DOCSLIB.ORG

The System of Education in Poland -.Eurydice.Org.Pl

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

The System of Education in Poland 2018 Eurydice The System of Education in Poland 2018 Eurydice The System of Education in Poland 2018 Prepared by the Polish Eurydice Unit in consultation with experts from the Ministry of National Education and the Ministry of Science and Higher Education Editor: Ewa Kolanowska Managing editors: Magdalena Górowska-Fells, Beata Płatos Editing cooperation: Michał Chojnacki, Dorota Kuczara Editing and proofreading: Leila Chenoir Design and DTP: Papercut Printing: Pracownia Poligraficzno-Introligatorska INTRO-DRUK Anna Będzińska Publisher: Foundation for the Development of the Education System Polish National Agency for the Erasmus+ Programme Al. Jerozolimskie 142a, 02-305 Warszawa www.frse.org.pl Polish Eurydice Unit www.eurydice.org.pl I [email protected] © Foundation for the Development of the Education System, Warsaw 2018 ISBN: 978-83-65591-56-2 Free copy Please cite this publication as: The System of Education in Poland 2018, Ewa Kolanowska, Foundation for the Development of the Education System, Warsaw 2018 Table of content 1. Legislative and Policy 5.1.3. Student Grouping for Framework 6 Learning 45 1.1. Key Legislation 6 5.1.4. Organisation of Time 46 1.2. Lifelong Learning Strategy 7 5.1.5. Curriculum 46 1.3. Ongoing Reforms 9 5.1.6. Assessment and Certification 47 2. Organisation, Governance 5.2. General Upper Secondary and Funding 10 Education 48 2.1. Organisation 10 5.2.1. Organisation 48 2.2. Governance 16 5.2.2. Admission 49 2.3. Funding 23 5.2.3. Student Grouping for Learning 49 5.2.4. Organisation of Time 50 3. Early Childhood and Care 27 5.2.5. Curriculum 50 3.1. Organisation 27 5.2.6. Assessment and 3.2. Admission 29 Certification 52 3.3. Pupil Grouping for Learning 30 3.4. Organisation of Time 31 5.3. Vocational Upper Secondary 3.5. Curriculum 32 Education 54 3.6. Assessment 32 5.3.1. Organisation 55 5.3.2. Assessment 56 5.3.3. Student Grouping 4. Primary Education 34 for Learning 56 4.1. Organisation 34 5.3.4. Organisation of Time 56 4.2. Admission 36 5.3.5. Curriculum 57 5.3.6. Assessment and 4.3. Pupil Grouping for Learning 37 4.4. Organisation of Time 37 Certification 62 4.5. Curriculum 38 4.6. Assessment and Certification 41 6. Post-Secondary Education 65 6.1. Organisation 65 6.2. Admission 65 5. Secondary Education 43 6.3. Student Grouping for Learning 66 5.1. Lower Secondary Education 44 6.4. Organisation of Time 66 5.1.1. Organisation 44 6.5. Curriculum 66 5.1.2. Admission 45 6.6. Assessment and Certification 67 Legislative and Policy Framwork and Policy Legislative 3 7. Colleges 69 11.2. Academic Teachers 102 11.2.1. Initial Training, Required Qualifications and In-Service 8. Higher Education 71 Training 103 8.1. Organisation 71 11.2.2. Conditions of Service 103 8.2. Admission 74 11.2.3. Assessment and 8.3. Organisation of Time 75 Promotion 105 8.4. Curriculum 75 8.5. Assessment and Certification 77 12. Quality Assurance 106 12.1. School Education 106 12.2. Higher Education 108 9. Adult Education 79 12.3. Adult Education 112 9.1. Providers and Programmes 79 9.2. Admission 83 9.3. Curriculum 83 13. Practical Information for 9.4. Assessment International Learners and and Certification 85 Education Staff 113 13.1. Access to Education 113 10. Education for Students with 13.2. Learning Support Special Needs 87 and other Services 114 10.1. Organisation 88 13.3. Recognition 10.2. Curriculum 90 of Qualifications 116 10.3. Assessment 13.4. Programmes and Other and Certification 94 Initiatives Supporting International Learning Mobility 118 11. Teachers 95 11.1. School Education Teachers 95 11.1.1. Initial Training, Required 13. Useful Links 121 Qualifications and In-Service Training 95 11.1.2. Conditions of Service 98 11.1.3. Assessment and Promotion 101 The System of Education in Poland 2018 in Poland of Education The System 4 Basic figures: school / academic year 2016/2017 21,675 31,556 390 preschool institutions, schools at all higher education incl. nursery schools, levels, incl. schools for institutions, incl. preschool units and adults; 25,518 public 132 public and 258 centres, and preschool and 6,038 non-public non-public HEIs classes in primary schools schools 1,299,138 4,952,219 684,497 children in preschool pupils, students and teachers in all types of institutions learners in all types of schools (673,232 FTE) schools, incl. schools for adults 1,348,822 43,181 95,685 students in students in third-cycle academic teachers first-, second- programmes in HEIs in HEIs, incl. 83,796 and long-cycle and research (88%) in public HEIs programmes in HEIs, institutions and 11,889 (12%) incl. 1,034,161 (76.7%) in non-public HEIs in public HEIs and 314,661 (23.3%) in non-public HEIs Legislative and Policy Framwork and Policy Legislative 5 1. Legislative