СУЧАСНА СИСТЕМА ОСВІТИ РЕСПУБЛІКИ ПОЛЬЩА: АКТУАЛЬНІ ПИТАННЯ РЕФОРМУВАННЯ

The article studies the reforms that took place in the education system of the Republic of Poland in 1999 and proceeded in 2009. The structural changes were characterized; the types of educational institutions were given; the changes in programs, forms and methods of a teacher with a student work were analyzed; evolutionary processes in the evaluation system were traced. Special attention was paid to structural changes in school education. The problems of the education system reform in Poland were highlighted (the convergence of learning with the realities of modern life, the upbringing of a modern individual, deprived stereotypes of the past, the democratization of the education system in the light of European experience, preparation for an accession to the EU, the self-regulation possibility of a new educationsystem). The new accents of the school education contents were analyzed (safe and healthy for the pupil’s health, focusing on the construction of their own values systems, their development and improvement, the obligation to enhance children’s independence through the provision of a high level of internal self-government, the elimination of a single educational programme in the senior classes and the opportunity for students to choose their own future profession). It has been concluded that reforms implemented at the turn of the 20th and 21st centuries in the Republic of Poland reflected obvious advantages in systemic educational processes. One of the major trends in systemic reform was the introduction of the three-level structure of the school system “6 + 3 + 3” (six year primary school, three-year gymnasium and a three-year profile lyceum). The result of reforms was the adaptation of education levels and upbringing to periods of children and young people development, ensuring their better understanding of themselves, other people and the world; educational chances equalization; improving the quality of education. The prospective areas of research in this area include the study of reforms in preschool education as a starting point for a holistic education system in Poland, the disclosure of organizational and content aspects of child’s preparation for schooling.

Objective: The article deals with the question of educational leadership and the understanding of that notion. That problem is relevant in the discussions on contemporary education, which is demonstrated by numerous publications concerning such areas as pedagogy, sociology of education or management. The attributes ascribed to an educational leader (personality traits, attitudes, values, etc.) are varied and arise from different experience of the authors and the applied research perspectives. The article presents the results of studies describing the characteristics of an ideal educational leader. Methodology: The aim of the presented studies was to attempt to identify the set of traits ascribed to a contemporary educational leader and determine to what extent the respondents identify those traits as the ones they themselves possess. The studies have been based on the opinions and experience of the participants in the education system in Poland – graduates of senior secondary schools (2017). As the analysis of relevant literature on the subject does not allow one to present a uniform set of qualities of an ideal educational leader, the authors of the presented studies have selected 34 traits that are most frequently mentioned in scientific papers. Subsequently, during the first stage of the studies, a group of 22 experts was asked to select 17 descriptive categories (half of the presented set) that, in their view, most accurately describe an ideal educational leader. Afterwards, a sample of 108 respondents (graduates) was provided with a survey questionnaire where, using a five-point Likert scale, the participants evaluated the occurrence of a given trait/quality in the following contexts: A pedagogue – an ideal leader; A pedagogue – a leader from the past; Self-assessment with respect to a degree of possession of the listed qualities. The studies were conducted in Google Forms technology with the randomisation of all the studied qualities of a leader for each of the questions and each of the respondents. The constructed non-random purposive sample consisted of the graduates of general education, technical and vocational senior secondary schools from cities with population exceeding 500,000 inhabitants. Men constituted 27.8% of the sample. Findings: According to the respondents, the key traits in this case (a pedagogue – an ideal leader) included the ability to motivate others, psychological and pedagogical sensitivity and being a moral authority. The results relating to the educational leader from the past show a slightly different order of the key qualities resulting from the respondents’ own experience. The first place was taken by high intellectual capabilities. It was followed by the ability to motivate others and being a moral authority. When conducting self-assessment with respect to the listed leadership qualities, the participants indicated that the qualities they possessed to the greatest degree included psychological and pedagogical sensitivity, the ability to interpret other people’s expectations and the ability to plan the necessary changes. The achieved results also show that the averaged ( ) self-assessment regarding the degree of possession of all the leadership qualities in comparison to the qualities ascribed to an ideal leader is lower by 21.97%. At the stage of designing the studies, it may have been expected that more significant differences would be revealed between the imagined ideal type of a leader and the self-assessment of the graduates with respect to leadership predisposition/qualities. Value Added: In summary, the applied quantitative method of measurement allows one to confirm the accuracy of the set of leadership qualities determined on the basis of the relevant literature on the subject. According to the opinions of the graduates taking part in the study (former participants of leadership relationships), it correctly describes an educational leader. That knowledge may have practical application, especially in the conscious building of leadership in the educational environment. This is because it may be assumed that the stronger the correspondence of the set of qualities of an educational leader with the expectations of the followers, the better the chance for the creation of an effective leadership relationship. Recommendations: The perspective of the “followers” who have their own individual experience with respect to relationships with “educational leaders” seems to be worth exploring further. The analysis of available publications on the subject in question gives grounds for posing a question to what extent the postulated image of the educational leader has any empirical foundations and to what degree it is rather a speculation or intuition of numerous authors.

