Regional Formation and Development Studies

This article presents the points of view of case managers about the possibilities of cooperating with social educators in providing assistance to adolescents who do not attend school. The article was based on an analysis of academic and normative literature, and on the findings of qualitative research conducted by the authors. The analysis of the qualitative research data highlighted the following findings: in the opinion of case managers, cooperation with social educators could be strengthened by joint meetings, workshops and joint supervisions. An algorithm of consistent cooperation was created in order to achieve changes and positive outcomes for the child’s well-being.

We are living in world of dynamic changes, and transformations of global systems and the environment around us leave an impact

The Author discussed, explored, evaluated and diagnosed the disparities of economic activity on regional level. The study embraced five peripheral regions of Poland, namely five Eastern provinces (voivodships), i.e. Lublin Province, Podlasie Province, Subcarpathia Province, Świętokrzyskie Province and Warmia-Masuria Province. The aforementioned five voivodships were compared to Poland and Poland’s central region, i.e. Masovia Province. The following elements were taken into consideration: employment rate and employment by sectors, unemployment rate, GDP per capita, number of economic entities and number of natural persons conducting economic activity, investment outlays and gross expenditure on R&D activity, as well as net internal and external migration for permanent residence. In order to observe the possible changes over the time the situation in 2005 and 2017 was studied. Additionally, the total value of projects co-financed by the European Union through Structural Funds and Cohesion Fund within 2007–2013 period and 2014–2020 perspective was presented and analyzed. The research tools used in the article included literature studies, critical thinking, descriptive analysis and comparative analysis, in that the selected statistical method of multivariate comparative analysis, i.e. Hellwig’s taxonomic measure of development. Statistical material provided by Central Statistical Office (Warsaw, Poland) and taken from Statistical Yearbooks of the Regions 2006, 2007, 2017 and 2018 was used for the analysis. The obtained results indicate the persistence of huge regional disparities of economic activity, economic potential and socioeconomic development despite the implementation of EU Policy of Social, Economic and Territorial Cohesion. Hence, it was possible to positively verify the research hypotheses: both the first hypothesis assuming that the gap between the studied peripheral regions and the rest of Poland was not reduced and the second hypothesis assuming that the participation in the processes of regional economic integration, and in particular in EU Policy of Economic, Social and Territorial Cohesion, had only limited impact on the reduction of disparities between Poland’s regions.

In today’s life, the formation of a new twenty-first century society structure, which is changing people’s personal, professional and social conditions of existence, more and more frequent are demands from the public and there is a trend of social competence development. First of all, thinking about the teachers, who often run initiatives, internal motivation, knowledge, sometimes in interaction with students in strengthening the social competence phenomena such as communication and cooperation. It is never too late to improve communication and cooperation culture. The article seeks to reveal the importance of social competence for self-assessment process. The article presents the theoretical background of self-assessment process. In order to reveal social competence, a model which illustrates the parts of social competence such as communication (reciprocity) and cooperation (activity) is presented. That‘s why teacher-teacher, teacher-student, student-student, student-teacher have been chosen as research subjects who reflect the characteristics of reciprocity and activity in the process of learning. The instrument of the research is a questionnaire. The research participants were 49 Lithuanian teachers, 142 students and 23 Belgian teachers and 86 students.

Intellectual capital (IC), technology transfer and knowledge management gained a high topicality in knowledge-based economy. The aforementioned concepts emerged in a business world to show competitive advantage of enterprise in a knowledge-based economy. Identification of IC was oriented to demonstrate that enterprises are concerned with knowledge creation and not solely with financial accounting. On the contrary, IC is an organic entity of university life. However, in nowadays society universities should transform IC into competitive advantage; therefore, it is important to evaluate IC at universities using management categories. The article calls for scientific discussion that encourage understanding of IC as organization’s relationship with knowledge concept instead of fixed index. Moreover, IC concept is developed in a knowledge-based economy context, but now-days we need reconsider IC meaning in innovations context. The article aim to reveal the potential of IC to strengthen cooperation between science and business.