THE SYSTEM OF EDUCATION IN THE REPUBLIC OF POLAND

Transcription

1 THE SYSTEM OF EDUCATION IN THE REPUBLIC OF POLAND SCHOOLS AND DIPLOMAS by Joanna Jung-Miklaszewska translation Ewa Kolanowska WARSAW 2003 Original title: System Edukacji w Rzeczypospolitej Polskiej. Szkoły i dyplomy Both language versions of the publication are available on the Internet at

2 This document is published by the Bureau for Academic Recognition and International Exchange Polish NARIC/ENIC Biuro Uznawalności Wykształcenia i Wymiany Międzynarodowej ul. Smolna 3, Warszawa biuro@buwiwm.edu.pl This publication has been elaborated with the financial support of the European Commission 2

3 Contents Contents... 3 Introduction System of education and its legal basis Public and non-public schools Compulsory education The Central Examination Commission Nursery schools Primary schools and gymnasiums year primary school (before the implementation of the Act of 999) year primary school (after the implementation of the Act of 999) Gymnasium Post-primary general education schools (since 200 post-gymnasium schools) year General lyceum (before the implementation of the Act of 200) year general secondary school (liceum ogólnokształcące) (after the implementation of the Act of 200) Vocational education Basic vocational school Basic vocational school before the implementation of the Act of Basic vocational school after the implementation of the Act of Secondary vocational schools (until the year post-gymnasium schools) Secondary vocational schools (before the implementation of the Act of Post gymnasium (vocational) schools after the implementation of the Act of Schools of arts Schools of music Schools of music before Schools of music after Schools of arts Schools of fine arts before Schools of fine arts after Schools of ballet Secondary schools for teachers and teacher training institutions Secondary schools for teachers and teacher training institutions before Secondary schools Teacher training institutions Teacher training institutions after Schools for adults Higher education institutions Higher education institutions before the year Higher education institutions after Legal basis Management of higher education institutions State and non-state higher education institutions Structure of studies Admission requirements Study programmes (fields of study and curricula) Diplomas and professional titles awarded by higher education institutions Academic degrees and degrees in the field of arts The academic title and the title in the field of arts Bibliography Annex. Framework timetable for the 6-year primary school (Forms I to VI) Annex 2. Framework timetable for Forms V and VI in the 6-year primary school Annex 3. Framework timetable for Form VIII in the 8-year primary school Annex 4. Framework timetable for the gymnasium Annex 5. Framework timetable for the general lyceum Annex 6. Framework timetable for the basic school offering courses designed as a follow-up to the 8- year primary school curriculum

4 Annex 7. Framework timetable for the vocational lyceum offering courses designed as a follow-up to the 8-year primary school curriculum Annex 8. Framework timetable for the technical lyceum offering courses designed as a follow-up to the 8-year primary school curriculum Annex 9. Framework timetable for the technical school and lyceum offering courses designed as a follow-up to the 8-year primary school curriculum Annex 0. Framework timetable for the technical school and lyceum offering courses designed as a follow-up to the basic school curriculum Annex. Framework timetable for the post-secondary school Annex 2. Framework timetable for the post-secondary school offering courses designed as a followup to the curriculum of the general or technical lyceum Annex 3. Specimens of certificates and diplomas Annex 4: Disciplines of science (art) in which universities and research institutions may award academic degrees in Poland

5 Introduction This study provides basic information on the system of education in Poland, focusing in particular on its subsequent stages which include schools providing education on respective levels. Produced by the Bureau for Academic Recognition and International Exchange, the study is addressed primarily to similar structures, these operating in many countries under the name of ENICs/NARICs. Hence, efforts were taken to include information which may facilitate the work of these centres in the area of equivalence and recognition of certificates and diplomas awarded by various types of schools. The study contains general information on the legal basis for the functioning and management rules of educational system in Poland as well as the statistic data on a current number of establishments existing on particular levels of education. The description of the educational system is the most important part of this study. It takes into consideration both the assumptions of the reform which is currently being implemented (since the year 2000) and the characteristics of types of schools existing within the frameworks of the previously functioning structure. Thus as regards the current educational system this study contains the presentation of compulsory education, which means: 6-year primary schools, 3-year gymnasium (lower secondary school) as well as upper secondary schools and higher education institutions. Whereas as regards the period before the year 2000 we can find in this study a description of: 8-years primary schools, different types of post-primary schools and higher education institutions. This description, covering both the current and former structure of the educational system, due to the above mentioned reasons, focuses on such information concerning respective types of schools as: admission requirements, the duration of education in years, information about curricula, the type of certificate or diploma obtained as well as further education options. It also gives an insight into the conditions of applying for academic degrees and documents confirming the award of such degrees in our country. This study contains also numerous appendixes such as: current framework timetables in respective types of compulsory and post-gymnasium schools, patterns of diplomas of completion of education in different types of schools, list of higher education institutions and fields of study which are provided in these HEIs as well as disciplines of science in which the academic degrees are awarded. 5

