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Polish Integration with EU: interest, hopes and fears of rural youth

100%
Drag Z.
Problemy Polityki Społecznej. Studia i Dyskusje
|
2004
|
issue 6
171-184
EN
The results of research concerning the attitudes among the rural youth towards the integration of Poland with European Union are presented in the article. Taking into consideration the degree of being informed and interested by the young villagers in the integration problems, we can distinguish three categories of their attitudes towards 'being involved in the integration matters': of the observer - related to the feeling of being informed and expressing interest, the potential observer - related to the feeling of being uninformed and expressing interest and of the outsider - related to the lack of interest in the matters concerning the integration process. This manner of measuring the degree of 'being involved in the integration matters' is a factor that strongly determines the general attitude towards the integration of Poland with EU (positive attitude can be more often observed among the observers, whereas the negative attitude is presented by the outsiders and the potential observers). It also significantly affects the opinions concerning 'the beneficians' and 'the losers', and also the range of hopes and anxieties connected with the accession of Poland to EU (the observers are decidedly more optimistic than the outsiders and the potential observers). Finally, it also shapes the inclination to direct action in connection with the integration process (the observers decidedly more often than the outsiders declared not only for the voting for the accession Poland to the EU, but also participating in the accession referendum). The results of our research show that the level of knowledge with regard to the European integration among the members of Polish society is not only the best manner to receive social support for the integration process, but it is also the best strategy to create public consciousness enabling independent look for one's own place in the new social situation after accession. Thus the role of the institutions aimed at promoting the European Union integration should not be stopped even after the successful European referendum.
2

Stare i nowe nierownosci edukacyjne wsrod mlodziezy wiejskiej

80%
Dlugosz P.
Wieś i Rolnictwo
|
2012
|
issue 1(154)
132-145
EN
The article presents the results of research into the educational inequalities among young inhabitants of rural areas. For the purpose of collecting empirical material a survey covering a sample of 830 grammar-school students was conducted with the help of a questionnaire. The results of the conducted analysis show that social status continues to have an influence on educational attainments of school children. Social, cultural and financial capital as well as participation in private lessons and additional courses have an influence on the results of instruction. The conducted research has also revealed new factors of educational inequalities. Only 9% of rural grammar-school students want to continue their education in the best secondary schools. These are individuals characterised by high social, cultural and economic capital as well as impressive attainments at school, who participate in additional courses and private lessons.
3

RURAL YOUTH STUDYING AT UNIVERSITIES - SOCIAL SELECTION, PRESENCE AT UNIVERSITIES, DETERMINANTS (Mlodziez wiejska na studiach wyzszych - selekcje spoleczne, obecnosc na studiach, uwarunkowania)

80%
Wasielewski K.
Wieś i Rolnictwo
|
2010
|
issue 4(149)
156-167
EN
The aim of the article is to draw attention to the current trends in the rural youth's access to university education and the main directions of the rural youth's allocation in the structure of institutions of higher learning. During many years rural youth relatively rarely studied at universities. This fact was attributable to social-economic, cultural and educational factors. The situation changed after the accomplishment of systemic transformation in the result of which young people from rural areas more and more often study at universities. As the presented data show, this does not mean that rural youth has – in comparison with urban youth, equal access to individual departments and directions of studies. It turns out that the general indicators of the rural youth's presence at universities are clearly rising. However, truly revealing are the indicators for individual departments and directions of studies which suggest that the main factors determining the presence of rural youth at universities are: auto-selection, evidenced by the tendency to choose definite – chiefly pedagogical, directions of studies, the popularity of a given direction of studies (attributable to social prestige or demand for definite competencies, etc.), the position of a given direction of studies within a definite department and, consequently, the pursued recruitment policy (the number of students that can be admitted, possible entrance examinations, etc.)
4
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SCHOOL PATHS OF RURAL AND URBAN YOUTH - CONDITIONING AND CONSEQUENCES (Drogi szkolne mlodziezy miejskiej i wiejskiej - uwarunkowania i konsekwencje)

70%
Domalewski J.
Rocznik Lubuski
|
2008
|
vol. 34
|
issue 1
43-61
EN
The author considers the problem of differences in school paths in relation to environments. His analysis of changes in secondary and tertiary education after 1990 in Poland clearly shows the spreading of this level of education. As a consequence, the chances for continuing education are not easily available although the number of secondary schools have increased. However, together with the spreading of access to general and technical secondary schools there has appeared their internal differentiation. As a result, rural youth more often - compared to urban youth of the same age - continue education at upper secondary schools which are characterized by lower educational results. The problem is that differences in school paths in relation to environments (rural areas vs. urban ones) are not exactly consequences of differences between school effects but rather of young people's choice. In the case of rural youth the choices are the result of a pessimistic view of their own educational and life chances. In effect, rural youth a bit less think about taking up studies, or they consider less prestigious fields of studies and universities because of an easier recruitment process. Thus, instead of old differences in school paths between rural and urban youth determined mainly by different types of secondary schools, there have appeared new ones, more delicate, occurring within the same type of school.
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