Kruszewski, Krzysztof2013-06-212013-06-211999Neodidagmata, nr 24, 1999, pp. 45-51978-83-232-2332-00077-653Xhttp://hdl.handle.net/10593/6513A common aim of any reform is to make an educational system better fulfil its specific functions. Since some of these functions are inconsistent with each other some of functions or some elements of a given function must be left. The result is likely to be both some progress or some regress. The school reform Poland is just working on neglects: structural links between schools and economy; equal access to primary and secondary education for all children to counter an elite system of dualistic education; making an individual school a basic unit of change; lack of „curriculum smart” teachers in the country. It may be expected respectively: general education curricula will be filled with key skill and basic professional competencies; the state will shed responsibility for school failure and maladjustment of students and burden a student her/himself and her/his family for it: the state will be tempted to adopt top-down strategy to reach an individual teacher; some good schools will flourish grouping „curriculum smart” teachers while most teaching staffs will need ready models and patterns which in turn will slow down the unrestrained and an overhasty decentralization.plKoncepcja szkołyConception of schoolReforma edukacjiReform of educationSzkołaSchoolEdukacjaEducationOświataLearningArtykuł