An attempt at reconstruction of the New Journalism model results from the observation of the crisis symptoms of journalism as a profession and mission (social responsibility). On the grounds of journalists’ and theoreticians’ statements, it is possible to establish a hierarchy of values of the serious journalism, which a social demand is growing for. The New Journalism is most frequently described as the conscious journalism, which provides spectrum of needs and views of recipients. This type of journalism is committed, independent, functioning in the public sphere, credible, realizing educational role. These attributes pertain to journalism. The paper includes standpoints, for example, of S. Michalczyk, B. Hennessy, P. Mancini, S. Russ–Mohl, S. Bratkowski, R. Kapuściński. 

Próba rekonstrukcji modelu Nowego Dziennikarstwa wynika z obserwacji symptomów kryzysu dziennikarstwa jako zawodu i misji (odpowiedzialność społeczna). Na podstawie wypowiedzi dziennikarzy i teoretyków można bowiem ustalić hierarchię wartości dziennikarstwa poważnego, na które jest coraz większe zapotrzebowanie społeczne. Nowe Dziennikarstwo jest najczęściej opisywane jako dziennikarstwo świadome, uwzględniające spektrum potrzeb i poglądów odbiorców, zaangażowane, niezależne, funkcjonujące w sferze publicznej, wiarygodne, pełniące rolę edukacyjną. Należy podkreślić, że cechy te odnoszą się przede wszystkim do publicystyki. W artykule uwzględniono stanowiska badawcze m.in. S. Michalczyka, B. Hennessy’ego, P. Manciniego, S. Russa-Mohla, S. Bratkowskiego, R. Kapuścińskiego.

Artykuł przybliża czytelnikowi wybrane aspekty obrazu nauczyciela akademickiego w deklaracji grupy studentów polskich i zagranicznych. W związku z zwiększającym się udziałem studentów z zagranicy w polskim rynku edukacyjnym autorka poszukiwała odpowiedzi na temat oczekiwań studentów związanych z rolą nauczyciela akademickiego. Celem artykułu jest przedstawienie wybranych aspektów roli nauczyciela w opinii studentów zagranicznych oraz polskich. Badanie opinii studentów zostało przeprowadzone w maju i czerwcu 2019 roku w Akademii WSB w Dąbrowie Górniczej, gdzie uczą się studenci z Polski, Ukrainy i wielu innych krajów świata. Autorka zakładała, że z powodu różnic kulturowych obraz nauczyciela akademickiego w oczach poszczególnych grup studentów może się różnić. Z przeprowadzonych badań wynika jednak, że studenci, co prawda, preferują różne formy zajęć, ale niezależnie od kraju, z którego pochodzą, oczekują aktywnego i energicznego nauczyciela, przekazującego wiedzę w sposób jasny i zrozumiały, będącego profesjonalistą w swojej pracy.

Civil Service in the Jurisprudence of the Constitutional Tribunal

The civil service (c.s.) is a key element of any nation of law. As an institution responsible for exercising the public authority c.s. is not free from political pressure and takeover attempts for the purposes of the party. Polish experience in the creation of a politically neutral c.s. has not been impressive. The first regulation was created during the interwar period. After the World War II, the idea of an independent and professional c.s. was gradually dismantled to be completely abandoned in 1974. After the collapse of PRL, until 1996, there were several unsuccessful attempts to revive c.s. In that year the parliament adopted a basis for the c.s. system but even that attempt was subsequently revised in upcoming years by further changes (three new acts of law). Moreover, it has to be pointed out that during those years the actions of decision-makers concerning the c.s. have been the subject of jurisprudence by the Constitutional Tribunal. The rulings issued by the Tribunal have shaped the operational conditions which are important for c.s. and have developed an interpretation of the constitutional axioms of that institution. Analysis of key sentences of the Constitutional Court is the subject of this paper.

The article deals with the problem of qualification advancement of civil servants in Ukraine. The article reveals the problems connected with qualification advancement of the employees of the state authorities. The article outlines the main directions of formation of the current effective system of professional development of civil servants. It was found that the mechanisms of the system of vocational training, which are used in foreign countries, mainly do not vary from the domestic tools of professional development (e.g., workplace training, on-the-job training (lectures, seminars, workshops, interdepartmental trainings), group training, distance learning), but their application in practice has certain peculiarities. Reform requires a high level of qualification and professional uniformity of the management apparatus, which will enable to provide a professional basis for the constitutional uniformity of the system of power, as well as the transition (vertical, horizontal, interdepartmental, etc.) of public servants. The establishment of systemic and innovative thinking of public servants is considered to be a new challenge of today’s realities. It should be noted that “professionalism of a public servant is intended to ensure the proper performance of duties, stability of public service, the ability to solve complex problems and the ability and readiness to improve their qualification. The main criteria of professionalism of a public servant can include: Availability of high education; competence (knowledge, skills and abilities) in performance of duties; availability of practical work experience; discipline, responsibility; accurate adherence to the law; political neutrality; organizational, managerial skills, initiative, creativity; ability and inclination to work in the service career; social protection, as well as psychological, moral and ethical qualities”. At the same time, the character and nature of performance of duties by public servants require them to have not only basic organizational and managerial skills, competence and initiative in fulfilling the assigned tasks, but also high human qualities: orderliness, self-control, modesty and self-criticism, sense of responsibility for the entrusted task, concern for state and public interests. Professionalism is the main qualitative category of a public servant, which determines the efficiency of work and his career.

The study answers the question whether the teaching profession has the attributes typical of genuine professions. It presents an analysis of the state of fulfilling the requirements of the teaching profession. It focuses especially on the description of the level of teachers’ professional identity in Slovakia. It argues that to be an autonomous subject is the basic requirement of a teacher’s expertise. It gives characteristics of the current understanding of the expertise in the teaching profession and professional knowledge, needed for a teacher’s performance that is based on the cycle of integrating theory and practice and its reflection. It describes two main hindrances to the transition of a teaching career into an expert profession: a) the existing legislative barriers that separate the expertise and the teaching competence; and b) current obstacles in the university teacher training, especially in its curriculum and in the methodology used by university teacher trainers.

In England over the period 2004–2010 there was significant change in the education and training for those working with children and young people to meet policy objectives. This article aims to briefly outline some of the impacts for ‘associate professionals’ who were working in educational settings during this period, and to discuss how these changes may influence their professional status in the longer term. In addition, the article seeks to draw attention to the ways in which policy can reinforce or undermine workforce professionalism, and the variable resources that professions may have to manage these processes. The intention is to provide an insight into processes in one European country that may be of interest to other countries where reform to the organisation of care and education for children may be in development, for example through the development of pre-school infrastructure to meet policy and labour market objectives (i.e. ‘Program MALUCH’ in Poland), as outlined by the Polish Ministerstwo Pracy i Polityki Społecznej (2011).