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.
The text aims to analyse the patterns of immigrants’ settlement in Warsaw agglomeration, especially their settlement in the area of the city of Warsaw. The subject of the study is: the emergence of places where immigrants concentrate and a relation between their places of residence with other types of concentration; factors that determine the places of immigrants’ residence and how migrants operate in the urban environment, as well as a relation between the places of immigrants’ settlement and their economic activity and its localization, cultural characteristics and the adapted acculturation strategies. To study these problems the authors use the example of the population of the Vietnamese and Ukrainians possessing a permission for settlement in the Mazowieckie Province. The article discuses differences in the patterns of settlements of both groups and shows the emergence of small clusters in the case of the Vietnamese.
Sustainable development requires a transition in the way we manage resources in cities. For this reason, circular policies are implemented by many local and regional governments around the world. The article broadens our knowledge about the circular economy in relation to three spatial scales indicated in the literature: the macro scale (urban policies), the meso scale (urban space) and the micro scale (civic practices). The article presents the case of Warsaw, and its aim is to notice circular practices undertaken by young people living in the city. This exploratory qualitative study is contextualised by the analysis of urban policies in the field of the circular economy. Research results indicate that circular practices are undertaken by young residents of Warsaw, despite poor knowledge of the concept of circular economy. These practices include in particular efficient use of resources, trading in second-hand items, preventing waste and pollution, waste segregation and engagement in socio-educational events.
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 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.
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.
In this essay the author explores the relation between fragmentation, segregation, and reconstitution of urban order. Although metaphors of cohesiveness are usually applied to the past, and fragmentations to the present, nevertheless the city of fragmentations coexists recently with another image of the city – a nostalgic city of lived body. It will be hard to speak in simple notions of true and false experience here; the difference is in the very idea of Aristotelian “the good life”. Dealing with Edward Soja’s concept of somatography she will argue that in an age of informational technologies, mobility, and consumer culture, such old metaphors like city as a fragmented dead body and city as a lived body are more important than ever. Acts of differentiation, separation, and segregations are based both on urban somatophobia and urban somatophilia. The question to be asked here is what is reconstitution of urban order in the first sense, or revitalisation of city space in the second.
In this essay the author explores the relation between fragmentation, segregation, and reconstitution of urban order. Although metaphors of cohesiveness are usually applied to the past, and fragmentations to the present, nevertheless the city of fragmentations coexists recently with another image of the city – a nostalgic city of lived body. It will be hard to speak in simple notions of true and false experience here; the difference is in the very idea of Aristotelian “the good life”. Dealing with Edward Soja’s concept of somatography she will argue that in an age of informational technologies, mobility, and consumer culture, such old metaphors like city as a fragmented dead body and city as a lived body are more important than ever. Acts of differentiation, separation, and segregations are based both on urban somatophobia and urban somatophilia. The question to be asked here is what is reconstitution of urban order in the first sense, or revitalisation of city space in the second.
The objective of the research was to analyze the patterns of behaviours in the urban space of the rich inhabitants of Warsaw. The targeted group can be classified as members of the rising metropolitan class. The research covered interviews with 132 inhabitants of the luxury apartments. The location of the apartments in Warsaw is in fact the result of the former socio-spatial structure of Warsaw and the subjective valorisation of urban space. The research revealed that one of the main motives for choosing the apartments as a place for living was the need of security. Another reason given by the interviewee was a sense of belonging to the own class – sense of being in a “peer group” and the prestige of the place. The inhabitants of the apartments create “a separate world” around themselves. It consists of well secured, protected, isolated houses, luxury consumption, top restaurants, malls, pubs, private schools and travels to exotic, foreign countries (for business purposes or just for vacations). The inhabitants of the apartments have spots of interests in the urban space and they travel between these isolated points of the city in their luxury cars. Thus, these members of rising metropolitan class have very limited contact with the “life on the ordinary streets”.
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.
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.
Career paths of modern politicians have increasingly become diversified and drifter away from the classical hierarchical career pattern. The article addresses new theoretical concepts and empirical studies, which have been developed since the beginning of the 21st century by the multilevel government school (MLG) in relation to the careers of regional politicians and new career paths in general. As being a regional politician has become a profession, the investigation of the MLG school focuses on the political careers of such politicians, and most of all reflects the transformation of modern states as a result of regionalization and development of supranational European institutions. As a central theoretical contribution of the MLG school, Bochert’s “Conceptual Approach to Political Careers in Multilevel Systems” is discussed as the most comprehensive and advanced model of addressing the impact of the institutional setting on Carter opportunities. The final part of the article presents an overview of MLG research, which has led to a recognition of new types of political careers.
