PISA results and changes in educational system

Case study Poland

„Turning research into practice – learning from PISA”REGIONAL CLUSTER OF KNOWLEDGE

Belgrad, 15 -17 June 2011

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1. Main findings of PISA 2000-2009 in Poland

2. Comprehensive reform of the educational system being implemented from 1999

3. Context of the comprehensive reform – educational aspiration

4. Main features of the comprehensive reform and its context

Outline of the presentation

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Main findings of PISA 2000-2009 in Poland

PISA gives us the opportunity to observe the development of competences of young people in the last decade in 38 countries

Poland is among the 13 countries that showed improvements in average reading performance since 2000

Polish 15-year-old students’ mean performance in reading versus OECD

average in 2000-2009

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Change in reading mean performance across 38 countries in 2000-2009

Main findings of PISA 2000-2009 in Poland

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PISA discovers that development in average reading performance among 13 countries since 2000 can be attributed mainly to: improvments among the lowest

performing students improvement of girls performancePoland is an example of the role of such improvements

Main findings of PISA 2000-2009 in Poland

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Change in in the percentage of low and top performers in reading across 13 countries in 2000-2009

Main findings of PISA 2000-2009 in Poland

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Percentage of students below proficiency level 2 in reading in 2000-2009

Main findings of PISA 2000-2009 in Poland

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Improvement of reading performance among boys and girls in 2000-2009 in chosen countries

Main findings of PISA 2000-2009 in Poland

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0%

10%

20%

30%

40%

50%

60%

70%

80%

level1 and below

(lowachievers)

levels 2 and 3

levels4 and 5

UPPERSECONDARYGENERALSCHOOLISCED 3A

UPPERSECONDARYVOCATIONALSCHOOLISCED 3A

BASICVOCATIONALSCHOOLISCED 3C

In 2000 Poland noted one of the largest variances in student performance between schools compared to the EU and OECD countries.

This can be referred mainly to the division into general education schools and vocational education schools, including basic vocational schools.

Basic vocational schools were attended by 26% of students, over 73% of them belonged to the category of low achievers.

Percentage of 15-year-olds according to the level of reading

competence PISA 2000

Main findings of PISA 2000-2009 in Poland

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PISA revealed in Poland that the variance of student performance between schools was reduced. This decrease was the most significant in the OECD countries

It concerned students’ achievements in all competences measured by PISA (reading, mathematics, science)

Variance of student performance between schools in Poland in 2000-2009

versus OECD

Main findings of PISA 2000-2009 in Poland

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Variability in reading performance between and within schools – PISA 2009

Main findings of PISA 2000-2009 in Poland

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Improvement in reading performance and reduction in variance in student performance between schools can be related to the comprehensive reform of the educational system implemented since 1999

PISA 2000 examined the previous system of education; PISA 2003 - 2009 examined the new one

Comprehensive reform of the educational system being implemented from 1999

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Educational system reform of 1999 was one of four systemic changes which contributed to preparing Poland’s accession to the EU:

other structural reforms covered public administration, health care and social security systems

local governments, as a real partner to the government administration, have become responsible for many new tasks, including new educational tasks

Comprehensive reform of the educational system being implemented from 1999

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Comprehensive reform of educational system included the following actions:

complete delegation of the responsibilities for the administration of schools to local governments with financial resources based on the number of students change of the structure of school system with focus on secondary schoolsadoption of core curricula (national curricula)

Comprehensive reform of the educational system being implemented from 1999

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reform of the system of students’ assessment, including introduction of external examinationsrationalization of school network, especially in rural areasmodernization of school equipment particularly regarding ICT implementation of the system of teachers’ career promotion and the new remuneration systemincentives for broad participation in teachers’ in-service training

Comprehensive reform of the educational system being implemented from 1999

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ISCED 0 ISCED 1 ISCED 2 ISCED 3 ISCED 4-6 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

ISCED 0 ISCED 1-2 ISCED 3 ISCED 4-6

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

PRIMARY SCHOOL LOWER SECONDARY

PRE-PRIMARY EDUCATION

UPPER SECONDARY GENERAL

UPPER SECONDARY VOCATIONAL SCHOOL

BASIC VOCATIONAL SCHOOL

PRE-PRIMARY EDUCATION

Previous structure of school system (PISA 2000):

New structure of school system (PISA 2003, 2006):

PRIMARY SCHOOL

UPPER SECONDARY VOCATIONAL SCHOOL

BASIC VOCATIONAL SCHOOL

UPPER SECONDARY GENERAL

Structural changes introduced since 1999 - including extension of comprehensive compulsory education by one year (related to 15-year-olds)

Comprehensive reform of the educational system being implemented from 1999

gen

eral edu

cation

extend

ed b

y on

e yearg

eneral ed

ucatio

n exten

ded

by o

ne year

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Context of the comprehensive reform – educational aspiration

Is it worth gaining education? 1993 – 2009

Significant growth of citizens' educational aspirations in 1993 - 2009:nowadays 91% of adult Poles believe that it is important to get an education, of which 68% are strong supporters of this viewpoint

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Context of the comprehensive reform – educational aspiration

Graduates of primary/lower secondary schools studying in

upper secondary schools1980 – 2009Change in choosing

different types of uppers secondary schools in 1980-2009:the basic vocational education is chosen now by relatively small number of graduates of lower secondary schools

Context of the comprehensive reform – educational aspiration

Number of students and graduates of higher education institutions

1960 – 2009

Students (ISCED 1-6) aged 15-24 years - as % of corresponding age

population – Eurostat 2009

Educational boom in Poland

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Increase in reading performance in last decade occurred in Poland despite:

lowest participation in ECEC in EU

high at-risk of poverty rates of children aged 0-17 years

low salaries of teachers

low education attainments of adults, including parents of PISA „generation”

slow development of information society

Main features of the comprehensive reform and its context

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Important factors for educational successes, including improvements discovered by PISA:

educational aspirations of youth and adults

ambitions related to modernization of economy, society and the European integration

education system's ability to cope with the great increase in educational aspirations

Main features of the comprehensive reform and its context

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Important factors in the 1999 reform:

concentration on the conception of secondary education (lower and upper)

comprehensive approach to the reform (links with other sectorial reforms and links between different parts of education system)

discovery of hidden potentials, especially of lower achievers (mainly in basic vocational schools) and girls

Main features of the comprehensive reform and its context

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Links to interesting reports of the World Bank on secondary education (general and vocational):

A New Agenda for Secondary Educationhttp://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,,contentMDK:20543206~menuPK:738179~pagePK:148956~piPK:216618~theSitePK:282386~isCURL:Y,00.html

Vocational education in the new EU member stateshttp://www.worldbank.org.pl/external/default/main?pagePK=51187349&piPK=51189435&theSitePK=304795&menuPK=64187510&searchMenuPK=304822&theSitePK=304795&entityID=000020953_20070829092548&searchMenuPK=304822&theSitePK=304795

Main features of the comprehensive reform and its context