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

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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

Quality of education is monitored as part of so-called external and internal pedagogical supervision which aims to improve the school education system. In accordance with the School Education Act, pedagogical supervision involves:

  • assessing the state and conditions of educational and care-related activities undertaken by nursery schools, schools, other educational institutions and teachers;
  • analysing and assessing outcomes of educational and care-related activities, as well as other statutory activities, undertaken by nursery schools, schools and other educational institutions;
  • supporting nursery schools, schools and other educational institutions as well as teachers in their educational and care-related activities;
  • inspiring teachers to introduce educational, methodological and organisational innovations.

Pedagogical supervision is exercised at the following three levels:

  • central level: by the Minister of National Education, the Minister of Culture and National Heritage (for art schools), the Minister of Agriculture and Development of Rural Areas (for agricultural schools), the Minister of Environment (for forestry schools) and the Minister of Justice (for youth detention centres, hostels for underage young people, diagnosis and consultation centres, and schools within these institutions);
  • regional level: by the heads of the Regional Education Authorities (kurator oświaty);
  • institutional level: by the head of a nursery school, school or institution (where the head is a teacher; otherwise, by a teacher holding a management position).

In accordance with the Regulation of the Minister of National Education of 27 October 2015 on pedagogical supervision, the Regional Education Authorities (REAs) (kuratorium oświaty) and government agencies supervised by the above-mentioned ministers have established the following positions for external pedagogical supervision where teaching (pedagogical) qualifications are required:

  • in the ministries:
    • inspectors (wizytator), senior inspectors (starszy wizytator) and chief inspectors (główny wizytator);
  • in the Regional Education Authorities (REAs):
    • heads of the REAs (kurator oświaty) and deputy heads (wicekurator) of the REAs coordinating organisational units which are responsible for pedagogical supervision;
    • heads of organisational units responsible for pedagogical supervision;
    • inspectors (wizytator) and senior inspectors (starszy wizytator).
  • in specialised units responsible for pedagogical supervision which may be established for schools supervised by ministers other than the Minister of National Education:
    • heads of units and other staff holding management positions and carrying out pedagogical supervision tasks;
    • inspectors (wizytator), senior inspectors (starszy wizytator) and chief inspectors (główny wizytator).

Tasks directly related to inspections in nursery schools, schools and other educational institutions are carried out by inspectors, senior inspectors and chief inspectors (further on jointly referred to as ‘inspectors’).

Internal pedagogical supervision within nursery schools, schools and other educational institutions is the responsibility of the school head who works together with other teachers holding management positions.

Pedagogical supervision at the central, regional and institutional levels is exercised through the following three types of activities:

  • evaluation of nursery schools, schools and other educational institutions which aims to assess the extent to which a given institution fulfils the requirements laid down in the legislation;
  • legal compliance auditing: assessment of the compliance of activities undertaken by nursery schools, schools and other education institutions with the legislation;
  • support for nursery schools, schools and other educational institutions.

Pedagogical supervision tasks in these three areas which are carried out by relevant staff in ministries, REAs and other bodies, as well as by school heads are discussed in detail in Section 11.1 - Quality Assurance in Early Childhood and School Education.

Qualification requirements for inspectors

Positions of inspectors in ministries, other government agencies responsible for pedagogical supervision and the REAs require teaching (pedagogical) qualifications. Thus they may be taken by:

  • teachers holding a Master's (magister) degree who have at least 5-year teaching experience and who:
    • have completed in-service training courses in administration or management or
    • have at least 2-year experience in a management position in a nursery school, school, other educational institution or an initial teacher training institution or
    • have at least 2-year experience in one of the institutions responsible for pedagogical supervision over nursery schools, schools and other educational institutions, or in an institution which is the managing body for a nursery school, school or other educational institution;
  • academic teachers who have at least 5-year experience of working at a higher education institution and who have completed in-service training courses in administration or management.

Moreover, staff conducting evaluations of nursery schools, schools or other educational institutions as part of pedagogical supervision are required to complete, at least every two years, an in-service training course in evaluation contracted by the Minister of National Education.

The requirements discussed above are applicable to all inspectors, regardless of the level of the school education system where they conduct inspections.

Conditions of service for inspectors

Conditions of service for inspectors are regulated by the Civil Service Act of 21 November 2008 as inspectors, like other staff in government administration and the REAs, have the status of civil servants, and by the Act of 26 January 1982, The Teachers' Charter, as they are also considered teachers.

Information about vacancies for inspectors is published in an announcement for staff in government administration bodies or the REAs in the case of internal recruitment or in an announcement in the Public Information Bulletin in the case of external recruitment. The recruitment process is conducted by a team which analyses documents submitted by candidates and holds interviews or a test. The team selects one best candidate and several reserve candidates according to the extent to which they fulfil the criteria set. The final decision to employ an inspector is taken by a competent official in the case of recruitment in a government administration body or the head of the REA (kurator oświaty) in the case of the regional education authorities.

The employment relationship with an inspector may be terminated or may cease in case he/she has been given two successive negative assessments of performance, acted in breach of the law, lost good repute or lost the rights to hold the position, or is no longer able to hold the position for health reasons.

Inspectors are entitled to a salary and other benefits for civil servants. The salary comprises the basic pay, determined according to the position held, an allowance for the employment period in civil service and, depending on the mode of employment, an allowance for the professional grade held. Inspectors also benefit from a number of entitlements envisaged for teachers in the Teachers' Charter. These concern, among other things, the promotion to a higher grade in the professional promotion system for teachers, retirement (see: Section 9.2. - Conditions of Service for Teachers Working in Early Childhood and School Education) and tied accommodation.

As mentioned above, inspectors conducting evaluations of nursery schools, schools and other educational institutions take, at least every two years, an in-service training course in evaluation. Furthermore, their participation in continuing professional development (CPD) activities is taken into account in the assessment of their performance. Inspectors may take part in various types of CPD activities for school education staff which are organised by in-service teacher training institutions, continuing education institutions, higher education institutions and other educational and training institutions.