A Consideration of the Impact of Poland's 1990 Bill on Schools of Higher Education Using an Information Technology Conceptual Framework.

Abstract: This article is product of writer's deliberations about impact of Poland's 1990 Bill on Schools of Higher using an information technology theoretical model consisting of three parts: participation, feedback and partnership. The main findings of investigation revealed that: (1) there is wide participation in management processes of institutions of higher education, (2) admissions to higher schools have greatly increased, and (3) private schools are not only allowed but exist in great numbers. Also, no national quality assurance mechanism exists to evaluate higher institutions even though there appears to be a need for one. Furthermore, there are advantages and disadvantages to foreign partnerships involving Polish higher schools. Introduction The aim of this paper is to weigh impact of Poland's 1990 Bill on Schools of Higher making use of an information technology theoretical framework. Furthermore, it is advisable to do so because of following changes in higher education legislation and related policies that are now being considered by Polish government: (1) only Ministry of National is to be involved in supervision of higher schools, (2) enlargement of financial support for students, (3) establishment of a government--controlled national accreditation body (the Central Accreditation Council) with powers to give recognition to higher education institutions based on quality assessments and 4) an extention of the system of student loans (Ministry of National Education, 2000, p. 39-40). Nevertheless, one should bear in mind that likelihood of these changes being implemented in near future are slim due to fact that Polish government has seriously reduced expenditures on higher education which in turn has forced higher institutions to take drastic measures. For example, University of Mining and Metallurgy was closed for five consecutive days last May (May 2001) in order to save on operating costs. Poles have been interested in higher learning activities for many years--the Jagiellonian University (1364), where Copernicus studied, is their oldest university (Liwicka, 1959, p. 10). Moreover, institutions of higher education in Poland are regulated by 1990 Bill (1 & 2) (Ustawa o Szkolnictwie Wyzszym) which is based on an 1989 report (Stachowski, 1989, chapter X), and Minister of National is responsible for enforcing and establishing particular framework for it (Article 31(1)). However, he or she must take into account views of Central Council of Higher (Rada Glowna Szkolnictwa Wyzszego) (Article 35 (2)) which is freely elected organ consisting of representatives of academic community (Article 36(3)). And higher education is carried out in various types of state (public) and non-state institutions such as universities, technical universities and higher pedagogical schools. Besides, a number of ministries (for example, education, agriculture and transport) are involved in its administration. Theoretical Framework (3) Since 1980s (Byron & Glagiardi) massive changes have occurred in area of information technology (for example, development of internet and CD-ROMS) which have resulted in more knowledge being available which in turn has brought about a novel style of human relationships in terms of participation, feedback and partnership. That being case it is reasonable to judge effectiveness of Polish higher learning process in terms of manner in which it adopts this different mode because Education is not only a preparation for life; it is a development in life (King, 1979, p. 12). (3) Higher Institutions The Bill gives full autonomy to some state institutions of higher learning and limited autonomy to others. (4,5 & 6) Also, in order for a school to have enlarged autonomy they have to engage 60 professors and half of their faculties must have right to grant degree of doctor habilitated (Article 12 (1). …