Education in Poland

Suez Canal University
Faculty of Education- Port Said
General Pedagogical Diploma
2008 - 2009

Education in Poland

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Contents
Definition of Terms
Introduction
Education
Educational System in Poland

Poland in Brief
Education in Poland
Education Rates in Poland
Polish Educational Reform
Polish Education under the wing of European Union
European Union Scholarship Programmes
The System of Primary and Secondary Education
Primary Education
Secondary Education
Maturity Examination
Admission to higher education on the basis of the new maturity certificate
Post-Secondary (non-Tertiary) Education
Tertiary Education (Higher Education)
Tertiary Education Diploma
Quality Assurance
The three-cycle system of higher education
Professional Titles awarded to Graduates of Higher Education Institutions

How do rectors participate in preserving and making decisions regarding education?

Non- Poles Education
How to study in Poland in English?
The Bologna Process in Poland
Interview with the Honorary consul of the Republic of Poland
Conclusion
Works Cited
Links
Attachments

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Definition of Terms

Lecyum

It is a school of secondary schools in Europe and it equals Senior High School in the United States and the secondary school in Egypt تعليم ثانوي. The Polish word for a secondary education facility, liceum, also derives from that term. Polish liceums are attended by children ages from 16 to 19 or 21. At their end students are subject to a final exam called matura.

Maturity Exam

At the end of the secondary education cycle students can take the maturity examination - egzamin dojrzałości (matura), i.e. standardised national secondary school achievement examination, and receive the maturity certificate - świadectwo dojrzałości. It equals "Abitur" in Germany or "General Secondary Certificate" in Egypt. الثانوية العامة

Vocational school

A vocational school (or trade school or career college), providing vocational education, is a school in which students are taught the skills needed to perform a particular job which actually equals the technical schools in Egypt تعليم فني to which students are enrolled to learn certain skills regarding commerce, agriculture or handicrafts.

Gymnasium

In Poland, it is a school stage between the primary and the secondary stages. It may equal the preparatory stage in Egypt التعليم الإعدادي or the Junior High Stage in the United States. Students who join that school are probably between 13 and 16 years old.

Please note that the same word may be used in Germany, but it has a different sense which equals secondary stage.

HE= Higher Education

HEI= Higher Education Institutions

Tertiary Education

It is also referred to as third stage, third level, and post-secondary education. It is the educational level following the completion of a school providing a secondary education, such as a high school, secondary school, or gymnasium. Higher education is normally taken to include undergraduate and postgraduate education, while vocational education and training beyond secondary education is known as further education in the United Kingdom, or continuing education in the United States. Colleges, universities, institutes of technology and polytechnics are the main institutions that provide tertiary education for (sometimes known collectively as tertiary institutions). Tertiary education generally culminates in the receipt of certificates, diplomas, or academic degrees. التعليم العالي

Acquis communautaire

The term acquis communautaire, or (EU) acquis (IPA: [aˈki]), is used in European Union law to refer to the total body of EU law accumulated thus far. The term is French: acquis means "that which has been acquired", and communautaire means "of the community". Introduction

Introduction

Education is a fundamental issue in the Universal Declaration of Human Rights that everyone has the right to be educated. UNESCO has recently campaigned education for all by 2015, in which it stated a policy to spread and guarantee education for all peoples all over the world by 2015.

By the end of this research, it will be able to compare between the Polish and Egyptian educational systems, extracting the pros and cons trying to benefit as possible from that glorious journey of a fighter country till it conquered all the destructions and obstacles it encountered with courageous protesting Poles who carved a new golden era of independence, economic boom and intellectual and scientific progress till it became a flame wakening up all its neigbour EU member states.

In pursuit of that conclusion, the researches shall discuss the political and economic history of Poland. Then it moves to a more specific scope discussing the history of education in Poland passing through 1999 reform and stating the current rates of education and demonstrating its era under the wings of the European Union. A detailed elaboration to the educational stages whether primary, preparatory, secondary, in addition to the higher education institutions is further stated. The researcher tries to link between the Polish and Egyptian systems in pursuit of extract the recipe of this successful system and taste that delicious dish in our own country.

Consequently, the researcher focuses on the role of all institutions whether governmental or private, people whether a parent, a teacher, a school principal, a rector, a teacher, or a student using the right means to deliver the message and achieve the targeted educational boom, which leads subsequently to the intellectual, economic, political flourishing trying to maintain liberty and independence, which our ancestors fought and died for.

Education

Education encompasses both the teaching and learning of knowledge, proper conduct, and technical competency. It thus focuses on the cultivation of skills, trades or professions, as well as mental, moral and aesthetic development.^[1] Formal education consists of systematic instruction, teaching and training by professional teachers. This consists of the application of pedagogy and the development of curricula. In a liberal education tradition, teachers draw on many different disciplines for their lessons, including psychology, philosophy, linguistics, biology, and sociology. Teachers in specialized professions such as astrophysics, law, or zoology may teach only in a narrow area, usually as professors at institutions of higher learning. There is much specialist instruction in fields of trade for those who want specific skills, such as required to be a pilot, for example. Finally, there is an array of educational opportunity in the informal sphere- for this reason; society subsidizes institutions such as museums and libraries. Informal education also includes knowledge and skills learned and refined during the course of life, including education that comes from experience in practicing a profession.

The right to education has been described as a fundamental human right: since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. At world level, the United Nations' International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under its Article 13. The Universal Declaration of Human Rights (UDHR) which was declared on December 10^th, 1984[1] stated under the article 26 that[2]:

1. Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
2. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
3. Parents have a prior right to choose the kind of education that shall be given to their children.

Eleanor Roosevelt[3] confirmed the same notion stating[4]:

A democratic form of government, a democratic way of life, presupposes free public education over the long period; it presupposes also an education for personal responsibility that too often is neglected.

