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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. Lobanov, V. N. Scvortsov (eds.) Saint - Petersburg 2010, pp. 234-240.
2 L. Bandura (1969) “Rozwoj studiow dla pracujqcych w WSP” [The Development of Higher Pedagogical School Programs for Non-traditional Students], Nauczyciel i Wychow-anie 1969 no. 2, p. 58.
3 Uchwala nr 276 Prezydium Rzqdu z 18 maja 1954 roku w sprawie ulepszenia systemu ksztalcenia nauczycieli szkol podstawowych i srednich, Dz. Urz. Min. Osw. 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) “EfektywnosC studiow zaocznych” [The Efficiency of Extramural High Education], Kultura i Spofeczenstwo 1964 no. 1, pp. 159-164.
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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 Szkoty Wyzszej 1969 vol. II no. 1(5), p. 46.
2 Ibid., p. 48.
W. Danek (1953) "Z doswiadczen Studium Zaocznego PWSP w Krakowie” [Experienced by Extramural School of PWSP in Cracow], Nowa Szkofa 1953 no. 1, s. 73.
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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 re-
1 J. Jarowiecki (1973) "Kierunki doskonalenia organizacyjno-programowej i metody-cznej dzialalnosci uczelni ksztalcqcych nauczycieli na studiach dla pracujqcych” [Directions of the Improvement in Performance within In-service Teacher's Training Institutions in Terms of Organization, Contents and Methods] , [w:] Ksztafcenie nauczycieli na studiach dla Krakow, p. 36.
. R. Grzybowski (2000) "Materialne podstawy rozwoju WSP” [Material Basis for the Development of Higher Pedagogical Schools], In: Wyzsze szkoty pedagogiczne w Pol-sce w latach 1946-1956, Gdansk 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], Wroclaw 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: Wyzsza Szkofa Pedagogiczna w Krakowie w pierwszym piqtnastoleciu 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.
pracujqcych,
2 Conf
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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 hand-copied 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 Gdansk 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. Osw.,], Sprawozdanie roczne WSP w Gdansku za rok ak. 1955/56 [Higher Pedagogical School in Gdansk: Annual Report for 1955/1956] , ref. no. 2688.
2 W. Danek, (1953) „Z doswiadczen szkot i nauczycieli” [Experienced by Schools and Teachers], Nowa Szkofa 1953 no. 1, p. 70.
3 AAN Min. Osw., 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 Gdansk, Documents of Higher Pedagogical School in Gdansku [referred to as: APG, WSP], Sprawozdanie z wizytacji Studium Zaocznego przy WSP w
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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
Gdansku w dniach 3 i 4 stycznia 1951 r. [Report on the inspection in Extramural School of Higher Pedagogical School in Gdansk performed on 3-4 January 1951] , ref. no. 1317/105.
1 AAN Min. Osw., Sprawozdanie z wizytacji sesji naocznej Studium Zaocznego WSP w Gdansku przeprowadzonej w dniach 23 i 24 lipca 1953 r. przez Komisjq Ministerstwa Oswiaty [Report on the inspection of the summer session in Extramural School of Higher Pedagogical School in Gdansk performed on 23-24 July 1953], ref. no. 2637.
2 Conf.: L. Bandura (1969) “Rozwoj studiow dla pracujqcych 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 kszt-atcenia nauczycieli szkot srednich w wyzszych szkotach pedagogicznych” [Introduction to Methods of Extramural Training for Teachers in Higher Pedagogical Schools], Rocznik Nau-kowo-Dydaktyczny WSP w Krakowie, vol. 2, Krakow.
AAN Min. Osw., Sprawozdanie z wizytacji sesji naocznej Studium Zaocznego Wyzszej Szkoty Pedagogicznej w Krakowie przeprowadzonej w dniach 29 i 30 lipca 1953 r. przez Komisjq Ministerstwa Oswiaty [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. Osw., Sprawozdanie z komisyjnej wizytacji sesji naocznej Studium Zaocznego Wyzszej Szkoty 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.
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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 Gdansku, przeprowadzonej w dniach 3 i 4 stycznia 1951 r. [Report on the inspection of the Extramural School of Higher Pedagogical School in Gdansk performed on 3-4 January 1951], Ref. no. 1317/105.
2 AAN Min. Osw., 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. Osw., Wytyczne wynikajqce z konferencji grudniowej (1952 r.) kierown-ikow Studiow Zaocznych przy WSP. Pismo Ministerstwa Oswiaty 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. Osw., Pismo Ministerstwa Oswiaty 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.
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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 read-
1 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) Sprawnosc ksztafcenia zaocznego w Wyzszych Szkofach Peda-gogicznych. Krajowa Konferencja w sprawie rozwoju Wyzszych Szkof Pedagogicznych 29 i 30 stycznia 1963. Materiaty [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.], Gdansk - Warszawa 1963, pp. 257-258.
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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) “Efektywnosc studiow zaocznych” [The Efficiency of Extramural Higher Education], Kultura i Spofeczenstwo, 1964, nr 1, s. 162-163.
2 I. JundziW (1966) “Studia wyzsze dla pracujqcych w opinii studentow i absolwentow” [Programs for Non-traditional Students from students’ and graduates’ perspective], Zycie Szkofy Wyzszej 1966, no. 4, p. 96.
3L. Bandura (1969) “Studiowanie zaoczne” [Studying Extramurally], Dydaktyka Szkofy Wyzszej vol. II 1969, no. 1(5), p. 51.
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