Upper secondary
Post-secondary non-tertiary

The main schemes of international IVET mobility in Poland are established within:
1) the Erasmus+ Programme;
2) the Knowledge, Education, Development Operational Programme (PO WER), which partially complements Erasmus+; and
3) the Regional Operational Programmes (RPO).
Some schemes can also be established through bilateral cooperation between Poland and other countries, as well as through direct cooperation between institutions ( however, these are few).
Some schemes are established through bilateral cooperation between Poland and other countries, as well as through direct cooperation between institutions (however, these are few). Examples include the Polish-German Youth Exchange, the Polish-Ukrainian Council of Youth Exchange and the Polish-Lithuanian Youth Exchange Fund (1).
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(1) For example, annually around 10% of mobilities organised by the Polish-German Youth Exchange is vocational in nature (they cover, among others, study visits, youth exchange and practical training).

Poland has no targets set for international learning mobility in IVET.
VET was not the object of reform or intensified corrective actions during the entire transition period (1990-2010) in Poland. However, in recent years vocational education has been regaining its position among national policies. Restoring the importance of vocational education and creating an attractive educational offer for young people and adults have become national priorities, reflected in recent national and regional strategic documents and actions (1). Still, it appears that setting targets for IVET mobility has not been treated as a priority in the context of Polish VET reforming efforts. However, while there is no one coherent strategy towards international learning mobility in VET, there are various policy actions aimed at supporting mobility projects. For example, according to the law, IVET learners may be exempted from all or part of the mandatory professional practice on account of mobility.
The Ministry of Education and KOWEZiU (currently the Centre for Education Development - ORE) published guidelines on the quality assurance of VET provision as part of implementing EQAVET. The guidelines contain a section on cooperation between national and international institutions when organising learning mobility opportunities for VET students. These measures are not compulsory.
In 2018 the Educational Research Institute prepared the ‘Integrated Skills Strategy’ for the Ministry of Education. The main aim of the strategy is to create opportunities and conditions for the development of skills, which are seen as necessary for creating social capital, social inclusion, economic growth and the quality of life. The document recognizes international mobility as one of the indicators for the achievement of goals in the field of higher education. In the field of IVET, it refers to building key competences and their relevance for vocational mobility. The first (‘general’) part of the document (2018) is focused on the international mobility of HE learners. The second (‘specific’) part of the ‘Integrated Skills Strategy’ is currently (late 2020) being prepared. The project refers to the mobility in IVET as well.

While no targets or indicators have been set forth in government policies, schemes and actions on mobility, it is supported by the government (Ministry of National Education, Ministry of Innovation and Development - either directly or via funds from PO WER and RPOs) and the Polish National Agency of the Erasmus+ Programme (the Foundation for the Development of the Education System, FRSE).
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(1) One of the most important steps was the structural reform of the Polish education system initiated in 2016. One of its goals was to increase the volume, quality and duration of practical training - which encompasses training abroad. This can be observed in a number of legal acts, i.a. the Act of 22 November 2018 on the change to the Educational Law, the School Education Act and other legal acts (Journal of Laws 2018 item 2245, Polish version only: https://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=WDU20180002245) or Regulation of the Minister of National Education of 22 February 2019 on the practical training for occupation (Journal of Laws 2019 item 391, Polish version only: http://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=WDU20190000391).
However, IVET mobility is more and more important in Poland. It can be observed, among others, in the annual increase of mobility projects funded by the Erasmus+ Programme, the number of IVET schools receiving ‘VET Mobility Charter’ or in the increase in the number of Europass Mobility documents issued (over 30 000 in 2019).

It is worth mentioning that the provision of IVET in Poland, while governed and quality assured by the Ministry of National Education (or, in the case of a number of occupations - by the Polish Crafts Association), is decentralised. Part of the IVET mobility policy is coordinated, but there are no plans for having an overall coordination conducted by one body. There are no explicit and overall processes to coordinate all of the thematic areas. Partial processes take place in the Ministry of National Education and in the Foundation for the Development of the Education System – FRSE,(1), the Polish National Agency for the Erasmus+ Programme.
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(1) The Foundation for the Development of the Education System website: https://www.frse.org.pl/en/ (English version), http://www.frse.org.pl/ (Polish version).

There is no overall evaluation of the IVET mobility policy in general. There are no explicit and overall processes to evaluate IVET mobility policy, as there are no explicit targets in this area, nor a policy in regards to IVET mobility as a whole. However, taking into account the fact that the majority of mobility schemes in Poland are funded by Erasmus+ Programme or PO WER (where FRSE is noted as a beneficiary), it can be said that a partial evaluation of mobility is conducted by FRSE.

In Poland, the provision of information and guidance on international learning mobility to IVET learners is the responsibility of educational and vocational counsellors working in schools, VET teachers, and school principals, who are the first point of contact for learners interested in international mobility opportunities. In addition, IVET learners can also approach regional education superintendents (kuratorium oświaty) or local/regional authorities to learn more about international mobility projects at the local/regional level. In 2018 the act on vocational guidance introduced an additional learning outcome in the form of the ability to plan one’s development including analysing international opportunities for learning and working (1).
Additionally, within the Euroguidance network in Poland, staff responsible for youth guidance are being informed about publications concerning mobility. The network has published a guidebook on IVET mobility, aimed at learners, teachers and guidance counselors alike (2).

To support the organisation of international mobility in Poland, the Ministry of National Education issued general guidelines on how to organise practical training, including training abroad (3).

Mobility projects under Erasmus+ are administered by the Foundation for the Development of the Education System (FRSE) – the Polish National Agency for the Erasmus+ Programme. FRSE provides support for learners, IVET institutions and employers at the central and regional levels. It organises regional workshops, seminars and conferences (including webinars, especially in 2020), publishes guidebooks and other publications on mobility, provides assistance (via, among others,a team of employees who respond to individual inquiries on a daily basis), operates social media (Facebook, Twitter, You Tube, Flickr, Instagram), a web page, and a newsletter. Additionally, FRSE houses the Eurodesk service in Poland.

FRSE reaches out to local communities in more direct ways. For example, in January 2017 it launched an initiative called “Erasmus+ Bus”, which was targeted at potential participants of the programme that usually cannot take part in events in the capital.. During meetings in 16 small- to medium-sized towns in 2017, a team of experts delivered information to over 3050 persons regarding, among others, mobility projects, tailored to the needs of the specific audience. In 2018 Erasmus+ Bus was replaced by the Mobile Educational Centre. It is a training and teaching trailer, used by the experts to conduct workshops, seminars and lessons on the European educational programmes - including mobilities within Erasmus+ Programme - and modern technologies in education. In 2019 the Centre visited 49 towns. Its activities in 2020 were temporarily suspended due to the Covid-19 pandemic, but they have since resumed.

These initiatives run in parallel with the establishment of a network of Regional Information Points (one per region) in 2018.. Their main goal is to promote and inform about EU programmes and initiatives, including Erasmus+ Programme opportunities in the region. In 2020 almost half of those points operated within the regional education superintendents (kuratorium oświaty), which helps to bring a better level of coordination of information (and allows for better reaching to local communities).
Other initiatives, e.g. the Polish-German Youth Exchange, have websites and / or offices that provide information on learning mobilities (4).
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(1) Regulation of the Minister of National Education of 16 August 2018 on vocational guidance, Journal of Laws 2018, item 1675, http://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=WDU20180001675 (Polish version only).
(2) Duda, W. (2018). Mobilność edukacyjno-zawodowa uczniów szkół zawodowych [Educational and vocational mobility of vocational schools learners]. Warszawa: Ośrodek Rozwoju Edukacji. Polish version only: http://eurodoradztwo.praca.gov.pl/publikacje/mobilnosc-edukacyjno-zawod….
(3) National Centre for Supporting Vocational and Continuing Education (2013). Quality Standards in Vocational Education. Warsaw http://www.koweziu.edu.pl/download.php? plik=KOWEZiU_Standardy_ENG.pdf.
(4) The Polish-German Youth Exchange website: https://pnwm.org/ (Polish version).

Although the Polish Ministry of National Education issued general guidelines on how to organise practical training, including training abroad (1), and the information on activities relating to Erasmus+ Programme funds are coordinated at the national level by the Foundation for the Development of the Education System (FRSE), overall information and guidance provision on IVET learning mobility is not coordinated by one body in Poland.

Organising IVET learning mobility projects is within the competence of individual schools, regions and cities. Aside from the above mentioned measures and institutions, each county (powiat) and region (województwo) has the competence to organise international mobility activities, which are not coordinated at the central level. While some regions, counties and schools are very active in this regard and have departments specialising in the provision of support for organising international mobility projects, others are not, depending on the region and the priorities of local authorities.

Informational activities relating to Erasmus+ Programme funds are coordinated at the national level, as they are conducted by FRSE, which is supervised by the Ministry of National Education.
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(1) The ‘Quality Standards in Vocational Education’ (National Centre for Supporting Vocational and Continuing Education, 2013) cover 10 areas, each concerning a different aspect of VET: quality assurance, including guidance, recognition of learning outcomes and cooperation between schools and foreign partners.

There are no national policy targets for the international learning mobility of IVET learners in Poland. There are many information and guidance mechanisms in this thematic area, but they are not closely coordinated at the national level (aside from those regarding the Erasmus+ Programme), nor do the legal provisions specifically include the objective of promoting this form of mobility. Information and guidance are mainly provided by the bodies that organise learning mobility: schools and regional and local authorities (counties and regions). The Ministry of National Education issued general guidelines for schools on how to organise practical training, including training abroad, but they are not intended as regulations for this area. This is partly due to the fact that general information and guidance are integral (and mandatory) parts of education in secondary schools, including all vocational schools.

Legal provisions do not specifically include the objective of promoting international learning mobility in IVET. However, the Foundation for the Development of the Education System (FRSE), as the National Agency for the Erasmus+ Programme and for Eurodesk, is obligated by the rules of both programmes to disseminate information and promote mobility. Chapter 11 of the FRSE statute states that "The goal of the Foundation is to support actions that contribute to increasing the quality and effectiveness of education and training and their openness to the world". The Foundation achieves its goals by: (...) “e) supporting the mobility of students, school learners , teachers and groups of youth as well as supporting youth initiatives."

A wide set of actions aimed at improving educational and vocational guidance has been undertaken in recent years (the 2018 act on vocational guidance and related initiatives). However, these are actions linked not only with international learning mobility, but rather with vocational guidance of a more general character. Also, within Erasmus+, FRSE has taken all measures required by the programme's rules on improving information and guidance.
Additionally, they reach local communities by directly visiting them. For example, in 2017 they launched the “Erasmus+ Bus” initiative, in which a team of experts met with over 3050 persons from 16 small- to medium-sized towns and informed them about, among others, the benefits of mobility projects. This endeavour was followed in 2018 by the Mobile Educational Centre (a training and teaching trailer, used by the experts to conduct workshops, seminars and lessons on the European educational programmes and modern technologies in education).
In 2018, FRSE started to organise a network of Regional Information Points (one in each of Poland’s 16 regions; currently they are established for 2020-2021) to inform all interested parties about, among others, the benefits of mobility.