Educational System in Poland

Poland in Brief

"The trauma of losing one’s own country, the constant account-settling and pointing at those who were to blame, dramatic attempts to regain independence, have been a central theme of the last 90 years", Andrzej Jonas[5] writes in The polish Voice celebrating the 90^th anniversary of Independence Day. He adds[6]:

The Poles are not original—like so many other nations, they see themselves as being exceptional. We have our special qualities distinguishing us from others because we had a unique history. You can hear the same from the Ukrainians, the Russians and the Lithuanians, from the Italians, the French, the Irish and the Basques, if we limit ourselves to Europe. Actually, all nations had a special history which, combined with other factors, served to develop their unique qualities.

The Polish national emblem

The turning point in the history of the country's multi-national character was the Second World War. Poland was the first target of World War Two. It became an important ally- due to losing its sovereignty- of the anti-Nazi coalition. Poles joined battle against the enemy of all fronts. The war caused radical changes to the country: its geography was transformed (the loss of the eastern territories was compensated by the expansion of the country into former German territories in the west); there was also the heritage of a terrible loss of life, estimated at 6 million (including 3 million Polish Jews); and utter physical devastation. Warsaw became a symbol of the war years. The scale of destruction was so great that there was serious discussion about whether it made any sense to re-establish the capital there.

The People's Republic of Poland was made completely dependant on the USSR, like other countries which fell into the Soviet sphere of influence. The communists did not succeed in subordinating the Catholic Church which became an oasis of freedom and cultivation of spiritual bonds with Western civilization. Poland enjoyed considerable freedom in comparison with other countries of the communist bloc. However, lack of democratic rights, political isolation and economic crisis resulting from the inefficiency of the planned economy brought about waves of mass demonstrations and strikes. During the protests in the 60s and 70s, the prisons were filled up and many students thrown out of universities.

On June 4^th, 1989, Poland entered a new epoch. On that day, for the first time in the communist bloc, the democratic opposition won what was virtually a free election. Two months later a non-communist government was formed. The whole of the Central and Eastern Europe started waking up from its historical torpor. The famous 'Autumn of Nations' saw the fall of Berlin Wall, a symbol of Europe's division into two opposing blocs, whose foundations had been shattered by the 'Solidarity' movement and its leader, Lech Walesa, who was awarded the Nobel Prize.

Having regaining its independence and sovereignty, Poland started to develop fast. Poland has become a country of colourful shops, international labels, new technologies, and dynamic people. In restructuring their country, Poles have demonstrated their optimism and initiative, without losing any of its spontaneity, hospitality and romantic touch that have always won the appreciation of foreigners. Poland also entered a path leading to integration with Western Europe and constructing new relations with its neighbours. In 1991, it signed an association agreement with the European Union, and in 1998 accession negotiations started. In 1999, Poland joined NATO[7]. On May 1^st, 2004, Poland became a member state of the European Union (EU).

CNN publishes an article titled: Life after Communism, in October 2008, in which Leszek Balcerowicz, Poland's former finance minister, recently said his country is enjoying "its best period in 300 years."

Education in Poland

The Polish Logo

Poles are reputed to be romantic, and romantics often look to the sky. This is probably why Poland is famous for its astronomers. Nicolaus Copernicus[8] was among the most distinguished of all astronomers. He formulated a revolutionary theory of the heliocentric structure of our planetary system. Poles very much appreciated his genius and they named some of the educational institutions after him in order that students could follow his footsteps such as Nicolaus Copernicus University in Toruń.

Polish society is young, well-educated, with a strong sense of initiative and creativity. The average Pole is nearly 35 years old, and almost 60% of the population is under forty, with about the same percentage of working age. Every tenth Pole is a university graduate and almost half of the Poles are high school graduates. Within the last 10 years, the number of students has tripled.

The traditions of Polish science date back to the Middle Ages. In 1364, the first Polish University was founded, the second in Central Europe after Prague. This was the Cracow Academy, now called the Jagiellonian University.

Universities, academies and high schools have tripled in number since 1990 with over 1.5 million students. Professor Bronislaw Marciniak, Rector of the Adam Mickiewicz University in Pozna states a fact about the cradle of research and learning; Adam Mickiewicz University (AMU):

"Adam Mickiewicz University (AMU) is a dynamic and growing community of more than 60,000 people, including about 54,000 students, and close to 3,000 academic staff."[9]

Education Rates in Poland

The Central Intelligence Agency (CIA)[10] proposed in 2008 World Fact Book these rates as Poland’s educational rates, which are:

Literacy:	Definition: age 15 and over can read and write Total population: 99.8% Male: 99.8% Female: 99.7% (2003 est.)
School life expectancy (primary to tertiary education):	Total: 15 years Male: 15 years Female: 16 years (2006)
Education expenditures:	5.5% of GDP (2005)

Polish Educational Reform

Polish Educational System underwent a reform in September 1999.

Wojciech Marchlewski[11] discussed his presentation titled: Educational Reform in Poland as a part of the conference held by The World Bank[12] in Kyiv, Ukraine, March 24-28, 2008 called: Education Policy Reform: Regional Responses to Global Challenges, ECA Region[13]. In that presentation he attributes the reform to the following reasons:

• Requirements related to European integration
• General feeling that the education is maladjusted to the needs of contemporary world – the labour market
• Pressure from politicians and influential local government activists
• Citizens sharing a view that changes are needed
• Second stage of local government reform involving the establishment of poviats (districts) and voivodships (regions), and including the decentralisation of educational tasks
• Low standards of education – compared to other EU Member States

The reform aimed at certain scopes, which are:

• Improve the level of education of the society by promoting secondary and university education.
• Ensure equal educational opportunities.
• Improve the quality of education defined as an integral process of training and education.

