Poland

Introduction to the VET System in Poland

The Polish educational system is divided into a six year-long primary school, three year-long gymnasium and six post-gymnasium optional schools: : 3-year profiled lyceum, 3-year general lyceum, 4-years technical secondary school, 2 -year vocational school, 2-year complementary lyceum, and 3-year complementary technical secondary school. This system is the result of a reform of the educational system in Poland, implemented in 1999. At the end of the secondary education cycle, students can take the maturity examination - egzamin dojrzałości (matura), i.e. standardised national secondary school achievement examination, and receive the maturity certificate - świadectwo dojrzałości.

The Polish Ministry for National Education Ministerstwo Edukacji Narodowej) and the Ministry of Science and Higher Education (Ministerstwo Nauki i Skolnictwa Wyzszego) are the higher authorities coordinating all Education matters in Poland. Furthermore, as far as VET is concerned, the National Centre for Supporting Vocational and Continuing Education (KOWEZiU) is the central, public, national-level institution providing professional development services for teachers subject to the Ministry of National Education. Its mission is to inspire, prepare and coordinate activities related to professional development of teachers from vocational schools and schools for adults and to prepare and execute educational ventures related to the stages of educational transformation in Poland. It collaborates with government institutions as well as nongovernment organizations - in Poland and abroad. Another important body to be taken into account is the Department of Vocational and Continuing Education, responsible for the recognition and analysis of educational needs for teachers from vocational schools and schools for adults, creation and development of systems for pedagogical information in the field of VET, creation of databases and information banks, and inspiration and coordination of activities in order to improve and enhance the quality of VET. Finally, the National In-Service Teacher Training Center (NTTC), a state-funded agency of the Ministry of National Education, whose mission is to support the development of a national system of teacher training in line with state educational policies.

As far as the VET administration and social partners are concerned, the main institutional platform for social partner’s involvement in VET at national level is the Tripartite Commission on Socio-Economic Issues, established by resolution of the Council of Ministers of 15th February 1994. This commission is composed of representatives of public administrations, employers, the largest trade unions as well as some sector trade unions. All these organisations function in two capacities in the VET field: both as consultative bodies and as initiators of legal measures.

At national level, there is an involvement in VET issues, through the Tripartite Commission previously mentioned) with a decision-making and advisory role, training for unemployed people, programmes promoting employment, planning and use of the Labour Fund (Central Employment Board) with a advising role, to the Labour Ministry, and finally, the participation in the reform of the VET system, through an advisory role.

At regional level, the evaluation is being supported by the Labour Fund, submitting applications and giving opinions concerning VET (Regional and district employment boards). The regional commissions for social dialogue are in charge of the discussion of social and economic matters crucial for the region, including issues regarding education organisation and financing. At regional level, all roles are advisory. At enterprise level, the main responsibilities are the organisation of practical training and vocational placements. At this level, the roles are decision-making .

IVET

The Polish education system is compulsory for children aged between 6 and 16. However, education obligation remains until completion of the 18th birtday of a pupil. For most students, compulsory school englobes primary school and lower secondary school atendance (gimnazjum). The further path involves public or non-public upper secondary school or non-formal education. Lower secondary school graduates start education in upper secondary general education or vocational schools, once they turn 16 years old. Most students in vocational schools graduate at the age 18 (basic vocational school leavers) or 20 (secondary technical school leavers).

Thus, as far as practical vocational training is concerned, there are three basic forms available in Poland :

At schools, a full-time curriculum is provided, with practical classes and workshops, with beneficiaries having student status, in basic, secondary and vocational post-secondary schools (usually practical training takes place at school premises).
Apprenticeships are offered to people through employment contracts given during the attendance of a certain course. These work through an agreement between enterprises and schools where theoretical classes are given. Expenses incurred by enterprises on the account of the educational provision are refunded by the labour fund (one of the State special-purpose funds). This format is offered mainly by small and medium-sized handicraft firms.
Practical training centres provide practical training for students of all types of vocational schools, based on a partial or full scope of relevant curricula, offering high quality VET to young people and adults, and special training for teachers. These centres have been created in 1996, resulting from a concentration of resources and facilities of the most important fileds of VET at regional level.
Introductory vocational training in Poland is integrated with the national educational system where two levels of vocational schools exist :
Zasadnicze szkoły zawodowe ( basic vocational schools) – prepare qualified workers (a title equal to czeladnik (apprentice) in apprenticeship, for the fundamental branches of economy. The education lasts 2 to 3 years (vocational training takes up 1260–1800 hours, out of which 60% is devoted to practical training). Graduation from basic vocational school enables further education on secondary level in supplementary secondary general schools or supplementary technical secondary schools.
Średnie szkoły zawodowe (vocational secondary schools) include: technika (technical secondary schools - last 4 years, around 1800 hours of vocational training), technika uzupełniające (supplementary technical secondary schools - 1224 hours of vocational training), new type of school – liceum profilowane (profiled secondary school) which offers pre- vocational training aimed at particular discipline (486 hours), although there is a current debate whether this type of school shouldn’t be given up.

