Relevant bibliographies by topics / Outside school

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Outside school'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Outside school"

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Pagni, David. "Doing Mathematics Outside of School." Teaching Children Mathematics 9, no. 3 (2002): 175–78. http://dx.doi.org/10.5951/tcm.9.3.0175.

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As a teacher educator, I try to help prospective teachers understand that problems can be solved in many ways and to be aware of others' mathematical reasoning. In particular, when solving a problem, I want students to be able to explain their mathematical reasoning to someone other than another student or me. Because my students plan to pursue teaching careers, I also want them to view mathematics as an activity that can be shared with friends and family members. This approach pushes students to listen to how people outside of class solve mathematics problems and reflect on how they communicate their reasoning.
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Lilley, Tricia. "Children's Mathematical Experiences Outside School." Early Years 16, no. 1 (1995): 31–35. http://dx.doi.org/10.1080/0957514950160107.

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Wade, Rahima C. "Thinking Outside the (School) Box." Theory & Research in Social Education 36, no. 2 (2008): 158–62. http://dx.doi.org/10.1080/00933104.2008.10473371.

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Castro, Claudio de Moura, and Torkel Alfthan. "Computers and education outside school." Prospects 20, no. 2 (1990): 187–96. http://dx.doi.org/10.1007/bf02196320.

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Taber, Daniel R., June Stevens, Leslie A. Lytle, et al. "Association Between School- and Nonschool-Based Activity Programs and Physical Activity in Adolescent Girls." Journal of Physical Activity and Health 8, no. 7 (2011): 971–77. http://dx.doi.org/10.1123/jpah.8.7.971.

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Background:Some researchers have questioned if activity programs would be more effective if based outside school (eg, community leagues) rather than within schools. This study compared participation in activity programs based within and outside of school, and estimated the associations between participation and moderate-vigorous physical activity (MVPA) among adolescent girls.Methods:Within the Trial of Activity for Adolescent Girls, independent samples of 1559 6th-grade girls (age 11 to 12) and 3282 8th-grade girls (age 13 to 14) reported program participation using questionnaires. MVPA was measured using accelerometers. Linear mixed models accounted for school and site clustering.Results:Sixth-grade girls reported 5 times as many programs outside school as within school (4.1 vs. 0.8); daily MVPA was 0.29 minutes higher (1.2% of the mean) for each additional program outside school. Compared with 6th-grade girls, 8th-grade girls participated in 1.3 fewer programs outside school, while programs’ association with MVPA was unchanged. Conversely, school programs’ association with MVPA was greater in 8th grade. Daily MVPA was 1.33 minutes higher per school program, and participation declined 0.13.Conclusion:Programs within and outside schools can both increase activity among adolescent girls. Intervention research should focus on increasing participation in school programs, and increasing movement during programs outside school.
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Soliday, Mary. "Writing a Self In/Outside School." Literacy in Composition Studies 1, no. 1 (2013): 48–50. http://dx.doi.org/10.21623/1.1.1.11.

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Kapedani, Kujtim, and Florian Mema. "Physical Activities to Youth Outside School." Journal of Advances in Sports and Physical Education 3, no. 8 (2020): 121–23. http://dx.doi.org/10.36348/jaspe.2020.v03i08.002.

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Samuel, Michael, and Yusuf Sayed. "Inside and Outside the School Gates:." IDS Bulletin 34, no. 1 (2003): 90–95. http://dx.doi.org/10.1111/j.1759-5436.2003.tb00063.x.

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Seels, Barbara. "Let’s stop ignoring “outside of school”." TechTrends 35, no. 2 (1990): 52. http://dx.doi.org/10.1007/bf02832092.

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Playko, Marsha A. "Educational Leadership Outside the School Administrator's Door." Teaching Education 5, no. 1 (1992): 81–90. http://dx.doi.org/10.1080/1047621920050111.

