ОСВІТНЯ ПОЛІТИКА ПОЛЬЩІ (ДІТИ ЗДОРОВІ ТА З ОСОБЛИВИМИ ПОТРЕБАМИ)

Abstract

The article is devoted to the top issues of Polish educational policy. The emphasis has been made on the crucial role of analytical documents at the level of the report on intellectual capital for Ukraine. The importance of scientific substantiation of regularities of educational systems development, improvement of legislation, financing per one student is emphasized. The article notes that the quality of Polish education is highlighted as the main priority. There are two words used as a kind of epigraph: “Good school”. This is a kind of modern Polish educational philosophy. The importance of information education and introduction of innovations has been proved. A special competition involves primary school teachers learning the basics of programming. The program “Digital Poland” can be concerned as a model for Ukraine as well. It is worth noting the constant monitoring of essential issues for society and effective response to challenges. It has been analyzed the instructive experience of establishing a council of children and youth at the Ministry of Education, which has been operating since 2016. The practice of distance learning, recommendations for school principals, teachers, students, parents, electronic textbooks (e-textbooks), lectures for each class are relevant materials to be learnt. In general the experience of Polish colleagues in working with children with special needs, the peculiarities of the development of psychological culture of parents have been summarized.The analytical materials on the four components of intellectual capital i.e. human capital, structural capital, social capital, reputational capital are particularly important for the development of the national educational system. The emphasis is made on the constant comparison of all achievements of the other countries, the personal approach where a person from birth to old age is the main issue, successfully selected top priorities. It is given an objective assessment of the situation in the country, as well as logical, reasoned prognostic assessment of necessary changes. The most important problems include the children’s health, the availability of preschool education, quality education that develops competence, training of capable teachers. The author stated an ineffective family policy, threat of poverty for children, poor health, low percentage of children at preschools, insufficient innovation potential of educational institutions, poor quality of education, insufficient level of teacher training, low number of modern didactic methods, lack of help to equalize opportunities at schools, absence of cooperation between school and parents, few “personalized systems of education” at schools as the crucial problems that need to be quickly resolved. Among the specific recommendations of improving the situation it was called a number of key priorities i.e. comprehensive and effective family policy, improving the quality of education labour market needs, the activity of older people, the synergy of the world of science, business and culture, improving the quality of law, regular measurement of intellectual capital.