6 . System of education and its legal basis The legal basis for the school education system in force is provided by the Act on the School Education System of the 7 th of September 99, including later amendments,. In accordance with the above-mentioned Act, the school education system comprises: nursery schools, including integration divisions and special nursery schools; primary schools, gymnasiums, general and vocational post-gymnasium schools, including integration divisions, and special schools, sports schools, sports championship schools and schools of arts; educational establishments, extra-school activity establishments, including artistic centres as well as continuing education and practical training establishments which offer possibilities to acquire and develop general knowledge and professional/vocational qualifications, to acquire skills, to form and develop interests or abilities, and to take part in various leisure activities; psychological and educational guidance services and other specialist services which provide children, young people, parents and teachers with psychological and educational support, and which guide pupils in their choice of study options and an occupation; educational and correctional education establishments which organise care and education for children and young people entirely or partially deprived of parental care, and other establishments responding to the needs in the area of support and care for children and young people; adoption and care centres which initiate and support various substitute forms of family education; voluntary labour corps; initial and in-service teacher training institutions and establishments; educational libraries. This study covers only the establishments referred to in the first two components of the school education system. Until the end of the school year 998/99, the school education system was organised within the following structure: nursery schools, 8-year (compulsory) primary schools, post-primary schools: 3-year basic vocational schools, 4-year general secondary schools (średnia szkoła ogólnokształcąca), vocational secondary schools 4-year technical and vocational secondary school, 5-year technical vocational school, lyceums and equivalent schools, 2-2,5-year post-secondary schools (including schools which require only the certificate of completion of secondary education, and those where the requirement for gaining access is the maturity certificate). 6

7 As from the st of September 999, in accordance with the Act of the 8 th of January 999 including Provisions for the Reform of the School System, a reformed compulsory school structure has been implemented which comprises the following types of school education institutions: 6-year primary schools, 3-year gymnasiums, The process of the implementation of the reform of the post-gymnasium school system, spread over several stages was initiated on st of September 2002 and will last till September Thus on st of September 2002 in accordance with the Act of 2 November 200 amending the Act Teachers Charter, Act on School Education System as well as the Act - Provisions Introducing the Reform of the School System the following types of post gymnasium schools were established: 2-3 year basic vocational schools (zasadnicze szkoły zawodowe) 3-year general secondary schools (licea ogólnokształcące) 3-year specialised secondary schools (licea profilowane) 4-year technical secondary schools (technika) However the supplementary schools for graduates of basic vocational schools will start to function on st of September 2004, which means: 2-year supplementary general secondary school (szkoły uzupełniające dla absolwentów zasadniczych szkół zawodowych) 3-year supplementary technical secondary schools (technika uzupełniające) On the other hand the vocational schools for the graduates of general secondary schools will start to function on st of September 2005, which means: Post-secondary schools of the duration of education no longer than 2,5 years. Thus, until the year 2005, the education covering the graduates of gymnasiums and 8-year primary schools, which were functioning till the year 2000, will be provided within the structures of previously existing different types of post-primary schools as well as in newly established post-gymnasium school institutions. 2. Public and non-public schools Pursuant to the Act on School Education in force, primary schools, gymnasiums and post-gymnasium schools may all be public or non-public. The turn of the 80-ties and 90-ties saw the establishment of a considerable number of non-public schools; hardly known in Poland previously (with few schools of this type run by religious orders and the PAX association), these schools were set up by various associations and private persons. Non-public schools are established and administered by legal or natural persons, and public schools by public administration and local government agencies. According to the definition given in the School Education Act, a public school is an establishment which: provides free education within framework timetables; recruits pupils on the basis of the general access principle; employs teachers holding qualifications which are defined in separate legislation; implements: curricula which are based on the core curriculum for general education and, in the case of vocational schools, also the core curriculum for training for a given occupation or a given branch of vocational education; 7

8 a framework timetable; complies with the rules for pupil assessment, grading and progression, and for setting examinations and tests as laid down by the minister responsible for school education and education; offers the possibility of obtaining state certificates and diplomas. In order to be granted the above-mentioned powers of a public school, a non-public school is required to: implement curricula based on the core curricula referred to above; apply the rules for pupil assessment, grading and progression, and for setting examinations and tests, except entrance examinations, as referred to above; keep a record documenting the course of the teaching process as defined for public schools; in the case of a vocational school: provide training for occupations as defined in the classification of occupations for vocational education or other occupations as approved by the Minister of National Education; employs compulsory subject teachers holding qualifications defined for public school teachers. 3. Compulsory education According to the Act on School Education, as from the school year 999/2000, education is compulsory until the age of 8 (inclusive). Compulsory education starts at the beginning of the school year in the calendar year when the child reaches the age of 7 and lasts until the end of education in the gymnasium, though not longer than until the age of 8. From the school year 999/2000, the duration of compulsory schooling is extended by year; previously, compulsory education comprised the period between 7 and 7 years of age and related to the completion of education in the 8-year primary school. At parents request, primary schools may also enrol children who reach the age of 6 before the st of September and have achieved psychological and physical maturity required to start school education. The decision on earlier admission to primary school is taken by the school head, following consultations with psychological and educational guidance services about the level of the child s development. From the school year 999/2000, compulsory education is completed by attending a 6-year primary school, a 3-year gymnasium and a post-gymnasium school, whether these are public or non-public institutions. The requirement to complete compulsory education is also applicable to children with special educational needs. 4. The Central Examination Commission The Central Examination Commission was established on the virtue of the Act on Education System in order to prepare and organize a new system of external assessment of pupils educational achievements. It functions in the cooperation with 8 Regional Examination Commissions: The Central Examination Commission implements the following tasks: Preparation and improvement of the external examinations system, Development of drafts of the examination requirements standards, Establishment of uniform, for a given education level, sets for a test or examination in a given school year, Setting dates of examinations, Coordination of the activities of the Regional Examination Commissions in order to ensure uniformity and quality of tasks implemented by these authorities, 8