Evaluation in this area is confined to the actions undertaken by FRSE (as an institution governing one of the main sources of funds for mobility and improving the provision of information and guidance). FRSE publishes annual reports, in which all actions undertaken during the previous year are summarised (1).
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(1) Erasmus+, Program Operacyjny Wiedza Edukacja Rozwój, Europejski Korpus Solidarności – raport 2019 [Erasmus+, the Knowledge, Education, Development Operational Programme, the European Solidarity Cops] (2020). Warszawa: Fundacja Rozwoju Systemu Edukacji. Polish version only: http://czytelnia.frse.org.pl/erasmus-program-operacyjny-wiedza-edukacja…

At the national level, the Foundation for the Development of the Education System (FRSE) is the main body that provides institutions and companies with information and assistance on IVET mobility. The Agency provides support mainly to beneficiaries of Erasmus+ Programme funds (1) and conducts many types of activities to stimulate the engagement of IVET schools in international mobility projects. It organises regional workshops, seminars and conferences (including webinars, especially in 2020), publishes guidebooks and other publications on mobility, provides assistance (via, among others, a team of employees who respond to individual inquiries on a daily basis), operates social media (Facebook, Twitter, You Tube, Flickr, Instagram), a web page, and a newsletter. Additionally, FRSE houses the Eurodesk service in Poland. The activities of FRSE are targeted to all potential stakeholders and beneficiaries of the programme: VET schools, regional and central authorities, employers, VET counsellors and public employment offices.
In 2018 the Erasmus+ us initiative was replaced by the Mobile Educational Centre - a training and teaching trailer that’s being used to inform schools about the European educational programmes (including mobilities within Erasmus+ Programme) and modern technologies in education.
The same year a framework of Erasmus+ Regional Information Points (one in each region) was established. Currently they are to operate until the end of 2021.

The National Team of ECVET Experts organises seminars and workshops on international mobility programmes in different regions of Poland, mainly for VET organisers - teachers and school principals.

Educational funds from national and ESF sources are distributed locally to counties (via the Knowledge, Education, Development Operational Programme) and regions (via 16 Regional Operational Programmes). In these cases, it is the responsibility of counties and regions to provide adequate support if there is a need. Some authorities established specific departments within their structure, specialising in learning mobility issues. Employers and/or schools can approach them for appropriate assistance. However, many counties do not have such departments, and in such cases, it is difficult for employers and/or schools to obtain information or other support on international mobility that is not financed from Erasmus+ funds.
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(1) Although it is not its statutory function, FRSE also provides general information about the possibilities of organising learning mobility projects from sources other than Erasmus+ Programme funds, upon individual requests from stakeholders (e.g. regarding the institutions responsible for organising international mobility projects, where they are located, etc.).

Poland has a system for providing IVET learners with information and guidance for international learning mobility. This provision is conveyed by educational and vocational counsellors working in schools, VET teachers, school principals, regional education superintendents and more generally local and regional authorities. Although there are general guidelines established by the Ministry of National Education on how to organise practical training abroad, the existing provision of mobility related information and guidance for IVET learners is not coordinated countrywide. Also, apart from the Erasmus+ programme, there is a lack of a systematic policy for improving the overall provision over time. The country has also not set out national policy targets in terms of providing IVET learners with information and guidance for mobility. In the future, the following could be considered: developing a fully-fledged provision of guidance on learning mobility for IVET learners (i.e. personalised service provided within the framework of face-to-face interviews and targeted at helping learners clarify their interests and values, identify their skills, reflect on their experience, understand the options available to them, formulate plans, and make career-oriented decisions); and defining policy targets for the provision of information and guidance on international mobility to IVET learners. Setting up national coordination of provision inclusive of all mobility providers could also be considered, by developing some form of dialogue and cooperation between the different information and guidance providers, to ensure consistent practices in all schools and regions. Establishing the systematic evaluation of provision could be a good step forward as well. Particular attention could be given to the improvement of information and guidance on mobility opportunities funded from sources other than Erasmus+ Programme. These are usually managed directly at the regional and local levels, and some administrative units do not have the appropriate departments, making it difficult for IVET learners to receive appropriate support.

In Poland, international learning mobility can be integrated into the IVET programmes, provided that the requirements set in the national curricula are met. Practical training during the mobility period can be taken into account in the required amount of practical training hours. Additionally, documents available within Europass are used to increase the visibility of the learning outcomes attained abroad. The main tool for this - Europass Mobility - is issued to interested organisations by FRSE, which manages the National Europass Centre.

There are no national policy targets in Poland on removing the obstacles to mobility.

Currently, there are no measures to smooth the delivery of visas and residency permits to IVET learners from third countries. The Law on Foreigners (1) does not envisage any special measures to ensure the delivery of visas and residency permits to IVET learners from third countries who wish to pursue a learning opportunity in Poland.
The amendment from 2019 (2), following the incorporation of the EU Directive 2016/801 into the Polish law, refers only to visas for the purposes of mobility in Higher Education.
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(1) The Act of 12 December 2013 - The Law on Foreigners (Journal of Laws 2020 item 35), http://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20170000059/U/D2017005…
(Polish version only).
(2) The Act of 22 February 2019 on the change to the Law on Foreigners and other legal acts (Journal of Laws 2019 item 577), https://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20190000577/O/D201905… (Polish version only).

In Poland, no specific measures have been taken to reduce the administrative burdens that may hinder the international mobility of IVET learners. The main obstacles to mobility are considered to be language barriers, financial aspects, and to some extent, the legislation regulating the international mobility of IVET learners (e.g. regarding visas for learners from outside the European Union).

No specific measures have been taken to remove legal obstacles that may prevent the international learning mobility of IVET learners under the age of 18. In practice, sending minor learners abroad is not an easy process in Poland. The sending organisations have to comply with a number of requirements (1) and legal acts (2). Some of these legal acts were adopted at the end of the 1990s or at the beginning of 2000s, when most mobility projects were carried out by high school learners for cultural and recreational purposes. For example “international learning mobility” is not defined in the main legal act regulating participation in mobility projects (i.e. Regulation of the Minister of National Education of 25 May 2018 on the conditions for organising sightseeing and tourism by public kindergartens and schools).
However, the recent reform of general and initial vocational education (starting from December 2016), as well as the Act on Foreigners (lastly amended in 2020), regulates the issue of learning and attendance in public schools by foreigners and Polish citizens that were studying abroad.
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(1) Both parents of the learner must provide their written consent, and the sending school has to inform the local authorities and regional education superintendent. Learners have to be under constant supervision for the whole mobility period. The supervisors have to know the language of the destination country, as well as those of the countries on route to the planned destination. Learners must have insurance.
(2) Legal acts that have to be taken into consideration: 1) Regulation of the Minister of National Education of 25 May 2018 on the conditions for organising sightseeing and tourism by public kindergartens and schools, and sightseeing and tourism facilities (Journal of Laws 2018 item 1055, Polish version only: http://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=WDU20180001055); 2) Regulation of the Minister of National Education of 30 March 2016 on recreation for children and youth (Journal of Laws 2016 item 452, Polish version only: http://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=WDU20160000452); 3) the Act of 20 June 1997 - Road Traffic Law, amended in 2020 (The Act of 20 June 1997 - Road Traffic Law (Journal of Laws 2020 item 110 with later amendments, Polish version only: http://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=WDU19970980602 ); 4) the Act of 29 August 1997 on hotel and tour and tourist guide services, amended in 2020 (Journal of Laws 2019 item 238 with later amendments, Polish version only: http://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=wdu19971330884); 5) Regulation of the Minister of National Education of 31 December 2002 on safety and hygiene in public and private schools, lastly amended in 2020 (Journal of Laws 2003 No. 6 item 69, Polish version only: http://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=wdu20030060069). Additional legislation must be taken into consideration when the mobility takes place in locations over 600 meters above sea level or close to water bodies.

Social security
In Poland, incoming IVET students from the EU can benefit from social protection through the European Health Insurance Card. Incoming students who are non-EU nationals should have documents confirming that they possess health insurance (public or private/travel medical insurance), otherwise they have to cover the full cost of medical treatment. In some exceptional cases, where Poland signed bilateral agreements with certain countries (e.g. Albania, Bosnia, Serbia, the Russian Federation), some incoming students can benefit from medical treatment without insurance, with the costs being covered by the Polish Ministry of Health.
It is possible for foreigners living in Poland to receive a one time 300 PLN (ca. 70 €) benefit for each child (regardless of their citizenship) attending school, including vocational schools (1). Additionally, foreign students can apply for various scholarships.

Labour protection
Both EU and non-EU incoming IVET students are covered by the same labour standards and safety as any other Polish employee. IVET students taking part in apprenticeships or any other forms of learning, including in schools or training centres, must be covered by insurance and their learning has to comply with health and safety laws, regardless of whether the learning takes place in Poland or abroad, in schools, training centres or companies (including protective clothing, proper supervision, health and safety measures).
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(1) Regulation of the Council of Ministers of 30 May 2018 on the “Good start” government programme (Journal of Laws 2018 item 1061), http://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=WDU20180001061 (Polish version only).

There is no national coordination of actions, and there is no plan to set one up. In past years, actions undertaken to reform VET in Poland were aimed mostly at improving the quality of learning, its provision, cooperation with employers and increasing public awareness of vocational education. Creating mobility opportunities both within the country and abroad could contribute to these changes, but those issues were not in the forefront with policy makers. As a result, there are no frameworks, actions or measures aimed at further facilitating IVET student exchanges, nor are they closely coordinated.

The facilitating actions are not monitored, and there is no plan to develop any kind of evaluation process. As there are no consistent measures aimed at facilitating learners' mobility in the three dimensions specified (i.e. entries from third countries, administrative burdens, minors' mobility), there is no coordinated monitoring and evaluation of said measures, nor is it envisioned in the near future.

In Poland, international learning mobility periods can be integrated into the IVET programmes. Each VET school delivers its own programme, provided that the requirements set in the national curricula are met. However, the country has not determined any targets in terms of removing obstacles to mobility. It has also not taken specific measures to reduce administrative burdens, remove obstacles for the mobility of minors, or smooth the delivery of visas and residency permits to IVET learners from third countries. In future, the country could at least conduct a systematic survey or study to assess if there is a need for such measures. The procedure for sending minor IVET learners abroad appears to be rather complex, as several specific requirements must be fulfilled by the sending organisations and several legal acts have to be complied with, most of which were not designed with the issue of international learning mobility in mind. The country could consider putting in place a less stringent procedure, better tailored to the current realities of IVET learning mobility. In order to move closer to the reference profile in the thematic area of Administrative and Institutional issues, setting up targets to remove obstacles to mobility, and developing processes for national coordination, as well as the systematic evaluation of actions in this policy area could also be considered.

