Poland

This country update was produced by Marcin Budzewski, as part of the 2023 update to the European Inventory on validation, a project managed by ICF (lead consultants: Manuel Souto-Otero, Michael Richardson, Ilona Murphy, Valentina Musso and Flora Dussine) in association with 3s (lead consultants: Karin Luomi-Messerer, Monika Auzinger, Julia Fellinger, Mariya Dzhengozova and Daniel Unterweger) under the supervision of a Steering Committee formed by the European Commission (Koen Nomden, Aline Juerges and Klara Engels-Perenyi), Cedefop (Ernesto Villalba-Garcia), and the ETF (Maria Rosenstock).

The report has benefitted from feedback from the European qualifications framework Advisory Group (EQF AG) members for Poland as well as other national-level quality assurance (QA) contacts with expertise in validation.

Work was carried out under DG EMPL Implementing Framework Contract EAC-01-2019 - Request for Services VT/2021/059.

Disclaimer:

The contents of this publication do not necessarily reflect the position or opinion of the European Commission, Cedefop, the ETF, ICF, the EQF AG members or the other QA contacts. Neither the European Commission nor any person/organisation acting on behalf of the Commission is responsible for the use which might be made of any information contained in this publication. The publication has neither been edited nor proof-read by Cedefop’s editing service.

Please cite this publication as: Budzewski, M. (2024). European inventory on validation of non-formal and informal learning 2023 update: Poland. European Commission and Cedefop. https://www.cedefop.europa.eu/en/country-reports/european-inventory-validation-non-formal-and-informal-learning-2023-update-Poland

This report presents an update on validation of non-formal and informal learning in Poland. The update takes into account, among other things, the recent reform of vocational education, initiatives at the government level to disseminate and modernize the validation system. The information on the system’s specific elements is scattered across several institutions, but it is worth noting individual initiatives that highlight the great importance of confirming qualifications: Integrated Skills Strategy 2030, Industry Skills Centres, Badge+. It is worth noting, there is still low public awareness of the function and specificity of validation - its separation from the education and training process.

Since 2016, Poland has been implementing a national qualifications system encompassing the Polish Qualifications Framework (PQF) and the Integrated Qualifications Register. During this period, a number of developments and activities targeting validation of learning outcomes achieved in non-formal and informal contexts have taken place. These aim at, among others, dissemination of information about the validation process under the Integrated Qualification System (IQS); issuing provisions on entities authorized to act as external quality assurance in the validation process; providing substantial support to entities in describing qualifications; and preparing for their role as certifying, validating and quality assuring institutions.

Alongside these developments, the process of IQS implementation faces some obstacles, which inhibit a more dynamic and widespread implementation of validation arrangements. They include above all the relative novelty of the IQS, its concept, language, and provision. Another factor is that the culture of learning in Poland is dominated by learning in a formal context and there is a limited tradition of auditing and validating skills acquired in non-formal and informal learning.

In 2018, a new vocational education and training (VET) reform was introduced (Law of November 22, 2018) on the amendment to the Act - Education Law (Ustawa prawo oświatowe; Journal of Law of 2021 pos. 1082 consolidated text with amendments), the Act on the education system and certain other acts. The main aim is to restore the prestige of vocational education by improving its quality and effectiveness. Then changes were introduced in 2019 in the form of a more detailed list of learning outcomes. Moreover, Poland adopted the "Integrated Skills Strategy 2030 (detailed part) (ZSU)" by Resolution No. 195/2020 of December 28, 2020. Among the areas of impact of this strategy are lifelong learning planning and skills validation. The provisions of the ZSU 2030 (detailed part) should be regarded as a substantive guidepost for the optimal allocation of national and European funds for skills development at the national and regional levels.

For several years, the idea of lifelong learning has been one of the main priorities of public action, and Polish education is gradually opening to non-formal education and informal learning. In January 2016, the Act on the Integrated Qualifications System (IQS) came into force (OJ 2016 item 64). Its key elements are the eight-level Polish Qualifications Framework (PQF) and the Integrated Qualifications Register (IQR). The Act promotes the dissemination of validation and certification of learning outcomes acquired through practical experience. It covers all four validation stages - i.e., identification, documentation, assessment and certification - to a similar extent. Together with the implementation of the PQF, it integrated the existing validation arrangements by introducing overarching measures to bring more consistency and coherence across all education sectors.

The Act on IQS introduces “validation” and as a term, as well as “market / statutory qualifications”, and regulates validation in regard to them. Basically, qualifications in the IQS have PQF level, are described in terms of learning outcomes and can be awarded via validation (either directly or - when it comes to HE - indirectly). And all full qualifications in formal education are mandatorily included in the IQS, while market / statutory and partial qualifications awarded in higher education (i.e., post-graduate qualifications) are included on the voluntary basis, after specific requirements are met.

The law on IQS describes all qualifications awarded in Poland by authorised entities and makes a distinction between:

1. full qualifications - awarded only in the formal general, vocational, and higher education systems upon completion of specific stages of education (e.g., primary school, first cycle studies).
2. And partial qualifications - may be awarded not only by the formal general, vocational, and higher education systems, but also by different types of institutions, organisations and associations. They can supplement full qualifications, broaden, or deepen one’s preparation in performing a profession. (IBE 2020).

Validation will be different depending on whether we are talking about:

1. formal initial and vocational education (where validation takes shape of so-called extramural exams conducted by the state agency: The Central Examination Board),
2. HE (generalising - where you can attain university if you have relevant work experience in the field of study and your learning outcomes are judged by the HEI to be complimentary to the study programme),
3. market / statutory qualifications, where validation is conducted by authorised institutions under the Act of IQS.

It also introduced a formal definition of ‘validation’, described as an assessment of whether a person applying for the award of a specific qualification achieved a part or all of the learning outcomes required for the given qualification, regardless of how the learning was acquired. As such it can be seen as having a broader meaning than the definition of validation in the 2012 Council Recommendation on the validation of non-formal and informal learning. The Act also distinguished certification as a distinct process as separate institutions can be responsible for validation as opposed to certification in Poland.

The process of validation depends on:

• the market qualification - the basic requirements are included in its description;
• the certifying institution (IC) - it is the IC that plans and organizes the validation and publishes information about it on the website. In order to gain the legal status of IC, the given entity must demonstrate adherence to legal requirements regarding validation and IC stated in the description of the qualification.

Validation can proceed in three stages:

• identifying
• documenting
• assessment.

The provisions on the IQS are a response to policy documents, already listed in previous updates, which refer to the need for establishing a system of validation covering all contexts of education at all levels. The IQS is also listed in the Strategy for Responsible Development until 2020 (with prospects until 2030), adopted by the Council of Ministers in 2017, as one of the strategic projects that were to improve the quality of human capital. Other strategic directions to be undertaken in this area, also mentioned in the Strategy, include the promotion of various forms of lifelong learning among adults, e.g., through developing and piloting different models of supporting low-skilled adults from October 2018. In line with the Council Recommendation on the validation of non-formal and informal learning and the Upskilling Pathways Recommendation, these activities will be systematized according to three main steps: (1) skills’ assessment; (2) a tailor-made offer; and (3) validation and recognition of acquired skills (learning outcomes). In the months following the adoption of the Act on IQS, several executive acts were prepared to implement the law. This refers to issuing regulations regarding, among others, the characteristics of the Polish Qualification Framework (PQF), the scope of information collected in the Integrated Qualifications Register (IQR) and its technical framework, procedures for determining PFQ level of qualifications, and entities authorised to perform external quality assurance functions.

