Suchergebnisse

This paper attempts to present a review of higher education reform processes in Poland in 1990-2015 and 2016-2018 (when a draft of the so‑called Act 2.0 was prepared) and an assessment of the domestic "art of reforms". As the author has adopted the perspective of the public policy science, she focuses on issues of public policy making, i.e. the development and strategic programming policy, drafting legislation, and accompanying public consultations. Furthermore, the paper discusses three past and one current attempt to reform higher education in the context of the political economy of reforms that are globally perceived as a benchmark. The long, nearly 30‑year period covered by the paper's analyses allowed the author to draw conclusions with regard to the evolution of higher education policy, highlighting the problem of its quality (standards) as a public policy.

This report discusses the following topics: basics of the vocational training system in Poland; causes of change in the development of vocational schools; formal and legal aspects of the school cooperation with the environment; modernization of vocational schools based on the development programs; combining the flexibility of employment with the Teacher Card.

The Conference on "Recovering Forgotten History" is one of the oldest attempts undertaken in the III Republic to defend Poland's (and East- Central Europe's) image abroad, especially in the US. From 2006, the Conference has organized its seminars, originally bi-annually and now annually, to provide a forum for discussions between the authors of English-language history textbooks and monographs, and Polish historians who review those publications. Arguments are scholarly, grounded in evidence of primary sources and historiography, therefore, they are convincing in combatting Western prejudices and clichés about Poland and East-Central Europe. Additionally, the Conference provides opportunities for sightseeing of Poland's historical places. As a result, the work of the Conference leads not only to the removal of countless mistakes and misinterpretations in the reviewed books but also to a change of guests' attitudes toward this part of Europe. For the most part, they are academic teachers, who can also influence students through their classes. The Conference achieves all of this while having very modest means at its disposal.

The aim of the paper is to measure the efficiency and productivity of public administration in higher education using the DEA method and the Malmquist index. The research was carried out in 58 higher education institutions of the Ministry of Science and Higher Education in the years 2014-2017. The obtained efficiency results oscillate around 70%. The most effective were pedagogical universities and the least agricultural universities. However, the highest productivity growth was recorded in 2015/2016 in technical universities.

The history of the Polish parliamentarianism has aroused numerous disputes since long due to many factors, causing difficulties in determining the beginnings of existence of this institution in the former Poland. The basic problem emerged in the distinction of the term "Sejm" ("Polish Parliament") from the earlier rallies, court veches, local conventions or those covering larger areas of the country, or even all-state conventions, summoned by the particular regional dukes and after the unification of the state by monarchs. The disputes were related to the critical look at the role of Parliament in the history of the state: some glorified it, others expressed their critical view, determined by the historical school which the particular author belonged to. During those disputes, the final form was gained by the Polish Parliament as a bicameral parliament with the king, as one of the states, with the Senate and the Chamber of Deputies in the years 1493–1505. ; The history of the Polish parliamentarianism has aroused numerous disputes since long due to many factors, causing difficulties in determining the beginnings of existence of this institution in the former Poland. The basic problem emerged in the distinction of the term "Sejm" ("Polish Parliament") from the earlier rallies, court veches, local conventions or those covering larger areas of the country, or even all-state conventions, summoned by the particular regional dukes and after the unification of the state by monarchs. The disputes were related to the critical look at the role of Parliament in the history of the state: some glorified it, others expressed their critical view, determined by the historical school which the particular author belonged to. During those disputes, the final form was gained by the Polish Parliament as a bicameral parliament with the king, as one of the states, with the Senate and the Chamber of Deputies in the years 1493–1505.

The purpose of this article is to capture one of the key features of the political thought that developed in the United States of America. Assuming that the USA's political culture is indeed exceptional, the author attempts to find the common denominator that would reflect the singularity of the American political mind. The author states that such a feature is the radical anti-historicality of the American mode of thinking about politics. It is a phenomenon that is deeply-rooted in the political and spiritual past of the United States and seems to be crucial because it never developed to such an extent in other traditions. Furthermore, even today to a large extent it defines both the American left and right. It is also very much present in academic discussion as well as in ordinary political activities. By anti-historicality the author means the rejection of the thesis that politics within a given society depends on that society's past experience. The phenomenon defies simple normative assessments. On the one hand, it protects American politics from the perils of radical historicism; on the other hand, it hinders the USA's contacts with other political bodies. However, the author concludes that understanding American anti-historicality is crucial when entering into any relations with the USA.

The paper outlines socio-historical factors that led to the emergence of a new trend in doing research on disability issue – Disability Studies and the dissemination of a social definition of disability, on which the Convention on the Rights of Persons with Disabilities (CRPD) is based. The main part of the text provides a critical analysis of the implementation process of article 24 CRPD at Polish universities with regard to relevant regulatory acts and using reasonable accommodations. Next, statistical data on students and PhD candidates with disabilities are presented. The main conclusions from thematic reports by the Polish Commissioner for Human Rights and by the disabled persons organizations are also presented. In the last part, the disability issue is discussed in the context of creating the Law on Higher Education 2.0 with the case study of amendment no. 47.

