The system of teachers’ education and in-service training being a significant element of improving the quality of Polish schools does not function well. Although the funds are guaranteed both from the state budget and from the EU (as part of the Operational Programme ”Human Resources Management”), one third of teachers do not participate in any form of in-service training. NIK auditors also came across some schools where an absolute majority of \staff did not improve their professional competencies. By failing to do so, the teachers did not fulfil their obligation set out in the Teacher’s Charter and did not use the opportunity to develop their qualifications which is particularly important when implementing new core curriculums. In the audited period, 462 teachers (33 percent - against the total of 1383 teachers working in the audited institutions) in school year 2010/2011, did not participate in any external forms of education or in-service training. From among 774 certified teachers, 269 persons in total (35 percent) did not take part in any external forms of education or in-service training in the three subsequent school years. In the audited period, five schools (22 percent) arranged only one to three gatherings of school teachers boards. In seven schools (30 percent) only single teachers attended in-service training. During the audit, it was verified if 749 (65 percent) of the total of 1145 employed teachers (who in school years 2008/2009, 2009/2010 i 2010/2011 accomplished various forms of education) used their qualifications. The findings revealed that in 132 cases (18 percent) the teachers - after completing their education or in-service training - had not been assigned educational classes in line with their qualifications. It shows that the school principals failed to diagnose the teachers’ needs related to their education or in-service training and that public money was spent ineffectively.
training for teachers
The NIK audit reveals that the school principals did not provide sufficient support to teachers in their in-service training. Besides, they did not use the tools of pedagogical supervision or work evaluation. Nearly one fifth of the teachers who improved their qualifications were not assigned any classes corresponding with their professional preparation. In 75 percent of schools the development of competencies was not connected with promotion. In part, it was also the fault of the communes which, as authorities in charge of the schools, did not analyse the teachers’ needs related to education and in-service training and did not develop any plans in that respect.
NIK points to an insufficient number of public institutions providing in-service teacher training. There are only 118 of them and they do not perform most of their obligatory tasks. The number of advisory teachers is also disproportionate to the actual needs. In September 2011, there were approx. 590 teachers per one advisor. It means that not all have a chance to receive reliable methodological support.
NIK also audited seven higher education schools where students were being prepared for teacher’s profession. In three of them the number of hours was reduced in the group of pedagogical and field subjects which were not distinguished in the study plan. In one university teaching internships were not provided in a required scope. In three schools the course of internships was not supervised. Nearly a half of students surveyed by NIK (1452 respondents) stated that psychological and pedagogical classes did not guarantee proper preparation for solving pedagogical issues that may occur at school.
