Countries of the World/COUNTRYS.BIN/dp/0294/02948.txt

Text File | 1991-06-25 | 15KB | 244 lines

$Unique_ID{COW02948}
$Pretitle{362}
$Title{Poland
Primary and Secondary Education}
$Subtitle{}
$Author{Polish Embassy, Washington DC}
$Affiliation{Polish Embassy, Washington DC}
$Subject{schools
education
school
vocational
system
educational
secondary
polish
primary
higher}
$Date{1990}
$Log{}
Country:     Poland
Book:        Update on Poland
Author:      Polish Embassy, Washington DC
Affiliation: Polish Embassy, Washington DC
Date:        1990

Primary and Secondary Education

     The Polish educational system has been greatly modified during the last
20 years. The Constitution of the Polish People's Republic, adopted in 1952,
set the guidelines for future educational reform. It acknowledges that Polish
citizens have the right to education, which is free of charge. This right has
been guaranteed by: the creation of a comprehensive and compulsory primary
school system; the constant development of comprehensive secondary school and
vocational school systems and institutions of higher education; state aid to
promote educational programs for working adults in town and country; state aid
to school and university students (scholarships, hostels, etc.).

     As a result of war and Nazi occupation, about 30 per cent of all Polish
teachers lost their lives and over 60 per cent of all school buildings and
their equipment were destroyed. The entire system of primary, secondary and
higher education had to be rebuilt. According to some estimates there were
over 3 mln illiterates. Scientific institutes and institutions of higher
education were ruined. About 60 per cent of all buildings and 90 per cent of
their equipment were destroyed. In the western and northern voivodships
recovered by Poland, the educational system had to be built from scratch. The
Manifesto of the Polish Committee of National Liberation published on 22 July
1944, announced the formation of a new Poland, free of exploitation and
oppression, with a system based on the principles of freedom and equality of
all citizens irrespective of race, creed or nationality. The most important
tasks, according to the Polish Committee of National Liberation, involved the
reconstruction of the Polish educational system, securing a free education at
all levels and state patronage of science and arts. Educational reform was
considered to be the third most important achievement in post-war Poland next
to the agrarian reform and the nationalization of industry.

     During the first years of People's Poland efforts focused on the
implementation of comprehensive education in a seven-year primary school and
improving the level of country schools. Greater coordination was introduced
into the educational system, which was based on the principle of promotion
from the lowest to highest level.

     In 1961 the Seym (Diet) passed a bill on the Development of the
Educational System. Compulsory primary education was extended to eight years.

     The seven- and later on eight-year primary school formed the foundation
for a system of vocational education: basic vocational schools, vocational
training schools and vocational technical schools. After their final
examination, graduates of vocational technical schools obtain a diploma and
with it the right to take entrance examinations at institutions of higher
education.

     A Committee of Experts set up in January 1971 on the initiative of the
Political Bureau of the Central Committee of the Polish United Workers' Party
compiled a Report on the State of Education in the Polish People's Republic.
In October 1973 the Seym passed a resolution designed to modify the national
education system. The Seventh Congress of the Polish United Workers' Party
(December 1975) resolved to further the development of education and to
promote the introduction of a comprehensive system of ten-year-old schools.
However in 1982 the Seym decided to abandon structural reform based on the
creation of a ten-year secondary school, and resolved to pursue a gradual
development of secondary education within the existing system of secondary and
vocational schools. For the time being, eight-year primary schools will
continue to be the foundation of the educational system. Education at the
post-primary level may be pursued in four-year secondary and secondary
vocational schools, five-year technical schools and in basic vocational
schools. Since September 1, 1982, education in vocational schools has been
extended by a year or half a year, and now lasts 3 years. History has been
reintroduced to the curriculum in these schools.

     There were several reasons for withdrawing from structural reform. The
Polish economic crisis resulted in a severe shortage of resources necessary
for the implementation of reform measures. The attitude of teachers, parents
and a considerable part of the academic community towards changes which would
mean a departure from Polish educational traditions and would present the
pupils with a considerable burden (they would have ten years to acquire the
same amount of knowledge as their predecessors who studied for twelve years),
was negative.

     The suspension of structural reform in the educational system does not
mean a withdrawal from the fundamental principles of this reform which provide
for the introduction of a universal secondary school system. At present the
reform is being implemented within the existing system: education in different
types of schools is being modified with preference for full secondary school
curricula, education in basic vocational schools has been extended to three
years, while the system of secondary education for adults has been expanded. A
considerable modernization of the curricula in various types of schools serves
the same purpose. New codes for teacher and student behaviour have been
published. Their purpose is to increase the authority of teachers and
introduce higher standards of student performance. A new code for teachers'
councils provides the schools with wider powers to implement didactic and
educational measures. The regulations for appraising, classifying and
promoting pupils stress the need to increase standards of individual
performance. According to the new matriculation code, one unsatisfactory mark
in any subject precludes pupils from passing the matriculation examination.
Entrance examinations to post-primary schools have been introduced. Final
examinations in vocational schools of all types help evaluate the vocational
qualifications of graduates. Ideological and educational targets have been
characterized in the document "The Main Trends and Goals of Ideological and
Educational Work With School Children and Youth".

     In 1983 about 8.3 mln children and young people, or nearly a quarter of
the population, attended schools of all types. A multistage educational
system in Poland allows every pupil to continue his education at higher
stages. In other words, the level of education depends on individual talent
and diligence. Structural obstacles which could hinder access to academic
institutions do not exist in Poland.

     In the school year 1982-83 850,361 children went to nursery schools,
while 6 mln pupils attended primary schools. Attendance at vocational schools
totalled 2 mln, at postgraduate schools 120,000, 470,000 studied in secondary
schools and 460,000 in institutions of higher education. About 2 mln citizens
benefit from other forms of education.

     In Poland all six-year-olds must attend nursery schools. During a
one-year preparatory course, they are taught to read and count. To boost
their educational performance a growing number of five-year-olds from rural
communities attends these courses.

     1.2 mln children of 3 to 6 years of age have been admitted this year to
nursery schools and the so-called "zero classes". One out of four comes
from the countryside. The Minister of Education published a document (Feb.,
1983), which defines new methods of work in nurseries. There are now two forms
of nursery education: traditional nurseries for children of 3 to 6 ye