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Learning from Improving School Systems at Home and Abroad

Explore the objectives, implementation, and results of the Polish education reform of 1999, including improvements in reading scores and increased access and equity. Discover key elements of the reform, such as curricular changes and governance, and learn about the support and prospects for the reform. Analyze the impact of the reform through the International Adult Literacy Survey (IALS) and OECD recommendations.

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Learning from Improving School Systems at Home and Abroad

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  1. Learning from Improving School Systems atHome and Abroad Polish education reform 1999 Objectives, implementation, results Jerzy Wiśniewski

  2. Mean scores in reading (PISA) of Polish students

  3. Polish students' mean performance versus OECD avarage

  4. Objectives of the reform • Quality- educational outcomes, relevance to the needs of the labour market • Access– increased participation in upper-secondary education and tertiary (particularly academic) education • Equity– pupils and student from rural areas, special needs students

  5. Key elementst of the reform • new structure of the school education system; • curricular reform - the introduction of new core curriculum; • the assessment and examination system – external tests, exams; • governance and supervision • the financing of schools – per capita funding • teachers promotion paths

  6. The reform implementation timetable

  7. Support of the reform. Why? Ten years after THE change of the system – democracy and market economy. Education, particularly the school education remained unchanged and „lagging behind”. Too long talking about the need of the reform. Prospects of the increase of salaries. Results of the International Adult Literacy Survey (IALS) and recommendations of the OECD Review of the educational policy in Poland. Education in the „package” with 3 other system reforms.

  8. What has made change happen? Structural reform – new lower secondary school Curriculum reform was real, not just another slogan Recruitment of school heads and teachers for the new schools – those who were nor afraid of change, ready to face challenges

  9. Change of the structure of school system

  10. 3 Pre-school, kindergarten 4 5 6 “zero” class 0 7 Primary school I 8 II 9 III 10 IV 11 V 12 VI 13 VII 14 VIII 15 General secondary school Vocational secondary school Basic vocational school I 16 II 17 III 18 IV 19 V

  11. 3 Pre-school, kindergarten 4 5 6 “zero” class 0 7 Primary school I 8 II 9 III 10 IV 11 V 12 VI TEST 13 Lower secondary school I 14 II 15 III EXAM 16 General upper secondary Vocational upper secondary Basic vocational I 17 II 18 III MATURA 19 IV Primary school Lower secondary school

  12. ...and PISA

  13. 3 Pre-school, kindergarten 3 Pre-school, kindergarten 4 4 5 5 6 “zero” class 6 “zero” class 0 7 7 Primary school I 8 8 II 9 9 III 10 10 IV 11 11 V 12 12 VI 13 13 Lower secondary school I 14 14 II 15 General secondary school Vocational secondary school Basic vocational school 15 III 16 16 General upper secondary Vocational upper secondary Basic vocational I 17 17 II 18 18 III 19 19 IV Primary school Primary school Lower secondary school PISA PISA PISA PISA PISA PISA PISA PISA PISA PISA

  14. Analysis, empirical method • PISA 2000, 2003, 2006 reading, math & science • National option: PISA 2006 to 16 & 17 year-olds; (4451 observations) • Estimates of test score changes for students in different tracks, propensity score matching & reweighting • Decomposition of test score changes

  15. Analysis (cont.) • Extension of obligatory education 1 year • Postponing vocational education by 1 year • Test if students in vocational schools in 2000 would have similar scores in 2003 or 2006 in new lower secondary comprehensive schools

  16. Progress in reading 35 30 25 20 points 15 10 5 0 5 10 25 75 90 95 percentiles 2000 - 2003 2003 - 2006

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