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TEACHERS' EXTRAMURAL STUDIES AS A FORM OF LIFELONG EDUCATION IN POLAND AFTER WORLD WAR II
Romuald Grzybowski,
Danuta Grzybowska
The idea of lifelong education of teachers in Poland after 1945 was born not only from urgent needs of educational system, but also from teachers' educational aspirations. A relatively well-organized system of university courses for teachers has been produced as its result. The system consisted of extramural studies and evening classes. The system developed in both universities and colleges (higher education schools) established in 1946,which in 1946-1956 were treated by the political leadership (Communist Party), and by the educational authorities subordinate to them, as a counterweight to universities that were unacceptable by communist university authorities.[1]
The beginnings of organized education for teachers who work and study extramurally accrue to the first years after the end of World War II. However, origins of the education can be seen in correspondence education also called extramural study, letter study, home study or study at a distance. In Polish educational tradition correspondence education is placed in the field of adult education understood as "(...) institutionalized forms of educational activities, including adolescents, graduates and adults. (...)" [2].
Researchers seek the origins of correspondence education in the first years of the nineteenth
century, regarding its emergence as the result of social changes caused by scientific, technical and
economic revolution of the nineteenth and twentieth century. One of its consequences was a dynamic movement of adult education generating radical changes in social and cultural life of European societies [3].
Social attitudes of Europe and the USA to raising the level of education of children, adolescents and adults was primarily the result of a growing demand for educated professionals such as engineers, technicians and workers. Nevertheless, that sort of attitude was a response to the emerging aspirations and educational needs of citizens of countries that aimed at improving their social position through education. In addition, correspondence education created conditions that made it possible to
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satisfy society' s great desire for knowledge as society was usually deprived of free access to schools. [4].
Correspondence education movement flourished especially in England, Germany and the United States. After the revolution in 1917 correspondence education also appeared in the Soviet Union but there it was based on different organizational, political, social and methodical assumptions. [5].
Traditions of correspondence courses for teachers working in Poland reach the beginning of the twentieth century. The pioneer of the systematic training of active teachers was Henryk Rowid who in the years 1913 - 1914 organized vacation university courses in Zakopane on behalf of the Association of Folk Teachers. The courses were revived after World War I (in 1920 in Zakopane and in 1921 in Wejherowo) and run until 1932, educating about 300 teachers each year. Amongst lecturers there were often many outstanding university professors [6]. I n 1922 on A. Patkowski' s initiative, Folk University of St. Konarski in Sandomierz was established. Its purpose was to prepare students for independent scientific work on nature and man in relation to the surrounding environment and the whole province as well as to shape methodical foundations of social work [7].It can be concluded that the institution, creating the basis of further selfeducation in teachers, creatively enrolled in the organizational assumptions of lifelong learning. The mission of Pedagogical Institute of Polish Teachers Association launched in 1932 should be estimated similarly. The studies in the Institute (lasting 5 years) took place without taking the teachers away from work. During the school year students realized tasks given to them, and during summer and winter holidays they worked under the guidance of their lecturers. [8].
After World War II, together with the change of socio-economic system, adult education in Poland changed and offered solutions similar to the achievements of that segment of education in the USSR. As a result social forms of correspondence education were superseded by state institutions. In relation to secondary schools the latter were correspondence secondary state schools for the in-service teachers.. [9].In education and training of active teachers two types of commissions could be distinguished: District Commissions for Uncertified Teacher Training (pedagogical high school ) and District Commissions for Kindergarten Teacher Training (in terms of high school for kindergarten teachers). Thanks to the work of those institutions educational authorities in Poland managed to overcome the crisis in schools and pre-school institutions in the first years after World War II [10].
