Educar en el s XXI, UIMP 2013 Education reforms for better students’ performance

437 views
369 views

Published on

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

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
437
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Educar en el s XXI, UIMP 2013 Education reforms for better students’ performance

  1. 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. 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 2
  3. 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 3
  4. 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 4
  5. 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. 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 6 funds among schools
  7. 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 7
  8. 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 8 ‐ PL
  9. 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 9
  10. 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 10
  11. 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) 11
  12. 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) 12
  13. 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. 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 14
  15. 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 15
  16. 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 16
  17. 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) 17
  18. 18. Thank you for your attention! 18

×