Suchergebnisse

Polska w 2004 roku stała się członkiem Unii Europejskiej. W tym samym roku minęło 35 lat od powołania Komitetu Prognoz "Polska 2000 Plus" przy Prezydium PAN. Z tej okazji odbyła się konferencja naukowa, której rezultatem jest wydawnictwo pt. Polska w obliczu wyzwań przyszłości. Jest ono inspiracją do szerszego kierowania się przez naukowców, polityków oraz ludzi innych zawodów strategicznym myśleniem o przyszłości Europy i Polski. Podstawą strategii edukacji powinny być nie tylko cele ekonomiczne i pragmatyczne, ale przede wszystkim wspólne wartości cywilizacji europejskiej, którymi według raportu Komisji Europejskiej Edukacja dla Europy są: prawa człowieka (godność osoby ludzkiej), podstawowe swobody, demokratyczna prawomocność, pokój i odrzucanie przemocy jako środka do osiągnięcia celu, poszanowanie innych ludzi, równość szans, zasady myślenia racjonalnego, ochrona ekosystemu, odpowiedzialność jednostkowa. Projekty i strategie reformy systemu edukacji MEN i MNiSW oraz Strategia Rozwoju Polski do roku 2020–2030 Komitetu Prognoz PAN zakładają zapewnie skolaryzacji na poziomie maturalnego kształcenia średniego dla ok. 80–85% populacji, a na poziomie studiów wyższych dla 40–50% populacji w przedziale wiekowym 19–24. Takie wskaźniki skolaryzacji zostały już formalnie przekroczone, teraz należy zapewnić odpowiedni poziom jakości kształcenia oraz stymulować i wspierać wybieranie deficytowych kierunków kształcenia zawodowego i wyższego oraz ustawicznego. W Polsce obserwuje się niezadowalające wykorzystanie nauk o edukacji w wypracowaniu koncepcji reform i ich wdrażaniu, czego dowodem jest niedocenianie raportów edukacyjnych oraz ekspertyz, a także nieustanne zmiany ministrów resortów edukacyjnych. Współczesna ekonomia i pedagogika określają wydatki na edukację i naukę jako "inwestycję w człowieka" i w "kapitał ludzki", które są gwarancją rozwoju kraju oraz poprawy jakości życia ludzkiego. Poważny procent kadry nauczycieli, młodzieży, szkół i uczelni oraz mass mediów może edukację i kulturę zamienić na wielki program XXI wieku. ; In 2004, Poland became a Member State of the European Union. It was 35 years since the Forecasting Committee "Poland 2000 Plus" was appointed at the presidium of the Polish Academy of Sciences (Polish: PAN). On that occasion, a scientific conference took place, the result of which was the publication entitled Poland in the Face of the Challenges of the Future. It has become an inspiration for scientists, politicians and other professionals to adopt more strategic thinking about the future of Europe and Poland. The basis of the educational strategy should not only be economic and pragmatic objectives, but most of all, common values of the European civilisation. According to the Report of the European Commission Education for Europe, among these values, there are human rights (human dignity), fundamental freedoms, democratic legitimacy, peace, rejection of violence as a means to an end, respecting others, equal opportunities, principles of rational thinking, protection for the ecosystem and individual accountability. The policies and projects of the educational system reform of the Ministry of National Education (Polish: MEN) and Ministry of Science and Higher Education (Polish: MNiSW) as well as the Development Strategy of Poland until 2020–2030 of the Forecasting Committee aim to provide schooling at secondary school level with matriculation examination for about 80–85% of the population, at higher education level for 40–50% of the population aged 19–24. These schooling indicators have formally been exceeded. Presently, it is necessary to provide the good quality of education and to encourage students to choose deficit professional training courses, higher education as well as lifelong learning. In Poland, it can be observed that education sciences are unsatisfactorily used in developing reform concepts and in their implementation as demonstrated by underestimating educational reports and expertises, as well as constant changes of education ministers. Contemporary economy and pedagogy refer to the expenses on education as "investment in human" and "human capital", which guarantee the development of a country and of the quality of life. A significant proportion of teachers, young people, schools and universities as well as the mass media may change education and culture into a great program of the 21st century.

