Introduction: Over the last decade lifelong guidance has been given increasing attention at both European and national levels. It is recognised as a crucial dimension of lifelong learning, promoting both social and economic goals: in particular, improving the effi ciency and effectiveness of education, training and the labour market through its contribution to reducing drop-out, preventing skill mismatches and boosting productivity. Two EU Resolutions of the Education Council (20041; 20082) have highlighted the need for strong guidance services throughout the lifespan to equip citizens with the skills needed to manage their learning and careers, and the transitions between and within education/training and work. The Resolutions drew attention to four priority areas, i.e. the development of career management skills; accessibility of services; quality assurance; and co-ordination of services; and Member States were invited to take action to modernise and strengthen their guidance policies and systems. [Continues, please see the article.] ; peerReviewed
Zmiany polityczne, społeczne i gospodarcze zapoczątkowane w Polsce w 1989 r. stworzyły podstawy do dynamicznego rozwoju sektora działalności usługowej. Istotnym aspektem przemian organizacyjnych w sferze usług jest także rozwój nowych form świadczenia tradycyjnych usług z zastosowaniem technik komputerowych i sieci internetowej (usługi elektroniczne), np. elektroniczna administracja, zdalna edukacja czy handel elektroniczny. Rozwój nowych form świadczenia usług był możliwy dzięki postępowi w technologii informacyjno-komunikacyjnej (ICT). Głównym celem artykułu jest analiza poziomu rozwoju usług elektronicznych w Polsce na tle innych państw Unii Europejskiej. Formułuje się następujące cele szczegółowe: (1) systematyzacja terminologii związanej z usługami elektronicznymi, (2) określenie uwarunkowań rozwoju usług elektronicznych w Polsce i innych państwach UE, (3) charakterystyka poziomu rozwoju wybranych typów usług elektronicznych dla odbiorców indywidualnych i przedsiębiorstw w Polsce, (4) porównanie poziomu rozwoju wybranych typów usług elektronicznych w Polsce z innymi państwami UE. ; Political, social and economic changes initiated in Poland in 1989 formed basis for dynamic development of service activity. An important aspect of organizational change in services is the development of new forms of services provision with the use of computer technology and the Internet (electronic services), such as e-government, e-learning and e-commerce. The development of new forms of service provision has been possible by advancement in the development of information and communication technology (ICT). The main purpose of this article is to analyse the level of development of electronic services in Poland in comparison to other European Union countries. The following specific objectives can be formulated: (1) systematization of terminology related to e-services, (2) defining of the development conditions of e-services in Poland and other EU countries, (3) characteristic of the level of development of selected types of e-services for individuals and enterprises in Poland (4) comparing the level of development of selected types of e-services in Poland to other EU countries.
Podstawowym celem artykułu jest przybliżenie dwóch wzajemnie powiązanych koncepcji istotnych z perspektywy zarządzania publicznego w ramach polityki wobec starzenia się społeczeństwa na poziomie lokalnym. Pierwsza koncepcja to "inteligentne miasta", która dotyczy wykorzystania nowych technologii informacyjno-komunikacyjnych do poprawy zarządzania miastami oraz dostarczania obywatelom innowacyjnych usług publicznych. Druga koncepcja to "miasta przyjazne starzeniu się", która obejmuje optymalizację wszystkich funkcji miejskich do potrzeb wszystkich grup wiekowych oraz wykorzystanie szerokiego zaangażowania interesariuszy na rzecz poprawy jakości życia w okresie starości. Drugim celem jest wskazanie prób praktycznego wdrażania tych koncepcji w krajach Grupy Wyszehradzkiej, które w odróżnieniu od omawianych zazwyczaj w literaturze przykładów z Europy Zachodniej charakteryzują się nie tylko szybkim starzeniem się populacji, ale też niedostatkami infrastruktury. W podsumowaniu przybliżono wnioski z przeprowadzonej analizy oraz potencjalne dalsze kierunki badań.
