poland - successes and challenges - education reform
TRANSCRIPT
Strong Performers and Successful Reformers – Lessons from PISA Tokyo, 28-29 June 2011
by Mr. Miroslaw Sielatycki, Under-Secretary of State Ministry of national Education ate
POLAND Successes and Challenges
Educational Reforms
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Outline of the presentation
1. The main findings of PISA Programme for Poland
2. The comprehensive reforms of the educational system toward the LLL strategy
3. Conclusions from the Polish experience
Poland
Country of:
political, social and economic transformation
educational boom
high aspirations of young people
still on the way ….
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Polish educational boom in focus
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1989 2011tertiary education students 400 000 2 million
participation in higher education 10% 41,2 % (4 times more)
students of upper secondary schools leading to maturity exam
40% 84%
teaches with university diploma (ISCED 5)
50%600 000 teachers
98% 600 000 teachers
pre-primary education participation
30% 67,5%
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Developing students’ competences – the example of reading literacy
Poland is among the 13 countries that showed improvements in average reading performance in PISA since 2000
The main sources of these improvements: development of competences of lowest-
performing students development of competences of girls
These trends apply also to Poland
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Main findings of PISA 2000-2009 in Poland
Polish 15-year-old students’ mean performance in reading versus OECD average in 2000-2009
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Percentage of students below proficiency level 2 in reading in 2000-2009
Main findings of PISA 2000-2009 in Poland
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Change in the percentage of low and top performers in reading across 13 countries in 2000-2009
Main findings of PISA 2000-2009 in Poland
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Main findings of PISA 2000-2009 in Poland
Improvement of reading performance among boys and girls in 2000-2009 in chosen countries
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Main findings of PISA 2000-2009 in Poland
The variance in student performance between schools was reduced (the most significant result in EU and OECD countries). It concerned students’ achievements in all competences measured by PISA (reading, mathematics, science).
Variance in student performance between schools in Poland in 2000-2009 versus OECD
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Main findings of PISA 2000-2009 in Poland
Improvement in students’ performance and reduction in variance in students’ performance between schools results from comprehensive reforms of the educational system
PISA 2000 examined the previous system of education
PISA 2003 - 2009 examined the new one
Polish way to success long-term and comprehensive reforms
Three stages of the educational reforms
1989 - transformation - beginning of the changes in education
1999 - systemic change in educational system
2009 - complementary reforms
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POLAND – the first stage of the reforms
1989 - change of the political system in Poland
I. Bottom up reforms release of educational potential - non-public schools, innovations
II. Top down reforms decentralization of the system greater autonomy of schools increase of teachers’ salary (up to the country’s average salary) first long - term educational strategy - „Good and modern school” 1996 - OECD accession (1994 - review of educational policy in Poland) National Centre for Teachers’ In-Service Training established Giving up ideology in curriculum
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POLAND – the second stage of the reforms
1999 – continuation of educational reforms
I. administrative reform of the country - schools’ management delegated to local authorities
II. changes of the system of education
structural reform - creation of the lower secondary schools (ISCED2) – longer compulsory general education
introduction of the external system of national assessment adoption of the core curriculum and national standards reform of the teachers initial education at the universities introduction of the teachers’ career promotion system
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Change of the structure of school systemPolish way to success – longer together
general education extended by one yeargeneral education extended by one year
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
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
PRIMARY SCHOOL LOWER SECONDARY
PRE-PRIMARY EDUCATION
UPPER SECONDARY GENERAL
UPPER SECONDARY VOCATIONAL SCHOOLBASIC VOCATIONAL SCHOOL
PRE-PRIMARY EDUCATION
Previous structure of school system (PISA 2000):
New structure of school system (PISA 2003, 2006):
PRIMARY SCHOOL
UPPER SECONDARY VOCATIONAL SCHOOL
BASIC VOCATIONAL SCHOOL
UPPER SECONDARY GENERAL
Changes introduced since 1999: introduction of the new school type - ISCED 2 and extension of comprehensive compulsory education by one year (related to 15-year-olds)
Agenda
1. Standardy/wskazówki do SIWZ2. Regulaminy dot. Zamówień publicznych3. Współpraca międzyzespołowa/szkolenia
4. Planowanie prac: zespół analityczno-informatyczny, prawnicy5. Eksperci banku światowego
Structure of higher secondary education (ISCED 3)
Number of students at first grade
Poland – the third stage of the reforms
2009 – complementary reforms
new core curriculum - based on learning outcomes compulsory education at the age of 6 compulsory pre-school education for 5 years olds modernization of the vocational education and training - based on the
European Credit System for Vocational Education and Training (ECVET)
individual approach to teaching - special attention given to talented students and to the students with learning difficulties
development of Life-Long Learning Strategy National Qualifications’ Framework - based on European Qualifications’ Framework - in progress
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Context of the comprehensive reform – educational aspiration
Is it worth gaining education? 1993 – 2009
Significant growth of citizens' educational aspirations in 1993 - 2009:
91% of adult Poles believe that it is important to get an education, of which 68% are strong supporters of this idea
POLAND - strengths of the educational system
small share of early school leavers - 5,3% (EU average 14,4%)
high rate of people (20-24) with completed upper secondary education - 91% - the third result in EU (EU average 78,6%)
high tertiary education attainment 35,3% (EU average 33,6%)
small share of adults (25-64) with education below upper secondary - 14% (the average for OECD countries is 30%)
small share of low achievers in reading - 15% (EU average 20.0%)
highly qualified teachers - 98% with the ISCED 5 diploma 19
Teachers
qualifications – from 50% to 98% with university diploma
compensation – increase by 50% in the last 4 years
90% participate in professional development
insufficient number of candidates for teaching profession
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Main challenges
early childhood education and care only 67,5 % of children is participating in early childhood education (EU average is 92.3%).
still large variance in student performance between schools at the level of ISCED 3 (vocational vs. general education)
high unemployment rate of the graduates – apox. 26%
life long learning - only 4,7 of adults participate in life long learning in Poland (EU average is 9,3%)
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In general
In Poland the results of educational system (schoolsand universities) are good or very good
More work is now needed in: early childhood education vocational education in life-long learning
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Conclusions from the Polish experience• Comprehensive approach to the changes in
education
one of the most extensive reforms of education in OECD and UE countries
evolutional not revolutional changes (in Poland they affect 300 000 schools, 800 000 teachers and 6 million of students)
• Ensuring better general education for all with individualization of teaching (ISCED 3)
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Conclusions from Polish experience
•Taking advantage of existing educational potential
improvement among lowest performing students (revealed in PISA in 2000-2009)
•Proper monitoring of the system and development of evidence based policy
participation in international programmes (like PISA, TIMSS/PIRLS, TALIS, TEDS-M, PIAAC)
development of national educational research capabilities and data collection systems
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Thank you very much for your attention