Wydział Ekonomiczny - Economics (S1)
Sylabus przedmiotu Social Policy:
Informacje podstawowe
| Kierunek studiów | Economics | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | pierwszego stopnia |
| Tytuł zawodowy absolwenta | licencjat | ||
| Obszary studiów | charakterystyki PRK | ||
| Profil | ogólnoakademicki | ||
| Moduł | — | ||
| Przedmiot | Social Policy | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Katedra Studiów Regionalnych i Europejskich | ||
| Nauczyciel odpowiedzialny | Wojciech Lewicki <Wojciech.Lewicki@zut.edu.pl> | ||
| Inni nauczyciele | |||
| ECTS (planowane) | 2,0 | ECTS (formy) | 2,0 |
| Forma zaliczenia | zaliczenie | Język | polski |
| Blok obieralny | — | Grupa obieralna | — |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | Knowledge of the mechanisms of the economy and the role of the budget in the functioning of the state |
| W-2 | Basics of knowledge about the society and structures of a democratic state; understanding of the basic categories of market economy |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | Understanding and understanding the essence and conditions of the content and scope of social policy. |
| C-2 | Understanding the measures and indicators that characterize the society and the model concepts of social policy. |
| C-3 | Understanding active and passive instruments for solving important social issues (active and passive employment policy tools). |
| C-4 | To develop the ability to analyze causal relationships between economic growth and the scope of social tasks |
| C-5 | Forming and refining the skills of analyzing, interpreting and verifying the consequences of applied solutions in the sphere of the state's social policy |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| T-A-1 | The society will light statistical data. Changes in the structure of education and occupational structure of the population in a long and short period of time. | 3 |
| T-A-2 | Analysis (identification, identification) of the objectives of the state's influence on the individual, family, socio-economic environment, society. | 3 |
| T-A-3 | The material position of Poles. Income of the population. Disposable income in households. The level, structure and dynamics of changes in consumer consumption expenditures. | 4 |
| T-A-4 | Level and structure of subsistence minimum and subsistence minimum in households of various socio-economic groups. The range of material poverty. | 3 |
| T-A-5 | Analysis of selected budget expenditures (states and local governments) for the implementation of some social tasks (educational subsidy, scholarship system, housing allowances) | 2 |
| 15 | ||
| wykłady | ||
| T-W-1 | Concepts of social choices. The minimal state, the social state, the state of the social contract. objectives and scope of the social policy of the liberal-democratic state. The evolution of contemporary social policy. | 4 |
| T-W-2 | Models and concepts of social policy. Budgetary considerations of the implementation of social tasks. Needs. Measures to meet the needs. Unemployment. Active and passive employment policy tools. | 4 |
| T-W-3 | Social security. Pension system in Poland; solutions used in other countries. The rules of universal health insurance. Social care. | 4 |
| T-W-4 | Development of human capital. Education and vocational training system. Social policy in the European Union. European Social Fund. | 3 |
| 15 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| A-A-1 | participation in classes and final exam | 15 |
| A-A-2 | student's own work including: - preparation of thematic works, - preparation of works commissioned by the teacher, - selection and analysis of secondary materials (literature on the subject). | 10 |
| A-A-3 | participation in consulates (verification of progress in getting to know the didactic material, getting answers to bothering questions about content that goes beyond the program) | 3 |
| A-A-4 | colloquium | 2 |
| 30 | ||
| wykłady | ||
| A-W-1 | participation in lectures | 15 |
| A-W-2 | student's own work including: - preparation of thematic works, - selection and analysis of secondary materials (literature on the subject), | 7 |
| A-W-3 | participation in consultations aimed at verifying the progress in getting to know the program material | 6 |
| A-W-4 | colloquium | 2 |
| 30 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | information lecture with multimedia presentation |
| M-2 | conversational lecture, explanations and explanations |
| M-3 | activating methods - case analysis, didactic discussion |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: assessment of activity in classes - for an oral statement, including: - understanding the question / problem, - degree of exhaustion of the topic, - way of justifying theses, - originality to look at the problem |
| S-2 | Ocena formująca: evaluation of thematic studies (including: understanding of the problem, selection of materials justifying the theses formulated, independence and timeliness of the problem) |