In 2004, Poland became a Member State of the European Union. It was 35 years since the Forecasting Committee "Poland 2000 Plus" was appointed at the presidium of the Polish Academy of Sciences (Polish: PAN). On that occasion, a scientific conference took place, the result of which was the publication entitled Poland in the Face of the Challenges of the Future. It has become an inspiration for scientists, politicians and other professionals to adopt more strategic thinking about the future of Europe and Poland. The basis of the educational strategy should not only be economic and pragmatic objectives, but most of all, common values of the European civilisation. According to the Report of the European Commission Education for Europe, among these values, there are human rights (human dignity), fundamental freedoms, democratic legitimacy, peace, rejection of violence as a means to an end, respecting others, equal opportunities, principles of rational thinking, protection for the ecosystem and individual accountability. The policies and projects of the educational system reform of the Ministry of National Education (Polish: MEN) and Ministry of Science and Higher Education (Polish: MNiSW) as well as the Development Strategy of Poland until 2020–2030 of the Forecasting Committee aim to provide schooling at secondary school level with matriculation examination for about 80–85% of the population, at higher education level for 40–50% of the population aged 19–24. These schooling indicators have formally been exceeded. Presently, it is necessary to provide the good quality of education and to encourage students to choose deficit professional training courses, higher education as well as lifelong learning. In Poland, it can be observed that education sciences are unsatisfactorily used in developing reform concepts and in their implementation as demonstrated by underestimating educational reports and expertises, as well as constant changes of education ministers. Contemporary economy and pedagogy refer to the expenses on education as "investment in human" and "human capital", which guarantee the development of a country and of the quality of life. A significant proportion of teachers, young people, schools and universities as well as the mass media may change education and culture into a great program of the 21st century. ; Polska w 2004 roku stała się członkiem Unii Europejskiej. W tym samym roku minęło 35 lat od powołania Komitetu Prognoz "Polska 2000 Plus" przy Prezydium PAN. Z tej okazji odbyła się konferencja naukowa, której rezultatem jest wydawnictwo pt. Polska w obliczu wyzwań przyszłości. Jest ono inspiracją do szerszego kierowania się przez naukowców, polityków oraz ludzi innych zawodów strategicznym myśleniem o przyszłości Europy i Polski. Podstawą strategii edukacji powinny być nie tylko cele ekonomiczne i pragmatyczne, ale przede wszystkim wspólne wartości cywilizacji europejskiej, którymi według raportu Komisji Europejskiej Edukacja dla Europy są: prawa człowieka (godność osoby ludzkiej), podstawowe swobody, demokratyczna prawomocność, pokój i odrzucanie przemocy jako środka do osiągnięcia celu, poszanowanie innych ludzi, równość szans, zasady myślenia racjonalnego, ochrona ekosystemu, odpowiedzialność jednostkowa. Projekty i strategie reformy systemu edukacji MEN i MNiSW oraz Strategia Rozwoju Polski do roku 2020–2030 Komitetu Prognoz PAN zakładają zapewnie skolaryzacji na poziomie maturalnego kształcenia średniego dla ok. 80–85% populacji, a na poziomie studiów wyższych dla 40–50% populacji w przedziale wiekowym 19–24. Takie wskaźniki skolaryzacji zostały już formalnie przekroczone, teraz należy zapewnić odpowiedni poziom jakości kształcenia oraz stymulować i wspierać wybieranie deficytowych kierunków kształcenia zawodowego i wyższego oraz ustawicznego. W Polsce obserwuje się niezadowalające wykorzystanie nauk o edukacji w wypracowaniu koncepcji reform i ich wdrażaniu, czego dowodem jest niedocenianie raportów edukacyjnych oraz ekspertyz, a także nieustanne zmiany ministrów resortów edukacyjnych. Współczesna ekonomia i pedagogika określają wydatki na edukację i naukę jako "inwestycję w człowieka" i w "kapitał ludzki", które są gwarancją rozwoju kraju oraz poprawy jakości życia ludzkiego. Poważny procent kadry nauczycieli, młodzieży, szkół i uczelni oraz mass mediów może edukację i kulturę zamienić na wielki program XXI wieku.

The duty of states to consult indigenous communities is a well-established legal principle, but its implications for practice remain uncertain. Sweden is finding itself at a particularly critical juncture as it prepares to legislate a duty to consult the Sami people in line with its international obligations. This paper explores the ability of Swedish state actors to implement the duty to consult, based on lessons from an already existing duty set out in Swedish minority law, namely to ensure the effective participation of minorities in land and resource decisions. Presenting novel empirical material on the views of Sami communities and state officials in ministries and agencies, we demonstrate the existence of considerable implementation gaps linked to practice, sectoral legislation, and political discourse. We argue that if state duties are to promote the intended intercultural reconciliation, then new measures are needed to ensure enforcement, e.g. via mechanisms of appeal and rules of nullification. In addition, sectoral resource regulations should be amended to refer to the duties set out in minority law and/or a potential new bill on consultation duty in a consistent manner. In the near-term, the state should ensure that Sami communities are adequately resourced to engage in consultation and should invest in state authorities' own ability to implement, i.e. through competence development, staffing, intersectoral coordination, and independent evaluation. Much could also be gained if state agencies and Sami communities worked together to develop detailed consultation routines for relevant resource sectors.

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).

New uncertainties in international relations have presented several states in the West with important choices regarding their national strategies for the Arctic. This article analyzes security challenges in the Arctic and North Atlantic region, as understood by some key North-Atlantic states, namely: the USA, Canada, Denmark, Norway, the UK, Germany and France. By analyzing how, or to what degree, the colder east-west security landscape since 2014 is reflected in these selected North Atlantic states' Arctic security strategies, this article seeks to improve our understanding of how the security situation in the northernmost part of the world is developing and being understood. Through applying a traditional understanding of security, the article identifies similarities but also significant differences among the Arctic and North-Atlantic states. Most notable when comparing the strategies is the rather unique global perspective laid out in the US security strategy for the region. The British, Norwegian, Danish and Canadian perspectives, on the other hand, stand out as more regional in nature. Germany displays a rather low profile in its approach to international security in the Arctic, considering its economic status in Europe. France reveals a strong concern for Arctic shipping and freedom of navigation, a perspective similar to the USA's, but with less global ambition.

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.

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.

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.