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The processes involved in the sustainable development goals (SDGs) localization, sustainable rural development (SRD), and the use of public participation to support the achievement of the SDGs have gained importance in recent years. The aim of this article is to analyze the solution created by regional governments in Poland to combine these issues. This paper utilizes a qualitative case study-based approach. Firstly, the analysis of the development strategies of 11 Polish regions was carried out. Further, the analyses of the grant process allowed one to determine the SDG targets, which are associated with individual thematic areas of financing and with specific tasks proposed for implementation by the residents. It may be concluded that the analyzed program targets largely corresponded to the selected SDG targets. Such programs may be used as a tool for supporting the bottom-up diagnosis procedure, in the scope of desired activities supporting the achievement of the SDGs.

Purpose: The main purpose of this article is to identify solutions implemented in different countries within the PB processes to include marginalized groups and individuals, and to indicate possible directions of change in Polish participatory (civic) budgets. Design/methodology/approach: The research employed three distinct methodological approaches: source analysis, comparative analysis, and simple descriptive analysis. The latter two were employed in conjunction with the former, with the former serving as the primary analytical tool. The research drew upon two primary data sources: the Participatory Budgeting (PB) project databases provided by the International Observatory on Participatory Democracy (IOPD) and Participedia. A total of ten projects were selected for analysis. The analysis focused on defining the stated aim (or set of aims) of the project, identifying the group of beneficiaries, and examining the methods and activities employed in the project. Findings: The fundamental issue confronting the majority of Polish civic budgets (as a consequence of legal stipulations) is the assumption of uniformity within a given local community. As evidenced by the illustrative examples presented in this article, a meticulously designed PB process can contribute to the reduction of social exclusion, primarily in the environmental, spatial and group dimensions. Consequently, in order to reduce social exclusion, it would be necessary to redefine at the statutory level the concept and objectives of participatory budgeting. Social implications: The creation of solutions dedicated to specific groups within the framework of civic budgets would enable local governments to facilitate their active participation in PB processes. Moreover, it would ensure that marginalized people have access to public services tailored to their needs. This assumes that the participatory budget is also to fulfil its primary functions in Poland. Originality/value: The problem of using participatory budgeting to reduce social exclusion is not addressed in the Polish scientific discussion. Therefore, this article is one of the few voices in signaling the possibility of using foreign experience in this area in Poland and the need for changes in current legal regulations. [ABSTRACT FROM AUTHOR]

In addition to enabling students to acquire the knowledge and competencies necessary for their professions, higher education institutions should also support the formation of broad civic attitudes among students. University participatory budgets (PB) are an example of a tool for reaching this goal. The purpose of the presented research was to analyse the degree and scope of their use by public universities in Poland, with particular focus on the context in which PBs educate young citizens. The aim of the study was to fill the research gap regarding the lack of knowledge about the scale, importance and potential educational dimensions of PB implemented at public universities, by means of analysing the use of PBs at all 92 public universities. To this end, the budget regulations, orders, informational material and other documents available on the universities' websites regarding participatory budgets were studied, which enabled the identification of 19 universities that implement processes meeting PB criteria, and 17 of including students in the process. Analysis of the data showed significant variation in terms of the scale, scope and stakeholders involved in BP processes, and although it should be noted that the educational goals are not directly indicated by universities, a number of activities were identified in the research that could ensure the achievement of differentiated educational outcomes at different stages of the PB process. [ABSTRACT FROM AUTHOR]

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