Many authors claim that regional differences in average student achievements in Poland are partly determined by the cultural factors and cannot be fully explained by uneven spending on education or by reproduction of human capital between generations. The aim of this article is to better understand this phenomenon by studying the institutional aspects of Poland’s education system during its formation back in the 19th century, when Poland remained partitioned between the three empires: Prussian, Russian, and Austrian. It turns out that one fundamental difference between the early education system under the Austrian, Russian, and Prussian rule may concern the degree of social acceptance of the school, teacher status, and the role of education as a lever of social advancement. Another important factor is the perception of educational goals either in terms of acquisition of practical skills, or of personal formation. In this respect, there was a clear difference between Galicia (Austrian partition), where the curriculum was focused on the humanities, and other partitions (particularly Prussia), where schools were more linked to the economy.
Education is a field which is not subject to unification in the European Union. Education systems in the EU countries differ, among others, in terms of: sources of funding, provision of basic education, participation in the education and training system, and functioning of higher education. The main aim of the present study is to compare education systems in EU Member States using statistical methods of linear ordering of objects. The study posits lower effectiveness of individual indicators that characterize education. It is focused on a synthetic evaluation of education in EU countries using Hellwig’s modelling method. This approach makes it possible to prepare a ranking and to determine the distance separating Poland from the best (model) education system.
Theory and empirical literature relates educational quality to two main explanatory factors: intergenerational transfer of human capital and the quality of schools, school composition and economic conditions. Based on these findings a model explaining territorial differentiation of educational quality is proposed. The dependent variable is test score of 6th grade students, averaged at municipality level. As it turns out, educational outcome is highly conditioned on local human capital stock. The role of traditionally meant school quality (resources) is minor (although higher in rural areas than in cities. Average school outcome differs significantly along historical divisions of Poland, not only in levels, but also in parameters of determining function. Legacies of the past and related socioeconomic processes have a substantial impact on the sensitivity of educational quality to different explanatory factors.
Referring to three case studies, the author makes an attempt to understand the basis of conflicts concerning changes in school catchment areas in rural districts of Poland, and the importance of the implemented changes for local authorities, parents, and rural communities. The research shows that such conflicts arise from misunderstandings between parents and local authorities concerning the essence of new assignments to catchment areas, irrespective of the fact whether schools were closed or not. Additionally, changing school catchment zones resulted in each of the cases in the parents’ increased activity when choosing a school, and made them feel that rural areas were marginalized.
The language question are phenomena resulting from contacts of two or more languages on the same territory or in the same community. It consists in co-existence and/or conflicts of languages and in language policies carried out by national and regional governments, and by ethnic movements aiming at maintaining or changing the language situation on a given territory. The main issues linked to the language question in the contemporary world are the following: 1) domination of the English language as an international language, supported by the globalisation and facilitating the globalisation. The domination of English puts on unequal footing people of the world and causes dissatisfaction of some parts of non-English native speakers; 2) extinction of languages as a result of assimilation of small ethno-linguistic groups. This phenomenon generates alarm of some groups of scientists and public opinion; 3) language barrier hampering development of education, economy and democracy in many parts of the world, especially in the post-colonial countries; 4) international migrations. These put migrants themselves and societies and governments of recipient countries in front of the question of the attitude towards maintaining of the cultural and linguistic identity of the migrants, this question being solved in different ways in different countries and historical periods.
The goal of this article was to estimate the regional rates of return of investment in higher education as well as potential benefits of migration of educated people between Polish regions. The results show that the benefits of higher education in Poland are higher for women than for men. Also, wage benefits of education grow with age and work experience, but they are characterized by decreasing marginal value. Internal returns of investment in education, calculated for every region assuming no migration of workers, are weakly correlated with the expected salaries of university graduates. In turn, the returns of interregional migration for people with higher education indicate that the most attractive destination in Mazowieckie, and the least attractive – Podlaskie. A particularly strong motivation for migration is faced by educated women of Podlasie. The research demonstrated also that in some regions (Lodzkie, Lubuskie), the expected earnings of graduates are largely influenced by the opportunity to work in neighbouring regions, offering more attractive salaries.
The aim of the paper is to examine the relation between pupil movement between school catchment areas and the examination results of primary and secondary schools. The problem is analyzed in a broader context of educational disparities related to the spatial organization of educational activity. The results show that the non-rigorous approach to educational zoning by the city authorities, school directors, parents, and their children, causes an intensive movement of pupils between school catchment areas (especially at the level of secondary school). It was found that pupil movement between catchment areas accounted for almost 50 per cent of variation in examination results in the secondary schools in Poznan. The consequences of this situation for the city’s educational policy and school management are discussed.
