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Poland:Education Staff Responsible for Guidance in Early Childhood and School Education

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Overview Poland

Contents

Poland:Political, Social and Economic Background and Trends

Poland:Historical Development

Poland:Main Executive and Legislative Bodies

Poland:Population: Demographic Situation, Languages and Religions

Poland:Political and Economic Situation

Poland:Organisation and Governance

Poland:Fundamental Principles and National Policies

Poland:Lifelong Learning Strategy

Poland:Organisation of the Education System and of its Structure

Poland:Organisation of Private Education

Poland:National Qualifications Framework

Poland:Administration and Governance at Central and/or Regional Level

Poland:Administration and Governance at Local and/or Institutional Level

Poland:Statistics on Organisation and Governance

Poland:Funding in Education

Poland:Early Childhood and School Education Funding

Poland:Higher Education Funding

Poland:Adult Education and Training Funding

Poland:Early Childhood Education and Care

Poland:Organisation of Programmes for Children under 2-3 years

Poland:Teaching and Learning in Programmes for Children under 2-3 years

Poland:Assessment in Programmes for Children under 2-3 years

Poland:Organisation of Programmes for Children over 2-3 years

Poland:Teaching and Learning in Programmes for Children over 2-3 years

Poland:Assessment in Programmes for Children over 2-3 years

Poland:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Poland:Primary Education

Poland:Organisation of Primary Education

Poland:Teaching and Learning in Primary Education

Poland:Assessment in Primary Education

Poland:Organisational Variations and Alternative Structures in Primary Education

Poland:Secondary and Post-Secondary Non-Tertiary Education

Poland:Organisation of General Lower Secondary Education

Poland:Teaching and Learning in General Lower Secondary Education

Poland:Assessment in General Lower Secondary Education

Poland:Organisation of General Upper Secondary Education

Poland:Teaching and Learning in General Upper Secondary Education

Poland:Assessment in General Upper Secondary Education

Poland:Organisation of Vocational Upper Secondary Education

Poland:Teaching and Learning in Vocational Upper Secondary Education

Poland:Assessment in Vocational Upper Secondary Education

Poland:Organisation of Post-Secondary Non-Tertiary Education

Poland:Teaching and Learning in Post-Secondary Non-Tertiary Education

Poland:Assessment in Post-Secondary Non-Tertiary Education

Poland:Higher Education

Poland:Types of Higher Education Institutions

Poland:First Cycle Programmes

Poland:Bachelor

Poland:Short-Cycle Higher Education

Poland:Second Cycle Programmes

Poland:Programmes outside the Bachelor and Master Structure

Poland:Third Cycle (PhD) Programmes

Poland:Adult Education and Training

Poland:Distribution of Responsibilities

Poland:Developments and Current Policy Priorities

Poland:Main Providers

Poland:Main Types of Provision

Poland:Validation of Non-formal and Informal Learning

Poland:Teachers and Education Staff

Poland:Initial Education for Teachers Working in Early Childhood and School Education

Poland:Conditions of Service for Teachers Working in Early Childhood and School Education

Poland:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Poland:Initial Education for Academic Staff in Higher Education

Poland:Conditions of Service for Academic Staff Working in Higher Education

Poland:Continuing Professional Development for Academic Staff Working in Higher Education

Poland:Initial Education for Teachers and Trainers Working in Adult Education and Training

Poland:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Poland:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Poland:Management and Other Education Staff

Poland:Management Staff for Early Childhood and School Education

Poland:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Poland:Education Staff Responsible for Guidance in Early Childhood and School Education

Poland:Other Education Staff or Staff Working with Schools

Poland:Management Staff for Higher Education

Poland:Other Education Staff or Staff Working in Higher Education

Poland:Management Staff Working in Adult Education and Training

Poland:Other Education Staff or Staff Working in Adult Education and Training

Poland:Quality Assurance

Poland:Quality Assurance in Early Childhood and School Education

Poland:Quality Assurance in Higher Education

Poland:Quality Assurance in Adult Education and Training

Poland:Educational Support and Guidance

Poland:Special Education Needs Provision within Mainstream Education

Poland:Separate Special Education Needs Provision in Early Childhood and School Education

Poland:Support Measures for Learners in Early Childhood and School Education

Poland:Guidance and Counselling in Early Childhood and School Education

Poland:Support Measures for Learners in Higher Education

Poland:Guidance and Counselling in Higher Education

Poland:Support Measures for Learners in Adult Education and Training

Poland:Guidance and Counselling in a Lifelong Learning Approach

Poland:Mobility and Internationalisation

Poland:Mobility in Early Childhood and School Education

Poland:Mobility in Higher Education

Poland:Mobility in Adult Education and Training

Poland:Other Dimensions of Internationalisation in Early Childhood and School Education

Poland:Other Dimensions of Internationalisation in Higher Education

Poland:Other Dimensions of Internationalisation in Adult Education and Training

Poland:Bilateral Agreements and Worldwide Cooperation

Poland:Ongoing Reforms and Policy Developments

Poland:National Reforms in Early Childhood Education and Care

Poland:National Reforms in School Education

Poland:National Reforms in Vocational Education and Training and Adult Learning

Poland:National Reforms in Higher Education

Poland:National Reforms related to Transversal Skills and Employability

Poland:European Perspective

Poland:Legislation

Poland:Institutions

Poland:Glossary

The legislation concerning early childhood and school education distinguishes the following categories of guidance and counselling staff: teacher-pedagogue, teacher-psychologist, teacher-careers adviser, teacher-methodological adviser and teacher-consultant.

