native and foreign language) and modern technologies (ICT), as well as analyse their activities and indicate possible areas for improvement,
- has language skills in the field of study in accordance with the B2 level requirements of the Common European Framework of Reference for Languages (CEFR),
- can use acquired knowledge to perform tasks related to the organisation of social support, including institutional support for children, other family members, and people with disabilities,
- can observe and interpret human biological, emotional, cognitive, and social development,
- can appropriately select, create, and adapt materials, tools, and methods of work to meet the diverse needs of learners,
- can observe and identify students' needs, abilities, special educational needs, skills, and talents and monitor their developmental processes; can design and conduct activities supporting their holistic development, engagement, and participation in the process of education and in social life,
- can design and plan the implementation of a school's educational and preventative programme regarding content and activities addressed to students, their parents or guardians, and teachers; can relate school tasks to educational objectives and key competencies,
- can create educational situations that motivate students to work on themselves,
- can effectively stimulate and monitor the implementation of team educational activities,
- can provide constructive feedback that stimulates others in their personal development,
- can responsibly co-organise students' in-school and out-of-school activities, respecting their right to rest,
- can use the Polish language correctly in a manner suited to the age of the students,
- can use the speech apparatus in accordance with the principles of voice emission,
- can provide first aid,
- can plan their professional development and apply strategies for coping with difficulties based on conscious self-reflection and feedback from others;
- can analyse and draw conclusions from observing educational work and analyse pedagogical situations and events, as well as plan and conduct a series of lessons,
- can set goals for their practical activities, plan and organise their work, and evaluate its outcomes.
In terms of SOCIAL COMPETENCIES, the graduate is ready to evaluate their own knowledge and the content they receive critically, recognise the importance of knowledge in solving cognitive and practical problems, and seek expert opinions in case of difficulties in solving problems independently; fulfil social responsibilities and co-organise activities for the benefit of the social environment; initiate actions in the public interest; think and act in an entrepreneurial manner; perform professional roles responsibly, including observing the principles of professional ethics and expecting the same from others, as well as respect and preserve the achievements and traditions of the profession;
in particular:
- is ready to assess their own knowledge and skills critically and understands the need for continuous professional development and personal growth,
- self-assesses their competencies and improves their skills,
- recognises the importance of knowledge in solving cognitive and practical problems, seeks knowledge and the best solutions, and in case of difficulties, turns to experts and seeks their advice,
- believes in the value and necessity of undertaking pedagogical activities in a social environment and is ready to co-organise initiatives for the social environment,
- demonstrates sensitivity and readiness to act for the benefit of students and other people in need of care and support and for the public interest,
- is ready to build trust-based relationships in their pedagogical practice,
- is ready to think and act in an entrepreneurial way,
- is prepared to actively participate both individually and in teams or institutions engaged in pedagogical activities,
- is ready to design actions aimed at the development of schools or educational institutions and to support quality improvement of these institutions;
- is ready to uphold research ethics, respect intellectual property rights, and critically use digital media, as well as to promote responsible attitudes in this regard,
- is ready to perform professional roles responsibly, including adhering to the principles of professional ethics, caring for the achievements and traditions of the teaching profession, and acting with respect for every individual,
- is ready to work in a team, take on different roles within it, and collaborate with teachers, pedagogues, specialists, parents or guardians of students, and other members of the school and local community,
- is convinced of the importance of professional conduct, prepares for work responsibly, is ready to build effective collaboration and a good atmosphere in the workplace, and can constructively resolve conflicts,
- is ready to communicate with people from diverse backgrounds and with varying emotional states, to resolve problems and conflicts through dialogue, and to foster these competencies in their students,
- is ready to participate consciously in cultural life and to act with a sense of responsibility for preserving cultural heritage,
- is ready to fulfil social obligations towards the child, the family, and institutions working for children's rights; to inspire and organise activities for the child's social environment; to initiate activities in the public interest; and to think and act in an entrepreneurial manner,
- is ready to take part in important initiatives and activities that raise public awareness of children's psychosocial and cognitive development,
- believes in the sense, value and need to engage in pedagogical activities,
- is ready to take decisions and action related to the organisation of care and educational processes, to adapt working methods to the needs of students,
- is ready to recognise the specificity of the local environment and cooperate to benefit the students and that environment.