Modern digital media not only provide the ways of gaining numerous benefits, but also pose some risks. This applies to adults as well as to children and adolescents who are the victims but also perpetrators of the disjunctive use of the media. The aim of this article is to indicate antinomies in the Polish education policy regarding the secure use of digital media, mainly such as computer, smartphone, and the Internet. The research analyses the most popular portals offering the e-mail service and uses the document analysis method for indicating the inconsistency between legal acts and ordinances of the minister in charge of education and upbringing.

Celem artykułu jest zwrócenie uwagi na te elementy polityki edukacyjnej, które odnosiły się wprost do procesu kształtowania tożsamości narodowej obywateli Tajwanu (Republika Chińska) i wyodrębnienie ich kluczowych założeń widocznych w misji edukacji, programach kształcenia oraz znaczeniu przypisywanym kulturze mniejszości etnicznych. Przyjęto założenie Michaela Foucaulta oraz Timothy Mitchella, którzy wykazali, iż edukacja oraz język stanowią efektywne narzędzia zabezpieczenia władzy przez panującego i jej umocnienia. W takim rozumieniu edukacja jest postrzegana jako przedłużenie władzy rządu i panowania nad społeczeństwem poprzez kształtowanie nowej tożsamości obywateli podporządkowanej reżimowi. Przyjęcie założeń Foucaulta i Mitchella w analizie polityki edukacyjnej i językowej pozwala również zauważyć na Tajwanie zmianę paradygmatu i odejście od sinizacji na rzecz tajwanizacji; pozwala też wydobyć wiele innych procesów z tym powiązanych, jak: przejście od jednolitości do różnorodności, od autorytarnej centralizacji do decentralizacji, deregulacji i pluralizmu.

This study focuses on the implications of the enactment of the Act on the Promotion of Education of Critical Foreign Languages in Korea. This act is a legal institutionalization of the state’s responsibilities for and roles of teaching less commonly taught foreign languages. Foreign language education policy in the country has focused on English and a few major foreign languages. However, the Korean government came to realize the importance of teaching numerous languages that had been considered minor ones to cope with “glocalization”. With the enactment of this Act, the Korean government officially recognized the importance of education related to various foreign languages within its legal framework for public education. The objective of this study is to review the background and outline of the Act and examine the implementation of the projects associated with it. This paper also discusses the expected effectiveness of the Act for teaching diverse foreign languages and issues in the implementation process.

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).