Youth from rural communities: Social inequalities in access to Education

By Ewa Sikora Presentation: Zsolt Gergely

Some basic terms Social inequality Youth Education Educational aspirations Reproduction of social barriers

Short description of methodology

Regarding education as an investment A diploma as a market commodity Sector of higher education as a field of

investment Polish educational system - 1999

Inequalities Popularization of education The functioning of the educational system –

restricting access to preschools, less qualified teachers etc.

Financial standings – growing impoverishment Cultural capital of the rural community

Collins and Bourdieu

“ According to Collins (1971) and Bourdieu (1986), while for a children from

intellectual families the cultural capital received from home is a trump card, for those born in the country it is a barrier strengthening the selection which takes place between secondary schools and

universities. ”

Countryside vs. Cities Pre school attendance:a) Rural areas - 16.7 % 2003/04

- 23.3 % 1990b) Urban areas - 52.3 % 2003/04

- 77.7 % 1990 In Poland by 30.9 %

Polish system of education Modernized after 1999 education reform Until 1999: pre schools, 8 year primary

schools, secondary schools (grammar schools, vocational schools, technical colleges)

From 1999 6 – year primary school, lower secondary schools, post-lower secondary schools, college or studies

Number of schools vs. pupils

1999 city schools inc. 9.6 % - pupils 13.2 % dec.

Countryside schools 11.1 % dec. – 4.1 % pupils inc.

1999 – 2000 lower secondary schools inc. 2.4 %

Disproportion 2005, 251 post lower secondary schools in

rural areas (2,517) Vocational and general vocational schools

1,038 – 7,456 Higher education schools - 12.8 % 1990, 24-

34% in European countries 2% from countryside

Changes among the youth 1990 – 1998 25 % - 57 % 1990 – 1998 30 % - 5 % vocational

schools 1992 30 % - 2002 60 % People with higher education 1988 6.5

% - 2002 10.2 %

National report of increase in higher education

The impact of origin in primary studies

1987 52.9 % - 40.6 % 1999 primary education

37.8 % - 27.4 % among people from rural areas

Among women 1988 5.9% - 2002 11.9 %

Negative consequences Strengthens social diversification In cities 10.3 % of population In the country 3.9 % of population

Regional distribution National Report 2002 Metropolitan areas 20% people with higher

education Peripheral less then 5% Areas located 100-150 km from Warsaw within a

radius of 30-70 km from Szczecin, Poznan, Olsztyn etc. below 3-6%

Rural areas level of education - 2002

Diverse quality of education

PISA – Program for International Student Assessment

Among 15 year olds – post primary school 3 yearly – successive rounds of tests Comprehension, mathematics, scientific

thinking

Comprehension Finding information in texts of varied form Interpreting text Reflection and assessment Rank: 5th level is the best 1st is the weakest 2000 Polish students - level 3 80% of pupils from countryside were

illiterate

Schools in countryside 15 % without sports room – replacement

rooms No water or toilets 50% without reading room No libraries, internet (three times worse

than in cities) , computers 27% (12% in cities)

Problems in countryside schools

82% of primary and 76% of lower secondary schools in countryside – 3 hours waiting for the bus

Disqualified teachers – more subjects Specialists going to schools is limited

Educational interest TNS OBOP – Ministry of Education 80% of pupils continued their studies after

lower secondary schools (2003) 37% secondary schools, 28% technical

colleges, 15% profiled secondary schools, 14% basic vocational schools

44% leave their village, secondary schools 50%+

Conclusion Improving changes Expenditure for the educational system Level of education Modernization of the system Increasing participation of education Improving quality and effectiveness of

education

Thank you for your attention!