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Poland:Assessment in Programmes for Children over 2-3 years

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Overview Poland

Contents

Poland:Political, Social and Economic Background and Trends

Poland:Historical Development

Poland:Main Executive and Legislative Bodies

Poland:Population: Demographic Situation, Languages and Religions

Poland:Political and Economic Situation

Poland:Organisation and Governance

Poland:Fundamental Principles and National Policies

Poland:Lifelong Learning Strategy

Poland:Organisation of the Education System and of its Structure

Poland:Organisation of Private Education

Poland:National Qualifications Framework

Poland:Administration and Governance at Central and/or Regional Level

Poland:Administration and Governance at Local and/or Institutional Level

Poland:Statistics on Organisation and Governance

Poland:Funding in Education

Poland:Early Childhood and School Education Funding

Poland:Higher Education Funding

Poland:Adult Education and Training Funding

Poland:Early Childhood Education and Care

Poland:Organisation of Programmes for Children under 2-3 years

Poland:Teaching and Learning in Programmes for Children under 2-3 years

Poland:Assessment in Programmes for Children under 2-3 years

Poland:Organisation of Programmes for Children over 2-3 years

Poland:Teaching and Learning in Programmes for Children over 2-3 years

Poland:Assessment in Programmes for Children over 2-3 years

Poland:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Poland:Primary Education

Poland:Organisation of Primary Education

Poland:Teaching and Learning in Primary Education

Poland:Assessment in Primary Education

Poland:Organisational Variations and Alternative Structures in Primary Education

Poland:Secondary and Post-Secondary Non-Tertiary Education

Poland:Organisation of General Lower Secondary Education

Poland:Teaching and Learning in General Lower Secondary Education

Poland:Assessment in General Lower Secondary Education

Poland:Organisation of General Upper Secondary Education

Poland:Teaching and Learning in General Upper Secondary Education

Poland:Assessment in General Upper Secondary Education

Poland:Organisation of Vocational Upper Secondary Education

Poland:Teaching and Learning in Vocational Upper Secondary Education

Poland:Assessment in Vocational Upper Secondary Education

Poland:Organisation of Post-Secondary Non-Tertiary Education

Poland:Teaching and Learning in Post-Secondary Non-Tertiary Education

Poland:Assessment in Post-Secondary Non-Tertiary Education

Poland:Higher Education

Poland:Types of Higher Education Institutions

Poland:First Cycle Programmes

Poland:Bachelor

Poland:Short-Cycle Higher Education

Poland:Second Cycle Programmes

Poland:Programmes outside the Bachelor and Master Structure

Poland:Third Cycle (PhD) Programmes

Poland:Adult Education and Training

Poland:Distribution of Responsibilities

Poland:Developments and Current Policy Priorities

Poland:Main Providers

Poland:Main Types of Provision

Poland:Validation of Non-formal and Informal Learning

Poland:Teachers and Education Staff

Poland:Initial Education for Teachers Working in Early Childhood and School Education

Poland:Conditions of Service for Teachers Working in Early Childhood and School Education

Poland:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Poland:Initial Education for Academic Staff in Higher Education

Poland:Conditions of Service for Academic Staff Working in Higher Education

Poland:Continuing Professional Development for Academic Staff Working in Higher Education

Poland:Initial Education for Teachers and Trainers Working in Adult Education and Training

Poland:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Poland:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Poland:Management and Other Education Staff

Poland:Management Staff for Early Childhood and School Education

Poland:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Poland:Education Staff Responsible for Guidance in Early Childhood and School Education

Poland:Other Education Staff or Staff Working with Schools

Poland:Management Staff for Higher Education

Poland:Other Education Staff or Staff Working in Higher Education

Poland:Management Staff Working in Adult Education and Training

Poland:Other Education Staff or Staff Working in Adult Education and Training

Poland:Quality Assurance

Poland:Quality Assurance in Early Childhood and School Education

Poland:Quality Assurance in Higher Education

Poland:Quality Assurance in Adult Education and Training

Poland:Educational Support and Guidance

Poland:Special Education Needs Provision within Mainstream Education

Poland:Separate Special Education Needs Provision in Early Childhood and School Education

Poland:Support Measures for Learners in Early Childhood and School Education

Poland:Guidance and Counselling in Early Childhood and School Education

Poland:Support Measures for Learners in Higher Education

Poland:Guidance and Counselling in Higher Education

Poland:Support Measures for Learners in Adult Education and Training

Poland:Guidance and Counselling in a Lifelong Learning Approach

Poland:Mobility and Internationalisation

Poland:Mobility in Early Childhood and School Education

Poland:Mobility in Higher Education

Poland:Mobility in Adult Education and Training

Poland:Other Dimensions of Internationalisation in Early Childhood and School Education

