Into the 1980s: perspectives and prospects in Poland

Abstract

One of the specific features of Polish national consciousness in its historical evolution has been to understand the social role of education and take care for its development. These features were manifested in pre-partitioned Poland in a variety of ways. It is worth mentioning the foundation of Cracow University and the wide-ranging activity of the National Education Commission. During the years of Poland's partition, education established itself as a specifically Polish notion untranslatable into other languages. In April 1919, just a few months after Poland gained its independence, a Warsaw session of the so-called Teachers' Parliament passed resolutions which outlined ways of struggling for a democratic educational policy. When World War II came to an end, during the first few weeks of independence a Congress was called in L6di. It passed resolutions and outlined the aims of educational reform corresponding to the needs of a nation beginning a new era in its history. From this moment onwards we note a constant development of education on all levels and in various educational and cultural institutions. Gradually, Poland became, in the full meaning of this expression, a country of people at study. New educational tasks were shaped in the early 1970s. They became vital because of Poland's new socioeconomic policy, the requirements of the scientific-technical revolution, and new perspectives for a developed socialist society. Full credit was given to former educational achievements. They were emphasised in public discussions, but at the same time faults and deficiencies of the existing educational system were pointed out. The postulates of change and the advancement of general education for the future were proclaimed. In 1973-the year celebrating the bicentenary of the National Education Commission-the Polish Parliament (Seym) passed resolutions concerning the principles of educational reform. These anticipated a compulsory ten-year general primary education as the basis for two-year general education secondary schools and for twoto three-year vocational schools. Thus the Ministry of Education began its tremendous job, aiming at the preparation of conditions necessary for the implementation of reform-including organisational and educational programmes. Among these were: the extension of the nursery school system, especially