gospodarka społeczeństwo nauka

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Nauka. Gospodarka. Społeczeństwo # 13 (2) R OK 2016 NR 13 (2) ROK 2016

ISSN 2082-6117

nauka

gospodarka społeczeństwo

Czasopismo indeksowane na liście czasopism punktowanych MNiSW (5 pkt.) / Journal indexed in Ministry of Science and Higher Education Index (5 pts.)

Wydawca / Publisher: Wyższa Szkoła Menedżerska w Warszawie / Warsaw Management University

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NR 13 (2) ROK 2016

ISSN 2082-6117

Nauka. Gospodarka.

Społeczeńśtwo

Wyższa Szkoła Menedżerska w Warszawie

Adres Redakcji i Wydawcy:

Wyższa Szkoła Menedżerska w Warszawie

ul. Kawęczyńska 36, 03-772 Warszawa,

tel. 22 59 00 868 wsm.warszawa.p l

wydawnictwo@mac.edu.pl

Redaktor Naczelny / Editor-in-Chief:

prof. dr hab. Wojciech Słomski, dr h.c. Mult.

Sekretarz Redakcji / Managing Editor:

doc. dr Kiejstut R. Szymański

Redaktorzy tematyczni / Section Editors:

prof. dr hab. Lidia Białoń prof. dr hab. Marian Daniluk prof. dr hab. Henryk Stańczyk prof. dr hab. Jan Krukowski

Redaktor statystyczny / Statistical Editor:

dr hab. Ewa Frątczak

Redaktorzy językowi / Language Editors:

język polski / Polish: Dorota Bruszewska, język angielski / English:

Jenny Davidson (native speaker), Marta Dawidziuk, język rosyjski / Russian: Jadwiga Piłat, język słowacki / Slovak language: Andrea Gieciová-Èusová (native speaker).

Redaktor techniczny / Technical Editor: Wiesław Marszał Skład i łamanie / DTP:

Wydawnictwo WSM. Grafiki oraz zdjęcia zgodne z / All imag- es in accordance with:

Okładka / Cover: Elżbieta Kąkol

Rada Naukowa / Editorial Board:

Przewodniczący / Chairman:

prof. dr Stanisław Dawidziuk (Polska / Poland) Członkowie / Members:

prof. PhDr. Viera Bacova, PhD., DrSc. (Słowacja), prof. dr hab. Ew- genii Bobosow (Białoruś), prof. h.c. doc. JUDr. Maria Bujňakova, PhD.

(Słowacja), prof. dr hab. Paweł Czarnecki, prof. dr hab. Kazimierz Dok- tór, prof. ThDr. Josef Dolista, PhD. (Czechy), prof. Devin Fore, PhD.

(USA ), prof. dr Otar Gerzmava (Gruzja), PhDr. Marta Gluchmanová, PhD. (Słowacja), prof. Ing. dr Renáta Hótová (Czechy), prof. dr hab.

Lech Jaczynowski, doc. PhDr. Nadežda Krajčova, PhD. (Słowacja), prof.

MUDr. Vladimir Krčmery, PhD, DrSc. Dr h.c. Mult. (Słowacja), prof.

dr hab. Stanisław Marciniak, prof. dr John McGraw, PhD. (Kanada), dr Joanna Michalak-Dawidziuk, prof. PhDr. František Mihina, CSc.

(Słowacja), prof. dr hab. Nella Nyczkało (Ukraina), Ing. Jozef Polačko (Słowacja), prof. dr h.c. Hans Joachim Schneider (Niemcy), prof. dr hab. Maria Szyszkowska, dr h.c. prof. Daniel J. West Jr. PhD. FACHE, FACMPE (USA ), prof. dr hab. Minoru Yokoyama (Japonia), prof.

PhDr. Anna Žilová, PhD. (Słowacja).

Wszystkie nadsyłane artykuły naukowe są recenzowane. Procedura recenzowania artykułów, zapora ghostwriting oraz zasady przygot- owywania tekstów i instrukcje dla autorów znajdują się na stronie in- ternetowej czasopisma www.wsm.warszawa.pl w zakładce Wydawn- ictwo / All articles are peer reviewed. The procedure for reviewing articles, and the Guide for Authors can be found on the website of the journal

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Za publikację w „Nauce. Gospodarce. Społeczeńśtwie”

(zgodniez Wykazem czasopism naukowych MNiSW, część B), Autorzy wpisują do dorobku naukowego 5 pkt. / Authors of “Nauka. Gospodarka. Społeczeńśtwo” receive 5 points (according Polish Ministry of Science and Higher Education) „Nauka. Gospodarka. społeczeńśtwo” topółrocznikobejmującymzakres

naukekonomicznych, humanistycznych, pedagogicznychispołecznych, na łamachktóregozamieszczanesątekstyteoretyczne, badawcze, informacyjne,

polemiczneirecenzje. czasopismojestforumtwórczejwymianypoglądów,

jego redakcjaumożliwiapublikacjęwykładowcomuczelniorazzachęca członków innych środowisk naukowych do zamieszczaniaartykułów.

Redakcja „Nauki. Gospodarki. Społeczeńśtwa” zaprasza do współpracy Autorów, którzy chcieliby publikować swoje teksty na łamach naszego pisma. Uprzejmie informujemy, że przyjmujemy do publikacji artykuły nie dłuższe niż 20 stron znormalizowa- nego maszynopisu (1800 znaków ze spacjami na stronę), a w przypadku recenzji – niż 8 stron. Do artykułów prosimy dołączyć streszczenie w języku polskim i angielskim (wraz z angielskim tytułem artykułu) o objętości do 200 słów. Prosimy o niewprow- adzanie do manuskryptów zbędnego formatowania (np. nie należy wyrównywać tekstu spacjami czy stosować zróżnicowanych uwypukleń, wyliczeń itp.). Sugerowany format: czcionka Arial, 12 pkt., interlinia 1,5. Piśmiennictwo zawarte w artykule należy sformatować zgodnie z tzw. zapisem harwardzkim, zgodnie z którym lista publikacji istotnych dla artykułu ma być zamieszc- zona na jego końcu i ułożona w porządku alfabetyczny. Publikacje książkowe należy zapisywać:

Fijałkowska B., Madziarski E., van Tocken T.L. jr., Kamilska T. (2013). Tamizdat i jego rola w kulturze radzieckiej. Warszawa:

Wydawnictwo WSM.

Rozdziały w publikacjach zwartych należy zapisywać:

Bojan A., Figurski S. (2013). Nienowoczesność – plewić czy grabić. W.S. Białokozowicz (red.), Nasze czasy – próba syntezy.

Warszawa: Wydawnictwo WSM.

Artykuły w czasopismach należy zapisywać:

Bobrzyński T.A. (2009). Depression, stress and immunological activation. British Medical Journal 34 (4): 345-356.

Materiały elektroniczne należy zapisywać:

Zientkieicz K. Analiza porównawcza egocentryka i hipochondryka. Żart czy parodia wiedzy? Portal Naukowy “Endo”. www.endo.

polska-nauka.pl (data dostępu: 2013.07.31).