Celem Procesu Bolońskiego było stworzenie w 2010 roku atrakcyjnego i konkurencyjnego Europejskiego Obszaru Szkolnictwa Wyższego. (EOSW). Artykuł miał zaprezentować najważniejsze reformy w europejskich systemach szkolnictwa wyższego, które dotyczyły: zwiększenia jakości w szkolnictwie wyższym, poprawienia mobilności wśród studentów i nauczycieli, współpracy, systemu wspólnych trzystopniowych studiów, wykorzystania systemu punktów (ECTS) oraz zatrudnialności. Proces Boloński osiągnął znaczące rezultaty, a państwa uczestniczące w nim dokonały istotnych zmian. ; The essential objective of the Bologna Process was the launching o f a competitive and attractive European Higher Education Area (EHEA) in 2010. The main aim of the article is to present the most important reforms in Europe's higher education system as concerns improvement in the quality o f higher education, enhancing mobility o f students and teachers, cooperation, the common three-cycle degree system, system o f credits (ECTS) and employability. The Bologna Process has achieved remarkable results and the participating countries have made significant changes.

The purpose of the study was an investigation on a content of the core curriculum in Poland, for kin- dergarten children (aged 3–6) and primary school students (aged 7–18), in reference to educational demands, created by the global ecological crisis. As a source of these demands, IPCC Assessments Reports on Climate Change and UN over-arching strategies for sustainability and environmental education were used, as well as the European Union green policies' package (The European Green Deal). Poland, as a member of the EU and a party of the United Nations Framework Convention on Climate Change, is obliged to promote and implement "green" policies, through incorporation of them into national legislation and the state system of education. The analysis revealed in Polish core curriculum lack of content, connected with the global ecological crisis and climate change, as well as with strategies of combating them. This result shows a dramatic content gap in environmental education of Polish students, regardless the fact that ecol- ogy is a fundament of global and European developmental strategies. The responsibility for this situation is beard on decision makers for a state educational policy; in a context of Polish law, this is the Ministry of Education and the Minister for Education himself. ; The purpose of the study was an investigation on a content of the core curriculum in Poland, for kin- dergarten children (aged 3–6) and primary school students (aged 7–18), in reference to educational demands, created by the global ecological crisis. As a source of these demands, IPCC Assessments Reports on Climate Change and UN over-arching strategies for sustainability and environmental education were used, as well as the European Union green policies' package (The European Green Deal). Poland, as a member of the EU and a party of the United Nations Framework Convention on Climate Change, is obliged to promote and implement "green" policies, through incorporation of them into national legislation and the state system of education. The analysis revealed in Polish core curriculum lack of content, connected with the global ecological crisis and climate change, as well as with strategies of combating them. This result shows a dramatic content gap in environmental education of Polish students, regardless the fact that ecol- ogy is a fundament of global and European developmental strategies. The responsibility for this situation is beard on decision makers for a state educational policy; in a context of Polish law, this is the Ministry of Education and the Minister for Education himself.

In the article the author describes factors and social and economical consequences of the constantly increasing number of Ukrainian students in Poland. In the academic year 2014/2015 Ukrainians constituted more than 50,6% of all foreigner students in Poland. This process has been called the "ukrainization" of the polish universities. The factors which have an impact on the increasing number of Ukrainian students are the opportunity to make a European diploma, not stable political and economical situation in Ukraine, corruption in Ukrainian universities. The "ukrainization" of the Polish universities, in one hand, is an antidote for the consequences of bad demography and is a part of wider process of the internalization of higher education in Poland. In the other hand, the increasing number of students from Ukraine makes some of Polish students do feel being discriminated because of – in their opinion – Ukrainians are treated by teachers with a bigger tolerance because of the lower level of knowing Polish language and because of the situation in Ukraine in 2014–2015. Also Polish students are against the government's financial support for the Ukrainians who arrived from the Eastern Ukraine. The written paper is based on government statistics, articles published by "Perspektywy" Foundation and other articles on the subject. ; W artykule zostały przedstawione czynniki sprzyjające zwiększającemu się napływowi Ukraińców na studia do Polski oraz społeczno-ekonomiczne konsekwencje tego procesu. W roku akademickim 2014/2015 Ukraińcy stanowili 50,6% ogółu studentów cudzoziemców na polskich uczelniach. Zjawisko to zostało określone w mediach mianem "ukrainizacji". Czynnikami, które mają wpływ na podjęcie decyzji o przyjeździe do Polski coraz większej liczby studentów z Ukrainy, są m.in. możliwość zdobycia europejskiego dyplomu, niestabilna sytuacja polityczna i ekonomiczna na Ukrainie w latach 2013–2015 oraz zjawisko korupcji na ukraińskich uczelniach wyższych. Z jednej strony "ukrainizacja" polskich uczelni stanowi antidotum na konsekwencje niżu demograficznego i jest częścią szerszego procesu umiędzynarodowienia szkolnictwa wyższego w Polsce, a z drugiej – część polskich studentów deklaruje, że czują się dyskryminowani, gdyż w ich opinii wykładowcy traktują studentów z Ukrainy ulgowo ze względu na słabą znajomość języka polskiego i sytuację polityczno-ekonomiczną na Ukrainie. Polscy studenci deklarują również sprzeciw wobec finansowania studiów dla Ukraińców z publicznych pieniędzy. Opracowanie powstało w oparciu o dane statystyczne Głównego Urzędu Statystycznego, artykuły udostępnione przez Fundację "Perspektywy" i inne opracowania z danego obszaru.