In Poland, there are some systemic regulations that prevent the recognition of learning outcomes to the extent envisaged in the ECVET Recommendation. VET certificates and diplomas (qualifications) are centrally administered and are not awarded by VET providers, but by Regional Examination Boards (REB). Therefore, learners cannot be exempted from the final assessment (external vocational examination) or any part of it. The examination conducted by the REB always includes each learning outcome defined in the core curriculum for vocational education. Furthermore, the size of the units of learning outcomes defined in the core curriculum is rather large (requiring at least several months of study), whereas most of the mobility periods are short (several weeks). Therefore, recognition of learning outcomes gained during the mobility period has no bearing on achieving qualifications in vocational education (VET diplomas and certificates).
However, principals of vocational schools can exempt students from all or part of the mandatory professional practice on account of mobility. This solution has been included in the Education Law (Prawo oświatowe) (1).
Europass Mobility is an important instrument in recognising learning outcomes attained during the mobility period. As is the personal transcript of records, used, among others, in mobility projects using ECVET (2).
In addition, in 2018, the first examples of a new type of qualification awarded within the Integrated Qualifications System, “market qualifications”, were introduced. These qualifications can be (inter alia) attained by IVET learners; the first qualification included in the system (“assembling construction woodwork” in 2017) is such an example. Further qualifications for IVET learners and graduates are being processed in Ministries – the transfer and recognition of learning outcomes achieved during mobilities are possible. For these qualifications, the assessment is not centralised and a variety of methods (including the portfolio) are allowed.
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(1) Act of 14 December 2016 - Education Law (Journal of Laws 2017, item 59), http://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20170000059/U/D2017005… (Polish version only).
(2) It should be noted that while the ECVET system is not implemented in the Polish law, it’s principles are embedded in vocational education and in the system of validation of non-formal and informal learning. Therefore it could be stated that the ECVET framework is in place in Poland.

There is no possibility for IVET learners to have learning acquired abroad recognised towards vocational diplomas and certificates (‘school qualifications’) The country’s exams must be taken and passed based on the same conditions as met by regular IVET learners for the learning outcomes to be acknowledged.

Poland does not have any national policy targets regarding the system for recognising learning outcomes attained abroad.

To attain a vocational diploma or certificate, IVET learners in Poland must take an external, state examination. They cannot be exempted from any part of it, even if they achieved learning outcomes during mobility and have them recognised via Europass Mobility or ECVET tools (ECVET points are not used in Poland). However, school principals can consider an international learning mobility period as a fulfilment of the mandatory professional practice.
It is worth mentioning that one of the ways of attaining VET qualifications for persons over 18 years of age is to pass an extramural exam. One of the conditions for this is the completion of 2 years of work experience, which can be gained abroad (including during mobility periods). Extramural exams are organised by Regional Examination Boards, which are supervised and evaluated by the Central Examination Board.
Some measures for recognition exist within the framework of the Erasmus+ Programme. According to "The Mobility Quality Commitment", which sets out the responsibilities of all parties in a mobility project, sending institutions must have an established method of recognising learning outcomes – either by using ECVET (the main principles of which have been implemented in Poland), Europass Mobility or through "other means".

As there is no widespread recognition of learning outcomes acquired abroad by IVET students towards attaining vocational diplomas and certificates, there is no coordination of the recognition process. Principals who allow professional practice to be exempted, make these decisions on a case-by-case basis depending on a number of factors, such as the relation of the programme of international practice to the training programme and core curriculum at home, the duration of the mobility period etc.

As there is no system for recognition of learning outcomes acquired abroad by IVET students towards attaining vocational diplomas and certificates, there is no time limit for the recognition process.

For information and advice on the recognition of VET certificates and diplomas, IVET learners can approach the Central Examination Board (supervised by the Ministry of National Education) or the eight Regional Examination Boards.
The Polish National Agency of the Erasmus+ Programme (the Foundation for the Development of the Education System, FRSE) manages the National Europass Centre. From 2019 Europass Mobility documents are issued via Europass Mobility On-Line (EMOL), an electronic system which simplifies and hastens the process.
In addition, FRSE has a network of local/regional consultants who provide advice and support in relation to Europass documents, and more generally on recognition regulations in Poland (the Regional Information Points).
The National Team of ECVET Experts (coordinated by the FRSE) provides information and support for mobility organisers (mostly VET school principals and teachers) on how to set up their projects in accordance with ECVET provisions (among others, on how to prepare and assess units of learning outcomes that should be attained during the mobility period). Further information on this can be found in the ECVET Experts report for 2019 (1).
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(1) Poczmańska, A., Stęchły, W. (2020). Learning Outcomes and Their Assessment in Learning Mobility Projects. Catalogue of Examples. Warsaw: Foundation for the Development of the Education System http://czytelnia.frse.org.pl/learning-outcomes-and-their-assessment-lea….

There is no one, consistent visibility action at the central stage in Poland, therefore there is no one, consistent evaluation thereof.
However, FRSE evaluates its own actions (e.g. in regards to Erasmus + Programme and the Regional Information Points). Results are published in previously mentioned annual reports (1).
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(1) Erasmus+, Program Operacyjny Wiedza Edukacja Rozwój, Europejski Korpus Solidarności – raport 2019 [Erasmus+, the Knowledge, Education, Development Operational Programme, the European Solidarity Cops] (2020). Warszawa: Fundacja Rozwoju Systemu Edukacji. Polish version only: http://czytelnia.frse.org.pl/erasmus-program-operacyjny-wiedza-edukacja…

The Europass Mobility document is used to enhance the visibility, transfer and recognition of learning outcomes acquired during a mobility period abroad under Erasmus+ Programme. The Europass Mobility documents are issued and verified via the Foundation for the Development of the Education System. In 2019 the old system (FRSE On-Line) was replaced by the Europass Mobility On-Line (EMOL). The interested organisation completes the e-form and generates the document. It is sent to the National Europass Centre (in FRSE) for validation and then - to the foreign partner. The whole process takes place online and doesn’t require paper copy of the documents nor the authenticated electronic signature. Additionally, EMOL is available as a mobile application. The system is capable of processing up to 100 thousand applications per year. According to the FRSE data, in 2019 around 32 thousand documents have been issued via EMPL. By October 2020 - additional 20 thousand, of which around 76% were for IVET mobilities.
In addition, there are some cases in which the coordinators of projects financed from sources other than Erasmus+ Programme (e.g. ESF PO WER ) ask FRSE to issue Europass Mobility documents for their participants. The procedure of issuing the document is the same as with Erasmus+ mobility, via the FRSE online tool. Europass Mobility can be issued not only to a VET school learner but also to a person supervising the learner during their practice (usually a teacher).

In Poland, the Europass Certificate Supplement is issued in Polish and/or English and is used as an information tool for future employers and education providers in Poland and abroad, providing a greater understanding of the learning outcomes obtained at the end of the learning process. There are three types of Europass Supplements which are issued in Poland in the VET sector:

1) Europass Certificate Supplement for VET diplomas awarded within the formal (school-based) VET systems. These VET diplomas and Europass Supplements are issued by the Regional Examination Boards.
2) Europass Certificate Supplement to an Apprentice’s Certificate awarded by the Craft Chambers.
3) Europass Certificate Supplement to a master craftsperson diploma awarded by the Craft Chambers.

For the last two types, the Craft Chambers have to use the FRSE online tool in order to award the supplement to their learners.
ECVET points are not used in Poland. However, all other elements of ECVET (learning outcomes, units of learning outcomes, Memoranda of Understanding, Learning Agreements) are used in most of the mobility projects financed within the Erasmus+ Programme.
The NQF and EQF are used. The government has introduced the NQF in the Act on the Integrated Qualifications System in 2015 (amended in 2017 and 2018), in which the NQF levels of vocational (and other) qualifications are indicated, and also in the regulation on the classification of occupations in vocational education (1).
The learning outcomes approach was introduced in the Polish VET system as a result of the 2012/2013 reform. The core curriculum for vocational education describes qualifications and occupations in the language of learning outcomes that describe knowledge, skills and personal and social competences. Learning outcomes are grouped in units, which typically contain several learning outcomes and reflect specific professional tasks. A unit of learning outcomes encompasses a logical process leading to a specific objective, which may be the implementation of a specific product, service or decision. Introducing learning outcomes as the primary point of reference in developing VET qualifications and learning programmes makes it easier for Poland’s VET providers to discuss and compare learning outcomes with their foreign partners. This also makes it easier to indicate in the Europass Mobility document the additional achievements of learners. However, the solutions introduced in Poland’s VET system provide for the recognition of learning outcomes attained abroad only in the form of an exemption from all or part of the obligatory professional practice – the school principal may consider learning mobility as a fulfilment of this requirement.
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(1) Regulation of the Minister of National Education of 15 February 2019 on the general educational aims for teaching in sectoral schools and on the classification of vocational education occupations (Journal of Laws 2019 item 319), http://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=WDU20190000316 (Polish version only).

The recognition mechanism/process is monitored. But there is no systematic and comprehensive evaluation of all policies, mechanisms and practices conducted by one institution. Nor is there a systematic process of setting up recommendations oriented towards future improvement, and no plan to develop one. However, this does not mean that there is no evaluation.
Ensuring the recognition of learning outcomes attained abroad is one of the requirements for institutions that want to obtain the "VET Mobility Charter"( 1). Compliance is monitored by the Foundation for the Development of the Education System (FRSE) via, among others, on-the-spot checks and on-going evaluation. These measures, however, are not required of all institutions participating in Erasmus+ Programme mobility activities.
The recognition of learning outcomes attained abroad is subject to monitoring as part of the evaluation of the implementation of projects in the Erasmus+ Programme (such an evaluation is ongoing continuous and reported annually).
Other measures for evaluating the recognition of learning outcomes attained during mobility projects fall within the quality assurance system of vocational education. However, this is not aimed specifically at mobility. The quality of VET education is evaluated at the school level (by its principal, who is responsible for the staff and facilities, and who conducts internal evaluations; the role of school principals in recognising learning outcomes was mentioned above), at the regional level (by the regional education superintendents, who are responsible for the external evaluation of all schools in their region) and at the national level (by the Minister of National Education, who is responsible for setting evaluation guidelines and goals). ). The evaluation of VET education, as well as all external examinations, is regulated by law (2). Significant changes to this system would also have to be enabled by law.

