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Inequity in a decentralised education system – evidence from Poland

100%

Herbst M., Wojciuk Anna W.

Edukacja

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2014

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issue 6(131)

5–22

XX

Decentralisation of education is associated with risk of increased spatial inequality in terms of inputs and the quality of service, as with other public services. Most countries attempt to prevent inequality both through establishment of national standards for educational services and the redistribution of financial resources to neutralise the effect of uneven local tax bases. This study investigates the effectiveness of these measures in Poland. Using panel data at a municipal level, it was shown that, despite the various compensatory instruments employed by central government, the local tax base significantly influences local spending on lower secondary schools. Average teaching time and additional services offered to students were compared between the most affluent and the poorest Polish gminas (municipalities). The findings indicated that teaching time did not vary significantly according to prosperity. Also, there was no significant difference in the mean teacher hourly wage. However, more affluent and poorer municipalities differed with respect to individual support and additional services offered to students.

2

Organisation and Diversification of the Educational Market in Poland: The Case of the Poznań Agglomeration

70%

Walaszek M., Bąkowska E.

Quaestiones Geographicae

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2016

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vol. 35

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issue 2

105-114

EN

The political changes in Poland after 1989 affected the formation of a self-reliant society. One of the results was the decentralisation of public tasks in the field of education, with the relevant competences transmitted to local governments. Since then, communes have been responsible for ensuring equal access to public education, but at the same time a non-public education market has been developing. Important for changes in the Polish educational system was also a reform started in 1999 which led to the transformation of the two-level system of education existing since 1968 into a three-level structure. The first non-public schools began to form as an alternative to public ones. Currently, non-public schools are mainly run by non-governmental organisations, religious institutions or social associations. In the general opinion, the quality of education in non-public schools is higher than in public ones (smaller classes, better contact between student and teacher, an individual approach to each student). In the face of education-model changes it is important to create a wide range of learning opportunities for everyone. It is also not about competition, but cooperation among all institutions involved in education provision. In this article, the progressive diversification of the educational market is presented on the example of the Poznań agglomeration.A diversified educational system, its commercialisation, and the creation of new educational opportunities for children and young people beyond the basic programme of education are undoubtedly benefits for the Polish society. The growing competition among the wide range of educational institutions (also taking into account institutions organising extra-curricular classes), from a theoretical point of view, should help to improve the quality of education in the entire market of educational services. As a consequence, these trends, together with demographic changes, may invite the question about the prospects of public schools in their present form in the future.

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Peryferie edukacyjne szkół wiejskich w warunkach niżu demograficznego

41%

Marzec-Holka K.

Pedagogika Społeczna

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2015 (R. XIV)

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issue 3(57)

147-161

PL

W artykule podjęty został problem decentralizacji edukacji w Polsce w warunkach niżu demograficznego. Na skutek tych zmian zwiększają się nierówności terytorialne, społeczne i edukacyjne. Finansowanie organizacji oświaty w gminach ze środków centralnych zostało znacznie ograniczone, w związku z tym rosną wydatki samorządów związane z edukacją. Liczba uczniów w szkołach obniżyła się w latach 2000–2011 o 30%, co doprowadziło do redukcji i zamykania szkół publicznych. Szczególnie dotkliwie skutki zarządzania dotknęły peryferyjne gminy wiejskie, które likwidując szkoły lub podejmując próby ich konsolidacji, skazują dzieci i młodzież na nierówności edukacyjne, uciążliwe dojazdy, na utratę możliwości uczestnictwa w zajęciach wyrównawczych i rozwojowych. Rodzice zaś z powodu likwidacji komunikacji mają utrudnioną lub niemożliwą współpracę ze szkołą. Można dodać, iż peryferyjne środowiska wiejskie po likwidacji szkół coraz bardziej zagrożone są oddaleniem od centrów cywilizacyjnych i kulturowych.

EN

The article tackles the problem of decentralization of education in Poland in the face of demographic decline. As a result of these changes the territorial, social and educational inequalities are on the rise. Financing of education in municipalities from central government was significantly limited and therefore the educational expenses of local governments are on the rise. The number of pupils in schools dropped down by 30% in years 2000–2011, which caused a reduction and closing down of schools. The most severely affected have been the peripheral schools. They either close down or attempt to consolidate, which makes children suffer greater inequality, burdensome travel, loss of opportunity to take part in extracurricular and compensatory classes. Parents suffer from more difficult communication and cooperation with school due to seizure of transport. One may add that peripheral, rural communities due to school closure are in greater danger of regressing from civilization and cultural centres.

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1 Wojciuk Anna W.

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Inequity in a decentralised education system – evidence from Poland

Organisation and Diversification of the Educational Market in Poland: The Case of the Poznań Agglomeration

Peryferie edukacyjne szkół wiejskich w warunkach niżu demograficznego