Uspostavljanje modela filmske edukacije u srednjoj školi

This article presents the main directions of reforms in the contemporary higher education system in Poland, focusing especially on the model of training for candidates for the teaching profession. The author highlights various changes in Polish universities, which were grounded on reflections on the constant development of didactics at the university level and on ways of understanding this, as well possible concepts of academic education. The paper discusses the most important stages in the implementation of the Bologna Process in Poland, with the resulting consequences for the higher education system. The last part of the article is devoted to a detailed presentation of the ongoing implementation of training standards for teachers, where the author draws critical attention to the increasing importance of psychological and pedagogical features.

The contemporary education system in Poland operates at the intersection of two realities – the enduring structures of the Prussian model and the rapidly evolving social and technological demands of the 21st century. The aim of this article is to analyze the key problems and challenges of Polish schooling in the context of this historical legacy and to identify inspirations drawn from modern educational approaches such as the Finnish system, the Montessori method, the STEAM model, and democratic education. The following research questions were formulated:1. Which elements of the Prussian model still shape the functioning of modern Polish schools?2. What factors hinder educational reform in Poland?3. Which practices from innovative education systems may inspire change in Polish schooling?The study employs qualitative methods – comparative analysis and desk research – based on reports from OECD, UNESCO, UNICEF, and PISA, as well as academic literature from 2018–2025. The findings indicate that the main challenges include the rigidity of the curriculum, low teacher motivation, and excessive emphasis on standardized testing, which limits creativity and the development of future competencies. The paper proposes possible reform directions inspired by Scandinavian experience and the principles of humanistic education.

The reform of the school education system in Poland launched during the 2014-2020 programming period may have consequences for the absorption of EU funds due to the planned phasing out of lower-secondary schools. This issue deserves consideration with regard to the efficiency and rationality of allocation of EU funds in the area of public policy of an EU Member State. The purpose of this article is to investigate the following questions: 1) What is the potential risk of the EU authorities demanding repayment of EU funds allocated to lower-secondary schools due to their phasing-out?; 2) Is it admissible to apply for EU funds by lower-secondary schools during the phasing-out period? The applied method included review of documents regarding legal conditions in the two periods of EU programming in Poland, i.e. years 2007–2013 and 2014–2020, as well as the review of literature on local self-governments’ finance sector. The conducted analyzes refer to the official statement issued by the Ministry of Development regarding the research questions addressed in this paper. The study concludes that there are indicators that repayment of EU funds already awarded to lower secondary schools may be demanded and the admissibility of application for EU funding for these schools during phasing out period may further increase the financial burden on local self-governments in communes.

According to the European Union (EU) treaties, the EU’s educational policy has been excluded from the exclusive competence of the EU and left out of the EU harmonisation procedure. Consequently, it is regulated at the level of the EU member states. Educational policy is a powerful tool for social modelling of citizens’ attitudes and their multi-faceted identity. This process determines the formation of the meaning of European citizenship, active citizenship, openness to diversity as well as an understanding of the social, political and economic processes taking place in the EU, and the perception of Europe as a common place to live. In this chapter I examine the problem of the place of patriotic education and the formation of national identity in the light of Polish educational reform after 2017. The chapter offers an analysis of the Law and Justice government’s educational policy being framed by the conservative-sovereigntist as well as nationalist-populist party rhetoric that surrounds the educational policy reform introduced in Poland in 2017, the reform that fundamentally changed the vision of the education system in Poland and the patterns of identity construction within current Polish society.

This report is a part of the results of the international project entitled “Studium in Osteuropa: Ausgewählte Aspekte (Analysen, Befunde)” conducted in the years 2013-2015 under supervision of Prof. Wilfried Schubarth and Dr Andreas Seidl from the Potsdam University, Department of Education Science, and Prof. Karsten Speck from the University of Oldenburg, Germany. The project was conducted jointly by representatives of academic centres from Germany, the Czech Republic, Poland and Russia. Its general aim was a comparative analysis of the effects of implementation of Bologna Process directives into the higher education systems of the individual countries. The changes introduced into the higher education systems in the countries involved in the project were described and evaluated, discussed was in particular the problems of education of teachers at the university level. The following text is the result of the contribution of the Polish group participating in the project. The report will be presented in two parts. The first part is focused on the macro-societal context of transformations in the higher education system in Poland. The implementation of selected aspects of Bologna Process directives is described and supplemented by empirical comments. The second part deals with selected aspects of university level education of teachers, followed by a polemic against the assumptions and execution of the target transformations of higher education system.

Barriers to cooperation in the vocational education system in Poland – on the example of the Lubusz Voivodeship

This study is a prolegomena for reflection on the legal system of church universities in Poland. This article is the first of two parts of research on this issue. In this part, attention has been focused on, firstly, the specificity of the Polish context of the issues we are interested in, and, secondly, the universities run by non-Catholic churches and religious associations. The presented specificity is also an introduction to research, which was included in a separate text “Church Universities in the Higher Education System in Poland. Part 2: Universities Run by the Catholic Church.” The material scope of Part 1 includes analyses of legal and non-legal sources regulating the functioning of non-Catholic church universities in Poland. In addition, a systemic division of these universities has been proposed, together with their description and specification of differences in legal status.