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Dissertations / Theses on the topic "Outside school"

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Cartmel, Jennifer Leigh. "Outside school hours care and schools." Queensland University of Technology, 2007. http://eprints.qut.edu.au/17810/.

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Outside school hours programs provide recreation, play and leisure-based programs for children aged 5 to 12 years in before- and after-school settings, and in the vacation periods. Over the past ten years, the number of programs has grown rapidly due to women’s increasing participation in the workforce. At the same time, critical changes for the operation and administration of Queensland outside school hours care services were occurring following the introduction of mandatory standards and quality assurance. This study is a critical ethnography investigating the circumstances for two Outside School Hours Care (OSHC) services located on school sites at this time of change. The services were responding to the introduced legislative and accreditation requirements, the burgeoning numbers of students in the programs, and the requirements by parents for care for their school-aged child. The findings of this study show the complexity of the dualities of purpose and the operational administration of OSHC services, an area that has been little identified and discussed to date. This study illuminated not only aspects of OSHC services, it provided an opportunity for the co-ordinators of the two OSHC services to reflect on the operational structures. As the majority of OSHC services in Queensland (and other Australian states) are located in school sites, a closer examination of the relationship between OSHC and schools provided insights into some issues concerning the sector. Habermas’ Theory of Communicative Action was used to investigate the state of affairs and analyse the consensual and coercion meaning-making that occurred in the interactions between the stakeholders, specifically between the OSHC coordinators and school principals. Critical ethnographic research techniques, including participant observations and semi-structured interviews, were used to investigate what appears below the surface of social existence in the OSHC settings. On the surface, the interactions between the coordinators and principals appeared congenial. However, the study found that the vulnerability of the OSHC services for alienation and marginalisation was linked to the lack of legitimacy and reduced sense of social membership endowed by the ambience of the school setting in which the services were located. The study found that the distorted communicative action that took place within the OSHC settings exhibited the pathologies of alienation, withdrawal of legitimation and lack of collective identity. Examining the relationships of the key stakeholders within the outside school hours care services offers conceptual understandings of existing institutional relationships and practices, This critical ethnography pinpoints sources of power and unease contributing to the concerns for the outside school hours sector and recommends ways to develop these programs.
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Stövring-Nielsen, Birthe. "Secondary School Students' Use of English Outside School." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30831.

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The purpose of this qualitative study is to get secondary school students’ perspectives on how they encounter and use English outside school. Eleven students, six boys and five girls, at two secondary schools in the southern parts of Sweden have been interviewed for the study. The findings of the study show that the secondary school students interviewed in this studyhave many opportunities to use English outside of school. They play online computer games, watch American TV shows and movies, read books in English, listen to music and travel. The students are fond of English and realise the importance of English in society and for their future. They find English, as they encounter it outside of school, of great importance for their development of English.
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Gouge, Dawn. "Integrated Pest Management Works Inside and Outside School Buildings." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2012. http://hdl.handle.net/10150/246073.

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Penrose, Brown Judith. "An exploration of children's experience of work outside school." Thesis, Oxford Brookes University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404648.

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Allison, Chelsea B. "Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157599/.

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The purpose of this study was to ascertain student and teacher perceptions of the environment in which student learning takes place and their perceptions of how it has helped them in the cognitive and social domains. Data collected were through student and teacher perception surveys, student and teacher perception questionnaires, classroom observations, student focus group discussions, and teacher interviews. Themes that emerged from the data sources were student interactions, students' autonomy in personalizing their learning space, teacher perceptions of comfort in the classroom, and student perceptions of comfort in the classroom. The findings of this study point to four recommendations for educational leaders to ensure the effective implementation of new and dynamic learning spaces: (1) consult and support teacher and students, (2) provide professional development, (3) visit campuses and other learning spaces, and (4) add color. In order for real change to take place, teachers need to enquire about and embrace student preferences and allow for the discomfort that will be present when trying something new. Teachers must be willing to relinquish control of the learning experience for the student in order to allow for possibilities in personalized learning on the part of the student. They must risk initial failure in order to allow for greater successes in the long run.
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Hjelte, Maria. "Spoken ESL in Secondary School : A Study of Spoken English In School and Outside of School." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9717.

