URZĄD MARSZAŁKOWSKI WOJEWÓDZTWA ŚWIĘTOKRZYSKIEGO KURATORIUM OŚWIATY W KIELCACH Miejsce i zadania organu nadzoru pedagogicznego - kuratora oświaty - w systemie oświaty The Role and tasks of the main authority of pedagogical supervision - in the- the superintendent of education in school system Kuratorium Oświaty w Kielcach The Board of Education in Kielce
The Świętokrzyskie Voivodship consists of: - 14 districts (including Kielce the city with district rights), - 102 communes (including 5 urban communes: Kielce, Starachowice, Sandomierz, Ostrowiec Świętokrzyski, Skarżysko-Kamienna; 26 urban-rural communes and 71 rural communes). There are 31 towns and 2542 villages in the świętokrzyski region.
THE SYSTEM OF EDUCATION IN POLAND
LEGAL BASIS Constitution of the Republic of Poland School Education Act of 7th September 1991 Teacher s Charter
SUPERVISORY INSTITUTIONS Ministry of National Education (general and vocational education) Ministry of Science and Higher Education (higher education)
The basic principles of the Polish school education system art. 1 of Act of Education System dated September 7, 1991 (Journal of Laws for 2004, No. 256, item 2572, with further amendment: Journal of Laws for 2015, item 357) In particular, the Polish education system should provide, among other things: a fulfilment of the right of each citizen in the Republic of Poland to learn and the right of children and young people to be educated and cared for; support provided by schools to back up the educational role of the family; the possibility for various entities to establish and run schools and institutions; the adjustment of the contents, methods and organisation of education to pupils psychophysical abilities, and the possibility to avail oneself of psychological assistance and of special forms of didactic work; the possibility for disabled and maladjusted children and young people to learn at all types of schools and general access to secondary schools;
The basic principles of the Polish school education system art. 1 of Act of Education System dated September 7, 1991 (Journal of Laws for 2004, No. 256, item 2572, with further amendment: Journal of Laws for 2015, item 357) stimulating pupils psychological and physical development and enhancing the effectiveness of learning; making full access to schools the completion of which enables young people to continue their education at a higher level; preparing students for active and responsible participation in social, cultural and economic activities at the local, national and global level; counteracting exclusion and marginalization of individuals; be responsive to developments in the field of science, technology and to globalization; complying with the developments in the labourmarket; disseminating the knowledge of safety among children and young people teaching them how to react in extraordinary situations.
PRE-SCHOOL EDUCATION children aged 3 and 4 attend pre-school institutions on a voluntary basis, as decided by their parents 5 year-olds are required by law to complete one preparatory year in nursery schools, pre-school classes in primary schools or other pre-school settings, including pre-school units and centres
PRIMARY EDUCATION compulsory for children between the ages 6/7 and 13 lasts 6 years children are admitted to schools in their catchment areas if there are places in other schools a child from a different area can be admitted
PRIMARY EDUCATION STAGE I grades 1 to 3 - implemented in the form of integrated teaching provided by a generalist teacher; music and art education, PE, computer classes and foreign languages can be taught by a specialist teacher STAGE II grades 4 to 6 teaching is arranged by subjects taught by specialist teachers
at the end of grade 6 pupils sit an external standardized test it consists of two parts : the first comprises Polish language and maths and the second a modern foreign language it is obligatory though the results have no bearing on admission to lower-secondary school
LOWER-SECONDARY EDUCATION lasts 3 years (13-16) offers full-time general education it is compulsory children are admitted in their catchment areas
EXTERNAL OBLIGATORY EXAMINATION: I PART( humanities): a) history and civic education b) Polish language II PART (maths and natural sciences): a) natural sciences (biology, physics, chemistry and geography) b) maths III PART: a) a modern foreign language basic or extended level
UPPER-SECONDARY EDUCATION students aged 16 to 19/20 it is not obligatory can be provided either at school or at the employers premises admission on the basis of the number of points received (results of the external exams, grades on the lower-secondary school leaving certificate, achievements in subject competitions, other achievements)
LOWER-SECONDARY EDUCATION 3-year general upper-secondary school 4-year technical upper-secondary school 3-year basic vocational school
GENERAL UPPER-SECONDARY SCHOOLS offer 3 years of full-time general education main objective is to prepare students for admission to higher education institutions students can sit maturity examination passing the maturity exam leads to the receipt of maturity certificate required for admission to higher education institutions
TECHNICAL UPPER-SECONDARY SCHOOLS offer 4 years of full-time general education and vocational education prepare for maturity exam and external exams confirming vocational qualifications
