Poland:Quality Assurance in Adult Education and Training

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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

Adult education is provided by: 1) school for adults and institutions which are included in the school education system, and are subject to the school education legislation and pedagogical supervision exercised by the school education authorities; and 2) entities operating outside the school education system on the basis of the legislation on economic activity. Different quality assurance arrangements are in place in these two 'sub-sectors' of adult education.

In addition to schools for adults, the adult education subsector which operates within the school education system comprises three types of institutions providing adult education in non-school settings: continuing education institutions, practical training institutions, and further and in-service training centres. The aims, arrangements and recent reforms in the area of quality assurance in schools for adults and the above-mentioned adult education institutions are the same as in school education for young people (see section ‘Early Childhood and School Education’). The only additional arrangement is that adult education institutions other than schools may be granted accreditation by the Head of the Regional Education Authorities (REA) (kurator oświaty). 

There are no official documents or national regulations setting aims or laying down arrangements in the area of quality assurance for entities which provide adult education in non-school settings as part of their economic activity. Such providers are not subject to compulsory external evaluation and may put in place any quality assurance arrangements within their autonomy. However, like adult education institutions within the school education system, they may voluntarily apply for accreditation to the Head of the Regional Education Authorities (REA). The provisions of the Act on the Value Added Tax serve as a financial incentive for such providers to apply for accreditation as vocational training and retraining services accredited by the Head of the REA are exempt from the VAT. This allows accredited providers to reduce costs and increase their competitiveness on the education and training market.

Legal regulations

  • The legislation concerning quality assurance in school for adults and institutions providing adult education in non-school settings within the school education system – see the Introductory page to Topic 11 ‘Quality Assurance’.
  • The Regulation of the Minister of National Education and Sport of 20 December 2003 on the accreditation of institutions providing continuing education in non-school settings (as subsequently amended).

Responsible bodies

In the case of schools for adults and institutions providing adult education in non-school settings within the school education system (continuing education institutions, practical training institutions, and further and in-service training centres), the responsible bodies are the same as in school education – see chapter 11.1 Quality Assurance in Early Childhood and School Education.

There are no external quality assurance bodies for entities providing adult education as part of their economic activity. Moreover, these entities may autonomously establish bodies responsible for internal quality assurance in accordance with their internal regulations.

Regardless of that, the Heads of the REAs (kurator oświaty) are the bodies responsible for voluntary accreditation of both institutions providing adult education in non-school settings within the school education system and adult education providers pursuing economic activity. The Head of the REA is not independent from the national authorities. The regional education authorities are a unit of government administration at regional level, and their head is appointed and dismissed by the governor of a given province/region (who is the head of the government administration body at regional level) with the consent of the Minister of National Education.

The Head of the REA appoints an accreditation team, provides administrative support to the team and takes a decision to grant or refuse accreditation once accreditation proceedings have been completed by the team. When taking an accreditation decision, the Head of the REA takes into consideration the evaluation of an adult education provider carried out by an accreditation team; in the case of adult education institutions within the school education system, the Head of the REA also takes into account findings from pedagogical supervision (which includes evaluation, legal compliance auditing and support - see chapter 11.1 Quality Assurance in Early Childhood and School Education.

Approaches and methods of quality assurance

Quality assurance approaches and methods

In the case of schools for adults and institutions providing adult education in non-school settings within the school education system (continuing education institutions, practical training institutions, and further and in-service training centres), external and internal quality assurance arrangements are the same as for school education - see chapter 11.1 Quality Assurance in Early Childhood and School Education.

There are no quality assurance regulations for entities providing adult education in non-school settings as part of economic activity. They are not subject to compulsory external evaluation, and any internal quality assurance arrangements are adopted by them within their autonomy.

Accreditation of adult education providers

The rules for granting (voluntary) accreditation to both adult education institutions within the school education system and entities pursuing economic activity are laid down in the legislation. An application for accreditation may be submitted by an institution/entity which has provided education or training activities covered by the application for at least one year, with the minimum course load being 30 hours, and which follows and disseminates innovative curricular, methodological and organisational approaches aimed at quality improvement. Accreditation may be granted to an institution/entity which:

  • provides adequate teaching and learning facilities (incl. premises and educational resources; the use of ICT);
  • employs qualified staff (staff qualifications; regular staff appraisal; conditions for professional development);
  • develops and provides access to methodological and teaching materials (curricula which make use of ICT; evaluation of programmes/courses and the use of its results).

Evaluation is carried out by an accreditation team appointed by the Head of the REA which includes: 

  • two representatives of the Head of the REA, appointed from among REA staff, with one of them chairing the team;
  • one representative of the regional labour office if the accreditation process concerns a public institution administered by district (powiat) authorities;
  • one representative of the district labour office if the accreditation process concerns an institution other than the above-mentioned type;
  • one representative of employers’ organisations appointed from among candidates proposed by employers’ organisations.

At the request of the chair of the team, the Head of the REA may also appoint a specialist in a given field as a member of the accreditation team.

The accreditation team evaluates the activities of the adult education provider on the basis of an application and documents enclosed (the founding act, the statutes, a document presenting internal evaluation, incl. an internal quality assurance system) and an evaluation carried out during an accreditation site visit in the places where education or training is provided. 

A decision granting or refusing accreditation is made by the Head of the REA who takes into consideration the evaluation of the accreditation team and, in the case of institutions within the school education system, findings from pedagogical supervision (which cover external evaluation, legal compliance auditing and support) - see chapter 11.1 Quality Assurance in Early Childhood and School Education.

Where it is found that an accredited provider no longer fulfils the accreditation requirements, the Head of the REA instructs the provider to eliminate the shortcomings identified; in addition, the Head of the REA may oblige the provider to carry out an internal evaluation and may consult an accreditation team. If shortcomings have not been eliminated, the Head of the REA withdraws accreditation, and an application for re-accreditation may be submitted after a year.