Inetta Nowosad – författare

The process of creating and implementing sectoral policy has been described from two perspectives. On the one hand, the attention of the contributors focuses mainly on the social actors of these policy – individuals and institutions on whose activity the process of implementing specific policy provisions depends. On the other hand, the complexity of sectoral policy forces the need to refer to many areas of social life around which specific solutions are created. The effectiveness of public policy, including sectoral policy, also requires indicating the context related to the socio-political conditions in Poland. To understand why different public policies emerge in different regions, it is important to understand the details that shape them. In this volume, it is crucial to indicate the determinants of the process of creating and implementing policy relating to selected aspects of socio-economic life (de facto sectoral policy) in Polish society.

New technologies, innovative industry and digital revolution are changing today''s world on an unprecedented scale. The changes touch all spheres of human existence creating the conditions for realising the vision of a better world and building a new society. This requires more and more openness, creativity and innovativeness in human thinking and activities, imply the need for changes in education. This is so as only education – the "treasure" also of the 21st century – can live up to the challenge as long, however, as it is universal, fully accessible, flexible, open, innovative and creative. Along the lines of this thesis, this volume presents different views on selected problems of education of teachers in different specialities, with the aim of making the basis for in-depth analyses and optimal solutions.

The authors present an integrated perspective on contemporary education through the interrelated concepts of support, educational leadership, and professional learning communities. They explore how supportive environments, responsible leadership, and collaborative professional cultures contribute to the development of schools as learning organisations. Drawing on interdisciplinary theory and selected international examples, the authors link conceptual frameworks with practical solutions for teachers, school leaders, and educational institutions. Particular attention is given to the role of trust, cooperation, and continuous professional learning in improving the quality and sustainability of education. The book offers both theoretical reflection and practical guidance for building inclusive, collaborative, and future-oriented educational systems.

The process of creating and implementing sectoral policy has been described from two perspectives. On the one hand, the attention of the contributors focuses mainly on the social actors of these policy – individuals and institutions on whose activity the process of implementing specific policy provisions depends. On the other hand, the complexity of sectoral policy forces the need to refer to many areas of social life around which specific solutions are created. The effectiveness of public policy, including sectoral policy, also requires indicating the context related to the socio-political conditions in Poland. To understand why different public policies emerge in different regions, it is important to understand the details that shape them. In this volume, it is crucial to indicate the determinants of the process of creating and implementing policy relating to selected aspects of socio-economic life (de facto sectoral policy) in Polish society.

New technologies, innovative industry and digital revolution are changing today’s world on an unprecedented scale. The changes touch all spheres of human existence creating the conditions for realising the vision of a better world and building a new society. This requires more and more openness, creativity and innovativeness in human thinking and activities, imply the need for changes in education. This is so as only education – the “treasure” also of the 21st century – can live up to the challenge as long, however, as it is universal, fully accessible, flexible, open, innovative and creative. Along the lines of this thesis, this volume presents different views on selected problems of education of teachers in different specialities, with the aim of making the basis for in-depth analyses and optimal solutions.

The authors analyse macro-level political decisions across various societies as well as individual actions and experiences to advocate for a more inclusive and effective education system capable of driving social change. They consider relationships between politics, education and social change – in various contexts and dimensions. The macro level of educational policy (and politics) is confronted with the micro realities of human biographies. However, the authors do not consider people who are influenced by political decisions as incapacitated “mass”. Thus, social change always results from these macro-micro connections. This interdisciplinary book includes themes related to political sciences, education, and sociology, which resulted from the authors’ study of contemporary social and education phenomena. It gives insight into interesting paradoxes and controversies.

Analysing the citizenship education approaches of England, the Netherlands, Canada (Ontario), and Singapore offers an interesting glimpse into how different societies handle the interplay between cultural diversity, national identity, and educational strategies. This study illuminates the shared challenges and unique responses shaped by each country’s historical, cultural, and political context. The study aims to analyse the selected issues concerning the agenda of citizenship education policy and school practices in the selected countries. The authors undertake a comprehensive review of the development of multicultural societies, and delve into an analysis, discussion, and reconstruction of the current socio-political context of citizenship education in the aforementioned countries.