9 Analysing the results of tests and examinations in the national scale and reporting to the Minister of National Education and Sport on the level of pupils achievements on respective levels of education, Development and dissemination of in-service teacher training curricula in scope of diagnosis and assessment, Keeping the register of the examiners of the Regional Examination Commissions, Development and improvement of electronic system of examination data processing for the Regional Examination Commissions Inspiring scientific research and innovations in the field of assessment and examination. The reform of the educational system, which has been implemented in our country since 999, has also included the introduction of a new, coherent and more objective system of assessment of pupils educational achievements. A new solution in this scope is - apart from internal assessment (in schools) - external assessment provided by the educational authorities. The internal assessment of pupils educational achievements in schools is understood as teachers recognition of the level of pupils progress in acquisition of knowledge and skills in comparison with the educational requirements resulting from the curricula as well as the formulation of the assessment. It includes: establishing the educational requirements and providing students and parents with the information about them, current assessment and semester grading according to the scale and in forms adopted in a given school, providing grading exams, carrying out end-of year assessment at the end of a school year (semester) and establishing the conditions under which pupils may improve their final marks. The external assessment should allow to provide a diagnosis of pupils achievements, to monitor the level of education in schools and to provide objective and comparable information on the quality of school work and to review implemented curricula. The external assessment includes: A test in the 6 th grade of primary school called a test on the level of interdisciplinary skills acquired by pupils and defined in the requirements standards An examination in the 3 rd grade of gymnasium called the gymnasium examination covering the skills acquired by pupils within the scope of the humanities, mathematics and natural science, defined in the requirements standards. An examination confirming vocational qualifications - called the vocational examination, which is a form of assessment of the level of knowledge and skills acquired by pupils within the scope of a given occupation, defined in the requirements standards which constitute the basis for providing examination confirming pupils vocational qualifications; it consists of a written and practical part; Maturity examination (egzamin maturalny) - is a form of assessment of the level of pupils general education; it checks knowledge and skills defined in the examination requirements standards; it consists of a written and oral part. However the examination requirements standards are developed with regard to so called core curriculum for the respective levels of education - it means the canon of basic teaching contents. 5. Nursery schools Pre-primary education institutions form a part of the school education system. They organise care and education, thus complementing family education. They also play an important role in compensating environment-related disadvantages, this being achieved through various educational tasks which are designed to support the development of children and to help them prepare for school education. 9

10 Pre-primary education is provided for children between the age of 3 and the start of education in the first year of the 6-year primary school. It is organised in nursery schools, which are separate establishments, or in nursery divisions based at primary schools (the so-called 0 classes ). 6-yearolds have the statutory right to receive one year of pre-primary education which prepares them to start primary school education. The responsibility for ensuring that children may exercise this right rests with local government authorities (the municipality, i.e. gmina). In case a gmina does not enable the child to benefit from this right, parents may appeal to the voivode (i.e. the head of province-level authorities). At present, 97% of 6-year-olds are enrolled in the pre-primary preparatory year, offered in both nursery schools and school-based nursery divisions. Nursery schools (przedszkola) are divided into public and non-public institutions. Public nursery schools are managed and financed by gminas. A contribution towards the costs of nursery school maintenance is also provided by parents who pay for their children s stay extending beyond 5 hours per day and for meals. The nursery school is statutorily required to offer children at least 5 hours of free teaching and educational activities per day. Public nursery schools use curricula based on the core curriculum for pre-primary education as approved by the Ministry of National Education and Sport, i.e. a set of basic developmental competencies defined for children in this age group. Non-public nursery schools may be established and administered by legal and natural persons on the basis of an entry in a register held by the competent kurator (i.e. the head of local educational authorities) who is also responsible for pedagogical supervision. These institutions are financed mainly by parents. A nursery school administered by a natural person may apply for the status of a public nursery school and, subsequently, for a grant to finance its activities which is awarded from the gmina budget. Non-public nursery schools are required to implement a core curriculum. Children with special educational needs, between the age of 3 and 7 (the start of school education), though not longer than until the age of 0, may attend special or integration nursery schools. Preprimary education for children with special educational needs is not compulsory; this is only a right which they are free to benefit from on a voluntary basis. Special nursery schools follow curricula which are recommended by the Ministry of National Education and Sport for mainstream nursery schools. Different arrangements are applied only to nursery schools for mentally handicapped children, those with hearing impairments and those with multiple disabilities. On the basis of a relevant Ministry of National Education regulation, in addition to special nursery schools, integration nursery schools and divisions have been organised since 993 where children with special educational needs are placed together with those developing at the normal pace. Pre-primary education. Statistical data (school year 200/2002) Total number of institutions Total number of pupils Total number of teachers Pre-primary institutions, incl.: nursery school divisions based at primary schools

