The following paper explores the issue of professional readiness of teachers to work with children with deviant behaviour. The relevance of this problem is associated with the growth of various forms of deviant behaviour among children and adolescents. The purpose of the study is to identify psychological and pedagogical conditions for the development of teacher’s readiness in managinig deviant behaviour. The state of knowledge of the problem of deviation is presented based on an interdisciplinary approach. The study uses several basic methodological approaches: axiological, personality-oriented, system-activity, cultural-anthropological, environmental, social-role, interdisciplinary, competence-based, comparative, and basic principles. The paper describes methods and results of an empirical study conducted among schoolteachers in five regions of the Republic of Kazakhstan on this issue by means of a questionnaire. The paper presents theoretical results of the authors’ study: a scientifi c interpretation of the key concepts of “Deviant Behaviour of Children and Adolescents,” “Professional Readiness of Teachers to Interact with Children with Deviant Behaviour” based on a competence-based approach.Psychological and pedagogical conditions for the development of professional readiness of schoolteachers to interact with children with deviant behaviour are substantiated. In this article, the authors come to the conclusion on the development of competence in managing deviant behaviour of a teacher on the psychological and pedagogical conditions they have identified.

The COVID-19 pandemic has disrupted the education process, including the education and vocational training sector, where readiness to switch to remote learning was not common and obvious. In this exceptional situation, the need to digitise both didactic and organizational processes in institutions of continuing education and vocational training, and the need to ensure the quality of these processes has become even more evident. While skilful management with the support of diff erent tools, including improvement models, is a chance for educational units to survive in a turbulent environment and even to build a lasting competitive advantage. The article presents a proposal to support educational institutions in digitisation processes, developed as part of the international project Quality for digital education readiness in VET (Q4EDU), implemented in 2021–2023 by a partnership of seven institutions from four European Union countries (Polish, Greece, Cyprus and Italy). The proposed methodology is a comprehensive and universal solution for assessing the readiness of education and training institutions for the so-called deep digitisation, including pedagogical, technological and organizational aspects of their functioning. It offers the opportunity to monitor and improve the level of digitalisation through the use of an IT tool, based on the European framework DigCompOrg, and the opportunity to acquire and validate the competence of a digital education expert. The pilot phase in four partner countries has yielded promising results as expressed in the feedback of DigiRAsT users. The tool is available free of charge to staff interested in the development of the institution. Zarzadzanie cyfryzacją instytucji edukacyjnych – model doskonalący Pandemia COVID-19 zakłóciła proces edukacji, w tym sektor kształcenia i szkolenia zawodowego, w którym gotowość do przejścia na kształcenie zdalne nie była powszechna i wystarczająca. W tej wyjątkowej sytuacji jeszcze bardziej widoczna stała się potrzeba cyfryzacji, zarówno procesów dydaktycznych, jak i organizacyjnych w placówkach kształcenia ustawicznego i zawodowego oraz konieczność zapewnienia jakości tych procesów. Umiejętne zarządzanie przy wsparciu różnych narzędzi, w tym modeli rozwoju, jest szansą dla jednostek edukacyjnych na przetrwanie w turbulentnym otoczeniu, a nawet na zbudowanie trwałej przewagi konkurencyjnej. W artykule przedstawiono propozycję wsparcia instytucji edukacyjnych w procesach cyfryzacji, opracowaną w ramach międzynarodowego projektu Quality for digital education readiness in VET (Q4EDU), realizowanego w latach 2021–2023 przez partnerstwo siedmiu instytucji z czterech krajów Unii Europejskiej: Polski, Grecji, Cypru i Włoch. Proponowana metodyka jest kompleksowym i uniwersalnym rozwiązaniem pozwalającym na ocenę gotowości instytucji edukacyjnych i szkoleniowych do tzw. 86 Jolanta RELIGA, Anna WRONKA głębokiej cyfryzacji, obejmującej aspekty pedagogiczne, technologiczne i organizacyjne ich funkcjonowania. Oferuje możliwość monitorowania i doskonalenia poziomu digitalizacji poprzez wykorzystanie narzędzia informatycznego opartego na europejskich ramach DigCompOrg oraz możliwość nabycia i potwierdzenia kompetencji eksperta edukacji cyfrowej. Faza pilotażowych testów w czterech krajach partnerskich dała obiecujące wyniki wyrażone w opiniach użytkowników narzędzia DigiRAsT. Narzędzie jest dostępne bezpłatnie dla kadry zainteresowanych rozwojem instytucji.

