Women’s rights are an inseparable part of the human rights, and human rights are an integrated part of women’s rights. The Swedish Government has adopted a concept of feminist foreign policy, aiming at strengthening these rights on a global level. Women’s rights are continued to be violated as much as ever, hindering democracy, peace, rule of law, sustainable development and economic growth – the overarching aims of international policy. Women’s rights to education, financial resources and access to the labour market are crucial in defending human rights and having a policy for 100 per cent of the world’s population. A priority task of the feminist foreign policy is supporting women’s inclusion in all decision-making structures, both on national and multilateral level. This in order to achieve wider foreign, development and security policy objectives through a new approach, different way of thinking and different solutions.

In my paper I would like to analyze the topic o academic legal education, using for that purpose tool granted by Rochard Rorty’s neopragmatism and Artur Kozak’s juriscentrism. In this article I consider the possibility of describing higher education and legal culture using both of those concepts, and to form some proposals for future shaping of this proces. In my text I aim to prove, tha contemporary legal education is basem mostly on the mechanisms of socialisation and professional training, which base rather on transfer of rules of legal reasoning and discussion within legal community, than on transfer of actual skills. Therefore I consider to which extent this process should be suplemented by methods which individualise students, and which allow the autocreation, which is, according to Rorty, should be the mian task of higher education. In the further parts of my paper I consuder, how those mechanisms will impact shaping of future lawyers, and by that, the legal community itself, and what benefits could we achieve this way.

The goal of this article is to highlight the role of a school, here understood as an educational facility, during the course of parental rights termination proceedings. There can be no doubt that the process of upbringing, especially the domestic factors and intense stimulus to which the child is subjected translate into patterns of behaviour and the way the child functions at school. Notably, prolonged learn-ing difficulties among children or periods in which the child presents complete disregard for societal norms and a lack of discipline should be a clear signal for the teachers and counsellors to review the family environment of the pupil in question. The article covers data regarding the school’s participation in the parental rights termination proceedings – e.g. opinions and recommendations formulated by the schools, teacher’s testimonies and children scorecards which reflect the educational progress of the child. The materials used include source materials (acts and ordinances, written opinions, Supreme and common court rulings), results of own research – casefile review based on a targeted casefile research questionnaire.

In 2018 Student Services Employee Association (Stowarzyszenie Forum Dzieka na-tów) was established. One of its aims is to get involved in a dialogue with organi­sations and institutions dealing with higher education, in particular with the Ministry of Science and Higher Education as the relevant public authority. In this regard the Association proposed three amendments to the Act of Higher Education and Science in terms of administrative procedure, in particular: notice on initiation of procedure, simplified procedure and silent settlement of case, which were sub-mitted to the Ministry. As a bottom­up initiative of student services employees at HEIs, it enables them to get involved in consulting acts on higher education and proposing amendments to these regulations. This role of the Association is significant due to the fact that in many HEIs student services employees have no ability to provide feedback on the regulations that they are executing.

Environmental impact assessment (EIA) is a tool that allow predicting the environmental
effects of a project. Undoubtedly, the basic element of the EIA is the EIA report: and if so, the question arises who is qualified to prepare the report. The purpose of the study is to present the evolution of the rights of EIA report experts from the 1970s to modern times, presented from the perspective of legal sciences. The implementation of the amended Directive 2011/92 took place from 1 January 2017 by introducing formal education criteria and / or experience for EIA experts, which were softened by the amendment of 19 July 2019. In the study, I put forward the thesis that there is a tendency in Polish legislation
to lower the requirements for EIA experts, which makes national regulation contrary to the spirit of Directive 2011/92. Research methods used in the study include primarily the dogmatic approach, the method of consistent interpretation, and – to a lesser extent – the comparative and historical method.

Environmental impact assessment (EIA) is a tool that allow predicting the environmental effects of a project. Undoubtedly, the basic element of the EIA is the EIA report: and if so, the question arises who is qualified to prepare the report. The purpose of the study is to present the evolution of the rights of EIA report experts from the 1970s to modern times, presented from the perspective of legal sciences. The implementation of the amended Directive 2011/92 took place from 1 January 2017 by introducing formal education criteria and/or experience for EIA experts, which were softened by the amendment of 19 July 2019. In the study, I put forward the thesis that there is a tendency in Polish legislation
to lower the requirements for EIA experts, which makes national regulation contrary
to the spirit of Directive 2011/92. Research methods used in the study include primarily the dogmatic approach, the method of consistent interpretation, and – to a lesser extent – the comparative and historical method.

Changes in the university model related to such phenomena as globalisation or technological development are important from the point of view of lawyer education. The aim of the study was to assess whether Polish legal provisions on the design of the programmes of law studies and the specific normative criteria for the evaluation of the quality of education allow a lawyer education model corresponding to a knowledge-based economy (KBE) to be formulated. The analysis showed that the provisions on the design of study programmes and the evaluation of the quality
of education do not allow a model study programme for the field of law, so that it can fully meet the requirements of the KBE, to be created. It was noted that creating a minimum normative standard in a legal education programme is necessary. Persons involved in the teaching of lawyers and beneficiaries of legal services should be involved in the development of this standard. The conducted research may improve legal solutions in such a way that they contribute to the improvement
of the process of creating study programmes in the field of law. The point is that they should be comparable and comply with GOW requirements. At the same time, they must ensure equal access to the legal professions for all law graduates.

Recent years in Poland have been marked by a heated discussion on the system of education in place. A significant contribution to the discussion was the 2018 Law on Higher Education and Science Act, redefining the current operating model of higher education institutions. Tertiary education and the way it is organised are set in a global environment with an indefinite number of stakeholders. The turbulent nature and changeability of this environment has surfaced even more strongly in the light of the current COVID-19 pandemic. All this requires looking at the design of curricula and the delivery of the process of education from a broader angle, identifying the internal and the external stakeholders and determining their expectations as well as the capabilities to affect higher education institutions and the very process of education. The article points to the area of research made in the said domain, offering a description of the current state of affairs.

In the article, the author discusses the basic assumptions of the reform of the Law on Higher Education and Science, which is to be has been introduced in Poland in autumn 2018, with particular emphasis on the rules of employing university teachers. One of the most important changes in this area is the resignation from appointment as a basis for establishing employment relationships with this professional group in favour of an employment contract. It is the end of the process of departing from the employment model based on the special status of university teachers, which has lasted for over a dozen years. Now, they will largely be subject to general labour law regulations. This means making the legal regulation more flexible and therefore also reducing the protection against dismissal, the right to which has been vested in the appointed teachers so far. The author also believes that the changes currently being implemented are only the first stage of the reform, which should result in a significant increase in financial outlays for higher education institutions and in the approximation of the level of salaries of university teachers to standards in developed countries.