chłoń-domińczak a.; dębowski h.; sławiński s. (2011). nqf … · culture and national...

European Centre for the Developmentof Vocational Training

Europe 123, 570 01 Thessaloniki (Pylea), GREECEPO Box 22427, 551 02 Thessaloniki, GREECETel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected]

European Centre for the Development of Vocational Training

spotlight on VET

visit our portal www.cedefop.europa.eu

04.2 5.3 5.75.5 6.5

10.5 12.824.9

Education and training in figuresEN EN

Further informationFurther information

spotlight on VET

2012/13

POLANDPOLAND

POLAND

■ Chłoń-Domińczak A.; Dębowski H.; Sławiński S. (2011). NQF development in Poland. www.cedefop.europa.eu/EN/Files/Poland_NQF_development.pdf

■ Chłoń-Domińczak A.; Holzer D. (eds) (2012). Kształcenie i szkolenie zawodowe w Polsce [vocational education and training in Poland]. Warsaw: Educational Research Institute.

■ Cedefop ReferNet Poland (2011). VET in Europe: country report Poland. http://libserver.cedefop.europa.eu/vetelib/2011/2011_CR_PL.pdf

■ Cedefop Refernet Poland (2012). VET in Europe: country report Poland. http://libserver.cedefop.europa.eu/vetelib/2012/2012_CR_PL.pdf

■ Central Statistical Office (2012). Education in 2012/13 school year. Warsaw: Central Statistical Office. www.stat.gov.pl/cps/rde/xbcr/gus/E_oswiata_i_wychowanie_2012-2013.pdf

Learners in upper secondary education enrolled in vocational

and general programmes

% of all students inupper secondary education, 2011

Early leavers from education and training % of early leavers from education and training,

Lifelong learning% of population aged 25-64 participating in

education and training over the four weeks prior

to the survey, 2012

Employment rates by highest level of

educational attainment 20-34 year-olds no longer

in education by highest level of educational

attainment, 2009

www.men.gov.pl Ministry of National Education

www.mpips.gov.pl Ministry of Labour and Social Policy

www.eng.nauka.gov.pl Ministry of Science and Higher Education

www.funduszestrukturalne.gov.pl EU structural Funds in Poland

www.stat.gov.pl Central Statistical Office

www.psz.praca.gov.pl Public employment services

Source: Eurostat, UOE data collection on education systems, date of extraction 28.6.2013.

NB: Data for Germany, Poland and EU-27 are provisional. Source: Eurostat, labour force survey, date of extraction 8.7.2013.

Source: Cedefop calculations based on Eurostat, 2009 ad hoc module of the EU labour force survey, date of extraction 19.9.2012.

VOCATIONAL GENERAL

AT CZ SK EU-28 DE PL LT CY

HR SK CZ PL LT DE EU-27 ES

DK CZ EU-27 DE LT PL SK RO

NL DE EU-27 CZ SK PL LT EE

2012 2020 NATIONAL TARGET

ISCED 3-4 VOCATIONAL ISCED 3-4 GENERAL ISCED 0-2

7.99.010.84.55.2

3.11.4

E&T 2020=15

6.0 5.5 4.5

8.9 9.910.0

EUROPE 2020=10

76.976.9

54.254.2

61.761.7

43.543.5

30.430.4

54.254.2

52.952.9

53.653.6 978-92-896-1399-6

8067 EN – TI-01-13-656-EN-N – doi: 10.2801/51015

About 4.5% of the population between 25 and 64 years of age participated in some form of education or training in the four weeks before the survey. Since 1 September 2012, due to more State intervention, basic vocational and technical schools for adults are gradually being replaced by a more flexible system of VET courses, enabling adults to acquire either part or full qualifications. Introducing these types of courses has created a fast track for adults to gain vocational qualifications. IVET schools offering vocational education for youth have expanded their target group to include adults.VET for adults is organised mainly in out-of-school forms, such as:• vocational qualification courses. Completing a

vocational qualification course allows adults, if they pass an external examination, to confirm a vocational qualification acquired under the same conditions and rules as IVET students;

• occupational skills courses – courses for separate units of learning outcomes specified in a given qualification;

• courses related to classified occupations and specialisations meeting labour market needs, including courses conducted in cooperation with labour offices.