and Policy Framework 1.1. Key Legislation The 1997 Constitution of the Republic of Poland stipulates that education is compulsory until the age of 18 and sets out a number of fundamental rights and freedoms relating to education: » Every individual has the right to education » Education in public schools and higher education institutions is free » Public authorities ensure universal and equal access to education; to this end, they provide financial and organisational support to pupils and students » Citizens and institutions have the right to establish schools and higher education institutions » Parents are free to choose schools other than public ones for their children » The autonomy of higher education institutions is ensured in accordance with the principles laid down in the relevant Act of Parliament The education system is governed by Acts of Parliament and ministerial regulations adopted, in particular, by the Minister of National Education, responsible for general education, vocational education and skills, and the Minister of Science and Higher Education. The main Acts concerning school education, which covers all levels from preschool to post-secondary non- tertiary education, are the School Education Act of 1991 and the Teachers’ Charter of 1982, as subsequently amended, as well as the recently enacted Law on School Education and the Provisions Introducing the Law on School Education of 2016. They regulate key aspects, including the structure of the school education system, management and funding, matters related to the organisation of education and curricula, admissions, assessment and The System of Education in Poland 2018 in Poland of Education The System certification, support for pupils and students, education for foreign nationals, 6 and qualification requirements, employment conditions and promotion arrangements for teachers. Regulations of the Minister of National Education lay down detailed arrangements in these areas and establish, in particular, core curricula for general and vocational education, and outline timetables for public schools. The key Act governing higher education is the Law on Higher Education of 2005, as subsequently amended. It defines the remit of the main bodies in the higher education system, grants autonomy to higher education institutions (HEIs) in all areas of their activity and sets out their rights and responsibilities, and lays down general arrangements concerning the establishment and liquidation of HEIs, supervision over HEIs, governance system and internal structure of HEIs, types of degree programmes, international co-operation, qualification requirements and employment conditions for academic staff, rights and duties of, and financial support for, students and doctoral students, and student and doctoral student self-government bodies. Doctoral and postdoctoral degrees and professorial titles are awarded on the basis of the 2003 Act on Academic Degrees and Titles and Degrees and Titles in the Field of Art. Other main Acts regulate matters specifically related to research. Regulations of the Minister of Science and Higher Education define, for example, areas of knowledge, fields of science and scientific disciplines in which HEIs provide degree programmes and related requirements, and national standards for degree programmes in selected fields, including, in particular, those for regulated professions. There is no single Act of Parliament governing adult education as a whole. Relevant provisions are included in the legislation on school education and higher education. Regulations of the Minister of National Education address selected aspects such as continuing education in non-school settings, accreditation of institutions providing continuing education in non-school settings, and outline statutes of public institutions providing continuing education. 1.2. Lifelong Learning Strategy The Government which took office in 2015 has adopted the Responsible Development Plan and Strategy which identify education as a key element of social and regional development. The objectives of the lifelong learning (LLL) policy are based on the Lifelong Learning Perspective, adopted in 2013 in response to the European Commission’s Europe 2020 Strategy. The LLL policy focuses on five principal objectives which have been addressed through Framwork and Policy Legislative education reforms and other measures: 7 Objectives Measures School and higher education reforms Stimulating creativity implemented since 2009: curricula based and innovation at all on learning outcomes (LOs); individualised levels of education teaching and learning; emphasis on active learning and problem-solving 8-level Polish Qualifications Framework Integrating the adopted and referenced to the European national qualification
Recommended publications
  • 59 Concepts of Moral Education in Poland Stefan Konstańczak