11 6. Primary schools and gymnasiums year primary school (before the implementation of the Act of 999) Between the school years 948/49 and 965/66, primary school (szkoła podstawowa) was a 7-year school which together with a 4-year general lyceum constituted an -year cycle of general education, with subsequent years forming a single stream from Form I to Form XI. Primary school was extended to 8 years pursuant to the Act of the 5 th of July 96 on the development of the education system and, as justified in this law, with a view to ensuring that pupils are better prepared to continue their education and to obtain vocational/professional qualifications. As part of the reform, new curricula were introduced in Forms V to VII, and Form VIII was organised in the school year 966/67. This school was the basic component of the Polish school system. Eight years of primary school were covered by compulsory education. The completion of primary education was documented by the certificate of completion of education in the primary school (świadectwo ukończenia szkoły podstawowej) which provided access to further stages of education in various post-primary schools. Until 99 primary school was a uniform structure in terms of its curriculum. This means that primary education was provided in accordance with the same curriculum and the same textbooks in schools throughout the country. As part of changes introduced subsequently, teachers may now implement various curricula which are only based on a core curriculum, i.e. a prescribed set of common contents, as approved by the Minister of National Education and Sport The first three years of education (beginning learning) were designed as an induction stage, because pupils could acquire basic knowledge and skills necessary for further education. The remaining years were devoted to general education within various subjects, these corresponding to the basic academic disciplines (e.g. history) and the areas of human activity (e.g. music; the framework timetable for Form VIII in the 8-year primary school is attached in the annex). In spite of these underlying aims, education was subject-based even in the beginning learning years. The last class of those graduating from the 8-year primary school left this structure in the school year 999/2000. This year is simultaneously the first year for the introduction of the 6-year primary schoolas it was already mentioned- which together with the 3-year gymnasium constitutes a compulsory education cycle. Moreover, 8-year primary schools organised vocational training classes for pupils who completed only Form V or VI by the age of 5 and did not demonstrate potential for completion of primary education in the prescribed time. In addition to the types of mainstream primary schools described above, the other structures which existed and still exist at this level are special (7- or 8-year) primary schools for children with special educational needs. Most of special schools follow the same curriculum as mainstream schools, the only exception being schools for mentally handicapped children, children with hearing impairments and those with vision impairments.

12 year primary school (after the implementation of the Act of 999) In the school year 999/2000, the former primary schools were transformed into 6-year primary schools. The 6-year primary school provides education for children aged 7 to 3. This stage of education is designed to enable children to acquire basic skills and to educate them in close co-operation with their parents. Educational activities of the school are concentrated around the general education core curriculum, i.e. the so-called canon of basic teaching contents. Teaching is divided into 2 cycles: an integrated cycle (Forms I to III) and a block-based cycle (Forms IV to VI). In Forms I to III, education is not arranged in subjects. Activities take place according to a plan defined by the teacher of a given division. Teaching hours and breaks are set by the teacher in accordance with pupils activity. The weekly load for this cycle comprises 22 to 25 teaching hours (the framework timetable for the 6-year primary school is attached in the annex). Pupils in Forms I to III are awarded mainly descriptive marks, except traditional marks for religion or ethics. Progression to the next year requires positive assessment of learning achievements. In Forms IV to VI, some activities are arranged as corresponding to the division into traditional subjects, such as the Polish language, mathematics and physical education, and other activities cover groups of subjects (e.g. history and society). The total weekly load in Forms IV to VI is 26 to 28 teaching hours. The timetable specifies only the minimum number of teaching hours to be allocated to individual subjects and subject blocks. The number of hours per each subject is determined by the school itself, with schools being free to make such decisions as 20% of the total number of teaching hours are left to the disposal of the school head. From Form IV of the primary school, pupil achievements are assessed at the end of each semester according to the scale ranging from to 6, where 6 is excellent, 5 very good, 4 good, 3 satisfactory, 2 sufficient, and fail. At the end of education in the 6-year primary school, pupils take a competence test. It covers reading skills, writing skills, reasoning skills, the ability to use information, and the ability to apply knowledge in practice. This is a national and compulsory test.it which is set and marked by Regional Examination Commissions. The test has been organised since the year It is not used for selection purposes, but only as a source of information about the level of pupil achievements. Those graduating from the 6-year primary school are awarded the certificate of completion of education in the primary school (świadectwo ukończenia szkoły podstawowej) which provides access to the gymnasium. In addition to mainstream 6-year primary schools, 6-year special primary schools have been established. Most of them follow the same core curricula as those in mainstream schools, the only exception being establishments for the above-mentioned groups of children and young people. Until 992, primary schools were managed by kurators who acted as central government representatives at the level of voivodeship (the largest administrative unit). In 992, the responsibility for primary school management was taken over by local governments (gminas). Primary education for children and young people. Statistical data (school year200/2002) Number of schools Number of pupils Number of teachers Total, incl.: public schools