In addition, from June 2016 activities aimed at implementation and support of the functioning of the IQS, including qualifications granted outside the education and higher education system, have been carried out. They were part of several projects run by the Educational Research Institute (IBE) on behalf of the Ministry of National Education (Integrated Qualification System - project page):

1. ‘Supporting the implementation of the first stage of implementation of the IQS at the level of central administration and institutions that award qualifications and ensure the quality of awarding qualifications. The activities implemented include, among others:
   • information campaign about the IQS and validation of non-formal and informal learning;
   • description of over 50 market qualifications in accordance with the standards of the IQS;
   • on-line good practices platform on the validation of non-formal and informal learning and the quality assurance of the validation process;
   • various forms of support for ministries, local government units, as well as institutions that can act as certifying institutions;
   • a catalogue of methods for validating learning outcomes;
   • preparing an online tool, called 'My Portfolio', for creating digital portfolios, integrated with the Integrated Qualification Register;
   • development of four sectoral qualifications frameworks.
2. “Integrate innovative and socially needed qualifications into the IQS and reduce barriers to the development of the IQS by supporting system stakeholders at the national and regional levels”. The outcomes of the project include:
   • Supporting recipients and stakeholders of the Integrated Qualification System in activities related to: creation of qualifications, preparation for the role of certification institutions or conducting validation.
   • Organization of information seminars on IQS.
   • Developing 120 new descriptions of marketable and socially needed qualifications; developing and making available online a multimedia, interactive validation vademecum.
   • Development of an innovative tool for diagnosing and verifying selected social competencies.
   • Development of two Sectoral Qualification Frameworks: in the automotive and chemical industries, and preparation of 20 qualification descriptions, including 10 from each of these industries.
3. Supporting the implementation of the second stage of the implementation of the Integrated Qualification System at the level of the central administration and the institutions that award qualifications and ensure the quality of qualification awarding. The results achieved by the project included:
   • Launch of an online information centre on the IQS.
   • Appearance in the good practices database of the first 10 examples of good practices in the areas of ministries' activities resulting from the implementation of the Act on IQS.
   • Preparation of descriptions of 150 qualifications from outside the education and higher education system for inclusion in the IQS.
   • Development of five Sectoral Qualifications Frameworks.
   • Report on the evaluation of selected elements of the IQS.
   • Preparation of recommendations on the functioning of the IC in the IQS.
4. Maintenance and development of the Integrated Register of Qualifications.
   • The Integrated Qualifications Register is a public registry that collects information on all qualifications included in the IQS. (IBE 2019).

IBE is still maintaining the register, currently within the project “Operating and Developing the Integrated Qualifications; Register (Stage 2)” that will end in 2023. Currently, also the support being carried out within project “Supporting IQS functioning and improvements in order to use its solutions in achieving the country’s development strategy aims”. Among the current qualifications available in the Integrated Qualifications System there the following figures among the different qualification categories: market - 178, market qualifications in crafts - 23, higher education diploma - 15765, from vocational education - 1427, from fine arts education -17, post-graduate studies diploma - 17, regulated - 25, other qualifications - 4.

As mentioned in the 2018 report, some important legal changes took place also in the higher education sector. They were directed at reinforcing the principle of lifelong learning as well as the recognition of learning outcomes acquired outside of the formal education system (The Ministry of Science and Higher Education, 2014). The 2014 amendment to the Act on Higher Education defined ‘learning outcomes’ (in addition to ‘education outcomes’) and opened the possibility to recognise prior learning acquired in organised and unorganised processes outside of the education system. In 2016, the Ministry of Science and Higher Education issued “Regulation of the Minister of Science and Higher Education of 26 September 2016 on second stage descriptors of the Polish Qualifications Framework typical for qualifications attained in higher education after having been awarded full qualifications at level 4 - levels 6-8”. It repealed the Regulation of November 2, 2011, on the “National Qualifications Framework for Higher Education and replaced the notion of learning outcomes in individual areas with the concept of PQF level descriptors”.

In December 2020, Poland adopted the "Integrated Skills Strategy 2030 (detailed part)" by Resolution No. 195/2020 of December 28, 2020. The document was developed as the result of extensive consultations, considering: the requirements under the Partnership Agreement, the recommendations of the report "OECD Skills Strategy: Poland" and the assumptions of the New European Skills Agenda.

Areas of impact under ZSU 2030 (detailed part) (Ministerstwo Edukacji i Nauki 2021):

• Basic, transversal and professional skills of children, youth and adults.
• Developing skills in formal education - management staff.
• Developing skills in formal education - teaching staff.
• Developing skills beyond formal education.
• Developing and using skills in the workplace.
• Career counselling.
• Employer cooperation with formal and non-formal education.
• Lifelong learning planning and skills validation.

The goal of the area on lifelong learning and validation is to improve systemic solutions that facilitate access to various forms of learning and enable the recognition, validation, and certification of learning outcomes regardless of how these outcomes were achieved.

As for specific initiatives on skills for migration policies, this has not changed significantly in respect to validation since 2018. The regulations on the recognition of education obtained abroad were implemented into the Act on Education System in March 2015 (OJ 2015 item 357). They open the possibility for representatives of specific groups who do not have relevant certificates for specific reasons to apply for a special procedure towards confirmation of the level of the educational qualification. In doing so, they can submit various other documents instead, such as papers confirming that they have been employed in a certain profession, which required corresponding level of education, or oral statements. They can also take part in the assessment interview conducted by the education superintendent to assess their level of education. Given the short period since the implementation of this change and low numbers of persons who could use this possibility, there have been no examples of practical application of these solutions. It is therefore difficult to assess whether these arrangements are efficient or not. According to some third sector representatives engaged in assisting foreigners staying in Poland, the focus on assessing the level of education may be insufficient. In their view, an on-the-job assessment of skills could be a useful solution as many immigrants and refugees have never attended any school education (Duda, 2019).

In Poland, there are no Individual Learning Accounts (ILAs). In 2021, the Commission conducted an impact assessment to assess the impacts of the ILA initiative. A 12- week public consultation was carried out by the European Commission between 23 April and 16 July 2021, as one of the consultation activities for the impact assessment. Only two citizens and three stakeholder organisations from Poland participated in the public consultation.

In Poland, there are no skills audits in public employment services (PES) for specific target groups and there are no rules/legislation relating to skill audits. But it worths mentioning about the Regional Labour Office in Kraków that has been conducting skills audits in Poland since 2015-16 in the framework of additional projects. They are, along with IBE, co-creators of the Skills Audit Method (IBE 2020b) that is actively promoting in various environments, including PES. The Regional Office have conducted over 50 000 “shortened” skills audits and around 3500 “full” skills audits.

Challenges for the development of lifelong learning are linked to difficulties in comparing the value of qualifications acquired in various areas, structures, and institutions that award qualifications according to their own criteria and procedures and confirm competences. Closely linked to this are other challenges such as the variety and inconsistency of legal and organisational solutions for qualifications obtained outside of the education system, as well as low credibility of some training offers and certification options (IBE, 2015b). Due to relatively early stage of implementation of IQS it is yet to be seen when and how these issues will be solved in the future.

Current functioning arrangements for validation apply mainly to the general education and VET sector, the craft trades (regulated by a separate law) and - to a lesser extent - to higher education. There has been little change since the 2018 Inventory.

General education

In the school system, since 2012 validation of non-formal and informal learning outcomes in Poland can take the form of extra-mural exams, which allow to obtain primary, general upper secondary, basic and upper secondary vocational education levels qualifications (in the area of general education implemented in vocational schools). This is to open the possibility for adults to raise their level of qualifications without going back to school as there are no requirements to be fulfilled to undertake these exams except from age and primary school leaving certificate when applying for upper secondary school level exams.

Vocational education and training

It is also possible to obtain vocational qualifications after passing extramural vocational examinations (both at IVET and CVET level). These exams are an option for persons with professional experience to validate their knowledge and skills without participating in the qualifying vocational course or attending the school. In order to take the extra-mural vocational exam, it is necessary to: 1) graduate from an eight-year primary school; and 2) complete at least two years of education or work in a profession from which the particular qualification was extracted (in accordance with the classification of occupations for vocational education). Like the exams in the general education area, this type of examination is a part of the external examinations system conducted by Regional Examination Boards.

Craft trades

Government regulations on validation of learning outcomes acquired outside the formal education system apply also to the craft trades, which offer an alternative learning path to school-based vocational education. In this case, the examinations for journeymen and master are conducted by the Chambers of Crafts for both selected ‘school’ professions, as well as selected occupations included in the classification of occupations for the labour market. Craft trades have two kinds of diplomas (qualifications):

• Those that can be acquired in vocational schools - for which craft trades are an alternative learning path as described in the text (and are included in the classification of vocational school occupations); those qualifications are therefore mandatorily included in the IQS.
• Those available only through craft trades (which are included in the classification of occupations for the labour market); those can be voluntary included in the IQS.

The conditions for taking the exams take into account formal and non-formal education as well as experience of learning with a craftsperson and practising the relevant occupation.

Higher education

In the higher education system, the amended Act on Higher Education (2014) introduced the possibility to recognise learning outcomes acquired outside of the formal education system. It allows for recognition of prior learning acquired in non-formal and informal learning environment while applying for first- or second-cycle programmes in order to shorten the learning cycle (Duda 2019). This refers to candidates with:

1. a high school diploma and at least five years of professional experience if they apply for bachelor and long-cycle studies;
2. a bachelor's degree or equivalent and three years of professional experience gained after graduation in case of applying for second-degree studies; and,
3. a master's degree (or equivalent title) and at least two years of professional experience after graduation if admission concerns the next field studies (both first and the second degree).