Like personal development, managing own talents and hobbies is a lifelong process and activity. The paper focuses on the passions and hobbies of the seniors who have been living in emigration (Canada) for several decades, and on values they assign to these passions and hobbies in the context of the meaning and satisfaction in life. To confirm that passions can be developed also in late life, a study, using a qualitative interview, was conducted among 12 seniors from the Polish diaspora in Canada. The interview procedure as well as the direction of data analysis and interpretation are described in the empirical part. Conclusions in the final section confirm that developing passions and hobbies gives meaning and purpose to the life of seniors and helps them feel fulfilled. Th ere are also some postulates formulated regarding recommended activities dedicated to seniors living abroad to help them fully manage the development of their passions, hobbies and talents – not only as part of their home activities and interactions with other Poles, but also by participating in initiatives off ered by the institutions that support senior citizens in Canada. Zarządzanie własnymi talentami i pasjami przez seniorów zamieszkałych w Kanadzie Zarządzanie własnymi talentami oraz pasjami podobnie jak rozwój człowieka jest procesem i aktywnością całożyciową. W prezentowanym artykule skoncentrowano się na pasjach i zainteresowaniach seniorów żyjących na emigracji (Kanada) od kilkudziesięciu lat oraz na wartościach, jakie im nadają w perspektywie sensu życia i życiowego spełnienia. Aby potwierdzić, że pasje można rozwijać również w okresie późnej dorosłości przeprowadzono badania z wykorzystaniem wywiadu jakościowego wśród 12 seniorów z Polonii Kanadyjskiej, żyjących w Toronto. W części empirycznej sformułowano procedurę prowadzenia badań oraz określono kierunek analizy i interpretacji danych. W konkluzjach końcowych potwierdzono, iż pasje i zainteresowania rozwijane przez seniorów nadają ich życiu sens, cel i pozwalają czuć się w pełni zrealizowanymi. Ponadto sformułowano postulaty, jakie działania należy podjąć – w odniesieniu do osób żyjących na emigracji – aby mogły w pełni zarządzać rozwojem własnych pasji, zainteresowań, talentów nie tylko poprzez aktywność domocentryczną i skoncentrowaną wokół Polonii, ale również podejmowaną w profesjonalnych instytucjach działających na rzecz wsparcia i rozwoju seniorów żyjących w Kanadzie.

In this article we present the results of the historical-pedagogical research, which objective was to establish the premises for the development of the novohispanic Schools of Arts and Crafts as predecessors of current Mexican technical professional education, through a documentary-bibliographic study. Th e authors found, that the prerequisites of the appearance of the Mexican technical professional education system were created since the 16th century, and the novohispanic Schools of Arts and Crafts were the grounds for its development. In addition, the premises for the development of the novohispanic Schools of Arts and Crafts were the introduction of new agricultural, textiles, construction, and mining extraction technologies to the new continent by the Spanish, and the request for Amerindian peoples’ instruction for its use. Th is teaching was provided by the conquistadors along with the evangelization and Castilianization of the natives in the Schools of Arts and Crafts. Later, in the 18th – early 19th centuries, there were opened the new Schools of Arts and Crafts (the schools for workers) of engraving, painting, mining, spinning, weaving, etc. – the direct predecessors of the current technical professional schools. Szkoły Sztuki i Rzemiosła Nowej Hiszpanii jako poprzedniczki współczesnego technicznego kształcenia zawodowego W artykule prezentujemy wyniki badań historyczno-pedagogicznych, których celem było ustalenie przesłanek rozwoju nowohiszpańskich szkół artystycznych i rzemieślniczych jako poprzedników obecnego meksykańskiego technicznego kształcenia zawodowego, poprzez analizę treści. Autorzy ustalili, że fundamenty meksykańskiego systemu technicznego kształcenia zawodowego powstawały już w XVI w., a podstawą jego rozwoju były nowohiszpańskie Szkoły Sztuki i Rzemiosła. Ponadto przesłanką do rozwoju nowohiszpańskich szkół artystycznych i rzemieślniczych było wprowadzenie przez Hiszpanów na nowy kontynent nowych technologii rolniczych, tekstylnych, budowlanych, wydobywczych i prośba o instruktaż ludów indiańskich w zakresie ich stosowania. Nauczanie to zapewniło konkwistadorom ewangelizację i kastylizację tubylców w szkołach artystycznych i rzemieślniczych. Później, w XVIII – na początku XIX w., otwarto nowe Szkoły Rzemieślnicze (szkoły robotnicze): rytownicze, malarskie, górnicze, przędzalnicze, tkackie itp., bezpośrednie poprzedniczki obecnych technicznych szkół zawodowych.

