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Poland’s education reforms . How much success in th success story?. Mikołaj Herbst University of Warsaw, EUROREG Institute of Educational Research (IBE). Major educational reforms in Poland since 1989.

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poland s education reforms how much success in th success story

Poland’seducationreforms. How much successinthsuccess story?

Mikołaj Herbst

University of Warsaw, EUROREG

Institute of EducationalResearch (IBE)

major educational reforms in poland since 1989
Major educationalreformsin Poland since 1989
  • Decentralization of preschool , primary, and secondaryeduction management (1990-1999)
  • Transforming a 2-tier school system (8/4) into a 3-tier (6/3/3) (1999)
  • Introduction of national standardizedtests and the 6th, 9th, and 12th grade (2002-2005)
  • Reform of theteacherprofessionalpromotion and wages (2000)
slide5

Educationprovisionisnowlocalresponsibility, but CG playsimportant role withrespect to funding, standard setting, and qualitymeasurement

slide6

2/3 of localexpenditures on educationhavetheirsourceintransfersfromthe central budget to municipalities, counties and regions

Central Government

Targetedgrants

1 bn PLN

Educationsubvention37 bn PLN

65%

Localauthoritiesat

municipal, county,

and regionallevel

Owncontribution of LG 19 bn PLN

33%

EU funds 1.2 bn PLN

52.5 bn PLN

4.5 bnPLN

Source: based on Ministry of Finace data for 2011

Preschools

Primary, secondaryschools, and non-schooleducationaltasks

slide9
Theimprovement of preschoolavailabilityisprobablythe most spectacularachievment of thelastdecade

Pre-scholarizationrate for 3-5 years old in 2003 and 2010

Source: based on MEN/GUS data

2003

2010

local governments proved to be responsible and generous managers of schools
Localgovernmentsproved to be responsible and generousmanagers of schools
  • Currentlyabout 20 bn PLN (5 bn euro) isspentyearly on education as owncontribution of LG
slide11
Althoughinternationallyrecognized as successful, Poland’seducationalreformsaresometimesheavilycriticizedindomesticdebate
  • Vocationaleducationstilldid not recoverafteritscollapseinthe 1990s
  • 14 yearsafterintroduction of lowersecondaryschools, theirlegitimacyisstillhotlydebated
  • Therecent reform of loweringschoolstartingageproved a failurebeforeitisevencompleted
  • Lack of national standards for educationfunding
  • Teachersemphasizetheadverseeffects of standardizedtesting
slide12
Probablythebiggestachievement of Polishreformsistheproperbalancebetweenlocalautonomy and central supervision
  • Countriesthathavemissedthisbalancesufferedfromthedeclineineducationoutcomes
  • Itisdifficult to design thebalance, as itemergesfromtheconfrontation of conflictinginterestsexpressed by CG, LG, teachers, parents, experts.
slide13

Thecrucialcomponent of thebalanceisThe Teacher Charter act. Althoughcriticized by the LG, it helps to preserve quality standards within decentralized education system.

  • Minimal teacher qualifications
  • Structure (elements) of teacher wage
  • Statutory teaching time, extra teaching time, total working time
  • Minimal wages at each level of teacher career
  • Rules of teacher professional promotion
  • Rules of teacher hiring and firing
summary
Summary
  • Poland’seducationisnowheavilydecentralized, but withimportant role played by the central regulations
  • Therearebothsuccesses and failuresinthehistory of Polisheducationreforms. But itisbetter to learn on someoneelse’smistakes
  • Probablythe most importantachievementistheeffectivebalance of competenciesbetweendifferentactors