The document summarizes Poland's education reforms from 1989 to 2012 and their impact. It discusses:
1) Three stages of reforms that decentralized management, extended compulsory education, and improved teacher training. This led to rising performance on PISA and fewer low-achieving students.
2) Key reforms in 1999 that introduced standardized testing, extended general education, and gave schools more autonomy. The 2009 curriculum reform focused on individualized learning and special needs support.
3) A 2012 vocational reform emphasized general education and qualifications meeting employer needs through work-based learning and employer-developed programs.
4) Reforms expanded general education from 8 to 12 years by adding pre-primary, lowering the start
Presentation prepared for the partner meeting in Poland, December 2018, Erasmus Plus KA 229 " Little steps make a big difference. Together we care for our home"
agricultural education collections & repositories: scratching the surfaceNikos Manouselis
Presentation at the AgEd Workshop 2012 at University of Gastronomic Sciences, Pollenzo, Bra, Italy
http://wiki.agroknow.gr/agroknow/index.php/AgEdWorkshop_2012
Presentation prepared for the partner meeting in Poland, December 2018, Erasmus Plus KA 229 " Little steps make a big difference. Together we care for our home"
agricultural education collections & repositories: scratching the surfaceNikos Manouselis
Presentation at the AgEd Workshop 2012 at University of Gastronomic Sciences, Pollenzo, Bra, Italy
http://wiki.agroknow.gr/agroknow/index.php/AgEdWorkshop_2012
IFPRI organized a two day workshop on “Agricultural Extension Reforms in South Asia – Status, Challenges, and Policy Options” to be organized at Committee Room 3, NASC, Pusa, New Delhi on February 17-18, 2015. IFPRI has been conducting research related to agricultural extension reforms in India and collaborating with researchers in other south Asian countries for the past five years through various projects. For understanding extension reforms in India, a major consultation was held in NAARM in 2009 during which policy makers called for development of evidence for spreading extension reform process in India. Since then several research papers have been produced on various aspects of Indian extension system. While they are presented in various forms including several discussion papers, there is a need to pull all the research result together to present it in form that could be used by the policy makers to further guide them in the reform process. South Asian countries such as Bangladesh, Nepal, and Sri Lanka are going through similar challenges in getting knowledge to farmers. Several experiment shave been conducted to test new approaches to extension by the public, private and NGO sectors. Learning from each country experiences will bring collective understanding and knowledge for the policy makers who are attempting to bring changes in the reform process. The purpose of this workshop is to bring together a groups of researchers, analysts and policy makers to present the issues, constraints and challenges facing agricultural extension reforms that are being implemented in South Asian countries.
Extended version of slides used for talk on "Scaling up (and doing business with) food safety information transparency" at the Food@Cranfield network (http://www.som.cranfield.ac.uk/som/p19207/research/research-clubs/food-cranfield-research-network), on an event dedicated to Using Big Data. Presented the concept of using AGINFRA to facilitate and scale up food safety data. Part of the Big Data Europe (http://www.big-data-europe.eu) liaison & dissemination activities.
Presentation on the concept of an open and shared Green Learning Network (GLN) data pool and how it may support search portals and pages that are developed as separate and isolated efforts. Took place at the MSUglobal Open Knowledge for Agricultural development Convening 2013 (http://msuglobal.com/convening2013/)
Higher education in regional innovation – how to reform university curriculaJaana Puukka
This presentation shows how colleges and universities can support regional economic development and innovation and how to design and develop curricula to support these goals. It highlights the need for a robust diagnosis of skills supply and demand and presents the key problems in curricula. It shows what steps three universities in Australia, Denmark and Canada have taken to reform their curricula to support regional growth and innovation: 1) Design programmes that widen access to and improve success in education in Victoria University, Australia, 2) Develop transferable skills: Problem-based learning in Aalborg, Denmark, and 3) Develop relevant skills: Co-operative Education, the University of Waterloo, Canada. It also shows how the curricula design can support the university transformation by presenting two cases from ITSON in Mexico and the University Rovira i Virgili in Spain.
