- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
An evaluation study conducted in VET schools by the education ministry in 2018 found that VET learners have limited access to useful and good quality educational e-resources. Thus, there is a need to develop a wide range of good quality e-materials, such as: computer visualisations, instructional videos, 3D models of machines, devices, simulators and electronic manuals.
Objectives
The initiative aims to enhance the use of modernised content, tools and resources supporting the vocational training process.
Description
The initiative is expected to increase the use of ICT in VET (and also for students with disabilities), developing the digital competences of students, individualising the didactic process and implementing teamwork.
The initiative includes two phases:
- developing the concept and standards of VET e-resources;
- obtaining, integrating and making available 800 VET e-resources on the online platform (epodreczniki.pl).
Three calls for projects developing VET e-resources are planned for 2020 and 2021. The total budget of the project is around EUR 2.2 million.
The implementation of this initiative started in 2019.
In June 2020, the Centre for Education Development finalised the development of the concept of educational e-resources for vocational education and prepared the terms of reference/specifications of the call for projects for developing them. Submissions to the education ministry on the concept of e-materials for vocational education included lists of e-materials for 32 industries and material on didactic standards.
In July 2020, the education ministry began the content-related review of the submitted materials under an umbrella project responsible for quality checking the outputs of different projects (for example, the 174 curricula for additional vocational skills were also checked before acceptance).
The creation and verification of 800 e-resources for vocational education by the Centre for Education Development is in progress. The work on e-resources and dissemination must be completed by December 2022. Currently, 134 out of a total of 355 curricula programmes for additional professional skills (dodatkowe umiejetnosci zawodowe) have been received and disseminated within the VET e-resources project. The remaining 201 programmes of additional professional skills are planned to be verified and disseminated by the end of 2022.
The creation and verification of 800 e-resources for vocational education by the Centre for Education Development is in progress. Currently, 134 out of a total of 355 curricula programmes for additional professional skills (dodatkowe umiejetnosci zawodowe) have been received and disseminated within the VET e-resources project.
In the project 59 out of 800 e-resources for vocational education have been created and published.
The project 'Creation of e-resources for vocational education' ended in December 2023.
100% of the target achieved, 800 e-resources created (between 2019 and 2023) for 32 vocational education branches. Each e-resource consists of between 1 and 5 multimedia materials, including instructional videos, educational videos, virtual walk-throughs, 3D and 2D animations, educational games, etc., plus a teaching case (including guides for the teacher, student, and user, instructions for using the e-resource, interactive review materials, bibliography). All materials are available online.
The Centre for the Development of Education launched a new project, 'Development of a concept and reception of educational e-materials aimed at supporting vocational competence training', from 01.03.2024 to 29.02.2028.
E-materials were planned for, among others, 23 new professions introduced into the classification of occupations of vocational education as of 1 September 2020 and professions introduced into the classification of professions of vocational education after 1 September 2023 until the date of the announcement of the competition for the development of e-materials, for which no e-materials were developed so far; 214 professions for which the e-materials developed so far covered only selected groups of educational outcomes. Supplementation of the e-materials for these professions intends to extend their content with further educational results; 59 professions specified in the classification of occupations of vocational education, for which no e-materials for learning a vocational foreign language were developed.
Bodies responsible
- Ministry of National Education (until 2021)
- Ministry of Education and Science (from 2021 until 2024)
- Ministry of National Education
- Centre for Education Development
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
Education professionals
- Teachers
Entities providing VET
- VET providers (all kinds)
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
- Flexibility and progression opportunities at the core of VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Development of e-resources for VET: Poland. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/29975