W tekście artykułu cytowaną publikację należy zaznaczyć wprowadzając odnośnik (nazwisko data publikacji: strony) lub – gdy przywołane jest nazwisko autora/nazwiska autorów w tekście – (data publikacji: strony), np.: Radzieckie władze „[…] podjęły walkę z tamizdatem na dwóch płaszczyznach: ideologicznej i materialnej” (Fijałkowski i wsp. 2013: 23). lub: Radziecka prasa, jak stwi- erdzają Fijałkowski i wspólnicy, „lżyła autorów druków bezdebitowych” (2013: 45). W przypadku przywoływanych tekstów, gdy nie ma bezpośredniego cytowania, należy jedynie podać nazwisko i rok publikacji (bądź sam rok, jeśli nazwisko autora pada w tekście głównym). W odnośnikach w tekście głównym należy w przypadku więcej niż dwóch autorów wprowadzić „i wsp.”, np. (Fijałkowski i wsp. 2013). W tekście piśmiennictwa (tj. alfabetycznie ułożonej literaturze) prosimy wymienić wszystkich autorów danej publikacja. Więcej o zasadach stylu harwardzkiego m.in. na Wikipedii (http://pl.wikipedia.org/wiki/Przypisy_

harwardzkie). Uwaga, przypisy krytyczne, inaczej tzw. aparat krytyczny, prosimy w miarę możliwości zredukować do minimum i wprowadzać do głównego tekstu manuskryptu.

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Do tekstu należy dołączyć informację o aktualnym miejscu zamieszkania, nazwie i adresie zakładu pracy, tytule naukowym, stanowisku i pełnionych funkcjach. Każdy tekst przesłany pod adres Redakcji z prośbą o druk na łamach czasopisma podlega ocenie. Proces recenzji przebiega zgodnie z założeniami „double blind” peer review (tzw. podwójnie ślepej recenzji). Do oceny tekstu powołuje się co najmniej dwóch niezależnych recenzentów (tzn. recenzent i autor tekstu nie są ze sobą spokrewni, nie występują pomiędzy nimi związki prawne, konflikty, relacje podległości służbowej, czy bezpośrednia współpraca naukowa w ciągu ostatnich 5 lat). Recenzja ma formę pisemną i kończy się stwierdzeniem o dopuszczeniu lub niedopuszczeniu tekstu do druku.

W związku z przypadkami łamania prawa autorskiego oraz dobrego obyczaju w nauce, mając na celu dobro Czytelników, uprasza się, aby Autorzy publikacji w sposób przejrzysty, rzetelny i uczciwy prezentowali rezultaty swojej pracy, niezależne od tego, czy są jej bezpośrednimi autorami, czy też korzystali z pomocy wyspecjalizowanego podmiotu (osoby fizycznej lub prawnej).

Wszystkie przejawy nierzetelności naukowej będą demaskowane, włącznie z powiadomieniem odpowiednich podmiotów (instytucje zatrudniające Autorów, towarzystwa naukowe itp.).

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1. Informację mówiącą o wkładzie poszczególnych Autorów w powstanie publikacji (z podaniem ich afiliacji oraz kontrybucji, tj. informacji, kto jest autorem koncepcji, założeń, metod, protokołu itp. wykorzystywanych przy przygotowaniu publikacji), przy czym główną odpowiedzialność ponosi Autor zgłaszający manuskrypt.

2. Informację o źródłach finansowania publikacji, wkładzie instytucji naukowo-badawczych, stowarzyszeń i innych podmiotów.

Autorów

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Spis treści / Contents

Małgorzata Dobrowolska

AUTONOMY OF THE CHOICE OF EMPLOYMENT AS A CATEGORY DIFFERENTIATING PERIPHERAL

EMPLOYEES - REPORT FROM OWN STUDIES 3 Marta Gluchmanová THE HUMAN APPROACHES IN TECHNICAL EDUCATION 9

Mariusz Jakubik PAŃSTWOWE WSPARCIE FINANSOWE POMOCY POSTPENITENCJARNEJ / STATE FINANCIAL SUPPORT

FOR POST-PENITENTIARY AID 13

Dagmar Marková, Stanislava Lištiak

Mandzáková

ADLEROVA ETIKA A PSYCHOLÓGIA V KONTEXTE VZŤAHU SO SIGMUNDOM FREUDOM / ADLER’S ETHICS AND PSYCHOLOGY IN THE CONTEXT OF RELATIONSHIP WITH SIGMUND FREUD

19 Viktor Shatrov THE ESTABLISHMENT OF THE PERM REGION OF THE RUSSIA FEDERATION: THE CAUSES, COURSE AND THE

RESULTS 27

E. M. Babosov АСАБЛІВАСЦІ СУЧАСНАГА МІЖКУЛЬТУРНАГА ДЫЯЛОГУ / THE FEATURES OF MODERN

INTERCULTURAL DIALOGUE 31

С. Г. Натрошвілі ВПРОВАДЖЕННЯ ІННОВАЦІЙНИХ ОСВІТНІХ

ТЕХНОЛОГІЙ В УМОВАХ АДАПТАЦІЇ НАВЧАЛЬНОГО

ЗАКЛАДУ ДО ЗМІН ЗОВНІШНЬОГО СЕРЕДОВИЩА 37 ZASADY RECENZOWANIA ARTYKUŁÓW / THE PEER-

REVIEW POLICIES 45

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Nauka. Gospodarka. Społeczeństwo — 13 (2) 2016 ISSN 2082-6117

str. 3-8

Małgorzata Dobrowolska

Uniwersytet Śląski

I

ntroductIon

A

ttitude to work depends on the personality of an individual Bańka divided personalities with respect to attitudes to duties performed (1996). He described two types: professional personality and com- pelled personality. A professional personality is a personality of individuals for whom work has an important psychological meaning and is an integral part of their personality. Work is a part of one’s life, an individual identifies and integrates with it strongly. The second type of personality is people bored with their jobs, who treat their work as a necessary duty, a monotonous part of life allowing to earn one’s living. An attitude to work cre- ates a division of a personality. One can speak of a work time producers (like for example workaholics) and work time consumers (individuals alienated from work). This translates very often into an attitude to perception of employment itself - one’s own choice or coercion.

The research conducted so far point at significant differences that characterise reasons for choosing a non-traditional form of work. Some people deliberately choose alternative employment due to its flexibility, freedom and variety of tasks offered. Individuals preferring this type of employment mainly due to the said characteristics are

referred to as voluntary employees. A coercive flexible employee is someone who perceives his/her employment as unattractive and undesirable, and it is only inability and lack of chances to find permanent or a different type of employment makes them choose this type of employment for a specified period of time or on short-term basis. Given the possibility to choose between the flexible and “permanent” job, assuming that conditions offered are acceptable, they do not hesitate to choose the latter.