13 6.3. Gymnasium The gymnasium (gimnazjum) was introduced in the school year 999/2000 as a compulsory general education school with a duration of 3 years, and is therefore designed for young people aged between 3 and 6 years. All primary school leavers continue their education in the gymnasium. Education in the gymnasium is divided by school subjects (the framework timetable for the gymnasium is attached in the annex). One of the aims of this cycle is to identify the abilities and interests of the pupil, and thus to facilitate his/her choice of a further educational pathway. The total weekly load for individual gymnasium years is 28 hours (periods). Within the hours to be freely allocated by the school head, the school may organise practical vocational training. These activities are organised for pupils who do not demonstrate potential for completion of education in a gymnasium within the prescribed time. In addition to the type of gymnasium described above, special gymnasiums have been established. Curricular differences in this case are the same as between mainstream and special primary schools. Education in the gymnasium ends with an examination which covers knowledge and skills in humanities, mathematics and natural sciences. This examination is compulsory, though its result does not determine the pupil s progression to the next year. The result obtained in the examination is given on the final school certificate. It informs the school (the gymnasium and the post-gymnasium school chosen by the pupil), parents and the pupil himself/herself about the level of the latter s achievements, and above all it should guide the choice of a further educational pathway. The examination, set by Regional Examination Commissionshas replaced entrance examinations to secondary schools, held for 7- and 8-year primary school leavers before the establishment of the gymnasium. The examination ending the third year of education in the gymnasium has been organised since the year Gymnasium leavers are awarded the certificate of completion of education in the gymnasium (świadectwo ukończenia gimnazjum) which provides access to further education in post-gymnasium schools, that means: 2-3 year basic vocational schools, 3-year general secondary schools, 3-year specialised secondary schools and 4-year technical secondary schools. Gymnasiums for children and young people. Statistical data (school year 200/2002) Number of schools Number of pupils Number of teachers Total, incl.: public gymnasiums Post-primary general education schools (since 200 post-gymnasium schools) year General lyceum (before the implementation of the Act of 200) It is a secondary school providing general education at the end of which pupils may be awarded the maturity certificate (świadectwo dojrzałości). As an institution of 4-year education it will function till the year At that time the last class of general lyceum graduates, who were enrolled on the basis of the certificate of completion of education in the 8-year primary school (until year primary school) and the results of entrance examinations organized by a given school, will leave this structure The entrance examination was a test covering knowledge and skills acquired in a primary school 3

14 within the scope of Polish language and literature, mathematics, and a subject chosen by the applicant. General lyceums enrol young people aged between 5 and 9 years. The general lyceum prepares its graduates for higher education, social life, active participation in culture, employment and family life. These aims are achieved through the proper selection of teaching contents tailored to pupils abilities and interests. Courses in the lyceum are organised within several branches or sections, these including: mathematics and physics, humanities, biology and chemistry, ecology, general education, sports, etc. One of these sections is chosen by the pupil at the start of education in the lyceum. It is, however, possible to change the section if it turns out that the original choice does not correspond to the pupil s abilities and interests. The concept of specialised education is not followed by all lyceums. Some of them, in particular non-public lyceums established after 989, use independent authors curricula, developed for a given school and approved by the Ministry of National Education. Curricula adopted by lyceums take into account the core curricula defined by the Ministry of National Education, i.e. the minimum set of knowledge and skills which a pupil in this age group should be able to demonstrate. Education is divided by school subjects which correspond to individual academic disciplines. The total weekly load ranges from 3 hours (periods) in Form I to 25 hours in Form IV (the framework timetable for the general lyceum is attached in the annex). In specialised forms, i.e. those belonging to a specialised section, more time is allocated to the so-called major subjects, which determine the character of the section, than to other subjects. Moreover, some general lyceums have bilingual divisions where the first foreign language is used, in addition to the Polish language, as the language of instruction for activities organised within some of the subjects. The types of mainstream general lyceums described above exist in parallel with 4-year special general lyceums for young people with special educational needs. These schools follow timetables and curricula designed for the mainstream lyceum, and additionally provide correctional and remedial education. At the end of a 4-year course in the lyceum, pupils may take the maturity examination (matura), also referred to as the matriculation examination, which comprises written examinations in two subjects (the Polish language as compulsory, and another subject to be chosen by the pupil) and oral examinations in three subjects (the Polish language, a foreign language and a subject chosen by the pupil). Pupils take all examinations in their own school, before an examination board which is composed only of their school teachers. Those who have been successful in all of the prescribed examinations are awarded the maturity certificate of the general lyceum (świadectwo dojrzałości liceum ogólnokształcącego). This document is the minimum requirement for gaining access to higher education institutions. It does not, however, grant any vocational qualifications. The maturity examination is not compulsory. Those who have not taken this examination obtain the certificate of completion of education in the general lyceum (świadectwo ukończenia lyceum ogólnokształcącego), provided that they have successfully completed education at this level. This certificate allows its holders to continue their education in post-lyceum which have the status of secondary vocational schools, or to take up employment, even though this certificate does not confirm any vocational qualifications. 4

