Search results

The article presents a review focusing on key issues discussed within the disciple of moral education. It is regarded as a subsystem of education policy, and in a wider sense, public policy. It shows the main phenomenon, trends, ongoing discussions as well as conceptual disputes in two Anglo-Saxon countries as well as in Poland. The type and content of the article results from the fact that the Polish scientific literature almost lacks the texts dedicated to moral education. This kind of issues is partially analysed with pedagogy but its conceptual frame is different from that of public policy. The latter is focused on the school perspective and its potential to influence students' attitudes and values.

The article is a review of ways of thinking and concepts available in the literature that are the basis for creating school syllabi of moral education. It describes what axiological and anthropological assumptions and psychological theories those syllabi are based on and analyses selected studies that evaluate their effectiveness and impact on the moral formation of young people.

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.

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 author - using empirical data - claims that a meritocratic approach to public governance in Poland does not seem deeply rooted. The research indicates that since mid-November 2015 until the beginning of November 2017 meritocratic rules have been totally ignored in governmental institutions including state-owned companies. Many legal regulations were enacted in order to introduce changes in managing bodies responsible for key public institutions as well as companies. The drive to improve their effectiveness were not of prime importance. The key criterion for promoting was based on the decision-maker's personal trust. There are many implications of the above-mentioned development, including a loss of trust to the state resulting in a moral degeneration from the perspective of political class as well society as a whole.

The following debate took place on September 24, 2019 at the Warsaw School of Economics. Its subject was the issues of upbringing / moral education in schools. On the other hand, the aim was to outline a diagnosis of the situation in this respect, i.e. how schools cope with the implementation of educational functions and moral formation of students. At the beginning, the educational functions of schools were distinguished from the didactic functions (transmission of knowledge from teachers to students), leaving the latter to be discussed on another occasion. The issue of ways of creating a better balance in schools between the two functions they perform: education and transfer of knowledge (didactics) was also discussed.

W swych rozważaniach nad globalnym kryzysem edukacji, autor koncentruje się nad coraz ściślejszym splotem między edukacją a ekonomią i polityką, skupiając się przy tym na często pomijanym wymiarze światowego kryzysu edukacyjnego, a mianowicie na braku uznania edukacji za cel znaczący sam w sobie. Ilustrując swoje przemyślenia trzema przykładami z USA, Izraela i Polski, autor naświetla obecny kryzys jako ogólny atak na życie intelektualne oraz ukazuje jego rolę w życiu jednostek i społeczeństwa. ; In his reflection on the global crisis in education, the author points to the growing conflation of education with economics and politics and considers a generally neglected dimension of worldwide educational crisis, namely, the persistent lack of appreciation of education as a significant end in itself. He illustrates his point on three national cases - the United States, Israel and Poland – and shows the current crisis as a general attack using the life of the mind and the role it plays in the life of society and individuals.