    59 Concepts of Moral Education in Poland Stefan Konstańczak

    Ethics & Bioethics (in Central Europe), 2016, 6 (1–2), 59–68 DOI:10.1515/ebce-2016-0009 Concepts of moral education in Poland Stefan Konstańczak Abstract In this article the author presents the contemporary understanding of the subject of moral education. Furthermore, he presents the historical development of the concept of moral education in Poland. He concludes that the current model of moral education in Poland was developed as early as the 18th century. Keywords: moral upbringing, moral education, history of moral education in Poland, concepts of moral education in Poland. Introduction Education is a specific sphere of human life. It cannot be limited only to the dimension of the individual as his being is a teacher-pupil relationship. The transfer of values from the teacher to the pupil is of particular importance since the teacher becomes a spokesman for society and equips others with knowledge and skills which are necessary for the pupil to become a useful member of a particular community. This process takes place on many levels including moral, aesthetic, health, physical, civil, and sexual (Zarzecki, 2012, p. 113).1 However, for society, moral education is of paramount importance because outside the intellectual sphere, the spheres of volition and emotion are shaped in the young generation. The term “moral education” is not universally accepted in Polish pedagogical and philosophical literature. Parallel terms like “ethical education” and “value-based education” (Łobocki, 2006, pp. 11–12) exist with identical meanings. This emphasizes that, in principle, every educational process is related to moral education because during its course the pupil is both taught and drilled to observe the norms and values in a given society.
  • The Legal and Organizational Framework of Preschool Education in Poland

    The Legal and Organizational Framework of Preschool Education in Poland

    UWM Studia Prawnoustrojowe 51 2021 DOI: 10.31648/sp.6396 Danuta Kurzyna-Chmiel University of Silesia in Katowice ORCID: 0000-0001-9168-5874 [email protected] The Legal and Organizational Framework of Preschool Education in Poland Introduction The initial stage of education in our country is preschool education. It is aimed at supporting the individual development of a child in the first years of their life, shaping their intellectual/cognitive and social skills, and above all, supporting the family in bringing them up and preparing them for school. The right to preschool education is one of the most important rights of an individ- ual in the field of education. According to Art. 31 sec. 1 of the Education Law Act1, it covers children from the beginning of the school year in the calendar year in which they turn 3 years old and lasts until the end of the school year in the calendar year in which they turn 7. Preschool education is provided in kindergartens, preschool departments in primary schools and in other forms of preschool education. So, whilst there are several types of institutions avail- able, kindergartens are still the most popular. The aim of this article is to present the legal and organizational framework in which preschool education takes place. The goal will be achieved by analysing the legal regulations, presenting the views of the doctrine and illustrating the issues discussed with significant examples from judicial decisions. A variety of both public and pri- vate institutions will be presented and the legal aspects of preschool education will be explained.
  • Rules of Study at the University of Lodz

