COMPLETE NATIONAL OVERVIEW

Legal system

The Polish education system (education of all levels below the level of higher education) is based on the following legislation (parliamentary acts):
- The School Education Act of 7 September 1991 (with further amendments)
- The Act of 8 January 1999 on the Implementation of the Education System of the Education System Reform (with further amendments)
- The Act of 26 January 1982 Teachers’ Charter (with further amendments of 1996)

The higher education system in Poland is based on the following legislation (parliamentary acts):
- The Act of 12 September 1990 on Schools of Higher Education (with further amendments) 
- The Act of 12 September 1990 on the Academic Title and Academic Degrees (with further amendments) 
- The Act of 26 June 1997 on Higher Vocational Schools (with further amendments) 
- The Act of 17 July 1998 on Loans and Credits for Students (with further amendments)

The basic principles of the Polish education system are included in the School Education Act of 7 September 1991 with further amendments. "Education in the Republic of Poland is a common welfare of the whole society; it is guided by principles contained in the Constitution of the Republic of Poland as well as by the instructions of the Universal Declaration of Human Rights, the International Covenant of Civil and Political Rights and the Convention on the Rights of the Child. Education and upbringing, respecting the Christian system of values, is based on universal ethical principles. Education and upbringing serve the developing of young people’s sense of responsibility, admiration of the fatherland and respect for the Polish cultural heritage, while being open, at the same time, to values of European and world cultures. The objective of the school is to provide each pupil with conditions necessary for his/her development and to prepare him/her for the fulfillment of family responsibilities and civil duties based on the principles of solidarity, democracy, tolerance, justice and freedom".

The basic formulated principles of the system of education are included in the first chapter of the Act:
"In particular this system should provide:
- implementation of the right of each citizen of the Republic of Poland to education and the right of children and youths to be educated and cared for; 
- support of the family’s educational role; 
- possibility for various entities to establish and run schools and institutions; 
- adjustment of the contents, methods and organisation of education to pupils’ psychological and physical abilities, and the possibility of taking advantage of psychological and pedagogical support and of special forms of teaching; 
- possibility for the disabled and socially maladjusted children and youths to be taught at all types of schools; 
- care for the seriously disabled and socially maladjusted children and youths through individual teaching, use of individual curricula and participation in remedial classes 
- care for particularly gifted pupils; 
- common access to secondary schools; 
- possibility for adults to complete general education; 
- diminishing educational inequalities between particular regions of the country, and especially between urban and rural areas; 
- creation of safe and hygienic conditions for pupils at schools and other institutions; 
- dissemination of environmental education; 
- particular care for pupils in a difficult financial situation and having poor living conditions; 
- adjustment of education to the labour market needs." 
- provision of career guidance to pupils

This Act regulates the division of competencies in the field of administration of each school (pre-school institution) - according to different state administration levels (central, regional, local). It sets the rules of pedagogical supervision. It is the first time since the Second World War that the legislation (parliamentary act) has regulated the setting up, running and financing of non-state schools. It also defines the rights of school heads, teachers, pupils and parents.

Financing

As from 1999, and in its complete form from 2000, all educational tasks carried out by the three levels of territorial self-government e financed within the framework of a general subsidy from the State Budget. The only exception – in the year 2000 – was artistic education, the responsibility for which was still with the respective Minister (i.e. the Minister of Culture).
In the year 2000 a uniform system of allocation of funds with the use of an algorithmic formula based on the number of pupils was adopted for the whole education system.

This formula is based on the real number of pupils, adequately increased by the system of 21 weightings (taking into account specific conditions, i.e. rural areas, small towns, as well as specific educational tasks, i.e. special education, integration of SEN pupils (both disabled and socially maladjusted) in mainstream education, vocational education, sports schools).

The territorial self-government unit, as the body running and supporting the school, is responsible for the designing of a budget programme (i.e. a plan of expenditure) for all schools and educational institutions in its area.

Educational investments belong to the self-governments’ own tasks, although they can be also co-financed from the State Budget through the regional authorities.