Assessment of learning outcomes is carried out by committees set up for this purpose, which check actual skills, competencies, and knowledge in addition to submitted documents. The organisation of this process is determined by the university senate. At the moment, however, the number of persons interested in such possibility remains low. Some representatives of the higher education sector point out that the changing of legislation in Poland, while promoting recognition of prior learning, at the same time does not fully promote lifelong learning. This is because it limits the number of credits that can be awarded for recognised learning outcomes to no more than 50% of ECTS credits assigned to a given education programme (while in other countries it is up to the evidence provided by candidates) and sets a clear limit when to start counting the experience of applicants (e.g., part-time students cannot claim their work experience).

The above-mentioned law on higher education applies also to the recognition of learning outcomes acquired via massive open online courses (MOOCs) though to date there is no information on the popularity of MOOCs among students in Poland.

As mentioned in the 2018 Inventory, the coordination of assessing and recognising competences outside the education system still poses a challenge. The dissemination of procedures for validating skills acquired outside the formal education system also remains limited. Various studies carried out before the introduction of the IQS revealed a variety of approaches and terminologies, and in many cases inconsistencies, resulting from variations in the legal acts addressing qualifications awarded in non-formal education (as well as in formal education). They also exposed several various procedures to confirm learning outcomes acquired outside the formal education system, often not regulated in a systematic way (Duda, 2019).

One of the purposes of the IQS is therefore to link traditional education with learning that takes place in other contexts, e.g., through work, training courses, and self-education. It is also to contribute to the modernisation and better integration of education and training systems with social and economic requirements. Work on the PQF and IQS included considerable participation of representatives of various sectors and various initiatives to improve procedures and adapt activities related to awarding qualifications have been taking place. This refers to, inter alia, the formation of Sectoral Qualifications Frameworks in sectors such as banking, IT, telecommunications, sports and tourism, textile, construction, etc. (Duda, 2019).

Market qualifications to be included in the IQS are subject to consultation. They are evaluated by specialists representing various stakeholder groups, including representatives of industries and sectors, appointed by ministers that decide on including qualifications in the IQS. Such qualifications must be described in accordance with the standard, which takes into account the requirements for the validation of qualifications.

However, the experience with introduction of market qualification to the IQS has shown that the relative novelty and, to a limited extent, the complexity of the validation process as a concept and practical procedure (including its division into three stages, the use of alternative methods etc.) pose a challenge to the validation providers and to competent ministries. In the case of providers, knowledge about the system is still limited as is their understanding of it and awareness of benefits it can offer. As for the ministries, they are not always prepared in terms of capacity to carry out the process of reviewing and including market qualifications into the system within the time limits established by the law (within four months from the date of receiving a formally valid application, with the possibility to extend this deadline once by four months). Additionally, insufficient knowledge about the IQS results in considering market qualifications as a threat to formal education qualifications. Other factors that slow down this process include unwillingness of some applying entities to cooperate with the ministries after submitting their applications (e.g., to address comments) or resistance from other representatives of the industry (in particular competitors).

Validation in the third sector concerns various projects funded by the EU, sometimes implemented in cooperation with actors representing other organisations and sectors. In part, they are based on generally accepted arrangements and cover more innovative solutions. Nevertheless, representatives of the third sector, although active, are not a significant provider of qualifications and their role in the Polish education and training market is limited in this regard. While this sector has no systematic validation arrangements, more durable solutions developed by third sector organisations can be included in the Integrated Qualification Register.

A comprehensive validation system is the key element of the Integrated Qualifications System (IQS). The Act on IQS includes provisions establishing the Polish Qualifications Framework (PQF), which organises the qualifications included in the system according to individual levels and corresponds to the levels of the EQF. The legislation also introduced provisions on Sectoral Qualifications Frameworks, which constitute the extension of the PQF in line with the needs of specific sectors (fields of activity).

The implementation of the PQF was the main reform integrating changes introduced in general, vocational, and higher education sectors (Duda 2019). Prior to these changes, the qualifications system in Poland had been based mainly on standards and criteria addressing the formal education process, defined by the content of education as well as the years of formal learning. The PQF development triggered the transformation of the education system into a learning outcomes-based model. It resulted in the introduction of learning outcomes-based core curricula for general education, learning outcomes-based curricula for VET, and in development of qualification standards for occupations (OJ 2012, item 184).

In the higher education sector, the National Qualifications Framework for Higher Education has been functioning as of October 2012 together with the definition of learning outcomes for first and second cycle studies for both the general academic and practical profiles. As mentioned earlier, within the Regulation of the Minister of Science and Higher Education of 26 September 2016 on second stage descriptors of the Polish Qualifications Framework typical for qualifications attained in higher education after having been awarded full qualifications at level 4 - levels 6-8, it was replaced by a regulation on the level descriptors typical for qualifications obtained in higher education that is in full accordance with the IQS. These descriptors differ essentially from the previous descriptions of area learning outcomes and become one of the criteria for programme evaluation of study programmes. Finally, the implementation of the PQF also gives an impulse for the development of qualifications obtained outside of the formal systems (Referencing report - an update, 2015). This is particularly relevant in Poland, where apart from the education systems, qualifications are also awarded in the context of different structures, institutions, and organisations. They operate under different laws or other regulations, established by various entities: corporations, unions, organisations, or training institutions (Duda 2019)

As part of the PQF project, seven Sectoral Qualifications Frameworks (SQF) have been developed by expert teams designated by the sectors concerned. After the end of the first PQF project the works on IQF were continued within the framework of other projects. Each one brought additional Sectoral Qualifications Framework and in 2023 there were 20 published frameworks with at least one additional in the works to be finished by the end of the year. Creation of sectoral qualifications frameworks remain the domain of the relevant sectors, while the competent ministers decide whether to include them into the qualification system or not. This is possible after comparing the description of SQF’s levels with the characteristics on the PQF levels. The Sector Skills Councils, established as part of the ESF co-financed project are tasked with updating they Sectoral Qualifications Framework, developing cooperation with all stakeholders in the sectors, and working on greater transparency and comparability of qualifications. The first Sector Skills Councils were established in 2016 at the initiative of the Polish Agency for Enterprise Development (PARP). To date, seventeen councils have been established in sectors as diverse as construction, quality food or development services. Each consists of representatives of employers, trade unions, universities educating for the sector and other stakeholders related to the sector. Their work is supervised by the Programme Council composed of representatives of ministries competent for development, education, higher education and work, representatives of the formal and non-formal education sector, as well as business organizations and social and economic partners.

Finally, the validation framework for VET enables acquiring smaller qualifications (than before), which are made up of units of learning outcomes. After the implementation of the PQF, it is possible to use validation to acquire credits towards a qualification or learning outcome using ECVET and ECTS. So far, a credit system has been introduced only in higher education (ECTS). The changes introduced in 2012 in VET are in line with the ECVET technical specifications included in the ECVET Recommendation. They specifically concern using learning outcomes and units of learning outcomes, developing the learning programmes and assessment based on the LOs, introducing procedures for credit accumulation and transfer and finally opening the path for validation of non-formal and informal learning.

Micro-credentials - various forms of confirmation (including certificates) that a person has acquired specific skills, competencies, or full qualifications after completing a short cycle of learning (e.g., a course, module, training, stage of education, etc.) - most often relate to formal education, that is, they are mainly issued by universities. A type of micro-credential, now more often issued in non-formal education, are digital badges. On the initiative of the Educational Research Institute work is underway on the Badge+ System, which will enable the certification of competencies, skills, qualifications, and other achievements with digital badges in the Open Badges standard. Badge+ is a first Polish application that enables the issuance, collection, storage and sharing of Open Badges digital badges and equivalent PDF certificates. It allows users to digitally certify different types of skills and achievements. It is available through a web browser for all users, as well as in the form of a mobile application targeted at individual users. In addition to the functions related to digital certification of skills belonging to the Open Badges standard, the Badge+ application also features innovative solutions created by a team of employees of the Educational Research Institute, including the ability to create digital portfolios in the system that can replace traditional CV. It is worth noting that the already mentioned online tool “My Portfolio” is solely focused on creating e-portfolios.

The Employment Council adopted a Recommendation on 16 June 2022 on a European approach to micro-credentials for lifelong learning and employability. The recommendation indicates the elements of micro-credentials and what the procedure is for issuing them.

