System of Education in Poland

With regard to education of people with special needs

School system in Polanda) Nursery,b) Primary school,c) Lower-secondary school,d) Upper-secondary schools:

• 3-year general upper-secondary schools (liceum ogólnokształcące);

• 4-year technical upper-secondary schools (technikum);

• 3-year basic vocational schools (zasadnicza szkoła zawodowa).

• Special Job - Training Schools

e) Post-secondary education,f) Tertiary education

School for students with special educational needs.

Education system in Poland provides early intervention for disabled children from the moment of statement of disability to the start of the school.

Classification of schools by founder:

The state guarantees free access to education for

children by successive levels up to university. Parents of children who stay in nursery schools for more than 5

hours a day usually pay for the extra time.

Public (state) school an educational institution established by the government, a local authority, they offer free of charge education within the framework of the core curricula, evaluate and promote students according to the educational regulations in force

Non-public (private or NGO) schools with the rights of public schools and their own curricula, which are approved by the Minister of Education.

Classification of schools by age•Nursery (3 – 6/7 years, max. 8 years)

•Primary schools (6/7 – 12/13 years, max.18 years)

•Lower - Secondary schools (13 – 16 years, max. 21 years)

•Upper – secondary schools (16 – 19/20 max. 24 years)

•Post-secondary education and tertiary education (from 19/20 years)

Compulsory School Attendance No one must be omitted from the compulsory school attendance

Compulsory education covers full-time compulsory education (up to the age of 16) and part-time compulsory education (up to the age of 18).

Full-time compulsory education is divided into:

A. one-year pre-school preparation;

B. full-time education in school settings that lasts until the completion of lower-secondary school but not beyond the age of 16.

Part-time compulsory education concerns students aged 16–18 and may be organized:

A. in upper-secondary schools, both general and vocational;

B. at the employers’ premises (apprenticeship system).

Postponement of compulsory school attendance

Postponing a child's admission is only possible at the agreement of parents. The decision on admission or its postponement is taken by the schoolmaster upon consultation with a counselling and guidance centre.

For children with a statement of special education, preschool education may be covered by a child over 6 years. Compulsory education of these children may be postponed to the end of the school year in which the child reaches 8 years in the calendar year.

Begining the fulfillment of compulsory school attendance by a child who doesn’t have a judgment about the need for special education may be postponed, but not longer than one year

Educational programEducational program - defines the mandatory content of education and training in schools under the Education Act to acquire competencies. It is issued and published by the Ministry of Education.

The school education and training is based on the School educational program, which is a key document of the school. It reflects specific needs of school, requirements of parents, suggetions and needs of employers, but also needs of pupils and student and other relevant people, in order to increase their chances for their better preparation for life, labor market and succes in practical life.

NurseriesChildren aged 3 and 4 attend to pre-school institutions on a voluntary basis, as decided by their parents. 5-year-olds are required by law to complete one school preparatory year in one of the pre-school settings.

The main aims of pre-school education are defined by the national core curriculum and include, among other things, supporting children in the development of their talents and the intellectual skills necessary in everyday life and subsequent education; building a system of values which enables children to see the difference between what is right and wrong; developing emotional resilience; developing social skills; taking care of children’s health and physical development; building children’s knowledge about the world and introducing them into the world of aesthetic values. The main form of the children’s activity is play. Forin language in obligatory for 5 –years old childern, till 2017 all the children attending nursery schools will be learning a foreign language.

Primary SchoolGeneral education in the primary school is divided into two stages: 1. Stage I, including grades 1 to 3 of the primary school and covering early school

education, Education in grades 1–3 of the primary school is implemented in the form of integrated teaching provided by a generalist teacher. Music education, art education, physical education (PE), computer classes and modern foreign language classes can be taught by a specialist teacher with relevant qualifications.

2. Stage II, including grades 4 to 6 of the primary schoolTeaching at this stage is arranged by subjects.

There are no exams in order to proceed from 1st stage to 2nd stage. Pupils continue their education in the 2nd stage after successfully completing their year 3

On completion of primary school (at the end of grade 6) pupils sit an external standardized test. The test is set by the Central Examination Board and assessed by Regional Examination Boards. It is obligatory for all pupils. The test has no selection function, its results have no bearing on admission to lower-secondary school.The student may attend to primary school up to 18 years of age.

Lower-secondary schoolThe lower-secondary school offers 3 years of full-time general education for pupils who have completed the 6-year primary school. It is compulsory for all pupils. Study covers grades 1 to 3 (pupils aged 13 to 16).