In addition, the Ministry of National Education and the National Centre for Supporting Vocational and Continuing Education (currently, the Centre for Education Development – ORE, a national agency supervised by the Ministry of National Education) published guidelines on the quality assurance of VET provision ’Quality Assurance Standards for VET’ (3) that includes a section on cooperation between national and international institutions in organising learning mobility opportunities for VET students.
In the future, measures relating to quality assurance in VET could contribute to an evaluation of the recognition mechanism/process. Poland has been working on incorporating quality assurance measures proposed by EQAVET.
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(1) According to the Erasmus+ Vocational Education and Training Mobility Charter 2017-2020. Specifications for call - EAC/A02/2016 [https://ec.europa.eu/programmes/erasmus-plus/sites/erasmusplus2/files/2…]. In 2019 further 10 Polish vocational schools obtained the VET Mobility Charter.
(2) The Act of 14 December 2016 – the Educational Law (Journal of Laws 2020, items 910, 1378)ł http://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20170000059/U/D2017005… (Polish version only).
(3) National Centre for Supporting Vocational and Continuing Education (2013). Quality Standards in Vocational Education. Warsaw http://www.koweziu.edu.pl/download.php? plik=KOWEZiU_Standardy_ENG.pdf.

The thematic area of the Recognition of Learning Outcomes in Poland requires more attention. The recognition of learning outcomes acquired by IVET learners involved in international learning mobility towards attaining qualifications is not possible. It is possible to all or part of professional practice exempted on account of mobility, in which case the decision is taken by the school principal. In order to better meet the requirements of the ‘Youth on the Move’ Recommendation in this thematic area, Poland could take several steps to improve the conditions for international learning mobility in IVET. The country has contact points for information on the recognition of learning outcomes obtained abroad within FRSE (which also manages the National Europass Centre) as well as within the Central Examination Board and the eight Regional Examination Boards. However, there are no specific actions aimed at making these contact points more visible to potential users. The country could thus consider putting in place an evaluated visibility policy. Poland uses most of the EU tools for visibility (e.g. Europass Mobility), the transfer and recognition of learning outcomes, including the NQF/EQF, whose legal framework was introduced at the end of 2015. In the future, setting up policy targets for the recognition policy could also be considered.

No specific benchmarks have been set for the Partnerships and Funding area.

Incomplete coordination of actions. There are no plans to include all mobility providers in the coordination of all policy actions (at the national and regional levels). Coordination is tied to sources of funding and intermediary bodies. These are supervised by the Ministry of Investment and Development, which plans and controls spending from the ESF as well as national sources.
Support for the creation of partnerships and networks
Responsibility for learner mobility initiatives is held by different bodies at the national and regional levels, and may be influenced by the type of funds received (from the Erasmus+ Programme, European Social Fund, state funds). Therefore, support for establishing partnerships and networks may be distributed among particular institutions (VET providers, but also companies and others) and regional and local authorities. In the case of schools in bilateral or multilateral partnerships not linked to the above-mentioned sources of funding, there is no coordination, but their activities are supervised by regional superintendents and local authorities (or regional authorities, in some cases).
Funding learners
The distribution of funds to learners is indirect and goes through the institutions (schools, training providers, employers, etc.) benefitting from mobility projects. There is no one coordinating agency – depending on the source of funding, the benefitting institutions will report to the relevant intermediary institution. In the case of scholarships, there also is no national coordination.
Support to organizers of mobility projects
There are various policy actions aimed at supporting the organisers of mobility projects. At the central level, national authorities distribute funds to regional and local authorities, define priorities and provide general guidelines regarding learning mobility. Regional and local authorities are responsible for allocating these funds to specific projects and institutions. The main sources of funds for mobility are Erasmus+ Programme and the European Social Fund (Knowledge, Education, Development Operational Programme – PO WER). There is a mechanism that allows for some synergy between these two funds. Applications to the Erasmus+ Programme that are positively assessed by the Foundation for the Development of the Education System (FRSE) external experts but cannot be financed because their overall score was lower than other applications may be financed from ESF funds. There are many institutions which could provide support to the organisers of mobility projects (e.g. FRSE, the National ECVET Experts Team, the Centre for Education Development – ORE), but their actions are not coordinated across the board.

In Poland, actions to support companies and IVET providers in the creation of mobility partnerships and networks are carried out at various levels and by several institutions. At the national level, FRSE provides support to organisations willing to create partnership within the Erasmus+ Programme. Support is also provided by the Centre for Education Development (ORE), a national agency supervised by the Ministry of National Education, which collects information about institutions (domestic and foreign) willing to participate in international projects.. The national funds and ESF funds for education and international mobility projects are distributed locally/regionally, and local/regional authorities have the authority to stimulate the creation of international partnerships.

There is no evaluation of the specific actions supporting the creation of partnerships and networks for IVET mobility. However, projects within the Erasmus+ Programme are evaluated by the Foundation for the Development of the Education System (FRSE). This covers, among others, the creation of partnerships and networks.

The Foundation for the Development of the Education System (FRSE) – the National Agency for the Erasmus+ Programme – provides a mechanism of financial support within the Erasmus+ Programme. In addition, each administrative unit (county) has its own funds to spend on different activities, including activities to support international mobility. Similarly, regions who are beneficiaries of ESF funds (either through Regional Operational Programmes or directly from the Knowledge, Education, Development Operational Programme - PO WER) can set regional priorities relating to the support of international mobility, and they can also develop programmes or issue calls for tender to organise international mobility if they wish. As a general rule, the central authorities provide funds and define the priorities at a very general level, and it is up to the regions to decide the activities to which these funds will be allocated. These funds are distributed to learners via institutions: schools, employers, training providers.

There is no comprehensive or systematic evaluation measuring the effectiveness of the financial support offered to IVET learners for their international mobility. Depending on the source of funds (Erasmus+ Programme, PO WER Programme, Regional Operational Programmes, others) the evaluation – if any – is conducted by a distinct body (the Foundation for the Development of the Education System - FRSE, the Ministry of Investment and Economic Development, local government units).

In Poland, there are several institutions that can provide support to the stakeholders and staff involved in organising international IVET mobility projects. General guidelines (such as those of the Ministry of National Education on how to organise practical training abroad) and priorities are defined at the central level, but it is up to the regions and counties to decide which activities will be supported with the funds received and how to support stakeholders and staff in organising mobility projects. Some regions, counties or schools are very active and have departments specialised in providing support for organising international mobility, depending on local and regional priorities.
The main sources for financing international mobility projects are the Erasmus+ Programme and the European Social Fund (Knowledge, Education, Development Operational Programme – PO WER, as well as Regional Operational Programmes) (1). FRSE provides support mainly to the beneficiaries of Erasmus+ funds and conducts many types of activities, such as regional seminars and conferences. The activities of FRSE are targeted to all potential stakeholders and beneficiaries of the programme: VET schools, regional and central authorities, employers, VET counsellors and public employment offices.
The National Team of ECVET Experts, also under the auspices of FRSE, organises seminars and workshops on international mobility programmes in different regions of Poland, mainly for VET teachers and school principals. They issued three guidebooks: “The ECVET System – basic information and guidelines for organising international learning mobility” (2), and “Using ECVET principles in mobility projects in the VET sector of the Erasmus+ Programme” (3) and “Learning Outcomes and Their Assessment in Learning Mobility Projects. Catalogue of Examples” (4). ECVET Experts also conduct advisory visits in schools organising international mobilities.
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(1) There are mechanisms allowing for positive synergies between Erasmus+ Programme and ESF funds. Applicants to Erasmus+ that are positively assessed by FRSE but cannot be financed because their overall score was lower than that of other applicants (the so-called “reserve list of Erasmus+ projects”) might be financed from ESF funds. ESF funds are allocated to projects from the reserve list having the highest number of points. This way, FRSE not only allocates Erasmus+ funds, but also indirectly ESF funds for international learning mobility projects. According to the FRSE data, 253 PO WER projects were financed in such a way in 2019.
(2) Bartosiak, P., Dębowski, H., Maciejewska, E., Stęchły, W. (2014). System ECVET. Podstawowe informacje oraz wskazówki dotyczące organizowania mobilności edukacyjnych [ECVET System - basic information and guidelines for organising learning mobility]. Warszawa: Fundacja Rozwoju Edukacji http://czytelnia.frse.org.pl/media/System_ECVET_podstawowe_informacja.p….
(3) Dębowski, H., Karczmarczyk, A., Świerk, K., Bałchan-Wiśniewska, A., Motysia, K. (2016). Wykorzystanie założeń systemu ECVET w projektach mobilności edukacyjnej w sektorze Kształcenie i szkolenie zawodowe programu Erasmus+ [Using ECVET principles in mobility projects in VET sector of the Erasmus+ Programme]. Warszawa: Fundacja Rozwoju Edukacji http://czytelnia.frse.org.pl/wykorzystanie-zalozen-systemu-ecvet-w-proj….
(4) Poczmańska, A., Stęchły, W. (2020). Learning Outcomes and Their Assessment in Learning Mobility Projects. Catalogue of Examples. Warsaw: Foundation for the Development of the Education System http://czytelnia.frse.org.pl/learning-outcomes-and-their-assessment-lea….

The actions within the Erasmus+ programme are evaluated by the FRSE. Those carried out by local and regional authorities are evaluated within internal quality assurance systems by school principals at the school level; by the regional education superintendents at the regional level; and by the ministry of education at the national level. The actions carried out by NGOs and companies are evaluated in accordance to specific rules stated in mobility agreements/ projects.

In Poland, IVET providers and companies are supported in the creation of partnerships and networks for IVET mobility mainly through the Foundation for the Development of the Education System (FRSE), the National Agency for Erasmus+ Programme. Stakeholders and staff involved in organising IVET mobility projects can benefit from support, mainly in the form of information and assistance, through FRSE. Learners are provided with financial support for their international mobility mainly within the framework of Erasmus+ Programme. Financial support from other sources, such as the ESF and national funds, may also be available for IVET learners, depending on whether international mobility is part of the regional priorities. The main drawbacks in this thematic area appear to be the lack of policy targets and the lack of systematic evaluation and coordination of all these support actions. The country could consider setting up policy targets in terms of partnerships and funding, and putting in place systematic and topic- specific coordination and evaluation of actions in this area.