To embrace autonomy and meritocracy
Regular orientation programmes and refresher courses
Project proposals to funding agencies
Enhance interaction between our universities and
universities outside
Need for exchange of faculty and exchange of
students
How can we improve food production and safety through an open approach?Nikos Manouselis
Slides of my lightning talk at the ODI Summit 2016 (http://theodi.org/summit/2016). Putting emphasis on the data opportunity that I see in the sector. Including a call to arms for the community to collaborate further, in the context of the GODAN Data Ecosystem WG (https://goo.gl/O3Fk4R).
The challenges of agricultural engineering education in nigeria newJeremiah Tokurah
Agricultural Engineering Education is essential as a suitable vehicle towards sustainable development of the socio-economic infrastructures necessary for the growth of the agricultural sector. Undoubtedly, the quest for sustainable development in agriculture depends on the extent to which Agricultural Engineering Education is revamped and transformed to compete globally.
The National Consortium of Education Foundations presents 5 Emerging trends for consideration in innovative programs in support of K12 schools and school districts.
Global trends in education that apply at the elementary, secondary, tertiary and adult education levels in many countries across the globe. This was a Spotlight Session hosted by the Center for Interactive Learning and Collaboration in September, 2010.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Maciej Jakubowski, Director del Evidence Institute y profesor en la Universidad de Varsovia (Polonia).
Muchos de los que trabajamos con programas europeos nos vemos obligados a explicar a nuestros socios cómo es nuestro sistema educativo. Aquí os dejo una presentación que he elaborado para nuestro último proyecto ERASMUS+ en inglés. Por si os sirve de ayuda.
Presentation done concerning educational reform in areas of the curriculum. Based in T&T. Deals with reform within ECCE, Primary, Secondary and Tertiary Educational Sectors.
This paper examines the effect of polytechnic reform on geographical mobility. A polytechnic, higher education reform took place in Finland in the 1990s. It gradually transformed former vocational colleges into polytechnics and also brought higher education to regions that did not have a university before. This expansion of higher education provides exogenous variation in the regional supply of higher education. We find that the reform increased the migration of high school graduates. The migration propensities increased particularly close to graduation from high school, but some results also suggest a smaller positive effect over a longer period.
The source of these slides is National Education Policy 1998-2010 original document and I present as an M.Phil scholar in my classroom so I share it with all of you just for guidance no one can use these slides in the original form without my permission. If you like, please give your feedback.
Presentación del IES Galileo (Valladolid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación del Colegio Árula (Alalpard, Madrid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación del IES Valdebernardo (Madrid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación del CEIP Nuestra Señora del Villar (Laguna de Duero, Valladolid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Belinda Cerdá, Assessment Group Manager en Cambridge English, sobre los principios de la evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Juliet Wilson, Directora de Assessment de Cambridge English, sobre la evaluación orientada al aprendizaje presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Virginia Díez y Joaquín Vera, asesores técnicos del INEE, sobre los resultados de TIMSS 2015 presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Lis Cercadillo, asesora técnica del INEE, sobre los resultados de PISA 2015 en España presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Alfonso Echazarra, analista de la OCDE, sobre los resultados de PISA 2015 y el futuro de esta evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación de los resultados del estudio TIMSS en España en relación con los países de la OCDE y de la Unión Europea a cargo de técnicos del Instituto Nacional de Evaluación Educativa (Ministerio de Educación, Cultura y Deporte).
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Silvia Montoya, Directora del Instituto de Estadística de la UNESCO.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Antonio España Sánchez, Director del Colegio Nuestra Señora del Recuerdo.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Carmen Peña Jaramillo, Directora del IES Atenea.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Isabel Couso Tapia y Gillermo Gil Escudero, del Instituto Nacional de Evaluación Educativa.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Tue Halgreen y Javier Suárez-Álavarez, analistas del Directorate for Education and Skills (OCDE).
Conferencia inaugural del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Andreas Schleicher, Director del Directorate for Education and Skills (OCDE).
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Educar en el s XXI, UIMP 2013 Education reforms for better students’ performance
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
2
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. 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. 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
6
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
7
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. 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. 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. 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. 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. 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
14
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. 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. 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