    Rules of Study at the University of Lodz

    RULES OF STUDY AT THE UNIVERSITY OF LODZ Approved by the Resolution of the Senate of the UL no. 449 of 14 June 2019. Contents: I. GENERAL PROVISIONS [§1-§8] II. STUDENT’S RIGHTS AND OBLIGATIONS. AWARDS AND DISTINCTIONS [§9-§19] III. TAKING UP STUDIES [§20-§28] IV. ORGANIZATION OF STUDIES [§29-§34] V. PRINCIPLES OF THE ECTS SYSTEM [§35-§37] VI. COMPLETION OF A SEMESTER/ ACADEMIC YEAR [§38-§47] VII. SPECIFIC PROVISIONS ON COURSES AND PROGRAMMES OUTSIDE THE MAIN FIELD OF STUDY AND AT OTHER UNIVERSITIES [§48-§49] VIII. LEAVES OF ABSENCE FROM STUDY [§50-§51] IX. DIPLOMA THESIS (MASTER’S, AND BACHELOR’S, INCLUDING BACHELOR OF ENGINEERING) [§52-§55] X. DIPLOMA EXAM (MASTER’S, AND BACHELOR’S, INCLUDING BACHELOR OF ENGINEERING). COMPLETION OF STUDIES. [§56-§59] XI. FINAL PROVISIONS [§60-§63] I. GENERAL PROVISIONS §1 1. Studies at the University of Lodz are organized pursuant to binding provisions, and in particular: − the Act on Higher Education and Science of 20 July 2018 (Polish Official Journal, Year 2018, item 1668 as amended), hereinafter referred to as „the Act”; − Statutes of the University of Lodz, hereinafter referred to as „the Statutes”; − the present Rules of Study at the University of Lodz, hereinafter referred to as „the Rules”. 2. The Rules apply to full-time (standard daytime) and extramural (evening, weekend) studies, whether first-cycle, second-cycle, or uniform (direct) Master's degree programmes, held at the University of Lodz. §2 1. The following terms used in the Rules shall have the following meaning: 1)Faculty Council –
  • A Student's Guide in Poland

    A Student's Guide in Poland

    This guidebook was prepared thanks to the collaboration of the Students’ Parliament of the Republic of Poland (PSRP), the Foundation for the Development of the Education System (FRSE) and the Erasmus Students Network Poland (ESN Poland). First edition author: Maciej Rewucki Contributors: Joanna Maruszczak Justyna Zalesko Pola Plaskota Wojciech Skrodzki Paulina Wyrwas Text editor: Leila Chenoir Layout: ccpg.com.pl Photos: Students’ Parliament of the Republic of Poland (PSRP) Erasmus Students Network Poland (ESN Poland) Foundation for the Development of the Education System (FRSE) Adam Mickiewicz University Students’ Union Bartek Burba Monika Chrustek Martyna Kamzol Łukasz Majchrzak Igor Matwijcio Patrycja Nowak Magdalena Pietrzak Bartek Szajrych Joanna Tomczak Adobe Stock First edition: September 2020 CONTENTS Preface by PSRP, ESN and FRSE PAGE 1 Welcome to Poland PAGE 2 Basic information about Poland PAGE 3 Where to find support during your first days in Poland? PAGE 4 PSRP and ESN PAGE 4 Higher education in Poland PAGE 10 Transportation in Poland PAGE 12 Other discounts and offers for students PAGE 14 Weather PAGE 15 Healthcare PAGE 16 Students with disabilities PAGE 17 Student unions in Poland PAGE 18 Bank account PAGE 19 Where to find accommodation? Tips and online sources PAGE 20 Mobile phones and Internet PAGE 22 Important contacts PAGE 23 Student life in Poland PAGE 25 Jobs for foreigners in Poland PAGE 26 Where to look for a job? PAGE 26 Polish culture PAGE 27 Food PAGE 30 Prices and expenses in Poland PAGE 32 Formalities PAGE 33 Basic Polish phrases PAGE 34 Hello, Together with the Students’ Parliament of the Republic of Poland (PSRP), the European Student Network (ESN) Poland we welcome you to Poland.
  • The System of Education in Poland -.Eurydice.Org.Pl