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 author of this article describes residential segregation of foreigners in Barcelona. She presents some theoretical considerations, makes statistical calculations pertaining to the problem, and defines causal factors of residential segregation. What is important, residential segregation in Barcelona may be far deeper than in other cities because of the relatively strong separatism in Catalonia and the required knowledge of the Catalan language. These factors make full access to local labour market very difficult for immigrants and lead to their marginalization. In the statistical calculations a measure of residential segregation (Duncan, Duncan 1955) is used which allows a comparison of the situation in Barcelona and in other cities, as well as an analysis of changes in Barcelona in recent years.
Changes caused by transformation of political system such as comeback of ground rental and other market factors caused some changes in socio-spatial structure in Eastern Europe cities. One of them was segregation, which means increase of differences between social status of dwellers of particulars zones and quarters. These changes occur mostly in Eastern European greatest cities. Meanwhile socio-spatial structure of industrial "dependent cities" is less crystallized. Changes in these cities are still in initial phase. In four concentric spatial zones of the city social status of dwellers is similar. Meanwhile at the level of settlements there is clear, although weak statistical connection, which reveals some degree of socio-spatial differentiation. Social status of dwellers in eastern part of the city, especially in the Widzew quarter is higher, than in the other parts of Lodz. But in general differences of social status of particular spatial units are small, what corroborates basic hypothesis about weak differentiation of socio-spatial structure of lodz. It means, that processes of segregation and polarization are at the very beginning phase. For now, its negative consequences of globalization which occur in Western metropolises such as ethnic ghettos and “dualization" of city are no threat for lodz, but, on the other hand, this result reveals small dynamics of development of the city. There are some negative effects of transformation process, such as decrease of social status of dwellers of standard housing units. On the other hand, there is no concentration of the poorest people in particular parts of the city, and existing enclaves of poverty are the margin of urban space; however, this margin is growing. Also people of the highest status don`t live in particular parts of the city and there are very few settlements of the very high standard. There are some enclaves of such houses, which don`t cause the clear increase of standard in broader units. Trend of increase of social status of dwellers in the Eastern parts of lodz may be the response to the expectations for very far future perspectives of common Warsaw lodz metropolis. Basic hypothesis, verified during the research, claimed, that socio-spatial structure of lodz is differentiated in small degree. Survey was run at the turn of 2001 and 2002 on the sample of 797 dwellers. Method of selection caused, that demographic structure of sample in particular zones, quarters and smaller settlements was the same, as in population. We analyzed three attributive variables: character of employment, level of education and financial standard, measured with number and quality if durables. These variables were the basis for indicator of social status.
System transformation is a long-lasting process which is reflected in the model of property relationships and the way inhabited environment is created. This paper discusses the Polish urban area as an example of a neoliberal model of space transformation characterized by: atrophy of the public sector, arbitrary spatial order, and deepening spatial segregation. The transformation of the urban area in a neoliberal model has affected the legal order, spatial planning, privatization of housing resources, and public infrastructure. The paper is based on source literature, official statistics, and an analysis of Polish legal acts.
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 institutionalized revitalization process is an important tool of contemporary Polish public policy. According to the declarations of local authorities, its programmes are designed to support the development of so-called degraded spaces and the effort against social exclusion of their inhabitants. However, as the analysis of municipal revitalization programmes (GPR) in the biggest cities reveals, planned revitalization leads to gentrification of a urbanized area and is therefore more conducive to segregation than to social inclusion. This paper discusses the relationships between revitalization and gentrification on the basis of the content and assumptions of urban regeneration programmes. It is based on the literature and on selected GPRs.
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.
Warmia-Mazury region, one of the poorest in Poland, faces the deepest (as compared to all regions of the EU) labour market crisis. The mixture of social and economic problems represents a huge challenge for regional authorities. The chances for fast improvement are limited by several factors, such as low quality of transport infrastructure, low innovation potential and productivity, large share of unskilled labour force, etc. One necessary condition of the improvement is the reform of public finances at country level. Nonetheless, regional authorities should undertake the activity in order to increase the potential of human capital in the region, e.g. by improving the quality of schools. While directly fighting unemployment more effort should be put on stimulating the demand side of the labour market and co-operation with NGOs.