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The present study investigates the pupils' spoken English in the classroom as opposed to their spoken English outside school, and suggests ways of how the teachers can incorporate the pupils' pre-knowledge into the teaching of ESL. Today the pupils' pre-knowledge of ESL is developed into their own vernacular, which I choose to refer to as “Media English”, as opposed to the “Academic English” they are taught in school. Two classes in year 8 have answered a questionnaire, and the pupils show both willingness to learn, and awareness of the necessity of knowing the English language, since most pupils spend a lot of their free-time on the Internet. Additionally, four teachers have answered a second questionnaire, and both pupils and teachers agree that the pupils rather talk in small groups, if they talk at all, a finding which is supported by previous studies. The conclusion is that pupils and teachers need to collaborate, but most importantly, the teachers need to encourage the pupils to talk.
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Robinson, Susan. "Primary Headteachers : New leadership roles inside and outside the school." Thesis, Birmingham City University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505979.

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Merry, Emma. "Preschoolers’ Social-Emotional Competency and Time Spent Outside of School." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1423310200.

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Bengtsson, Michela, and Elinore Johansson. "From Movement in School to being Active in a Sport Organization outside of School." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33614.

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Previous research has shown that the existence of after school program is beneficial for children's health and their academic performance. Lorensborgsskolan, an elementary school situated in Malmö, implemented a project called “From movement in school to being active in organized sports” where they started a school sport organization. The project seeks to increase the amount of children active in external sport organizations and to make the transition more accessible. The project collaborated with Hemmaplan which is an initiative from the Scanian Basketball Federation. Therefore, the aim of this study was to discuss the prerequisites for implementing Lorensborgsskolans project “From movement in school to being active in organized sports” from a sustainable perspective. The sustainable perspective contains three concepts: social, environmental and economical. Three research questions has been formulated.How was the preparation of this project in relation to sustainability?What challenges can be identified when implementing this project?What benefits can be identified when implementing this project?Interviews, observation and document analysis were the methods used in this research and the data was analyzed through a six step coding process. The result and analysis were divided in three paragraphs named after the research questions connected to the theory. The research findings indicate how this project would give the children a protective factor outside of school. According to the collected result the children should be given the access to pursue sport in the entire city of Malmö and to work on their social skills. In conclusion, an external analysis should have been done before the implementation of the project. The financial aspect is identified as a challenge. For the children to be a part of the school’s sport organization is free of charge in contrast with external sport organizations where this does not imply.
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Li, Guofang. "Literacy outside school, home practices of Chinese immigrant families in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0034/NQ63958.pdf.

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Books on the topic "Outside school"

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Keighery, Chrissie. Outside in. Hardie Grant Egmont, 2009.

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Outside my school bus window. Wishing Well Press, 2006.

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Cathcart, Marian E. Educating children outside of mainstream school. The Author], 1996.

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Walter, Mildred Pitts. The girl on the outside. Scholastic Inc., 1992.

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Moyle, Helen. Outside school hours care services in Australia 1996. Australian Institute of Health and Welfare, 1997.

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Greene, Rebecca. The teenagers' guide to school outside the box. Free Spirit Pub., 2000.

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Greene, Rebecca. The teenagers' guide to school outside the box. Free Spirit Pub., 2001.

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(Firm), Circum Network. Motivations for school choices by eligible parents outside Quebec. Circum, 1999.

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Mares, Cherry. Inside outside: An action plan for improving the primary school environment. Tidy Britain Group Schools Research Project, 1988.

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Monroe, Lorraine. Nothing's impossible: Leadership lessons from inside and outside the classroom. Times Books, 1997.

