This is the first insight into effect of development of nonpublic and paid schools on social stratification in Poland. Logistic and multinomial regression of the Polish general Social Survey data 1998 is conducted to test hypotheses concerning effect of the fathers’s EGP category on access to various types of schools in secondary and tertiary education. Results confirm the hypotheses that respondents from intelligentsia families are overrepresented in both secondary and tertiary paid schools and have greater odds of entry in to public tertiary education in comparison to lower non-manual categories, owners, working class and peasants. Children of intelligentsia also have more opportunities to attend “better” stationary (than non-stationary) schools in comparison to other categories. This analysis provides support for the thesis about growing role of qualitative differentiation in education.

Science and technology frequently contribute to one another: scientific advances lead to the development of new technologies, and new technologies broaden the experimental potential of science, enabling advancement of research. This is a motivation behind introduction of the concept of technoscience addressing the integration of science and technology – the process progressing from the beginning of the twentieth century, which has been the source of extraordinary achievements of our civilisation, but – at the same time – has engendered global socioeconomic transformations whose negative side effects may endanger humanity. This paper is devoted to an outline of ethical challenges implied by the development of technoscience, with special emphasis of those which are rooted in the development of information technologies. It is suggested that those challenges should be met by people of technoscience in a concerted effort undertaken with philosophers and educators.