This page was last modified on 29 December 2016, at 12:49.

Poland:Primary Education

From Eurydice

Jump to: navigation, search

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

Primary education is compulsory. Children between the ages of 6/7 and 12/13 attend primary schools (szkoła podstawowa) for a period of six years. Subsequently, they move on to a lower secondary school (gimnazjum) (where education is also compulsory).

  • Before 2013 children were required to start education at the age of 7 (having reached the age of 7 during the calendar year in which they started compulsory education). Then, in accordance with the amended School Education Act, primary education became compulsory also for 6-year old children. As from 1 September 2014, it was compulsory only for 6-year old children born in the first half of the year, i.e. by the end of June 2008. As from 2015, all 6-year-olds were to start full-time compulsory education. However, the amendments to the School Education Act adopted in December 2015 raised again the school starting age to 7 years and there is only an option for parents to apply for admission of their 6-year old child to primary school under certain conditions (preschool education to have been completed, and the child’s school readiness).
  • Public primary education is free of charge for all pupils. All non-public primary schools are required to obtain the public school status.

Primary education is divided into two stages:

  1. Stage I, grades I to III, offering integrated early school education,
  2. Stage II, grades IV to VI.

No test or examination is taken between the two stages.

Until the end of 2016, at the end of the 6-year primary school, pupils took an external compulsory test (set by the Central Examination Board, and administered and assessed by the Regional Examination Boards) which was primarily designed to provide teachers and parents with information about pupils’ achievements. Results of the test had no impact on completion of primary education. Following the recent amendments to the School Education Act, the test has been abolished as of 1 September 2016.Thus, primary schools are now expected to focus on overall development of pupils rather than on preparing pupils for the test. See also: Poland:National_Reforms_in_School_Education

General education in the primary school aims to enable pupils to:

  1. acquire a basic body of knowledge about facts, rules, theories and practice related, in particular, to topics and phenomena close to their experience;
  2. acquire the ability to use the knowledge gained in carrying out tasks and solving problems;
  3. develop attitudes which are necessary for efficient and responsible functioning in the modern world.

Early school education aims to support children in their intellectual, emotional, social, ethical, physical and aesthetic development. This stage is designed to ensure a gradual and smooth transition from integrated education to subject-based teaching in grades IV to VI of the primary school. The current model will be changed when a redesigned school system is put in place, based on 8-year primary education, divided into two four-year stages. Details of the planned changes are not available yet.

Key skills to be acquired by pupils in the primary school include:

  1. reading: understood as both a simple activity and the ability to understand, use and process texts to the extent enabling acquisition of knowledge, emotional, intellectual and moral development, as well as participation in social life;
  2. mathematical thinking: the ability to use basic mathematical tools in everyday life and to apply elementary mathematical reasoning;
  3. scientific thinking: the ability to formulate conclusions based on empirical observation related to nature and society;
  4. communication skills in mother tongue and in a foreign language, including both speaking and writing skills;
  5. ICT skills, including the ability to search for and make use of information;
  6. learning skills as a means enabling pupils to satisfy their curiosity about the world, to identify their interests and to prepare for further education;
  7. teamwork skills.

Legislation

The basic legislation for primary education is the School Education Act of 7 September 1991 (with further amendments). Detailed arrangements are laid down in the regulations of the minister responsible for school education. The most important ones include:

  • Regulation of the Minister of National Education of 27 August 2012 on the core curricula for pre-school education and general education in individual types of schools, further amended by the Regulation of 30 May 2014;
  • Regulation of the Minister of National Education of 10 June 2015 on the conditions and rules for pupil assessment, eligibility for assessment and promotion in public schools;
  • Regulation of the Minister of National Education of 8 July 2014 on the approval of textbooks for the use in school;
  • Regulation of the Minister of National Education of 27 August 2015 on pedagogical supervision;
  • Regulation of the Minister of National Education of 6 August 2015 on requirements for schools and other educational institutions;
  • Regulation of the Minister of National Education of 30 April 2013 on the rules for provision and organisation of psychological and educational support in public nursery schools, schools and other educational institutions;
  • Regulation of the Minister of National Education of 7 February 2012 on the outline timetables in public schools, further amended on 29 December 2014.

As far as school financing is concerned, key arrangements are adopted in annual regulations of the minister responsible for school education on the distribution of the school education part of the general subsidy for local government units. The level of the general subsidy for the communes (gmina), i.e. local government units which are the managing bodies for most primary schools, is fixed in the annual Budgetary Act.

Primary schools managed by private entities receive grants from local government budgets; relevant provisions are included in the School Education Act (Articles 80 and 90) and resolutions adopted by communes.