organizational and personal prerequisites for success and failure of

organizational and personal prerequisites for success and failure of

ORGANIZATIONAL AND PERSONAL PREREQUISITES
FOR SUCCESS AND FAILURE OF TEACHERS FOLLOWING
THE IDEA OF LIFE-LONG LEARNING WITHIN EXTRAMURAL
HIGHER EDUCATION SYSTEM IN POLAND IN 1950-1989
R. Grzybowski
The tradition of extramural degree programs in Poland dates back to
1950s1. It was at that time that the first 2-year extramural program was established2 within the structure of higher pedagogical schools, in existence
since 1946. The 4-year extramural program for teachers was initiated in
1952. The objective of both was to educate teachers employed in elementary and high schools but lacking proper qualifications. In the initial years,
the programs provided professional qualifications at the level of the first degree (today’s bachelor degree or undergraduate degree). Having been extended to 5 years, the extramural programs became a fully-recognized
higher education programs ending with the graduate (master’s) degree3.
Extramural education opened the path towards a master’s degree for
thousands of teachers working in elementary and high schools. Not only did
it provide teachers with qualifications, but also gave them the opportunity of
making the idea of life-long learning come true, the opportunity of developing their interests and personality. The practice of 1960s and 1970s has
shown, however, that this form of education was one the most difficult
paths towards a master’s degree. The research carried out in the late
1950s on the sample of extramural students of a higher education institution in Warsaw proved that only 31% of them graduated on schedule4. Several factors of personal and organizational nature contributed to such a low
level of education efficiency. The core of extramural program was student’s
1
R. Grzybowski, D. Grzybowska (2010) “Teachers’ Extramural Studies as a Form of
Lifelong Education in Poland after World War II”, In: LIFELONG EDUCATION. CONTINUOUS EDUCATION FOR SUSTAINABLE DEVELOPMENT. Proceedings of International
Cooperation, Vol.8, N. A. Łobanov, V. N. Scvortsov (eds.) Saint – Petersburg 2010, pp.
234–240.
2
L. Bandura (1969) “Rozwój studiów dla pracujących w WSP” [The Development of
Higher Pedagogical School Programs for Non-traditional Students], Nauczyciel i Wychowanie 1969 no. 2, p. 58.
3
Uchwała nr 276 Prezydium Rządu z 18 maja 1954 roku w sprawie ulepszenia
systemu kształcenia nauczycieli szkół podstawowych i średnich, Dz. Urz. Min. Ośw. 1955, nr
7, poz. 57. [The resultion of the Presidum of the Polish Government on improving the system of training for elementary- and high-school teachers of 18 May 1954, Journal of Laws,
The Ministry of Education 1955, no. 1(57)].
4
L. Bandura (1964) “Efektywność studiów zaocznych” [The Efficiency of Extramural
High Education], Kultura i Społeczeństwo 1964 no. 1, pp. 159–164.
104
individual work, and thus the majority of studying was to be done at home.
Students were instructed on their home studying by the tertiary institution.
In traditional correspondence education so-called teaching letters were
used1. Teachers engaged in extramural programs, however, did not receive
them. What they received was a copy of “annual allocation guide”, which
was their methodical roadmap. Prepared separately for every course, the
allocation guide included course contents and reading list for each month.
The annual allocation guide also gave students insight into the institution’s
requirements for a specific academic year, into assignments, deadlines,
dates and the scope of examinations, as well as into methodical tips for the
brave who were eager to face the challenge of self-education2. Contrary to
full-time students, teachers enrolled in extramural programs were forced to
rely on themselves. Consequently, the success of their education to large
extent depended on their ability to learn and ability to internalize large portions of knowledge. The ability of distinguishing between facts of secondary
and primary importance was therefore crucial. It practice, however, it occurred very often that experienced teachers proved helpless when encountering the task of noting down the lecture, using the library catalogue or
preparing a works cited list3. Introductory classes on the techniques of intellectual work, exploring the problems of studying academic sources, effective lecture listening, note-taking or doing a research, were not organized at
every institution. Another reason for failures of the teachers enrolled in extramural programs was their habit of concrete thinking acquired during a
professional life. Many of them found it difficult to switch to the abstract
thinking, the necessary ground for generalizations about the world. Acquiring proper academic terminology also required an enormous effort on the
part of the teachers.
