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Poland’s education reforms . How much success in th success story?

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?

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  1. Poland’seducationreforms. How much successinthsuccess story? Mikołaj Herbst University of Warsaw, EUROREG Institute of EducationalResearch (IBE)

  2. 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)

  3. Changesineducation system withaccompaningreforms

  4. Changes in education system with accompaning reforms (cont.)

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

  6. 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

  7. Teacher wage became relatively attractive during last decade Source: Herbst and Levitas 2012

  8. Wereeducationalreformsin Poland successful?

  9. 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

  10. Localgovernmentsproved to be responsible and generousmanagers of schools • Currentlyabout 20 bn PLN (5 bn euro) isspentyearly on education as owncontribution of LG

  11. 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

  12. Probablythebiggestachievement of Polishreformsistheproperbalancebetweenlocalautonomy and central supervision • Countriesthathavemissedthisbalancesufferedfromthedeclineineducationoutcomes • Itisdifficult to design thebalance, as itemergesfromtheconfrontation of conflictinginterestsexpressed by CG, LG, teachers, parents, experts.

  13. 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

  14. 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

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