Owing to current events in Belarus (political and social, including the economic crisis and the ongoing activities that are having a negative impact on the functioning of opposition movements), the country is becoming an arena of competition for influence. In the context of the subject of this analysis, rivalry, especially in terms of the influence of other states on Belarusian society, is of key importance. Science diplomacy may be a tool of competition for influence. The fact that science diplomacy can be both a tool with which to cooperate with other countries in the region and a tool of competition for influence is of key importance in analysing this problem. The scientific potential of the Belarusian community is also of interest to other countries, including Ukraine, Lithuania, and Germany. The effective and efficient implementation of science diplomacy activities towards Belarus is undoubtedly in line with the well-understood Polish national interest. The aim of the article was to conduct a political and legal analysis of the process by which Poland is using science diplomacy as a tool for influencing the scientific community of Belarus. Another research goal was to analyse the activities undertaken by two other countries in the region – Ukraine and Lithuania – with respect to science diplomacy. The article also aimed to analyse the formal and legal conditions related to the normative solutions used in the countries under analysis, enabling the undertaking and implementation of education by Belarusian citizens. The educational and scientific programmes offered to students and scientists from Belarus in Poland were also subject to legal analyses. The whole analysis is supplemented and concluded by an attempt to evaluate the effectiveness of the activities carried out so far.
Civil society is an indispensable component of a functional democratic state. The development of civil society is dependent on a number of factors, including the work of the education system. Education is the crucial space for shaping civic attitudes and acquiring competences necessary for a society that is aware of its rights and active in the public sphere. A significant majority of educational institutions is administratively supervised by local government units. The purpose of this paper is to indicate how local authorities can play a role in the shaping of civil society by performing tasks (both obligatory and additional, non-compulsory ones) related to education.
Report on the 4th Seminar on Public Policy: Polish Historical, Educational and Scientific Policy. Organizer: Collegium of Economics and Social Sciences, Warsaw School of Economics, May 29, 2015.
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 Author discusses dilemmas, difficulties and effects of the higher education and scientific institutions reform, that was launched two years ago. First, he points out the differences of solutions accepted by higher education and scientific institutions in Poland after the Second World War, as compared to the Soviet model. Having outlined the basic assumptions of the reform, the Author discusses the controversial issue of the scope of the state interventionism in both areas. He pays attention to the external obstacles, i.e., obstacles localized outside the system of scientific and higher education institutions, which influence formulation of policy toward such institutions. Also, he examines internal constrains of structural, organizational, societal and financial character. Next, the Author presents the genuine function of various financial mechanisms, their methods of application and coherence ratios. Also, dilemmas concerning applicability of competition rules in case of scientific activities and the question of research evaluation are discussed. He discusses the issue of transformation of scientific and educational institutions, examines factors hampering or keeping back the transformation process. The last paragraph of the paper presents issues concerning research and teaching staff - limits to the personnel management, selection procedures, barriers to young employees flow and aging of academicians. ; Autor omawia dylematy, trudności i konsekwencje reform zapoczątkowanych przed dwoma laty w Polsce w sferze nauki i szkolnictwa wyższego. Na wstępie pokazuje, w jakim stopniu kształtowane przez 40 lat po wojnie polskie rozwiązania w dziedzinie szkolnictwa i nauki różniły się od radzieckiego pierwowzoru. Po zarysowaniu podstawowych założeń reform autor przechodzi do omówienia kontrowersyjnego problemu - zakresu interwencji państwa w obu sferach. Zwraca uwagę na trudności zewnętrzne - tkwiące poza samą nauką - tworzenia polityki naukowej, a także na ograniczenia strukturalno-organizacyjne, społeczne i finansowe zawarte w systemie nauki. W dalszej części artykułu autor ukazuje rzeczywistą rolę mechanizmów finansowania nauki i szkolnictwa wyższego, sposób ich stosowania, stopień spójności, a także kłopoty związane z realizacją zasad konkurencji i oceny badań naukowych. Omawia problemy przebudowy instytucji badawczych i edukacyjnych oraz czynniki utrudniające lub opóźniające proces restrukturyzacji. W końcowej części artykułu przedstawia zagadnienia dotyczące personelu badawczego i nauczającego - ograniczenia polityki kadrowej, mechanizmów selekcji, bariery dopływu młodej kadry i starzenie się personelu.