15 year general secondary school (liceum ogólnokształcące) (after the implementation of the Act of 200) It is a school, which started to function in September From 2005 it will replace the 4-year general lyceum which will operate by then. Its basic objectives and tasks remain unchanged. However the shorter duration of education is a result of the prolonged duration of compulsory education from 8 years in primary school to 9 years in 6-year primary school and 3-year gymnasium. The formula of maturity examination (egzamin maturalny), which from 2005 will cease to be an internal examination set and assessed in a school. Instead it will consist of an internal part taken in a school and an external part organised in a school but assessed in the Regional Examination Commissions.. The internal part will be an oral examination, covering the Polish language and a modern foreign language. The external part will be a written examination which covers three compulsory subjects (the Polish language, a modern foreign language and mathematics) and one subject to be chosen by the graduate. The graduates obtain the certificate of completion of education in the general secondary school (świadectwo ukończenia liceum ogólnokształcącego), which will confer them neither rights to gain access to higher education institutions nor vocational qualifications. Whereas these graduates who have passed the maturity examination obtain the maturity certificate of the general secondary school (świadectwo dojrzałości lyceum ogólnokształcącego) General lyceums for young people. Statistical data (school year 200/2002) Total number of schools Total number of pupils Total number of teachers General lyceums, incl.: public general lyceums Vocational education 8.. Basic vocational school 8... Basic vocational school before the implementation of the Act of 200 Until the early 90-ties, basic vocational schools enrolled ca. 65% of those leaving 7- or 8-year primary schools. This figure decreased in the last decade to ca. 50% as a result of the efforts undertaken to restructure the post-primary education sector, which consisted in closing down basic vocational schools as offering education within narrow vocational branches. These schools were gradually replaced with newly established general lyceums and vocational lyceums; courses in these schools lead to the maturity certificate which allows its holders to apply for admission to higher education. Basic vocational schools offer general education and basic vocational education courses, and provide access to further education in a secondary school. These schools represent a wide variety in terms of vocational branches available and the organisation of practical training. The basic vocational school as described here will function until 2003, when the last class of those leaving the 8-year primary school (enrolled in 2000) complete their education in this structure. The basic school provides full-range education for pupils and, in multi-branch divisions, supplementary theoretical training for young workers who have concluded employment contracts to receive vocational training. 5

16 The requirement for gaining access to the school is the certificate of completion of education in the primary school (świadectwo ukończenia szkoły podstawowej) /a 7- or 8-year primary school/. Selection of applicants is carried out only when the number of applicants exceeds the number of places available in a school. Generally courses last 3 years. The timetable comprises a set of compulsory general and theoretical vocational subjects as well as practical training activities. The total weekly load is 30-3 hours (periods) (the framework timetable for the basic vocational school, designed as a follow-up to the 8- year primary school curriculum, is attached in the annex). Theoretical and practical vocational training courses account in the first year for ca. 30% of the total load, in the second year for ca. 50%, and in the third year for ca. 70%. The certificate of completion of education in the basic vocational school (świadectwo ukończenia szkoły zasadniczej) confirms that its holder has been awarded the title of skilled worker or worker with equivalent qualifications. This certificate also entitles its holders to apply for admission to general or vocational secondary schools where courses are organised as a follow-up to the basic school curriculum. Special primary school leavers or, in the future, special gymnasium graduates may be enrolled in 3- year special vocational schools. These schools follow curricula for mainstream schools, adapting them to psychological and physical abilities of their pupils, or curricula designed for relevant types of special schools. Graduates are awarded the certificate of skilled worker. Basic vocational schools. Statistical data (school year 200/2002) Total number of schools Total number of pupils Total number of teachers Basic vocational schools, incl.: public Basic vocational school after the implementation of the Act of 200 First basic vocational schools of the new type were established in September In accordance with the Act of 2 November 200 amending the Act Teachers Charter, Act on the Education System and the Act - Provisions introducing the Reform of School System, these are establishments of the duration of education not shorter than 2 years and not longer than 3 years, The graduates of this type of school having passed the examination may obtain a diploma confirming their vocational qualifications. This school also allows to continue the education in 2-year supplementary general secondary school or in 3-year supplementary technical secondary school. The main objective of this school is on the one hand, vocational education in accordance with the requirements standards designed for a given group of occupations, and the preparation of its pupils r for continuing education. On the other handthis school offers general education enablingto its pupils to continue ation their education and to enter for the matriculation examination. Courses in a vocational school will end with a vocational examination, confirming the pupils vocational qualifications in occupations included in the classification of occupations of vocational education. The examination will be set in accordance with the requirements standards established for the respective occupations by the Central Examination CommissionThe first vocational examination for the graduates 6