The Minister of Education and Science established an advisory team for micro-qualifications in the field of higher education in February 2022. This was for the purpose of:

1. analysing concepts on micro-qualification being developed within the European Union;
2. developing a proposal for a definition of micro-qualification adequate to the needs of the Polish higher education system;
3. conducting consultations with the academic community;
4. analysing the existence of barriers and differences in the recognition of documents confirming the achievement of achievements. (OJ of MES item 15)

In the case of Poland, there are several complementary systems of educational and professional standards, which however do not constitute a uniform system as there are indeed no one standards aside from the requirement of having PQF levels and learning outcomes. In relation to the general and vocational education system, educational standards are developed in a form of the core curriculum for general education and for occupations.

The core curriculum is based on learning outcomes. The curriculum for vocational education includes 237 professions taught in the school system (from September 2023) divided into 270 separate qualifications (from September 2023). Examination standards used in the Polish Craft Association are prepared on a similar basis as the core curriculum. Qualifications awarded in the school system and in the craft system are treated equally by the law. Higher education constitutes a separate system, for which the educational standards are set out in the form of descriptors typical of qualifications obtained under higher education. In all these systems learning outcomes are presented in terms of knowledge, skills, and social competences (Duda, 2019).

The core curriculum for vocational education was revised in 2017, and further changes were introduced in 2019 in the form of a more detailed list of learning outcomes. The possibility has also been created to acquire additional professional qualifications and authorizations. About 20-30% of the hours of compulsory educational classes can be used to prepare for the acquisition of necessary professional authorizations (e.g., a cat. C driver's license or an SEP license in the professions of the electric power industry) or market qualifications included in the IQS. In addition, for those pursuing the 2019 core curriculum, an additional condition for graduation will be taking professional exams of all the qualifications identified in a given profession. Moreover, starting in 2022, students of technical upper secondary schools who confirm a set of professional qualifications do not have to take an exam in an additional subject at the extended level. There are currently over 17 000 qualifications described in the IQS.

Regulated professions have a separate set of 'standards', but do not form a uniform system either. Their common feature is that the role of standard is played by the relevant regulation, which lays down the conditions that must be met in order to obtain permission to carry out a specific profession. In addition to these conditions, the provisions also specify the examination procedures and validation rules, provided that it is required under the law.

Finally, there are qualification standards for occupations (now renamed the standards of professional competences), developed by the Ministry of Labour and Social Policy, that are to be gradually linked to the PQF. However, their application appears to be limited mainly to the institutions of vocational education and the description of vocational qualification requirements does not take into account the ways of acquiring qualifications, other than through formal education and vocational practice (Sztandar-Sztanderska, 2009). A set of 1 000 of new standards was under preparation, including the updating of existing ones. The current list of 2019 formula qualifications can be found at: https://www.kwalifikacjezawodowe.info/s/5133/81363-Aktualna-lista-kwalifikacji-wg-formuly-2019.htm.

Regarding the IQS, in order to be included into the Integrated Qualification Register (IQR), all qualifications awarded outside the formal education systems have to be described in accordance with standards laid in the Act on IQS from 2016. In March 2023, there were 17 456 qualifications described in accordance with the IQS’ standards, including 201 defined as “market” or “market ones in the crafts system” and 25 are “statutory”. The information contained in the description of qualification includes the characteristics of qualifications together with its learning outcomes and the verification criteria/requirements assigned to them. These requirements provide the basis for designing the validation procedures designed by certifying institutions and thus ensure the reliability and comparability of validation results. They must be taken into account by each institution that plans to award a qualification while creating and implementing its own validation scenarios (Article 41 of the law on IQS). It is worth noting here that assessment criteria accompanying learning outcomes and validation requirements are separate parts of the market qualification descriptions.

There are multiple institutions in charge of overseeing validation practices, depending on the sub-system, which encompasses all qualifications with PQF in Poland. And overall, the Minister of Education and Science oversees the whole of IQS, while specific ministers are responsible for the qualifications in their areas (including their validation and QA arrangements). These include institutions in the education and craft systems, as well as institutions responsible for ‘regulated professions and non-public organisations covering sectoral qualifications, often similar to qualifications covered by other systems (as further described below and in Section 8 on quality assurance). As for other qualifications not awarded by the state bodies or professional associations, there is also a wide range of validating and certifying institutions. The external supervision over the latter remains rare (Bacia, 2014, IBE 2020).

Institutional responsibilities resulting from the IQS

The Act on IQS specifies the requirements for bodies carrying out validation and certification, the rules for obtaining the permit to carry out certification, the principles for quality assurance in validation and certification, as well as the rules for monitoring both processes:

1. The function of a minister coordinator of the IQS is performed by the minister responsible for education whose tasks include, among others: designing specific organisational and technical solutions for the IQS; supporting the appointment of ministers responsible for particular qualifications; monitoring the functioning of the IQS; providing services to the IQS Stakeholder Council; and maintaining and disseminating knowledge about the IQS.
2. Qualifications included in the IQS can only be awarded by institutions authorised to be awarding bodies. The power to certify arises directly from the law or it will be given by the competent minister in accordance with the provisions on the IQS.
3. The function of external quality assuring the work of certifying institutions is to be entrusted to an entitled entity by the minister responsible for the particular qualification. The list of entities entitled to carry out external quality assurance will be maintained by the minister coordinating the IQS.
4. The processes of validation and certification of regulated and market qualifications included in the IQS are to be supervised by the competent ministers. They authorise awarding bodies to award qualifications and supervise the quality of this process.
5. The IQS Stakeholder Council operates as a consultative and advisory body under the minister coordinator of the IQS. It is composed of representatives of employers’ organisations, trade unions, rectors’ conferences, training providers’ associations, local government, the programme council for the competence matters and the ministry coordinating the IQS. The law specifies the composition of the Stakeholder Council, the rules for appointing its members, the duration of their term of office, the principle of selecting the President of the Council and the way it operates.

The PQF comprises several groups of level descriptors: 1) universal, 2) typical for a selected type of learning (general, higher, vocational), which are introduced through the by-laws prepared by the Minister of Education and the Minister of Science and Higher Education. When it comes to Sectoral Qualifications Frameworks, they can also be included into the IQS at the initiative of the competent minister or an interested party, if the preliminary assessment of purposefulness of such inclusion is positive. The minister in charge of education adds the Sectoral Qualifications Frameworks to the Integrated Qualifications System (IQS, as the 3) type of descriptors of PQF) at the request of the competent minister.

The Institute for Educational Research (IBE) is responsible for operating the IQR and entering the qualifications included in the IQS into the register (recording). At the initial stage the IQR contained only qualifications (full and partial) from formal education. Now it is gradually expanded to cover market qualifications. All market qualifications are included in the register after their authorisation by a public authority (e.g., a competent minister) or a legally authorised entity (Duda 2019). The register has been operational since 15 July 2016. The information gathered in the IQR are available through an Internet portal. The IQS Portal, as is the case with similar portals in other EU countries, is linked to the European Qualifications Framework portal.

As for adult continuing education, several levels of state administration are in charge, with the key bodies responsible at the central level for the institutional framework for VET and HE, including validation, as follows:

1. the Minister for Education and Science, whose competences include formulation of policies concerning education, including general rules of validation of non-formal and informal learning; administration, preparation and implementation of the strategy and policies for the development of higher education and the area of recognition of education and qualifications (including rules of validation in HE);
2. the Minister for Family and Social Policy, who lays down conditions and procedures for attending training and other forms of vocational activation by unemployed people and job seekers.

In higher education, validation and certification are carried out by the HEIs under the supervision of the minister in charge of science and higher education. The Polish Accreditation Commission is responsible for external quality assurance.

Education and training providers

As explained in the 2018 update, the Polish system of validation and assessment of learning outcomes covers internal and external types of validation. While internal assessment is carried out by schoolteachers against the requirements which are defined by them on the basis of curricula, external validation is organised by the Central Examination Board (Centralna Komisja Egzaminacyjna, CKE) and eight District Examination Boards (Okręgowa Komisja Egzaminacyjna, OKE). On a non-obligatory formal education level, both CKE and OKE are responsible for the following types of examinations:

1. matriculation exam (matura) when completing the upper secondary school level (lyceum and technical school - ISCED level 3);
2. examinations confirming vocational qualifications conducted in occupations that are included in the classification of vocational occupations (these exams have both a theoretical and a practical part - ISCED level 3);
3. extra-mural exams for adults who may obtain graduation certificates from schools (on ISCED 1-3) without having to attend school in order to do so.