That educational reform set some cornerstones, which are:

• New school system
• External examination system
• Separation of management and supervision
• New professional status of teachers
• New rules for the financing of education
• Curriculum reform

The Institute of Public Affairs (IPA)[14] yearly follows up the educational reform in Poland via its key project Monitoring of the educational reform in Poland, which entails an extensive qualitative research of the transformations in the educational systems after 1999 reform. The research results and recommendations are meant to simulate the discussions on the future of Polish educational policy. The project commissioned by the Prime Minister’s Team for the Monitoring of the Educational Reform Affairs, was initiated in June 2000 and funded by the Ministry of Education. It entails a series of monitoring research on the effects of the education system reform[15].

Polish Education under the wing of European Union

The European Union official website “Europa; Gateway to the European Union” published in its summaries of legislation the following report about education in Poland:

SUMMARIES

In its July 1997 Opinion, the European Commission considered that Poland should not have major problems in the area of education, training and youth with regard to accession.

The November 1998 Report generally confirmed this initial assessment, while calling for further efforts in areas such as the recognition of diplomas and vocational training.

The October 1999 Report noted that some progress had been made in this field but called for greater attention to be given to the vocational training sector. Cooperation between the administrative institutions concerned had to be accelerated to allow Poland to develop an educational system which offered young people new opportunities, particularly in the regions most affected by the economic and social transition.

The November 2000 Report stated that, despite some limited progress in terms of legislation, this had yet to be adopted. The implementation of education reforms was continuing but with some difficulties.

The November 2001 Report noted that Poland had made progress in reforming its education and training system and in bringing Polish legislation into line with the Directive on the education of the children of migrant workers. However, a suitable vocational education and training system still had to be put in place.

The October 2002 Report noted that further progress had been made in terms of legislation but work remained to be done to ensure adequate administrative capacity.

The November 2003 Report states that Poland should be in a position to implement the acquis as soon as it joins the EU. However, it must continue its efforts to implement the provisions relating to the education of the children of migrant workers.
The Treaty of Accession was signed on 16 April 2003 and accession took place on 1 May 2004.

COMMUNITY ACQUIS

The EC Treaty requires the Community to:

• Contribute to the development of quality education which shall include a European dimension and shall support and supplement the action of the Member States while respecting their cultural and linguistic diversity (Article 149, ex Article 126) with regard to the content of teaching and the organisation of education systems
• Implement a vocational training policy which shall support and supplement the action of the Member States (Article 150, ex Article 127) and shall aim to facilitate adaptation to industrial changes and increase employability

These provisions are implemented principally via three main action programmes ( Socrates , Leonardo da Vinci and Youth for Europe), which were recently updated with the introduction of a new generation of programmes ( Socrates , Leonardo and Youth ).

Since March 1998 Poland has been successfully participating in the Socrates, Leonardo da Vinci and Youth programmes and national agencies have been established to promote and provide information on each programme. In April 2002, Poland adopted a legislative clause allowing foreigners to study in Poland.

Poland has undertaken education reforms, particularly with regard to teachers. In January 1999, it adopted an amendment to the teachers' charter, introducing a new career system in which promotion depends on obtaining higher qualifications. The aim of the charter is to solve the significant problem of unequal salaries among teaching staff in order to attract competent, dedicated teachers. However, there was a delay in the introduction of pay increases for teachers in 2000 because of the budget deficits of some local authorities responsible for paying teachers' salaries.

In this connection, the Ministry of Education was reorganised in October 2001 and renamed "Ministry of Education and Sports". A new department for vocational education and training and further education was set up with additional capacity.

The entry into force, in January 2001, of an amendment to the law on school education has brought Polish legislation into line with the Directive on the education of the children of migrant workers. Further work is needed in this area, however.

In order to complete preparations for accession, Poland must now concentrate on establishing the administrative capacity necessary to implement the acquis in this area and, more generally, on implementing the education reforms.

Poland has been making steady progress since the Commission's Opinion of 1997. Negotiations on this chapter have been closed for the time being. Poland has not asked for transitional arrangements in this area.

European Union Scholarship Programmes

Studying in Poland can be made easier by EU programmes in which Polish universities/colleges actively participate, in particular by the SOCRATES educational programme facilitating cooperation at all levels and in various fields of education.

ERASMUS is a component of SOCRATES, targeting higher education institutions and aimed at coordinating student exchange.

TEMPUS is another noteworthy EU programme, intended for Central and Eastern European countries and aiming to support international cooperation between higher education institutions.

The LEONARDO DA VINCI programme cofinances activities such as practical training and preparing innovative course programmes, curricula or educational materials. The programme targets young people participating in the undergraduate vocational education.

In case when professional qualification is regulated, holders of foreign qualifications obtained in other member state need official recognition. In all other (non-regulated) professions it is up to the employer to decide whether to employ the holder of foreign qualification obtained in other EU country or not. This applies only to the citizens of European Union countries and those of the countries belonging to the European Economic Area, as well as Switzerland.

The Bureau for Academic Recognition and International Exchange in Warsaw published the following diagram in June 2002 illustrating the educational system in Poland before and after 1999 reform, which may facilitate the course of this research:

The System of Primary and Secondary Education

Until September 1999 the 8-year primary school was the first stage of education in Poland. After primary school students could apply for admission to secondary, general or vocational schools.

Since 1999, following a reform of the system of education which produced new types of schools in Poland, and they are as follows:

• 6-year primary school
• 3-year gymnasium
• post-gymnasium schools:
• 3-year specialized lyceum
• 3-year general lyceum
• 4-year technical secondary school
• 2 or 3-year vocational school
• 2-year complementary lyceum.
• 3-year complementary technical secondary school.

☻Polish lyceums can be divided into several types:

• General lyceum (16-19)
• Specialised lyceum (16-19)
• Complementary lyceum (18-21)

☻The total number of years of primary and secondary education is 12 or 13.

