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Youth from rural communities: Social inequalities in access to Education

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 .

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Youth from rural communities: Social inequalities in access to Education

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  1. Youth from rural communities: Social inequalities in access to Education By EwaSikora Presentation: ZsoltGergely

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

  3. 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

  4. 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

  5. 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. ”

  6. Countryside vs. Cities • Pre school attendance: • Rural areas - 16.7 % 2003/04 - 23.3 % 1990 • Urban areas - 52.3 % 2003/04 - 77.7 % 1990 • In Poland by 30.9 %

  7. 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

  8. 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 %

  9. 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

  10. 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 %

  11. National report of increase in higher education

  12. 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 %

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

  14. 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%

  15. Rural areas level of education - 2002

  16. 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

  17. 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

  18. 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)

  19. 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

  20. 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%+

  21. 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

  22. Thank you for your attention! 

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