The latter type of examination can be considered as one of the key elements of the system of validation of non-formal and informal learning outcomes, as there is no requirement to attend school in order to attain the certificate (OJ 2012 item 188). Among other steps towards the validation system, the following examples could be also listed:

1. exemption from external national exams on the basis of achievements in national and international students’ Olympiads and school subject competitions;
2. the system of exams for journeymen and masters organised by the Polish Craft Association;
3. implementation in 2012 of the external exams acknowledging vocational qualifications of individuals who are not graduates of vocational schools;
4. improving the external exams system with the aim of using them in the validation process (The Ministry of National Education, 2009).

In relation to continuing vocational training (CVET), worth highlighting are the Continuing Education Centres (Centrum Kształcenia Ustawicznego, CKU), which provide key educational, examination and commercial services within the system. As multifunctional public education facilities, they offer education, further education and training to adults, in both in-school and out of school forms (including the organisation of extra-mural examinations). The CKUs also play an important role in terms of providing training courses, commissioned by labour offices, and advisory services for teachers and trainers involved in adult education, as well as in preparing and implementing modern curricula and methods in adult education. Alongside CKUs, non-public Vocational Training Centres (Zakład Doskonalenia Zawodowego, ZDZ) and public Practical Training Centres (Centrum Kształcenia Praktycznego, CKP) and Centres for Education and Professional Development (Ośrodek Dokształcania i Doskonalenia Zawodowego, ODDZ) can organise and provide continuing education on a regular basis, in the extra-mural form and as distance learning In 2017, there were 218 Continuing Education Centres, 172 Practical Training Centres, 365 Centres for Education and Professional Development and 24 Vocational Training Centres operating all over the country (CIE, 2016; ZZDZ, 2018). These organisations provide training which adults can have validated through the external or extra-mural examinations. (Duda 2019).

Recent amendments to the Education Law (OJ 2023 item 2005) established an entirely new type of educational services provider - Sectoral Skills Centres. For more details see p. 27.

Private sector actors (including social partners)

As outlined in the 2018 update, one of the long-established practices of validation and recognition of non-formal and informal learning in private sectors in Poland is the training and examination for craftsmen and candidates for particular certificates in craftsmanship. The 1989 Crafts Act (OJ 1989 No. 17 item 92 with subsequent amendments) stipulates the conditions for carrying out examinations for craftsmen for the certificate of journeyman and master in crafts, which is recognised by employers and State administration at a national level. These examinations can be taken by both young people who have completed vocational education and training and adults wishing to validate their knowledge and skills acquired through work and theoretical training (the latter must have as a minimum a general education certificate at ISCED level 1 or 2) (OJ 2012 item 1117). The openness and accessibility of this track of examination for these two groups has been lately introduced into exams carried out by District Examination Boards, which corresponds in a way to validation of informal and non-formal learning. (Duda 2019)

Each of the validation institutions operates within a narrow scope. The Educational Research Institute has information on Integrated Qualification System, Integrated Qualification Register and micro-certifications. Central and district examinations commissions provide information on vocational exams. All those information are publicly available on websites: www.kwalifikacje.edu.pl and www.kwalifikacje.gov.pl.

The Ministry of Family and Social Policy, on the other hand, provides information on professional qualification standards and occupational descriptions. Thus, the information is scattered and incomplete (e.g., it is not all that easy to find the information on the possibility of exemption from exam fees).

Thus, each institution informs about a slice of the system and does not reach a wide audience. Such information should be available to career counsellors in labour offices, but they too do not provide full knowledge. There is no coherent system, no standard, which would talk about conveying information to a wider audience (Interview with the expert).

While the Act on IQS does not directly refer to vocational guidance, there is a number of solutions that are functioning in Poland that provide support in identifying and documenting competences. Within the school system, each student has the possibility to get additional support from professionals such as a teacher, a methodical advisor, a psychologist, and a professional counsellor. Outside the school system, support is targeted mainly at unemployed people and jobseekers registered at employment offices or in non-public employment agencies. In other situations, individuals have to organise guidance and support on their own and with their own funds. Some useful information is also available on the Internet portal of the Central Examination Board, Polish Craft Association and Voluntary Labour Corps.

Like the situation described in the previous updates, various aspects of validation are still a fairly new element in the Polish educational system. In the preliminary guidelines for conducting the validation process within the IQS, it was proposed that vocational counsellors should act as promoters of the system who inform, educate, and support people interested in applying for a validation procedure. This is particularly important given the difficulties with the terminology concerning the validation of learning outcomes, as reported by the implementers of the validation pilots as a barrier for success of this process. Meetings with career counsellors held in previous years were identified as particularly important for validation participants from disadvantaged groups. These meetings were intended to motivate these individuals to begin the process by diagnosing their competencies and motivate them to move on (IBE Team, 2015).

From 2016 to 2023, the Institute for Educational Research implemented a series of projects aimed at implementation and support of IQS at the level of central administration and institutions awarding qualifications and ensuring their quality. The tasks carried out over this period included, among others, preparation of solutions and methods for the identification and documentation of competences of persons applying for qualifications. The project, alongside with “My Portfolio” - a tool for creating e-portfolios, aimed at identification and documentation of learning outcomes, deliverables included an online database of good practices in the field of validation of learning outcomes and a catalogue of validation methods (also for the three validation stages). Support for the implementation of the IQS, also through knowledge and tools regarding validation, was continued until 2023. It includes further development of the “Skills (career) Audit Method”, the good practice platform, the validation methods catalogue, and the e-portfolio tool (‘My portfolio’) mentioned above. Development of new digital tools is also envisaged to tackle the main challenges in implementing validation in Poland (including the novelty and complexity of the mechanism as mentioned in this report) (Duda 2019).

In January 2018, the Educational Research Institute started a two-year project on incorporating innovative and socially needed qualifications into the IQS. The project also aims to reduce barriers to the development of IQS by supporting system stakeholders at the national and regional levels. Among others, the following outputs have been developed within this initiative: an innovative tool for diagnosing and verifying selected social competences, an online vademecum for validation, and a network of regional advisers - promoters of the development of IQS. Also, two sets of recommendations were prepared: the first one to link the career counselling system with the IQS in the context of supporting policies for lifelong learning; and the second one regarding validation solutions applied in higher education to recognise learning outcomes obtained through non-formal and informal learning (Duda, 2019).

It is worth noting, that there is no unified guidance and counselling system to support validation. There is counselling for employees at county labour offices. However, there is no complete information, it is not widely known that there is possibility to consult information on validation in the district labour office.

Most examiners who are entitled to conduct the validation of learning outcomes are from either the formal education system or the craft system. In the case of examiners appointed by Regional Examination Boards (formal education system), almost all are vocational teachers and instructors of practical training. In the case of examiners from craft chambers, they are predominantly entrepreneurs and practitioners, often acting as vocational and academic teachers and instructors of practical training as well. In the case of other non-formal and informal learning practices, examiners are usually authorised representatives of the given profession, as in the case of the regulated professions.

In line with the works on the IQS, organisational resources, including human resources, should be part of validation requirements, which constitute one of the most important elements of the qualification description. In 2020-23 IBE has prepared a set of competences for 1) assessor, 2) validation counsellor, 3) validation process coordinator. While they are not mandatory to use by any means, they give an overview of profiles for validation practitioners after the initial phase of the IQS functioning in Poland.

Among the persons involved in the validation procedure, the key role is played by assessors who bear the responsibility for the assessment of candidates’ learning outcomes. The recommended competency profile for an assessor includes:

• knowledge of validation process;
• a detailed knowledge of the course of validation (individual stages, procedures, requirements) for the qualification awarded in the institution;
• the knowledge and understanding of learning outcomes, criteria and verification methods;
• professional experience in a given industry, which are related to the learning outcomes for a qualification;
• experience in evaluating learning outcomes;
• the ability to use tools and methods for verification;
• a detailed knowledge of formal evaluation criteria and content;
• the ability to work with the candidate (no prejudices, giving feedback, communication skills, impartiality);
• confirmed competence in the range of tasks they perform.

In addition, assessors should be characterised by an openness to different ways of documenting learning outcomes and to different ways of completing tasks by the validation applicants to verify learning outcomes. It is also recommended to maintain a database of assessors from the industry.

Other persons that can be involved in the validation process include validation counsellors, coordinators, external observers, and persons designing the validation process, responsible for its improvement, preparing the necessary tools to implement validation and responsible in the certifying authority for internal quality assurance process. Information about the human resources contained in the description of qualification may concern: their functions in the process; competence requirements for these functions; the rules of selection of people involved in the process of validation; method of verification and/or monitoring of people involved in validation; and the rules for updating and/or improving the skills of those involved in this process (IBE Team, 2015).