BASIC VOCATIONAL SCHOOLS offer 3 years of full-time upper-secondary vocational education graduates have access to work after passing exams confirming vocational qualifications they can continue their education in settings for adults (they can enrol in grade 2 of a general upper-secondary school for adults and/or acquire further qualifications in vocational qualification courses
POST-SECONDARY NON-TERTIARY EDUCATION lasts for 1 to 2.5 years a follow-up to upper-secondary education enables students who have completed general upper-secondary education the acquisition of a diploma confirming vocational qualifications upon passing vocational examinations
TERTIARY EDUCATION Provided by public and non-public university-type and non-university higher education institutions including: 1. degree programmes: First-cycle (Bachelor s degree) programmes Second-cycle (Master s degree)programmes Long-cycle (Master s degree) programmes 2. third-cycle or doctoral programmes 3. college programmes
ADULT EDUCATION 1. SCHOOL SETTINGS: Public and non-public schools for adults including primary schools, lower-secondary schools, general upper-secondary schools and post-secondary schools Public and non-public higher education institutions (first-cycle, second-cycle and thirdcycle programmes, non-degree postgraduate programmes, open university courses, thirdage university courses)
2. OUT-OF-SCHOOL SETTINGS Public continuing education centres, practical training centres, further and inservice training centres (vocational qualification courses, occupational skills courses, courses of general competence, other courses) Non-public institutions for continuing education and practical training
SPECIAL NEEDS EDUCATION STUDENTS: with high abilities, with long-term illness, with disability, with specific learning difficulties (including dyslexia, dysgraphia, dyscalculia), with speech impairment, with trauma-induced by emotional and behavioural difficulties, who are experiencing repeated educational failures, who are experiencing community negligence relating to their family s welfare, quality of spare time activities and community socializing, who are experiencing adaptation difficulties resulting from cultural differences or a different educational background, who are socially maladjusted and at risk of being so.
Pupils with special educational needs: can learn together with other pupils in mainstream schools/nursery schools, integration schools/nursery schools (where all classes/groups are integration classes/groups) or in integration classes in mainstream schools/nursery schools (where classes are either integration or mainstream classes). decision about which form of special education is the best for a child belongs to the parents.
SPECIAL EDUCATION special schools (including residential schools) special education and care centres (with boarding facilities and extended rehabilitation programmes) special sections in mainstream schools special schools preparing for employment
Prepares for becoming a member of society Prepares for an independent life Prepares for participation in culture Prepares for the life in environment Prepares for a proffesional life Knowledge and education. Experience, atmosphere, role models Skills, initiatives, creativity Communication, development of passions and hobbies Rhetoric, theatre, cinema Music, scultpture, painting Responsibility for environment Community work to preseerve it Maths and Science, Technical Subjects Cooperation with parents and institutions
District Voivodeship Government Superintendent of education Responsible for pedagogical supervision Municipality commune Lower Secondary Schools, Upper Secondary Schools Primary Schools, Lower Secondary Schools, Nursery Schools
Schools and educational centers which are supervised by the Superintendent of Education in Kielce (The Board of Education) Total: 2418 Pedagogical supervision on behalf of the Superintendent of Education in each province is exercised by school inspectors. Inspectors may oblige the directors of schools and institutions to follow the recommendations resulting from their control.
Superintendent ceased to be an authority governing schools and institutions and has only a supervisory function. This change resulted in a complete transformation of the position of the Superintendent of Education. Any powers relating to the establishment and running of schools were eventually transferred to local government units. The proces was a response to the requests dating back to the 1990. Superintendent of Education remained supervisory authority, closely cooperating with local government units in the implementation of educational policy of the state. It should be emphasized that at the same time the superintendents of education, who are elected since 1998 exercise pedagogic supervision of schools on behalf of the Voievode, not the minister of education. Subordination of the superintendent to the Voievode is undoubtedly more convenient from the point of view of improving communication within a smaller area, which has always been a demand of reformers in Poland. At the same time the acquisition by municipalities and counties of Education gives local governments the opportunity to conduct their own policies allowing to take into account local conditions when implementing fixed in the State educational goals and objectives.
