Search for: [Abstract = %22Due to the fact that Poland accessed European Union in 2004 its rural areas have been supported by a broad stream of structural funds. These%2C through various programmes and different financial mechanisms%2C have gradually contributed to the modernization of rural areas. One of the most effective means of this support was LEADER%2C whose recognition in Poland is the largest among all EU member states. This tool%2C which involves activation of local communities%2C has proved to be an effective response to the real needs of specific people %E2%80%93 educational needs were considered especially important. The article analysed how and to what extent LEADER mechanism supports educational processes in rural areas. All 27.5 thousand LEADER projects implemented in 2007%E2%80%932013 financial perspective in Poland were analysed. Both local development strategies and cooperation projects were taken into account. In the case of the latter%2C the educational component%2C however%2C proved to be of marginal importance. In the framework of the implementation of local development strategies educational initiatives accounted for a quarter of all projects. They included a variety of forms%2C however two main groups of activities were distinguished%5C: direct and indirect support of education. Indirect support initiatives were in majority on a country scale as well as in individual LGDs %5C(Local Action Groups%5C) %E2%80%93 both in terms of number and expense. Most of them involved constructing dayrooms in the villages. Countrywide projects directly supporting education were of a relatively minor importance. Analyses of the number and value of educational projects did not show significant spatial relationships. The universality of %E2%80%9Ehard%E2%80%9D investments%2C especially rural dayrooms%2C which involve a large amount of funds unifies spatial structure image of the projects.%22]

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