Examples of validation counsellor tasks developed by IBE:

• building relationships with people entering validation;
• use tools for identifying and documenting learning outcomes, including selection of these tools and matching them to the needs of people entering into validation;
• analysing and summarising the situation of people entering for validation;
• preparing a development plan together with those being supported.

Examples of validation process coordinator tasks developed by IBE:

• organisational preparation of validation in the certification authority;
• coordinating the handling of individuals entering validation;
• ensuring the correct course of validation in the certification authority;
• supporting and organising the work of the team involved in validation.

As explained in the 2018 update, a formalised system of support for examiners is organised within the school system (mandatory courses for examiners conducted by Regional Examination Boards), the craft system (mandatory training for members of the examination committees led by the chambers of crafts) and the system of regulated professions, where the type of training for examiners is determined in each case by law for each specific regulated profession. For instance, in the case of crafts, a project aimed at strengthening the quality of exams run by chambers of crafts was implemented in 2016-2018 by the Polish Craft Association on the basis of an agreement with the Ministry of National Education. It envisaged the development of new exam tasks, methodological training for their authors and for members of examination boards, as well as creating a guide and an internet platform devoted to support them. The situation is different in the case of validation projects where training for examiners is either run by the project contractor or (which is a more typical situation) the project involves professional examiners from school or craft systems.

Outside of general education, particularly in the field of ‘regulated occupations’, which have their conditions specified in the legal acts, it is necessary to hold a relevant entitlement (specific for various professions) to become a member of an examination committee. In case of market qualifications members of the validation commissions must meet the requirements set in the qualification’s description (which itself is set in law). Those are set by the entity (entities) that developed the qualification, and so will differ from qualification to qualification. For instance, the information about training for people who would like to obtain a driving licence for a tram can be found in the Regulation of the Minister of Infrastructure of 27 October 2005 on the training, examination and certification for vehicle drivers, instructors and examiners. According to IBE experts, institutions should include at least: 1) specific subject knowledge and skills, 2) using methods of validation specified in the validation requirements.

In the case of projects concerning identification and documentation of competences that doesn’t end in awarding a certificate, the organisational support for the process can be provided by experienced trainers from organisations where adult and youth education is a statutory activity. The examination committees usually consist of respected experts and professionals from the industry, long-time practitioners, representatives of employers and academia and the specific field, as well as members of external examination commissions confirming vocational skills through formal education. More specifically, the examination committee members should usually satisfy the following requirements and possess:

• knowledge of qualification standards in the given profession;
• knowledge of health and safety regulations, especially with regards to the specificity of the profession;
• knowledge of responsibilities in the workplace on a given position.

In addition to the above, other requirements are often desirable:

• practical experience in assessing knowledge and skills;
• practical experience in the profession;
• experience from other examination commissions;
• representing a well-known sectoral, education or training institution that is respected in the labour market.

As for qualification requirements for validation practitioners in the formal education system - who can be involved in assessment of competences acquired also outside the formal education system - they are specified in the law. It is stated that a person who wants to become an examiner who conducts an examination, confirming vocational qualifications should:

• have qualifications required for appointment as a school teacher in the examined qualification or a university teacher specialising in the areas which fall within the scope of the examination;
• have at least three years of teaching experience in a public or private school or higher school, or at least three years' experience in a position requiring teaching qualifications in the teachers’ education institution, the public authority, the school-board or authority conducting pedagogical supervision;
• meet the conditions set out in article 19, paragraph 10.5, points 2-4 of the Act of 26 January 1982 on the Teacher’s Charter (e.g., full legal capacity and public rights, no pending criminal or disciplinary proceedings or incapacitation, not punished for an intentionally committed crime);
• successfully finish a training course for examiners, organised by a District Examination Board, completed with the knowledge of the principles for conducting and evaluating tests and exams.

A person who meets the following criteria can also work as an examiner carrying out the qualification examination in the profession, i.e.:

• is a representative of employers or an employers' organisation or professional association;
• has qualifications required for the apprenticeship instructor and a minimum of three years of experience in the examined profession;
• meets the conditions set out in article 19, paragraph 10. 5, points 2-4 of the Act of 26 January 1982 on the Teacher’s Charter; and,
• successfully finishes a training course for examiners, organised by a District Examination Board.

In case of members of the examination committee appointed by the craft chambers, the requirements for examiners include:

1. Chairman of the examination committee: higher education and six years of professional experience in the given profession, in the case of unique occupations requirements are as follows:
   1. upper secondary education and master diploma with three years of professional experience, or
   2. upper secondary education and technician diploma with six years of professional experience, or
   3. basic vocational education, master diploma with six years of professional experience.
2. Members of the examination committee:
   1. basic vocational education and master diploma with three years of professional experience, or
   2. upper secondary education and technician diploma with six years of professional experience, or
   3. entry in the register of examiners in accordance with the principles laid down in the Education System Act (same as in the case of examiners appointed by the Regional Examination Boards).

All members of the examination committees (including the chair) must have pedagogical training (at least the title of practical training instructor) and have completed training for members of the committee. In addition, members of the examination committee cannot be members of the statutory authority of the craft chamber which carry out particular examinations and cannot maintain any legal or factual connection with the candidate that may raise justifiable doubts as to impartiality.

As listed in previous updates, resources for the validation of non-formal learning may come from:

1. state and local government budgets which are being used to fund education;
2. Special-purpose funds: e.g., the Labour Fund, State Fund for the Rehabilitation of Disabled Persons;
3. programmes supporting vocational activity of people with disabilities;
4. foreign assistance funds - i.e., World Bank loans;
5. European Structural Funds;
6. enterprises;
7. individual’s own funds.

Generally, validation processes carried out within VET and HE are financed from the state budget, Labour Fund or State Fund for the Rehabilitation of Disabled Persons. Validation carried out outside of VET and HE is financed from the other sources in the above list.

Particularly worth highlighting are the operational programmes (OPs), including the Regional Operational Programmes (RPO), one for each of the 16 regions of Poland, set in accordance with the regional needs, financed from ESF that have contributed to boosting different forms of non-formal and informal learning, as well as continuing educational courses for various groups of participants that developed as part of projects carried out under those programmes. These initiatives are generally free of charge for participants. It should be also mentioned 29 that the systemic projects concerning the development of validation system are financed by the ESF. As for the sectoral exams, they are usually financed by the applicants, who can apply for the reimbursement of the examination fee at the labour offices, provided they are registered as unemployed or as a jobseeker. Employers, who hire a person through the labour offices, can also apply for the reimbursement of the examination fee of the new worker.

Validation funding issues have been raised by employers as one of the obstacles for the development of the IQS and its widespread use by interested parties. As stated by the Lewiatan Confederation, a non-governmental organization representing the interests of Polish private entrepreneurs, the process of building a network of certifying, validating, and quality assuring institutions requires significant financial outlays from all involved entities. Therefore, there is an expectation on the side of private business to create economic conditions and incentives for the development of specialized entities validating individual qualifications, especially in the initial phase of implementing the IQS.

In Poland, there is still no wider tradition of validation of competences gained outside of formal education. Given that the IQS is in its 7’th year of its implementation, more time is needed for its practical translation into the actual dissemination of validation mechanisms. Current arrangements for validation concern mainly VET system, including: school and craft systems, and the system of vocational training for adults provided by the employment offices. These groups are the main ‘clients’ of the Polish VET system. The wider practical impact of validation mechanisms has so far been limited to examination methods (extramural examinations in general education or external examinations confirming qualifications in professions).

As for employers, the Lewiatan Confederation, representing private entrepreneurs’ sector, pointed out to two main factors that might hamper the scale of implementation of the IQS - and the validation arrangements - in Poland. Firstly, without financial support in making investments in the examination and validation infrastructure, employers may find it difficult to create opportunities to acquire qualifications by validating the learning outcomes obtained through non-formal and informal learning. Secondly, the fact that a qualification cannot be owned by an external entity that developed its description in the IQR can discourage some private businesses from engaging in the system, particularly those providers that already issue well-established qualifications under their brand. Since the costs incurred for this process are not reimbursed, it may undermine the rationality of investing in new qualifications (and respective validation arrangements). Also, a competent minister can independently appoint a certifying entity (or entities) for a given qualification. When it comes to validation of said qualification, the entity must prove they meet all legal requirements in order to be an awarding body. This is evaluated by an external, impartial institution (as a part of external QA system). It may so happen that the author of description can be de facto deprived of influence and participation in the functioning of a given qualification (though no such case has been noted so far). This is seen as detrimental to non-formal industry qualifications, which - in employers’ view - should be built by organizations representing this market in order to maintain a close link with the labour market.