The main thesis of the article is connected with the constant attempts to the implementationa new educational system in Poland. Some new opportunities have occurred since Polandentered the European Union as we can now make use of other countries’ experience in thereforming area. Nowadays we are dealing with a new term in Poland i.e. lifelong learning. According to the author such a view on the education has its roots in constant changes in Polishsociety and economy. Open trade economy has influenced Polish scholar system – the trainees students are focused on being successful on the market, especially on the job market. Traditional educational system in Poland was enriched by elements of entrepreneurship. The authordescribes Polish education as an investment, which is a condition of economic, scientific andsocial development. Constant or lifelong learning is therefore described as a social and economic phenomenon.

Tourism is perceived to be one of the biggest and fastest growing global industries. Consequently, there is an increasing need for qualified, highly educated professionals possessing broad knowledge and competencies as well as employability skills. This chapter explores hospitality employers’ expectations of the higher education system in Poland. The study advocates that the hospitality field of study needs to refocus in order to adapt to a rapidly changing business environment and industry’s needs. The purpose of the chapter is to identify the most significant gaps between tourism education and industry needs. The study confirms the outcomes of other research carried out within the tourism education sector. The research was conducted in 2013 in 103 hotels, with 147 managers being interviewed. The findings show that changes to tourism education may strengthen the employability and flexibility of graduates. The respondents stress the need and significance of personal qualities favouring service quality and the importance of an appropriate organizational culture (e.g. creativity, entrepreneurship, flexibility, conscientiousness, synergy). At the same time those qualities seem to be neglected in the education process, both in the merit and didactic dimensions.

Background. The analytical article is devoted to the problem of legislative regulation of adult education in the Republic of Poland and Ukraine. The purpose of the article is to highlight the peculiarities of the legislative provision of adult education in both countries. The key role currently played by adult education in solving modern challenges, overcoming social inequality, is characterized and the development of this educational direction as an integral component of lifelong education is highlighted. The progressive changes that have taken place recently in the field of legal regulation in Poland and Ukraine are outlined. Methods. The following methods were used in the research process: descriptive (description of the current legislation in the field of adult education in Poland and Ukraine), historical (identification of changes in the researched phenomenon that occurred over time), comparative (identification of common and distinctive features of legislative provision in both countries) and inductive (formulating generalizations based on specific observations). The scientific explorations of Polish and Ukrainian scientists in the field of andragogy and adult education are characterized. Results. Based on the results of the analysis of legislative and regulatory documents (laws, regulations, government resolutions), it was concluded that the adult education system in Poland is regulated by a set of laws, the main ones of which are the Law on the Education System and the Law on Promotion of Employment and Labor Market Institutions. Conclusions. The importance of normative and legal provision of adult education in Ukraine is substantiated, the importance of which is strengthened by the conditions caused by the military aggression of the Russian Federation. The current legislative acts regulating individual components of adult education in Ukraine have been analyzed. The content of the draft Law on Adult Education has been revealed. A comparative analysis of the current legislative provision of adult education in Poland and Ukraine was carried out, in particular, similar and distinctive features characteristic of both countries were identified. The progressive changes that have taken place recently in the field of regulatory regulation in both countries are outlined. It has been established that the development of adult education systems in Poland and Ukraine reflects the leading general European trends and at the same time has mental features unique to them. The results of understanding the content of the study can be useful for the development of relevant legislation in both countries.

This study serves as prolegomena to reflection on the legal framework of church universities in Poland. This article is the second of two parts of research on this issue. This installment specifically examines universities administered by the Catholic Church. The specifics of church universities within the Polish higher education system were outlined in Part 1, “Church Universities in the Higher Education System in Poland. Part 1: Universities Run by non-Catholic Churches and Religious Associations.” Part 2 explores the legal and extralegal sources governing the operation of Catholic church universities in Poland. Additionally, it proposes a systematic categorization of these higher education institutions, providing descriptions and highlighting differences in their legal statuses. The “Summary” at the end of this text encompasses both the analyses presented in Part 1 and Part 2.

Agency theory is a theoretical platform used primarily to describe processes related to corporate governance. However, the theory is also being used to describe the processes associated with the functioning of the higher education system. Contractual relationships in this sector make it possible to identify the institutions that may act as either principal or agent, depending on the research perspective. Relationships between the state/government (principal) and public universities (agents) are the most commonly studied paradigm. The aim of this article is to present proposals for reform of the higher education system in Poland, using agency theory as the research perspective. The most important dysfunctionalities of the current system, viewed as a manifestation of the agency problem, are identified, and the proposed new standards of academic governance are confronted with theoretical mechanisms reducing conflicts of interest: outcome-based and behaviour-based contracts. The main recommendation contained in reform proposals is a desire to increase the institutional autonomy of public universities, leading to a strong leadership of the university authorities.