The aim of the research carried out by the author on the turn of 2005/2006 on a population of 300 employees of the Temporary Work Agency was a psychological com- parative analysis of two groups of temporary employees (as understood by the Act of 9 July 2003 on the temporary employees employment) differentiated by the choice of the temporary job. The second goal was to extend knowledge on the reasons which make an individual choose a temporary job, which may at the same time refer to these two categories, acting as a kind of a explanatory background for the answer to the question on the declared choice. The results of the research allowed to categorise the reasons for choosing a temporary employment among individuals declaring their own choice and coercion of a temporary job and a conclusion on a potential switch of a permanent job for temporary em-

Autonomy of the choice of employment as a category differentiating peripheral employees - report from own studies

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bstrAct

The article presents a brief overview of the research so far and theoretical considerations on the differences that make an individual choose a non-traditional form of work. Some people deliberately choose alternative employment due to its flexibility, freedom and variety of tasks offered. Individuals preferring this type of employment mainly due to the said characteristics are referred to as voluntary employees. A coercive flexible employee is someone who perceives his/her employment as unattractive and undesirable, and it is only inability and lack of chances to find a permanent or a different type of employment that makes them choose this type of employment for a specified period of time or on short-term basis. Given the choice between a flexible form of employment and “permanent” job, assuming that conditions offered are acceptable, they do not hesitate to choose the latter.

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eywords

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ployment (being only a supportive one) on a job market that is not worse form of employment and earning one’s living that is related to a new style of work and mode of operations by employees (cf. Dobrowolska, 2007, 2008).

Only 17 % among the responders represented a group of temporary employees who declare their own choice in this form of employment. The rest were individuals believed that they were forced by their life circumstances to take up this form of work. An interesting explanatory argument may be reasons for the choice of temporary forms of employment, where among the temporary employees who chose their form of work by coercion the biggest group are those who emphasized lack of other job offers. On the other hand, individuals who voluntarily decided to to work under temporary employment contracts pointed at the possibility to reconcile work with their studies and acquire professional experience.

The above phenomenon is understandable, if you take into account the already mentioned description of an av- erage flexible employee by Nollen (1996), who in Europe is rather a young individual, with small work experience (less than 5 years), mostly female. Demographic data (which does not constitute a selection criterion in the sample) of the analysed population fully reflect Nollen’s description of a temporary employee in Poland.

The notions - voluntary and coercive ones - can be easily challenged, since the latter one may suggest lack of choice of a desired form of employment. However, it has been found out that at a certain point everybody has a choice of a type of employment, even if offered alterna- tives seem to be rather unattractive (e.g. a- typical work or lack of employment). Therefore, it has been decided to continue to use these terms because of their widespread use in the literature. Therefore, in this work the term coercive employee shall be understood in the context of a less satisfactory choice with respect to one’s professional function, and not its absence.

The results of the survey indicate various levels of satisfaction between voluntary and coercive employees.

Feldman and others (1994) noticed that employees more willing to accept offers of temporary work were more satisfied with their wages, their employment agency and life of a temporary employee in comparison with individuals rather reluctant to accept this form of employment. Krausz, Brandwein and Fox (1995) were the first, who have applied the distinction of voluntary and coercive flexible employees. A voluntary type exhibits much higher overall satisfaction level, inherent satisfaction (e.g. satisfaction related to diverse tasks, new challenges) and satisfaction with one’s post and authority related to it

(e.g. status, prestige). However, non-traditional employees reluctant to accept this form of work demonstrate higher levels of satisfaction conditioned by external factors (such as salaries, additional benefits).

In the research conducted, see: J. E. Ellington, M. L.

Gruys, P. R. Sackett (1998) tried to emphasize individual reactions and behaviour in the context of the links with reasons for selecting flexible forms of employment. This is how it is possible to refer to voluntary and compulsory reasons at the same time. In order to measure the degree of willingness or reluctance, which affects an employee in his selection of a non-traditional form of employment, the authors enumerated eight reasons that can have an impact on the choice the form of earning money and examined the degree of the impact of each of the eight reasons for the decision, in a scale from 1 to 3, where 1 meant no effect, a 3 meant a significant impact. Eight themes were analysed with respect to factors according to “major components” approach with varimax rotation.

The results indicated two factors. The first one consisted of four components representing the causes associated with a voluntary choice of a flexible employment (such as, for example, sense of independence, flexible working time, diversity, possibility of a shorter employment time). The second one contained four other components associated with the compulsory choice of this forms of work (e.g. loss of employment, difficulties in finding permanent job, collective redundancies, “shrinking” labour market).

The authors have shown that the reasons for choosing flexible forms of employment do not affect the assessment of non-traditional work by an employee, regardless the application of a complex or preferential factor.

A similar lack of a link with respect to assessment of work has been identified with respect to a character of the reasons that affect an employee in his decision-making. So the fact of a voluntary or compulsory choice of a flexible form of employment does not have any impact on the quality of work whatsoever. In this way they were able to refute one of stereotype according to which an employee who is reluctant to accept an alternative form of employment does his duties carelessly. The data shows that the nature of the decision concerning a flexible form of employment (voluntary or compulsory ones) is un- related to the quality of task execution. Therefore one should not perceive employees reluctant to accept temporary jobs as “worse” ones.

The most intriguing result of the research the link between satisfaction and the quality of work done. The correlation between overall satisfaction and evaluation

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Dobrowolska M.: Autonomy of the choice of employment as a category differentiating peripheral...

5 of work has proved to be significantly higher (0.30) than

the one obtained earlier during research carried out on a group of permanent employees (Iaffaldano, Muchin- sky, 1985). The observed correlation between overall satisfaction drawn from the executed order and quality of its implementation was clearly bigger. It is worth re- membering, however, that that this is the result obtained in the course of only one research. In the light of the observed correlation, the both types of overall satisfaction drawn from a performed task and a temporary form of employment were linked directly with quality of work done. Individuals satisfied with a received order and a temporary nature of employment usually performed their duties in a better way.

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A group of analysed variables, which affect the functioning of an individual in flexible forms of employment are personal characteristics. One of them is autonomy of the choice of employment. This is the willingness or reluc- tance that guides an employee in his choice of employment, a sense that he is employed with a certain form of employment by his own choice (voluntarily) or compul- sorily (due to certain circumstances), in accordance with the research by J. E. Ellington, M. L. Gruys, P. R. Sackett, (1998). In this study it has been diagnosed with the set of 3 questions.

The results of the test for n=2118 peripheral employees show that the vast majority of flexible employees treat their form of employment as their conscious choice.

80.1% of all the respondents claim that are currently employed, because they want to work this way and they would not change their work for anything else. Only one out of every five respondents treats his work as coercion and claims that he was forced by circumstances to choose it and therefore he would be willing to change it.

The vast majority of patients (90.4 %) also argues that the present form of employment suits them. Only 9.6%

of the respondents is of the opposite opinion. Analysed flexible employees are also overwhelmingly satisfied with their employment conditions. 89.2% of the respondents claims that they are generally satisfied with the terms and conditions of employment, whereas 10.8% of the respondents is of the opposite opinion.

Analysis of the answers to the questions (I am currently employed, because this is the way I want to work/

because I was forced to by the circumstances; I am satisfied with the form of employment/I am not satisfied with this form of employment; I am/ I am not satisfied

with the terms and conditions of my employment) with respect to the forms of employment showed that there is a statistically significant relationship between a form of employment and a sense of autonomy of employment.