Since the normalization of bilateral relations between Poland and Indonesia in 1992 we have been observing a steady growth, particularly in the educational and scientific cooperation between thw two countries. The accession of Poland to the European Union have made this country a more attractive destination for foreign students. The number of Indonesians studying in Poland increases year over year. This fact is strengthened through the establishment of Indonesian Students Association in Poland (PPI Polandia). Polish citizens are among largest groups of Darmasiswa recipients - a scholarship program provided by the Indonesian government. In this paper the authors trace the records of cooperation in the field of education and science during the eras before and after the normalization of bilateral relations of both countries as well as the situation observed in recent years. This issue needs further exploration regarding the possibility of more data available in Indonesian sources of records. ; Praca opisuje jak wyglądały kontakty dydaktyczno-naukowe polsko-indonezyjskie w ujęciu diachronicznym oraz współczesnym. Metodą badawczą zastosowaną podczas prac nad niniejszą publikacją były głównie wywiady z byłymi i obecnymi stypendystami obu rządów oraz badania bibliograficzne. Po normalizacji stosunków dwustronnych w 1992r .liczba Indonezyjczyków studiujących w Polsce wzrasta z roku na rok, czego dowodem jest również utworzenie polskiego oddziału Stowarzyszenia Studentów Indonezyjskich (Persatuan Pelajar Indonesia Polandia). Polacy to z kolei obecnie jedna z najliczniejszych grup uczestniczących w indonezyjskim programie stypendialnym Darmasiswa. Niestety brak jest wiarygodnych danych liczbowych na temat współpracy naukowej polsko-indonezyjskiej przed rokiem 1992 dlatego zagadnienie wymaga dalszych badań z uwzględnieniem szerszego spektrum źródeł indonezyjskich.
In this article I make a critical analysis of educational policy in Poland during the 25 years of the political transformation. I try to refer to the Polish thoughts and practices of teaching experience in the period of 1918--1948. What is more, I present experiences of anti-socialist opposition during the socialist period. They influenced on impression in the works and commitments of many scientists and a new generation of academics. Furthermore, I indicate how my generation after 1989 went into the road of scientific autonomy and/or independence in the field of government and private education. Benchmark for these analyzes build up the hopes which we tied up with the Polish revolution of non- violence. Moreover, there was a strong disappointment, which revealed over the years due to the departure of distinctive political formation of the Third Republic of the ideals and the phenomenon of Polish "Solidarity" movement, and civil society, which included the move away from the base of participatory democracy. Finally, I look at how education as a science and practice of education fit into democratization of the Polish state and society. The key meaning for me has the perception of education as a common good, as environments and entities, institutions or management practices which participate in the democratic society. To sum up, this society is constantly in the period of recovery from years of experience not only fascist, but Bolshevik totalitarianism, too.
Exclusion and inclusion in the culturally, economically, and politically deter- mined educational space are one aspect of social life and its many micro-, meso-, eco-, macro-, and chronosystems. This issue is often addressed from theoretical, cognitive, practical, and research angles, which is reflected in scholarly and popular-science pub- lications as well as literary fiction. It is not bound to any particular time or place and it is relevant at all stages of a person's life, from conception to death. It can therefore be assumed that, to a greater or lesser extent, it governs the integral, holistic develop- ment of a human being, and, by the same token, the development of civilization. Moreover, one could argue that as the biological, psychological, social, cultural, and spiritual (religious) exclusion of the human being is more and more mitigated by his/ her participation in creating a living environment in the local, regional, national, and international spaces, we can observe an increasingly higher quality of the functioning of education systems. This is particularly a challenge for schools, which perform the basic functions—educational and preventative, didactic and protective—as defined by the educational law in Poland.
The aim of study was to inverstgate the preffered by young people of personal models and factors influencing them. The study was conducted in 1999 and 2011 on the sample of high school students (third class), using questionnaire "personal patterns". The results show that the choice by young people of personal models occurs in conjunction with the family, school, theachers, peers and the media. Young people from these communities draws behavioral models from the different situations of everyday life, the system of social norms and values. Young people from these communities also draws models of socialization. In particular, the mass media (according to research) is an important and attractive component of the educational environment of youth, presenting different lifestyles and value systems, used by the adolescents.
Age integration - a term used in social gerontology in at least two senses. In a narrow perspective - adopted mainly in English-language literature - age integration refers to such a structure of social roles in various institutions that allows for differences, but they do not depend strictly on the age structure, i.e. whether someone is a middle-aged adult or in an older age (Phillips et al., 2010). This is particularly about educational, economic, political, religious and leisure institutions in which people from different age groups and generations play different roles and occupy different positions. Age integration is based on the assumption that access to the institution, the possibility of exiting it and access to products (called outputs); services implemented in reality and benefits and outcomes paid out; the effects of implemented services and services, eg reduction of poverty, improvement of health, activities of these institutions is equal for all regardless of age.