Numerous actions are undertaken to increase awareness about the positive effects of mobility. They take the form of conferences (e.g. Akademia Erasmus+), seminars, publications, promotional campaigns (e.g. the EduInspiracje contest), presentations of good practices. Most of them are organised by the Foundation for the Development of the Education System (FRSE), which is the Polish National Agency for the Erasmus+ Programme. The documents and reports from events are available on their website.
Participants of Erasmus+ Programme mobility are obliged to prepare reports and informally share this information with other students. Erasmus+ projects are required to include activities relating to the dissemination and use of its outcomes (this part of the grant application is assessed at 30/100 points).
Apart from FRSE, other entities involved in increasing awareness about mobility projects include, for example, schools and regional organisations (such as regional education superintendent offices, centres of teacher training). They also organise events promoting mobility, but this often is in relation to specific projects that they are conducting or in response to requests from schools and other institutions. NGOs also occasionally organise activities, but the dissemination of information about this is rare.
Mobility activities organised within the framework of PO WER and the Regional Operational Programmes (RPOs) are also required to promote mobility and disseminate information about the results.
The term "mobility culture" is rarely (if ever) used in Poland; instead there is a tendency to speak about the "quality of mobility" in the sense that learners and all institutions involved need to know why and how mobility is organised, and what are the anticipated benefits. On the other hand, there is a steadily increasing number of institutions that are involved in mobility projects. According to FRSE, once an institution has successfully participated in an Erasmus+ project, more often than not it will participate in another. These institutions have created networks of national and international partners, gained competences necessary to establish contacts, carry out mobility projects, develop the necessary procedures, etc. Most importantly, once the project is successful, they often become "ambassadors of mobility" and encourage other institutions to take part in mobility activities. Therefore, the situation in Poland is slowly evolving in the direction of having a "mobility culture", despite not using the term itself.

Incomplete coordination of actions. There are no plans to incorporate all mobility providers in the coordination of awareness-raising and mobility culture actions. Most awareness-raising activities at the national level take place through the Erasmus+ Programme. FRSE (the National Agency) is responsible for: 1) providing information and support to Erasmus+ beneficiaries (learners and institutions) and 2) coordinating all initiatives providing information and guidance within the Erasmus+ Programme. FRSE is also responsible for organising some of the actions financed through PO WER. Finally, the National Agency also organises mobility activities in cooperation with the Polish-Lithuanian Youth Exchange Fund (as an example). However, there is a substantial number of mobility activities financed through Regional Operational Programmes, (one for each of Poland's 16 regions), which are not nationally coordinated. Information about RPOs is public (usually on dedicated websites or on regional authorities' websites).
All of the above-mentioned activities are supervised by Polish authorities, with the Ministry of Investment and Development being ultimately responsible for coordinating and controlling the use of the ESF, while the Ministry of National Education and FRSE (the National Agency for the Erasmus+ Programme) are responsible for their ESF funded projects.

The existing actions are evaluated. Within the Erasmus+ programme, evaluation is carried out by the dedicated research and analysis division within FRSE. Their responsibility includes conducting or commissioning research with regards to all aspects of mobility programmes (based on reports from mobility projects, as well as documentation and visitations) and formulating recommendations. Reports prepared by this division are published on the FRSE website. Additionally, every awareness raising event organised by FRSE is evaluated, usually through questionnaires. Their findings are incorporated into the next events in order to increase their quality and accurately judge the demand for further actions. In 2017, FRSE conducted a large-scale study on the graduates who have participated in the Erasmus+ projects, including educational mobility (1). The results were used, among others, to evaluate FRSE actions and to promote mobility projects by showing their advantages using the evidence gathered. The majority of respondents (VET schools graduates) stated that their participation in mobility increased their employability - thanks to the experiences gained, and to the formal recognition of their competences (e.g. certificates issued by foreign employers).

At the national level, evaluation of projects takes place within the framework of the Knowledge, Education, Development Operational Programme.
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(1) Pachocki, M. (ed.) (2018). Is mobility the key to a successful career? Warsaw: Foundation for the Development of the Education System, http://czytelnia.frse.org.pl/mobility-key-successful-career/.

No policy targets. There is no process of setting national policy targets in the area of awareness raising and mobility culture in Poland.

Poland has actions targeted at promoting mobility activities. However it is unclear whether these actions also involve drawing learners’ attention to such benefits as those in terms of self-fulfilment; development of professional, linguistic, social and intercultural competencies; creativity; active citizenship; future employability; learning about working practices, problem solving, resilience, being a team player; autonomy, self-confidence, etc. It is also unclear on which benefits exactly – if any – emphasis is put through the existing actions. Further creating a mobility culture is not the object of a policy as such; therefore, putting more emphasis on this could be considered in future, in particular through mainstreaming mobility opportunities into all learning contexts and promoting greater social recognition of the value of learning mobility. The existing actions are coordinated and evaluated, although not systematically . The country has also not set up any policy benchmarks in terms of motivating learners to participate in mobility. Steps for future progress could include not only extending the scope of the motivation policy towards developing a mobility culture, but also setting up benchmarks for this policy strand, and making policy coordination and evaluation in the area systematic, complete and topic-specific.

The country has taken actions that cover the following three dimensions.

Linguistic and intercultural preparation
Foreign language acquisition is included in the national curricula early on - in kindergarten (preparation for language lessons) and in primary school (language lessons). Vocational upper secondary education (both in first and second stage sectoral schools and vocational upper secondary schools) offers vocational-specific foreign language study (which is included in the core curriculum for vocational education and training).
The Ministry of National Education actively supports vocational-specific foreign language education. For example, in 2017 they issued a call (within the Operational Programme Knowledge Education Development) for developing 125 learning and teaching vocational-specific foreign language e-resources (multibooks, etc.).
All participants of mobilities within Erasmus+ Programme can take part in online language courses. Those courses are organised by the sending institution. Language training and assessment can be offered via Online Linguistic Support (OLS) platform.

Digital preparation
Digital competences are included in the national curricula early on - in primary schools. Vocational upper secondary education (both in first and second stage sectoral schools and vocational upper secondary schools) teach digital competences (included in the vocational curriculum, as well as in the general curriculum – most visibly in a separate subject "informatyka" - IT).

Internationalising the IVET curriculum
Core curricula for vocational education and training were developed in consideration of the good practices in different countries. Core curricula allow for the use of different pedagogical methods for the education and training of school learners, and schools have the autonomy to develop their own teaching programmes and content. However, there is no requirement to introduce new methods, or ones which are used abroad. The school principal and teachers are required to continue their professional development, which can include foreign study visits. Such activities for teachers are often organised by the network of Teachers' Training Centres.

Countrywide coordination of actions takes place through a national framework which is set by regulations and/or arrangements agreed between players. The core curricula for general education and vocational education and training foresee the need for the linguistic, digital and cultural development of school learners and constitute the national framework for the actions.

The existing linguistic and intercultural, digital, and internationalisation actions are evaluated. The implementation of core curricula for general education and vocational education and training are evaluated. A summative report on the core curriculum in VET from 2012 was published in late 2015. The evaluation is based on documentation, reports of participants and institutions. In selected cases, additional interviews are conducted with teachers/school learners and visits are conducted in institutions. According to the Foundation for the Development of the Education System (FRSE), the staff (usually teachers) involved in preparing IVET learners for mobility are well prepared to perform their duties in this regard. Learners, however, are often described as "shy and uncertain of their language skills" in the post-mobility reports.

In mobility projects financed through the National Agency for Erasmus+ Programme, participants provide information about their satisfaction with the linguistic and intercultural preparation. This information is further analysed and used for preparatory meetings and materials for organisers. Afterwards, feedback is again collected and used for further improvement.
In the case of internationalisation actions in schools, according to information collected by FRSE, teachers are implementing new methods and content based on international experiences. These have to be accepted by school principals and are overseen by regional superintendents (Kuratoria Oświaty). Oversight is conducted regularly and is used to implement improvements over time. Every school is required to have a development strategy, but they are not required to have an internationalisation strategy.
Furthermore, in order to apply for the VET Mobility Charter, a school has to present its strategy for internationalisation. These are evaluated during the application process. However, there is no overall process of evaluating internationalisation actions in schools.

There are no explicitly set national benchmarks regarding the internationalisation actions, digital competences and linguistic and intercultural preparation specifically for mobility activities and there is no process for establishing them.

Digital competences are included in the national curricula early on - in primary school - and developed throughout compulsory education.

Linguistic and cultural preparations for IVET mobilities usually take place in schools, often as additional lessons. Therefore, they are under the purview of school principals (and the internal quality assurance within the formal education system). This evaluation can include the extent of preparing learners for the mobility period.

IVET learners are taught digital skills at schools in accordance with the core curriculum. The implementation of the core curriculum is under the purview of school principals (and the internal quality assurance within the formal education system). This evaluation can include the extent of preparing learners for the mobility period.

Schools have the autonomy to choose teaching methods and tools (including those from other countries). These measures are under the purview of school principals (and the internal quality assurance within the formal education system).

Poland has developed a range of actions to provide IVET learners with linguistic, intercultural and digital preparation for mobility from the early stages of education. However there is no sign of any clear process targeted at ensuring the introduction of pedagogical methods in use abroad into the IVET curriculum. The existing actions are to some extent coordinated and evaluated. However, the country has not determined policy targets/benchmarks for the actions undertaken in this area. For further progress in the future, setting up policy targets/benchmarks for the long-term preparation policy, reinforcing the actions to internationalise the IVET curricula, making policy coordination and evaluation systematic and topic-specific focused, and also reinforcing the involvement of learners in the development of the policy could be considered. Among the options are: making sure that all potential users know about the long-term preparation mechanisms and how to access them; allowing learners to give feedback on the long-term linguistic, intercultural, digital and internationalisation actions upon having experienced them; and, monitoring the use of the long-term preparation mechanisms and readjusting them accordingly over time to improve them as necessary.

The country has taken actions that cover the following dimensions:

Linguistic preparation
Within the Erasmus+ Programme, each sending institution (often a school) is required to prepare IVET learners for mobility, e.g. through additional courses.

Setting up learning agreements
The sending and receiving institutions must sign an agreement on the learning programme (including learning outcomes and assessment methods).

Stay monitoring
Within the Erasmus+ Programme, learners must be prepared for the stay abroad, among others, in order to ensure their integration; this is subject to an evaluation conducted by FRSE. The sending and receiving institutions are required to ensure that learners have access to assistance, mentoring and guidance, as per The Mobility Quality Commitment (1) . Additionally, all VET mobility organisers must comply with additional legal requirements regarding youths' travel. These include, among others, the following conditions: 1) learners must be insured, and 2) learners must be under constant, professional supervision throughout the whole duration of the mobility project (including en route).

Feedback collection
Participants of Erasmus+ VET mobility are required to prepare reports. This feedback is used, among others, to improve future mobility activities. Moreover, in 2017 FRSE conducted research on the VET school graduates who took part in educational mobility projects in the past 10 years (from 2007 to 2017). The research consisted of questionnaires and interviews, during which participants answered questions, among others, on their motivation, the way mobility projects were organised and on their results.

Reintegration upon return from abroad
Because longer stays are rare (most VET mobility activities last 3 to 4 weeks), reintegration activities are not commonly implemented for school learners and depend on the sending institution.