The aim of spatial policy is both to protect specific values of space and to rationally shape it by stimulating social and economic processes. Protective activities include striving to maintain a balance between economic, social and environmental elements. For spatial planning to be an effective public policy tool, it must cover all aspects of socio-economic life. In the social stream, one of the most important are decisions in the field of health by reducing differences in access to health and education services in regions, including health education. This education can contribute to shaping correct health attitudes and eliminate the diversity in this area between young people living in urban and rural areas. In order to determine the spatial (urban-rural) differentiation in shaping health attitudes, a field study of young adults of various types of secondary schools, i.e. vocational schools, technical schools and general schools in the Mazowieckie voivodship has been carried out. In the light of the study, the thesis on the existence of the differentiation in health behaviours between young people living in cities and those living in villages has not been confirmed. Big differences in these youth behaviours have not been revealed. However, differences appeared between types of schools. It turned out that the studied youth from the Mazowieckie Voivodeship learning in vocational schools, to a lesser extent than young people attending general schools and technical schools, recognize situations threatening their health in the form of weaker nutrition, e.g. eating fewer vegetables or frequent contacts with psychoactive substances. A general conclusion from the research is that the most important seems to be promoting and spreading the knowledge about health through lifestyle education, with an emphasis on the youth attending vocational schools, as those in need of the strongest substantive and infrastructural support.
Hieronim Baliński's treatise on upbringing a noble boy, written in 1598, commissioned by Jan Łączyński for his son Kasper, has been used in literature for a long time. It is among the best known educational instructions the Old Polish period. Providing his guidance, Baliński showed exemplary education of a nobility boy. Baliński divided it into stages, taking into account the most important elements: religious and moral, physical and mental education. He also showed how to deal with a child and not discourage him from learning. In his opinion, religious education was of greatest importance as it was necessary for a young child to know God, His goodness, patience, mercy and love of human beings. The first stage of education was home schooling after which Baliński recommended a country school, followed by a trip abroad. A boy should take his first trip to Germany at the age of 12 and stay abroad for 2–3 years. According to Baliński, it was a prelude to the main journey which was to take place after a short stay at home. During the break, a young nobleman should be acquainted with the local law, operations of the court and the Parliament. Around the age of fifteen, a young man with a guardian appointed by his father should go abroad once again, this time to Italy, to develop his education and skills. Upon return from the trip, the young man continued education by transition to the adult life. Baliński recommended a court chancellery and military service. In the treatise he points out how a boy should behave towards other people; he also raised issues related to child nutrition and clothing. What is more, Baliński provided tips on physical development and exercises appropriate for children. The major source of Baliński's treatise was religious literature although he probably referred to Quintilian's and Mikołaj Rej's works. According to his own account, Baliński drew on his experience and numerous conversations. The ideal man, as presented by him, bears resemblance to Rej's faithful and mediocre "kind-hearted man". ; Hieronim Baliński's treatise on upbringing a noble boy, written in 1598, commissioned by Jan Łączyński for his son Kasper, has been used in literature for a long time. It is among the best known educational instructions the Old Polish period. Providing his guidance, Baliński showed exemplary education of a nobility boy. Baliński divided it into stages, taking into account the most important elements: religious and moral, physical and mental education. He also showed how to deal with a child and not discourage him from learning. In his opinion, religious education was of greatest importance as it was necessary for a young child to know God, His goodness, patience, mercy and love of human beings. The first stage of education was home schooling after which Baliński recommended a country school, followed by a trip abroad. A boy should take his first trip to Germany at the age of 12 and stay abroad for 2–3 years. According to Baliński, it was a prelude to the main journey which was to take place after a short stay at home. During the break, a young nobleman should be acquainted with the local law, operations of the court and the Parliament. Around the age of fifteen, a young man with a guardian appointed by his father should go abroad once again, this time to Italy, to develop his education and skills. Upon return from the trip, the young man continued education by transition to the adult life. Baliński recommended a court chancellery and military service. In the treatise he points out how a boy should behave towards other people; he also raised issues related to child nutrition and clothing. What is more, Baliński provided tips on physical development and exercises appropriate for children. The major source of Baliński's treatise was religious literature although he probably referred to Quintilian's and Mikołaj Rej's works. According to his own account, Baliński drew on his experience and numerous conversations. The ideal man, as presented by him, bears resemblance to Rej's faithful and mediocre "kind-hearted man".