Poland:Other Dimensions of Internationalisation in Higher Education

Poland:Other Dimensions of Internationalisation in Adult Education and Training

Poland:Bilateral Agreements and Worldwide Cooperation

Poland:Ongoing Reforms and Policy Developments

Poland:National Reforms in Early Childhood Education and Care

Poland:National Reforms in School Education

Poland:National Reforms in Vocational Education and Training and Adult Learning

Poland:National Reforms in Higher Education

Poland:National Reforms related to Transversal Skills and Employability

Poland:European Perspective

Poland:Legislation

Poland:Institutions

Poland:Glossary

Pursuant to the Regulation of the Minister of National Education and Sport introducing outline statutes for nursery schools, teachers are required to observe individual children and keep relevant records of their achievements so as to be familiar with their needs and co-operate with counselling and healthcare specialists. The information gathered helps the teacher in his/her daily work with the child and in contacts with the child’s parents which support his/her development.

The core curriculum introduces an obligation for teachers of 5 -year olds enrolled in pre-school education to assess the child's readiness for school education (so-called pre-school diagnosis). This assessment takes place at the beginning of the school year preceding the child's possible enrolment in the first grade of the primary school. An initial diagnosis is provided to the child’s parents.

It is intended to collect information which may help:

  • parents to learn about the level of the child's readiness for primary education;
  • pre-school teachers to develop an individualised programme for supporting the child's development;
  • counselling and guidance staff to conduct a more in-depth assessment of the child, where necessary.

Pursuant to the Regulation of the Minister of National Education of 30 April 2013 on the rules for providing psychological and educational support in public nursery schools and schools, public pre-school institutions are obliged to provide counselling to the children enrolled and support to parents and teachers in addressing education- and behaviour-related problems. Thus public pre-school institutions have become a counselling and guidance centre for their pupils. These services should be organized in such a way that children can benefit from them in their own environment, as close to their homes as possible. All children with individual developmental and educational needs are entitled to receive this type of support. Support is also offered to their parents.

Counselling and guidance services involve identifying and addressing individual developmental and educational needs of a child, and assessing individual psychological and physical abilities which result from: specific talents; social maladjustment; risk of social maladjustment; specific learning difficulties; communication problems; chronic diseases; crisis or traumatic experience; educational failures; disadvantages related to the financial situation and living conditions of the child and his/her family; ways of spending free time; or problems related to the change of the learning environment, etc.

Individual needs are identified by the teacher or a specialist working with the child, but also other persons in contact with the child such as the head of the institution, family assistant in the given area, etc. This covers both learning difficulties and special talents. Once the child's needs with regard to counselling (educational and psychological support) are identified, the teacher (or other person) should inform the (nursery) school head about them. The head of school also informs the child's parents and provides the child with specialist support in his/her pre-school institution/school.

The (pre-)school head is obliged to organize a psychological and educational support which is provided by teachers and relevant specialists (an obligation of establishing a Psychological and Educational Support (PES) team has been abandoned in the case of children with no statement directing them to special education and requiring other types of psychological and educational support). The school head is obliged to establish a PES team for children with a statement directing them to special education or an individualised programme for one-year compulsory pre-school preparation as confirmed by a relevant certificate/statement or an opinion from a Psychological and Educational Support Centre; and for children requiring educational and psychological support as confirmed by the teacher or another specialist working with the children concerned. The team defines the extent of support to be provided, recommended forms and methods of support, and the period during which support should be provided. On the basis of the team's recommendations, the head of the (nursery) school defines the forms and methods of support, the time frame and the timetable for the provision of individual types of support. The head informs parents in writing about the arrangements adopted.

The PES team assesses the level of the child's skills and knowledge as well as the difficulties encountered by the child requiring special education as confirmed by a relevant certificate/statement. The team subsequently plans an individualised learning or learning and therapy path.

The new measures abandon the idea of drafting individual needs’ sheet for every pupil and detailed plans for provision of support. Important information concerning the psychological and educational support offered to the child should be included in the school record book and in the pupil’s individual file.

Pursuant to the Regulation by the Minister of National Education on certificates, state diplomas and other school documentation (2010), the parents of the child who completes pre-school education receive a written statement on the child’s readiness for primary education. This is intended only for parents and they do not need to provide the document to the school.

In well justified cases, entry into compulsory school education can be postponed, but only for up to one year. This decision is taken by the head of the primary school upon consultation with a counselling and guidance centre. Where the entry into primary education is postponed, the child continues preschool education.