Education in Poland is compulsory until the age of 18. Full-time compulsory education starts during the calendar year in which the child reaches 7 years of age and lasts until the end of the gymnasium - lower secondary school, yet no longer when he/she reaches 18 years of age. Attending of both primary and lower secondary schools is obligatory.

Upon completion of gymnasium compulsory education can be implemented through:

• Attending of a public or non-public post-gymnasium school Participation in classes organised in out-of-school forms in public or non-public institutions with accreditation
• Participating in classes organised by legal bodies or individual persons with accreditation for running educational activities
• Having vocational training offered by the employer

Primary Education

The reformed 6-year primary school, introduced in the school year 1999/2000 under the Act of 8 January 1999 on the Implementation of the Education System Reform, is divided into 2 stages:

Stage One: (covers grades 1, 2 and 3)

It is called integrated teaching. Teaching at this stage is designed to ensure smooth transition from pre-school to school education.

Stage Two: (covers grades 4, 5 and 6)

Teaching at this stage is arranged in subjects listed in the outline timetable: Polish language, history and civics, modern foreign language, mathematics, natural science, music, art, technology, computer sciences, physical education, religion or ethics.

In addition to separate subjects, the following "educational paths" have been introduced at this stage: health education, ecological education, reading and media education, education for society, education for family life, cultural heritage of the region, patriotic and civic education.

The school head is responsible for the inclusion of these paths in the curricula implemented by particular teachers.

No special test or examination is envisaged between stages 1 and 2. Class composition is based on the age of pupils.

Secondary Education

In the framework of the education system reform in 1999 three-year gymnasia were established as a first (lower) level of the secondary school. Since 2002 upper secondary schools have been operational.

• Lower Secondary Education: Gymnasium offers 3-years of full-time general lower secondary education for pupils who completed the reformed 6-year primary school. It is compulsory for all pupils. The gymnasium is targeted at pupils aged 13 to 16 and is considered the last stage (Stage 3) of general compulsory education.

It provides education by subjects, the widest possible variety, but at the basic level. One of the aims of this stage is to identify the abilities and interests of the pupils and to help them make a rational choice of a further education route.

• Upper Secondary Education: the age of pupils in upper secondary education is between 16 and 18/19/20 years. The upper secondary education is not divided into cycles.

Since the school year 2002/03 the following post-gymnasium schools are operational:

● zasadnicze szkoly zawodowe (basic vocational schools, pupils aged 16 to 18/19) - duration 2 to 3 years, the graduates receive a diploma confirming vocational qualifications upon passing of an exam, it is possible to continue education in a 2-year supplementary general lyceum or in a 3-year supplementary technicum.

● 3- year licea ogólnoksztalcace (general secondary schools, pupils aged 16 to 19) which enable pupils to take the Matura exam and obtain a swiadectwo dojrzalosci.

● 3-year licea profiloane (subject oriented secondary schools, pupils aged 16 to 19) - teaching is carried out in the general profiles of vocational training, it enables the pupils to take the Matura exam and obtain a swiadectwo dojrzalosci.

● 4-year technika (vocational secondary schools, pupils aged 16 to 20) which enable pupils to obtain a vocational qualifications diploma upon passing of an exam, and to take the Matura exam and obtain a swiadectwo dojrzalosci.

● 2-year uzupelniajace licea ogólniksztalcace (supplementary general secondary schools, pupils aged 18/19 to 20/21) for basic vocational schools' leavers which enable pupils to take the Matura exam and obtain a swiadectwo dojrzalosci (operational since 1 September 2004).

● 3-year technika uzupelniajace (supplementary secondary vocational schools, pupils aged 18/19 to 21/22) for graduates of basic vocational schools which enables pupils to take the Matura exam and obtain a swiadectwo dojrzalosci, as well as to obtain a vocational qualifications diploma upon passing of an exam.

Maturity Examination

At the end of the secondary education cycle students can take the maturity examination - egzamin dojrzałości (matura), i.e. standardised national secondary school achievement examination, and receive the maturity certificate - świadectwo dojrzałości.

During the transitional period, both the old and the new systems continued to coexist. In the year 2004, maturity certificates are awarded for the last time on the basis of the system functioning prior to the reform.

In 2006 the new maturity examination (egzamin maturalny) replaced the “old” maturity examination (egzamin dojrzałości) for the pupils of the following post-gymnasium schools: general lyceums (liceum ogólnolształcace), specialised lyceums (liceum profilowane) and technical secondary schools (technicum). In 2007 – of complementary technical secondary schools (technikum uzupełniajace).

The maturity examination is not compulsory; however, the maturity certificate makes its holder eligible for higher education studies in Poland.

How it is organized?

The maturity examination is carried out twice a year: in winter and summer sessions by the regional examination commissions in school which the examinee attended.

The examination consists of 2 parts: oral and written.

The tasks for the written part are the same in the whole Poland and they are prepared by the Central Examination Commission. The tasks for the oral part of the examination in Polish language and the minority language are prepared by the teachers of the given school and the tasks for the examination in modern language are prepared by the regional examination commission.