Despite the plethora of conducted research and analyses, their actual use in the design and implementation of public policies is quite limited. The latest research indicates that an effective strategy to strengthen the use of public policy research results in practice is knowledge brokering. The article demonstrates the use of an educational innovation enabling knowledge brokering teaching through practice - by means of a simulation game-based workshop. The past experience connected with the use of "Knowledge 176 Karol Olejniczak, Dominika Wojtowicz Studia z Polityki Publicznej Brokers" game to teach public sector professionals in Poland, the United States and Canada has confirmed that the game helps to: (1) understand the role of the public policy research and analysis results, (2) master the six key skills of knowledge brokers and (3) understand the broker's limitations in influencing the decision-making process. Public administration institutions can make use of "Knowledge Brokers" for the practical training of their analytical personnel and raising its organizational capacity to carry out public policies based on evidence.
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.
International audience ; The supranational identity concepts and their perception among nations constitute one of the determinants of the integration and disintegration processes in the post-Soviet area. One of these concepts is Turkism – an attempt to create identity foundation for the integration of the post-Soviet states under the aegis of Turkey. This paper analyzes the evolution of its principal assumptions and goals, dimensions of its realization, as well as determinants of its further development in the post-Soviet area. The idea of Turkism as a concept of ethnic-cultural community evolved from the nineteenth- century Pan-Turkism which postulated political integration of the Turkic nations. Among the determinants that limited political ambitions of Turkey after the collapse of the USSR, therecan be indicated: nationalisms as an expression of ruling elites' interests, lack of supranational community feeling among the societies, concerns about the possible reaction of Moscow and fears raised by the Turkish hegemonic ambitions. As a result, Turkey started to put emphasis on bilateral relations with the post-Soviet partners and concentrate on cooperation in economic and social sphere, including cultural and educational activities. Although, even there the success of Turkey was incomplete, the viability of this pragmatic approach was proved by the revival of political dimension of mutual contacts in 2006–2008 and their institutionalization. In the coming years the following factors may determine the development of Turkism in the post-Soviet area: growing ambitions of Turkey as a regional player, dynamics of relations between Ankara, former Soviet republics, the West and Moscow, domestic policy challenges in the post-Soviet states, their developmental needs in the globalized world, and last but not least: the role of Ankara in strengthening the post-Soviet states' multi-vector foreign policy as a method to maximize benefi ts from international cooperation. Divergent national and elites' interests of the ...
Intencją autorów jest przyjrzenie się obecnemu kierunkowi reform szkolnictwa wyższego w Polsce przez pryzmat zrealizowanej nordyckiej utopii, czyli tych rozwiązań systemowych dotyczących szkolnictwa i uniwersytetów, do których w sensie ideowym i strukturalnym zmierza także polskie szkolnictwo wyższe. Mimo wieloletniej tradycji wykorzystywania uniwersytetów do realizacji idei egalitaryzmu i utylitaryzmu społecznego w myśl założeń państwa opiekuńczego, państwa nordyckie w ciągu ostatnich dwudziestu lat stopniowo zmieniły politykę szkolnictwa wyższego i poczyniły znaczące kroki w kierunku zastąpienia modelu kontroli państwa nad szkolnictwem wyższym modelem luźniejszego nadzoru państwowego nad tym sektorem. Przeszły zatem wcześniej niż Polska zmianę, którą teoretycy umiejscawiają w szerszym kontekście ewolucji humboldtowskiego modelu szkolnictwa wyższego w kierunku modelu anglo-amerykańskiego. Niniejszy tekst dotyczy głównych aspektów i linii podziału między systemem anglo-amerykańskim i humboldtowskim w odniesieniu do dwóch metaobszarów funkcjonowania szkolnictwa wyższego, tj. zarządzania i finansowania. Zestawienie proponowanych rozwiązań polskich z wprowadzonymi już rozwiązaniami w krajach nordyckich ma na celu ukazanie skomplikowania i większej złożoności tego procesu niż mogłoby to wynikać ze schematycznych opisów typów idealnych. ; The authors' intent is to examine the current direction of reforms in Poland's higher education in the light of the fulfilled Nordic utopia, i.e. the systemie Solutions in school education and universities which Poland's higher education is aiming for, ideologically and structurally. Despite many years of tradition in employing universities as a tool to establish the idea of egalitarism and social utilitarianism within a welfare State, Nordic countries have gradually modified their higher education policies in the last twenty years, making significant steps towards replacing the State control model with a more loose State supervision over the sector. Therefore, they went ahead of Poland in making a change which theoreticians put in a broader context of evolution from the Humboldtian to the Anglo- American model of higher education. The paper focuses on key aspects and dividing lines between the Anglo-American model and the Humboldtian model, making a reference to two meta-areas of higher education i.e. management and funding. The proposed Polish Solutions are juxtaposed with the already-implemented Nordic Solutions in order to show that this process is more complex than one might assume on the basis of formulaic descriptions of ideal types.
