Qualifications Beyond Borders: Recognition of Ukrainian Diplomas and Qualifications in Poland
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Jan Bazyli Klakla
Director of Migration, Social Policy, and Development Cooperation
Dr Jan Bazyli Klakla is Director of Migration, Social Policy, and Development Cooperation at CASE – Center for Social and Economic Research. He oversees a broad portfolio of projects in these areas, including work on socio-legal studies and on higher education and science policy. Dr. Klakla has been involved in and has led numerous national and European research projects, including those funded by Horizon Europe, Norway Grants, and Polish National Science Center. His work also includes providing consulting and expert services to key European institutions such as the Committee of the Regions, the European Economic and Social Committee, and CEDEFOP (European Centre for the Development of Vocational Training). He has served as an expert in the “Safe Krakow - Security Strategy for Krakow” program. Dr. Klakla is the editor of Law and Culture. Reconceptualization and Case Studies (Springer Nature, 2021) and the author of Law and Acculturation. Conceptualisation and Empirical Case Study: Slavic Migrants in Poland (Palgrave Macmillan, 2024) and Studying in Times of Crisis. Acculturation and Adaptation of Ukrainian Students at Kraków Higher Education Institutions amidst the COVID-19 Pandemic and Russia's Aggression against Ukraine (Brill, 2025). In recognition of his scholarly contributions, he was awarded first prize in the competition of the Association of the Philosophy of Law and Social Philosophy (IVR) – Polish Section for the best doctoral dissertation in the theory and philosophy of law. His research interests span migration, sociology of law, educational research, public policy analysis, customary law, and the methodology of social sciences.
Articles from this author:
- Migrant workers coming to Poland from other European Union member states. Barriers, difficulties, and possible courses of action
- Doctoral Education and Training in Europe
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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.
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Zuzanna Stańska
Specialist in Social Sciences
Zuzanna Stańska is a Social Sciences Specialist at CASE - Center for Social and Economic Research, where she conducts qualitative research on adult and youth education, lifelong learning, migration, and social policy. Her work explores how individuals and communities adapt to social and technological change, with a particular focus on educational equity, digital transformation, and the inclusion of groups at risk of marginalisation.
Articles from this author:
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Fact or Fiction? Critical thinking and digital resilience among young people, parents and teachers in Poland, Latvia, and Lithuania
The Fact or Fiction report summarises insights from consultations with 95 young people and 30 parents and teachers across Poland, Lithuania, and Latvia. It explores how adolescents use the Internet, which risks they identify, how they assess their critical thinking skills, and what support they need.
- Fact or Fiction Workshop Manual for Developing Digital Resilience and Critical Thinking in Youth
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Intergenerational Dialogue for the Future of My City
The publication is an educator's guidebook designed to inspire and support discussions between youth and elderly participants about shaping the future of urban environments. Created as part of the "Future for All" project by CASE (Center for Social and Economic Research), this guidebook uses Warsaw as a case study but provides adaptable insights for cities globally. It is funded by the European Economic Area and Norwegian Financial Mechanism (2014–2021). The guidebook delves into critical themes, including: Demography: Addressing the implications of an ageing population, declining birth rates, and migration patterns for urban planning and social cohesion. Migration: Exploring the integration of diverse populations and fostering intercultural and intergenerational understanding. Climate Change: Highlighting urban sustainability through public initiatives like green spaces and waste reduction. Digitalisation: Emphasizing smart city development while bridging the generational digital divide. Central to its approach are intergenerational activities that foster collaboration and mutual understanding, with a focus on scenario planning, problem-solving, and community engagement. This resource equips educators with tools to promote critical thinking and inclusivity, encouraging young and older citizens alike to actively shape resilient and sustainable urban communities.
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Fact or Fiction? Critical thinking and digital resilience among young people, parents and teachers in Poland, Latvia, and Lithuania
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Martyna Gliniecka
Senior Social Sciences Researcher
Dr Martyna Gliniecka is a Senior Social Sciences Researcher at the CASE - Center for Social and Economic Research. At CASE, she specialises in social research and policy projects, with a focus on qualitative research, participatory methods, and equality, diversity and inclusion. 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:
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Fact or Fiction? Critical thinking and digital resilience among young people, parents and teachers in Poland, Latvia, and Lithuania
The Fact or Fiction report summarises insights from consultations with 95 young people and 30 parents and teachers across Poland, Lithuania, and Latvia. It explores how adolescents use the Internet, which risks they identify, how they assess their critical thinking skills, and what support they need.
- Fact or Fiction Workshop Manual for Developing Digital Resilience and Critical Thinking in Youth
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Divisions of Powers. Multi-level Governance Structures in Armenia and Azerbaijan
This publication provides an overview of the institutional decentralisation levels in Armenia and Azerbaijan. Each chapter outlines the legal foundations of the governance structures in each country and describes how powers and responsibilities are distributed across different tiers of government.
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Fact or Fiction? Critical thinking and digital resilience among young people, parents and teachers in Poland, Latvia, and Lithuania
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