Meanings of change management in Polish education: the case of junior high schools

Abstract

The author analyzes the changes in the Polish education system using the example of lower secondary schools, which were introduced as part of the 1999 reform and then abolished in 2017. It can be assumed that the process of introducing and abolishing lower secondary schools in the Polish education system is an example of systemic changes. The educational reform of the late 1990s aimed to improve the quality of education, equalize educational opportunities and adapt the education system to the requirements of modern society. It was noted that exam results improved significantly over the years of functioning of lower secondary schools. This was confirmed by the international PISA studies. Despite these achievements, lower secondary schools struggled with many problems, including social and organizational ones. Criticism of this organizational form of education was intensifying, mainly due to numerous symptoms of pathological behavior of students. Therefore, in 2017, a reform was introduced leading to the abolition of lower secondary schools and a return to the structure of 8-year primary school and 4-year high school. This reform aroused much controversy. The article discusses the motives behind this decision, its implementation and consequences – both organizational and social.

The aim of this article is to analyze the process of introducing and eliminating lower secondary schools in the Polish education system in the context of broadly understood social, political and educational changes. The work is an attempt to answer the question to what extent the reform of 1999, introducing lower secondary schools, and the reform of 2017, which eliminated them, influenced the functioning of the education system in Poland.

The article describes the origins and goals of both educational reforms and the functioning of lower secondary schools in practice, showing both their successes and challenges. An attempt was made to assess how the aforementioned changes affected key stakeholder groups – students, teachers, parents and school governing bodies. The paper also addresses the issue of social reception of the reforms. Summarizing the impact of the changes on the education system, an attempt was made to indicate key conclusions for future educational reforms, while emphasizing the importance of long-term planning and taking into account the needs of students, parents, teachers and the local community. Reflections on the importance of long-term planning in systemic reforms and stability in educational policy were presented against the background of the experiences of the Polish education system.