Subjects it includes:

In the written part, the examinee has to take examination in obligatory subjects at the basic or advanced level:

1. Polish Language
2. Modern Language (the same as the one taken in oral part)
3. One Subject taken from the following:

• Biology
• Chemistry
• Physics with astronomy
• Geography
• History
• History of music
• History of arts
• Mathematics
• Knowledge of the society
• Knowledge of dance
• Philosophy
• Latin language
• Ancient culture(from the Spring session 2007/2008)

4. Minority language (for graduate of schools where the language is taught)

In the oral part, the examinee has to take examination in two obligatory subjects from the following list:

1. Polish language - taken by all pupils at one level indicated in teaching standards; or minority language (for the graduates of schools where the minority language is taught) - taken by all pupils at one level indicated in teaching standards;
2. modern language - taken at basic or advanced level

Moreover, examinee may take examination in one additional subject:

-modern language - another than the one chosen as obligatory - taken at advanced level
-minority language - taken by all pupils at one level indicated in teaching standards

The additional subjects might be taken at basic and advanced level i.e. first they the examinee do the tasks from basic then from advanced level. Pupils may take from 1 to 3 additional subjects from the following list: biology, chemistry, physics with astronomy, geography, history, history of music, history of arts, computer science, mathematics, Greek and ancient culture, Latin and ancient culture, modern language (the same as the one taken in oral part), language of ethnic group, knowledge of the society, knowledge of dance and from the Spring session 2007/2008: philosophy;

For each subject and each level an examinee might obtain from 0% to 100% points.

How it is assessed?

The written part of the maturity examination is assessed outside the school by examiners recorded by the regional examination commissions. The oral part is assessed by the subject examination team which consists of the chair (being an examiner of regional examination commission) and two teachers of the given subject, one of whom should be employed by a different school from the one at which the examination is taken. Previously the oral and written part of the examination was assessed by the teachers of the school where the examination was taken.

The examination can be taken at two different levels: basic and advanced.

In order to pass successfully the maturity examination it is enough to obtain: - in oral part: 30% of the points in each compulsory subject; - in written part: 30% of the points in each compulsory subject at the basic level;

Admission to higher education on the basis of the new maturity certificate

According to Article 141.1 of Law on Higher Education of 1990, the senate of each higher education institution establishes the rules and procedures for admission to studies in this institution. The resolution of the senate is announced publicly not later than till 31st May of the year preceding the year which the resolution concerns. If the requirements concerning admission envisage passing of the examination in a subject which was taken by the candidate during the maturity exam, the results of the maturity examination are the basis for admission for studies to this institution. In this case, the senate establishes what percentage of the maturity examination results will be the required for the admission to this institution

Post-Secondary (non-Tertiary) Education

Post-secondary schools admit graduates of general secondary schools based on a secondary school leaving certificate. The age of students is between 19 - 20/21.

Post-secondary schools provide courses within the following groups of branches: teacher education, arts, economics and administration, medical studies, technology, agriculture, forestry and fishery, transport and communication, hotel services and computing. The most popular branches include: teacher education, economics, library science, hotel services and computing.

Duration of education depends on a type of occupation and for majority of them is 2- 2, 5 years.

Tertiary Education (Higher Education)

Following the transformation of the political system in 1990 a major change took place in the higher education system. On the basis of a new law on higher education adopted on the 12th of September 1990 higher education institutions were granted institutional autonomy, freedom in teaching and research and internal self-governance was developed.

Under the new legislation non-state higher education institutions were established. In the academic year 2002/2003 there were 395 higher education institutions (including the military, internal affairs and church establishments), of which 125 were state and 270 were non-state institutions.

Higher education institutions are targeted at teaching students at the vocational or Master degree level and at preparing them for commencement of their professional careers. Academic higher education institutions also carry out scientific research (or create works of art) and train doctoral students for research, artistic activities and teaching. Development and dissemination of national culture are also included in higher education institutions together with co-operation with local communities and preparation of students for social life.

A school of higher education can offer uniform Master degree studies, higher vocational studies as well as supplementary Master degree studies. It can also offer postgraduate courses, PhD studies, as well as special studies and courses.

The following types of higher education institutions may be distinguished in the Polish system (including non-state institutions):

• Universities
• Technical Universities
• Agricultural Schools
• Schools of Economics
• Teacher Education schools
• Pedagogical Universities
• Medical Academies
• Maritime Schools
• School of Theology
• School of Arts
• Academies of Physical Education
• Non-state Schools of Higher Education
  
  

The requirement to apply for admission to higher education studies is the Matura certificate (swiadectwo dojrzalosci). Generally, enrolment may be based on an entrance examination or a qualifying interview, or it may not involve an entrance examination, in all cases the submission of documents and the payment of fees follows the above mentioned procedures. The school can charge an examination fee up to the amount defined by the Minister for the given year.

In order to make HE accessible to higher number of young people, the system of financial support to students from the state budget has been introduced. Financial support to students in HEIs is provided in the framework of university student support funds. Students at state HEIs who follow day courses can receive social allowances, special grants for the disabled, grants for scientific achievements, housing allowances, meal allowances and allowances from trust. Since 2001 day students from non-state and church run HEIs can also apply for social allowances.

Tertiary Education Diploma

The higher education system in Poland includes State (public) and non-State (non-public) institutions of higher education, the latter founded since 1990. Non-State institutions of higher education are founded on the grounds of a license issued by the Minister of Science and Higher Education, and acquire legal personality upon their entry into the register of non-State institutions of higher education kept by the Minister.

Another type of institution of tertiary education founded since 1998 alongside existing university-type institutions are the State and non-State higher schools of vocational education and professional training. A major component of the training in these schools is a mandatory 15-week practical placement.

Higher education syllabuses may be offered as full-time, part-time or extramural studies. Full time studies are the basic mode of study, unless the statutes of the higher education institution concerned state otherwise. The minimum requirement for admission to an institution of higher education is a secondary school leaving certificate (the matura or an equivalent). Procedures for admission are laid down independently by individual institutions of higher education.

Tuition during the academic year lasts from 1 October till the end of June and is divided into two semesters with a one- or two-week winter vacation in February.

Quality Assurance

The State Accreditation Committee, which has been operating in Poland since January 2002, monitors and controls educational standards at Polish institutions of higher education, and serves to improve and guarantee quality standards as well. 81% of the Polish state institutions of higher education have received outstanding and good ratings. The State Accreditation Committee has developed close co-operation with accreditation committees from other countries. There is also a voluntary accreditation system supervised by the academic community; accreditation procedures are carried out by commissions appointed by rectors of the different types of institutions of higher education. The voluntary accreditation system is considered the hallmark of high quality in teaching.