| S-3 | Ocena podsumowująca: ocena sprawdzianu zaliczeniowego |
Zamierzone efekty uczenia się - wiedza
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_C1_W01 Has basic knowledge covering issues of social policy, including the role of elements of the concept of a minimal and social state in the practice of the liberal-democratic state | E_1A_W01 | — | C-1, C-2 | T-W-1, T-A-2 | M-1, M-2, M-3 | S-3, S-1, S-2 |
| E_1A_C1_W02 He knows the basic models of social policy, budgetary conditions for the implementation of social tasks | E_1A_W04 | — | C-1, C-4 | T-W-2, T-W-4 | M-2, M-3 | S-3, S-1, S-2 |
| E_1A_C1_W03 He knows the basic measures defining the standard of living; pay-as-you-go system and capital system of pension solutions; categories of subsistence minimum and subsistence minimum. | E_1A_W06 | — | C-5, C-2 | T-A-3, T-A-4, T-A-5 | M-1, M-2, M-3 | S-3, S-1, S-2 |
Zamierzone efekty uczenia się - umiejętności
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_C1_U01 He can characterize the relationship between the scale and range of unemployment and the standard of living | E_1A_U06 | — | C-2, C-4 | T-W-2, T-A-1 | M-1, M-3 | S-3, S-1, S-2 |
| E_1A_C1_U02 He can identify and analyze active and passive employment policy instruments | E_1A_U02 | — | C-3, C-4 | T-W-2, T-A-5 | M-1, M-3 | S-3, S-1, S-2 |
Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_C1_K01 Is aware of the limitations of the goals and scope of the social policy of the state resulting from the relatively low (relative to social aspirations) rate of economic growth | E_1A_K06 | — | C-5, C-1, C-4 | T-W-3, T-W-4, T-A-1, T-A-3 | M-1, M-3 | S-3, S-1, S-2 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_C1_W01 Has basic knowledge covering issues of social policy, including the role of elements of the concept of a minimal and social state in the practice of the liberal-democratic state | 2,0 | The student has no basic knowledge about the essence, content, scope and determinants of social policy |
| 3,0 | The student mastered the basic program material; he acquired the basic program content. He makes a lot of mistakes in the content and language of the speech. | |
| 3,5 | The student mastered the basic program material; he acquired important program content. He makes mistakes in the content and language of the speech. | |
| 4,0 | The student mastered the program material; he learned the program content. The content of the statement is correct, the language is correct. | |
| 4,5 | The student mastered the program material; demonstrates its interest in program content that he fully assimilated. The content of the correct statement, the correct language . | |
| 5,0 | The student mastered the program material; demonstrates its interest in program content that he fully assimilated. The content and language of expression do not raise any objections | |
| E_1A_C1_W02 He knows the basic models of social policy, budgetary conditions for the implementation of social tasks | 2,0 | The student does not know the basic models of social policy, he does not understand the relationship between budget revenues and expenditures on the social sphere |
| 3,0 | he student knows the basic models of social policy, understands the essence of the relationship between budget revenues and expenditures on the social sphere; noticeable weaknesses in formulated statements | |
| 3,5 | The student knows the basic models of social policy, understands the essence of the relationship between budget revenues and expenditures on the social sphere; minor weaknesses in the content and form of expression | |
| 4,0 | The student knows the basic models of social policy, understands the essence of the relationship between budget revenues and expenditures on the social sphere; correctness of content and form of expression | |
| 4,5 | The student knows the basic models of social policy, he is well aware of the relationship between budget revenues and expenditures on the social sphere; the correctness of the content and form of expression do not raise doubts | |
| 5,0 | The student knows the issues of a model approach to social policy, he is well aware of the relationship between budget revenues and expenditures on the social sphere; High level of correctness of content and form of expression | |
| E_1A_C1_W03 He knows the basic measures defining the standard of living; pay-as-you-go system and capital system of pension solutions; categories of subsistence minimum and subsistence minimum. | 2,0 | The student does not know the basic measures determining the standard of living, the characteristics of the pay-as-you-go system and capital system, as well as the minimum subsistence and subsistence level |
| 3,0 | The student knows the basic measures defining the standard of living, has knowledge about the characteristics of the pay-as-you-go system and capital system, as well as the minimum subsistence and subsistence | |