Apprenticeship for adults is the responsibility of the Ministry of Labour and Social Policy. This particular active labour market programme, provided by local labour offices, aims to improve employability of the unemployed and job-seekers by helping them to attest their skills and qualifications formally. Apprenticeship for adults is financed by the labour fund. The apprenticeship for adults programme, consisting of 80% practical training and up to 20% theoretical, has two forms: occupational training, lasting 12 to 18 months, leading to the journeyman exam and training for performing a specific job, lasting three to six months.

Management and administration of the VET system in Poland has a three-level structure: national (ministries), partially regional (school superintendents, mainly in pedagogical supervision), and district authorities (governing upper secondary schools). Social partners are involved in developing the VET system by giving opinions on planned changes to VET.

Educational policy at secondary level is governed by the Ministry of National Education, the Ministry of Culture and National Heritage (artistic schools), the Ministry of Agriculture (agricultural schools), the Ministry of the Environment (forestry schools), the Ministry of Justice (inmate education and correctional education) and other ministries responsible for particular occupations. The Ministry of Science and Higher Education is responsible for VET at higher education level.

At upper secondary level, students can gain vocational qualifications at a three-year basic vocational school (ZSZ) or at a four-year upper secondary technical school (technikum). Pathways are provided for students to continue education at tertiary level. At post-secondary non-tertiary level, graduates of general and technical upper secondary schools can gain vocational qualifications at post-secondary school (szkoła policealna).

Polish VET at technical schools and post-secondary schools is mainly school-based with a share of 50% practical training in VET programmes, while in basic vocational schools the practice and theory proportion is 60% and 40% respectively. Of students at basic vocational schools, 60% undergo practical training in form of apprenticeship organised in small and medium-sized enterprises. It starts after completion of lower secondary education at age 16.

After passing external exam(s) confirming vocational qualification(s), students obtain a relevant certificate. Each occupation comprises one to three qualifications. Only after passing exams confirming all qualifications required for a given occupation may a diploma confirming vocational qualifications be issued.

The main challenges for the Polish VET system are:• involving employers in identifying and

forecasting skills and qualification needs in the labour market, to draw up guidelines for vocational schools in designing their educational offers;

• increasing employers’ engagement in organising practical training in VET and developing cooperation of VET schools with higher education institutions;

• finalising work on designing a coherent and transparent national qualification system, including implementation of the NQF and the national qualifications register;

• developing guidance and counselling for all age groups;

• fostering VET teachers’ and trainers’ access to professional development by encouraging traineeships for teachers and trainers in enterprises.

To improve quality and attractiveness of vocational education and training, specific tools have been introduced:• classification of occupations in vocational education

defines separate qualifications for every occupation at basic vocational, technical upper secondary and post-secondary school levels. It is a register covering qualifications which can be acquired in both IVET and CVET;

• one VET core curriculum for all occupations (since 2012). Separate vocational qualifications within specific occupations are described in the core curriculum for vocational education as a set of expected learning outcomes: knowledge, occupational skills, as well as personal and social competences which allow students to handle their occupational tasks independently;

• two optional curricula for VET – subject-centred curricula or modular curricula – focusing on task characteristics of a given profession which will be performed in the future, called ‘modular units’. Such curricula intend to combine theory with practice. Modular units of curricula can be easily modified, depending on labour market needs;

• vocational qualification courses (since 2012), are a short and flexible way to acquire a separate distinctive vocational qualification in the continuing education system and to take an external exam confirming this qualification. After acquiring all qualifications required for a given occupation, students receive a diploma confirming these vocational qualifications;

• extramural examination in VET as a validation tool – confirming the knowledge, skills and competences acquired in different learning contexts, including professional experience. Extramural examinations are designed for persons who want to confirm their education level/vocational qualifications without going to school/attending courses;

• possibilities for VET graduates to continue education at tertiary level. The matura exam giving access to education at tertiary level, can be taken at upper secondary technical schools (technikum), while graduates of basic vocational schools (ZSZ) can upgrade their knowledge in general upper secondary schools for adults (LO dla dorosłych) starting in the second year and taking the matura exam there. Students may also upgrade their skills or gain new qualifications (requalify) in vocational qualification courses (after passing an exam confirming the vocational qualification).

spotlight on VET

VET in Poland Adult learning and CVET VET in Poland’s education and training system Distinctive features of VET Challenges

POLAND

NB: The diagram presents VET in Poland since 1 September 2012. It does not include schools that are going to cease in two years. The diagram of the full education system can be found on the OECD webpage. ISCED 1997 was used on the chart. Conversion to ISCED 2011 is ongoing.Source: Cedefop and ReferNet Poland.

