The process of residential suburbanisation may cause changes in the age structure of the population as the age composition of in-migrants is younger than long-term residents. However, the demographic change associated with the second demographic transition as well as the co-existence of suburbanisation and reurbanisation of inner city areas may have ambiguous impacts on the age composition. The aim of this paper is to show changes in the age structure of the population in a post-socialist city in the light of suburbanisation using the example of the Kraków Metropolitan Area. In particular, we sought to show whether the intensive development of this process results in the inhibition of population ageing due to the influx of people in suburban areas along with the outward diffusion of the behaviours associated with the second demographic transition.
Abstract. The paper aims at analysing the role of entrepreneurship in the educational strategy of European Union as well as the position of business education in the systems of national education in selected European states in relation to the level of entrepreneurial development in these countries, measured by the indexes of the number of fi rms per person according to various size classes. An attempt will be made to determine to what degree the guidelines and objectives of business education in particular countries create favourable conditions for growing new fi rms, especially in the SME sector.
The number and geographical distribution of the aged, and how the distribution changes over time, have captured the attention of geographical gerontologists; the complexity and spatially differentiated nature of ageing is of considerable practical and theoretical import. This article seeks to link the traditional concerns of population geography to the social and spatial relations between old people, their health and places of residence and care. It does presuppose, however, that patterns and processes at the sub-national level are also taken into account. Therefore, the aim of the article is to identify the aged and the localities or regions where they reside, within the particular context of a Polish postsocialist society that has recently become integrated into the European mainstream. As such it is potentially subject to a double transition, where the political and economic changes cross path with the second demographic transition. To identify interrelationships between ageing and post-socialist transition, areas vulnerable to ageing are defined using ageing indices. Projections of the share of elderly up to 2030, based on a component cohort method, are made with a view to identifying future change in the spatial patterns of ageing. Regional patterns of ageing are presented in social, political or economic context, to show their relation to the structural changes that societies such as Poland have been passing through during the period of transition to democracy and a market economy or are likely to go through in the near future.
This paper presents a pilot comparative research project on pre-vocational education in lower secondary schools (ISCED level 2) within regions in three European countries. The primary aim of the study was to better understand how the pre-vocational education curriculum is constructed and taught within schools. A case study methodology was selected given the de-centralized nature of curriculum-making within each of the units of analysis. The data collection period covers the years 2009-2011 and the regions taking part were from Germany, Poland, and Scotland. The research method is based upon both the collection of secondary data, through the analysis of curriculum documents within regions in each country, and the use of primary data sources, through interviewing school teachers. The research builds upon previous studies in curriculum-making, in particular a theoretical framework that explores the differences between the 'prescribed and enacted curriculum'. Finally, this study will argue that, although it is possible to identify quite a distinct pre-vocational curriculum within each region that, in practice, the subject is rarely taught (enacted) according to this prescribed curriculum
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