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For teachers who usually came from environments with difficult access to schools, the acquisition or completion of education was an expression of ambitious life plans. On the other hand, adult education, including teachers, was a form of completion of important objectives of social policy of the Polish State and of the Polish United Workers' Party (Communist Party) that had ruled the country from 1945. After 1945 in Poland the demand for educated people rose on primary, secondary and higher levels. This resulted from the need to compensate for losses among intellectuals (including teachers), which Poland suffered as a result of World War II and the 6-year period of occupation [11].In turn, the forced industrialization program implemented by the communist authorities, generated demand for skilled industrial workers. Before being fully prepared for the job of a worker or a technician, peasants migrating to urban areas had to make an effort to complete their education. Moreover, the communist authorities in Poland, following the Soviet model, strove for alienation of "old" prewar, bourgeois intellectuals from the impact of sociocultural and scientific life, and for replacing it with the so called new intelligence of worker-peasant origin. That category of adult students involved the phenomenon of social advancement which was an important element of cultural policy of the communist regime in Poland [12].
Extramural studies have had great contribution to educating adult teachers after 1945. Their beginnings date to the year 1951 when first extramural studies with a 2-year training period were initiated. [13].The purpose of those studies was to prepare students for a simplified final exam certifying them in qualifications to teach in secondary schools. Those studies continued until 1954 and were completed by 934 teachers [14].Full extramural studies were introduced in October 23, 1952 by the Minister of Education [15].During the 4-year study period, they gave the foundations on the level of the first degree of higher education. Beginning in 1954, the time of extramural education was extended to five years. Since then they are also completed with taking MA examination.
It did not take a long time for extramural studies to become the most popular form of education of adults in Poland. That type of studies is similar to correspondence education, especially when taking distance from the university into consideration. Regular control of individual learning process is also similar to the one in correspondence education [16].The main feature of extramural studies was sending students various tasks and exercises that were to be returned within the period of time specified by the university. Corrected and accompanied by instructive assessment, the tasks were sent back to students. Contrary to correspondence teaching,
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extramural education was strongly supported with the so called week-day sessions at university, during which lectures, classes, demonstration classes and consultations were organized. Usually there were two sessions in the academic year and they took place in winter and summer holidays (1 July to 1 August) [17].
Despite many common features and borrowings, extramural studies were not a straightforward continuation of correspondence teaching. Organizers (education authorities in Poland) described it as a form of learning rather than teaching. Therefore it was defined as "(...) the process of planned regular knowledge acquisition and skills training that takes place away from school, with the use of particular media, and which is controlled by university staff (...)" [18].Extramural studies as a new form of education of teachers for a long time could not find their place in the organizational structure of pedagogical colleges and universities. Organizational stabilization was eventually achieved in the late 50s. of the twentieth century. Lasting from 1 July to 30 June, school year began with four-week summer session. The second 7-8-day session was organized during winter break. During the school year 2-3-day consultations were organized every month. Between the sessions studying teachers were obliged to regularly deliver their homework that was given to check the dinamics of their selfeducation. Grades were the decisive factor in the process of admitting students for further tests and examinations.
Extramural studies became quite popular among teachers. as they made it possible to get higher education and a master's degree. The studies also created the possibility to bridge the eternal gap between secondary school teachers and primary school teachers. [19].However, it was not an easy way to get a diploma. That was due to their specificity, including the fundamental forms of teaching. During sessions those were lectures, classes, individual and group consultations whereas at other time students worked independently of instructors. [20].Their work was always accompanied by tests and local consultations. The pace of a student' s independent work was also determined by schedules received at the beginning of the summer session, deadlines for tests submission, and detailed instructions in writing, indicating handbooks and research studies with the help of which a student could master the material.
As extramural studies require specific intellectual mindset and personality, the problem of selection of candidates had to be considered. For a long time it was the school authorities that decided on which teachers to choose as students, but due to the excess of candidates it was necessary to make a selection and introduce entry exams. It was not only
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intellectual capacity that was assessed , but also candidates' orientation in the field of modern scientific literature. Candidates' understanding and interpreting texts were also taken into account . Generally, universities aimed at establishing candidates' preparation for independent work with a textbook. That ability was considered to be the most serious condition of succeeding in extramural studies [21].