Giving access to tertiary education

Possible progression route

End of compulsory education (with primary education certificate; if unsuccessful, learners must continue to age 18)

Prior VET knowledge may be recognised, affecting the duration of the programme

General education programmes

VET programmes

Programmes combining VET and general education

Also available to adults (full- or part-time or distance education)

Officially recognised vocational qualifications

Qualifications allowing access to the next educational level

SECONDARY LEVEL

TERTIARY LEVEL ADULT LEARNING/CONTINUING TRAINING(OUTSIDE THE SCHOOL SYSTEM)

YEARS in E&TAGE

12+19+

Integrated bachelor and

master programmes (5-6 years)

Integrated bachelor & master programmes (5-6 years)

Bachelor programmes(3-4 years)

(3 years)

Mainly school based

programmes, WBL 50%(4 years)

Mainly school based programmes,

WBL 60% (3 years)

Work preparation classes

Mainly apprenticeship training, WBL 80%(2-3 years)

VET for SEN learners, WBL

50-60%(3 years)

50-60%(1-2.5 years)

Mainly school based, WBL 50-60%(1-2.5 years)

Vocational qualification

courses,WBL 50-60%

Vocational qualification courses,

WBL 50-60%

College programme

General education programmes for adults

Lower secondary programmes

PhD programmes (2-4 years)

Shortened apprenticeship

schemesfor adults

Master craftsperson

Specialised programmes

foremployees

forunemployed

and other vulnerable

groups

ISCED 2A

ISCED 3A

ISCED 3CISCED 3C

ISCED 4CISCED 5BISCED 5AISCED 5A

ISCED 6

ISCED 5A

ISCED 4C

ISCED 3CISCED 3B ISCED 3C

spotlight on VET

POLAND

VET programmes

SECONDARY LEVEL

YEARS in E&TAGE

12+19+

(3 years)

Mainly school based

WBL 60% (3 years)

50-60%(3 years)

50-60%(1-2.5 years)

courses,WBL 50-60%

WBL 50-60%

College programme

schemesfor adults

Master craftsperson

foremployees

forunemployed

groups

ISCED 2A

ISCED 3A

ISCED 3CISCED 3C

ISCED 6

ISCED 5A

ISCED 4C

spotlight on VET

POLAND

VET programmes

SECONDARY LEVEL

YEARS in E&TAGE

12+19+

(3 years)

Mainly school based

WBL 60% (3 years)

50-60%(3 years)

50-60%(1-2.5 years)

courses,WBL 50-60%

WBL 50-60%

College programme

schemesfor adults

Master craftsperson

foremployees

forunemployed

groups

ISCED 2A

ISCED 3A

ISCED 3CISCED 3C

ISCED 6

ISCED 5A

ISCED 4C

spotlight on VET

04.2 5.3 5.75.5 6.5

10.5 12.824.9

spotlight on VET

2012/13

POLANDPOLAND

POLAND

to the survey, 2012

attainment, 2009

VOCATIONAL GENERAL

7.99.010.84.55.2

3.11.4

E&T 2020=15

6.0 5.5 4.5

8.9 9.910.0

EUROPE 2020=10

76.976.9

54.254.2

61.761.7

43.543.5

30.430.4

54.254.2

52.952.9

53.653.6 978-92-896-1399-6

8067 EN – TI-01-13-656-EN-N – doi: 10.2801/51015

spotlight on VET

04.2 5.3 5.75.5 6.5

10.5 12.824.9

spotlight on VET

2012/13

POLANDPOLAND

POLAND

to the survey, 2012

attainment, 2009

VOCATIONAL GENERAL

7.99.010.84.55.2

3.11.4

E&T 2020=15

6.0 5.5 4.5

8.9 9.910.0

EUROPE 2020=10

76.976.9

54.254.2

61.761.7

43.543.5

30.430.4

54.254.2

52.952.9

53.653.6 978-92-896-1399-6

8067 EN – TI-01-13-656-EN-N – doi: 10.2801/51015

chłoń-domińczak a.; dębowski h.; sławiński s. (2011). nqf … · culture and national...

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