An interesting initiative of the Ministry of Education and Science is the idea of establishing 120 modern Sectoral Skills Centres in partnership of industry entities and school authorities. The legal basis for this new type of educational services provider has recently been adopted (OJ 2023 item 2005). The implementation of the initiative is at the stage of competitions and will be financed with EU funds. See description below.

As reported in 2018, there is no systematic and comprehensive statistical data available regarding validation in non-formal and informal learning in Poland. According to the IBE research “Adult learning of Poles” (2023) 2/3 of adult Poles (aged 25-65) participated in at least one activity: formal education, non-formal education, informal learning, or learning occurring in the workplace. Taking into account only formal, non-formal or informal learning, the indicator has a value of 54.2%. The lower the level of the formalisation of the learning, the higher the participation. Only 2.5% of respondents participated in formal education, about 1/4 in non-formal education, and half of Poles aged 25-65 engaged in informal learning. Participation in adult learning differs among socio-demographic groups. More often, regardless of which form of learning was considered, educational activities were undertaken by people who were younger, those who had a higher education, people who were employed, and those in high-skilled occupations. Participation in adult learning is related to labour market status - employed people are more likely to participate in learning. In addition, they more often participate in non-formal education. Participation in non-formal activities is corelated with support provided by employers, whose role is significant both in motivating (58%) and financing or co-financing participation (57%). (IBE 2023). Central and district examination commissions conduct about 1 000 professional examinations a year. Only 5 000 qualification certificates have been issued.

Poland is still a country with a low rate of adult learning.

Validation projects target specific disadvantaged groups, such as low-qualified, unemployed people, disabled people, early school leavers etc. In national arrangements, there is no specific targeting apart from certain developments and projects described below. This refers to refugees and beneficiaries of subsidiary protection, as described in detail in a previous update, as well to adult learners, particularly those with low skills who are the main target group of upskilling pathways.

The focus on adult learning can be seen in the Strategy for Responsible Development, where the creation of an attractive and flexible offer for low-skilled adults is indicated as a vital step for improving the quality of human capital in Poland. At the moment, people with professional and life experience do not have wider possibilities to assess and recognize their skills acquired outside of formal education. In particular, this applies to basic skills and other key competences, which can be recognized mainly by extramural examinations. While schools for adults are to address basic skills of this group of learners, the forms and content of education used in these institutions do not meet the needs of older people, beyond the traditional period of participation in formal education.

Labour market institutions, in turn, do not reach the largest groups of adults with low level of education and skills - i.e. those in employment, as their main focus are unemployed people. In addition, the training offer for this group is limited and the assessment of learning outcomes obtained outside the formal system. poses a challenge because there is no appropriate standard / qualification in the basic skills area. This problem is to be addressed by new models of adult education that will be developed within a ‘Chance’ project (please see below). These will be based on three pillars: non-formal education, recognition of outcomes of non-formal and informal learning, and a wider access to integrated services for citizens.

As indicated in the previous Inventory report the most common validation method applied in Poland is a mixed approach. It usually consists of an examination in the form of a test of work activity, based on checking the practical skills, accompanied by a theoretical part (either written or oral examination). Other methods that can be used to assess competences include a portfolio that confirms achievements and documents competences in the field and letters from former employers confirming that during a certain period the employee was involved in a specific activity (documented experience). Depending on the type of competences, validation can also take the form of a probationary period.

Strong emphasis on tests or practical tasks as the most common form of assessment of learning outcomes used by institutions in a non-formal education area has been confirmed by the piloting of the Integrated Qualifications System (IQS) by the Regional Labour Office in Krakow in 2014-2015. This can be problematic for those adults who are not used to such forms of validation of competences (i.e., examinations/tests) anymore as they may have trouble proving their learning outcomes. In consequence they might be cautious about the opportunities offered by the system.

When it comes to the most used methods at the identification and documentation stages of the validation process, these are portfolio and document analysis. However, the above-mentioned piloting of the IQS by the Provincial Labour Office in Cracow has shown that there can be considerable difficulties with collecting the documentation among validation participants. This may in turn prolong the whole process given the time necessary for obtaining the relevant documents or evidence and results needed for verification based on other methods (IBE Team, 2015).

Given that there are no specific standards for evidence of learning outcomes and no confidence in such evidence, these methods of verification may be prevalent in the initial period of operation of the qualifications system. Some changes can occur in this respect when different parties involved in validation, including the institutions issuing the documents certifying qualifications, will gain confidence in the process (The Provincial Labour Office in Krakow, 2015).

The adequacy of methods applied, assessment criteria for the qualification, as well as reliability of their application, will be evaluated periodically as part of the internal evaluation procedure conducted by the certification bodies. Validation process and methods to assess learning outcomes will be also analysed by the external quality assurance body (Bacia, 2014).

According to the validation guidelines prepared to support the implementation of the IQS in Poland (1) https://kwalifikacje.edu.pl/walidacja-nowe-mozliwosci-zdobywania-kwalif… - sets the requirements for the institutions that wish to conduct validation) and 2) https://kwalifikacje.edu.pl/jak-opisac-kwalifikacje-rynkowa-i-zaprojektowac-dla-niej-walidacje-przewodnik/) ), the requirements for validation should address, inter alia, at least verification methods. They may be defined at a general level and indicate only the type of method (e.g. practical examination), allowing the use of specific alternative methods (e.g. the observation in the workplace or simulation). In justified cases, the requirements may be more detailed and indicate a specific method to be applied. In the case of assessing the evidence of possessing the learning outcomes provided by the candidate, requirements for documenting learning outcomes can be included in the description of the qualification, e.g., the information on the types of acceptable documents, their presentation, and evaluation criteria. Requirements for methods of verification may be supplemented by information on the tools of verification - both in terms of concrete solutions and tips for designing validation (IBE Team, 2015).

There are no known commonly used tools ICT-based initiatives to support validation. But it is worth mentioning that one of the lines of action of the new document of the Ministry of Education and Science (Integrated Skills Strategy 2030) is to develop and promote validation and certification, including the digitalization of the phased collection and recognition of achievements.

As mentioned in the previous updates, the issue of quality in validation has gained considerable attention over the past several years. It was a key concern related to the implementation of educational reforms and implementation of the PQF and IQS, which brought specific provisions on quality assurance arrangements that have been encompassed in the law on the IQS.

Ensuring the quality of qualifications awarded within the IQS is based on the quality assurance of the qualification’s description (described also in Section 4), validation of learning outcomes, and certification. As specified in the legislation, all institutions conferring qualifications included in the IQS are to be subject to ongoing internal and periodic external quality assurance, supervised by the responsible minister. The responsibility for designing, carrying out and improving of the internal quality assurance system rests with the certifying authorities that issue documents confirming qualification. The following are subject of evaluation: the validation and certification processes, the related process of customer service, as well as the functioning of all entities involved in awarding qualifications (IBE Team, 2015).

The overriding goal of assuring quality of awarding qualifications in the IQS is to ensure that the certificates are issued to people who actually obtained the learning outcomes required for the qualification. This means that the learning outcomes required for a given qualification are validated (accuracy) and that the result of the validation process is independent of place, time, methods and persons conducting the validation (reliability). The key concept of quality assurance is also a continuous improvement process for awarding qualifications (Dybaś, 2015; IBE Team, 2015).

Each certifying authority is required to have an internal quality assurance system to strengthen the self-control while awarding qualifications and to improve the mechanisms affecting the quality of the qualifications awarded. It concerns the rules of conduct, procedures, methods, and organizational solutions to ensure correctness and improvement of validation and certification processes. This is to be achieved by: i) ensuring adequate separation of the education and training from the validation processes; ii) continuous monitoring and ongoing assessment of validation and certification; and iii) periodic internal evaluation of validation and certification. Ensuring the quality of awarded qualifications should be an integral part of this system covering all the activities of the institution.

The certifying authority carries out internal evaluation for each market qualification it is entitled to certify, at least once every three years. The subsequent report from such evaluation is to be submitted to the external quality assurance body and to the operator of the IQR.

In the school system, the quality assurance provisions of validation of learning outcomes are supervised by the Central Examination Board and in the case of a validation process, by Regional Examination Boards. The quality assurance systems consist of formal requirements for the examiners, rules of work for the examination committee and procedures for conducting examinations. External examinations are carried out on the basis of the curriculum for vocational education, including 248 separate qualifications extracted from 213 occupations (249 and 214 respectively as of September 2018). This is in accordance with the principles set out in the Regulation of the Minister of National Education of 3 August 2017 on assessment, classification and promotion of pupils and students in public schools (OJ 2017 item 1534).