Lower-secondary education is concluded with an external examination giving access to upper-secondary education. The exam is organised at the end of the 3rd year. This examination tests abilities, skills and knowledge in the fields of humanities and science, as well as foreign language competence.The results are annexed to the lower-secondary school leaving certificate. They are comparable on a national scale and have strong bearing on admission to upper-secondary schools.The student may attend to lower-secondary school up to 21 years of age.

• 3-year general upper-secondary schools (liceum ogólnokształcące); A type of school offers 3 years of full-time general upper-secondary education for young people aged 16 to 19. They offer the matriculation examination that leads to the receipt of the matriculation certificate required for admission to higher education. The main objective of general upper-secondary education is to prepare young people for admission to higher education establishments of various types.

• 4-year technical upper-secondary schools (technikum); A type of school that offers 4 years of full-time technical and vocational upper-secondary education for students aged 16 to 20; it offers the matriculation examination necessary for admission to higher education, and external examinations confirming vocational qualifications;

• 3-year basic vocational schools (zasadnicza szkoła zawodowa); A type of school that offers 3 years of full-time upper-secondary vocational education for students aged 16 to 19; graduates have access to work after passing examinations confirming vocational qualifications or examinations for the title of journeyman in a craft; moreover, they can continue their education in settings for adults (they can enrol in grade 2 of an upper general secondary school for adults and/ or acquire further qualifications in vocational qualification courses).

Upper-secondary schools:The student may attend to upper-secondary school up to 24 years of

Other possibilities of education

It can be a public institution or private placement.

The type of school pursuing general education and the arts education in the field of music, art or ballet.- General music school – 1st degree

/primary chool- General music school – 2nd degree

lower and upper secondary school- General school of fine arts - lower and

upper secondary school- Art upper secondary school- General school of ballet – 4th class of

primary, lower and upper secondary school

Arts education only in the field of music, art or ballet.

Art School

Post-secondary schools offer programmes lasting from 1 up to 2.5 years which are a follow-up to upper-secondary education. They enable students who have completed general upper-secondary education to acquire a diploma confirming vocational qualifications upon passing vocational examinations.

This type of school prepares general upper-secondary school leavers for employment in the following groups of occupations: middle-level technical staff, middle-level technical staff in biological sciences and health protection, office staff, personal services and security workers, and workers in other areas of specialization. Education in public post-secondary schools is free of charge.

Post-secondary schools

Tertiary education currently includes the following types of programmes: degree programmes provided by both public and non-public

university-type and non-university higher education institutions, including:

• first-cycle (Bachelor’s degree) programmes; • second-cycle (Master’s degree) programmes; • long-cycle (Master’s degree) programmes;

third-cycle or doctoral programmes college programmes classified as tertiary education for

international comparisons, but not recognised as such in the national legislation (teacher training colleges are currently being phased out). Higher education programmes may be offered as full-time or part-time programmes.

TERTIARY EDUCATION

Education of children of special needs.

The need for special organisation of education is recognised by a public guidance and counselling centre at the request of parents or headmaster of the school but by the paretns agreement.

In the Polish education system among the pupils with special educational needs we distinguish children who require special organisation of education and teaching methods. This mean that such children need broad specialist support during their education, with adapted curriculum and adjusted learning conditions. Within this group we distinguish disabled children as follows: • physically disabled • intellectually disabled • blind • visually impaired • deaf • hearing impaired • autistic, including Asperger syndrome • with multiple impairments; and pupils with abnormal social functioning: • socially maladjusted youth (who need reclamation) • young people at risk of social maladjustment (who need sociotherapy).

There are different types of school in Poland:

• Mainstream schools, providing inclusive education, • Integration classes in mainstream schools or integration schools • Special schools and residential special schools for:

the blind and the visually impaired for the deaf and the hearing impaired for the mentally handicapped for the physically disabled for the ill children (these schools are situated in the hospitals) centres for children and young people with abnormal social

functioning.

Types of schoolsEducation system in Poland provides early intervention for disabled children from the moment of statement of disability to the start of the school.

Parents can choose the school that is the best for their child, according to their expectations.

Education of children with special needs

There is a separate core curriculum only for students with moderate or severe intellectual disabilities. Defined skills and knowledge for this group of students are closely related to preparing for various social roles and, as far as possible, independent living.

The education of students with disabilities is based on the Individual Educational and Therapeutic Programme, which is developed following the requirements defined in the core curriculum and tailored to the individual capabilities and needs. Development and implementation of this programme is the task of the team of teachers and specialists engaged in activities with the pupil.

For other groups of students with disabilities, including those with a mild intellectual disability, there is the same core curriculum defined for the different stages of education. So they have to pass all exams like oter students.

