Społeczne i przestrzenne determinanty wyboru przez uczniów miejsc nauki na poziomie ponadpodstawowym w Polsce
Social and spatial determinants of pupils’ choice regarding places of education at the secondary level in Poland

Summary/Abstract: Polish regulations impose an obligation on youth to attend school until they reach the age of 18, and the running education institutions is the responsibility of county governments. At the same time, the lack of secondary schools’ regionalization and the existing diversity of educational offer lead to students’ commuting from outside the counties in which their schools are located. Therefore, examining the group of students attending secondary schools and their decisions regarding the location and nature of their education is a compelling area of study, especially in the context of cities on regional level, which functions extend beyond the county level in terms of secondary education. The article analyzes the impact of social and spatial factors on the choice of the place of education at the secondary level on plans after completing education at this stage and on plans after completing education at this stage. Authors also examined students' perceptions of the impact of the administrative status of city on the quality of educational offer. The analysis was based on a questionnaire survey of a group of high school, technical school and trade school students from ten Polish cities. Among the examined cities there were both voivodships’ capitals and non-voivodship cities on the regional level. Obtained results indicate that youth’s educational choices are primarily influenced by parents’ education status and the type of secondary educational institution, while the development of a city’s educational functions did not result in more frequent commutes from greater distances. Similarly, plans after completing school were primarily influenced by the type of attended school and parents’ educational status. There were also observed students' differing perceptions of cities in terms of their favoritism or marginalization. This article thus provides a multifaceted analysis that enhances the understanding of the reasons behind young people's specific spatial choices concerning their place of education.

• Details
• Contents