17 of 2-year basic vocational school will take place in the year 2004.The graduates will obtain the certificate of completion of education in the basic vocational school (świadectwo ukończenia zasadniczej szkoły zawodowej) and having passed the vocational examination - a diploma of vocational title (dyplom uzyskania tytułu zawodowego) Secondary vocational schools (until the year post-gymnasium schools) 8.2. Secondary vocational schools (before the implementation of the Act of 200 Vocational lyceum (Liceum zawodowe) This is a secondary school which prepares its graduates to be employed as skilled workers or workers with equivalent qualifications. It also enables its pupils to complete general secondary education. The school enrols 8-year primary school leavers. Courses last 4 years. The timetable in the vocational lyceum comprises general and vocational subjects as well as a practical placement. The total weekly load is hours (periods) (the framework timetable for the vocational lyceum is attached in the annex). The annual load is increased by several weeks of a practical placement, undertaken during a school year. The proportion of teaching time allocated to theoretical vocational subjects, practical training and a practical placement varies between occupations and is specified in training programmes for individual occupations. Having passed the maturity examination, lyceum graduates obtain the maturity certificate of the vocational lyceum (świadectwo dojrzałości liceum zawodowego). This document certifies that its holder has acquired vocational qualifications at the level of skilled worker or worker equivalent qualifications in a given occupation, and entitles its holder to apply for admission to higher education. Those graduates who have not taken the maturity examination are awarded the certificate of completion of education in the vocational lyceum (świadectwo ukończenia liceum zawodowego), which confirms only that its holder has acquired relevant vocational qualifications and completed general secondary education. Special 8-year primary school leavers or, in the future, special gymnasium graduates may be enrolled in 4-year special vocational lyceums. Their graduates obtain documents which are similar to those issued for graduates from other vocational lyceums. Technical lyceum (Liceum techniczne) The technical lyceum was introduced into the school system on the basis of the Minister of National Education Regulation of the 29 th of July 998. It is a type of secondary general vocationally oriented school, enrolling those who have completed education in the 8-year primary school. The technical lyceum is a school where its graduates complete general secondary education, and thus may take the maturity examination and obtain the maturity certificate; it also provides generally oriented vocational education in one of the following 2 broad vocational branches (defined in a Ministry of National Education regulation):. environmental formation (agriculture, hunting and forestry; mining and quarrying; manufacturing waste management; production and supply of electricity, gas and water; construction; other community, social and personal service activities); 2. machinery (manufacturing: manufacture of machinery, equipment, vehicles); 3. electrical equipment and power (manufacturing: manufacture of office equipment and computers; production and supply of electricity, gas and water); 7

18 4. electronics (manufacturing: manufacture of office equipment and computers, radio, television and telecommunication equipment and apparatus; real estate services; transport, storage and communication); 5. forestry and wood technology (forestry; manufacture of wood and wood products); 6. transport (land, water and air transport, supporting transport activities); 7. chemical branch (manufacture of paper, coke, rubber products); 8. service and business activities (hotels, restaurants, tourism); 9. agriculture and food products (agriculture, fishing, manufacture of food products); 0. textiles (textile industry, manufacture of clothes);. economics and administration (financial intermediation, insurance and pension funds); 2. social sector and social work (health protection and social welfare). Courses in the technical lyceum last 4 years. Its curricula are based on the core curricula for compulsory general subjects and the core curricula for vocational training branches. The timetable (attached in the annex) comprises general subjects, theoretical vocational subjects and a practical placement. Graduates obtain the certificate of completion of education in the technical lyceum (świadectwo ukończenia liceum technicznego) which confirms that they have completed secondary general education and generally oriented vocational education, the latter as determined by their branch (with no title awarded). Those who have passed the maturity examination are awarded the maturity certificate of the technical lyceum (świadectwo dojrzałości liceum technicznego) which entitles its holders to apply for admission to higher education. This school has provided a model for the specialised lyceum which will function in the new school structure from Technical vocational school, lyceum and equivalent schools Pupils in these types of schools may acquire vocational qualifications at secondary level, complete general secondary education, and obtain the maturity certificate. Courses are designed as a follow-up to the curricula implemented in the 8-year primary school and the basic vocational school. The duration of courses is determined by the type of the curriculum covered by pupils at the previous level of their education and is: for primary school leavers 4, 4.5 or 5 years, depending on the occupation, for basic vocational school leavers 2, 2.5 or 3 years, depending on the occupation. The following can be mentioned as examples of these types of schools: lyceums: economics, commerce and bookselling; lyceums existing until 998: educational, medical for child care staff, medical - nursing (closed down in 998). They enrolled 7- or 8-year primary school leavers. The duration of courses was 5 years, except in the medical lyceum for child care staff 4 years. Graduates were awarded the certificate of completion of education in the lyceum or, having passed the maturity examination, the maturity certificate, and the title of nurse, teacher or child carer qualified to work with children below 3 years of age; technical secondary schools (technika): architecture and construction, construction, ceramics, chemical, electronic, electronic and mechanical, electrical, photographic studies, etc. The timetable in these schools (whether courses are designed as a follow-up to the primary school curriculum or that of the basic vocational school) comprises general compulsory subjects, theoretical 8

