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Poland:Management and Other Education Staff

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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

Each sector of the education system has adopted a different approach to management, monitoring and guidance staff. However, in general, arrangements for the school education system are laid down in the legislation in much greater detail than for the higher education system. As far as qualification requirements are concerned:

  • The school education legislation specifies requirements for management, monitoring and guidance staff.
  • The higher education legislation specifies requirements only for management staff, while higher education institutions (HEIs) are free to lay down their own requirements for other staff.
  • Staff employed at adult education institutions which are part of the school education system are covered by the legislation concerning staff working at nursery schools, schools and other education providers within the school education system. Institutions and organisations providing adult education outside the school education system are not subject to any legislation; they recruit and employ their management and other staff on the basis of their internal regulations.

Management staff

  • The legislation specifies qualification requirements for this category of staff in public educational institutions, while allowing non-public institutions greater freedom in staff-related matters.
  • The approach adopted for the school education sector (including adult education provided within the education system) differs from that for the higher education sector in one respect. The legislation concerning public schools allows both teachers and persons with no teaching qualifications to hold the position of school head, while formal qualifications in management are required in both cases. In the higher education sector, based on the academic self-governance model (as opposed to the managerial self-governance model), the position of rector can be held only by persons who have specific academic qualifications (at least a doctoral degree), while no management qualifications or experience are required.

Monitoring staff

  • A key role in internal quality monitoring in the school education system is played by the school head who is responsible for so-called internal pedagogical supervision and performs his/her duties in this area in cooperation with other teachers holding management positions. The responsibilities and powers of the school head in the field of quality monitoring are regulated in detail by the relevant legislation.
  • HEIs are required to establish internal quality assurance systems by law, but they have freedom in designing such systems. Following the amendments to the 2005 Law on Higher Education which came into force on 1 October 2011, the rector supervises the implementation of, and improvements in, an institutional quality assurance system. Within their autonomy, HEIs adopt various organisational arrangements; for example, they appoint individuals or establish committees or organisational units to be responsible for quality monitoring. Such committees usually consist of academic teachers, administrative staff, students and doctoral students, while most of those working in quality assurance units on a regular basis are administrative staff. Qualification requirements for members of such bodies and staff in such units, as well as their responsibilities and powers, are internally determined by individual HEIs.

Guidance staff

  • The school education legislation specifies qualification requirements for teachers-pedagogues, psychologists and careers advisors.
  • Counselling in the higher education sector is provided by specialists with psychological and psychotherapy qualifications, but the legislation neither refers to careers services which provide guidance nor specifies any qualification requirements for their staff. Decisions are made autonomously by HEIs.

Other staff

  • The school education legislation specifies qualification requirements and tasks of support teachers, teachers-librarians and, based on the amendments to the School Education Act of 24 April 2014, of teacher assistants.
  • The HE legislation lays down qualification requirements and tasks of qualified librarians and qualified scientific documentation and information staff.

Legislation

  • School Education Act of 7 September 1991 (as subsequently amended)
  • Act of 26 January 1982, The Teachers’ Charter (as subsequently amended)
  • Act of 27 July 2005, The Law on Higher Education (as subsequently amended)
  • Act of 22 May 2009 on Teachers’ Compensation Allowances (as subsequently amended)
  • Civil Service Act of 21 November 2008 (as subsequently amended)
  • Act of 21 November 2008 on local government employees (as subsequently amended)
  • Regulation of the Minister of National Education of 27 August 2015 on pedagogical supervision
  • Regulation of the Minister of National Education of 30 April 2013 on the rules for provision and organisation of psychological and educational support in public nursery schools and schools
  • Regulation of the Minister of National Education of 8 April 2010 on the rules for competitions for the post of head of a public school or public educational institution and the rules of procedure for competition committees (as subsequently amended)
  • Regulation of the Minister of National Education of 27 October 2009 on the requirements to be fulfilled by individuals holding the position of school head and other management positions in individual types of public schools and institutions
  • Regulation of the Minister of National Education of 12 March 2009 on detailed qualification requirements for teachers and on schools and cases in which teachers without a higher education qualification or a diploma of a teacher training institution may be employed (as subsequently amended)
  • Regulation of the Minister of National Education of 31 January 2005 on the minimum rates of the basic pay for teachers, other work-related benefits and allowances, and remuneration for working overtime (as subsequently amended)
  • Regulation of the Minister of Science and Higher Education of 11 December 2013 on the conditions for remuneration and other work-related benefits for employees in a public higher education institution (as subsequently amended)
  • Regulation of the Council of Ministers of 18 March 2009 on the remuneration of local government employees (as subsequently amended)