Schools on this level give general and vocational secondary education with the possibility of gaining a matriculation certificate (apart from basic vocational school that gives only vocational qualifications). The schools prepare technicians and equivalent personnel in technical, economic, trade and service professions, as well as in administrative, agricultural and arts and crafts professions. The graduates gain professional qualifications after passing an external exam.
Schools of both levels use educational programmes admitted by MEN or use original curricula, which have to meet the requirements of the core curriculum, which is an official document, and gain the approval from the local educational administration – Kuratorium Oświaty (Board of Education) .

CVET

As far as Continuing Vocational Education and Training is concerned, this form of VET was the first to have applied market principles. Continuing education takes place in “schools for adults, continuing education centres (CKU), practical training centres (CKP), vocational upgrading and further education centres and in higher education /research institutions offering post-diploma studies, courses and distance learning. Continuing education is also provided by chambers of crafts .” There are a number of incentives for improving access to CVET. For example, under certain conditions employees can be entitled to a paid training leave of 6 days or – in an extramural system – up to 12 working days for participation in classes of primary or secondary level VET. For university studies, other rights to leave exist. The Education System act defines the tasks of adult education. The Labour Code obliges employers to facilitate the professional development of its employees (article 17).Employers with less than 20 staff can seek financial support from the Labour Fund for bringing employees qualifications up to the new requirements of their work. Employers can also set up a Training Fund to promote the professional development of their staff.

The education of adults in public schools is free. However, the system of extramural examinations introduces the possibility of officially recognizing primary school or post-primary school diplomas without the requirement of attending classes in school. A fee has to be paid for these exams according to principles regulated by law. There are also employer committees which may certify competencies on the basis of separate regulation e.g. craft chambers .

Bodies providing out-of school forms of continuing training are Continuing Education Centres, Pratical Training Centres, Schools, development centres, universities and R&D institutions, enterprises, and associations, foundations, companies and other individuals and legal persons.

One of the most important elements of the system of continuing education is the Continuing Education Centres (CKUs) which are multifunctional public educational facilities offering education, upgrading and further training to adults in both in-school and out-of-school formats. The CKUs also provide training courses commissioned by labour offices in the area of human resources re-training co-operate with continuing education providers in Poland and abroad, supply advisory services for teachers and trainers involved in adult education an offer the assistance of in-house vocational advisors specializing in adult education guidance .

Quality Assurance

In the system controlled by the Minister of National Education which includes schools for adults, continuing education institutions, practical training centres and further training centres, the pedagogical supervision is performed by school headmasters and school superintendents. (Regulation of the Minister of National Education and Sport of 23rd April 2004, on detailed provisions governing pedagogical supervision, qualifications indispensable for performing pedagogical supervision as well as qualifications of the persons who can be ordered to conduct a survey and develop expertise). The model of supervision is based on the concept of “measuring the school work quality” which, in turn, is based on quality standards and indexes which are developed for the whole country by the Minister competent in the matters of education. The school or educational institution’s work quality is measured internally by the school principal every year. External measurements are carried out by the school superintendents– at least once in 5 years. The school superintendent can withdraw from measuring the school or institution’s work quality if the school or institution has documents confirming implementation of the quality management and quality assurance systems.

The quality of education in the schools for adults which educate in a specific vocation should be assured also within the framework of the external assessment system, similarly to the school system for youngsters. External vocational examinations aim at confirming vocational qualifications acquired during the course of school education. They are based on examination requirement standards established by the Central Examination Commission and conducted by Territorial Examination Commissions.

From the point of view of quality assurance in continuing education institutions which provide continuing education in out-of-school forms, article 68b of the Education System Act is essential. Pursuant to the provisions included in the Act, both public and non-public institutions can apply for accreditation which will refer to the whole or a part of the education provided. Accreditation is awarded by the school superintendent competent for the seat of the institution. However, the accreditation, introduced in 2003 is voluntary; therefore the out-of-school establishments providing education in compliance with the principles of free business activity are able to escape any control over the standard of services rendered by them .

EQARF Indicators

The following PDF attachment summarises evidence identified that relates any indicators used at national level to the ten indicators proposed in the EQARF recommendation: EQARF Indicators Poland