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Book chapters on the topic "Outside school"

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Rakow, Susan. "Outside the Box." In Educating Gifted Students in Middle School, 3rd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003234807-11.

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Landi, Dillon. "Outside the box." In Before- and After-School Physical Activity Programs. Routledge, 2020. http://dx.doi.org/10.4324/9781003051909-13.

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Muckle, James. "Outside the Classroom." In Portrait of a Soviet School under Glasnost. Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-21077-0_11.

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Dussel, Inés, and Ariel Benasayag. "Digital media production outside the school." In Learning Beyond the School. Routledge, 2018. http://dx.doi.org/10.4324/9781315110318-9.

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Yi, Youngjoo. "Adolescent Multilingual Writing Outside of School." In Reconceptualizing the Writing Practices of Multilingual Youth: Towards a Symbiotic Approach to In- and Out-of-School Writing. Routledge, 2021. http://dx.doi.org/10.4324/9780367816223-3.

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Matthews, Robb N. "School Neuropsychology Collaboration with Home, School, and Outside Professionals." In Best Practices in School Neuropsychology. John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269855.ch9.

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Maeroff, Gene I. "Outside Influences on the Classroom." In Reforming a School System, Reviving a City. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137344472_6.

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Kearney, Christopher A. "Youth who refuse school for tangible reinforcement outside of school." In School refusal behavior in youth: A functional approach to assessment and treatment. American Psychological Association, 2001. http://dx.doi.org/10.1037/10426-009.

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Feng, Siyuan, and Mark Bray. "Outside-School-Time Activities and Shadow Education." In The SAGE Handbook of Comparative Studies in Education. SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470379.n21.

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Corwith, Susan. "Programming for Talent Development Outside of School." In Talent Development as a Framework for Gifted Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003238454-5.

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Conference papers on the topic "Outside school"

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Scown, Philip J. A. "HCI Education in a Business School: Outside Their Box." In HCI Educators 2009 - playing with our education. BCS Learning & Development, 2009. http://dx.doi.org/10.14236/ewic/hcied2009.13.

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Crăciun, Dana, and Mădălin Bunoiu. "Learning science outside the classroom: A summer school experience." In TIM 18 PHYSICS CONFERENCE. Author(s), 2019. http://dx.doi.org/10.1063/1.5090086.

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Oneci, Andra, and Maria-Magdalena Joița. "Information technologies inside and outside the classroom." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p157-163.

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Technology is a means of accomplishing a task mainly by using technical processes, methods, or knowledge.The importance of technology in connection with any type of development is widely recognized, especially having considering nowadays’ worldwide Covid-19 context.The passage from standardized to digitalized teaching-learning process hasn’t been easy. Information technology and educational technology are now extensively being used in schools and refer to a wide multitude of teaching-and-learning–related software and hardware used during the lessons. Learning becomes effective when the students are actively engaged, are collaborating with one another, are in charge of their learning process, become critical thinkers and creative problem-solvers. Scientific thinking appears when thinking about the content of science and the set of reasoning processes that permeate the field of science: induction, deduction, experimental design, causal reasoning, concept formation, hypothesis testing, and so on, are combined. Simultaneously, teachers continue their lifelong learning process online, design digital lessons, gamify lessons, obtain real time results, are part of the staffroom at school and also part of a larger, more diverse, virtual staffroom. In conclusion, the goal of using technology inside and outside the classroom is perceived as a way to individualize education and to develop students’ competences and cognitive skills.
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Malikah, Nurul, Furqon Hidayatullah, Asrowi, and Sri Anitah. "Inside-Outside: Model of Memorizing Hadith at Elementary Islamic School." In International Conference on Progressive Education (ICOPE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.155.

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Liu, Dong. "Research on Construction Mode of Practical Teaching Base Outside School." In 4th International Symposium on Social Science (ISSS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/isss-18.2018.106.

