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Climate change issues are multi-faceted and transcend different parts of society and the economy; they expose future generations to life-long health risks. We have a responsibility to future generations. One way to shape the future is the appropriate design of education systems. In this article we argue that climate education requires a holistic approach which goes beyond classroom pedagogies. We argue that climate education should not be limited to interventions within the field of school curricula alone. We review the main elements of the system of education qualitatively, both at macro- and micro-levels, and attempt to form a point of view. Our main argument is that climate education efforts should be coordinated and institutionalised. Based on our qualitative research in Poland, we developed a conceptual model and linked it to an assessment tool. Our model includes the elements necessary for a climate-oriented education program. We propose certain indicators which can be applied at school and higher levels of education system management. Our suggestions should not be limited to children’s education but should be incorporated into continuing education for professionals such as lawyers and accountants as well as other adult education programs. The science and research results are now rich and reliable enough that they can be applied to systemic social change (not only at the individual level). For this reason our model presents a conceptual framework for implementing systemic change in education systems that supports the efforts of local and national authorities to address climate change. The model is general and independent of national cultures. Our research offers both policymakers and scientists the opportunity to modify our concept and adapt it to local contexts and the national legal system. Our model should provoke decision-makers to introduce necessary changes in the legal system. The development of climate awareness should take a formalised role within a national education system. In this paper we demonstrate a logical process of reasoning ensuing from the literature review through empirical research down to the implementation stage.

The role of intellectual capital as a developmental factor has been constantly growing in both private and public sectors. World literature presents a variety of models for intellectual capital (IC) measurement, but so far IC in local government units such as counties (2 nd tier local government unit in Poland) has been non-recognized. The purpose of this paper is to fill in this gap. The authors propose an original IC measurement concept developed on the basis of already existing models. The model was created following an analysis of the results of studies performed in local government units (counties) in Poland. The authors are of the opinion that the model can be used for developing IC measurement models for local government units in other countries. Keywords: intellectual capital, human capital, organizational capital, relational capital, social capital, intellectual capital model, intellectual capital statement, intellectual city capital, intellectual capital at the level of counties in Poland, intellectual capital at the level of local government in Poland.

BACKGROUND: Knowledge management is a central resource in achieving the goals of occupational safety efforts. OBJECTIVE:The main objective of this study was to investigate the relationships between the implicit (tacit) and explicit (formal) safety knowledge of employees and their effects on employee propensity to follow safe practices at work. METHODS: A survey with seven safety constructs: 1) tacit safety knowledge, 2) explicit safety knowledge, 3) attitudes toward safety: psychological aspects, 4) attitudes toward safety: emotional aspects, 5) safety culture: behavioral aspects, 6) safety culture: psychological aspects, and 7) propensity to follow safety regulations and safe work practices (safety at work), was designed and used for data collection. A total of 468 production workers from three manufacturing companies located in southeastern Poland provided valid responses to the self-administered survey. Structural equation modeling was used to analyze the collected data. RESULTS:The results support the hypothesized relationships among tacit and explicit knowledge of safety requirements, procedures, and practices, and the propensity of employees to follow work practices at work through the mediating variables of safety culture (with behavioral and psychological factors) and attitudes toward safety (with psychological, emotional, and behavioral factors). CONCLUSIONS: While both tacit and explicit safety knowledge affect safe practices, tacit knowledge has an important influence on the use of explicit safety knowledge at work.