    The System of Education in Poland -.Eurydice.Org.Pl

    The System of Education in Poland Warsaw 2008 The System of Education in Poland Warsaw June 2008 Prepared by the Polish EURYDICE Unit in consultation with the experts from the Ministry of National Education, the Ministry of Science and Higher Education and Refernet (Co-operation Fund Foundation) June 2008 ISBN 978-83-87716-39-4 Foundation for the Development of the Education System LLP Programme Mokotowska 43, 00-551 Warszawa Tel. (48 22) 46 31 000 Fax (48 22) 46 31 021 e-mail: [email protected], [email protected] Table of Contents 1. Responsibilities and administration 6 1.1. Background 6 1.2. Basic principles – education 6 1.3. Distribution of responsibilities for the organisation and administration of the education and training system 7 1.4. Inspection, supervision and guidance 11 1.5. Financing 12 1.6. Advisory and consultative bodies 13 1.7. Private schools 13 2. Pre-school education 14 2.1. Organisation 14 2.2. Curriculum/assessment 15 2.3. Teachers 16 2.4. Statistics 16 3. Compulsory education 17 3.A. Primary education 17 3.A.1. Organisation of the school 17 3.A.2. Curriculum 18 3.A.3. Assessment/certification/guidance 20 3.A.4. Teachers 21 3.A.5. Statistics 23 3.B. Compulsory secondary education (Gimnazjum) 23 3.B.1. Organisation of the school 24 3.B.2. Curriculum 24 3.B.3. Assessment/certification/guidance 25 3.B.4. Teachers 26 3.B.5. Statistics 26 4. Post-compulsory education 27 4.A. General secondary education 28 4.A.1.
  • Language Education Policy Profile POLAND

    Language Education Policy Profile POLAND

    Language Education Policy Profile POLAND Language Policy Division, Strasbourg Ministry of National Education, Poland 2005 - 2007 TABLE OF CONTENTS Executive Summary........................................................................................5 1. Introduction ...............................................................................9 1.1. THE ORIGINS, CONTEXT AND PURPOSE OF THE PROFILE ..................................9 1.2. COUNCIL OF EUROPE LANGUAGE EDUCATION POLICIES ....................................10 2. Description of the current situation and education priorities ..................................................................................................12 2.1. PRIORITIES IN THE REVIEW OF LANGUAGE TEACHING AND LEARNING ...............12 2.2. SIGNIFICANT CONTEXTUAL FACTORS .................................................................13 3. Analysis of the current situation in language education ....14 3.1. INTRODUCTION...................................................................................................14 3.2. NATIONAL POLICY..............................................................................................15 3.3. REGIONALITY AND EQUAL OPPORTUNITIES ........................................................17 3.4. POLISH AS A SECOND AND FOREIGN LANGUAGE .................................................18 3.5. PLURILINGUAL POTENTIAL AND POLAND’S LINGUISTIC CAPACITY.....................19 3.6. LANGUAGES IN SCHOOL .....................................................................................23
  • The Conditions for Educational Achievement of Lower Secondary School Graduates

    The Conditions for Educational Achievement of Lower Secondary School Graduates

    Rafał Piwowarski THE CONDITIONS FOR EDUCATIONAL ACHIEVEMENT OF LOWER SECONDARY SCHOOL GRADUATES (a research report) Warszawa 2004 Table of Contents INTRODUCTION 3 I. Selection of research sample and organisation of research 12 II. Lower secondary school leaving exam 18 III. Characteristics of the research sample 27 1. Schools 27 2. Teachers 29 3. Students 35 4. Family home and parents 44 IV. Factors Conditioning School Achievement 49 1. Characteristics of Exam Results 49 2. Correlation Analysis 52 2.1. Correlations – Students 54 2.2. Correlations – Schools 58 3. Multiple Regression Analysis 61 3.1. Students – Variables 62 3.2. Students – Factor Analysis 67 3.3. Schools – Variables 70 CONCLUSIONS 73 ANNEXES 79 2 INTRODUCTION The education of children, adolescents and adults has been growing in importance with formal school instruction becoming longer and an increasing number of adults receiving continuous education. As education is becoming more widespread, a growing percentage of particular age groups can benefit from ever higher levels of the educational system. Yet more advanced levels of education are available only to those who perform better. In this context, increasingly measurable and objectively verifiable school achievements can either promote or be a hindrance to further educational, professional and personal careers. The Polish educational system has been undergoing reform since the mid-1990s. The highlights of the educational reform were the establishment of lower secondary schools (gimnazjum) and the introduction of an external system for the assessment of student progress. Since 1999, the educational system has consisted of compulsory uniform six-grade primary schools, compulsory uniform three-grade lower secondary schools (representing the first level of secondary education) and various types of upper secondary school (offering two to three years of instruction).
  • Taking the SAT® I: Reasoning Test Scoring and Answers Sections