Financing of Higher Education Institutions

The law on financial management at higher education institutions can be considered as a management tool applied by the central government.

Since 1991 (since the introduction of new acts on higher education and on the State Committee for Scientific Research) the public financing of higher education is based on the following parts of the state budget:

1. "Research" - financial means directed to research activities. The State Committee for Scientific Research is in charge of this subsidy. The Committee divides the subsidy into 6 types of allocations. HEIs usually apply for funds for statutory research, own research and implementation of research projects. The subsidy is divided on the competitive basis.
2. "Higher Education" - financial means directed to teaching (including staff remuneration), in-service training for teachers, financial support to students and to investments. The Ministry of National Education and Sport is in charge of this subsidy (together with other supervising ministries). A HEI can also receive funds from local self-governments' budgets as well as from donations including those from abroad.

The division of teaching subsidy is based on an algorithm formula (introduced in 1993) which takes into consideration the parameters related to numbers of students, doctoral students and qualified academic teachers. In 2001 the rules of this division were slightly modified in order to take into consideration the plan to increase the salaries for academic staff (full implementation of this plan is expected by 2005).

The Act on Higher Education allows for financing of some schools' activities from non-budgetary sources (own income) which include fees charged for particular types of studies, sale of services, etc. As a result, in Polish higher education institutions two types of studies can be observed: tuition fee paying and free of charge.

Identification of Special Educational Needs

In public psychological-pedagogical advice centres there are teams of experts who issue opinions on:

1. existing needs for special education including directing children to remedial classes for severely mentally disabled pupils
2. existing need of individual teaching for children who are not able to come to school on a regular basis due to their health problems

These teams recommend the form of special education to be provided - in mainstream schools, inclusive schools or classes, in special schools or classes in special educational centres.
Assistance for children with special educational needs in Poland comprises guidance and counselling, outpatient’s services, care and assistance in school, education and care in special schools and kindergartens. Guidance and counselling services are provided by Guidance and Counselling Centres (Psychological and Educational Services Centres). Their tasks include the following:

1. recognising the state of psychological and physical development of children and young people aged 3 to 18 (and over), and registering deviant children living in their area;
2. medical diagnosing (physical development and its impairments), psychological diagnosing (intellectual development, psychometrics, functions of analysers, personality), educational diagnosing (advancement in learning, the scope of deficiencies) and social diagnosing (situation and living conditions in the family);
3. delivering opinions concerning the form of educational and remedial or correctional and compensatory assistance for children with various deviations and disorders as well as directing disabled children to special schools and establishments or other special education institutions;
4. carrying out medical examinations for children and young people who attend special schools and nursery schools in order to reconsider, if necessary, the possibility of sending some of them back to their original mainstream schools (correcting first diagnoses);
5. undertaking preventive treatment activities, these including guidance for teachers and parents, measures designed to influence the environment;
6. organisation of therapeutic centres.
All persons receive assistance from Guidance and Counselling Centres free of charge and on a voluntary basis.

Results of psychological, pedagogical and medical examination, carried out by specialists attached to a given centre or external experts, serve as the basis for an opinion qualifying children and young people for suitable forms of special education (including individual teaching arrangements). Such opinions are delivered by a special commission composed of the director or deputy director of a centre as its chairman, a psychologist, a teacher, a specialised medical adviser as well as other persons if required. These commissions also qualify socially maladjusted children and young people or those with drug addiction for correctional education establishments, and those who are entirely or partially deprived of parental care for care-and-education establishments.

The principles and procedures for qualifying disabled children and young people for special education and on the rules for directing children to suitable schools and establishments are defined in the Regulation of the Minister of Education of 12 February 2001.