Several years of tradition of extramural education in higher pedagogical schools have shown that the key to success in this form of education
are handouts which should be provided to studying teachers. Especially,
guide books for a specific major had their part to play. Teachers applying
for extramural programs should have received them at least a few months
1
The “teaching letter”, having form of a little book (16–30 pages), was usually printed
and sent to learners. Not only did it include course contents, but also guidelines on how to
work with the issues covered. At the very end, there were revision questions and tasks to be
done and sent to the tertiary institution. Assignments were later checked, assessed and resent to learners. Conf.: L. Bandura (1969) “Studiowanie zaoczne” [Studying Extramurally],
Dydaktyka Szkoły Wyższej 1969 vol. II no. 1(5), p. 46.
2
Ibid., p. 48.
3
W. Danek (1953) “Z doświadczeń Studium Zaocznego PWSP w Krakowie” [Experienced by Extramural School of PWSP in Cracow], Nowa Szkoła 1953 no. 1, s. 73.
105
before the beginning of the academic year. The assumption was that guide
books should help teachers choose a major. Information on the prerequisites for specific majors was supposed to fulfill this aim. During first meetings students should be given: the schedule for a given academic year and
the course timetables for each session; the calendar of didactic sessions,
exams, tests, tutorials, and assignments; the set of descriptions of courses
which were obligatory in a given year; as well as the set of methodical
guides, handouts and lecturer notes (fee required), necessary for respective courses1.
Another source of failure of in-service teachers in extramural education were scarce library resources, especially in respect of textbooks, lecturer notes, and books from reading lists. The situation was partially caused
by rather unimpressive book collections owned by the libraries of higher
pedagogical schools which started to develop as late as in the early 1950s2.
Initially resembling school libraries, the libraries of higher pedagogical
schools served for full-time students as a place to borrow textbooks and
obligatory readings3. Worse still, book collections were usually randomly
created since the purchase of new books was the responsibility of administration officials.
Since the academic year 1951/52, when extramural higher education
was initiated, higher pedagogical schools began to establish separate libraries known as “Libraries of Extramural Faculty”4. The libraries were created to provide participants of extramural programs with textbooks and other necessary sources. Since the educational authorities were particularly
interested in the development of this form of education for in-service teachers, the libraries were usually eagerly subsidized and had considerable re1
J. Jarowiecki (1973) “Kierunki doskonalenia organizacyjno-programowej i metodycznej działalności uczelni kształcących nauczycieli na studiach dla pracujących” [Directions
of the Improvement in Performance within In-service Teacher’s Training Institutions in Terms
of Organization, Contents and Methods] , [w:] Kształcenie nauczycieli na studiach dla
pracujących, Kraków, p. 36.
2
Conf. R. Grzybowski (2000) “Materialne podstawy rozwoju WSP” [Material Basis for
the Development of Higher Pedagogical Schools], In: Wyższe szkoły pedagogiczne w Polsce w latach 1946-1956, Gdańsk 2000, pp. 207-235.
3
Pursuant to Polish Libraries and Book Collections Care Act of 17 April 1946. Conf.
A. Knot (1947) Polskie prawo biblioteczne [Polish Library Law], Wrocław 1947, pp. 9–18;
also: A. Tabakowa , “Biblioteka WSP w Krakowie w latach 1946–1961” [Higher Pedagogical
School Library in Cracow in 1946–1961, In: Wyższa Szkoła Pedagogiczna w Krakowie w
pierwszym piętnastoleciu swego rozwoju, Rocznik Naukowo – Dydaktyczny WSP w Krakowie 1965, vol. 18, p. 266.
4
In 1958 the libraries’ name was changed to Libraries of WSP School for Working
Students.