    Taking the SAT® I: Reasoning Test Scoring and Answers Sections

    Taking the SAT® I: Reasoning Test Scoring and Answers Sections The materials in these files are intended for individual use by students getting ready to take an SAT Program test; permission for any other use must be sought from the SAT Program. Schools (state-approved and/or accredited diploma-granting secondary schools) may reproduce them, in whole or in part, in limited quantities, for face-to-face guidance/teaching purposes but may not mass distribute the materials, electronically or otherwise. These materials and any copies of them may not be sold, and the copyright notices must be retained as they appear here. This permission does not apply to any third-party copyrights contained herein. No commercial use or further distribution is permitted. The College Board: Expanding College Opportunity The College Board is a national nonprofit membership association whose mission is to prepare, inspire, and connect students to college success and opportunity. Founded in 1900, the association is composed of more than 4,300 schools, colleges, universities, and other educational organizations. Each year, the College Board serves over three million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program® (AP®). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns. For further information, visit www.collegeboard.com. Copyright 2003 by College Entrance Examination Board.
  • Geography Studies in Poland After 1989 — Selected Issues

    Geography Studies in Poland After 1989 — Selected Issues

    MISCELLANEA GEOGRAPHICA – REGIONAL STUDIES ON DEVELOPMENT Vol. 17 • No. 3 • 2013 • pp. 19-25 • ISSN: 2084-6118 • DOI: 10.2478/v10288-012-0042-1 Geography studies in Poland after 1989 — selected issues Abstract Changes in the position of geography as a field of education are examined Mariola Tracz1 in the context of the socio-political transition in Poland after 1989 and in Adam Hibszer2 relation to the changes in higher education. The influences of changes in higher education on the number of geography students in the years 1990–2009, the regional differentiation of interest in geography studies, 1Institute of Geography, and developments in staff and the organization of schools with geography Pedagogical University of Cracow programmes are analysed. In the years 1989/90–2008/09 the number e-mail: [email protected] of higher education schools offering geography programmes increased 2Faculty of Earth Sciences, by one third. The range of programmes offered was widened with new University of Silesia specialisations e-mail: [email protected] Keywords geography studies • higher education institutions • number of students recruitment Received:20 May 2013 © University of Warsaw – Faculty of Geography and Regional Studies Accepted: 1 August 2013 Introduction Since 1989, the onset of political transition in Poland, we have ● a strong interest of young people in training at an academic observed multi-aspectual changes in the system of academic level education. Political transformation became the impulse to modify ● the growing importance of services and an increasing laws on higher education and induce development of a network of demand for highly qualified employees, resulting from the higher education schools.
  • Year 10 GCSE Course Content

