Presentación de apertura al curso de verano Educar en el siglo XXI: Experiencias internacionales.

1. Education reforms
f b tt t d t ’ ffor better students’ performance
- Poland’s experience
Krystyna Szumilas, Minister of National Education, Poland
Poland s experience
y y , ,
Conference „Education in the 21st century: international experiences”
Santander, 1-2 July 2013

2. OUTLINE OF THE PRESENTATION
I. Impact of the education reforms in Poland
II. Key findings of PISA 2000-2009 in Poland
and their context
III. Curricular reform of 2009
IV. Vocational education reform of 2012
V. Expanding of the general education in Poland
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3. I. Impact of the education reforms in Poland
Three stages of education reforms in Poland:
1989/1991: political transformation – first reforms of
education system (responsibility for kindergartens and
primary schools gradually transferred to localprimary schools gradually transferred to local
government, emerging private schools)
1999: a complex reform of the education system (linked to1999: a complex reform of the education system (linked to
the reforms of state administration)
2009/2012: curricular reform of general and vocational2009/2012: curricular reform of general and vocational
education (continuation of 1999 reform)
2011/2015: increasing participation in pre-schoolg p p p
education and lowering the age of compulsory school
start
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4. I. Impact of the education reforms in Poland
Key elements of 1999 education reform:Key elements of 1999 education reform:
 greater school autonomy
 changed structure of education system changed structure of education system,
compulsory general education extended by one
year
 new system of external standardised examinations
 teachers’ in service training and careerg
development
 further decentralisation of education management
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5. I. Impact of the education reforms in Poland
Compulsory general education extended by one year
ISCED 0 ISCED 1-2 ISCED 3 ISCED 4-6
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Old structure of education (PISA 2000):
UPPER SECONDARY
GENERAL
UPPER SECONDARY
VOCATIONAL SCHOOL
BASIC VOCATIONAL
PRE-PRIMARY
EDUCATION
PRIMARY SCHOOL
ISCED 0 ISCED 1 ISCED 2 ISCED 3 ISCED 4-6
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
BASIC VOCATIONAL
SCHOOL
New structure of education (PISA 2003 - 2009):
UPPER SECONDARY
GENERALPRIMARY SCHOOL
LOWER
SECONADARY SCHOOL
PRE-PRIMARY
EDUCATION
UPPER SECONDARY
VOCATIONAL SCHOOL
SPECIALIZED UPPER
SECONDARY SCHOOL
BASIC VOCATIONAL
SCHOOL
PISA 5

6. I. Impact of the education reforms in Poland
Decentralisation of education system – division of tasks
State (minister,
education
Local and regional
government bodies
School (headmaster)
education
superintendent)
government bodies
Core curriculum Running schools and
other educational
Developing and
accepting schoolother educational
institutions (i.a. financial
and administrative
supervision)
accepting school
curricula
supervision)
Organisational
framework of
educational system
Providing for school
equipment and suitable
teaching conditions
Organising the teaching
process
educational system teaching conditions
Pedagogical supervision Allocation and division of Teachers’ employment
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funds among schools

7. II. Key findings of PISA 2000-2009 in Poland
and their contextand their context
560
PISA 2000:
520
540
Students’
performance in
500
rformance
reading below
OECD
average
460
480
Reading per
average,
significant
variance
420
440
Low performance
significant variance
variance
between
schools
400
01000200030004000500060007000
Variance between schools
- ES
- PL
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8. II. Key findings of PISA 2000-2009 in Poland
and their context
560
Better performance,
and their context
PISA 2009:
520
540
lower variance PISA 2009:
Students’
performance in
480
500
rformance
p
reading above
OECD
460
480
Reading pe
average, much
lower variance
between
420
440
between
schools
400
01000200030004000500060007000
Variance between schools‐ ES
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‐ PL

9. II. Key findings of PISA 2000-2009 in Poland
and their context
Lowering theLowering the
percentage of
low achievers
PISA 2000-2009:
A significant
decrease of the
percentage of
low achievers inlow achievers in
reading versus
UE-18 averageg
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10. II. Context of PISA 2000-2009 findings
K f t t ib ti t P l d’ i iblKey factors contributing to Poland’s success visible
in PISA results:
 educational boom of last two decades
 high educational aspirations of young people high educational aspirations of young people
and their parents
 ability of the education system to cope with high ability of the education system to cope with high
students’ aspirations
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11. II. Context of PISA 2000-2009 findings
Results of
education boom
in Poland:
percentage of
25 34 ld25-34-year-olds
having
completed atcompleted at
least upper
secondaryy
education
(2012)
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12. II. Context of PISA 2000-2009 findings
Effect of Polish
students’
engagement inengagement in
education:
l ti l lrelatively low
percentage of
early schoolearly school
leavers (2012)
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13. III. Curricular reform of 2009
Changes of curricula and teaching methods in general
d h l d tiand pre-school education:
 learning outcomes approach
 individualised approach in teaching and learning individualised approach in teaching and learning
 greater school autonomy
 curricular continuum in general education between curricular continuum in general education between
lower and upper secondary schools
Structural changes:
 one-year compulsory pre-primary preparation for
five-year-olds
 lowering the age of compulsory school start to six
years as from 2014
13
years as from 2014

14. III. Curricular reform of 2009
New tasks for kindergartens, schools and teachers;’
support for teachers’ professional development:
 individualisation of work with schoolchildren as one of individualisation of work with schoolchildren as one of
priorities
 pedagogical diagnosis of five-year-olds pedagogical diagnosis of five year olds
 pedagogical diagnosis in grades 1-3 aimed at early
identification of specific learning difficulties
 providing all special educational needs students with
psychological and pedagogical assistance
 did ti l t l f t h f ilit ti th didactical tools for teachers facilitating the
implementation of curricular changes
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15. IV. Vocational education reform of 2012
Two pillars of vocational education reform:Two pillars of vocational education reform:
 Increased role of general education in vocational Increased role of general education in vocational
schools, the same general education programmes for
general and vocational upper secondary schools
 Vocational education aiming at obtainingg g
qualifications that meet employers’ expectations
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16. IV. Vocational education reform of 2012
Promotion of better cooperation between schools andp
employers:
 a greater role of practical training
 employers’ engagement: jointly developed curricula,
providing courses ordered by employers, establishing
and running examination centres by employers
 introducing short education forms - vocational
lifi tiqualification courses
 external examinations measuring learning outcomes
acquired both within and outside formal systemacquired both within and outside formal system
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17. V. Expanding of the general education in Poland
Important outcome of education reforms in Poland–Important outcome of education reforms in Poland
extended period of common general education:
 before 1999: general education at the compulsory
primary school (8 years)
 after reforms of 1999-2012: general education in:
one-year compulsory pre-primary preparation, 6-year
compulsory primary school, 3-year compulsory lower
secondary school, common general programme for
first grade of upper secondary schools (12 years)first grade of upper secondary schools (12 years)
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18. Thank you for your
attention!
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