Upon graduation, each student receives a diploma in a specific field of study, three copies of the diploma and upon request a diploma in a foreign language.

The three-cycle system of higher education

At Polish institutions of higher education a three-stage system of Licentiate (Licencjat), Master (Magister) and Doctoral (Doktor) studies is compulsory from the 2007/2008 academic year. According to the new Higher Education Act of 2005, syllabuses in all fields of study except Law, Pharmacy, Psychology, Veterinary Medicine, Medicine, and Medicine and Dentistry are provided on a two-cycle basis. The third cycle, doctoral studies, is open to those who hold the academic title of Magister or an equivalent title or degree. Doctoral studies last 4 years but may be shortened or extended in some circumstances.

Professional Titles awarded to Graduates of Higher Education Institutions

- The professional title of licencjat is awarded following the completion of 3 or 3.5-year higher professional education courses.

- The professional title of licencjat pielęgniarstwa and licencjat położnictwa is awarded following the completion of higher professional studies in nursery and midwifery.

- The title lekarz is conferred to the graduates of physician training studies.

- The professional title of inżynier is awarded following the completion of 3.5 or 4-year higher professional education courses in technical areas (with exception of architecture and town-planning), agriculture, and forestry and in other fields of study in which technical subjects or subjects related to agriculture and forestry constitute at least 50% of the curriculum in the study program.

- The professional title of inżynier architekt is awarded following the completion of higher professional studies in architecture and town-planning.

- The title of magister is conferred to graduates of Master Degree courses in humanities, natural sciences, maths, physics, chemistry, physical education, economics, social studies and law, as well as medical science apart from the following areas: physicians training, dentistry, nursing and midwifery. magister sztuki (in the field of fine arts), magister inżynier (in the field of engineering), magister inżynier architekt (in the field of architecture and town-planning), lekarz medycyny (in the field of Medicine), lekarz dentysta (until 30.04.2004 lekarz stomatolog)(in the field of Dentistry) and lekarz weterynarii (in the field of Veterinary Medicine) is awarded following the completion of uniform 4.5 or 6-year magister-level courses .

The title of magister may also be obtained following the completion of 2 or 2.5-year complementary magister-level courses, for which holders of the professional title of licencjat or inżynier are eligible.

In order to obtain the titles listed above a student has to collect passes from all the subjects and practical placements envisaged in the study programme, as well as present and defend a diploma thesis and pass a diploma examination. Neither diploma thesis nor the diploma examination is required from the students of medical sciences (physicians), dentistry and veterinary sciences.

The degree of doktor is awarded to a person who has passed his/her doctoral examinations and submitted and defended a doctoral dissertation (rozprawa doktorska). Holding the professional title of magister or its equivalent is a necessary condition for the doktor's degree.

The academic degrees of doktor and doktor habilitowany are granted in a specified field of science within the scope of a given discipline of science. The degrees within the scope of art are the degrees of doktor sztuki and doktor habilitowany sztuki of a specified field of art (until 30.04.2003 academic degrees awarded in the field of art were kwalifikacje II stopnia and kwalifikacje II stopnia, which correspond to the academic degree of doktor and doktor habilitowany respectively).

The degree of doktor habilitowany is awarded to a person who holds the doktor's degree, has significant scholarly or artistic achievements, has submitted a dissertation (rozprawa habilitacyjna) and has undergone the successive stages of review, debate and defense.

Academic degrees doktor and doktor habilitowany are awarded by organizational units of higher education institutions and by other scientific and research institutes.

The academic title is the title of profesor of a specified field of science, the title within the scope of art is the title of profesor of a specified field of art. The title of profesor is conferred by the President of the Republic of Poland.

How do rectors participate in preserving and making decisions regarding education?

The Polish Rectors are always keen on indulging themselves more effectively in the educational process. Therefore, they initiated a conference or an association called 'CRASP'.

CRASP; The Conference of Rectors of Academic Schools in Poland is a voluntary association of rectors representing those Polish institutions of higher education which have the right to award the doctor's degree (or equivalent) in at least one scientific discipline. The Conference of Rectors of Academic Schools in Poland was founded on 7 June 1997 by rectors of higher education institutions, being members of conferences of rectors of the various types of these institutions, namely universities, technical universities, institutions of agriculture, pedagogy, economics, medicine, and fine arts. Currently, CRASP has 107 members and 4 institutions have the status of an associated institution. The Conference of Rectors of Public Vocational Schools has the status of an associated conference.

CRASP safeguards traditional academic values, including the constitutional principle of higher education institutions autonomy which guarantees the right of these institutions to present their positions on all issues of interest to the academic community. The Conference is governed by the Statutes adopted on 24 September 2005 and amended on 14 November 2005 and then on 13 October 2006 by the Plenary Assembly of CRASP. The main aims of CRASP are:

• To inspire and co-ordinate the co-operation of the academic schools in Poland
• To undertake activities leading to an establishment of an integrated system of national education and to the development of the system of higher education
• To represent the interests of higher education and science, and the common interests of its member schools, including the selection of their representatives to international associations of rectors or universities.