The other relevant regulations are as follows:
1. Regulation of the Minister of National Education and Sport of 7 January 2003 on principles of providing and organising psychological and educational assistance to pupils in public pre-schools, schools and units;
2. Regulation of the Minister of National Education and Sport of 11 December 2002 on the detailed organisation and operational rules for public psychological and educational guidance centres and other public specialist services and on the framework statutes for these centres;
3. Regulation of the Minister of National Education and Sport of 11 December 2002 on the framework statutes for public psychological and educational guidance centres and other public specialist centres;
4. Regulation of the Minister of National Education of 12 February 2001 on the recognition of needs to follow special education or individual teaching of children and youths and on detailed rules on directing pupils to special education or individual teaching (amended on the 29 January 2003).

In 2003/04 there were 573 public psychological and educational guidance centres (including 30 specialist guidance centres).

In 2005 the Ministry of Education started a new pilot project “Early, multi-expert, complex, co-ordinated and continuous help for the child with disability and its family. For more information see www.mein.gov.pl/menis_en/education/pilot-project.pdf

Special Education Needs within the Education System

Special education comprises children and youths with developmental disabilities who require special organisation of work and working methods. This education can be applied in general schools, inclusive schools or classes, special schools or classes, or as individual teaching.
Special education comprises the following groups of children with special educational needs:
1. children with slight mental disabilities;
2. children with moderate or severe mental disabilities;
3. deaf children;
4. children with hearing impairment
5. blind children;
6. partially sighted children;
7. physically disabled
8. chronically ill;
9. psychotic
10. autistic children and children with multiple disabilities;
11. socially maladjusted children, drug addicts, children with difficult behaviour.

Special Provision within Mainstream Education

An inclusive school (inclusive pre-school) or inclusive class is defined as a school or class in which children with special educational needs study together with other pupils. A school (pre-school) is considered to be inclusive if the majority of classes are inclusive ones.

Wider inclusion of SEN pupils in mainstream education (both at pre-school and school level) and in inclusive schools aims at education in peer groups as close to their homes as possible. In these circumstances non-disabled pupils learn tolerance, solidarity and democracy whilst studying with their disabled friends.

Public schools and kindergartens organise special classes. This is an arrangement supporting inclusion at the organisational level. Special classes may follow either educational programmes from a corresponding type of special kindergarten or a selected curriculum from a mainstream pre-school. Teaching in special classes is based on curricula and outline timetables implemented in a corresponding type of special or mainstream school.

The number of pupils enrolled in special classes of mainstream schools ought to be equal with the number of pupils attending special school classes.

Apart from inclusive education, public mainstream schools and pre-schools may organise inclusive classes with individual disabled pupils. Children with various disabilities (hearing impairment, sight impairment, chronically ill, physically disabled, socially maladjusted) attend mainstream schools and very often follow the curriculum of a mainstream school. Only moderately or severely mentally disabled children, when attending a mainstream school, follow the curriculum of a special school.

Private Education

Schools can be public or non-public with public school rights. Primary and lower secondary schools (gymnasia) can be public or non-public with public school rights only. A public school is an educational institution established by the central administration, local/district/regional authorities, other legal body or by an individual person. It provides free education, implements core curricula and assessment procedures established by the relevant minister of education. A non-public school is an educational institution run by legal bodies or individual persons on the basis of their incorporation into the register of non-public schools, which is supervised by the local authorities. A non-public school can acquire rights of a public school (a right to issue state certificates) if it implements the minimum curriculum and applies the assessment procedures defined by the relevant minister of education.

Separate Special Provision

Special school or special class is a school or class for pupils who have been directed to follow special education including those in hospitals, sanatoria, or social support units.
Depending on special educational needs, the type and the level of disability of children and young people, the following public and special establishments could be set up and run:
1. Kindergartens (for children aged 3 and above – up to their school entry, but no more than 10 years of age)
2. 6-year primary schools
3. 3-year gymnasia
4. 2 to 3-year basic vocational schools
5. Classes preparing for employment organised for pupils with moderate and severe mental disabilities in special basic vocational schools
6. 3-year general upper secondary schools
7. 3-year specialised upper secondary schools
8. 4-year vocational upper secondary schools
9. Post-secondary schools
10. Special boarding-schools (one or more special schools with boarding facilities)
11. Special education and care centres (with boarding facilities and special rehabilitation programmes).
The number of pupils per special school class should be as follows:
1. from 10 to 16 pupils in schools for children with slight mental disabilities;
2. from 6 to 8 pupils in schools for children with moderate and severe mental disabilities;
3. from 8 to 10 pupils in schools for blind and partially sighted children;
4. from 6 to 8 pupils in schools for deaf and partially hearing children;
5. from 10 to 16 pupils in schools for chronically ill children;
6. from 6 to 8 in schools for children with psychic disorders;
7. from 2 to 4 pupils in schools for autistic children and children with multiple disabilities;
8. from 8 to 12 pupils in schools for physically disabled children;
9. from 10 to 16 pupils in schools for the socially maladjusted, drug addicts and children with behavioural disorders.

