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POLANDspotlight on VET
2017
spotlight on VET
Vocational education and training (VET) has three governance levels: national (ministries), regional (school superintendents, mainly in pedagogical supervision) and county (governing schools). The Ministry of National Education is in charge of VET policy at secondary level, supported by other ministries responsible for particular occupations. The Ministry of Science and Higher Education is responsible for higher VET. Social partners advise policy-makers on necessary changes in VET.
Since September 2017 the Polish education system has been undergoing substantial restructuring, which will be finalised in the 2022/23 school year. The key elements of the reform include: restructuring the current six-year primary education into eight years, divided into two four-year programmes (basic and lower secondary level); phasing out of the lower secondary school (gimnazjum), and extending the general upper secondary school (four instead of three years) and the technical upper secondary school (five instead of four); and introducing a two-level ‘sectoral vocational school’.
VET is provided at upper secondary and post-secondary levels that are mainly school-based. Upper secondary programmes combine general and vocational education. Learners can acquire vocational qualifications in the following:• three-year sectoral programmes (szkoły
branżowe I stopnia, ISCED 353). Graduates can enrol in general education programmes bridging VET and higher education. For graduates of these programmes, the reform foresees introduction of new two-year programmes that will give access to tertiary education from 2020/21;
• five-year upper secondary technical programmes (technika, ISCED 354). Graduates can also acquire an upper secondary school leaving certificate (matura) giving access to tertiary education;
• three-year special job-training programmes (szkoły specjalne przysposabiające do pracy, ISCED 243) for learners with special education needs (SEN), leading to a certificate of a job-training;
• work preparation classes, available for SEN learners already at lower secondary level in primary schools at age 15 and over (oddziały przysposabiające do pracy, ISCED 243).
At post-secondary non-tertiary level, vocational qualifications can be acquired in one- to two-and-a-half-year school-based programmes (szkoły policealne, ISCED 453). These programmes are strictly vocational and do not include general education. Basic or upper secondary education level is required to enrol.
The work-based learning (WBL) share is minimum 50%. WBL takes place in school workshops, at continuing education centres, practical training centres and as in-company training from four to 12 weeks, depending on the occupation. The latter is compulsory for upper secondary and post-secondary VET learners.
Adult learning and CVET Adult learning and continuing VET is available in continuing education centres, practical training centres, further training and professional development centres, and initial VET schools. These offer:• vocational qualification courses based
on curricula for a qualification in a given occupation; these allow learners to take the State vocational examination and attain a vocational qualification certificate;
• vocational skills courses based on the core VET curriculum, including learning outcomes for a qualification or common learning outcomes for all occupations;
• minimum 30-hour general skills courses based on the general education curriculum;
• courses for juvenile employees in the crafts sector. Adults, including the unemployed, may
also undertake vocational training through courses provided by training companies and other non-formal education institutions. Since 2016, qualifications based on the curricula of such courses can be included in the national qualifications framework.
VET in Poland
VET in Poland’s education and training systemPL
NB: ISCED-P 2011.Source: Cedefop and ReferNet Poland.
Giving access to tertiary education
Possible progression routes
End of compulsory education
Prior VET knowledge may be recognised a�ecting programme duration
Work-based learning, either at the workplace or a VET institution
General education programmes
VET programmes
Programmes combining VET and general education
Also available to adults (full-, part-time or distance education)
O�cially recognised vocational qualifications
Qualifications allowing access to the next education level
SECONDARY LEVEL
TERTIARY LEVEL
POST SECONDARY LEVEL
ADULT LEARNING/CONTINUING TRAINING(outside the school system)
YEARS in E&TAGE
WBL
512
613
714
815
916
1017
1118
1219
12+19+
Integrated bachelor and
master programmes,
5-6 years
Master programmes, 1-2 years
Bachelor programmes,
3-4 years
General programmes,
4 years
Work preparation classes for SEN learners
Mainly school-based, programmes, WBL 50-60%,1-2.5 years
College programme
Lower secondary programmes
PhD programmes,2-4 years
Training in crafts
Vocational qualification
courses
Specialised programmes
foremployees
Specialised programmes
forunemployed
and other vulnerable
groups
ISCED 244
ISCED 344
ISCED 554ISCED 665ISCED 766
ISCED 864
ISCED 767
ISCED 453
Mainly school-based programmes,
WBL 60%, 3 years
Mainly school-based programmes, WBL 60%
2 years ISCED 354to be introduced in 2020/21
ISCED 353
Special job training programmes,(SEN learners)
ISCED 243
Mostly school-based technical
programmes, WBL 50%5 years
ISCED 354
NB: ISCED-P 2011. Source: Cedefop and ReferNet Poland.
POLAND
Distinctive features of VET
Over the past three decades, Poland’s education system has undergone several profound changes in its structure, forms of organisation and management, as well as of the core curriculum. As a result of these changes, distinctive VET features were developed:• a flexible VET system allows changing
pathways at any point;• a register classifying occupations (COVE),
each comprising one to three qualifications that can be acquired in IVET and CVET. The register is consistent with the classification of occupations in the labour market. A VET qualification diploma can be issued only when all qualifications required for an occupation have been acquired (on passing State vocational examinations);
• VET schools are autonomous in choosing optional curricula for VET: either subject-centred or modular curricula, which can be easily modified, depending on labour market needs;
• one VET core curriculum for all occupations. Separate VET qualifications within specific occupations are described in the core curriculum as a set of expected learning outcomes: knowledge, occupational skills, and personal and social competences allowing learners to handle their occupational tasks independently;
• vocational qualification courses allow adults to acquire qualifications faster than IVET learners;
• possibility to validate qualifications acquired in different learning contexts, including professional experience, by taking external examinations.