In pursuit of these aims, CRASP shall:

• Act to enhance social support for the development of higher education and science in Poland
• Approach the Government and Parliament on key issues relating to the academic community
• Protect the principles of ethics, academic values, academic teacher ethos, and appropriate level of education
• Formulate and present opinions on matters important for the development of Polish science, culture and education
• Cooperate with collegial bodies, associations and corporations representing the Polish academic and scientific communities
• Cooperate with the Ministry of National Education and other ministries, authorities and organisations acting for the benefit of science and national education
• Act to enhance the quality of education
• Act to support subjectivity of students as well as flexibility and diversification of available forms of studies which result from the wealth of tradition of higher education institutions
• Act to support a balanced development of the system of higher education comprising of all types of higher education institutions
• Provide rectors of member institutions with information and guidance in the area of institution management

Some of the most predominant universities and HEI joined the CRASP through their rectors. These institutions include all fields like pedagogy (Pedagogical University of Cracow), agriculture, fine arts, economics, medicine, as well as technical universities.

Non- Poles Education:

Professor Tadeusz Luty stated that "…[t]he purpose of the Guide ”How to Study in Poland in English„ is to provide students from abroad who are considering studying in Poland with the basic information on syllabuses taught in English….."

Poland also encourages foreigners to study in its universities and institutes. Any foreigner may Start studies at a Polish university, provided that he/ she has the means to support him/ herself during studies. Each university sets its own admission procedures. Generally all international candidates should prepare:

• Documents confirming earlier education
• an application form
• 4 photos
• Copy of passport
• Certificate of knowledge of English language
• Medical certificate

In line with Poland's EU accession, all citizens of EU member states are as well as the European Economic Area able to enter Poland from their own states on the basis of a passport or ID documents valid in their own countries. Candidates from outside EU[16]/EEA[17] should apply for visa at Embassy of Republic of Poland or Polish Consulate at their country of residence.

How to study in Poland in English?

The Poles pay a huge attention to other foreign languages, like English for example. CRASP also initiated a program for education in English, which is available for many majors like medicine, computer science, Humanities and social sciences at the Polish Institutions of Higher Education. Professor Tadeusz Luty[18] claimed in an introductory speech to the sixth guide of How to study in Poland in English? :

Thinking about studying in Poland? If Polish seems too difficult a language to learn we offer you courses conducted in English too. Now you can choose from almost 2500 courses and 250 syllabuses taught in English. Students of all fields of studies will find Polish higher education institutions appealing. Medicine, Computer and Information Science, the Humanities, the Social Sciences are offered by all types of Polish universities and colleges.…... The number of syllabuses and courses taught in English is growing constantly and rapidly. The number of CRASP member institutions offering courses and curricula taught in English is increasing by 10 % every year. We hope that this developing and diverse offer will attract and encourage students from the European Union, other European countries as well as from all continents of the world to study in Poland. The rectors of all the CRASP member institutions have compiled and issued this Guide to studying on courses held in English in Poland in the hope and belief that it will contribute to a robust and comprehensive European education system in compliance with the Bologna Declaration.

The Bologna Process in Poland:

Poland was one of the signatory countries of the Bologna Declaration of 1999. Currently the Polish Ministry of Science and Higher Education is supervising the implementation of the Bologna Process. In this task the Ministry is being supported by the institutions involved in higher education: the Conference of Rectors of Academic Schools in Poland, the Conference of Rectors of Non-University Higher Education Institutions in Poland, the General Council for Higher Education, the State Accreditation Committee, the Students’ Parliament of the Republic of Poland, the Bureau for Academic Recognition and International Exchange, and the Socrates-Erasmus National Agency.

A number of international events have been organized or co-organized by CRASP in order to strengthen the relations of Polish institutions of higher education with universities in other countries. Over the last two years, meetings have been held with the groups of rectors and other higher education representatives from France, Germany, Russia, Ukraine and Belarus. As a result of meetings with academics from Eastern neighbours, an East-European Net – a higher education network from 7 Central and East-European countries – has been established.

Not only is Poland paying attention to the natives’ education, but it is also keen on spreading its culture and language to foreigners through cultural courses which are available in centres located in major cities in Poland such as Nicolaus Copernicus University Centre for Polish Language and Culture for Foreigners and Summer School of Polish Language and Culture in Krakow. These institutions offer a balance of intensive language programmes as well as cultural activities and interesting tourism attractions.

Interview with the honorary consul of the Republic of Poland

The researcher interviewed Mr. Said Aly; the Honorary Consul of the Republic of Poland in Port Said, on December 25^th, 2008 at his the consulate headquarters in Pot Said. The researcher asked the consul if he may see any resemblance between the educational systems in both countries; Poland and Egypt. The consul replied:

I think that despite different titles and names given to the educational stages, they are almost alike in their essence since they both depend on a 6-year primary stage, a 3-year gymnasium or preparatory stage and secondary stage. They are similar in theory, but they differ in practice. The Egyptians do not actually very much appreciate the importance of living practice in making the learning process fun and memorable.

- In your opinion, what are the major flaws exercised in the Egyptian educational system?

Let’s not talk about flaws since we do not want to ruin our own image in the eyes of foreigners! I would like to grab your attention to the privilege the Poles granted their learners, which is compulsory education till ONLY the end of the gymnasium, which is actually a kind of a preparation to help them chose a further education route, if they wish. After that stage, the education becomes optional, but if you noticed that a very high ratio of young Poles are university graduates. In my opinion, they succeeded in their mission by arousing the students’ interests and penetrated their minds through the flashes they present in the preparatory stage, later on creating the whole image and determining their tendencies and careers. I can not really stop praising that system that they give the students a wide range of options which is correctly employed to serve their talents and careers. The Egyptian system committed a fatal mistake by categorizing the types of education (whether technical, medical, or secondary) depending upon the low and high marks. It is actually about talents and tendencies, not marks and written exams. Some may argue that Egyptian system allows options too, like subjects for example. As I previously said, it is all about the difference between theory and actual practice.

The researcher totally agrees with the Consul, regarding the great distance between theory and practice. Egypt needs to insert some more practice to its educational systems in order to reach the ‘Learning is Fun’ stage and guarantee putting the right men in the right places.