106
sources at their disposal for the purchase of new books. With a view to external students’ needs library collections of “the school for working adults”
were supplied first and foremost with many copies of textbooks and obligatory readings1. Although there was a slight improvement the libraries of
higher pedagogical schools still failed to cater for extramural readers
needs. Difficulties in providing all students with necessary textbooks and
lecturer notes forced students, especially those at the beginning of extramural programs, to use materials and sources which were simply inappropriate for them. More often than not, these were typescripts, or even handcopied textbooks.
Proper organization of classes which extramural students actually attended during so-called in-house sessions was of paramount importance
for the efficient education process. The sessions were scheduled for winter
holidays and some part of the summer holidays, usually for July. The history of extramural programs at higher pedagogical schools proved that an inhouse session was the most important aspect of this form of education. It
was the time when students became acquainted with academic problems
for the specific year. According to some researchers of the issue, without
participating in the in-house session a student could not manage to face the
challenge of completing assignments or passing exams2. During the initial
years, however, the record of in-house session attendance kept by higher
pedagogical schools was far from satisfactory. Usually attendance rate
failed to reach above 85% for 4-year program and 90% for 2-year program3. Equally important was the timetable of classes within the session,
namely the number of lectures and classes, as well as their allocation. At
the beginning, it posed a lot of difficulties. For example, during the first inhouse session in the Higher Pedagogical School in Gdańsk students had 9
hours of obligatory classes a day, while tutorials were scheduled for 8–
11p.m.4 The tiredness of students was the only effect of such an overscheduled day.
1
Archives of New Record in Warsaw (AAN), Materials of the Ministry of Education,
[later referred to as: AAN Min. Ośw.,], Sprawozdanie roczne WSP w Gdańsku za rok ak.
1955/56 [Higher Pedagogical School in Gdańsk: Annual Report for 1955/1956] , ref. no.
2688.
2
W. Danek, (1953) „Z doświadczeń szkół i nauczycieli” [Experienced by Schools and
Teachers], Nowa Szkoła 1953 no. 1, p. 70.
3
AAN Min. Ośw., Syntetyczne sprawozdanie z letniej sesji naocznej w Studium
Zaocznym WSP w 1953 r. [Brief report on the summer session of Extramural School of
Higher Pedagogical School in 1953], ref. no. 2676.
4
National Archive in Gdańsk, Documents of Higher Pedagogical School in Gdańsku
[referred to as: APG, WSP], Sprawozdanie z wizytacji Studium Zaocznego przy WSP w
107
Similarly, institution officials found it difficult to design an appropriate
schedule of tests within the session. The Ministry recommended that tests
should be organized in first days of a summer session so that students
could devote the rest of the session for acquiring a new material. Nonetheless, in many institutions tests were scheduled for throughout the session.
Students very often stayed uninformed about the order of tests which was
supposed to be explained by the institution authorities’ conviction that otherwise „many students would not appear at the summer session at all”1.
Consequently, preoccupied with preparing to tests, students made little use
of lectures or classes within the session.
The method of teaching applied during the session in some tertiary
institutions has also caused deep reservations especially that in many cases classes were not adjusted to the needs of extramural students2. Additionally, tertiary institutions could not manage to monitor the stage of the
preparation of assignments or to trace individual learning process. It happened very often that the feedback concerning student’s progress was not
updated on time3. Lack of correlation between the contents of lectures and
classes within one course was another problem and it resulted in repeating
the same issues at different courses4. The level of assignments was relatively low. What also influenced the process of extramural education was
the condition of accommodation accessible for students arriving for inhouse sessions. Due to the scarcity and insufficient number of places in
Gdańsku w dniach 3 i 4 stycznia 1951 r. [Report on the inspection in Extramural School of
Higher Pedagogical School in Gdańsk performed on 3–4 January 1951] , ref. no. 1317/105.
1
AAN Min. Ośw., Sprawozdanie z wizytacji sesji naocznej Studium Zaocznego WSP
w Gdańsku przeprowadzonej w dniach 23 i 24 lipca 1953 r. przez Komisję Ministerstwa
Oświaty [Report on the inspection of the summer session in Extramural School of Higher
Pedagogical School in Gdańsk performed on 23–24 July 1953], ref. no. 2637.