Dependency analysis was based on ch - square statistics using Kramer’s V: for the first question: Kramer’s V = 0.132; p<0.001.

The highest percentage of individuals declaring their present employment was a conscious choice has been identified in the group of employees working in the social economy (88.1 %) and among part-time employees (85.3 %). Whereas the biggest number of individuals for whom work in flexible forms of employment is coercion has occurred in the group of seasonal workers (29.4 %) and among those working for a specified period of time (27.4 %). In case of the latter it may be the case because the work for a specified period of time is the form of employment the most similar to work for an indefinite period of time (permanent job) - a traditional form of employment, and accompanying longing for certainty of employment undoubtedly contributes to the sense of coercion. Seasonal workers are the group that can easily be interpreted by temporariness of employment, due to an undefined period of employment with lack of a possibility to extend a job contract due to characteristics of seasonal employment.

Also the answers to the second question, if the form of employment is satisfactory, are significantly correlated with the form of employment. Kramer’s V = 0.143;

p<0.001. The value of the ratio indicates that the relationship is weak. The most satisfied with the existing forms of employment are businessmen working part- time, while the least satisfied are seasonal workers. The results are the same as in the case of the first question concerning coercion or choice of employment.

Also in the case of the third question concerning the terms and conditions of employment, when it comes to individuals with flexible forms of employment a statistically significant correlation with the form of employment has been observed. Kramer’s V U = 0.165; p < 0.001. The value of the ratio indicates that the relationship is weak.

In this case also the most satisfied group are the respondents working part-time, and the least satisfied are seasonal workers.

For the record: the variable autonomy of the employment was diagnosed using a set of three questions: = 1. I am currently employed, a) because I want to work like this and I would not change this work for any other; (b) because circumstances force me to choose it and I would

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like to change it for some other work; 2. I am satisfied with the form of employment: (a) yes, (b) no; 3. My employment terms and conditions: (a) I am generally satisfied with them; (b) generally I am not satisfied with them. Correlations with social-and-demographic variables are presented in the following paragraphs.

In the case of the first question: I am currently employed, a) because I want to work like this and I would not change this work for any other; (b) because circumstances force me to choose it and I would like to change it for some other work; a significant correlation with the the following variables: education, occupation, sector, industry, has been identified. There is no relation with the other social-and-demographic variables.

Education significantly differentiates responses of the respondents to the analysed question, Kramer’s V = 0.136;

p<0. 001. The higher education, the higher the rate of responders who declare that the work in flexible forms employment was their deliberate choice. In the group of the respondents with education below secondary school the percentage of individuals claiming that this was the case is 64.0%. In the group of the respondents with secondary education the percentage is 79.1%, and in group of people with a university degree = 83.2%.

A correlation of the responses of the respondents with an occupation has been identified: Kramer’s V = 0.121;

p<0.001. The highest percentage of individual who claim that they want to work under flexible forms of employment and would not change it has been identified among professionals and freelancers (84 %). The same response has been obtained among 80.5% of individuals in the group of trade and services employees. In the group of managers autonomy is declared by 78.9 % of the respondents, whereas in the group of technicians and civil service officers the rate is 75.6 %. The smallest group of individuals who chose their form of employment consciously are workers - 71.6 %. The responses to the questions concerning autonomy of the choice is affected by a sector in which individuals operate: Kramer’s V = 0.082; p<0.01. In the group of the respondents working in a social sector 86.6% made a conscious choice concerning their form of employment. Among those working in the public sector the ratio is 81.8 %, and in the group working in the private sector the ratio is 77.2 %.

Correlations between the second question concerning satisfaction with the form of employment has been identified with the following variables: sex, education, number of employers, number of children. there has been no other correlation with the other analysed variables.

Sex of the respondents affects the assessment of the form of employment - Kramer’s V = 0.095; p<0.05. Men (93 %) more often than women (87.4 %) declare that the present form of employment suits them well. Education significantly differentiates responses of the respondents to the analysed question, Kramer’s V = 0.139; p<0. 001. People with secondary school education (91.8 %) and a university degree (91.6 %) declare more frequently that their present form of employment suits them well, than people with primary school education (77.7 %). The response to the test is also affected by the number of former employers: Kramer’s V = 0.102; p<0.01. The more employers, the less individuals satisfied with the current form of employment. In the group of the respondents with only one employer so far 93.2% declares that the current form of employment suits them well. In the remaining groups the result is as follows: 93.1% in the group of the respondents who already had 2 employers; 90.7% among the responders who had 3 employers and 86.3 %, among the responders who had 4 or more employers. A correlation between the number of children and satisfaction with a form of employment has been identified as well. Flexi- ble forms of employment are more likely to be preferred by individuals with children (94.4% in the group with 2 or more children and 89.4% in the group with 1 child) than by childless couples (87.6 %).

When it comes to the third question, whether the terms and conditions of employment are satisfactory for the respondents, a significant correlations have been identified between this variable and age, education, occupation, sector, number of employers, and duration of contracts.

Assessment of the terms and conditions of employment is correlated with the age of the respondents: Kramer’s V = 0.075; p<0.05. Older employees are more satisfied with the terms and conditions of employment than the younger ones: In the age group 41-65 years the percentage of the satisfied is 92.5%; in the age group 31-40 years

= 88.8%, and in the age group 18-65 years = 86.4%. Ed- ucation significantly differentiates responses of the respondents to the analysed question, Kramer’s V = 0.115;

p<0. 001. In the group of the respondents with education below secondary school the percentage of individuals claiming that this was the case is 78.0%. In the group of the respondents with secondary education the percentage is 90.0%, and in group of people with a university degree

= 90.4%. A correlation of the responses of the respondents with an occupation has been identified: Kramer’s V = 0.119; p<0.001. The more prestigious occupation, the more positive evaluations of flexible employment.

The responses to the questions concerning autonomy

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Dobrowolska M.: Autonomy of the choice of employment as a category differentiating peripheral...

7 of the choice is affected by a sector in which individuals

operate: Kramer’s V = 0.126; p<0.001. In the group of the responders working in the public sector, 93.7% said that the terms and conditions are generally satisfactory for them. Among those working in the social sector the ratio is 92.1 %. In the group of individuals working in the private sector the ratio was 85.5 %. Assessment of the conditions of employment depends also on the number of employers so far: Kramer’s V = 0.100; p<0.001. The lowest percentage of the respondents who are satisfied with employment terms and conditions occurred in the group of individuals who had already worked in at least 4 places (84.6 %). In the remaining groups these ratios are 91 - 92 %. Duration of employment contracts affects the assessment as well, Kramer’s V = 0.109; p<0.001. The longer one works for a current employer, the more satisfied with the terms and conditions one is.

c

^onclusIon

Summing up, more educated employees declare that their choice of a form of their employment was their informed decision, individuals with lower education are experiencing coercion with respect to execution of flexible works. Similarly, when it comes to their posts, the further down the organisational hierarchy, the more coercion and lack of other options is experienced. The most conscious and informed choice of this form of employment was declared by individuals working in the social sector.

