Niepubliczne szkoły podstawowe w Szczecinie w latach 1989–2014

The subject of the following dissertation is the functioning of non-public primary schools in Szczecin in years 1989–2014. This study is a part of the history of education and it poses as historical and pedagogical monograph. The dissertation consists of five chapters, table of contents, introduction, summary, bibliography, list of charts and diagrams. In order to conduct the research, the historical methods were used with all the procedural stages. A considerable contribution to the research had the direct resources stored in archives of the West Pomeranian Board of Education and in the Department of Education in the City Hall of Szczecin. The collections of indirect resources such as daily press, educational magazines, students press, jubilee books, schools’ chronicles were also researched. To present the state educational policy, the resources have been enlarged by normative acts found in Official Journals of the Ministry of Education and Journals of Laws in 1989–2014. The interviews with the heads of the researched schools, with the initiator of the idea of non-public schools in Szczecin, with the staff from the West Pomeranian Board of Education and from the Department of Education in the City Hall of Szczecin, and the teaching staff of the many non-public primary schools in Szczecin gave the significant contribution to the research as well. Taking under consideration all the collected and analyzed historical resources, the next five chapters were written. The first chapter presents non-public schools in Poland in the context of social, political, cultural and economic changes between 1989–2014. The developmental factors of non-public primary schooling in Szczecin in the given period of time is outlined. The second chapter includes organizational processes of non-public primary schooling in Szczecin in the given period of time, the non-public primary schools’ network, schools’ facilities, sources of funding, heads of schools and the teaching staff of non-public primary schools in the given period of time. This chapter presents teachers’ cooperation in schools and the quantitative cross-section of the number of students in non-public primary schools in Szczecin in years 1989–2014. The third chapter is devoted to the didactic functioning of the researched schools, in particular to the curriculum framework, implementation of national curriculum, the description of practical teaching methods and studying the students’ achievements. The fourth chapter presents behavioural and caring functioning of the researched schools in years 1989–2014. In this chapter the behavioural programmes and the caring and prevention programmes in non-public primary schools in Szczecin are discussed. The last chapter includes the study of cooperation between non-public primary schools in Szczecin and the local community. This chapter shows the cooperation of the researched schools with parents and the local community which includes cooperation with local governments, cultural and economic institutions, universities, international cooperation and with any other educational institutions. The final part of the dissertation gives the answers to the research questions presented in the beginning. Based on the analyzed materials, it can be stated that the researched schools have been taking an important part in creating the image of the educational system in Szczecin in the last 25 years. The presented results can lead to the conclusion that the non- public primary schools have enriched public education in Szczecin, being the place for students with special educational needs, international students as well as for students who require individualization of learning. The history of the non-public primary schools in Szczecin can provide the original inspirations for the didactic, behavioral and caring programmes and activities as well as for the cooperation with the local community when it comes to functioning of schools in general.