Moreover, correctional institutions are organised for socially maladjusted children, drug addicted children and those with behaviour problems (on the basis of the Act on Social Support).

Special education may be provided by both public and non-public schools or establishments. The responsibility for the establishment, administration and maintenance of special pre-schools is a task of the local self-government gmina and of special schools (and special education centres) - of district authorities powiat.

Pupils are entitled to receive psychological and educational assistance. This type of assistance supports psychological and physical development as well as enhances the effectiveness of learning by correcting deviations, correcting deficiencies or reducing gaps in the knowledge or skills to be acquired within the framework of a curriculum as well as by eliminating causes and symptoms of disorders, including behavioural problems. Kindergartens organise such assistance in the form of specialist therapeutic activities. Schools and correctional establishments may in turn provide teaching and remedial classes or specialist activities (socio-therapy or other therapeutic activities). These activities may be organised for pupils coming from social environments which do not ensure effective education or for pupils with learning difficulties.

Specific Legislative Framework
The legal act governing teacher training in university-type institutions is the Act of the 12th of September 1990 on Schools of Higher Education.

The legal act governing teacher training in schools of higher vocational education is the Act of the 26th of June 1997 on Schools of Higher Vocational Education.

The basic legal act governing teacher training in colleges is the School Education Act of the 7th of September 1991, and detailed rules for the functioning of colleges are defined in the Regulation by the Minister of National Education of the 12th of August 1997 on teacher training establishments, which is an implementing act to the above-mentioned law.

The general and detailed requirements, the model of a graduate and content of the curriculum for teacher training are defined in the Regulation by the Minister of National Education and Sport of the 7 September 2004 on teacher training standards.

The legal act which sets out qualifications required of teachers is the Regulation by the Minister of National Education of the 10th of September 2002 on the detailed qualifications required of teachers and the definition of schools and cases where teachers without a higher education diploma may be employed. The provisions defined in this act must be respected by all institutions providing training for teachers.

The Act of 27th of July 2005 "Law on Higher Education" is a new legislative act concerning higher education. This Act applies to both public and non-public higher education institutions.

A new regulation by the Minister of National Education and Sport of 7 September 2004 on teacher training standards was implemented in the academic year 2004/2005. Higher Education Institutions are to train teachers in two areas of expertise - a main one and an additional one - so the teachers are trained to teach 2 subjects or types of class. The number of hours devoted to the training of additional specialist teaching has been defined (minimum 400 hours in higher vocational studies and minimum 550 hours in magister degree studies). A percentage of teaching hours in the evening and extramural types of courses in relation to the day courses has been defined (minimum 80% in the evening courses and minimum 60% in the extramural courses) in higher vocational studies, in supplementary magister degree studies and in long (single-cycle) magister degree studies. The number of hours devoted to practical training has increased to 180. The language proficiency level required from the graduates of the pedagogical HEIs has been defined on the basis of the Common European Framework of Reference for Languages designed by the Council of Europe.

Institutions, Level and Models of Training
The concurrent model of teacher training is a dominating model of teacher training in Poland. It applies mainly to training in pedagogical institutions including higher schools of teacher training, teacher training colleges and foreign language teacher training colleges. It also occurs in all higher education Institutions. In the framework of each study area the students can choose specialist training, which means that they can acquire their teaching qualifications during studies, parallel to their subject related training. For those who graduate with no specialist training but later decide to undertake the teaching profession, it is possible to acquire teaching qualifications during postgraduate studies or during in-service training. This constitutes an element of the consecutive teacher training model.