When it comes to individuals who are the most satisfied with this form of employment, they are mainly males,

persons with primary and secondary education, relatively small number of former employers and bigger number of children (more than two).

The terms and conditions of a flexible form of employment are more satisfactory for older employees, individuals with university degree, employed in the public sector, with a relatively big number of former employers, with longer validity periods of employment contracts.

The research carried out has had a exploratory character. It regarded a new domain of knowledge concerning functioning of an individual in new working conditions, where a characteristic feature is temporariness affecting all aspects of the work, namely “temporary” occupation,

“temporary” professional relations, “temporary” parties of a work contract, status of a “temporary” worker, etc.

This changes completely the perspective of looking at one’s professional future and his further existence, quite different from a permanent employment. A temporary form of employment is becoming increasingly popular in present times. This is due to significant changes in requirements of the labour market and changes in the character of work itself. However, in my opinion, it shall never replace and eliminate the longing for a permanent job. Temporary work is its complement, a different, not necessarily worse form of employment and making ones living for selected groups of employees. It is related to a new style of work and the functioning on the market.

While remaining one of the tools in the fight with unem- ployment, it is still only an alternative for a permanent job.

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^eferences

1. Bańka, A. (1996). Psychopatologia pracy. Poznań: Wydawnictwo Gemini.

2. Dobrowolska, M. (2007a) Praca tymczasowa zagrożeniem dla pracy stałej? Autonomia wyboru zatrudnienia tymczasowego jako kategoria różnicująca pracowników. W: K. Popiołek, A. Bańka (red.), Kryzysy, katastrofy, kataklizmy w kontekście narastania zagrożeń (s. 100-112). Katowice: Wydawnictwo Architektura i Psychologia (Seria książkowa Czasopisma Psychologicznego).

3. Dobrowolska, M. (2007b). Alternatywne formy zatrudnienia. W: M. Górnik-Durose, B. Kożusznik (red.), Perspektywy psycholo- gii pracy (s. 165-182). Katowice: Wydawnictwo Uniwersytetu Śląskiego.

4. Dobrowolska, M. (2007c). Program Adaptacji Pracowników Tymczasowych sposobem na przygotowanie do pracy w wa- runkach zatrudnienia tymczasowego. W: M. Dobrowolska (red.). Być albo nie być czasownikiem. Analiza funkcjonowania pra- cownika w warunkach zatrudnienia tymczasowego. Materiały pokonferencyjne (s. 235-244). Katowice: Wydawnictwo Naukowe Śląsk.

5. Dobrowolska, M. (2008a). Elastyczność jako składnik kompetencji pracowników tymczasowych. W: S.A. Witkowski, T. Listwan (red.), Kompetencje a sukces zarządzania organizacją (s. 392-402). Warszawa: Wydawnictwo Difin.

6. Dobrowolska, M. (2008b). Konsekwencje atrybucji przynależności organizacyjnej u pracowników tymczasowo zatrudnio- nych dla symulowania ich innowacyjności. W: H. Bieniok, T. Kraśnicka (red.), Innowacje zarządcze w biznesie i sektorze publicz- nym (s. 261-268). Katowice: Wydawnictwo Akademii Ekonomicznej w Katowicach.

7. Dobrowolska, M. (2008c). Koszty psychologiczne w tymczasowych formach zatrudnienia. Zeszyty Naukowe Wyższej Szkoły Ekonomiczno-Społecznej, 6, 47-53. Ostrołęka.

8. Dobrowolska, M. (2008e). Postawy wobec pracy pracowników tymczasowo zatrudnionych. W: W. Pawnik, L. Zbiegień-Maciąg (red.), Organizacje w gospodarce innowacyjnej – aspekty społeczne, prawne, psychologiczne (s. 159-176). Kraków: Uczelniane Wydawnictwa Naukowo-Dydaktyczne Akademii Górniczo – Hutniczej.

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9. Dobrowolska, M. (2008f). Znaczenie tymczasowego kontraktu psychologicznego dla marketingu personalnego. W: J. Stan- kiewicz (red.), Koncepcje zarządzania kapitałem ludzkim we współczesnych organizacjach (s. 67-78). Zielona Góra: Oficyna Wy- dawnicza Uniwersytetu Zielonogórskiego.

10. Ellingson, J. E., Gruys, M. L., Sackett, P. R. (1998). Factors related to the satisfaction and performance of temporary employees.

Journal of Applied Psychology, 83, 913-921.

11. Fieldman, D., Doerpinghaus, H., Turnley, W. (1994). Managing Temporary Workers: A permanent HRR Challenge. Organizatio- nal Dynamics, 23, 913-921.

12. Nollen, S. D. (1996a). Managing contingent workers: how to reap the benefits and reduce the risks. New York: American Mana- gement Association.

13. Nollen, S. D. (1996b). Negative aspects of temporary employment. Journal of Labor Research, 17, 567-582.

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Nauka. Gospodarka. Społeczeństwo — 13 (2) 2016 ISSN 2082-6117

str. 9-12

Marta Gluchmanová

Ústav prírodných a humanitných vied, Katedra huma- nitných vied FVT TU v Košiciach so sídlom v Prešove

S

ignificant changes in the conception of Slovak education have emerged many times during recent decades. After 1989, our society has seen a lot of major changes in many spheres of social life, including education. These changes are partly associated with the new tasks imposed on the school by society and with the specialization within schools. The importance of the science and language teacher’s personality and values and his impact as a figure of identification for the students was once more heavily emphasized. The language teacher is responsible for the students’ moral development as well as for their social and intellectual development.

Important changes in the society, of which the school is a part, have necessitated a rethinking of the school’s moral responsibilities. The growing number of children living in unstable family situations without sufficient contact with parents has created a growing need among students for caring and close social relations. Children need close social relations with adults who can help them in their work and learning. The special attention is being paid to the concepts such as authority, freedom, responsibility, integrity, etc. At the present stage of society’s development, we are facing an apparent changes in the value orientation, potentially having an impact on all spheres of life.

It was the reason why ‘Ethical education’ (often mis- takenly referred to as ‘Ethics’) has been introduced in Slovak schools; the subject generally involves education

based on humanistic ideals and related efforts to prevent aggression and violence. Students are taught to be considerate of others; they should be reminded to bear in mind that their views and attitudes are subjective; they should learn to respect the views and ways of life of their classmates, teachers, educational workers and other people; learn to approach things using constructive criti- cism; and, perhaps most of all, they should learn to be critical of themselves. It is necessary to put emphasis on respect towards other people (a dimension that today’s youth often seem to lack), self-respect, and individual responsibility for everything we do. All of these things should be part of ‘ethical education’ in Slovak schools. In this fact I agree with the statement that the co-existence of teachers, including language teachers, and their students is based on complex mutual ethical understanding with respect to behavior on both parts (Aurin, Maurer, 1993). In this connexion, it can be stated that, bearing in mind the growing age of pupils and students as well as their growing cognitive, intellectual, and moral abilities, science and language teachers should make efforts in their educational activity to create an adequate part- nership based on mutual understanding. On the one hand, language teachers should attempt to understand the position students and their behavior and actions; on the other hand, they should create the right conditions and atmosphere in which their students have the opportunity to understand the role and position of teachers

The human Approaches in technical education

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The power of technical education lies in the teacher’s ability to stimulate the learning environment which then provides students with a concrete reason to take an interest in their community and in larger social issues.Science and technology education which upholds the ideal of preparing students to be active participants within a civil society inevitably must equip the students to think critically about the norms and notions of what is nice, normal and natural. Human development and the role of value in technical education is dependent upon education policy.

