Preparing for National Monitoring in Poland

Białecki, Ireneusz; Johnson, Sandra; Thorpe, Graham

doi:10.1080/0969594022000001940

“…The 1999 educational reform was one of the four reforms-social security, healthcare, public administration, and education-implemented by the government elected in 1997. The three main goals of the education reform were to increase the level of education in society, provide equal educational opportunities to everyone, and improve the quality of education (Bialecki et al 2002). While the other three reforms were implemented simultaneously, they similarly affected all students and all adults in the population.…”

Section: The Educational Reform Of 1999 In Polandmentioning

confidence: 99%

The labour market effects of the polish educational reform of 1999

Drucker¹,

Horn

²

,

Jakubowski

³

2022

J Labour Market Res

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We estimate the effect of the 1999 education reform in Poland on employment and earnings. The 1999 education reform in Poland replaced the previous 8 years of general and 3/4/5 years of tracked secondary education with 9 years of general and 3/3/4 years of tracked upper-secondary education. The reform also introduced new curricula, national examinations, teacher standards, and a transparent financing scheme. Our identification strategy relies on a difference-in-differences approach using a quasi-panel of pooled year-of-survey and age-of-respondent observations from the Polish sample of the EU-SILC database. The results indicate that the reform has increased employment probability (by around 3 percentage points) and earnings (by around 4%).

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“…Caution should be taken in interpreting results due to the "often narrow focus of comparative data and the consequential risk of misinterpretation" (Tamassia and Adams, 2009). The use of an international framework limits the ability of international assessments to give a comprehensive overview of any one national system (Bialecki et al, 2002;Ofqual, 2008). Finally, the international assessment cycle may not come at optimum times to monitor extensive system reform or innovation (Green and Oates, 2009;Ofqual, 2008).…”

Section: European Commissionmentioning

confidence: 99%

Synergies for Better Learning (Summary in Spanish)

2013

OECD Reviews of Evaluation and Assessment in Education

0

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Education systems are placing a stronger focus on measuring student outcomes, allowing comparisons of performance between schools and regions and over time. Most countries now have national databases on education, and issue education statistics and indicators. International benchmarking is also increasingly common and is informing national education debates. Results are being put to varied usesResults are being used to identify where schools are performing well and where they may need to improve. They are also being used to hold policy makers, school leaders and teachers accountable. For example, many countries now publish national tables of school results for use by, among others, parents, government officials and the media. Rising reliance on educational standardsMany countries now set educational standards for what students should know and what they should be able to do at different stages of the learning process. This has encouraged monitoring to determine if students are meeting these standards. Challenges and directionsCountries have different traditions in evaluation and assessment and take different approaches. Nevertheless, there are some clear policy priorities:

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“…Caution should be taken in interpreting results due to the "often narrow focus of comparative data and the consequential risk of misinterpretation" (Tamassia and Adams, 2009). The use of an international framework limits the ability of international assessments to give a comprehensive overview of any one national system (Bialecki et al, 2002;Ofqual, 2008). Finally, the international assessment cycle may not come at optimum times to monitor extensive system reform or innovation (Green and Oates, 2009;Ofqual, 2008).…”

Section: International Surveysmentioning

confidence: 99%

How the Review on Evaluation and Assessment Frameworks for Improving School Outcomes was conducted

2013

OECD Reviews of Evaluation and Assessment in Education

1

0

View full text Add to dashboard Cite

Education systems are placing a stronger focus on measuring student outcomes, allowing comparisons of performance between schools and regions and over time. Most countries now have national databases on education, and issue education statistics and indicators. International benchmarking is also increasingly common and is informing national education debates. Results are being put to varied usesResults are being used to identify where schools are performing well and where they may need to improve. They are also being used to hold policy makers, school leaders and teachers accountable. For example, many countries now publish national tables of school results for use by, among others, parents, government officials and the media.

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Preparing for National Monitoring in Poland

Cited by 9 publications

References 6 publications

The labour market effects of the polish educational reform of 1999

The labour market effects of the polish educational reform of 1999

Synergies for Better Learning (Summary in Spanish)

How the Review on Evaluation and Assessment Frameworks for Improving School Outcomes was conducted

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