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 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).
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.
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 article relates to the situation in the Polish education, where moral education is taught as two school subjects: either religious education or ethics. Although the subjects are in direct competition, essentially, they relate to the same curriculum content. The author distinguishes moral upbringing from moral education, by assuming that the upbringing is carried out mainly at home, whereas the school's aim is to support the skills of making moral choices by the young generation. Therefore, the school cannot be blamed for pupils' moral condition because it is shaped by the home environment, which is understood in a wide sense here.
The article discusses the Norwegian response to the neoliberal movement of privatising public education. Neoliberal trends in public services, including education, mainly manifest themselves in the affirmation of the economic efficiency in public services provision, increased participation of private and non-governmental organisations and the creation of quasi-markets. In Norway likewise in other Scandinavian countries the reform of public sector has not been strongly influenced by neoliberal ideology and the New Public Management. On the other hand, it was the political decentralisation and empowerment of local communities that shaped the organisation and management of the school system. The primary aim of the Norwegian education is to ensure equality and inclusion for all students, regardless of their gender, abilities, family background, nationality and health condition. !e article presents the historical path of public and non-public schooling in Norway illustrated by the statistical data concerning kindergartens, schools and pupils respectively. The central and local government still provides the vast majority of public education services and the non-public sector remains limited. Nevertheless in the last 10 years the rise in the number of private schools has been noticed, especially in bigger cities and more affluent dwellings. In its final part the article presents the recent developments in the privatisation policy conducted by the conservative government in Norway. It deliberates postulates relating to modification of administrative procedures leading to the establishment of private schools, widening the school choice for parents as well as diversification of the teachers' professional status. It also sketches examples of the utilisation of private-public partnerships in construction and operationof public schools.
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.
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 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.
This paper focuses on the opportunities and challenges of the Polish education system for people with disabilities. To support academic education process, the task of the university is to create conditions which will allow students with disabilities to gain higher education. This will be a step forward into accommodating and participating in social and, most importantly, professional life. The theoretical part presents the institutional and legal conditions of the inclusive education policy, including a comparative analysis of the current legislation and Act 2.0. In the practical part, the model of the support system is presented as a case study on the example of a selected university. The conclusion contains suggestions and recommendations regarding planned legal changes.
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.
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 generation "NEET" (young people not in employment, education or training) is becoming a serious social problem in the European Union due to the large scale of the phenomenon. For this reason, it arouses interest among politicians, academics and professionals involved in helping people excluded from the labour market and education system, including social workers. The NEET category, which is characterized in the article, are potential beneficiaries of social assistance. Attention will be focused on the scale of the phenomenon in Europe, the socio-economic determinants of belonging to the NEET group, the effects of remaining outside the education system and the labour market, as well as initiatives taken both at the EU level and in the Member States for socio-professional reintegration of people from the NEET group. Knowledge of the issue will allow directing assistance activities provided by social workers to people from the NEET group.
The article is an attempt to trace the changes taking place in vocational education in Poland, paying special attention to the possibilities of local and regional activities supporting vocational education. The conclusions presented in the text result from the author's expert experience related to the implementation of projects to support vocational education. The presented model of support for vocational education is currently carried out by the Bialystok Human Resources Training Foundation in the city of Białystok and Białystok Poviat as the Competence Centre of the Białystok Functional Area. The experience in the implementation of the project and its effectiveness is so universal that the project will be implemented throughout the Podlasie Voivodeship. It can also be a model for local government units running vocational schools.
