NON-PUBLIC KINDERGARTENS AND DEVELOPMENT OF NURSERY SCHOOLS IN POLAND
DOI:
https://doi.org/10.24919/2313-2094.7/39.140948Keywords:
network of preschool establishments, private, municipal insti-tutions for preschool education, education, children, Poland.Abstract
Abstract. The aim of this article is to present the principles of creating and functioning of private kindergartens and other forms of pre-school edu-cation in Poland and their impact on shaping local networks of kindergartens. The author points out the example of Dabrova Gornicza commune that des-pite the liquidation of a significant number of kindergartens in the initial phase of decentralization of education in Poland, their number has not decreased, but has increased. It is precisely due to the possibility of creating non-public kindergartens. Researchers dealing with this issue, such as B. Sliverski, G. Grabovski, S. Guz, T. Levovicki, H. Mushynski, P. Svianievicz, J. Krukovska, M. Lackovska-Madurowich, J. Lukomska include assigning significant autonomy to kindergar-tens in the field of organizational, program, methodological and care-educa-tional changes to the positive aspects of reforming the system of education. The negative aspects are: low social experience in the field of self-governance, a decrease in the number of children covered by institutional pre-school edu-cation, closing kindergartens, a significant decrease in state and local govern-ment expenditure on maintenance of kindergartens, increasing parental costs of attending children to pre-school institutions, worsening material conditions of kindergartens and decrease in the salary of the teaching staff employed in them. The change in the system in Poland triggered the process of transfor-ming the centrally planned economy with state property into a free market economy dominated by private ownership. In Poland after 1989, the move-ment of schools and alternative educational institutions, including private kin-dergartens, has been revived. According to Art.82 of the Act on the education system of September 7, 1991, legal and natural persons may establish non-public kindergartens after receiving an entry in the register kept by the local government unit, which sends a certificate of entry to the school board and tax office. These kinder-gartens are covered by the pedagogical supervision of the school superintendent. The conclusions presented at the end are a summary of the most impor-tant issues raised in the article, and therefore types of kindergartens, the obli-gation of local governments to provide all children aged 6 of free access to bran-ches preparing children for school and payment for kindergartens.
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