The education superintendent - the chief educational body at the regional level. Duties of the education superintendent art.31 of Act of Education System dated September 7, 1991 (Journal of Laws for 2004, No. 256, item 2572, with further amendment: Journal of Laws for 2015, item 357) On behalf of the voivode, the education superintendent implements the policy of the Minister of National Education and is responsible for: pedagogical supervision over public and non-public schools and educational institutions, including in-service teacher training institutions and guidance and counselling centres located in the given region; administrative decisions in certain fields defined by the Education System Act; co-operation with school councils; administrative decisions regarding public and non-public schools as an administrative body superior to the self-government units; and administrative decisions regarding compulsory education and expulsion of pupils from schools as a body superior to a school head; implementation of the state educational policy, co-operation with territorial self-government units in the creation and implementation of the local and regional educational policy coherent with the state policy;
Duties of the education superintendent art.31 of Act of Education System dated September 7, 1991 (Journal of Laws for 2004, No. 256, item 2572, with further amendment: Journal of Laws for 2015, item 357) issuing opinions on plans for a network of public schools established by communes and districts before their final approval; issuing opinions on the work plans for in-service teacher training institutions (with the exception of institutions run by ministers); preparation of plans for the use of funds for in-service teacher training earmarked in the regional budget upon consultation with relevant trade unions; organisation of subject Olympics : competitions and contests for pupils in the given region and presentation of pupils achievements in the respective voivodship, co-operation with regional examination commissions; diagnosis of teachers needs in terms of in-service training, organisation and co-ordination of activities related to in-service teacher training in co-operation with school running bodies, promotion of in-service teacher training, especially of training related to innovation in educational approaches; support to the organisation of external tests and exams; co-operation with territorial self-government units for the development of the organisation and the material resources of the schools and other educational institutions; co-operation with relevant bodies on the matter of conditions for children s and young people s development, including prevention of social pathologies and support to such organisations and institutions; co-ordination, support and supervision of organisation of summer and winter holidays in the given region; implementation of government programmes.
DIFFERENT MEANS OF PEDAGOGICAL SUPERVISION Monitoring Control Evaluation Support planned spontaneous External evaluation Internal Evaluation Comprehensive evaluation Evaluation focused on problem/ Problem-oriented evaluation
Professor of Education Trainee teacher Contract teacher Appointed teacher Qualified teacher
Teachers' Charter (Chapter 3a introduced some changes in the system professional adanvemenat teachers. The newly introduced system of career advancement introduced the 4 steps: 1) trainee teacher; 2) contract teacher; 3) appointed teacher; 4) qualified teacher. Transition (rise) from one professional level to another takes place in the event of meeting a number of strict criteria specified in the Act, which creates a clear image of teacher development over the years. The career is motivational, with different degrees of teacher career advancement, in addition to the satisfaction stemming from systematic increase of their skills, teacher also obtain financial inducements related to changes in the employment relationship. The various degrees of advancement reflect the stages of professional development of teachers and so: Teacher-trainee stage is the stage of adaptation to the profession, during which the teacher tests in practice the knowledge gained from college, shall enter into force school - during the placement of the degree of contract teacher. The next stage includes an internship for the degree of appointed teacher is a professional stabilization period during which the teacher improves professional skills. Finally internship degree-qualified stage is for teachers a period in which the teacher has achieved mastery in the profession. For this stage but may reach only those teachers who have outstanding. achievements in their respective fields- is an elite educators. The career foundations of rational planning and implementation of development institutions, both in terms of professional development of individual teachers and improve the quality of the work of placement.
The only chance we have to deal successfully with changes is related to our the ability to learn. The individuals who are able to learn are also able to successfully overcome almost any obstacles resulting from changes.
Marshalls s Office in the Świętokrzyskie Voievodeship Board of Education in Kielce Thank you for your attention Małgorzata Muzoł Superintendent of Education in Świętokrzyskie Voievodeship