The following institutions are in charge of teacher training for all levels of education in Poland:

- Universities and teacher training schools (pedagogical academies) train teachers with various types of specialisation for schools at all levels; they mainly train teachers of general-education subjects for primary and secondary schools, teachers for pre-school education and early school learning, teachers and educators for educational and child care establishments, vocational guidance, pedagogical and psychological services (as well as other specialist units aimed at the support of children and youths) as well as school and pedagogical libraries. The School of Teachers for Special Education, prepares teachers for special schools and establishments of various types and at various levels. The Special Education Academy in Warsaw is the only higher education institution that provides teaching in the study area of special education with all the relevant specialisations. In Poland, apart from the academy mentioned above, there are 18 other research and teaching institutions (institutes, chairs, departments) that specialise in special pedagogy and in training teachers for special education.

- Academies of physical education train teachers in physical education and those to run remedial and compensation activities for schools and establishments of all types and at all education levels.

- Technical universities train teachers in vocational subjects for secondary schools, teachers of technical skills and, on a limited scale, teachers of general-education subjects covering mathematics and natural sciences for schools of all levels and types.

- Academies of fine arts and academies of music train teachers in fine arts and music for schools of various levels and types.

- Academies of economics, academies of agriculture, academies of medicine and the Academy of Mining and Metallurgy train teachers in vocational subjects for secondary vocational schools of various levels and types.

- Schools of higher vocational education train teachers in the various areas of specialisation for nursery, primary and basic vocational schools, further education establishments, school libraries as well as teachers of theoretical vocational subjects and practical vocational skills for secondary schools.

- Teacher training colleges train teachers in the various areas of specialisation for nursery, primary and basic vocational schools, educational and child care establishments as well as school libraries. They prepare for integrated teaching in grades from I to III and to subject teaching in grades IV to VI.

- Foreign language teacher training colleges train teachers one foreign language for primary and secondary schools.

A person, who has higher education with a relevant pedagogical qualification or has graduated from a teacher training institution (college) can undertake a teaching job in a school or other educational establishment of his/her choice, as a fully qualified teacher. According to the Regulation by the Minister of National Education and Sport of the 7 September 2004 on teacher training standards, the pedagogical component of studies has to include a minimum of 480 hours (psychology, pedagogy, teaching methods for a particular subject, additional subjects, practical training in a school). During day studies practical training at a school is usually organised in the second half of the cycle or upon graduation.

In Poland there is no final on-the-job qualifying phase. A teacher undertaking his/her first job is employed for a period of one year in order to undergo a "trainee" period (sta¿) required for promotion to the post of contract teacher. A trainee teacher in Poland is not considered to be upgrading his/her qualifications, but taking an initial position on the promotion scale.

- a minimum of 510 hours in the 3-year cycle preparing to teach 2 subjects: 330 hours of theoretical preparation and 180 hours of practical training in a school

- a minimum of 480 hours in the 5-year cycle preparing to teach 1 subject (specialising in one major subject): 330 hours of theoretical preparation and 150 hours of practical training in a school

- a minimum of 600 hours in the 5-year cycle preparing to teach 2 subjects (specialising in one major and one minor subject): 390 hours of theoretical preparation and 210 hours of practical training in a school.

Other Educational Staff or Staff working with Schools
The following types of staff are employed in schools: administrative staff, economic staff, technical and service staff. Additionally support teachers are employed in schools for children with moderate and severe mental disabilities, for deaf, mute and blind children, and for pupils with multiple disabilities as well as for pupils with physical disabilities in grades 1 to 4 of primary school. In justified cases support teachers can be employed in grades 5 to 6 of primary schools and in gymnasia. Voluntary workers are also becoming more popular, e.g. persons following their replacement military service.

Development of Inclusion/Integration