This chapter presents a history of the successes and challenges of education reforms in Poland from 1999 to the present in the context of political and social changes.The goals of 1999 school system reform were to enhance the quality and effectiveness of the education system, ensure equal opportunities and raise the number of graduates of secondary and tertiary programs. The reform encompassed modernisation of core curriculum and the introduction of external exams. The crucial aspect of the reform was the reduction of primary education from 8 to 6 grades and creation of a new 3-year general lower secondary school level, what extended comprehensive general education by 1 year and postponed tracking to general and vocational secondary schools. The reform efforts were continued with the further changes in the curriculum aimed at the development of cognitive and analytical abilities and problem-solving skills. The positive outcomes of the reforms were seen in the progress of Polish students in consecutive (2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018) cycles of the PISA study. However, despite strong student performance, the new lower secondary schools developed a poor public reputation. In the 2015 election campaign, the then opposition party appealed to a general nostalgia for the "good old times" and, among other populist proposals, promised to reverse the education reform by eliminating lower secondary schools. When the party won the election, they quickly reversed the earlier reforms, disregarding negative opinions of researchers and local authorities as well as the protests of parents and teachers. Teachers' frustration because of the chaos caused by the reform, poor working conditions and low salaries culminated in the 2019 strike in which almost 80% of schools participated. The protest, although not successful, was a beginning of civic society informal activities like citizens debates on education (NOoE).

Projektowana przez Prawo i Sprawiedliwość nowa reforma edukacji wpisuje się, ze względu na sposób jej wprowadzania, w pewien schemat, jakim podlegały także poprzednie polskie reformy. O ich kształcie decydują czynniki polityczne, a nie merytoryczne, wprowadzane są one zbyt pospiesznie, powoływani eksperci stanowią rodzaj dekorum.Ten sposób działania jest charakterystyczny nie tylko dla Polski. Badacze, których przytaczam (J. Nelson, M.S. Archer, N. Luhmann) wskazują na ograniczoną skuteczność działań reformatorskich i na ich przyczyny. Mimo prób ograniczenia wpływu państwa na edukację w ramach polityki neoliberalnej pozostaje ono najważniejszym podmiotem kształtującym system edukacyjny. Istniejące analizy skuteczności działań państwa powinny jednak stworzyć podstawy polityki uwzględniającej konieczność liczenia się z interesami innych podmiotów, a przede wszystkim długookresowej.

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