Conclusion

In Education in Poland, the researcher initiates, by illustrating the role of education in the development of countries and the whole human race. In pursuit of discussing the educational system in Poland, The researcher sheds a light concerning the history of Poland, mainly showing how the sequence of wars and calamities encountered Poland in its thriving to get independence affected the educational process and where Poland stands currently. Then, the research moves forward with a general brief about the history of science and education in Poland. A statement of the current education rates vs. literacy rates, as well as expenditures is demonstrated later on.

In addition, the history of education in Poland is further illustrated in details including the reform of 1999 with its causes, scopes and cornerstones, as well as the Polish education under the wings of the European Union. It also states some of the educational programmes adopted by the European Union and applied in the Polish educational systems. Following the demonstrative scheme of the educational systems before and after the reform, the research then, discusses the current hierarchy of educational process in Poland, starting from the primary to the secondary stages till it reaches the higher education systems. Among the hidden lines, the researcher notices that the Polish educational system is no different from the Egyptian theoretical systems. Yet, a theory is far away than an actual practice, one bonus the Polish achieved through comprehensive optional practical educations, which is based upon true tendencies and not mere marks.

Furthermore, the researcher suggests establishing a kind of committees or judges to control the quality of education and reach the highest levels of improvement and development. It shall be a thermometer testing the status, changes and development of education in the different educational institutions starting from kindergartens, schools and universities. It shall include all and everything that has a direct relationship with the educational process, such as the curricula, the board of teachers, the school environment, and all the means used.

Moreover, the researcher pays attention to the non-governmental and non-profit associations which contributes to the course of the educational process. The research proposes that the successful educational process is the fruit of gathered efforts, exerted by all the governmental and non-governmental agencies, the student and the teacher, and the family and the school.

Eventually, the research reaches a conclusion through the interview of the honorary consul of the Republic of Poland, which gives some useful advice to the Egyptian educational system in the pursuit of high-quality education and booming country, flowering well-educated youth who serve its prosperous future.

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[1] The Universal Declaration of Human Rights (UDHR) is a declaration adopted by the United Nations General Assembly (10 December 1948 at Palais de Chaillot, Paris). The Guinness Book of Records describes the UDHR as the "Most Translated Document" in the world. The Declaration arose directly from the experience of the Second World War and represents the first global expression of rights to which all human beings are inherently entitled. It consists of 30 articles which have been elaborated in subsequent international treaties, regional human rights instruments, national constitutions and laws. The International Bill of Human Rights consists of the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, and the International Covenant on Civil and Political Rights and its two Optional Protocols. In 1966 the General Assembly adopted the two detailed Covenants, which complete the International Bill of Human Rights; and in 1976, after the Covenants had been ratified by a sufficient number of individual nations, the Bill took on the force of international law.

[2] United Nations, 60^th Anniversary Special Edition (Geneva: United Nations Department of Public Information, 2007), p.10

[3] Eleanor Roosevelt was the first lady of the United States from 1933 to 1945. She chaired the committee that drafted and approved the Universal Declaration of Human Rights.

[4] Center for Civic Education, 2007 Annual Report (Washington, D.C.: Center for Civic Education, 2007), p. 9

[5] Andrzej Jonas is the editor-in-chief of the Warsaw Voice in Warsaw, Poland.

[6] Jonas, Andrzej, "90 years of Independence". The Polish voice, Special Edition Independence Day. Volume No. 82 (November 2008), p. 3.

[7] The North Atlantic Treaty Organization (NATO), also called the (North) Atlantic Alliance, is a military alliance established by the signing of the North Atlantic Treaty on 4 April 1949. The NATO headquarters are in Brussels, Belgium,^[3] and the organization constitutes a system of collective defense whereby its member states agree to mutual defense in response to an attack by any external party.

[8] Nicolaus Copernicus (February 19, 1473 – May 24, 1543) was the first astronomer to formulate a scientifically-based heliocentric cosmology that displaced the Earth from the center of the universe.

[9] Marciniak, Bronislaw, "Cradle of Research and Learning". The Polish voice, Special Edition Independence Day. Volume No. 82 (November 2008), p. 26

[10] It was created in 1947 with the signing of the National Security Act by President Harry S. Truman. It aims at collecting intelligence through human sources and by other appropriate means, except that he shall have no police, subpoena, or law enforcement powers or internal security functions. To accomplish its mission, the CIA engages in research, development, and deployment of high-leverage technology for intelligence purposes.

[11] Wojciech Marchlewski is an international consultant in the field of education, decentralization, local government, capacity building and management. He works with the OECD, OSCE and international aid agencies USAID, TACIS, PHARE, MATRA, and CIDA. He wrote a number of reports and publication analyzing the Polish system of external examinations of primary and lower secondary school students, reform vocational education system, education bounds and education in rural areas, unemployment in rural areas. Over the last 12 years, he has worked in 9 countries in Central and Eastern Europe.

[12] The World Bank is a vital source of financial and technical assistance to developing countries around the world. It is not a bank in the common sense. It is made up of two unique development institutions owned by 185 member countries—the International Bank for Reconstruction and Development (IBRD) and the International Development Association (IDA).

[13] ECA; Eastern Europe and Central Asia region

[14] It is an independent, non-partisan public policy think tank. The IPA was established in 1995 to support modernisation reforms and to provide a forum for informed debate on social and political issues. It conducts research as well as societal analysis and presents policy recommendations. It has prepared reform proposals for the key areas in society and politics. The IPA publishes the results of its activities in the form of books and policy papers. It also organises seminars, conferences and lectures. Its publications are distributed to members of parliament, government officials, the media and non-governmental organisations.

[15] The Institute of Public Affairs, Monitoring of the educational reform in Poland (2000-2004), (Warsaw: IPA, 2004), p.1

[16] European Union

[17] European Economic Area

[18] The president of CRASP