19 and practical vocational subjects and a practical placement (the timetable for the technikum and lyceum, designed as a follow-up to the curriculum of the 8-year primary school and the curriculum of basic vocational school, is attached in the annex). The weekly load is hours in both cases. Graduates are awarded the certificate of completion of education in the technical vocational school (technikum zawodowe) or lyceum (świadectwo ukończenia technikum or świadectwo ukończenia liceum), or an equivalent school. Provided that they have passed the matriculation examination, they may also obtain the maturity certificate of the technikum (świadectwo dojrzałości technikum) or the maturity certificate of the lyceum (świadectwo dojrzałości liceum). The certificate of completion of education in the technikum is a document which confirms that its holder has completed secondary vocational education. Graduates are awarded the title of technician or a different title as defined in the classification of vocational education occupations. Maturity certificate holders may apply for admission to higher education. Moreover, there are 5-year special vocational technika. Those holding the certificate of completion of education in such technika are qualified to work in a given occupation, and graduates who have passed the maturity examination may apply for admission to higher education. (Post-primary) technical secondary education. Statistical data (school year 200/2002) Total number of schools Total number of pupils Total number of teachers Secondary vocational schools, incl.: public Post-secondary schools (Szkoły policealne and szkoły pomaturalne) Post-secondary schools (divided into szkoły policealne where applicants are required to hold only the certificate of completion of secondary education, and szkoły pomaturalne where the requirement for admission is the maturity certificate) have the status of secondary vocational schools offering courses designed as a follow-up to the curriculum of a general secondary school or the technical lyceum. Pupils may supplement their general education with vocational qualifications at secondary or basic vocational level. Applicants are enrolled on the basis of the certificate of completion of education in the general lyceum or the technical lyceum (świadectwo ukończenia liceum ogólnokształcącego or liceum technicznego). However, the maturity certificate (świadectwo dojrzałości) is the requirement for admission to szkoły pomaturalne for nurses, midwifes and librarians. The duration of courses varies depending on the vocational branch as defined in the classification of vocational education occupations. Most courses last 2 years, courses preparing for a limited number of occupations year, and those for nurses and midwifes 2.5 years. Education in szkoły policealne often covers these occupations and specialisations in which courses designed as a follow-up to other types of curricula are not available. The timetable comprises vocational subjects, practical training activities and a practical placement, and the total weekly load is 28 hours (2 framework timetables for the 2-year and -year szkoła policealna, offering courses designed as a follow-up to the curriculum of the general lyceum and the technical lyceum, are attached in the annex). Those graduating from a szkoła policealna are awarded the certificate of completion of education in szkoła policealna (świadectwo ukończenia szkoły policealnej), and those graduating from a szkoła pomaturalna (for nurses and midwifes) obtain the diploma of completion of education in szkoła pomaturalna (świadectwo ukończenia szkoły pomaturalnej). 9

20 Moreover, upon completion of a 2-year course in a non-worker specialisation, learners are awarded the title of technician or a different vocational title as defined in the classification of vocational education occupations and specialisations. Except those who acquire the vocational title of nurse or midwife, they also obtain the vocational title diploma (dyplom uzyskania tytułu zawodowego). Special post-secondary schools are designed for blind young people, those with motor disabilities and those with chronic diseases who have completed secondary education. Post-secondary education. Statistical data (school year 200/2002) Total number of schools Total number of pupils Total number of teachers Post-secondary schools, incl.: public Post gymnasium (vocational) schools after the implementation of the Act of year specialised secondary school (Liceum profilowane) The specialised secondary school is a new type of school, which started to function on st of September It is a 3-year school providing education in general vocational specializations, enrolling the graduates of gymnasium. Pursuant to the Regulation of the Minister of National Education and Sport of 6 January 2002 on the specializations of general vocational education, these types of schools provide education in a dozen of general vocational education specializations corresponding to the existing fields of economy and the labour market needs. Currently, there are the following specializations: chemical examination of environment, economy and administration, electronic, electronic and technical specialization, clothes design, landscape architecture, forestry and wood technology, mechanic production techniques, mechatronics, food and agriculture, social science, transport and dispatching, services and economy, information management, artistic and applied crafts in metal. The establishment of this type of school resulted from the necessity of facing such modern challenges of the labour market as multiple change of vocational qualifications during whole professional career of individuals. Therefore the specialised general secondary schools were designed as schools enabling pupils to acquire general vocational knowledge and skills, which will constitute the basis for forming their future professional qualifications after the completion of specialised secondary school. Thus the curricula were developed in such a way that the graduates may change their vocational qualifications in short cycles of learning (from 0.5 to.5) in a post- secondary school or in forms of non-school education. The teaching contents for the respective specializations have a modular and block form. It means that that these teaching contents as opposed to the traditional curricula, where the choice of the teaching contents is made according to the disciplines of science - were regrouped in thematic, interdisciplinary blocks constituting the sets of skills and teaching contents within a defined scope. The graduates - having passed the maturity examination in accordance with the new formula will be awarded the maturity certificate of the specialised secondary school (świadectwo dojrzałości liceum profilowanego). Holders of this maturity certificate may apply for admission to a higher education institution. The graduates who will not take the above mentioned examination will be 20