Strong Performers and Successful Reformers – Lessons from PISA Tokyo, 28-29 June 2011

by Mr. Miroslaw Sielatycki, Under-Secretary of State Ministry of national Education ate

POLAND Successes and Challenges

Educational Reforms

2

Outline of the presentation

1. The main findings of PISA Programme for Poland

2. The comprehensive reforms of the educational system toward the LLL strategy

3. Conclusions from the Polish experience

Poland

Country of:

political, social and economic transformation

educational boom

high aspirations of young people

still on the way ….

3

Polish educational boom in focus

4

 1989 2011

tertiary education students 400 000 2 million

participation in higher education 10% 41,2 % (4 times more)

students of upper secondary schools leading to maturity exam

40% 84%

teaches with university diploma (ISCED 5)

50%600 000 teachers

98% 600 000 teachers

pre-primary education participation

30% 67,5%

5

Developing students’ competences – the example of reading literacy

Poland is among the 13 countries that showed improvements in average reading performance in PISA since 2000

The main sources of these improvements: development of competences of lowest-

performing students development of competences of girls

These trends apply also to Poland

6

Main findings of PISA 2000-2009 in Poland

Polish 15-year-old students’ mean performance in reading versus OECD average in 2000-2009

7

Percentage of students below proficiency level 2 in reading in 2000-2009

Main findings of PISA 2000-2009 in Poland

8

Change in the percentage of low and top performers in reading across 13 countries in 2000-2009

Main findings of PISA 2000-2009 in Poland

9

Main findings of PISA 2000-2009 in Poland

Improvement of reading performance among boys and girls in 2000-2009 in chosen countries

10

Main findings of PISA 2000-2009 in Poland

The variance in student performance between schools was reduced (the most significant result in EU and OECD countries).

It concerned students’ achievements in all competences measured by PISA (reading, mathematics, science).

Variance in student performance between schools in Poland in 2000-2009 versus OECD

11

Main findings of PISA 2000-2009 in Poland

Improvement in students’ performance and reduction in variance in students’ performance between schools results from comprehensive reforms of the educational system

PISA 2000 examined the previous system of education

PISA 2003 - 2009 examined the new one

Polish way to success long-term and comprehensive reforms

Three stages of the educational reforms

1989 - transformation - beginning of the

changes in education

1999 - systemic change in educational system

2009 - complementary reforms

12

POLAND – the first stage of the reforms

1989 - change of the political system in Poland

I. Bottom up reforms release of educational potential - non-public schools, innovations

II. Top down reforms decentralization of the system greater autonomy of schools increase of teachers’ salary (up to the country’s average salary) first long - term educational strategy - „Good and modern school” 1996 - OECD accession (1994 - review of educational policy in Poland) National Centre for Teachers’ In-Service Training established Giving up ideology in curriculum

13

POLAND – the second stage of the reforms

1999 – continuation of educational reforms

I. administrative reform of the country - schools’ management

delegated to local authorities

II. changes of the system of education

structural reform - creation of the lower secondary schools (ISCED2) – longer compulsory general education

introduction of the external system of national assessment adoption of the core curriculum and national standards reform of the teachers initial education at the universities introduction of the teachers’ career promotion system

14

1515

Change of the structure of school systemPolish way to success – longer together

gen

eral edu

cation

extend

ed b

y on

e yearg

eneral ed

ucatio

n exten

ded

by o

ne year

ISCED 0 ISCED 1 ISCED 2 ISCED 3 ISCED 4-6 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

ISCED 0 ISCED 1-2 ISCED 3 ISCED 4-6

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

PRIMARY SCHOOL LOWER SECONDARY

PRE-PRIMARY EDUCATION

UPPER SECONDARY GENERAL

UPPER SECONDARY VOCATIONAL SCHOOL

BASIC VOCATIONAL SCHOOL

PRE-PRIMARY EDUCATION

Previous structure of school system (PISA 2000):

New structure of school system (PISA 2003, 2006):

PRIMARY SCHOOL

UPPER SECONDARY VOCATIONAL SCHOOL

BASIC VOCATIONAL SCHOOL

UPPER SECONDARY GENERAL

Changes introduced since 1999: introduction of the new school type - ISCED 2 and extension of comprehensive compulsory education by one year (related to 15-year-olds)

Agenda

1. Standardy/wskazówki do SIWZ

2. Regulaminy dot. Zamówień publicznych

3. Współpraca międzyzespołowa/szkolenia

4. Planowanie prac: zespół analityczno-informatyczny, prawnicy

5. Eksperci banku światowego

Structure of higher secondary education (ISCED 3)

Number of students at first grade

Poland – the third stage of the reforms

2009 – complementary reforms

new core curriculum - based on learning outcomes compulsory education at the age of 6 compulsory pre-school education for 5 years olds modernization of the vocational education and training - based on

the European Credit System for Vocational Education and Training (ECVET)

individual approach to teaching - special attention given to talented students and to the students with learning difficulties

development of Life-Long Learning Strategy National Qualifications’ Framework - based on European

Qualifications’ Framework - in progress

17

18

Context of the comprehensive reform – educational aspiration

Is it worth gaining education? 1993 – 2009

Significant growth of citizens' educational aspirations in 1993 - 2009:

91% of adult Poles believe that it is important to get an education, of which 68% are strong supporters of this idea

POLAND - strengths of the educational system

small share of early school leavers - 5,3%

(EU average 14,4%)

high rate of people (20-24) with completed upper secondary education - 91% - the third result in EU (EU average 78,6%)

high tertiary education attainment 35,3% (EU average 33,6%)

small share of adults (25-64) with education below upper secondary - 14% (the average for OECD countries is 30%)

small share of low achievers in reading - 15%

(EU average 20.0%)

highly qualified teachers - 98% with the ISCED 5 diploma

19

Teachers

qualifications – from 50% to 98% with university diploma

compensation – increase by 50% in the last 4 years

90% participate in professional development

insufficient number of candidates for teaching profession

20

Main challenges

early childhood education and care

only 67,5 % of children is participating in early childhood

education (EU average is 92.3%).

still large variance in student performance between schools

at the level of ISCED 3 (vocational vs. general education)

high unemployment rate of the graduates – apox. 26%

life long learning - only 4,7 of adults participate in life long learning in Poland (EU average is 9,3%)

21

In general

In Poland

the results of educational system (schools

and universities) are good or very good

More work is now needed in: early childhood education vocational education in life-long learning

22

23

Conclusions from the Polish experience• Comprehensive approach to the changes in

education

one of the most extensive reforms of education in OECD and UE countries

evolutional not revolutional changes (in Poland they affect 300 000 schools, 800 000 teachers and 6 million of students)

• Ensuring better general education for all with individualization of teaching (ISCED 3)

24

Conclusions from Polish experience

•Taking advantage of existing educational potential

improvement among lowest performing students (revealed in PISA in 2000-2009)

•Proper monitoring of the system and development of evidence based policy

participation in international programmes (like PISA, TIMSS/PIRLS, TALIS, TEDS-M, PIAAC)

development of national educational research capabilities and data collection systems

25

Thank you very much

for your attention