This paper is an attempt to show the changes in education in selected countries of Central and Eastern Europe. Article indicates the main directions of change in the philosophy of education and their structural implications for the education system, in response to the changing socio-political and dominant global trends while imitating structural solutions and attitudes present in Western societies. The primary source base constitute a public database (eng. The reports of the World Bank, and Education at Glance published by the OECD) as well as statistical analyzes prepared on their basis. The main aim of this article is to attempt to identify significant similarities and differences which the participation of countries undergoing a similar path of development.

Poland has been becoming a migrant country over the past years, experiencing recently increased visibility of migrant children at schools. At the same time, the issue of their support and integration remains on the margin of educational policy and depends on the activity of local authorities and, above all, of school head-teachers and teachers. Drawing on the qualitative study carried out in 2020 within the project CHILD-UP Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation (Horizon 2020) in schools in Kraków and South-East Poland (where one of the centres for foreigners is located), this article comprises a discussion on the extent to which Polish schools are ready to accept migrant (including refugee) children, to enhance their agency and support integration processes. Therefore, it raises a question whether schools are able to effectively support migrant children linguistically as well as help them enter into peer groups in the course of their educational activities.

Tadeusz Łopuszański: Pedagogue, Tutor, and Politician

Tadeusz Łopuszański to form today a little forgotten, but wrongly. During the Second Republic was an active politician, the Minister of Religious Affairs and Public Education in the government of Leopold Skulski and Wladyslaw Grabski. In this article, however, it has been estimated primarily his work pedagogical and educational concepts that are not only developed in this field, but also played into force led by himself facility in Rydzyna. Łopuszańskiemu managed to create a coherent system of education and educational, which has proven itself in practice, given the expected and desired results as evidenced by „Rydzyniacy”, graduates of Middle and High School. Sulkowski, who never forgot about his school and its director, what more trying for years to revive and continue his work.

The aim of the article is to discuss the Chinese educational culture in the context of the pursuing guanxi tradition. The article answers the question what guanxi is and how it is applied in the Chinese educational system. The subject of research is the educational system and guanxi culture and its practical implications. In the article, the existing studies are used of Chinese and other foreign authors. The qualitative research method involves analyses of secondary sources which outlined the methods and principles of operation of the old Chinese tradition of regulating social relationships in education in the network of three-sided personal relations: school-home, parent-teacher, and students-teachers.

Polish contemporary school, being subject to reform, now faces a difficult task of preparing students for their functioning in a dynamically changing reality. Apart from the tasks in the field of education and care, it also seems crucial to perform a pro-employment function. The introduced article takes the sociopedagogical stand, in which strong emphasis is put on social support for students (pro-social activity of the institution) and treating altruism as a crucial pedagogical task.

Educational systems worldwide apply some form of tracking which stratifies students according to their ability. Our study shows that teachers’ perceptions of intergenerational bonding in school diff er according to the track in which the teacher-student relationships take place. Moreover, this mechanism is responsible for the students’ lower sense of belonging in technical/vocational schools compared to academic schools. In terms of strengthening students’ connectedness to a technical/vocational school environment, we indicate that strengthening the level of trust in students on behalf of the teachers could be a crucial step that needs to be undertaken.