2
Conf.: L. Bandura (1969) “Rozwój studiów dla pracujących w WSP” [The Development of Higher Pedagogical School Programs for Non-traditional Students], Nauczyciel i
Wychowanie 1969, no. 2, p. 62; W. Danek (1954) “U podstaw metodyki zaocznego kształcenia nauczycieli szkół średnich w wyższych szkołach pedagogicznych” [Introduction to
Methods of Extramural Training for Teachers in Higher Pedagogical Schools], Rocznik Naukowo-Dydaktyczny WSP w Krakowie, vol. 2, Kraków.
3
AAN Min. Ośw., Sprawozdanie z wizytacji sesji naocznej Studium Zaocznego
Wyższej Szkoły Pedagogicznej w Krakowie przeprowadzonej w dniach 29 i 30 lipca 1953 r.
przez Komisję Ministerstwa Oświaty [Report on the inspection of the summer session in
Extramural School of Higher Pedagogical School in Cracow performed by the Ministerial
Commission on 29–30 July], Ref. no. 2637.
4
AAN Min. Ośw., Sprawozdanie z komisyjnej wizytacji sesji naocznej Studium
Zaocznego Wyższej Szkoły Pedagogicznej w Warszawie przeprowadzonej w dniach 10 i 11
lipca 1953 r.[Report on the inspection of the summer session in Extramural School of Higher
Pedagogical School in Warsaw performed on 10–11 July 1953], Ref. no. 2637.
108
dormitories students were even forced to sleep in lecture rooms equipped
with beds after chairs and tables had been rearranged1. Students were not
always entitled to the full board. Sometimes only dinners were provided
while breakfasts and suppers had to be arranged individually2.
The first attempt to remove imperfections of organization in extramural programs of higher pedagogical schools was made during the conference of the heads of extramural programs held in December 1952. It was
then recommended that students should be given the schedule including
dates of all obligatory assignments, examinations and tests a year in advance. It was also agreed that the number of assignments could not be
more than four a month, with the provision that the time necessary for their
completion (including self-studying) should not surpass the maximum of
60–90 hours3. Further significant decisions concerning the organization of
extramural programs were made in 1955–1956 during the meeting of deans
of extramural faculties held on 10–11 October 1955 in Katowice4. Participants of the conference accompanied by the representatives of the Ministry
of Education made arrangements which were the roadmap for the development of this form of education in future years. In terms of the organization of sessions, it was agreed that an examination session should be separated from a summer session and all the examinations would have to take
place before mid-June. For ensuring optimal time management, the strive
for regular allocation of classes with no more than 6 hours per day was
recognized as essential. It was agreed that to better prepare students (especially students of the first and second year) for individual working, adequate practical exercises aiming at acquainting students with the methods
of individual work with sources should be arranged5. The number of lecturer
1
APG, WSP, Sprawozdanie z wizytacji Studium Zaocznego WSP w Gdańsku,
przeprowadzonej w dniach 3 i 4 stycznia 1951 r. [Report on the inspection of the Extramural
School of Higher Pedagogical School in Gdańsk performed on 3–4 January 1951], Ref. no.
1317/105.
2
AAN Min. Ośw., Sprawozdanie z komisyjnej wizytacji sesji naocznej Studium
Zaocznego WSP w Warszawie, przeprowadzonej w dniach 10 i 11 lipca 1953 r. [Report on
the inspection of the summer session in Extramural School of Higher Pedagogical School in
Warsaw performed on 10–11 July 1953] , Ref. no. 2637.
3
AAN Min. Ośw., Wytyczne wynikające z konferencji grudniowej (1952 r.) kierowników Studiów Zaocznych przy WSP. Pismo Ministerstwa Oświaty z 16 stycznia 1953 r.
[Guidelines after the Conference of Directors of Extramural Schools of Higher Pedagogical
Schools held at December 1952. Ministry of Education Document of 16 January 1953], Ref.
no. 2678.