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ALKINANI, Qasim. "SCHOOL ENVIRONMENT AND ITS RELATIONSHIP TO PSYCHOLOGICAL SECURITY OF PRIMARY SCHOOL PUPILS IN BAGHDAD PROVINCE." In International Research Congress of Contemporary Studies in Social Sciences (Rimar Congress 2). Rimar Academy, 2021. http://dx.doi.org/10.47832/rimarcongress2-4.

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The educational conference held in Baghdad Governorate (10/3/2018) emphasized in its recommendations the necessity of finding solutions to educational problems related to primary schools, creating positive relationships between teachers and students, and raising the levels of psychological security of students. The importance of the current research lies in knowing the relationship between the school environment and psychological security and their levels of pupils in primary schools And that these educational and psychological issues occupy a prominent place in educational work. The objectives of the research are to identify the nature of the school environment in primary schools and to identify the level of psychological security of pupils from the teachers' point of view. The current research is based on the descriptive approach (associative studies). The research community consisted of primary school teachers in the governorate of Baghdad, and in order to achieve the objectives of the research, the research sample was chosen by the random stratified method according to the scientific ratios, and the research came out with a set of results and conclusions, including that the nature of the school environment is not convincing and completely inappropriate for the development of pupils' abilities, and the level of psychological security Among the students, it was average due to the influence of several factors inside and outside the school domain that affect the students, directly and indirectly.
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Lu, Jianfeng. "Construction on Outside School Practical Teaching Base for Tourism Management Major." In Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.191.

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N. Morgan, James, and Craig A. VanLengen. "The Digital Divide and K-12 Student Computer Use." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2926.

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The divide between those who have computer and Internet access and those who do not appears to be narrowing, however overall statistics may be misleading. Measures of computer availability in schools often include cases where computers are only available for administration or are available only on a very limited basis (Gootman, 2004). Access to a computer and the Internet outside of school helps to reinforce student learning and emphasize the importance of using technology. Recent U.S. statistics indicate that ethnic background and other demographic characteristics still have substantial impact on the availability and use of computers by students outside of the classroom. This paper examines recent census data to determine the impact of the household on student computer use outside of the classroom. Encouragingly, the findings of this study suggest that use of a computer at school substantially increases the chance that a student will use a computer outside of class. Additionally, this study suggests that computer use outside of the classroom is positively and significantly impacted by being in a household with adults who either use a computer at work or work in an industry where computers are extensively used.
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Bochkovaya, Lolina Alexandrovna. "Multimedia equipment application in chemistry and biology lessons and outside school hours." In VIII International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113322.

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Zhu, Zijiang, Weihuang Dai, Junshan Li, and Yi Hu. "Construction and Research of Outside School Practice Base of Software Engineering Major." In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. ACM, 2021. http://dx.doi.org/10.1145/3456887.3456900.

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Reports on the topic "Outside school"

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Keefer, Philip, and Benjamin Roseth. Grand Corruption in the Contracting Out of Public Services: Lessons from a Pilot Study in Colombia. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003335.

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Do targeted transparency interventions reduce corrupt behavior when corrupt actors are few and politically influential; their behavior imposes small costs on numerous individuals; and corrupt behavior is difficult to observe? Results from a study of informal audits and text messages to parents, meant to curb corruption in the School Meals Program of Colombia, suggests that they can. Theory is pessimistic that transparency interventions can change the behavior of actors who exert significant influence over supervisory authorities. Moreover, inherent methodological obstacles impede the identification of treatment effects. Results substantiate the presence of these obstacles, especially considerable spillovers from treated to control groups. Despite spillovers, we find that parental and operator behavior are significantly different between treatment and control groups. Additional evidence explains why operator behavior changed: out of concern that systematic evidence of corrupt behavior would trigger enforcement actions by high-level enforcement agencies outside of the political jurisdictions where they are most influential.
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Foster, Jessica. Survey of Legal Mechanisms Relating to Groundwater Along the Texas-Mexico Border. Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, 2018. http://dx.doi.org/10.37419/eenrs.groundwateralongborder.

