Is it necessary and worth reflecting on the choice of a model of education and upbringing in contemporary Polish system of education? What ought to be done to make school not only the transmission of knowledge but also the introduction to the world of values?
The current model can be characterised with the decomposition of a teacher’s role by the introduction of excessive pseudo-subjectivity of a student, and as a consequence getting rid of the “missionary” character of teaching profession, fulfilling the task of raising a conscious citizen and patriot, able to acquire knowledge necessary for finding one`s place in the constantly changing world.
The alternative for the current Polish model of education ought to be sought in the upbringing of an individual in personalised spirit, at the same time expressing the need for shaping its character within the culture of Latin civilisation. Thus, it will enable a young individual to overtake the control over his own process of development. Such an activity ought to become the foundation of the new model of upbringing in Polish schools.
The aim of the paper is to present changes undergone by the Polish education system after the accession to the European Union. In the article the changes are collated together with the main and distinctive trends which had existed in Europe before the accession and the ones that were introduced subsequently. The article shows that the tendency to unify the member states’ education systems is non-existent in the European Union. It also points out that the importance attached to education by the EU member states has not been as considerable as the importance given to economy. The paper is divided into two main parts. The main objective of the first part is to describe the decision-making process in the member states (as far as the common education policy is concerned) and its result, which was the report stating that education was considered to be a peculiar area of social politics and as such required separate arrangements and decisions. Therefore, there are neither specific procedures nor integration requirements for the associated and associating countries. However, as far as Poland is concerned, during the accession process the country was obliged to meet the expected standards, in particular the standards in the reform of the education structure and curriculum. The second part of the paper comprises the analysis of Polish activity in the following fields:
–– lowering the age of the compulsory education commencement,
–– reforming the structure of the education system and curriculum,
–– practising teaching profession.
The article further elaborates at length on the significant factor in the process of democratization of education, which is parents’ involvement in the functioning of a school.