4
AAN Min. Ośw., Pismo Ministerstwa Oświaty z 10 grudnia 1955 r. [The Ministry of
Education Document of 10 December 1955], Ref. no. 2637.
5
At the same time, providing libraries of extra mural faculties with handbooks was
recognized as vital.
109
notes was to be increased and the pace of their publishing was to be
quickened (materials were to be designed to suit both extramural and fulltime students). It was considered advisable to initiate works on preparing
and publishing handouts (excerpt books or thematic companions) on the
topics excluded from lecturer notes or handbooks but challenging for students.
Important decisions were made also in terms of the program schedule. First and foremost, it was agreed that a detailed schedule for extramural students should be designed on the basis of existing schedule for fulltime students. The main idea behind this decision was to revisit the schedule and decide which courses available within full-time programs should be
maintained within extramural programs. Consolidation of certain courses
was highly recommended. Among other aspects to be revisited there were:
load of summer and winter sessions, number of assignments per course,
deadlines, as well as the number and dates of examinations1. It was agreed
that a special committee consisting of academic professionals of respective
extramural faculties holding post-doctoral degree would be establish to perform this task.
No matter what the organizational background was, studying as an
extramural student was a true test of character strength for teachers enrolled. Studying demanded tremendous amounts of energy, perseverance,
self-discipline, strong will and regularity of learning. Any turbulence of personal life, health problems or any unpredictable event affected the learning
process, led to delays or even to resignation. Particularly prone to such a
situation where students of experimental sciences (chemistry or physics),
since finishing laboratory tasks in time was vitally important2. To certain extent, the process of education depended also on the age of a student. It has
to be admitted at this point, however, that the maturity of teachers, their
professional experience and personal stability worked in favor of success in
the extramural program. Earlier experience of self-studying or regular read1
During the conference the decisions concerning the number of hours and assignments for general courses have been made. It was agreed to have 4 assignments a year at
Russian Language, 2 assignments a year at Psychology, Pedagogy and Political Economy,
and 1 assignment a year at Introduction to Marxism-Leninism and Dialectical Materialism
[The latter three courses were obligatory in the curriculum due to political circumstances of
Poland 1945–1989]. No assignments were planned for Logic, History of Education and Hygiene.
2
L. Bandura (1963) Sprawność kształcenia zaocznego w Wyższych Szkołach Pedagogicznych. Krajowa Konferencja w sprawie rozwoju Wyższych Szkół Pedagogicznych 29 i
30 stycznia 1963. Materiały [The Efficiency of Extramural Education in Higher Pedagogical
Schools. National Conference on the Development of Higher Pedagogical Schools held on
29–30 January 1963. Proceedings.], Gdańsk – Warszawa 1963, pp. 257–258.
110
ing had an equally positive impact. The environment in which a student
lived and worked evidently influenced the level of learning efficiency. The
dropout rate among teachers who worked in village schools was several
times higher than the dropout rate among teachers working in town and cities. Motherhood was least favorable condition for extramural students. Female students with more than two children usually failed to graduate1.
Hence, the majority of female students were childless. According to a different research, the situation of female students enrolled in extramural programs was significantly less favorable than the situation of male students.
The reasons behind this status quo were the onerous duties of mother or
wife which could not have been postponed for the period of studies2.
Research on this form of education has show that the overall results
of extramural student’s performance depended heavily on their motivation.
The motivation was significantly more important than methods of work applied by the tertiary institution3.
1
L. Bandura (1964) “Efektywność studiów zaocznych” [The Efficiency of Extramural
Higher Education], Kultura i Społeczeństwo, 1964, nr 1, s. 162–163.
2
I. Jundziłł (1966) “Studia wyższe dla pracujących w opinii studentów i absolwentów”
[Programs for Non-traditional Students from students’ and graduates’ perspective], Życie
Szkoły Wyższej 1966, no. 4, p. 96.
3
L. Bandura (1969) “Studiowanie zaoczne” [Studying Extramurally], Dydaktyka
Szkoły Wyższej vol. II 1969, no. 1(5), p. 51.
111