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eywords

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^humAnIty, ^educAtIon, ^technology, ^student, ^lAnguAge, ^teAcher, ^e-^leArnIng.

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within the relationship, including their moral duty and responsibility for students’ moral development into morally mature individuals.

It means that the teacher is an educator whose way of living, behaving, and acting may have a great impact on growing individuals who seek figures with whom they can identify and adults who can satisfy their need for close social relationships and caring. They should be judged like everybody else. For example, in opinion of older female student the job of teacher is to disseminate knowledge, because they are only human. The students have to be allowed to decide for themselves what they want to believe and think. What the language teacher believes to be right may not be right for everyone. Per- sonality characteristics like empathy and social sensi- tivity, along with a professionally based understanding and caring, seem to be of the utmost importance. The students appreciated most the teachers whom they could

“talk to” and those who cared about them as human beings. The attitude of caring nurtured their motivation for school work. One of student says: “I looked up to my language teacher because he was so human. He was more concerned with being a human than with being a teacher to students. He was considerate to everyone who sat in his classroom. He brought himself down to our level, so there was not any gap between student and teacher”

(Bergem, 1990). The teacher as a social responsible behavior can influence achievement by promoting positive interactions with teachers and students. The students are required to adhere to rules and norms for interpersonal conduct. For example a variety of rules reflecting coop- eration, respect for others, and positive forms of group participation govern social interaction in the classroom.

The students are expected to work hard, pay attention, participate in classroom activities, and study their lessons. There are needed rules in the classroom. The sug- gestion that schools do play a role in the development of social responsibility is supported by indicating that language teachers are sensitive to individual differences in classroom conduct, value socially competent behavior, and spend an enormous amount of time teaching their students how to behave and act responsibly. For the most part, classroom rules are designed to establish classroom order and the hierarchical nature of teacher – student relationship. However, language teachers also appear to have rules for interactions among students themselves.

I have to say that global social issues will not stop at the gates of schools, though. Education, teachers, including language teachers, and students are all reflections of the era that they are part of. Left only to their own devices,

teachers are unable to do away with manifestations of negative phenomena merely through their moral, educational, and pedagogical activities; the issue also imposes duties on schools’ managing bodies and the media, making them realize that they too bear the moral responsibility for the future of the country and its citizens. It is an important task – even a moral duty – for everyone involved in education, regardless of whether they operate on the level of primary, secondary, or higher education.

Its importance is associated with the new era marked by the beginning of the 21st century. The duty of teachers, parents and the other people who are involved in the education of pupils and students will engage that the lives of our morally enlightened children will be saner, saf- er, more dignified, and more human. When I state the global changes in all spheres of human life, especially in education, I have to claim that there are some ethical problems for example in science education. In the modern world, science and technology are two of the most significant sources of social change. Science and technology have brought about enduring and far-reaching changes in social and cultural life of people. The implementation of technology influences the values of a society by changing expectations and realities. The relation between technology and society is interactive. It means that developments in one area force changes in another.

Technology, throughout history, has allowed people to complete more tasks in less time and with less human intellectual or manual labor. Society’s traditional ethical values are challenged as technology enables new abilities and activities.

I can claim that education can achieve its ultimate pur- pose of making one an ideal life being only if it helps fostering universal and eternal values in the minds of people. The meaningful education must not overlook any area of human development. The education, I mean also science education, should be value orientated and not only academically oriented. No doubt, technology has brought revolutions in many spheres of life by opening new horizons. I think that educational and information gap seems to be substantially overcome today through starting innovations in electronics and information technology. However communication gap has become a chasm despite the global village produced by media, migrations, trade and industrial manufactures.

No education and culture can ignore the comforts of life, efficiency and economic productivity but it also needs poetic heart, moral praxis chasm that truly understand the meaning of the world. The value based rationality can only bring the balance between them. Diana Cone claims that ethics as a multidisciplinary field has an

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Gluchmanová M.: The human Approaches in technical education

11 important role to play in academic, professional, scien-

tific and public life. Ethics is concerned with questions of what is morally good, and of right conduct. Do such questions have a place in science education? A framework for guiding the moral life of students and also an understanding of why they perceive certain conduct right or wrong is a key to a society structural integrity.

The education is a crucial part of it (Cone, 2001). I think that science education is a vital opportunity for meaningful ethical discussions. It is harder to agree on ethics in today’s culture and life because diversity has increased significantly. Sometimes we are the witnesses that a decision maker does not share common, fixed values with the society within which and for whom the decision is made. There is a greater likelihood of promoting ethical disagreement and concern.

Today the media (such as television, magazines, news- papers, etc.) is a key source of information and certainly media accounts occasion a lot of questions from students. New forms of entertainment, such as video, games and internet access could have possible social effects on areas such as academic performance. So the role of the science and language teacher is to teach the values in talking about some new developments. There we can see the significant opportunities for science educators or teachers in exploring the ethical dimensions. Science education which upholds the ideal of preparing students to be active participants within a civil society inevitably must equip those students to think critically about the norms and notions of what is nice, normal and natural.

Science and language teachers should also encounter the different ways of doing moral thinking. Are they focus- ing on consequences, moral rules or a case - by - case consideration? They learn to value the students and other people despite the fact that their opinions may be different from the others. They learn to think in different ways and to identify the different premises that they use in arguments. They learn critically to evaluate other perspectives. Teachers must give to students some sets of values, if they are to be meaningful contributors and promoters of a democratic society. They should show an increased interest in the moral development of pupils and students and that education should be the most powerful predictor of the development of moral judg- ment. I think that many teachers truly desire to teach young people how to think and to act responsibly within a moral standard. But we can state that some of language teachers and educators are under – prepared for the challenges posed by the ethical dilemmas raised by contemporary science. Ralph Levinson and Michael Re- iss claim that recent developments in biotechnology, for

example, have drawn much attention to ethical issues in science and technology and the moral responsibilities we have as citizens towards each other. However, the conduct of scientists has always concerned the public with issues across the science, for example, nuclear power, ex- ploitation of the Earth’s resources, and how we treat each other as humans. These ethical concerns are prominent in the science curriculum and in cross – curricular areas such as personal, social and health education, sex and drugs education, and citizenship (Levinson, Reiss, 2004).

So in our democratic country as a part of meaningful educational curricula should be honesty, acceptance of different races, caring, moral courage, etc.

What the teachers, including language teachers, undertake within their classrooms, the actions they perform, the examples they set, not only has a significant impact on a student’s immediate academic life, but the actions and examples also provide a profound basis for the development and improvement of students characters and a continuity of those assets in their future world. Ethical development is dependent upon education, but moral education is a lifelong process (Carruth, 1991). The power of formal education lies in the teacher’s ability to stimulate the learning environment. Then, later it provides students with a concrete reason to take an interest in their community and also in larger social issues.

