Successful Education Reform : Lessons from Poland
Poland's education reforms have produced a large overall improvement in educational performance, as measured by results on the Organization for Economic Cooperation and Development (OECD) Program for International Student Assessment (PISA). Be...
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| Format: | Brief |
| Language: | English |
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World Bank, Washington, DC
2012
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| Online Access: | http://documents.worldbank.org/curated/en/2010/11/14281981/successful-education-reform-lessons-poland http://hdl.handle.net/10986/10147 |
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okr-10986-101472021-04-23T14:02:49Z Successful Education Reform : Lessons from Poland Mahfooz, Sara Bin Hovde, Kate ACADEMIC PERFORMANCE ACADEMIC PROGRAMS ACADEMIC SCHOOLS BASIC EDUCATION BASIC EDUCATION FOR CHILDREN BASIC EDUCATION SYSTEM COMPETENCIES COMPUTER AT HOME CORE CURRICULA DECENTRALIZATION ECONOMIC GROWTH EDUCATION REFORM EDUCATION REFORMS EDUCATION SECTOR EDUCATION STREAM EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL OPPORTUNITIES EDUCATIONAL PERFORMANCE EDUCATIONAL REFORMS FINAL EXAMS GENERAL EDUCATION GENERAL SECONDARY SCHOOLS HOURS OF INSTRUCTION INTERNATIONAL STUDENT ASSESSMENT KNOWLEDGE ECONOMY LANGUAGE INSTRUCTION LEVEL OF EDUCATION LOWER SECONDARY LOWER SECONDARY SCHOOL PRIMARY CYCLE PRIMARY SCHOOL PRIMARY SCHOOL CYCLE PROFICIENCY QUALITY OF EDUCATION READING SCHOOL CURRICULA SCHOOL EDUCATION SCHOOL YEAR SCHOOLING SECONDARY EDUCATION SECONDARY EDUCATION SYSTEM SECONDARY SCHOOL SECONDARY SCHOOL CYCLE SECONDARY SCHOOLS STUDENT ACHIEVEMENT STUDENT ASSESSMENT SUPPLY OF SCHOOLS TEACHING TECHNICAL EDUCATION TEST SCORES UPPER SECONDARY UPPER SECONDARY SCHOOL VOCATIONAL EDUCATION VOCATIONAL SCHOOL VOCATIONAL SCHOOLS VOCATIONAL STREAMS YOUNG PEOPLE Poland's education reforms have produced a large overall improvement in educational performance, as measured by results on the Organization for Economic Cooperation and Development (OECD) Program for International Student Assessment (PISA). Before 1999, primary school in Poland was 8 years, followed by tracking into vocational or academic programs. Now, the primary cycle has been changed to six years, followed by three years of comprehensive lower secondary school or gymnasium for all students, before a vocational tracking decision is made. Increased hours of instruction and delayed tracking of students into the vocational education stream were the most important factors in the improvement of test scores. In 2000, only one percent of polish students received more than four hours of language class, while in 2006, 76 percent of students received more than four hours of language class. 2012-08-13T10:33:16Z 2012-08-13T10:33:16Z 2010-11 http://documents.worldbank.org/curated/en/2010/11/14281981/successful-education-reform-lessons-poland http://hdl.handle.net/10986/10147 English Europe and Central Asia Knowledge Brief; Volume No. 34 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Brief Publications & Research Europe and Central Asia Poland |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
