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Comparative analysis of the educational systems in Poland and the United States

Łukaszczyk Zygmunt Karol, Grebski Michalene Eva

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

2020

z. 148

365--378

Purpose: The goals of the paper was a comparative analysis of educational systems as well as educational standards and funding in Poland and the United States. This was done for the purpose of identifying the best practices in both systems. Design/methodology approach: Two educational systems, Hazleton (PA-USA) and Rybnik (Poland) were analyzed from the perspective of the structure of education, educational standards and funding. The sources of information included, but not limited to the Polish Ministry of Education, Hazleton Area School District, Pennsylvania Department of Education and the United States Department of Education. Findings: The educational systems in Poland and the United States have more similarities than differences. The subjects being taught as well as the educational standards are similar. The educational system is more uniform throughout Poland because it is centrally administered by the Ministry of Education. The Performance scores of students are slightly higher in Poland. This is true in Mathematics, Reading and Science. The educational system in the United States is neither uniform throughout the country nor throughout the state of Pennsylvania. It may also vary from one school district to another school district. Research Limitations: The research limitation was the comparison of one school district Hazleton, PA (USA) with the school district in Rybnik (Poland). No competency testing was done by the authors in either of the school districts. Student competency comparison was done by using the standardized testing data obtained from the Ministry of Education (Poland) and the Department of Education (Pennsylvania). Practical Implications: A comparative analysis of the educational systems in Poland and the United States may allow for identifying the best and most effective practices which could be implemented in both countries. Social Implications: The educational system in the United States allows for dual enrollment (high school and university at the same time). Piloting a similar model in Poland would have significant social implications. Originality/value: Identifying the best and most effective educational practices in Poland and the United States is critical for planning improvements and developing a best practices model.

Poglądy dydaktyczne J.E. Giliberta

Grębecka W.

Kwartalnik Historii Nauki i Techniki

2015

R. 60, nr 1

133--150

When J.E. Gilibert was nominated to head the Chair of Natural History in Vilnius, his task was to introduce education with European standards. He was aware of the potential of his students and the level of their secondary school education. At that time (1781), no textbooks were available in Poland presenting knowledge of botany; the first was written in 1785. Teachers were using assorted, sometimes hardly practical materials, such as excerpts from Roman authors. Gilibert was familiar with this situation from his experience in Grodno, where he had taught for 6 years. At best, learners, i.e. prospective students, were using guidebooks for farmers by Ch. Kluk. This state of affairs was essentially in accordance with original plans of the National Educational Committee, which intended a very practical course of Natural History. The Chair in Vilnius was founded to implement university level education; and Gilibert dedicated a lot of time to didactic recommendations which would help students to develop the competence of botanists capable of studying European literature and communicating with international scientists. This presentation focuses on two important documents. The first one, Prospectus praelectionum cursus Historiae Naturalis. Ad usum Alumnorum Alma uniwersitatis Vilnensis, containing the curriculum of Natural History in Vilnius, will be analyzed from the point of view of its philosophical, epistemic and practical significance. The other one, Exercitium botanicum in schola principe universitatis Vilnensis habendum die mensie Julii anno 1782 seu enumaratio metodica plantarum, will be of interest from the point of view of various methodical comments regarding other works by Gilibert.