Girls’ education as an element of school reforms from the Commission of National Education up to WWIIAt the end of the 18th century and during the partitions, the education of young females constituted a separate educational track. At elementary level, young females had access to regular schools. At secondary level, private and monastic schools dominated. The government’s first interference with the education of young females was, perhaps, the attempt by the Commission of National Education to establish the permanent supervision of certain female schools (under legislation from 1775). The laws regarding education in each partition were not commensurate with the growing educational aspirations of women and the general socio-economic conditions. The Russian Partition was characterised by the dual existence of Polish private schools and governmental schools focused on the Russification of young Polish females. In Galicia, the most controversial issue was the creation of female secondary schools, the ompletion of which would enable a young woman to pursue university studies. Only during the Second Polish Republic did female education achieve equality before the law.
The goal of the paper is to shed light on the problem of coeducation on a Poland in the European backdrop in 19th-21st century. An excellent source for the analysis of this topic is, in particular, the 19th- and 20th- century pedagogical and female press, documents of educational authorities, school reports. Results and conclusion: During the late 19th and early 20th century, coeducation was − in all of Europe − a source of controversy, resulting in a public discussion. The first coeducational secondary schools in the Polish territories were established over the course of the First World War. Coeducation was widely adopted after the Second World War, but the question of whether coeducation brings more benefits or drawbacks remains open for debate.
The establishment and the activities of the Pedagogical College at the Jagiellonian University was an important event in the history of Polish pedagogy because this fact accelerated the process of its developing as a standalone academic discipline, with Krakow becoming an important centre of pedagogical thought. The process of developing an appropriate curriculum for training secondary school teachers, which combined practice and theory, took place in this College. In 1926, the Pedagogical College opened a Department of Pedagogy and saw the launch of the first Master’s programme in pedagogy.
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