Education and new challenges - Raport Polska 2030

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Education and new challenges The number of students participating in the Erasmus programme was 13 402, i.e. nine times more than in the first year after its implementation. The total number of beneficiaries of European scholarships at that time was 79 786. Poland received four times fewer scholarship beneficiaries – 23 004 students, which is very small compared to other countries and shows lack of interest in studying in Poland. 30% Fig. 4.18. Foreign students in the EU 25% 20% 15% 10% 5% 0% BE BG CZ DK DE EE IE EL ES FR IT CY LV LT HU MT NL AT PL PT RO SI SK FI SE UK HR MK TR IS NO CH Source: Youth in Europe, Eurostat Report, 2009, p. 90. Foreign students who start and complete studies at Polish universities are even less numerous. In the academic year 2009/2010 they included 17 000 students (increase by 7.2% in comparison with the previous year) coming mainly from Ukraine, Belorussia, Norway and Sweden, frequently of Polish origin. 29 The growing numbers of beneficiaries of the Erasmus programme and the increasing number of foreign students in Poland cannot change the fact that in the international statistics Poland is barely noticeable both as a country sending and receiving students. 4.4. Life-long learning Since the 1990s, Polish education was an area of revolutionary changes. Education has become one of the most valued social assets, and educational institutions has undergone a real impact of the population, new and earlier unknown challenges as well as new political solutions. Both adults and young people participated in education, mainly with the aim of satisfying their own status-related aspirations. It can be said that the educational saturation in Poland reached in a sense the socially satisfactory level. At the same time the civilisation changes in Poland and in the world (advancing competition on the labour markets, globalisation processes, changes in technology, work organisation, employment forms, aging labour forces, outdated job qualifications) cause that the knowledge once acquired and certified with a diploma needs to be replenished, improved. 29 Szkoły wyższe w 2009 roku [Higher education institutions in 2009], Central Statistical Office (GUS), Warsaw 2010, p. 31-32. 108
Education and new challenges Fig. 4.19. Participation in informal and further education in different age categories – EU (2007) 35% 15-24 25-29 30-54 30% 25% 20% 15% 10% 5% 0% EU 27 BE BG CZ DK DE EE IE EL ES FR IT CY LV LT LU HU MT NL AT PL PT RO SI SK FI SE UK HR TR NO CH Source: Youth in Europe, Eurostat, 2009, p. 100. The developed countries respond to this situation with strategies aiming at expanding life-long learning. Their objective is to enhance the flexibility of labour markets and work organisation – on the one hand – and security of employment and social support – on the other hand. The concept of life-long learning is implemented with different degrees of success in a number of countries. Most often it is used by the citizens of Northern Europe: Great Britain, Denmark, Sweden, Finland. In Poland it failed to attract greater interest – below 5% of the population participated in 2007 in different forms of informal education (Fig. 4.19). The highest activity is observed in the group of people with higher education (which means that the existing social differences in the area of education and labour market are increasing, and the gaps between social segments are not bridged), although this does not apply to some countries, e.g. Greece, Cyprus, Sweden or Ireland (Fig. 4.20). Poles who achieved a university diploma – despite the disappointment with its incompatibility with the labour market demands – generally return to universities to enhance their professional qualifications. There are multifarious reasons for this phenomenon and they should not be reduced to mental aspects only. They involve such issues as e.g. willingness of universities to admit new tasks which provide an additional burden to their budgets and the first job experiences of the baby boom generation which are becoming aware that such solutions are necessary. Thus, it seems, when observing the progressing rationality of young people’s educational strategies that life-long learning is soon to become a reality in Poland. Now young people are eager to turn to these universities, which offer short educational cycles helping to expand one’s qualifications and knowledge, and observations of the educational market suggest that the greater barriers are created by a moderate educational services offered by many academic institutions than the interests of young people. The group potentially most interested seems to include numerous graduates of university courses which have not prepared them 109
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Education and new challenges - Raport Polska 2030

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