This study evaluates the impact of Poland’s 2017 education system reform on secondary schools in Warsaw. The reform eliminated middle schools, restored K-8 primary schools, and shortened the duration of common compulsory education from nine to eight years. Using a quasi-experimental design comparing two cohorts transitioning under different systems, we investigate changes in school segregation and student sorting. We found that the reform reduced school segregation, with the share of test score variance attributable to between-school at end of middle/K8 education decreasing from 38% to 25%. However, K-8 graduates entered an equally stratified secondary education system, reflecting persistent inequalities in access to high-quality schools. These results highlight the reform’s mixed success: although it successfully balanced academic achievement levels among 15-year-old students during primary education, selective admission practices continued to sort students by ability at the upper secondary level.
This study evaluates the impact of Poland’s 2017 education system reform on secondary schools in Warsaw. The reform eliminated middle schools, restored K-8 primary schools, and shortened the duration of common compulsory education from nine to eight years. Using a quasi-experimental design comparing two cohorts transitioning under different systems, we investigate changes in school segregation and student sorting. We found that the reform reduced school segregation, with the share of test score variance attributable to between-school at end of middle/K8 education decreasing from 38% to 25%. However, K-8 graduates entered an equally stratified secondary education system, reflecting persistent inequalities in access to high-quality schools. These results highlight the reform’s mixed success: although it successfully balanced academic achievement levels among 15-year-old students during primary education, selective admission practices continued to sort students by ability at the upper secondary level.
From the middle of the first decade of the 2000s protests by residents against the siting of wind turbines took place in all regions of Poland. The actions taken by anti-windmill groups were addressed to institutions at all levels of government and argued by the negative impact of windmills on acoustic environment, health, property values, and landscape. The aim of this article is to identify the characteristics of the anti-windmill movement in Poland in relation to the concept of new social movements. Based on analyses of the local press, a literature review, and other sources, the activity of the protesters, their impact on the image of wind energy in the local media, the motivations of the protests, and their consequences were all discussed. The protesters took a variety of actions against the siting of wind turbines from the typically formal to the highly informal, taking care to publicise them, thus shaping a negative image of wind energy in the local media. Locally, there were numerous groups of protesting residents who fought for a solution to a specific problem related to the location of a wind turbine, with different motivations for the protests. These groups gained the support of local residents and intervened with local authorities. On the supra-local level, there were several organisations whose aim was to establish restrictive distances of windmills from residential development. Their activities were supported by conservative party politicians. They negated the EU climate policy and global warming.
This paper examines the role of educational support in social entrepreneurship development in Poland and Ukraine based on comparative case studies and a computer-assisted web interviewing method. The research investigates cross-country and cross-institutional differences in education concerning social entrepreneurship. The paper considers the different levels of social entrepreneurship education in primary and secondary school, university, and non-formal education. It is established that students at all levels of education should have an entrepreneurial mindset, which is a prerequisite for sustainable development. The key directions for developing education regarding social entrepreneurship in Ukraine are identified.
The article was published in Polish in "Studia Regionalne i Lokalne", 3/2004
Theory and empirical literature relate educational quality to two main explanatory factors: family education (intergenerational transfer of human capital) and the quality of schools. The model proposed in this paper is intended to verify the significance of these factors in explaining territorial disparities in educational quality in Poland. The dependent variable is the test score of sixth grade pupils in 2002, averaged at municipality level. The test results prove to be strongly correlated with human capital stock in the municipality`s adult population, which points to the key role of intergenerational transfer for educational quality. On the other hand, the role of school resources (understood as expenditure on education) is rather small. Average test results differ significantly between Poland`s historical divisions. Surprisingly, the more urbanised and relatively affluent regions, like Greater Poland (Wielkopolska), Pomerania (Pomorze) and the so-called Regained Territories (ziemie odzyskane) reveal a substantially lower educational quality than the territories in the east and south-east of the country, generally less developed and with a significant share of agriculture in the economy. These differences can only be partly explained by an additional environmental factor, related to the prevalence of state-owned economy before 1990 (e.g. state farms PGRs) and today`s high structural unemployment. Interestingly, the dissimilarities between the historical regions are not only illustrated by average test score levels, but also by parameters of the determining functions for these results. It can be concluded therefore that location in a historical region has a substantial impact on the flexibility of educational outcomes with regard to different explanatory factors.
The author explores the problem of territorial reorganization of the metropolitan area within the Canadian evolutionary federal system, taking as an example the cities of Toronto and Montreal. The results of the research indicate that adaptation strategies, applied by states aiming at empowering the metropolis, depend on the general level of the territorial units’ autonomy. The existence of strong local self-government favours creation of intercommunal cooperation structures without dissolution of current local territorial units. Territorial reorganization in the case of states with a low level of local autonomy may facilitate elimination of former local units by theirs amalgamation in new, larger metropolitan self-government structures. As far as this context is concerned, Canada constitutes a very interesting study case. Taking into consideration Canadian evolutionary federal system, highly limited local autonomy of the cities, and its mix of European and American traditions, one can observe almost all the above-mentioned dimensions of reform and adaptation strategies. Advanced and institutionalized intercommunal cooperation, developed in Toronto and Montreal in the middle of the 20th century, was interrupted by amalgamation imposed by provincial government, which resulted in creation of new, enlarged metropolitan cities of Toronto in 1998 and Montreal in 2002. In both cases the amalgamation has not been accepted by a part of the population and destabilized cooperation in these metropolitan areas. The trouble with amalgamation led to abandonment of further structural and territorial reforms, which were replaced by functional ones, taking the form of special agreements between Toronto and Montreal and their respective provinces (Ontario and Quebec), giving them both new competences and financial resources. Regardless of any difficulties in pursuing an appropriate metropolitan regime and the suitable position for the metropolis in the structure of a political and territorial system, both cities have achieved strong economic performance and high quality of life.
Transport policy requires greater territorial differentiation; at the local level, it should be closely integrated with education, health and social policies. This approach to transport policy contributed to the research and determined its area – the research was carried out among school students, and its aim (and that of this article) was to determine the accessibility of secondary schools in the Wągrowiec district via public transport. Many inhabitants of villages and small towns are forced to have a car or else face a whole host of difficulties. The most common difficulties include access to education, health care or better paid work.
The article aims to present and assess educational migration as a driver of human capital redistribution across regions. The unique research on academic careers of 8.5 thousand secondary school-leavers in Lublin (Poland) allowed to gather microdata on the mobility of young people along with the school-leaving examination results being a proxy of human capital. The results indicate that the ratio of youth out-migration from their home region amounts to roughly 20%, which seems a low figure against comparative studies. However, the distribution of migration rate along with the logit regression proved high propensity of the most talented youth to move out. Hence, strong positive migration selectivity is regarded as an important driver of human capital redistribution across regions, which might negatively affect human capital accumulation in the sending area.
The rising costs of educational tasks due to the decreasing number of students force municipal authorities to take cost-saving measures, including the most radical form, that is closing down schools. Such decisions are not popular with the local residents and in all the examined municipalities have caused conflicts between the stakeholders of local educational policy. The aim of the article is to present actions taken by municipal authorities to reduce the negative effects of conflicts arising in connection with the liquidation of schools. The authors focus on the activities of municipal authorities to curb the negative consequences of the conflict, but turn out to be financially ineffective. The article was based on the analysis of the subject literature, as well as the results of empirical research conducted by the authors. The theoretical framework draws on selected concepts of conflict management and the polarity management model.