The article deals with the subjective aspects of the functioning of employees in the organization. The subject of the study was to check whether there are significant differences between the creative attitude, hope for success, and the education and functions of the employees of the organization. 120 people performing managerial and executive functions in organizations with a service and production profile in the south-eastern Poland participated in the study. There were 66 women and 54 men among the respondents. The research used the Creative Behaviour Questionnaire – KANH (Bernacka, Popek, Gierczyk, 2016) and the Questionnaire of Hope – KNS (Łaguna, Trzebiński, Zięba, 2005). The analyses were focused on comparing people holding managerial and executive functions as well as their education with regards to a creative attitude and hope for success. Based on the obtained results, it was found that people in managerial positions are characterized by a higher level of creative attitude and non-conformism compared to people holding executive functions. People with higher education are characterized by a higher level of hope for success, willpower, and a higher degree of ability to find solutions compared to people with secondary education. The obtained research results may be significant for increasing the effectiveness of activities in the organization.

The article is a comparative analysis of two methods of working with a social assistance client: coaching and solution-focused approach. It describes the stages of the methodological procedure, and shows the approach to the motivation to change in both approaches. Showing the differences between internal and external motivation in the case of social assistance clients is particularly important, as they are often people characterized by learning helplessness and with low social competence. Therefore, working on change is extremely difficult, and social and legal expectations generate many paradoxes of professional action. The solution, however, is not to control and monitor the customers’ progress, but to change the approach of defining goals for change for customers. In coaching and PSR, key goals are the client’s goals and this article explains the rationale behind this position. Then, it describes the assumptions of both approaches and presents similar techniques used in working with the client. These techniques are easy to adapt to the methodical work of social workers and assistants when they share the assumption that the client is the expert of their life, and thus of change and the path to change. It describes the structure of the change process in both approaches. The article is intended to encourage such an approach to working with clients, as it is effective, as well as releasing social workers from responsibility for clients’ failures, protecting against burnout, and easy to apply. In addition, many institutions of social assistance are leaning towards working with these methods, towards formulating goals in line with harm reduction, rather than radical changes.

Roma and Gypsy women in Europe suffer from multiple deprivation (Council of the European Union 2011): Firstly, a large part of Roma and Gypsy people live in poverty. Secondly, their different cultural/ethnic traditions often lead to discrimination in school education. Thirdly, they also have disadvantages through the gender aspect, because the traditional Roma/Gypsy culture defines the place of women to be at home with the family and an educational career is not necessary for that (l. Forray, Hegedűs 2003; Durst 2015). That is why Roma and Gypsy women are often called the “minority of the minority” (Vincze 2010: 195). Despite of this multiple deprivation, Roma and Gypsy women are (not only in Hungary) more and more successful in the education system (Forray; Hegedűs 1991) and they increasingly take part in the political life as well (Bak., T.th 2008; K.cz. 2010). The research study focuses on Roma and Gypsy women who have come from a background of multiple deprivation but managed to achieve successful educational careers (defined by their university degree). To answer the research question “Which factors are regarded as beneficial for success in education from the perspective of Roma and Gypsy women?”, we chose the method of biographical narrative interviews. Additionally, we analysed statistical and empirical studies and used expert interviews as well. The aim of the research was to learn about the subjective theories of the interviewed women. The selection of the respondents was done through the snowball-system. The analysis of the interviews was based on the methodology of Fritz Schütze (Schütze 1983). The underclass theory of William Julius Wilson (Wilson, 1978; 1987) adapted by Iv.n Szel.nyi and J.nos Lad.nyi for the Hungarian situation (Lad.nyi; Szel.nyi, 2004) and the theory of Helmut Fend about the functions of the school in society (Fend, 1980; 2003) served as the theoretical framework for this study. For the interpretation we used the categorisation of factors for school success of Hungarian Roma and Gypsy women from Katalin Forray R. and Andr.s Hegedűs T. (Hegedűs, 1996; Forray, Hegedűs, 2003). The study shows that all interviewed women had a very strong learning motivation and were ready to have conflicts with the traditional female role model. Their parents and teachers played mostly a very positive role in this success, but the most important factor was their individual learning motivation.

This paper uses data from the fifth edition of the European Working Conditions Survey to examine the relationship between workers’ skills mismatch and risk of investment in work-related training. Apart from financial (earnings) worker’s risk, the study addresses also some non-financial facets of the investment risk. The results indicate that while mismatched workers have higher earnings risk than wellmatched ones, they also perceive their jobs as more insecure. Surprisingly, mismatched workers are also relatively more optimistic of having good career prospects and finding similarly paid employment. These findings did not allow a conclusion about the difference in non-financial risk between mismatched and well-matched workers.

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