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The purpose of this study is to present a factual picture of the multiple groundwater governance frameworks that cover the same transboundary aquifers on the Texas-Mexico border. The study can then serve as a foundation to support future research and as a reference for those sharing groundwater resources on the border to use in considering whether and how to coordinate management. Currently, Texas A&M School of Law, the Bush School of Government and Public Service at Texas A&M University, and the Texas Water Resources Institute are collaboratively pursuing a larger interdisciplinary project, and the study presented in this report is part of that concerted endeavor. First, the project establishes a study area, then identifies who are the stakeholders in the area, and finally summarizes the various rules each entity applies to groundwater. The study area selected is based on the aquifers identified in the 2016 study noted above (see Figure 1). Although there is currently no formal agreement between governments or users in Mexico and Texas for managing the reservoirs that cross underneath the international border, this survey represents a preliminary step in addressing the larger problems that the absence of a cooperative groundwater management framework presents. All of the institutional approaches employed in the various jurisdictions surveyed here model features from which developing management approaches could draw. Equally, noting gaps in the institutional approaches themselves and the ad hoc groundwater withdrawals occurring outside the reach of those institutions illustrates potential value in engaging local users in Texas’ and Mexico’s respective groundwater governance arrangements.
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National report 2009-2019 - Rural NEET in Hungary. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.nrhu.2020.12.

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In Hungary, NEET Youth are faced with many problems: social exclusion; lack of opportunities (e.g., education, health, infrastructure, public transport, labour market conditions); low so-cio-economic status; and, a lack of relationships outside the enclosed settlements. In Hungary, the most frequent risk factors are: a socio-economically disadvantageous envi-ronment; low levels of education and schooling problems; lack of proper housing; financial problems; learning difficulties; dissatisfaction with the school; socio-emotional disorders; delinquency; health problems; homelessness; and, drug or alcohol abuse. NEET Youth are fa-cing with this multi-dimensional difficulties, regional disparities and a lack of proper services.The general employment statistics have been improving in Hungary since 2010. The emplo-yment rate of the 15-39-year-old population has increased from 53.0% to 62.5% between 2009 - 2019. The employment rate improved in every type of settlement/area. The improve-ment can be attributed to the community work in the marginalised regions micro-regions and settlements. The NEET rate shows a considerable improvement of nearly 40% between 2009 and 2019 in the urban environment for all age groups. A slight improvement can be detected in the towns and urban environment, which amounts to 25% for all age groups between 2009 and 2019. However special services and targeted programmes are required to make a diffe-rence for NEET Youth.
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National report 2009-2019 - Rural NEET in Poland. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.nepl.2020.12.

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The report outlines the evolution of the labour market situation of young people in Poland between 2009 and 2019. Particular attention was paid to describe how the situation has changed across different age subgroups and degree of urbanization. The analysis includes descriptive statistics of the selected labour market indicators (employment and unem-ployment rate, NEET rate) along with educational and population data extracted from the Eurostat public datasets. The report shows that youth population in Poland has been declining over the past decade, especially in cities and rural areas. Labour market situation of young Poles worsened in the aftermath of financial and economic crisis. Since 2013 is has improved considerably. In 2019,the unemployment rate was below the pre-recession level and the lowest since the political and economic transformation. The pattern of labour market situation evolution was similar across all age subgroups and degrees of urbanisation, although those from the younger sub-groups were more vulnerable to economic fluctuations. In 2019, the difference between rural and urban areas in the unemployment level was minor. The employment rate and the NEET rate, however, was clearly higher in cities which suggests that many of those living in towns and rural areas remain outside the labour force. The level of school dropouts among youth is one of the lowest in the EU and has been relatively stable over the past decade. It is slightly higher in towns and rural areas than in cities, but the difference is not significant.
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