Teachers-pedagogues (nauczyciel-pedagog) should complete a Master's (magister) degree programme in the field of education, special education or social rehabilitation, or a Master’s degree programme in any field and a non-degree postgraduate programme in the relevant area (for nursery schools and all levels and types of schools); or a first-cycle (Bachelor’s degree) programme in the field of education, or a first-cycle programme in any field and a non-degree postgraduate programme in the relevant area (minimum requirements for nursery schools, primary schools lower secondary schools and basic vocational schools); and have a pedagogical qualification (see Section 9.1. – Initial Education for Teachers working in Early Childhood and School Education). Their responsibilities include, in particular, identifying pupils' individual educational needs; analysing reasons of school failures and supporting pupils, including those exceptionally gifted, in the learning process; and supporting parents and teachers. Teacher-pedagogues also support other teachers in their educational activities and the implementation of the school's educational programme; undertake activities aimed at preventing pathologies in the school; and help pupils and their parents to choose further education paths. They are required to conduct at least 6 hours of remedial classes (i.e. classes for pupils with learning difficulties) per week.

Teachers-psychologists (nauczyciel-psycholog) are required to hold a Master's (magister) degree in the field of psychology and a teaching (pedagogical) qualification (see Section 9.1. – Initial Education for Teachers working in Early Childhood and School Education). Their main responsibilities include: identifying pupils' strengths and weaknesses; providing psychological and educational support and guidance on pupils’ future training and occupation; preventing pupils' behavioural disorders; and supporting teachers in the implementation of the school's educational programme. They are not obliged to teach classes.

Teachers-career advisers (nauczyciel-doradca zawodowy) should have a teaching (pedagogical) qualification (see: Section 9.1. - Initial Education for Teachers Working in Early Childhood and School Education) and:

  • either a Master's (magister) degree in the field of career guidance or a Master's degree in any field and a certificate of completion of a non-degree postgraduate programme in the field of career guidance – in the case of upper secondary schools leading to the maturity exam and post-secondary schools;
  • either at least a Bachelor's (licencjat) degree in the field of career guidance or at least a Bachelor's degree in any field and a certificate of completion of a non-degree postgraduate programme in the field of career guidance – in the case of nursery schools, primary schools, lower secondary schools, and upper secondary schools where programmes do not lead to the maturity exam.

Their responsibilities include, in particular: collecting information on education and employment opportunities and providing such information to pupils/students, parents and teachers; providing education- and career-related guidance to pupils/students and parents; conducting group classes which prepare pupils/students for work and career planning; in difficult cases, referring pupils/students to specialists (e.g. career advisers in guidance and counselling services and labour offices); and organising information and training meetings for parents and teachers. Currently, an increasing number of schools establish School Careers Services run by teachers-career advisers.

Unlike teachers-pedagogues, teachers-psychologists and teachers-career advisers who work primarily with pupils/students (but also with parents and/or teachers), teachers-methodological advisers and teachers-consultants support only teaching and management staff. Both teachers-methodological advisers and teachers-consultants have qualifications required of teachers (see: Section 9.1. - Initial Education for Teachers Working in Early Childhood and School Education), but they are obliged to hold a Master's degree. Teachers-methodological advisers and teachers-consultants provide methodological guidance and run in-service teacher training courses.

Teachers-methodological advisers (nauczyciel-doradca metodyczny) provide support in nursery schools, schools and other educational institutions or in regional/local in-service teacher training institutions. They are responsible for providing methodological support to teachers and, in particular, teachers-trainees (i.e. those with the first of the four professional promotion grades for teachers). They also support the teaching council of a nursery school, school or other education institution in areas such as the planning, organisation and assessment of the teaching process; the selection, adaptation or development of curricula and teaching materials; the development of teaching skills or the introduction of innovative approaches.

Teachers-consultants (nauczyciel-konsultant) develop teaching materials, prepare and run in-service teacher training courses, including those related to education management, and organise training seminars and conferences. As part of their in-service training, some teachers-methodological advisers and consultants participate in training courses which focus specifically on working with adults (in this case, teachers and managers), organised by in-service teacher training institutions, but participation in such activities is not compulsory.