    Year 10 GCSE Course Content

    OAKWOOD PARK GRAMMAR SCHOOL GCSE COURSE INFORMATION AND GUIDANCE 2021-2023 ART AND GRAPHICS SPECIALISMS Subject Leader Art: Mr A. Edwards Examination Board: AQA Syllabuses: 8202 & 8203 Why Study Art? When most students think about studying Art or Graphics they only see two possible pathways, either that of the traditional artist or that of a graphic artist. However, these are two of only a vast number of jobs that art could possibly lead to. This is just the tip of the iceberg, you could be an But firstly, it is interesting to consider some other illustrator designing the latest album covers, a game information when thinking about Art and Graphics. designer creating the latest worlds for computer Did you know that a recent article in the Guardian games, set designer, or costume designer, editor of suggested that artists had one of the future proof films, film director, camera man, photographer the jobs? It stated that “art will continue to change and list is almost endless but the starting point is the evolve with technology, not disappear” and that same. Art and Graphics gives you the foundation, possibly one of the big new sectors of work, knowledge and choice to progress in these augmented reality could provide work for the next pathways. generation of artists. Could you be the next Digital Architect (Designs a range of virtual buildings for Students have a choice of two Art options – advertisers to market their products and services) or Fine Art or Graphic Communication. perhaps an Avatar Design-Security Consultant (designs, creates and protects the virtual you)? Fine Art Specialism Secondly, a charitable organisation called NESTA In Fine Art we explore a range of mediums and has projected that there will be 1 million new jobs processes, these include drawing, painting, created between now and 2030 in the creative sculpture, printmaking, photography, digital work.
  • Music Education in Poland in the Historical Aspect and the Present Day

    Music Education in Poland in the Historical Aspect and the Present Day

    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Debrecen Electronic Archive Thematic Article Hungarian Educational Research Journal Music Education in Poland in the Historical 2017, Vol. 7(3) 7‒17 Aspect and the Present Day © The Author(s) 2017 http://herj.lib.unideb.hu Debrecen University Press Anna Kalarus1 & Gabriela Karin Konkol2 DOI:10.14413/HERJ/7/3/2 Abstract The article presents the history of music education in Poland from the Early Middle Ages to the present day. Religion and secular musical centers together with schools developed through centuries. Several subjects, such as instrumental playing, choral singing, music theory, techniques of composition and other theoretical and practical subjects were taught. The level of teaching and its scope were constantly being improved. Apart from specialized education, music was also taught in general education schools. As it comes to the methods, Pierre Galin’s, John Curwen’s as well as Emil Jaques-Dalcroze concepts reached Poland in the 19 th century. In the 20 th century, methods of ear training were popularized by Tadeusz Joteyko, Karol Hławiczka and Stefan Wysocki. Methods of teaching music in general schools were proposed by Jozef Życzkowski. In the 1930s, Karol Szymanowski had a great impact on the shaping of a new model of music education in Poland. After the Second World War the adaptations of Dalcroze, Zoltan Kodaly’s and Carl Orff’s methods were implemented. In the 1960s the Polish concept of music education called ‘Contemporary Polish Pluralistic Concept of Musical Education’ was created by Maria Przychodzińska and co-workers.
  • Citizenship Education in Poland

    Citizenship Education in Poland

    Citizenship Education in Poland Alicja Pacewicz Background information Not many countries can boast as long a tradition of citizenship education as Poland. In 1773, right before Poland lost its independence, the Commission of National Education (KEN) was established, one of the first ministries of education in the world. To use modern language, it was precisely citizenship education that KEN deemed one of the essential objectives of public schools. It proposed a synthesis of utilitarian and civic ideas of the Enlightenment, and traditional religious and national models. In the times of the Polish People's Republic (1945-89), there was no real citizenship education to speak of. Schools' main objective became educating citizens of a “socialist”, quasi- totalitarian state. However, many teachers would distance themselves – overtly or covertly – from such a message and some organisations (e.g. the scouts) retained certain independence. At the same time young people remained under the strong influence of the Catholic Church, of national and family traditions as well as of emerging dissident groups. The Round Table talks between the communist authorities and the opposition "Solidarity" movement allowed for the change of the political system. The transformation encompassed citizenship education - new curricula and textbooks were written, training courses had to be organised since many former teachers lost credibility. From the very beginning NGOs played an important part in creating the vision and practice of CE. Definition Subsequent governments introduced school reforms, repeatedly changing the national curriculum, but fundamental subject matters remained to a large degree unchanged: an individual in a society, active citizenship, political system and public life, law and human rights, challenges for Europe and the contemporary world, plus – in lower-secondary schools – economy, market and entrepreneurship (ICCS 2009 – Encyclopedia).