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Vocational Educational System
in Poland
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A bit of history
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This year we celebrate our 175th
anniversary of setting up the Technical
Institute of Krakow the first modernvocational school in Poland
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Szczepan Humbert (1756-1829)
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Important facts from the Technical
Institute History
Located in Free City Krakow (1834-1846)
Changed from Technical Institute to Technical-Industrial
Institute (1846-1878)
CK Technical Industrial School in Krakow (1882) CK Industrial State School (1885-1918)
Industrial State School (1918-1939)
Industrial State School (1939-1945)
Industrial State School (1945-1951)
Building School 1951-? (from 1972 r. Building
Secondary School No 1 in Krakow)
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Industrial State School in 1928
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Postcard in memory of the 100-year
anniversary celebrations of Technical
Institute in Krakow in 1934
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Building Secondary School No. 1 (ZSB Nr 1)
at present
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In the Headmasters Office
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One of 3 IT workshops in the school
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Teachers room
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Building School go for it!
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Educational System in Poland at present
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Examples of teaching programs for two
professions in the Building Secondary
School (ZSB Nr 1) in Krakow
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Justification of planned changes
Needs of the Polish economy and labour
market
Strategy forP
olands development Quality of education
Implemented new grounds for general
education European projects in the European Social
Fund framework
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Justification of planned changes
continued
Aims of renewed Lisbon Strategy (mainly:
lifelong learning)
European and domestic frames ofqualifications and certification
Detailed competence recognition of the
education process (e.g. Europass) Mutual recognition of qualifications in EU
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The Strategy of Lifelong Learning
Education:
- formal
- outformal- informal
The main aim of learning and teaching:
What actually can a pupil, a student or aworker do?
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Main areas of change
1. Classification of vocational education professions
2. The structure and organisation of vocational education
3. The educational program offer
4. Development of vocational consulting
5. System of qualification and certification
6. Education, supplement education of teachers and improving of
teachers skills
7. Distance learning in vocational education
8. System encouraging employers to join the vocational educationprocess
9. Financing of vocational education
10. Promotion of vocational education
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School Educational System
Education system of 208 professions given by theMinistry of Education in 2007 and 2008 (on thetechnician level 125 professions and on the
vocational school level 83 professions)
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Main assumptions of reforms in
gymnasiums and higher education
schools
Connection of programs of gymnasiums andhigher education schools leading to morerational organization of education cycles.
As a result at least 4 years in the educationcycle (3 years in gymnasium and the 1st inhigher education schools) is structured the same
for every student to gain a full course of generalknowledge.
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New central (Ministry of Education)
professional classifications considering
profession qualifications
Change of school classifications of
professions.
Division of professions into qualifications
considering: knowledge, skills, abilities.
Gained qualifications with reference todomestic and European qualification
frameworks.
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Planned changes
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Klasa 1 Klasa 2 Klasa 3
Ksztacenie zawodowe praktycznew klasie drugiej dwa dnipo 7 godzin dziennie
Ksztacenie zawodowe praktycznew klasie trzeciej dwa dnipo 8 godzin dziennie
Ksztacenie zawodowe teoretycznepo 4 godziny tygodniowow kadej klasie
Ksztacenie oglneZasadnicza szkoa zawodowa
Realizacja czci zaj praktycznych(opcjonalnie) w zakadzie pracy(np. jeden dzie w tygodniu)
Ksztacenie zawodowe teoretyczne
po 4 godziny tygodniowow kadej klasie
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Problem areas
1. Low demographics, economic depression, and lowstudent enrolment to vocational schools (one-major ormulti-major schools);
2. School organisation work sheet (the headmasters
problems);3. Education voucher as a new form of school financing;
4. Qualifications and salaries of teachers;
5. Subject or module teaching;
6. Vocational schools without workshops;7. Cooperation with employers (internships, employment
of graduates, listing new professions into the MinistryofEducations list of professions, modernisation ofexisting professions, etc.)
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Problem areas
8. Short courses or long learning process in public
schools (divergent interests of employers and publicschools);
9. Mutual professions in frame of domestic and
international cooperation between schools (innovations
and teaching experiments).
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Thank you for your attention:
Andrzej Mielczarek -
Headmaster
Zespou Szk Budowlanych Nr 1
30-127 Krakw
ul. Szablowskiego 1
tel. (48-12) 637-48-82
fax: (48-12) 637-19-09
e-mail: [email protected]
Krakw, 18 May 2009
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Have a nice day!