But language education must be replete with an awareness of a right and wrong. This awareness must shape teachers, as well as learners. They can ask what are the teacher’s responsibilities towards the learner and the learner’s responsibilities toward the teacher. I think that the language teacher (as the more experienced person) is responsible for protecting the learner (the less experienced person) from danger and bringing structure to the learner’s life. The learner’s responsibility is to attend to the teacher’s actions and words and to be instructed by the teacher. It makes teachers and learners responsible for seeing each other as human beings. When we talk about science in language education we could say that teachers should abandon the concept of ‘neutral chair’

and contribute to citizenship education by presenting the scientific view on controversial issues and also they should engage 14-19 year-olds in thinking about and de- bating issues concerning values and to give some sug- gestions, with examples, for engaging students in ethical debate about controversial issues and values in science and language lessons.

In addition to the necessity of being professional in their educational activities, teachers are also expected to in- tegrate their skills and knowledge and be aware of the

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moral and pedagogical responsibility and duty towards individuals who are dependent on the teacher, i.e. students. It is also necessary that attention be paid to the development of teachers’ ethical and moral competence (Colnerud, 1997). Teachers and also family have a responsibility to address questions of moral choice, to en- courage thinking and acting responsibility within some moral framework, and to assist students in building a foundation to show respect for human dignity. Col- laboration is a process of communicating and also provides the creation and enhancement of the 21st century workplace. But what seems right today may seem wrong in the future. Modern technology and internationalism give rise to the need for new rules, thus requiring educators to step outside the classroom. It is the basis for integrating ethical content into the curriculum that will enable students to view concepts, issues, and problems from several moral perspectives while maintaining integrity and honesty. Science professionals and also family are challenged to undertake the serious work of com-

bining moral reflection with the demands of practice to raise ethical standards. It is of course important that we recognize the value dimension of science and language education at all levels of education. The day–to–day interaction of the classroom can model much of the society. The students of all ages wish to explore the rights and wrongs. Today’s science and language teachers are pro- ducing today’s citizens and tomorrow’s scientists, policy makers and administrators. So we can say that in the process of global changes there are ethical problems in science and I think that in this process science education has the important role in education as the whole.

This paper is supported by KEGA, contract No.

013TUKE-4/2012 „Application of E-learning in For- eign Language Teaching at the Faculty of Manufactur- ing Technologies“

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^eferences

1. Aurin, K., Maurer, M. 1993. Forms and Dimension of Teachers´ Professional Ethics – Case Studies in Secondary Schools. In:

Journal of Moral Education, 22(3), pp. 277 – 297.

2. Bergem, T. 1990. The Teacher as Moral Agent. In: Journal of Moral Education, 19(2), pp. 88 – 100.

3. Carruth,P.J.- Carruth, A.K. 1991. Education in Ethics! The Role of Higher Education. In: Journal of Education for Business, 66 (3), pp. 168-171.

4. Colnerud, G. 1997. Ethical Conflicts in Teaching. Teaching and Teacher Education, 13(6), pp. 627 – 635.

5. Cone, D. 2001. The Role of Educators in Promoting Global Ethics. In: Journal of Family and Consumer Sciences, 93 (5), pp.

12-14.

6. Levinson, R., Reiss, M. 2004. Ethics in Science Education. School Science Review, 86 (315), pp. 23-24.

7. Mason, R. E-learning and Social Networking Handbook, New York: Routledge, 2008. 194 p. ISBN 0-203-92776-1

8. Sharma, P. & Barret, B. Blended Learning. Oxford: Macmillan Publishers Limited, 2007. pp. 25-35. 160 p. ISBN 978-0-2300- 2083-2

9. Shepard, C. 2002.Skilling up - learning about e-learning. E-learning‘s Greatest Hits.

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Nauka. Gospodarka. Społeczeństwo — 13 (2) 2016 ISSN 2082-6117

str. 13-18

Mariusz Jakubik

SWPS Uniwersytet Humanistycznospołeczny w Warszawie

w

prowAdzenIe

Z

godnie z treścią art. 41 § 1 ustawy z dnia 6 czerwca 1997 r. Kodeks karny wykonawczy (Dz. U. Nr 90, poz. 557 ze zm., dalej jako: k.k.w.) „w celu ułatwie- nia społecznej readaptacji, a w szczególności przeciw- działania powrotowi do przestępstwa, powinno udzielać się skazanym oraz ich rodzinom niezbędnej pomocy, zwłaszcza materialnej, medycznej, w znalezieniu pracy i zakwaterowaniu, a także porad prawnych”. W literaturze przyjmuje się, że społeczna readaptacja skazanego to

„taki jego powrót do społeczeństwa, który charaktery- zuje się nie tylko powstrzymywaniem się od popełnia- nia przestępstw, ale także właściwym funkcjonowaniem w społeczności (w środowisku rodzinnym, pracy, są- siedztwie czy też grupie rówieśniczej, czyli przestrzega- niem nie tylko norm prawnych, ale również społecznych i podstawowych norm etycznych” [Szymanowski, Świda 1998: 150]. G. Szczygieł [2002: 12] wskazuje, że jest to

„proces uczenia się przez skazanych – korzystając z pomocy oferowanej przez administrację zakładu karnego, kuratorów penitencjarnych i inne podmioty świadczące pomoc skazanym w powrocie do społeczeństwa – peł- nienia ról społecznych oraz uczenia się umiejętności ko- rzystania ze swoich praw i zaspokajania swoich potrzeb przy respektowaniu praw innych”. W świetle powyższego należy przyjąć, że społecznej readaptacji skazanych słu- żyć musi zespół działań mających na celu ponowne przy- stosowanie skazanych do funkcjonowania w społeczeń-

stwie. Rozwiązaniami takimi są programy wychowawcze i pomoc administracji więziennej oraz kuratorów w ich realizacji (np. system programowego oddziaływania), aktywizacja osadzonych (praca, edukacja, szkolenia), umożliwienie skazanym kontaktów ze światem ze- wnętrznym (widzenia z rodziną, zezwolenia na czasowe opuszczenie zakładu karnego) oraz pomoc finansowa i materialna w trakcie odbywania kary oraz po opusz- czeniu zakładu karnego [Kieszkowska 2009: 99–100].

Świadczenie przez instytucje państwowe oraz organizacje pozarządowe wsparcia materialnego i psychicznego na rzecz skazanych pozostających w izolacji więziennej lub też zwalnianych z jednostek penitencjarnych, stanowi pomoc postpenitencjarną. Samo pojęcie pomocy postpenitencjarnej nie zostało zdefiniowane ustawowo, a w literaturze jego zakres podmiotowo-przedmioto- wy bywa pojmowany różnie. Treść tego pojęcia odbie- ga także od swego literalnego brzmienia w stosowaniu go przez polskiego ustawodawcę. Z pewnością pomoc postpenitencjarna jest zagadnieniem z zakresu prawa penitencjarnego, przez które w literaturze rozumie się część prawa karnego wykonawczego regulującą stosowanie tych sankcji karnych, które dotyczą izolacji skazanych (różne rodzaje kary więzienia i aresztu) lub izolacji tymczasowo aresztowanych (areszty śledcze) w związku z popełnionym przestępstwem lub toczącym się postę- powaniem karnym [Szymanowski, Migdał 2014: 20–21].