ACADEMIC PERFORMANCE ACADEMIC PROGRAMS ACADEMIC SCHOOLS BASIC EDUCATION BASIC EDUCATION FOR CHILDREN BASIC EDUCATION SYSTEM COMPETENCIES COMPUTER AT HOME CORE CURRICULA DECENTRALIZATION ECONOMIC GROWTH EDUCATION REFORM EDUCATION REFORMS EDUCATION SECTOR EDUCATION STREAM EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL OPPORTUNITIES EDUCATIONAL PERFORMANCE EDUCATIONAL REFORMS FINAL EXAMS GENERAL EDUCATION GENERAL SECONDARY SCHOOLS HOURS OF INSTRUCTION INTERNATIONAL STUDENT ASSESSMENT KNOWLEDGE ECONOMY LANGUAGE INSTRUCTION LEVEL OF EDUCATION LOWER SECONDARY LOWER SECONDARY SCHOOL PRIMARY CYCLE PRIMARY SCHOOL PRIMARY SCHOOL CYCLE PROFICIENCY QUALITY OF EDUCATION READING SCHOOL CURRICULA SCHOOL EDUCATION SCHOOL YEAR SCHOOLING SECONDARY EDUCATION SECONDARY EDUCATION SYSTEM SECONDARY SCHOOL SECONDARY SCHOOL CYCLE SECONDARY SCHOOLS STUDENT ACHIEVEMENT STUDENT ASSESSMENT SUPPLY OF SCHOOLS TEACHING TECHNICAL EDUCATION TEST SCORES UPPER SECONDARY UPPER SECONDARY SCHOOL VOCATIONAL EDUCATION VOCATIONAL SCHOOL VOCATIONAL SCHOOLS VOCATIONAL STREAMS YOUNG PEOPLE |
| spellingShingle |
ACADEMIC PERFORMANCE ACADEMIC PROGRAMS ACADEMIC SCHOOLS BASIC EDUCATION BASIC EDUCATION FOR CHILDREN BASIC EDUCATION SYSTEM COMPETENCIES COMPUTER AT HOME CORE CURRICULA DECENTRALIZATION ECONOMIC GROWTH EDUCATION REFORM EDUCATION REFORMS EDUCATION SECTOR EDUCATION STREAM EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL OPPORTUNITIES EDUCATIONAL PERFORMANCE EDUCATIONAL REFORMS FINAL EXAMS GENERAL EDUCATION GENERAL SECONDARY SCHOOLS HOURS OF INSTRUCTION INTERNATIONAL STUDENT ASSESSMENT KNOWLEDGE ECONOMY LANGUAGE INSTRUCTION LEVEL OF EDUCATION LOWER SECONDARY LOWER SECONDARY SCHOOL PRIMARY CYCLE PRIMARY SCHOOL PRIMARY SCHOOL CYCLE PROFICIENCY QUALITY OF EDUCATION READING SCHOOL CURRICULA SCHOOL EDUCATION SCHOOL YEAR SCHOOLING SECONDARY EDUCATION SECONDARY EDUCATION SYSTEM SECONDARY SCHOOL SECONDARY SCHOOL CYCLE SECONDARY SCHOOLS STUDENT ACHIEVEMENT STUDENT ASSESSMENT SUPPLY OF SCHOOLS TEACHING TECHNICAL EDUCATION TEST SCORES UPPER SECONDARY UPPER SECONDARY SCHOOL VOCATIONAL EDUCATION VOCATIONAL SCHOOL VOCATIONAL SCHOOLS VOCATIONAL STREAMS YOUNG PEOPLE Mahfooz, Sara Bin Hovde, Kate Successful Education Reform : Lessons from Poland |
| geographic_facet |
Europe and Central Asia Poland |
| relation |
Europe and Central Asia Knowledge Brief; Volume No. 34 |
| description |
Poland's education reforms have
produced a large overall improvement in educational
performance, as measured by results on the Organization for
Economic Cooperation and Development (OECD) Program for
International Student Assessment (PISA). Before 1999,
primary school in Poland was 8 years, followed by tracking
into vocational or academic programs. Now, the primary cycle
has been changed to six years, followed by three years of
comprehensive lower secondary school or gymnasium for all
students, before a vocational tracking decision is made.
Increased hours of instruction and delayed tracking of
students into the vocational education stream were the most
important factors in the improvement of test scores. In
2000, only one percent of polish students received more than
four hours of language class, while in 2006, 76 percent of
students received more than four hours of language class. |
| format |
Publications & Research :: Brief |
| author |
Mahfooz, Sara Bin Hovde, Kate |
| author_facet |
Mahfooz, Sara Bin Hovde, Kate |
| author_sort |
Mahfooz, Sara Bin |
| title |
Successful Education Reform : Lessons from Poland |
| title_short |
Successful Education Reform : Lessons from Poland |
| title_full |
Successful Education Reform : Lessons from Poland |
| title_fullStr |
Successful Education Reform : Lessons from Poland |
| title_full_unstemmed |
Successful Education Reform : Lessons from Poland |
| title_sort |
successful education reform : lessons from poland |
| publisher |
World Bank, Washington, DC |
| publishDate |
2012 |
| url |
http://documents.worldbank.org/curated/en/2010/11/14281981/successful-education-reform-lessons-poland http://hdl.handle.net/10986/10147 |
| _version_ |
1764412024283987968 |