| 3,5 | The student knows the measures determining the standard of living, has knowledge about the characteristics of the pay-as-you-go system and capital system, as well as the minimum and minimum subsistence categories | |
| 4,0 | The student knows the measures defining the standard of living, has knowledge about the characteristics of the pay-as-you-go system and capital system, is oriented to the economic consequences of a specific demographic situation of society | |
| 4,5 | The student knows the measures defining the standard of living, has knowledge about the characteristics of the pay-as-you-go system and capital system, is oriented to the economic consequences of a specific demographic situation of society; the content and language of the statements correct; | |
| 5,0 | The student knows the measures defining the standard of living, has knowledge about the characteristics of the pay-as-you-go system and capital system, is oriented to the economic consequences of a specific demographic situation of society; the content and language of the statements correct; clarity of the argument |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_C1_U01 He can characterize the relationship between the scale and range of unemployment and the standard of living | 2,0 | The student can not explain the relationship between the scale and scope of unemployment and the standard of living |
| 3,0 | The student can indicate some relationships between the scale and range of unemployment and the standard of living | |
| 3,5 | The student can indicate the relationship between the scale and range of unemployment and the standard of living | |
| 4,0 | The student is able to indicate and characterize the relationship between the scale and scope of unemployment and the standard of living | |
| 4,5 | The student can indicate, characterize and explain the relationship between the scale and range of unemployment and the standard of living | |
| 5,0 | The student can indicate, characterize and explain the relationship between the scale and scope of unemployment and the standard of living; the content and language of the statements correct | |
| E_1A_C1_U02 He can identify and analyze active and passive employment policy instruments | 2,0 | The student can not identify employment policy instruments |
| 3,0 | The student is able to identify employment policy instruments | |
| 3,5 | The student is able to identify active and passive employment policy instruments | |
| 4,0 | Student is able to identify active and passive employment policy instruments; the content and form of correct statements | |
| 4,5 | The student is able to identify and discuss active and passive employment policy instruments; the content and form of correct statements | |
| 5,0 | The student is able to identify and discuss active and passive employment policy instruments; the content and form of the statement do not create doubts |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_C1_K01 Is aware of the limitations of the goals and scope of the social policy of the state resulting from the relatively low (relative to social aspirations) rate of economic growth | 2,0 | The student is not aware of the limits of the goals and scope of the social policy of the state resulting from the relatively low (in relation to social aspirations) rate of economic growth |
| 3,0 | The student is aware of the limits of goals and the scope of social policy of the state resulting from the relatively low (in relation to social aspirations) rate of economic growth | |
| 3,5 | The student presents views confirming the awareness of the limits of goals and the scope of social policy of the state resulting from the relatively low (in relation to social aspirations) economic growth rate | |
| 4,0 | The student is fully aware of the limits of goals and the scope of social policy of the state resulting from the relatively low (in relation to social aspirations) rate of economic growth; the content and form of correct statements | |
| 4,5 | The student is fully aware of the limits of goals and the scope of social policy of the state resulting from the relatively low (in relation to social aspirations) rate of economic growth; the content and form of correct statements; can keep the logic of the argument | |
| 5,0 | The student is fully aware of the limits of goals and the scope of social policy of the state resulting from the relatively low (in relation to social aspirations) rate of economic growth; the content and form of expression do not raise any objections; can keep the logic of the argument |
Literatura podstawowa
- Balázs Vedres, Marco Scotti, Networks in Social Policy Problems, Cambridge University Press, Cambridge, 2012, 1, EBOOK ISBN 9781139554367
- Wendy Cunningham and World Bank, Minimum Wages and Social Policy : Lessons from Developing Countries, World Bank Publications, Washington, D.C, 2007, 1 Series: Directions in Development, EBOOK ISBN 9780821370124
Literatura dodatkowa
- Pete Alcock, Margaret May, Sharon Wright, The Student's Companion to Social Policy, John Wiley & Sons, Incorporated, Hoboken, 2012, 4, EBOOK ISBN 9781119960805