W realizację pomocy postpenitencjarnej, rozumianej

Państwowe wsparcie finansowe pomocy

postpenitencjarnej / State financial support for post- penitentiary aid

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The author writes about state financial aid for persons deprived of their liberty and leaving prisons. It is a state aid in the resocialisation of sentenced persons. The author discusses the role of post-penitentiary aid in Poland and indicates that this assistance is very much needed. The most important instrument of this aid is post-penitentiary aid fund. The author discusses the use of State aid in practice. Finally, the author writes that the fund for prisoners is not enough and he writes how to correct it.

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eywords

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jako wsparcie dla skazanych odbywających kary pozbawienia wolności lub skutkujące pozbawieniem wolności oraz opuszczających jednostki penitencjarne i ich rodzin, zaangażowane są organy administracji rządowej i samorządu terytorialnego, zakłady karne, kuratorzy sądowi i organizacje społeczne. Zakres działania i rodzaje organizacji społecznych uczestniczących w pomocy postpenitencjarnej określono w art. 38 § 1 k.k.w. Chodzi o stowarzyszenia, fundacje, organizacje oraz instytucje, których celem działania jest społeczny udział w wykonywaniu orzeczeń oraz pomoc w społecznej readaptacji skazanych, a także kościoły i inne związki wyznaniowe.

Podmioty te mogą w porozumieniu z dyrektorem zakła- du karnego lub aresztu śledczego uczestniczyć w prowa- dzeniu działalności resocjalizacyjnej, społecznej, kul- turalnej, oświatowej, sportowej i religijnej w zakładach karnych lub aresztach, a przedstawiciele tych podmiotów mogą uczestniczyć w społecznej kontroli nad wykony- waniem kar, brać udział w radach oraz innych organach kolegialnych powoływanych przez Prezesa Rady Mini- strów, Ministra Sprawiedliwości lub podległe mu organy albo wojewodów – których zadaniem jest świadczenie pomocy skazanym i ich rodzinom. Dużą rolę w procesie pomocy postpenitencjarnej (głównie socjalno-bytowej) odgrywają Ośrodki Pomocy Społecznej i Powiatowe Centra Pomocy Rodzinie, a także urzędy pracy. Naj- istotniejszym jednak instrumentem w ramach pomocy postpenitencjarnej jest państwowe wsparcie finansowe, realizowane przez wskazany w art. 43 k.k.w. Fundusz Po- mocy Pokrzywdzonym oraz Pomocy Postpenitencjarnej.

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Fundusz w obecnym kształcie prawnym powołano do życia z dniem 1 stycznia 2012 r. ustawą z dnia 12 lutego 2010 r. o zmianie ustawy Kodeks karny, ustawy Kodeks karny wykonawczy oraz ustawy Prawo ochrony śro- dowiska (Dz. U. Nr 40, poz. 227). Wcześniej, od czasu wejścia w życie w 1998 r. przepisów k.k.w., funkcjono- wał jako Fundusz Pomocy Postpenitencjarnej. Art. 43 § 1 k.k.w. stanowił wówczas, że przychodami tworzonego funduszu są środki pochodzące z potrąceń w wysoko- ści 10% za pracę osób skazanych na karę pozbawienia wolności oraz środki pochodzące z dotacji, darowizn, zapisów, zbiórek i innych źródeł. Z funduszu tego udzie- lano pomocy osobom pozbawionym wolności, zwalnianym z zakładów karnych i aresztów śledczych oraz ich rodzinom. W wyjątkowych wypadkach z funduszu można było udzielić pomocy również osobom pokrzywdzonym przestępstwem oraz ich rodzinom. Stowarzy-

szenia, fundacje, organizacje i instytucje uczestniczące w wykonywaniu orzeczeń oraz w pomocy w społecznej readaptacji skazanych, mogły otrzymywać z funduszu środki na udzielanie pomocy, w tym na zapewnienie czasowego zakwaterowania osobom zwalnianym z za- kładu karnego lub aresztu śledczego. Szczegółowe zasady i tryb udzielania pomocy z funduszu precyzowały kolejne rozporządzenia Ministra Sprawiedliwości. Były to: rozporządzenie Ministra Sprawiedliwości z dnia 18 września 1998 r. w sprawie szczegółowych zasad i trybu udzielania pomocy osobom pozbawionym wolności, zwalnianym z zakładów karnych i aresztów śledczych oraz ich rodzinom, a także pokrzywdzonym przestęp- stwem i ich rodzinom, jak również szczegółowych zasad i trybu tworzenia funduszu pomocy postpenitencjarnej oraz przeznaczania środków z tego funduszu na taką pomoc (Dz. U. Nr 124, poz. 823), rozporządzenie Ministra Sprawiedliwości z dnia 29 listopada 2004 r. w sprawie szczegółowych zasad i trybu tworzenia funduszu pomocy postpenitencjarnej oraz udzielania pomocy z tego funduszu (Dz. U. Nr 257, poz. 2578), rozporządzenie Ministra Sprawiedliwości w z dnia 22 kwietnia 2005 r.

sprawie Funduszu Pomocy Postpenitencjarnej (Dz. U.

Nr 69, poz. 618).

Aktualnie – generalne ramy działalności Funduszu Po- mocy Pokrzywdzonym oraz Pomocy Postpenitencjarnej wyznaczają przepisy art. 43 § 1–19 k.k.w. Fundusz jest państwowym funduszem celowym, którego dysponen- tem jest Minister Sprawiedliwości. Wedle przepisów ustawy z dnia 27 sierpnia 2009 r. o finansach publicznych (Dz. U. 2013, poz. 855 ze zm.) przychody państwowego funduszu celowego pochodzą ze środków publicznych, a koszty są ponoszone na realizację wyodrębnionych za- dań państwowych. Fundusz taki nie posiada osobowości prawnej, stanowi wyodrębniony rachunek bankowy, któ- rym dysponuje minister wskazany w ustawie tworzącej fundusz albo inny organ wskazany w tej ustawie.

Przychodami Funduszu Pomocy Pokrzywdzonym oraz Pomocy Postpenitencjarnej są środki pieniężne po- chodzące z: – orzeczonych przez sądy nawiązek oraz świadczeń pieniężnych, – potrąceń w wysokości 10%

wynagrodzenia przysługującego za pracę skazanych (zatrudnionych na podstawie skierowania do pracy albo wykonujących pracę zarobkową w ramach umowy o pra- cę, umowy zlecenia, umowy o dzieło, umowy o pracę na- kładczą lub na innej podstawie prawnej), – wykonania kar dyscyplinarnych, polegających na obniżeniu przypa- dającej skazanemu części wynagrodzenia za pracę, nie więcej niż o 25%, na okres do 3 miesięcy, – spadków, – zapisów i darowizn, – dotacji, – zbiórek i innych źródeł.