We have already discussed Finland and South Korea's education from the book, The Smartest Kids in the World and How They Got That Way by Amanda Ripley. We learned how both of those systems are radically different; from the amount of testing that is given, to the type of homework they receive, to the education of the faculty. The third country that the book discussed was Poland.
(http://en.wikipedia.org/wiki/File:Flag_of_Poland.svg)
Poland
Poland was included in this book for reasons very different from Finland and South Korea. Poland is not currently an education superpower. In math, Poland came in nineteenth (America came in twenty-sixth) compared to Finland which came in third and South Korea which came in second. The rise in Poland's educational influence is interesting and is why this country is listed in this book. Additionally, there is not much information on this country compared to the other two I have discussed since the changes have taken place quite recently. In order to understand its increase in status, we must understand Poland's history.
Poland's History
During World War II, cities in and around Poland were ravaged by Soviet soldiers. Once the war ended, Polish immigrants and refugees moved into these areas. Even though there was hope for a new beginning, quickly after WWII ended, Poland came under Communist rule. Once Communism fell in the late 1980's, hyperinflation took hold and parents could not even afford to buy milk for their babies. Violence and poverty were everywhere. Poland joined the European Union, and even though these issues were still prevalent, they did recede.
(http://www.yourdictionary.com/poland)
The New Reforms
Currently, one in six Polish children live in poverty (the United States is worse- we have a one in five ratio). When the United Nations compared children's material well-being around the globe, Poland comes in dead last for the developed world. But changes were continuing to be made. Poland concentrated on its education system and saw tremendous growth. In 1997, the minister of education, Miroslaw Handke, created major reforms in education. He conceived a new plan, compiled the adjustments in orange booklets, and distributed them to every school district in the country. This educational proposal consisted of four phases. The first phase introduced a core curriculum that replaced an old one that covered many topics too quickly to one that covered fewer topics in depth. Handke promised that these new reforms were more "creative and safe, not hammering redundant information [into children's heads]". This new system would focus on present goals instead of those of the past and would teach children how to think. At the same time, the government made a quarter of the teachers go back to school to improve their own education. Handke said "The teachers. Everything is based on the teachers. We need good teachers- well-prepared, well-chosen. I wouldn't change anything else."
The second phase introduced standardized testing. Students had to take a test at the end of elementary, middle and high school. For younger students, the test identified which students, teachers, and schools needed extra help. For older students, the test results determined what colleges they would attend.
The third phase involved raising the expectations of all students. Instead of tracking students (putting students into leveled classes based on their ability), all students learned the same content and had the same expectations until they were sixteen. This eliminated students going into vocational schools or being put into easier classes at an early age.
Finally, the fourth phase allowed teachers to choose their own textbooks and create their own curriculum from over one hundred approved options. Teachers could choose their own professional development and would start earning bonuses for how many hours of development they did.
Changes could be seen immediately. New schools opened and the principals for these schools were chosen. The ones who volunteered were ambitious and were allowed to handpick the teachers that were to work in their school.
In 2000-2006, Poland's reading scores shot up. They went from below average for developed countries to above average in only six years. Poland's poorest kids outscored the poorest in the United States. Crime and poverty are still prevalent in the country, however, education became the main focus and students were learning.
Even though there were many improvements, Handke resigned in 2000. With all of the new reforms, Handke could not secure the money necessary to give a promised pay raise to the teachers. The reforms were definitely a source of controversy, but Handke stated "Every reform hurts. People want peace. When you're used to something, it's better when nothing is happening." Overall, some of the reforms did stay in effect and Poland's education system is continuing to improve.
School Day
The differences between schools in Poland and that of the United States are not as drastic as in other countries in which Ripley wrote. In Poland, however, there is a strong focus on math and the way that it is taught is much more rigorous. Calculators are not allowed to be used. A lot of the math is done in kids' minds. Many simple skills are done automatically which allow Polish students' minds to be freed for more challenging work. Just like in South Korea, Polish teachers announce test scores in front of the whole class. Their grading system is based on a one to five score- five being the highest. Hardly anyone ever got a five and the students are not surprised or heartbroken from this. Poland's logic is that if the work is hard, routine failure is the only way to learn.
The school day and building were focused on one thing- academics. There were no sports teams or sport-like activities related to school. This is similar to schools in Finland and South Korea as well as other education systems abroad.
The United States and Poland
The United States has become a partner with Poland in the recent years. Many companies are outsourcing their work to Poland. The United States has been having trouble finding skilled workers that can communicate, think and problem solve for factory jobs. In order to fill this void, companies are sending these jobs to Poland. One company owner said that "Poland seems to me what it might have been like here in the 1800's...People are busy."
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(http://internationalliving.com/countries/poland/)
Even though Poland is not an education superpower (yet), many reforms were made, and in a short time, Poland changed drastically for the better. Do think these reforms could be incorporated into America's education system and that we would see the same results? What is Poland missing? Should Poland take some tips from South Korea and Finland and incorporate those into their system to make it even better? Do you think that the reforms will have staying power now that Handke has resigned? Will they stay in this high position for the long haul? I would love to hear your thoughts on Poland. Please leave comments below with your opinions and thoughts.
Enjoy!
