1. 11 OECD-EC Education Policy Outlook Country Profile POLAND Judith Peterka, OECD Directorate for Education & Skills Warsaw, 25 November 2015

2. OECD-EC Education Policy Country Profile Poland Overview 1.Education Policy Outlook: Making reforms happen 2.OECD-EC: Education Policy Country Profile: Poland (with Education at a Glance 2015 insights) 3.Compare your country tool

3. Funding grants Subsidies for disadvantaged schools Reforms in school leadership and teachers Support to students from specific populations Setting national priorities for education New middle school reform National commitment to ECEC School improvement VET reforms Teacher training reform OECD countries are using different policy options to improve their education systems… School evaluation reform Student funding

4. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 4 We need education policy reforms that improve outcomes 4 Education Policy Outlook: Key mission Reform information from 34 countries More than 450 reforms Implemented in last 7 years Providing information that is… 1.Conveniently selected 2.Contextualised 3.Comparable … so policy makers can apply it easily to their own education system’s needs Specific data Comparative reform analysis

5. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 5 We need education policy reforms that improve outcomes 5 The Education Policy Outlook Education Policy Outlook: Comparative Report Comparative insight into policy trends across all OECD countries and the reform process Education Policy Outlook: Country Profiles A unique assessment of OECD countries education policies (context, challenges, reforms) Education Policy Outlook: Reforms Finder A search engine on education policies adopted across OECD countries

6. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 6 We need education policy reforms that improve outcomes Education Policy Outlook: Analytical Framework Students Raising outcomes Equity and Quality: Eliminate system level policies that hinder equity and support disadvantaged students and schools. Preparing students for the future: Improve skills up to tertiary and ensure successful transitions to the labour market. Institutions Enhancing quality School improvement: Strengthen the teaching and school leadership profession and develop positive learning environments. Evaluation and assessment: Develop an integrated evaluation and assessment framework putting students at the centre. Systems Governing effectively Governing effectively: Define priorities, ensure effective planning and delivery of policies, enhance local capacity to deliver. Funding: Increase efficiency and effectiveness of funding systems.

7. OECD-EC Education Policy Country Profile Poland Overview 1.Education Policy Outlook: Making reforms happen 2.OECD-EC: Education Policy Country Profile: Poland (with Education at a Glance 2015 insights) 3.Compare your country tool

8. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 88 Poland can achieve better equity and quality Source: OECD (2013), PISA 2012 Results: Excellence through Equity (Volume II): Giving Every Student the Chance to Succeed, Table II.1.2.

9. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 9 Education Policy Country Profile: Poland 9 Early Childhood Education and Care(ECEC) Primary and lower secondary education Upper secondary education Tertiary education Early Childhood Education and Care(ECEC)

10. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 10 Increasing participation in ECEC 10 Enrolment rates at age 3 and 4 in early childhood education (2013), EAG 2015 Poland: Maluch (toddler) programme (2015) Poland: Compulsory ECEC from age 5 (2011) Poland: Right to participate in ECEC for all 4-year olds (2015) and 3- year-olds (2017) Germany: Legal entitlement to an ECEC place to children age 1 and 2 (2013) Australia: National Early Childhood Development Plan (2009) 4 year-olds3 year-olds 4 year-olds, 2005 3 year-olds, 2005

11. Early Childhood Education and Care Increasing participation in early childhood education and care. Higher public expenditure on public pre-primary institution as a share of GDP. Despite growth of the number of childcare institutions, the demand for places is still greater than the supply, particularly in rural areas. 11 The challenge > Further increase participation in ECEC.

12. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 12 Education Policy Country Profile: Poland 12 Early Childhood Education and Care(ECEC) Primary and lower secondary education Upper secondary education Tertiary education Early Childhood Education and Care(ECEC)

13. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 13 Positive learning environments 13 Relationship between average class size and time spent teaching/learning in lower secondary education (2013), EAG 2015 Japan: Course of Study (2008) Poland: Introduction of a new core curriculum (2008) Poland: Safe and Friendly School (2014-16) %

14. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 14 A well-trained teaching workforce 14 Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society, TALIS 2014 Norway: GNIST: (2009-14) Australia: Institute for Teaching and School Leadership (2010 ) Poland: Good practices data base %

15. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 15 Polish teachers’ salaries are below the OECD average … 15 Annual statutory salaries of lower secondary teachers in public institutions, in equivalent USD converted using PPPs at different points in their careers (2013), EAG 2015 15

16. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 16 …, but teachers’ salaries are increasing. 16 Index of change between 2000 and 2013 (2005 = 100, constant prices), for teachers with 15 years of experience and typical qualifications, EAG 2015 16

17. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 17 Annual expenditure per student is below OECD average,... 17 Annual expenditure per student for all services (2012), EAG 2015 Expenditure per student (equivalent USD converted using PPPs )

18. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 18.., but increasing expenditure per student. 18 Changes in the number of students, expenditure on educational institutions and expenditure per student (2008, 2012), EAG 2015

19. Primary and lower secondary education Learning environments: conducive to learning. Teachers: well trained, higher participation in professional development activities, but profession less valued by society. Teaching conditions: lower salaries, lower class sizes, and lower teaching time. Increasing annual expenditure per student, but below the OECD average. 19 The challenge: > Invest further in high-quality teaching and adjust funding to current challenges.

20. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 20 Education Policy Country Profile: Poland 20 Early Childhood Education and Care(ECEC) Primary and lower secondary education Upper secondary education Tertiary education Early Childhood Education and Care(ECEC)

21. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 21 High upper secondary attainment Percentage of adults who have attained at least upper secondary education, by age group (2014), EAG 2015

22. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 22 Strengthening Vocational Education and Training (VET) Denmark: VET with academic exam (2010); Better More attractive VET (2014) Germany: Information & transitions into Tertiary Poland: Career guidance in lower secondary schools (2013) Poland: Year of VET professionals (2014/15) Poland: New orientation of VET curriculum (2012) Poland: Closer collaboration with employment councils (2012) Trends in vocational upper secondary graduation rates, EAG 2015

23. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 23 Adults have lower ICT and problem-solving skills 23 Percentage of adults with good information and communication technologies and problem-solving skills (2012), EAG 2015 Poland: Lifelong Learning Perspective (2011) Estonia: Lifelong Learning Strategy (2014)

24. Upper secondary education High upper secondary attainment. Higher enrolment in general upper secondary programmes than in upper secondary vocational programmes. Higher share of 15-29 upper secondary degree holders are not in education and training and not employed. Adults have lower skills, but younger adults have higher skills. Adult participation in adult education and training is low. 24 The challenge: > Reduce the skills mismatch in the labour market and continue to improve the VET system.

25. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 25 Education Policy Country Profile: Poland 25 Early Childhood Education and Care(ECEC) Primary and lower secondary education Upper secondary education Tertiary education Early Childhood Education and Care(ECEC)

26. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 26 Increasing tertiary attainment Trends in tertiary attainment of 25-34 year-olds, EAG 2015 %

27. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 27 High level of tertiary attainment Percentage of 25-34 year-old adults who have attained tertiary education, by type of programme (2014), EAG 2015 %

28. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 28 Higher level of income with tertiary education 28 Adults with income from employment; upper secondary education = 100, EAG 2015 % Upper secondary education = 100

29. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 29 Better employability with tertiary education 29 Unemployment rates (2014), EAG 2015 Poland: Strategy for Human Capital 2020 (2013) Poland: Amendment to the Law on higher education (2014) New Zealand: Tertiary Education Strategy (2014-19) Poland: System of scholarships for students from low-income families (2011) Japan: Scholarships Loan Programme (2012) Poland: Reform of the Financing system for higher education (2014) Iceland: Quality Council for Universities (2010)

30. Tertiary education Increasing attainment rates in tertiary education. High levels of tertiary attainment, but not at doctorate level. The employment and income benefits of tertiary education are significant. 30 The challenge: > Reduce the skills mismatch in the labour market and further support disadvantaged students to access tertiary education.

31. OECD-EC Education Policy Country Profile Poland Overview 1.Education Policy Outlook: Making reforms happen 2.OECD-EC: Education Policy Country Profile: Poland (with Education at a Glance 2015 insights) 3.Compare your country tool

32. 32 www.oecd.org/edu/policyoutlook.htm

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37. Thank you! Dziękuję! Judith.Peterka@oecd.org Education Policy Outlook Website: www.oecd.org/edu/policyoutlook. htm Contact: EDU.Policy@oecd.org Twitter: #OECDEPO