Suchergebnisse

Celem artykułu jest przedstawienie najważniejszych dziedzin współpracy metropolitalnej w sektorze edukacji. Scharakteryzowano zarówno istniejące, jak i potencjalne zakresy tej współpracy, dotyczące m.in.: wyrównywania szans edukacyjnych dzieci i młodzieży, dobrej dostępności przestrzennej do szkół, kryteriów naboru do szkół czy też określania oferty edukacyjnej oraz kierunków kształcenia w szkołach ponadpodstawowych. W opracowaniu przedstawiono wybrane wyniki badań z realizacji projektów zespołu badawczego Centrum Badań Metropolitalnych Uniwersytetu im. Adama Mickiewicza w Poznaniu, które posłużyły autorce do określenia obszarów współpracy. Artykuł kończy się podsumowaniem oraz sformułowaniem rekomendacji dla organów prowadzących szkoły.

Celem niniejszej pracy jest zaprezentowanie rozmieszczenia i dostępności placówek sektora edukacji w aglomeracji poznańskiej, obejmującego placówki publiczne i prywatne, wraz ze wskazaniem istotnych, również z punktu widzenia władz gmin, rekomendacji. Zakres pracy uwzględnia wszystkie poziomy ścieżki edukacyjnej (z wyłączeniem studiów wyższych), począwszy od przedszkoli, poprzez szkoły podstawowe i gimnazja, aż do szkół ponadgimnazjalnych (liceów, techników, szkół zawodowych). W pracy uwzględniono również dostępność placówek opieki nad dziećmi do lat 3, choć oficjalnie nie jest ona traktowana jako segment edukacji.

Metropolitan areas in Poland are places of intense social, economic and spatial growth. The socioeconomic development of metropolitan areas is closely linked with the collective needs of the local society. These needs change over time and depend on the spatial scale of population movements, changes in the demographic structure and lifestyle. In the article, directions and reasons for migrations into the Poznań agglomeration in 1990-2011 were examined. The conclusion is that intensive development of housing affected the move to suburban areas.

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.

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.

Since the 1990s, large urban agglomerations in the countries of Central and Eastern Europe have shown highly dynamic functional and spatial changes resulting from the transformation of their political systems. The aim of this study is to present differences in social, economic and environmental living conditions among the communes of a single agglomeration. This, in turn, allows a discussion, in the first place, of local factors, assuming that national and regional conditions in a given area are uniform. The study focused on the agglomeration of Poznań, which consists of the city of Poznań and 17 surrounding communes (Polish: gmina) forming the district, or 'poviat' (Polish: powiat) of Poznań. The analysis of variations in living conditions uses a set of nine indicators reflecting the local level of development in social, economic and environmental terms. The results lead to the conclusion that the development of urbanisation processes in suburban areas over the past 20 years has had a significant share in improving the living conditions of their inhabitants. In some communes they are, in fact, better than in the central city of Poznań.

Niniejszy artykuł, odwołując się do współczesnych koncepcji rozwoju obszarów zurbanizowanych i zarządzania terytorialnego na terenach wielkomiejskich (metropolitalnych), ma na celu analizę relacji funkcjonalnych i przestrzennych, jakie zachodzą między miastem centralnym a suburbiami. Podjęta została próba spojrzenia na ich charakter i siłę z punktu widzenia zaawansowania procesów suburbanizacji oraz praktyki zarządzania i planowania w całym regionie miejskim. Jako studium przypadku analizie poddano aglomerację poznańską, gdzie silnej suburbanizacji, rezydencjalnej i gospodarczej, towarzyszą zjawiska zarówno konkurencji jak i współpracy międzygminnej. Głównym celem pracy jest ich identyfikacja w takich dziedzinach, jak: planowanie przestrzenne, transport publiczny i usługi edukacyjne.