Transport, housing, catering
Within the Erasmus+ Programme, all sending institutions must ensure transportation and housing for learners. Other VET mobility programmes in Poland usually cover these items, as well as meals. Most often, all costs are covered by the programme in order to ensure that no learners are excluded due to their financial situation (this is also one of the reasons why mobility is sometimes regarded as an award for learners). Very often, mobility activities are organised without providing additional scholarships to learners (e.g. they are housed in dormitories and take their meals in school canteens).
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(1) Erasmus+ VET Mobility Quality Commitment, English version: http://erasmusplus.org.pl/wp-content/uploads/2014/07/II.9-VET-Quality-c…;

Incomplete coordination of dimensions or actions in a given dimension. There are no plans to incorporate all mobility providers in the coordination of quality-related actions. The national framework for the coordination of quality actions exists in regards to projects funded by the Erasmus+ Programme and PO WER, which provide the majority of mobility opportunities in Poland.

The existing quality actions (or at least some of them) are evaluated by the sending institutions (internal evaluation) and by FRSE (external evaluation). The methods used most often include monitoring and analysing participants' and sending institutions' reports. Data collected in this way is used, among others, to prepare future mobility initiatives (e.g. improving cooperation between sending institutions, the National Agency and receiving institutions, improving facilities and teaching methods, increasing staff competences, preparing seminars on mobility, etc.). At the same time, FRSE conducts training activities for mobility organisers' staff on evaluation and quality assurance. These include seminars, meetings with practitioners, and dissemination of good practices.

In Poland, there are no national benchmarks in terms of pre-stay linguistic preparation, stay monitoring, post-stay feedback collection, and provision of convenient and affordable transportation, housing and catering.

This information is included in the visibility and access policy of schools. With the Erasmus+ Programme (including ESF funded mobilities organised within Erasmus+ framework), IVET learners who will be sent to a foreign country sign a mobility contract, the Appendix of which is the "Erasmus+ VET Mobility Quality Commitment". This establishes the obligations of the parties: obligations of the sending organisation, host organisation, obligations of the participant, and obligations of the intermediary organisation. The Appendix describes all the actions that every party is required to implement, including quality actions.

This information is included in the visibility and access policy of schools. With the Erasmus+ Programme (including ESF funded mobilities organised within Erasmus+ framework), IVET learners who will be sent to a foreign country sign a mobility contract, the Appendix of which is the "Erasmus+ VET Mobility Quality Commitment". This establishes the obligations of the parties: obligations of the sending organisation, host organisation, obligations of the participant, and obligations of the intermediary organisation. The Appendix describes all the actions that every party is required to implement, including quality actions.

Information on the key principles of feedback collection in accordance with the requirements of Erasmus+ programme and information on help for reintegration in the learning process upon returning from mobility is provided to students during school level events and class-level or individual meetings dedicated to mobility. After the approval of the mobility project, the project coordinator meets the relevant group of learners in their group lesson and informs them about all these issues in detail. In-depth information on these issues is also provided during interviews with mobility applicants. The project coordinator prepares the participants psychologically, so that they will be able to assess all mobility phases, take the best of mobility, and share their experiences.

Information on the key principles of providing convenient and affordable facilities for housing, catering and transport during the stay process in accordance with the requirements of the Erasmus+ programme is provided to students during school level events and group lessons dedicated to mobility. After the approval of the mobility project, the project coordinator meets the respective group of learners in their group lesson and informs them about all these issues in detail. In-depth information on these issues is also provided during interviews with mobility applicants

The mobility feedback surveys pay close attention to the overall quality of the programme, including the preparation period, stay and follow-up actions. Participating IVET learners must fill in the feedback survey afterwards, where they provide their opinions about the overall quality of the mobility process. Preparations for future mobility projects and the quality of the mobility process depend on the content and amount of collected feedback provided by participants. During the application process, agencies evaluate the preparations made so far and provide instructions for further actions. Constant improvement is an important part of the overall mobility project.

The mobility feedback surveys pay close attention to the overall quality of the programme, including the preparation period, stay and follow-up actions. Participating IVET learners must fill in the feedback survey afterwards, where they provide their opinions about the overall quality of the mobility process. Preparations for future mobility projects and the quality of the mobility process depend on the content and amount of collected feedback provided by participants. During the application process, agencies evaluate the preparations made so far and provide instructions for further actions. Constant improvement is an important part of the overall mobility project.

The mobility feedback surveys pay close attention to the overall quality of the programme, including the preparation period, stay and follow-up actions. Participating IVET learners must fill in the feedback survey afterwards, where they provide their opinions about the overall quality of the mobility process. Preparations for future mobility projects and the quality of the mobility process depend on the content and amount of collected feedback provided by participants. During the application process, agencies evaluate the preparations made so far and provide instructions for further actions. Constant improvement is an important part of the overall mobility project.

The mobility feedback surveys pay close attention to the overall quality of the programme, including the preparation period, stay and follow-up actions. Participating IVET learners must fill in the feedback survey afterwards, where they provide their opinions about the overall quality of the mobility process. Preparations for future mobility projects and the quality of the mobility process depend on the content and amount of collected feedback provided by participants. During the application process, agencies evaluate the preparations made so far and provide instructions for further actions. Constant improvement is an important part of the overall mobility project.

Poland has taken actions for mobility quality in terms of pre-stay linguistic preparation, stay monitoring processes, post-stay feedback mechanisms and providing learners with convenient and affordable transportation, accommodation and catering. These actions are to some extent coordinated and monitored. Steps have been taken to make the available mechanisms visible to potential users, and enable users to give feedback upon experiencing the mechanisms in place. The country does not have national benchmarks for mobility quality. For further progress in this area, defining targets for this policy strand, including all mobility providers in the coordination of actions, and making policy evaluation systematic and topic-specific could be considered. A good step forward could also consist monitoring the use of the quality mechanisms so that they can be readjusted as necessary and improved over time.

IVET learners have access to part of the general student funding programmes. This includes scholarships and grants, and loans (1). Four categories of support measures are accessible to IVET learners.
1. Public support from central authorities
The support has social and motivational purposes.

1.1. Social support can be in the form of a:
1.1.a. “school scholarship” (stypendium szkolne) or
1.1.b. “school benefit” (zasiłek szkolny)
There are also numerous other social programmes providing support to families with children (including IVET learners), such as an additional 300 PLN (ca. 70 EUR) annually for school materials or 500 PLN (ca. 115 EUR) every month for every child .These are addressed to all learners, not only IVET ones, and the parents/guardians receive the money (2).

1.2. Motivational support can take the form of a:
1.2.a. “learning or sports achievement scholarship” (stypendium za wyniki w nauce lub za osiągnięcia sportowe),
1.2.b. Scholarship from the Prime Minister,
1.2.c. Scholarship from the Minister of National Education,
1.2.d. Scholarship from the Minister of Culture and National Heritage.

1.3. Loans for training.
Generally speaking, IVET in Poland is free of charge for learners under 18; first and second stage sectoral programmes (szkoły branżowe I i II stopnia) and vocational upper secondary programmes (technikum) are offered within the general education system. Therefore there are no state-level initiatives offering loans specifically for vocational training for this age group.
There are, however, possibilities for adults. In 2017 a pilot project called ‘Loans for Learning’ was launched, which allows the financing of any course, training or postgraduate study up to ca. 23 000€ without interest and the possible cancellation of up to 25 percent of the debt. The project is financed from the Operational Programme Knowledge Education Development for years 2014-2020(3).

2. Public support from regional/local governments (jednostki samorządu terytorialnego)
Regional/local governments can establish their own programmes to increase equal opportunities and/or support gifted youth. Some of the scholarships (or grants, benefits) in this group are targeted directly to IVET learners. These public regional/local programmes can be partially financed by European funds. Examples of scholarships and other support can be found in all regions, e.g. “Scholarships for VET learners in the Mazowieckie Region” (Mazowsze - stypendia dla uczniów szkół zawodowych); its 6th edition is for the 2020/2021 school year.

3. Support from private entities
NGOs and companies offer a wide variety of support, differentiated by target groups and main goals, which, for example, can be of a scientific, social, artistic, sports, or other nature. Some of the scholarships or grants in this group are directly targeted to IVET learners. In some cases, these scholarships and grants may be co-funded by regional/local governments.

4. Remuneration of apprentices
In the dual system of training, students receive remuneration for their work.
__________
(1) The student loan and credit scheme (System pożyczek i kredytów studenckich) is applicable only to students in higher education institutions. Until recently, there was no similar type of programmes for other learners.
(2) They are regulated by law, including the School Education Act of 7 September 1991 (ustawa o systemie oświaty) (Journal of Laws 2020 item 1327, http://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU19910950425/U/D1991042…, Polish version only) and additional regulations (e.g. “The Good Start Initiative”, Journal of Laws 2018 item 1061, http://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=WDU20180001061, Polish version only).
(3) Project “Loans for Learning”: https://inwestujwrozwoj.pl/en/.

1.National programmes

1.1.a. The “school scholarship” (stypendium szkolne)
Purpose: improve the economic situation in the case of low-income households, resulting from, among others, unemployment, long-term illness, disability, addiction, single-parent household, etc.

1.1.b. The “school benefit” (zasiłek szkolny)
Purpose: improve the economic situation in the case of unforeseen events. The benefit covers education-related expenses.

1.2.a. The “learning or sports achievement scholarship” (stypendium za wyniki w nauce lub za osiągnięcia sportowe), Purpose: motivational

1.2.b. Scholarship from the Prime Minister
Purpose: motivational

1.2.c. Scholarship from the Minister of National Education,
Purpose: motivational

1.2. d. Scholarship from the Minister of Culture and National Heritage
Purpose: motivational

1.3. ‘Loans for training’

Purpose: financial support

2. Regional/local governments programmes
Purpose: increase equal opportunities and/or support gifted youth

3. Private programmes
Purpose: depends on the individual programme

Types of costs covered: depends on the individual programme

1. National programmes
1.1.a. The “school scholarship” (stypendium szkolne)
Financed from the state budget, based on the decisions of municipal executive bodies.
1.1.b. The “school benefit” (zasiłek szkolny)
Financed from the state budget, based on the decisions of municipal executive bodies.
1.2.a. The “learning or sports achievement scholarship” (stypendium za wyniki w nauce lub za osiągnięcia sportowe)
Financed from the local budget, based on the decisions of school principals.
1.2.b. Scholarship from the Prime Minister
Financed from the state budget, based on the decision of the Prime Minister.
1.2.c. Scholarship from the Minister of National Education
Financed from the state budget, based on the decision of the Minister of National Education.
1.2.d. Scholarship from the Minister of Culture and National Heritage
Financed from the state budget, based on the decision of the Minister of Culture and National Heritage.

1.3.‘Loans for training’
Financed from the Knowledge, Education, Development Operational Programme (PO WER) by the Ministry of Investment and Development, and from regional/local government programmes
Financed from local government financial sources, as well as from European funds and other foreign funds.

3. Other forms of support
Financed from different sources, depending on the case.

1. National programmes
1.1.a. The “school scholarship” (stypendium szkolne)
Not study programme-related
Applicant related: family income based, due to, among others unemployment, long-term illness, disability, addiction, single-parent household, etc. Monthly family per capita income of the applicant school learner cannot be higher than specified in the law (e.g. 528 PLN in 2019).

