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.
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.
The article presents the results of an empirical study of the relationship between character and socio-psychological adaptation of the individual to university education. Concepts analyzed: character, adaptation, socio-psychological adaptation to learning, adolescence. Diagnostic research methods were used (Oldham-Morris questionnaire to determine personality types and Rogers-Diamond research methods to determine socio-psychological adaptation of personality); methods of mathematical statistics. In the field of psychological and pedagogical research, the problem of adaptation of students is one of the priorities, as it is located at the junction of different fields of knowledge that are crucial in the modern conditions of higher education. The purpose of the study: to identify the relationship between personality types and socio-psychological adaptation in students. The conducted empirical research allows to draw the following conclusions: in general, the subjects had a high level of adaptation, self-acceptance, acceptance of others, emotional comfort, internality, which indicates good social adaptability; the average level of desire for domination, which allows them to have self-esteem, not to be constantly subordinate to others, but also does not lead to authoritarianism, dictatorship. Among the personality types of the most popular is the "Honest" type, also common are "Dramatic" and "Active".
The article focuses on the theoretical and practical analysis of various levels of governance in higher education - at the systemic level, at the institutional level and at the level of public policy making in higher education system and universities. Both Poland and Ukraine are facing the common challenges of the urgent need to diminish bureaucracy at universities and to deregulate the system of higher education, which requires the necessary changes to the legal framework at the institutional and systemic levels. The article considers which tools in the process of transformation of higher education, both at the macro (governance in HES and public policy) and micro (governance and management in HEI) levels can be used in order to find effective solutions in the areas of management, governance and public policy in the higher education system.
The main objective of the article is to show that the temporary symbiosis between centres of political power and organized crime leads to the development of permanent, corrupt and opaque networks. Focusing on the countries of the Western Balkans, the author points to the reasons for the development of organized crime in the region and then to the conditions created in the post-conflict period that resulted in the failure of effective attempts to stop organized crime and the corruption that facilitates it in the these countries. The article also points out that the creation of symbiotic relationships between political elites and organized crime groups leads to a 'state capture.' The unresolved problems of corruption and organized crime, in turn, have a direct impact on these countries' EU-integration processes.
The subject of the debate was the main elements of the reform in the way higher education functions, implemented from October 2019. The background of the reform was discussed, including the historical and mental conditions of the academic community, and then the reform programming phase (e.g. consultation procedures), the phase of implementing changes (including the issue of adjusting the publication of regulations) and the sphere of new or additional incentives were discussed. which introduced new regulations into academic life (e.g. new rules for obtaining points by scholars for publications, new evaluation rules to which universities are subject, rules for creating statutes).
Education for safety is an exceptionally topical issue in the modern world. It is an indispensable tool for achieving the goals of sustainable development. Who, when and where to educate; what tools to use; and according to what idea – these are essential questions related to raising human awareness. The aim of the article is to analyze and assess the awareness of society in terms of knowledge and skills in the field of safe behavior and attitude, the perception of safety in the context of sustainable development. The results of the research presented in the articleclearly indicate a high level of public involvement in acquiring knowledge and skills on safe behaviours and attitudes. The conclusions obtained allow to develop a strategy that will permit to develop an education system for safety (that will consider formal and informal education) as well as self-education. These conclusions constitute the basis for building cooperation between central government and local government units, educational units, and non-governmental organisations.
The purpose of this article is to provide a detailed overview of the essential measures and regulations implemented by the European Union within the framework of its public policy on cybersecurity and make a comprehensive comparative analysis of the cybersecurity capabilities in E. U. Member States and their national strategies in this area. This article highlights multiple issues that should be the center of attention in regard to public policy on cybersecurity, which made it possible to evaluate the compliance of the existing 104 Zbigniew Chmielewski Studia z Polityki Publicznej regulations passed by the E. U. policy makers and the way it was approached. Based on the 2015 Software Alliance (BSA) survey and other available sources an analysis was made to evaluate the readiness of E. U. Member States to ensure security in cyberspace. Special attention was paid to "The Assumptions of Cybersecurity Strategy of the Republic of Poland", developed by the Ministry of Digitisation and published in February 2016.
Modern dynamics of socio-economic development emphasized issues to improve efficiency of state innovation policy, its adequacy to contemporary priorities and problems in the country's development. An appropriate and relevant question is the systematization of knowledge obtained in the study of theoretical foundations of the state innovation policy, and effectiveness of its implementation depending on the methods of realization. The aim of present work is the development of theoretical and methodological fundamentals of state innovation policy. To solve the set tasks, we applied such general scientific and special research methods as: analysis, synthesis, generalization, systematic approach. Author examined the types of state innovation policy, factors that influence its formation, components of development and implementation of the state innovation policy. It is highlighted that the implementation of the state innovation policy is coordinated with the strategy of innovative development; strategic directions of innovation development of the national economy are demonstrated. Special attention was paid by Author to stages in the formation of state innovation policy in industrialized countries with the methods characterized for the realization of state innovation policy. Based on the obtained results of scientific research, main directions were proposed of innovation policy for Ukraine under present conditions. A conclusion was drawn on that the state innovation policy is a set of interrelated and interdependent forms, mechanisms, instruments, technologies of influence of the state on the formation, development and realization of scientific-technical, technological and innovation potential of the country, based on the promising world trends in scientific and technological development. The implementation of the state innovation policy is coordinated with the strategy of innovation development whose main function is to define main long-term directions of scientific development, to implement innovations, to provide resources to achieve the set objectives. The state, when implementing innovation policy, above all in the R&D sector, applies two basic types of methods: administrative and program-targeted. In the course of development of program-targeted methods, there were formed several variants of their implementation: a system of subsidies, institutional programs and cooperative implementation programs. The scientific novelty of present research is in determining the methodology of the state innovation policy, which covers an integrated system of methods, ways, and means of its implementation, taking into consideration the priorities in modern development of leading industrial countries. A practical value of the research is in applying the features of theoretical and methodological foundations of the state innovation policy for the selection of such areas and methods of implementation of the innovation policy that are most acceptable for Ukraine under current economic conditions.
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.
The educational reform designed by Prawo i Sprawiedliwość (the Law and Justice political party) fits in a pattern of the previous Polish reforms, primarily due to the way they were introduced. The political rather than substantive factors determine their design, they are introduced too hastily, and the appointed experts are treated as an embellishment. This mode of operation is characteristic not only of Poland. The researchers cited in the text (J. Nelson, M. S. Archer, N. Luhmann) indicate its root causes and limited effectiveness. The state remains the most important player in shaping the educational system despite the attempts to reduce its influence on education under neo-liberal policies. However, the current analysis of its limited effectiveness should lay the foundations for a policy, which would take into account the need to reckon with the interests of other actors as well as to develop a long-term strategy.
