This status, with additional funding, will be awarded for 5 years with a possible extension for a further five “- gives the resort nauki.Projekt also provides for the introduction of two alternative ways of appointing university rectors, heads of basic organizational units and their deputies. They will be selected by means of the contest or in the Ministery wyboru.Przygotowane draft amendments to the Law on Higher Education, the Law on Academic Degrees and Titles and on Degrees and Title in Art is the next step – after the reform of science, which will come into force in October – the first 1,989 years of political transformation of a coherent and comprehensive reform of the two related sectors: science and higher education. (Source: PAP Learning in Poland) How much has changed network of high schools since 2007. And how local governments manage it? How high schools compete for students and schools would come to us? – we read about it in the report of the Institute of Educational Research Fri. Changes in the network of secondary schools in 2007-2013. During this period, the number of students has decreased and increased interest young people in science techniques. Upper secondary schools are less likely than primary and secondary schools distributed in space, because it is assumed that at this stage of education is not the physical proximity of the school is the most important, but its profile and the quality of teaching. They are more often located in large cities or in their vicinity. They lead them counties. Often operate within secondary schools (secondary schools rarely). This is the only stage of education, in which there is a general competition for school pupils and students of a school place. In the period from 2008 to 2013 in the year 1793 recorded the changes in the network almost six thousand secondary schools, including secondary schools, technical and vocational schools (data are available for 2007-2013, so you can analyze network changes from 2008 to 2014 biology essay writer, the data used September inventories come from the Education Information System). The most common change was the elimination of school (44% change), while the opening of the school is 32% of the lesions. Most changes (48% of all changes) involve high schools; changes in the network technicians and IMS was more or less the same (around 26%). More than half of the IMS network changes was the removal of a school (the highest rate among the analyzed types of schools). Changes in the network of secondary schools has half the counties and in the network of vocational schools, almost 60% of districts. Least likely occurred to changes in network technicians – 2/3 of the counties did not change anything here. In 2007-2013, the number of high school students in Poland fell by more than 20%. Compared to 2007, the percentage of students choosing secondary schools fell by 2.0%, increased by 4.5% while the percentage of students choosing technology. This change is not large, but it can be interpreted as the beginning of the end of high school the ongoing boom of the 90s. By 2002 technology led five classes, four high schools, vocational schools and three classes. Currently, the technique lead four classes and three secondary schools and IMS. As the chart shows, secondary schools (dimmed obligatory, under rule changes in 2012., As a school for adults and supplementary) students took up techniques, not LO. How varied network of secondary schools? Traditionally, schools are academic, preparing young people to study in college. The average number of students in the High School in 2008-2013 fell by almost 20%. In 2013, most were conducted by LO urban counties (385 students) and gravity (257 students), and the smallest run by associations (56 students). Almost 60% of LO is part of the school team. In the years 2008-2013 was liquidated 366 secondary schools, more than 15% of operating in the 2007/08 school year. Almost 75% of deaths was conducted by the local government bodies. Liquidated secondary schools were mainly located in cities with county rights (38%) and in towns outside metropolitan areas (19%), which is where high schools offer is the most developed. Almost all liquidated by local secondary schools (97%) schools were functioning in teams of schools, so those whose social prestige was always lower and traditions educationally shorter. Closed secondary schools were also very small schools – half of them in the last year of the school functioned only one branch, and the whole school learned less than 21 students. Despite the strong demographic decline in upper secondary education in 2008-2013 opened 251 high schools. Almost every third secondary school created in the analyzed period was opened by the rural district, more than 20% by associations. Changing the leading authority concerned only 60 secondary schools. Almost half lead changes concerned the transfer of high school by the country district municipality. An interesting phenomenon is the increasing number of uniformed classes in secondary schools. Throughout Poland they are opened branches of police, military, pożarniczo-landing, border guards, and even the municipal police. According to the Ministry of Defense, in 2014 there were about 250 schools offering classes uniformed. In an interview for Dziennik Gazeta Prawna Deputy Defense Minister M. Jankowski he estimated that uniformed classes attended by about 30 thousand. students. Development of uniformed classes can also be explained by the fact that in times of demographic decline, secondary schools are trying to attract students by changing and extending the educational offer. You can mention other examples of this new offer, for example arising athletic high schools, bilingual classes, and increasingly wider range of classes with a specific profile in the traditional secondary schools. High schools organize recruitment for the European troops, media studies, journalism, theater, medical and many others. This growing diversity previously quite homogeneous secondary schools is a very interesting phenomenon. It may be due to the fact that the share of high schools among all high school students, from about 30% in 1995 to about 45% today. Along with this increase in the number of students grows too diversification of their