School’s mission

The participants of the conferences pointed out that schools place too much emphasis on passing theoretical knowledge, considering the fact that we live at the times when it is easy to access all kinds of information. Therefore, it is not the access to knowledge that poses a challenge, but the issue of using this knowledge well. Schools should focus on passing practical knowledge, which young people would find useful in their future lives. Above all, schools should teach children to think critically as well as to filter out and verify information. What is more, it is crucial to develop the so-called soft skills such as the ability to work as a team, enter into discussions and to take charge of one’s learning. These are the skills that the labour market demands more and more, but they are equally important in our everyday lives.

The core curriculum

Core curricula define the knowledge and skills that students should acquire while learning particular subjects. They are supposed to ensure equal access to knowledge. However, current curricula often contain too much information and leave no room for flexibility. They are viewed as something that hinders changes in education.

Teachers should have more influence on the choice of information and teaching methods. Giving them more liberty would allow them to adopt an individual approach to students. The core curricula of particular subjects should also take into account the relationships between knowledge passed during various subjects and correlate it, for example, in the form of bigger thematic blocks.

The grading system

Polish schools put emphasis on tests, grades and exams, and promote competition and learning for the exams instead of teamwork and development. The grading system focuses on pointing out mistakes instead of encouraging students to find their own mistakes and correct them. Grades are often more important than the knowledge and skills acquired to get them. The grading system should aim at the positive reinforcement of students, showing them their strengths and encouraging them for further development.

School structure and organisation

Schools have to work within a rather strict system of rules. This is visible, for example, when we take a look at the division of knowledge into particular school subjects or at the way classes are created on the basis of only one parameter – age. This makes it very hard to adopt an individual approach to learning.

Teachers need more freedom. They need to be able to adjust the information and the methods to the needs of their pupils so that school education could take into account and develop students’ passions and interests.

The necessary condition is to have smaller classes. It is also crucial to introduce such adjustments as allowing teachers to work on chosen subjects with inter-class groups. What is more, extracurricular activities, which often attract enthusiasts, require proper funding.

Teaching as a profession

We need to change social attitudes towards the teaching profession and to raise the prestige of teachers. Naturally, the path to achieve this is long. The necessary condition, however, is offering teachers decent salaries.

Teacher’s work involves assuming huge responsibility, which is why only the best candidates should enter this profession. That means both the best candidates in terms of demonstrating extensive knowledge as well as in terms of an overall aptitude. The participants of the conferences highlighted that it would be a good idea to develop mechanisms ensuring a reliable evaluation of aptitude and letting only those who really show it become teachers.

Good preparation for the profession Is another important issue. Teachers should acquire not only the knowledge of the subject, but also pedagogical and methodological competences, which are crucial in their work. Mechanisms supporting teachers’ further development and helping them hone their skills are equally important.

School relationships

Schools work well if teachers, students and parents feel that they are working together. There are many areas where teamwork can be introduced, for example, upbringing and making decisions on school matters. This requires mutual trust, respect and the conviction that we all have good intentions. The chief obstacle in fostering relationships is the lack of time and space for conversation.

Schools’ involvement in the local community

The participants of the conferences emphasised that schools should be open to their local communities, that is to parents, grandparents, entrepreneurs, institutions and organisations, as they have a huge potential to integrate local communities. They can be places where not only students can be engaged and develop their passions, but the wider community as well.