1.1.b. The “school benefit” (zasiłek szkolny)
Not study programme-related

Applicant related: the existence of unforeseen events causing a difficult economic situation.

1.2.a. The “learning or sports achievement scholarship” (stypendium za wyniki w nauce lub za osiągnięcia sportowe)
Not study programme-related
Applicant related: high (average of) grades or good results in sports competition on at least an interschool level required and at least a good evaluation of conduct in the preceding semester. Detailed criteria are defined by the scholarship commission formed by the school principal.
1.2.b. Scholarship from the Prime Minister
Study programme-related only for learners in upper secondary schools (which includes the 4-year and 5-year VET schools) (1).
1.2.c. Scholarship from the Minister of National Education
Not study programme-related
Applicant related: The scholarship is for school learners with extraordinary achievements, especially:

- laureates of international subject competitions (międzynarodowa olimpiada) or laureates or finalists of national subject competitions or tournaments;
- laureates of competitions for scientific work organised by a scientific institution or association;
- learners in an upper secondary school with the highest grades/results achieved in an individual programme or course of study;
- learners taking higher education classes based on study regulations relating to extraordinarily gifted students,
- learners who attain high results in sports competition on a national or international level.
1.2.d. Scholarship from the Minister of Culture and National Heritage
Study programme-related: for learners in a school of the arts.
Applicant related: for learners who have achieved very good (average of) grades from artistic/vocational subjects or laureates of international or national artistic competitions.

1.3. ‘Loans for training’
For adults living in Poland with assets, income or collateral that can guarantee the loan repayment.

2. Regional/local governments programmes
Study programme-related: depending on the programme.
Applicant related: depending on the programme.

3. Support from private institutions
Study programme-related: depending on the programme.
Applicant related: depending on the programme. According to the 2013 “Scholarship map” research, in ca. 70% of cases, learning achievements are one of the criteria. In about half of the cases, these programmes were aimed at school learners living in specific areas.
_______________
(1) Five-year vocational upper secondary programmes have been introduced in 2019. Thus 4-year programmes are being phased out from the 2020/21 school year.

Portability is understood as the possibility of continuing receiving the support after moving to a location abroad. National scholarships available to IVET learners are in most cases portable. In the case of regional/local government programmes as well as private programmes, portability depends on the specific programme’s rules.

The laws and regulations of scholarships and benefits ensure that most national scholarships available to IVET learners are portable if the recipient moves abroad. In addition, depending on the measure, part of the support measures organised at local/regional or private level are also portable.

Coordination is ensured at the state level in accordance with relevant regulations (the Education Law). However, since some support measures are organised at the regional/local or private level outside the framework of the Educational Law, coordination does not include all mobility providers.

The portability mechanisms are embedded in the Educational Law. Activities relating to scholarships and benefits are monitored. The information about the number of students receiving scholarships and benefits is gathered in a national education data system (System Informacji Oświatowej). The Supreme Audit Office (Najwyższa Izba Kontroli) controls all activities of municipalities and regional authorities. This institution also publishes reports about activities regarding scholarships and benefits.

No targets/benchmarks have been set for the portability policy.

Since portability mechanisms are embedded in the law, learners and stakeholders can be involved through the law making process. Their participation takes place through consultations with social partners and other forms of consultations.

Poland has developed a range of support measures for its IVET learners. Some of these support funds are portable abroad. The portability policy is to some extent nationally coordinated and evaluated. However, targets/benchmarks for the portability policy are lacking. Setting up such benchmarks could be considered in future. Steps for further progress could include: making policy coordination and evaluation in this area topic-specific, systematic and inclusive of all mobility providers; ensuring that all potential users are aware of the opportunities they have in terms of portability (and how to access them); enabling users to give feedback on portability mechanisms after having experienced them; and monitoring the use and practice of said mechanisms to readjust and improve them accordingly over time as needed.

Actions have been taken in two directions:

1. Funding
1.1. Learners with special needs and disabilities
The rules governing the allocation of funds in Erasmus+ Programme and ESF (especially PO WER) funded projects specifically state which measures should be undertaken to support learners with disabilities and special needs during mobility. Beneficiary institutions must adhere to these rules when organising a mobility project that includes learners with special needs. The Foundation for the Development of the Education System (FRSE), which is the Polish National Agency of the Erasmus+ Programme, refunds all actual costs directly relating to participants with disabilities (costs required for accommodating learners with disabilities, e.g. hiring additional assistance, organising special courses, providing special equipment). Additionally, the procedure for reporting such costs (accountancy) is simplified.
1.2. Learners from different ethnic/ national groups
Learners from recognised minorities (9 national minorities) benefit from regional programmes and actions regarding education and training – depending on local and regional priorities, stated e.g. in the ESF financed Regional Operational Programmes. Additionally, they can benefit from scholarships and mobility projects offered by their communities, foreign NGOs and companies. The Roma community (around 17 000 persons) has specific actions targeted to them. Its members are spread out evenly throughout Poland, mainly in cities (Roma were required to settle in the 1960s). One of the measures in the Knowledge, Education, Development Operational Programme for 2014-2020 is focused specifically on improving the education and employment of Roma people (1). While this is not focused on mobility projects, it does not preclude using funds for this purpose.

2. Preparation for mobility
Specific measures for disabled learners and special needs learners within the Erasmus+ Programme – provided that their health situation does not preclude them from travelling abroad – can include additional training and/or assistants.
____________
(1) Within priority axis II. Effective public policies for the labour market, the economy and education, action 2.7 Increasing the employability of people who are particularly at risk of social exclusion, 1. Comprehensive measures to improve the education and employment of members of the Roma community, as well as actions to eliminate barriers that hinder the hiring and integration of Roma to the majority population.

National coordination is ensured through the legal framework, which is the basis for implementing the existing actions.

One of the Departments within the Ministry of National Education is responsible for preparing, coordinating and implementing actions aimed at disadvantaged learners, including scholarships. Information about the number of students receiving scholarships and benefits is gathered in a national education data system (System Informacji Oświatowej). Furthermore, the Supreme Audit Office (Najwyższa Izba Kontroli) controls all activities of municipalities and regional authorities, including in the area of education. Finally, the situation of disadvantaged learners is at the core of the activity of many NGOs operating in Poland, which continue monitoring and informing the public on this issue.

No targets/benchmarks have been set for the policy in support of the mobility of disadvantaged learners.

Poland has developed actions in terms of funding and preparation to support the mobility of disadvantaged IVET learners. The existing actions are to some extent coordinated nationally and monitored. However, the country has not set up targets/benchmarks for its policy in this area. Steps for further progress in the future could include extending the scope of the disadvantaged policy by developing differentiated actions in terms of – for example – information and guidance, motivation, or using multipliers. Setting policy targets/benchmarks as well as developing processes for a complete, systematic and topic-specific policy coordination and evaluation in this area could also be considered. Further steps for progress to be considered include ensuring that the mechanisms and opportunities available to disadvantaged learners for their mobility (and how to access them) are visible to all potential users; enabling users to provide feedback on the said mechanisms upon having experienced them; and monitoring the use and practice of the mechanisms to readjust and improve them accordingly as needed over time.

Actions have been taken mainly in terms of using multipliers to attract learners that have not yet participated in mobility projects. Actions for disseminating knowledge about mobility at the central level are undertaken by the Foundation for the Development of the Education System (FRSE), which is the Polish National Agency for the Erasmus+ Programme. These actions (e.g. organising training seminars for teachers, meetings for students and staff, preparing publications, promotional materials and descriptions of good practices) often include the representatives from schools and employers that organise mobility projects. They are asked to share their knowledge and encourage others to take part in mobility. In 2018, a network of Regional Information Points was established on the basis of already existing institutions (from higher education institutions, teachers’ training centres, to non-government organisations). Their main aim is to promote knowledge about the EU Programmes (including Erasmus+ IVET mobilities) in the region. Among the incentives for those institutions to become Regional Information Points are: networking at the local and regional levels, dissemination of knowledge, and specialised training from FRSE. The National Agency is assisted by Eurodesk Polska, located in FRSE. Network consultants undergo specialised training on informing people who could be multipliers for mobility opportunities. Eurodesk consultants in , among others, hold workshops aimed at inspiring and motivating IVET students to participate in mobility projects. In 2019, 60 entities were part of the Eurodesk network.

At the school level, the most often used multipliers are young people who have participated in mobility, because young people are more effectively encouraged by their peers than by adults. While many of their actions are not official (word-of-mouth), schools tend to ask them to participate in: (a) knowledge dissemination after the end of a mobility project (e.g. via social media, school newspapers, meetings with other students), (b) open days at school (to promote mobility and VET school among future students), (c) education fairs.

The second type of multipliers at the school level are teachers. They are expected to inform their students about mobility projects during their classes, motivate them in and out of school (conditions for qualifying for a mobility project are usually good grades, extracurricular activities and language skills) and provide support for mobility.

As regards encouraging VET institutions to recognise and value the commitment of trainers and youth workers to learning mobility, there are no comprehensive state level mechanisms apart from an element in the teachers’ advancement system. Most of teachers’ competences, qualifications, professional development and promotion pathways in Poland are regulated by law. One of the conditions of advancing in the profession is continuous development, which can take many forms, including participation in a mobility project (staff mobility or organising and/ or managing learners’ mobility). The decision to consider a teacher’s involvement in mobility in the professional advancement of a given teacher is made by the school principal and respective qualifications committee. Information from several schools indicate that this type of encouragement is effective. In 2018, the National Agency for Erasmus+ published material for staff supporting the mobility of IVET learners(1).

Additionally, some school principals are inclined to support their staff activities in mobility projects, as this can be an advantage when the school applies for other projects (not always relating to mobility). It may also impact the position of a school in school rankings. Some measures of rewarding teachers’ commitment to mobility include financial rewards and opportunities for job shadowing, including abroad.

Regarding the mainstreaming of learning mobility as a component in the initial training and continuous professional development of IVET teachers, trainers, administrative staff and youth workers, state-level measures are not comprehensive. However, some mechanisms exist in the teacher training system at the university level, as future teachers must undergo a period of teaching practice, which can be organised abroad. In this way, they have the opportunity to experience the challenges connected with organising mobility, teaching in a foreign environment and the benefits of mobility.
_____________
(1) Bałchan-Wiśniewska, A., Turek, M. (2018). Rola opiekuna praktyk zagranicznych w projektach mobilności edukacyjnej w obszarze kształcenia i szkoleń zawodowych [The role of the teacher coordinators of learning mobility projects in VET]. Warszawa: Fundacja Rozwoju Systemu Edukacji http://czytelnia.frse.org.pl/media/opiekunowie_01_2018_web.pdf.

