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Poland:Educational Support and Guidance

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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 school education system should in particular:

  • ensure that all citizens may exercise their right to education and that children and young people may exercise their right to education and care as suitable for their age and stage of development;
  • support the family in its educational role;
  • adjust the contents, methods and organisation of education to pupils’ psychological and physical abilities, and provide access to counselling and guidance (referred to as psychological and educational support) as well as special forms of teaching;
  • enable disabled and socially maladjusted children and youth or those being at risk of social maladjustment to receive education in all types of schools in line with their individual developmental and educational needs and predispositions;
  • provide care for disabled children through individual teaching, the use of individualised curricula and the participation in remedial classes;
  • provide care to particularly gifted pupils through individualised programmes and arrangements enabling them to complete education in all types of schools within a shorter period of time;
  • ensure wide access to secondary schools where the completion of programmes enables students to take up study in higher education;
  • reduce inequalities in terms of education and care between individual regions of the country, and especially between urban and rural areas;
  • provide safe and hygienic conditions for learning, education and care in schools and institutions;
  • provide care for pupils facing a difficult financial situation or other difficult situations in their lives;
  • adjust areas of study and the contents of education to the requirements of the labour market;
  • encourage pupils’ entrepreneurship and active participation in economic life;
  • prepare pupils and students for the choice of career and an area of study;
  • provide conditions for the development of pupils' or students' interests by organising extra-curricular and out-of-school activities, encourage their social participation and develop their skills and abilities for leisure activities;
  • promote safety knowledge among children and young people and encourage their appropriate attitudes towards threats and emergencies.

(The School Education Act of 7 September 1991, Journal of Law 2015, item 2156, as subsequently amended)

The assessment of pupils’ and young people’s developmental and educational needs, psychological and physical abilities, and support offered according to such needs is one of the basic tasks of:

  • teachers,
  • class teachers and
  • specialists employed in educational institutions.

Each child in need of counselling and guidance should be provided with support as soon as possible and as close to the place of education as possible.

During classes, teachers are obliged to individualise work with each pupil to suit his/her individual developmental and educational needs, as well as psychological and physical abilities. As a result, each pupil is provided with opportunities for personal development and for the acquisition of knowledge and skills specified in the core curriculum, in a way and form that are best tailored to their individual predispositions.

The education system provides opportunities to satisfy children’s and young people’s educational needs such as:

  • different forms of psychological and educational support;
  • adjustment of requirements, organisation of education and methods applied in work with pupils to their individual needs and abilities (e.g.: adjustment of educational requirements, special education, individualised one-year preschool preparatory classes or individualised teaching, an individual study programme or learning path, exemption from selected classes);
  • adjustment of the time of entry into education and the length of education (earlier entry or deferment of entry into compulsory education; extension of the duration of education stages in the case of disabled pupils; shortened periods of education for socially maladjusted pupils or those being at risk of social maladjustment; progression of pupils to a higher grade during a school year; individualised learning);
  • adjustment of the conditions and forms of the test conducted at the end of primary education, lower secondary school leaving examination, maturity examination at the end of upper secondary school and the examination confirming vocational qualifications.

Upper secondary school leavers who have passed the maturity examination may continue their education in higher education institutions. The organisation and implementation of the teaching process in higher education institutions should be specially adjusted to the needs of disabled students.

Adults may enrol in schools for adults and acquire and improve their knowledge, skills and vocational qualifications in non-school settings.

Universities of the Third Age intended for all adults interested in further development also offer opportunities to improve knowledge and develop skills.

They aim to:

  • promote educational initiatives;
  • encourage elderly people's intellectual, social and physical activity;
  • develop their knowledge and skills;
  • facilitate their contacts with the health service, culture centres, rehabilitation centres, etc.;
  • involve them in various activities for their community;
  • maintain social bonds and interpersonal communication among elderly people.