skills, needs and expectations. How has the network technicians? More than 94% of all engineers and technicians more than 99% of government schools operate in teams. A common occurrence, although not in accordance with the Act on the education system is functioning within one school team more than a technical one. In the 2008-2013 period 532 closed technique, which is a quarter of the existing technical college in 2007, but most often it was a combination of two or three schools within the team, actually it closed down only 8.3% of technicians. In the years 2008-2013 the average size of technical rose by 7%. In 2013, the largest technology led urban counties (370 students) and gravity (249 students), and the smallest religious bodies and associations (between 60 and 77 students). As many as 51% of all changes in the network technicians were the consolidation or school division within the team, and so changes of a formal nature, having no impact on access to education. Together, these changes purely organizational covered more than half of all changes in the network technicians. What it was the fifth change is the elimination of school, and every sixth – the opening of a new technical. In the years 2008-2013 created 280 technicians, but almost half are the result of dividing one into several smaller schools. Opened government technique are very small and usually have one branch class. Changing the authority conducting technique was rare – handed over a total of 87 technicians, mainly ministries, and municipalities. How has the network of vocational schools? Over 90% of IMS operates in the band schools. From 2007 to 2013 the average number of students in the IMS decreased by 17%. In 2013, the largest IMS counties led to gravity (145 students) and townships (140 students). Half of changes in the network of vocational schools in 2008-2013 was the elimination of school, and every third change was to create a new one. In the years 2008-2013 was liquidated 236 vocational schools, or 17% of the existing in 2007. Every third liquidated school functioned in the city with county rights, and every fifth in outside the agglomeration. IMS closed by local governments were very small, were 19 to 25 students. In the years 2008-2013 opened 165 vocational schools. Almost 30% of the open school districts formed the earth. Most IMS was established in cities with county rights (23%) and rural municipalities (20%). Almost all open IMS formed governments in teams and were very small (from 23.1 to 37.1 students). In the period leading handed over only 48 IMS, most were taking over the Ministry of Agriculture and Rural Development and the Ministry of Forestry. The teams provide the flexibility of functioning of the school network of secondary schools in the teams gives schools districts flexibility in terms of organization and management and the possibility of lowering running costs. This includes employment of one director team (in place of a number of school directors in the team), the ability to better manage teaching staff (conducting lessons in different schools belonging to the team), joint use of school infrastructure by many schools (including libraries, canteens, school workshops , classrooms). It happens mainly in the case of LO that the school formally exists, but no students. If you are willing, it created a class and school functions. If not, the school is suspended. Such school suspension does not involve additional costs for the authority conducting, because that happens in the team. In 2007, there were 107 secondary schools run by the local government authorities, which have not created the first class. Every fourth of them still existed in 2013. Society more sensitive to high schools As is clear from earlier analyzes on the primary IBE experts, local government decisions about changes in the school network fluctuate according to the cycle of local elections. In an election year were significantly less eliminates the primary schools, transmit them to other authorities that combines leading teams. Decisions regarding the closure of local high schools do not raise such large emotions, conflicts and protests of parents as in the case of primary schools. High schools, moreover, extremely rarely are closed, often suppressed, but take this decision just avoid governments in an election year. Interestingly, the same phenomenon was not observed in the case of technicians. What should pay attention to? Although the percentage of secondary schools are closed a lot, most of them operated in teams of schools, so that universal access to secondary education has not changed. In by far the small but growing number of districts does not have all three types of secondary schools, and in a few no such school. These are districts located next to cities with county rights. Access of young people in these counties to offer diverse education needs to be monitored. Although Article. 62 Education System Act states that a team can not operate schools of the same type, in the case of technicians is not observed. Superintendents years accept such practices. SIO databases collected information on secondary schools should be supplemented with information on the profiles of education in different branches (currently these data are not collected due to lack of legal basis). Classes are profiled increasingly common in mainstream schools, both in high schools and in high schools. This allows for the expansion and diversification offered by the school, so the tendency is worthy of support. However, it should accordingly be monitored to the MEN and the superintendent know how often occur phenomena profiling class that is the differentiation of this phenomenon (eg. On the axis of urban and rural), and which are the trends of the profiles. The bases SIO should take into account additional information with respect to the number of school students reporting zero (eg. If the school is temporarily suspended due to lack of students). The survey was carried out in the framework of the system project: Test the quality and effectiveness of education and institutionalization of research facilities, co-financed by the European Union from the European Social Fund, implemented by the Institute for Educational Research. 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