Despite that the efficiency of one-year extramural studies was not high for succeeding academically, it was not so much determined by students' talents but also by their personality traits such as perseverance, discipline, strong will, motivation and work dinamics [22].Those traits were indispensable since students were extremely overworked. The large number of tests was a big problem. In extreme cases a student was required to submit completed work to the university every week. [23].With such a load, the efficiency of one-year education was not high: in 1960/61 65% of students completed the year(?), 22% - repeated the year, but 13% of students were expelled from the university [24].
Research on the course and effects of extramural studies has shown that what determines a working student' s success or failure are character traits such as perseverance, inner discipline, strong will and orderliness. Positive motivation to learning had great positive impact on the achieved results, and it seemed more important in that aspect than the influence of methods applied by the university. Any life complications, illnesses or pregnancy perturbed the flow of studying, delayed or even stopped the process. Becoming a mother was a special challenge to extramural studies. Women who had more than two children usually did not complete their education. [25].Perhaps that was the main reason why women before becoming mothers made the majority of students. Extramural students' age was not the main factor that determined success in college, however studying teachers' maturity, stabilization and experience fostered it. Previous self-education and reading positively influenced the course of study. Education process was more frequently interrupted by teachers who worked in the country than in the city.
Regardless of all critical evaluation that concerned the organization and proceedings of extramural studies for teachers, it is clear that they have considerably contributed to education processes and additional training of teacher staff in Poland. As a result solutions of staff problems in primary and secondary schools were eventually found after the year 1945.
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References
1. R. Grzybowski, Higher Pedagogical School in Poland in the years 1946 - 1956, Gdansk 2000, p.59 - 72
2. E. Zawacka, Correspondence Education, Warsaw 1967, p.9.
3. K. Wojciechowski, Adult Education, Wroclaw 1973, p.30 - 33
4. Ibid, p.5.
5. N. Gasiorowska, Adult Education in the USSR, "Problems of Cultural Work, Warsaw, 1934; E. Zawacka, Op. cit14 - 15
6. L. Bandura, development courses for working in the WSP, "The Teacher and Education", 1969, No. 2, pp57.
7. J. Kulpa, student teachers, "Teacher and Education, 1969, No. 3,
p.70.
8. Ibid, p.70.
9. E. Zawacka, Op. cit62.
10. J. Kulpa, Op. cit 71; W. Ozga, educational organization in Poland, Warsaw 1960, p. 111-112.
11. See M. Walczak, the statistical picture of loss and the martyrdom of Polish teachers in the period of occupation from 1939 to 1945, "Review of Historical and Educational" 1988, theXXXI, No. 1
12. H. Palska, New Intelligence in People's Poland.World of representations and elements of reality, Warsaw 1994, p. 68 - 81
13. R. Grzybowski, Evolution of extramural studies at higher educational schools in Poland (1945-1973), "Ars Educandi" 2003, t.II, p. 203-221.
14. L. Bandura, development courses for working in the WSP, "The Teacher and Education, 1969, No. 2, pp58.
15. Order of the Minister of Education of 23 October on the establishment of study in absentia when the State College of Education matters.Urz. Min CES. 1952, No. 18, item. 147.
16. L. Bandura, A study in absentia, "Teaching School" 1969, t.II, no 1 (5), p. 42.
17. R. Grzybowski, evolution of the system of study ..., p.204-205.
18. L. Bandura, Selected problems of study for working, Warsaw 1974, p.8.
19. L. Bandura, development courses for working in the WSP, "The Teacher and Education, 1969, No. 2 (58), p.58-59.
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20. W. Danek, the experience of study in absentia pwsp in Krakow, "New School" 1953, No. 1, p.72-73.
21. L. Bandura, development studies for working ..., p.60.
22. L. Bandura, in default in performance training colleges teaching [in] a national conference on the development of higher education teaching, Gdansk 1963, p.265-266
23. B. Halych, The role of the audit work in the education system in absentia in pwsp, "New School" 1953, p.303-308.
24. E. Zawacka, failures in extramural studies teacher, "Scientific Papers Faculty of Humanities, University of Gdansk.Education, Psychology, History of Education, 1972, No. 1, p. 9.
25. J. Kulpa, studies teachers, "Teacher and Education" 1965, No. 3,
p.73.
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