Division of Powers – Multi-level Governance Structures in the EU Enlargement Countries
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Martyna Gliniecka
Martyna Gliniecka holds a PhD in Linguistics, specialising in cross-cultural communication, from the University of Wroclaw. She is awaiting the finalisation of her second PhD in the Culture and Society field from Western Sydney University, Australia. She previously led and participated in research projects in the Young and Resilient Research Centre at Western Sydney University, aiming to better young people’s lives and their resilience in the domains of technology and health. She specialises in qualitative research methods, participatory methodologies, and digital research (e.g., digital ethnography). She is especially interested in online communities and their role in the growing domain of youth digital health.
Articles from this author:
- Qualifications Beyond Borders: Recognition of Ukrainian Diplomas and Qualifications in Poland
- Division of Powers – Multi-level Governance Structures in Bosnia and Herzegovina
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Blueprint and Methodology for Innovative Governance
The publication is a key deliverable within the BioBeo project, funded under the Horizon Europe program. It provides a structured approach to integrating bioeconomy education into school curricula across different institutional and social environments. The report examines the actors involved in curriculum decision-making, from policymakers and school administrators to parents, students, and businesses. It categorizes existing procedures for introducing new content into schools, whether initiated by teachers, school heads, or government authorities. Key barriers—legal, organizational, and socio-cultural—are identified, along with strategies to overcome them. A central theme is the importance of inclusive governance in education, advocating for participatory decision-making that involves various stakeholders. Recommendations highlight the need for flexibility in curriculum design, adequate funding, professional support for teachers, and depoliticization of educational content. The report concludes by situating these findings within the broader BioBeo curriculum framework, reinforcing the role of education in fostering a sustainable and circular bioeconomy.