Education and new challenges - Raport Polska 2030

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Education and new challenges just by the amount of homework and the students’ feeling of being overburdened with schoolwork. Polish teachers are poorly salaried, but they also have the smallest number of obligatory teaching hours compared to teachers in the OECD 40 . The selection for the job is of negative nature. Young people dislike school – they consider it to be boring, oppressive, educationally-unfriendly (Table 4.3). The greatest satisfaction is derived from the possibility of contact with their peers. 41 The OECD educational studies, in which these phenomena are systematically verified, confirm their durability in Polish schools 42 . Fig. 4.32. Percentages of the worst and best results in 3 tests. Poland in comparison with some selected countries 43 Life sciences Mathematics Reading and interpretation Odsetki wyników poniżej 2 poziomu (PISA) Odsetki wyników na poziomie 5 i 6 (PISA) SG SHA PL CZ FI UK RU JP US OECD average -30% -20% -10% 0% 0% 10% 20% 30% 40% 50% 60% Source: Own study based on PISA 2009 Results: What Students Know and Can Do. Student Performance in Reading, Mathematics and Science, Volume I, OECD 2010. 40 OECD, Education at a Glance. Indicators, 2010, p. 393 and 411. 41 A. Małkowska-Szkutnik, Środowisko psychospołeczne szkoły i przystosowanie do szkoły [Psychosocial environment in school and adaptation to school]; [in:] A. Oblacińska, B. Woynarowska [edited], Zdrowie subiektywne, zadowolenie z życia i zachowania zdrowotne uczniów szkół ponadgimnazjalnych w Polsce w kontekście czynników psychospołecznych i ekonomicznych [Subjective health, satisfaction with life and behaviours promoting health among students of upper-secondary schools in Poland in the context of psychosocial and economic factors], ImiD, Warsaw 2006, p. 146-165. 42 PISA 2009 Results: What Makes a School Successful? Resources, Policies and Practices, Volume IV, OECD 2010, p. 87-102. 43 Percentages of the results below Level 2 are shown on the left, and percentages of the results at Level 5 and 6 are shown on the right. 122
Education and new challenges Table 4.3. Perceived social support in the school environment (% of responses showing acceptance) Support offered by teachers Autonomy of students School requirements School satisfaction Teachers encourage to express my own views 48.8 Students participate in the works on the school regulations 22.7 I have too much schoolwork 73.0 I like my school 72.9 Teachers are good and fair 32.2 Students can work at their own pace 21.8 Schoolwork is difficult 64.8 I like classes at school 34.4 Teachers help me when I need it 51.6 Students can influence on how time during classes is used 24.3 Schoolwork is tedious 74.8 I like going to school 36.6 Teachers are interested in me as a human being 31.4 Homework is explained to students 59.1 My tutor thinks that my school results are (very) good 42.4 Source: Own study based on A. Małkowska-Szkutnik, Środowisko psychospołeczne szkoły i przystosowanie do szkoły [Psychosocial environment in school and adaptation to school], op. cit. 2006, p. 146-165. As a result the educational added value is insignificant – results of school’s work still determine to a greater extent the economic status and cultural capital derived by children from their home environment, than teacher’s work with students at school. It has been confirmed in numerous Polish studies showing social durability of conditions underlying school’s work and educational careers of young people 44 . It has also been confirmed by the PISA results (Fig. 4.33). It is difficult to blame teachers for such situation. Overburdened school curricula, their inadequacy from the perspective of understanding the modern world is another causative factor and area in which we anticipate a genuine revolution. We should agree with the expert opinions that even the best textbooks cannot guarantee good education, nevertheless the “hidden agenda” in Polish textbooks, and in particular their anachronism, promoting traditionalism at the expense of modern ideas is not conducive to building successfulness of Poland in the incoming decades. The content analysis of textbooks shows that they are more often oriented towards tradition than modern reality. Tradition is described in the context of the homeland or family his- 44 See e.g.: Z. Kwieciński, Środowisko a wyniki pracy szkoły [Environment and results of school’s work], PWN, Warsaw 1975; Dynamika funkcjonowania szkoły [School dynamics], Wydawnictwo Naukowe UMK, Toruń 1995; Wykluczanie [Exclusion], Wydawnictwo Naukowe UMK, Toruń 2002; J. Domalewski, P. Mikiewicz, Młodzież w zreformowanym systemie szkolnym [Young people in the reformed school system], IRWiR PAN, Warsaw 2004; R. Dolata, Procedury rekrutacji i dzielenia uczniów na oddziały w gimnazjach – próba ocena z perspektywy nierówności społecznych w edukacji [Procedures for enrolment and division of students into lower-secondary units – attempt at assessment from the perspective of social inequalities in education], [in:] Zmiany w systemie oświaty. Wyniki badań empirycznych [Changes in the educational system. Results of empirical studies], ISP, Warsaw 2002; R. Borowicz, Nierówności społeczne w dostępie do wykształcenia [Social inequalities in the access to education], Olecko 2000. 123
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