Challenges and policy responses
The main challenges for VET are:• increasing employer engagement in organising
practical training; identifying and forecasting skills and qualification needs in the labour market, and in reviewing VET curricula;
• encouraging cooperation between VET schools and higher education institutions;
• developing guidance and counselling for all age groups, especially in the early stages of schooling;
• VET teacher and trainer access to professional development opportunities by encouraging traineeships for teachers and trainers in enterprises.
Several recent initiatives undertaken by the Ministry of National Education address these challenges:• the Act on the Integrated Qualifications System
(2016) has brought together the qualifications framework, register of qualifications that can be attained, quality assurance and validation principles. General and higher education level qualifications are included in the register. Non-statutory qualifications linked to CVET have been registered based on the initiative of VET providers or other stakeholders;
• the government has revised the incentive system to increase VET participation, develop the vocational guidance system, and expand the implementation of work-based learning in VET by promoting cooperation between schools and employers;
• IVET funding will be reviewed to direct more funds to VET programmes in occupations in demand on the labour market;
• The Ministry of National Education, together with the Centre for Education Development (ORE), continue work on the development of new core curricula to be introduced in 2019;
• new sectoral skills councils are being established under the umbrella of the Polish Enterprise Development Agency, giving voice to sectoral stakeholders regarding the demand for competences at sectoral level to improve education and labour market matching.
POLAND
Education and training in figures
NB: EU-28 value is based on estimated Eurostat values.Source: Cedefop calculations based on Eurostat, UOE data collection on education systems, date of extraction 1.8.2017.
NB: Low reliability for HR 2016 value.Source: Eurostat, EU labour force survey, date of extraction 1.8.2017.
Upper vocational secondary and post-secondary non-tertiary education (levels 3 and 4) Upper general secondary and post-secondary non-tertiary education (levels 3 and 4) Less than primary, primary and lower secondary education (levels 0-2)
Source: Eurostat, EU labour force survey, date of extraction 1.8.2017.
Source: Eurostat, EU labour force survey, date of extraction 1.8.2017.
Upper secondary students (ISCED 2011
level 3) enrolled in vocational and general
programmes % of all students
in upper secondary education, 2015
Lifelong learning% of population aged
25 to 64 participating in education and training
over the four weeks prior to the survey, 2016
Early leavers from education and training
% of the population aged 18 to 24 with at
most lower secondary education and who were
not in further education or training during the last
four weeks prior to the survey, 2016
Employment rates of young graduates
% of 20 to 34 year-olds no longer in education
and training, 2016
0
0
0
20
15
60
10
40
5
20
40
20
80
60
25
100
80
100
26.8
73.2
CZ
31.0
69.0
SK PL
49.5
50.5
EU-28
52.7
47.3
DE
53.2
46.8
LT
73.2
26.8
87.3
12.7
EUROPE 2020=10
VOCATIONAL
2016
GENERAL
2020 NATIONAL TARGET
MT
93.6
87.3
74.8
DE
88.4
65.2
53.1
SK
79.0
76.3
36.7
EU-28
78.1
72.4
54.7
LT
78.0
70.0
51.0
PL
76.4
72.1
45.7
CZ
73.2
85.3
47.1
EL
58.7
59.7
50.2
4.0
2.8
29.6
HR
SE
9.0
4.8
10.8
LT
EU-28
4.5
5.2
8.8
PL
CZ
MT
6.0
7.4
6.0
SK
LT
10.2
3.7
DE
PL
10.7
2.9
EU-28
SK
10.0
6.6
8.5
CZ
DE
5.5
19.6
1.2
MT
RO
10.010.0
0
5
10
15
25
20
30
35
E&T 2020=15
EN
spotlight on VETPOLAND
Further information Cedefop ReferNet Poland (2016). VET in Europe: country report Poland. http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/poland-vet-europe-country-report-2016
Eurydice (2017). Education system in brief 2017/18. http://eurydice.org.pl/system-edukacji-w-polsce/
Central Statistical Office (2017). Education in school year 2016/17. Warsaw: Central Statistical Office. https://stat.gov.pl/obszary-tematyczne/edukacja/edukacja/oswiata-i-wychowanie-w-roku-szkolnym-20162017,1,12.html
www.men.gov.pl Ministry of National Educationwww.nauka.gov.pl Ministry of Family, Labour and Social Policywww.eng.nauka.gov.pl Ministry of Science and Higher Educationwww.funduszeeuropejskie.gov.pl ESF programmes in Poland www.stat.gov.pl Central Statistical Officewww.psz.praca.gov.pl public employment services
This Spotlight is based on input from the Educational Research Institute (Cedefop ReferNet Poland 2017).
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Copyright © European Centre for the Development of Vocational Training (Cedefop), 2018All rights reserved.
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