Education of students with mental disabilities

Mild mental disabilities - like students in mainstream school

Moderate and severe mental disabilities

a) nursery,b) primary school,c) lower-secondary school,d) upper-secondary school

Special job-training schools are three-year schools, with the option of extension up to the age 24. A graduate from a special job training school receives a school-completion and job-training certificate. No further schooling is anticipated after completion of such a school. The learning in such schools should prepare the student to carry out the activity of working within the sheltered (supported) employment (sheltered workshops, occupational workshops, occupational therapy workshops)

Time dedicated to subjectpPre-vocational work skills for children with mild mental disability

Primary School 1st - 3rd year - Polish language education, social education,

environmental education, mathematics education and technical classes - a total of 1150 hours

1st, year – 5 x 45 min lesson a week (1h-art,1h-music, 3h-techincal classes)

4th - 6th year – 3 x 45 min lesson a week (1h-art,1h-music, 1h-techincal classes)

Lower – Secondary School: 1st, year – 5 x 45 min lesson a week (1h-art,1h-music, 3h-techincal

classes) 2nd and 3rd year – 3 x 45 min lesson a week (1h-art and music, 2h-

techincal classes)

Content of the subject pre-vocational work skills

for children with mild mental dissability

a) Tinkering

b) Culinary art classes

c) Artistic handycraft

d) Tailor classes

e) Model-maiking classes

f) Electronic classes

Time dedicated to subject Pre-vocational work skills for children with moderate and

severe mental disability:Primary School:• 1st - 3rd year - Functioning in the environment, music with rhythm, art.,

physical education and technical classes - a total of 1750 hours (form – master teacher divide hours for individual classes);

• 4th - 6th year – 10 x 60 min lesson a week (5h-art, 5h-technical classesLower – Secondary School:• 1st year – 16 x 60 min lesson a week (8 h-art, 8h-technical classes);• 2nd and 3rd year – 17+1d x 60 min lesson a week (8h-art, 9h+1h-technical

classes)Upper-Secondary School = Special job – training

1st year – 18 x 60 min lesson a week (subject – preparatory for a profession)

• 2nd year – 20 x 60 min lesson a week (subject – preparatory for a profession)

• 3rd year – 22 x 60 min lesson a week (subject – preparatory for a profession) 1d – headmaster of the school give 1 extra hour

Content of the subject pre-vocational work skills for children with moderate and severe mental

dissability

a) housekeeping (cleaning, sewing, cooking)

b) tinkering (small carpentry work, small locksmith works, work with metal)

c) elements of bookbinding

d) artistic handycraft

What’s next ….. ????students with moderate and severe mental disabilities

Vocational therapy workshop (WTZ)

These institutions are meant for the disabled who cannot start any form of employment, i.e. people with high - and in the case of people with intellectual disability and mental disorders - with medium degree of disability. Workshops conduct all forms of rehabilitation, focusing mainly on social and vocational rehabilitation striving to achieve the highest possible physical, psychological, social and vocational improvement which leads to achieving more independence. Workshops provide vocational rehabilitation at the level of career advice and vocational training. Many workshops, however, try to find employment for those participants who have successfully finished their process of workshop rehabilitation and are able to take up work.

Sheltered workplaces (ZPCh)They are created on the basis of a contract that the state makes with employers who commit themselves to fulfil certain obligations and criteria. In return, employers receive a set of tax exemptions and subsidies from the state fund. The employer must maintain between 30 and 40 per cent of employees with disabilities, depending on their degree of disability. The sheltered workplace must be adapted to the needs of people with disabilities; have available emergency and professional medical care, and offer guidance and rehabilitation.

They are a new form of employment of people with disability and low work efficiency. Their main purpose is to offer employment to people with significant disabilities to prepare them for life in an open environment, through social and vocational rehabilitation and support for a complete, independent and active life. Occupational workshops can be established by districts or communes, or by NGOs whose statutory purpose is the social and vocational rehabilitation of people with disabilities. They must attain the required disabled employee ratio, with the proportion of employees with a significant degree of disability in relation to other employees depending on the activity of the enterprise.

Occupational workshops (ZAZ-Department of Professional Activity)

https://www.european-agency.org/country-information/poland/national-overview/special-needs-education-within-the-education-system

http://eurydice.org.pl/wp-content/uploads/2014/10/THE-SYSTEM_2014_www.pdf

https://www.european-agency.org/sites/default/files/Children-with-special-educational-needs-in-Polish.pdf

http://www.buf.kristianstad.se/leonardo/Texter/Results/6.-VOCATIONAL-EDUCATION-AND-COUNSELLING-OF-PEOPLE-WITH-SPEC.pdf