Most multiplier actions take place through the Foundation for the Development of the Education System (FRSE), which is the Polish National Agency for the Erasmus+ Programme. They are coordinated within the framework of the Foundation. However, other institutions also provide multiplier initiatives, which are not centrally coordinated.

Multiplier initiatives on the state level are organised by the Foundation for the Development of the Education System (FRSE), which is the Polish National Agency for the Erasmus+ programme, as part of raising awareness about mobility. As such, they are coordinated, monitored and improved using the data collected. However, until 2017, evaluations were not focused specifically on initiatives to develop multipliers. FRSE has a dedicated research and analysis division whose responsibilities include conducting or commissioning studies on all aspects of the mobility programmes (based on reports from mobility projects, as well as documentation and visitations) and formulating recommendations. The reports prepared by this division are published on the FRSE website. Additionally, every awareness raising event organised by FRSE is evaluated, usually through questionnaires, and the findings are incorporated into the next events in order to increase their quality and accurately judge the demand for further actions.

There are no national benchmarks for the area of multipliers.

Actions undertaken by FRSE include events with representatives from schools and employers that organise mobility projects, who are asked to share their knowledge and encourage others to take part in mobility. Such meetings are subject to internal evaluation, e.g. through participants’ questionnaires. However, as there is no overall policy regarding mobility, the data collected does not impact it.

Poland mobilises multipliers to motivate not yet mobile IVET learners for going on mobility. Existing actions are in part coordinated nationally and evaluated. The country has not set any policy targets/benchmarks for its multiplier actions. Addressing this could be considered in the future. Further steps for progress in the future could include developing actions to value staff who commit to organising mobility activities; mainstreaming mobility into the initial training and continuous professional development of VET institutions’ staff and principals; making policy coordination and evaluation in this area complete, systematic and topic-specific; ensuring that the mechanisms put in place and opportunities thus opened (and how to benefit from them) are visible to all potential users; enabling users to give feedback on the said mechanisms upon having experienced them; and monitoring the use and practice of the mechanisms to readjust and improve them accordingly over time as needed.

Information and guidance: Poland has a system for providing IVET learners with information and guidance for international learning mobility. This provision is conveyed by educational and vocational counsellors working in schools, VET teachers, school principals, regional education superintendents and more generally local and regional authorities. Although there are general guidelines established by the Ministry of National Education on how to organise practical training abroad, the existing provision of mobility related information and guidance for IVET learners is not coordinated countrywide. Also, apart from the Erasmus+ programme, there is a lack of a systematic policy for improving the overall provision over time. The country has also not set out national policy targets in terms of providing IVET learners with information and guidance for mobility. In the future, the following could be considered: developing a fully-fledged provision of guidance on learning mobility for IVET learners (i.e. personalised service provided within the framework of face-to-face interviews and targeted at helping learners clarify their interests and values, identify their skills, reflect on their experience, understand the options available to them, formulate plans, and make career-oriented decisions); and defining policy targets for the provision of information and guidance on international mobility to IVET learners. Setting up national coordination of provision inclusive of all mobility providers could also be considered, by developing some form of dialogue and cooperation between the different information and guidance providers, to ensure consistent practices in all schools and regions. Establishing the systematic evaluation of provision could be a good step forward as well. Particular attention could be given to the improvement of information and guidance on mobility opportunities funded from sources other than Erasmus+ Programme. These are usually managed directly at the regional and local levels, and some administrative units do not have the appropriate departments, making it difficult for IVET learners to receive appropriate support.

Institutional and administrative issues: In Poland, international learning mobility periods can be integrated into the IVET programmes. Each VET school delivers its own programme, provided that the requirements set in the national curricula are met. However, the country has not determined any targets in terms of removing obstacles to mobility. It has also not taken specific measures to reduce administrative burdens, remove obstacles for the mobility of minors, or smooth the delivery of visas and residency permits to IVET learners from third countries. In future, the country could at least conduct a systematic survey or study to assess if there is a need for such measures. The procedure for sending minor IVET learners abroad appears to be rather complex, as several specific requirements must be fulfilled by the sending organisations and several legal acts have to be complied with, most of which were not designed with the issue of international learning mobility in mind. The country could consider putting in place a less stringent procedure, better tailored to the current realities of IVET learning mobility. In order to move closer to the reference profile in the thematic area of Administrative and Institutional issues, setting up targets to remove obstacles to mobility, and developing processes for national coordination, as well as the systematic evaluation of actions in this policy area could also be considered.

Recognition: The thematic area of the Recognition of Learning Outcomes in Poland requires more attention. The recognition of learning outcomes acquired by IVET learners involved in international learning mobility towards attaining qualifications is not possible. It is possible to all or part of professional practice exempted on account of mobility, in which case the decision is taken by the school principal. In order to better meet the requirements of the ‘Youth on the Move’ Recommendation in this thematic area, Poland could take several steps to improve the conditions for international learning mobility in IVET. The country has contact points for information on the recognition of learning outcomes obtained abroad within FRSE (which also manages the National Europass Centre) as well as within the Central Examination Board and the eight Regional Examination Boards. However, there are no specific actions aimed at making these contact points more visible to potential users. The country could thus consider putting in place an evaluated visibility policy. Poland uses most of the EU tools for visibility (e.g. Europass Mobility), the transfer and recognition of learning outcomes, including the NQF/EQF, whose legal framework was introduced at the end of 2015. In the future, setting up policy targets for the recognition policy could also be considered.

Partnerships and funding: In Poland, IVET providers and companies are supported in the creation of partnerships and networks for IVET mobility mainly through the Foundation for the Development of the Education System (FRSE), the National Agency for Erasmus+ Programme. Stakeholders and staff involved in organising IVET mobility projects can benefit from support, mainly in the form of information and assistance, through FRSE. Learners are provided with financial support for their international mobility mainly within the framework of Erasmus+ Programme. Financial support from other sources, such as the ESF and national funds, may also be available for IVET learners, depending on whether international mobility is part of the regional priorities. The main drawbacks in this thematic area appear to be the lack of policy targets and the lack of systematic evaluation and coordination of all these support actions. The country could consider setting up policy targets in terms of partnerships and funding, and putting in place systematic and topic- specific coordination and evaluation of actions in this area.

Motivation: Poland has actions targeted at promoting mobility activities. However it is unclear whether these actions also involve drawing learners’ attention to such benefits as those in terms of self-fulfilment; development of professional, linguistic, social and intercultural competencies; creativity; active citizenship; future employability; learning about working practices, problem solving, resilience, being a team player; autonomy, self-confidence, etc. It is also unclear on which benefits exactly – if any – emphasis is put through the existing actions. Further creating a mobility culture is not the object of a policy as such; therefore, putting more emphasis on this could be considered in future, in particular through mainstreaming mobility opportunities into all learning contexts and promoting greater social recognition of the value of learning mobility. The existing actions are coordinated and evaluated, although not systematically . The country has also not set up any policy benchmarks in terms of motivating learners to participate in mobility. Steps for future progress could include not only extending the scope of the motivation policy towards developing a mobility culture, but also setting up benchmarks for this policy strand, and making policy coordination and evaluation in the area systematic, complete and topic-specific.

Long-term preparation: Poland has developed a range of actions to provide IVET learners with linguistic, intercultural and digital preparation for mobility from the early stages of education. However there is no sign of any clear process targeted at ensuring the introduction of pedagogical methods in use abroad into the IVET curriculum. The existing actions are to some extent coordinated and evaluated. However, the country has not determined policy targets/benchmarks for the actions undertaken in this area. For further progress in the future, setting up policy targets/benchmarks for the long-term preparation policy, reinforcing the actions to internationalise the IVET curricula, making policy coordination and evaluation systematic and topic-specific focused, and also reinforcing the involvement of learners in the development of the policy could be considered. Among the options are: making sure that all potential users know about the long-term preparation mechanisms and how to access them; allowing learners to give feedback on the long-term linguistic, intercultural, digital and internationalisation actions upon having experienced them; and, monitoring the use of the long-term preparation mechanisms and readjusting them accordingly over time to improve them as necessary.

Quality: Poland has taken actions for mobility quality in terms of pre-stay linguistic preparation, stay monitoring processes, post-stay feedback mechanisms and providing learners with convenient and affordable transportation, accommodation and catering. These actions are to some extent coordinated and monitored. Steps have been taken to make the available mechanisms visible to potential users, and enable users to give feedback upon experiencing the mechanisms in place. The country does not have national benchmarks for mobility quality. For further progress in this area, defining targets for this policy strand, including all mobility providers in the coordination of actions, and making policy evaluation systematic and topic-specific could be considered. A good step forward could also consist monitoring the use of the quality mechanisms so that they can be readjusted as necessary and improved over time.

Portability: Poland has developed a range of support measures for its IVET learners. Some of these support funds are portable abroad. The portability policy is to some extent nationally coordinated and evaluated. However, targets/benchmarks for the portability policy are lacking. Setting up such benchmarks could be considered in future. Steps for further progress could include: making policy coordination and evaluation in this area topic-specific, systematic and inclusive of all mobility providers; ensuring that all potential users are aware of the opportunities they have in terms of portability (and how to access them); enabling users to give feedback on portability mechanisms after having experienced them; and monitoring the use and practice of said mechanisms to readjust and improve them accordingly over time as needed.

Disadvantaged learners: Poland has developed actions in terms of funding and preparation to support the mobility of disadvantaged IVET learners. The existing actions are to some extent coordinated nationally and monitored. However, the country has not set up targets/benchmarks for its policy in this area. Steps for further progress in the future could include extending the scope of the disadvantaged policy by developing differentiated actions in terms of – for example – information and guidance, motivation, or using multipliers. Setting policy targets/benchmarks as well as developing processes for a complete, systematic and topic-specific policy coordination and evaluation in this area could also be considered. Further steps for progress to be considered include ensuring that the mechanisms and opportunities available to disadvantaged learners for their mobility (and how to access them) are visible to all potential users; enabling users to provide feedback on the said mechanisms upon having experienced them; and monitoring the use and practice of the mechanisms to readjust and improve them accordingly as needed over time.

Multipliers: Poland mobilises multipliers to motivate not yet mobile IVET learners for going on mobility. Existing actions are in part coordinated nationally and evaluated. The country has not set any policy targets/benchmarks for its multiplier actions. Addressing this could be considered in the future. Further steps for progress in the future could include developing actions to value staff who commit to organising mobility activities; mainstreaming mobility into the initial training and continuous professional development of VET institutions’ staff and principals; making policy coordination and evaluation in this area complete, systematic and topic-specific; ensuring that the mechanisms put in place and opportunities thus opened (and how to benefit from them) are visible to all potential users; enabling users to give feedback on the said mechanisms upon having experienced them; and monitoring the use and practice of the mechanisms to readjust and improve them accordingly over time as needed.