In case of craft examinations, the same quality assurance procedures are applied to both journeyman and master’s diplomas. The requirements for examination committee members to possess certain formal qualifications are seen as a means of quality assuring the validation process. The committee members are appointed for a term of four years. After the appointment, members of the committee take part in training organised by craft chambers concerning the examination methodology, procedural rules, the committee's work and the conduct of exams. According to the principle of external examinations, exams take place outside the company in which the candidate works and his/her trainer (in the case of the craft system also an employer) cannot take part in the examination committee. The exams are based on uniform examination standards. In addition to the standards, regular meetings of chairs of the examination committees are organised, aimed at establishing a common range of examination topics, setting practical tasks, sets of theoretical questions etc.

Finally, as for the evaluation of individual projects financed by the ESF, these are evaluated on a regular basis. The minimal requirement for such a project is an ex-post evaluation and in the case of larger projects, there is also a requirement to carry out an ex-ante and ongoing evaluation. For school-based education, a systemic internal and external evaluation is carried out on a regular basis, but this process does not concern the validation process, which is organised by the Regional Examination Boards.

The external quality assurance of validation and certification processes is carried out by entities conducting organised activities in the area of economy, labour market, education, or training. They must first be included in the list of entities authorised to act as an external assurance body. Such functions are entrusted by the minister responsible for the qualification. The list of authorised entities is maintained by the minister coordinating the IQR and publicised on the website of the IQS. In April 2023 there were 29 entities authorised to act as external quality assurance to certifying institutions outside the education and higher education systems.

External quality assurance entities provide support to certifying institutions in the proper conduct of activities related to validation and certification. Their tasks include:

• monitoring the internal quality assurance system of the certifying authority;
• monitoring of the certifying authority’s compliance with the requirements regarding the organizational and personnel conditions that enable validation to be carried out in accordance with the requirements contained in the description of qualifications;
• conducting periodic external evaluations of validation and certification processes in a given certifying authority and the functioning of its internal quality assurance system.

Not less frequently than once every five years, the external quality assurance body is to prepare a report on the certifying authority that contains, inter alia: i) the analysis of validation and certification processes; ii) the description of irregularities (if found); and iii) recommendations on changes to improve the quality of validation and certification carried out by the certification institution. This report should be immediately submitted to the certifying authority and to the entity managing the Integrated Register of Qualifications. Conclusions from the external evaluations of individual certification institutions are to be presented every three years to the ministers responsible for the government administration departments. While it is not an administrative supervision, in certain cases the results of an external evaluation may lead to withdrawal of the certification authority (IBE Team, 2016).

In addition, the rules for ministers carrying out inspections of the certification institutions and external quality assurance bodies have also been introduced. Also, the situations in which the ministers can apply sanctions provided for in the Law have been defined, including the withdrawal of permission to certification and the deletion from the list of external quality assurance entities.

Finally, as for the evaluation of individual projects financed by the ESF, these are evaluated on a regular basis. The minimal requirement for such a project is an ex-post evaluation and in the case of larger projects, there is also a requirement to carry out an ex-ante and ongoing evaluation. For school-based education, a systemic internal and external evaluation is carried out on a regular basis, but this process does not concern the validation process, which is organised by the Regional Examination Boards. (Duda, 2019).

As explained in the 2018 update, a culture of learning in Poland remains dominated by learning in a formal context, where formal qualifications verified on the basis of examinations are still preferred. According to official results in reaching European

benchmarks for 2020, the rate for adult participation in lifelong learning education remains low compared to the EU average. Data collected in 2022 by IBE, shows that about one quarter of the adult population of Poland (26%) participated in non-formal learning. (IBE 2023).

The educational commitment of people over 25 years of age clearly decreases after completing formal education. Among the main causes why adults do not want to go back to learning is that they often do not see the usefulness and the benefits that can flow from non-formal education. This refers, for instance, to the dominance of lecture forms of learning activities, where clear roles of ‘lecturers / educators and ‘listeners’ in class-like rooms are still preferred. Education offer rarely takes into account the specificity of adult learning and negative educational experiences from the past are also mentioned among factors deterring adults from further learning. All this can have a negative impact on the popularity of validation of non-formal and informal learning (Duda, 2019).

The Integrated Skills Strategy 2030, adopted in 2020, defines the basic conditions, goals, and directions for action regarding the development and use of basic, transversal and professional skills by the people of Poland. It points to the need to support the development of citizens’ skills at all stages of life, taking into account formal education, non-formal education and informal learning. In doing so, it emphasizes issues of social and professional inclusion and draws attention to accessibility and bridging inequalities by providing favourable conditions for learning (Ministerstwo Edukacji i Nauki (2021).

One of the action themes of the Integrated Skills Strategy 2030 is the development of validation counselling and validation of non-formal and informal learning.) at national, regional, and local levels. Under this theme, the following lines of action are planned:

• dissemination of the objectives and goals of confirming the effects of prior learning;
• implementation and dissemination of opportunities to confirm learning outcomes acquired through non-formal education and informal learning;
• development of validation counselling;
• involving employers in the validation process;
• promoting opportunities to return to formal education;
• creating networks of cooperation between certification and skills development institutions.

Motivations of entities that decide to apply for inclusion of market qualifications at the initial stage of IQS development vary, ranging from increasing the credibility of qualifications already granted or increasing their scale (internationalization) to co-financing from European funds and market regulation. Applicants also indicate the need to provide high quality services and future revenues from certification (Stronkowski P., Szczurek A., Gapski et al., 2018).

Surveys conducted among Polish adults on, among other things, the experience of and attitudes toward confirming learning outcomes and validation show that this is a difficult topic to discuss with adult learners. The idea of separating the stage of skill acquisition through education and informal learning from validation and certification is not recognized among most survey participants.

Most interviewees did not comment on the topic of validation at all, which was probably related to lack of experience and low awareness of about such a possibility. In contrast, among those who expressed an opinion on the topic of validation, ambivalent or negative attitudes prevailed. This is because most interviewees identify validation as an exam, which they associate with a theoretical form of testing knowledge. And this one is considered by most to be an inadequate way of verifying skills.

In response to the question about the ideal method of validation, there is a preponderance of statements indicating practical validation or multi-stage validation, based primarily on practical testing of skills. It is also noteworthy to indicate - as an ideal way of validation - validation based on observation of the examinee at work, ending with feedback indicating what the person does well and what should be improved, as well as commissioning a project to be carried out, performing specific practical tasks. This approach was presented by interviewees with experience in very different industries - education, music production, administrative work, or agriculture. Above all, however, it reveals low public awareness of the function of and specifics of validation - its separation from the education and training process (IBE, 2022).

Other issues identified point out to limited awareness among employers of the benefits of validation and of the requirements related to validation and certification in the context of IQR (e.g., organisation of the validation process, internal system of quality assurance of the validation system, division of roles in the validation process). This is important given that entities that apply for inclusion of market qualifications into the IQS point to the relationship of costs to perceived benefits as of key significance. There are also some opinions that indicate the reluctance of employers towards the possibility of their employees to receive certificates due to the risk of losing qualified personnel. In 2018, the Minister of National Education appealed to employers to join the works on describing market qualifications that will be entered into the IQS. As pointed out employers representing large companies are currently not participating in such works, albeit some are involved in advisory bodies - e.g., sectoral councils.

Finally, there are many service providers of varying quality on the certification market. While some validation arrangements are of high-quality, it also happens that some certificates do not always provide a credible confirmation of the acquired competences. The IQS’ role is thus to increase the comparability of individual arrangements and assure quality of validation processes. Accordingly, the improved quality of the qualifications should contribute to greater transparency and credibility of qualifications awarded. It is expected that it will increase the confidence of learners towards qualifications and entities that award them (Bacia, 2014). This is particularly important in the context of the low level of public trust in the validation processes in Poland, as well as the lack of trust in the evidence of learning outcomes (Regional Labour Office in Cracow, 2015).

Bacia, E. (2014) Validation of learning outcomes acquired outside the formal education system as a new challenge for lifelong learning policy. Warsaw: Institute for Educational Research.

Central Statistical Office (2017) Adult learning in 2016, https://stat.gov.pl/obszary-tematyczne/edukacja/edukacja/ksztalcenie-do…

Duda, A. (2019). European inventory on validation of non-formal and informal learning 2018 update: Poland.

Dybaś, M. (ed.) (2015) Ensuring the quality of awarding qualifications outside the system of education and higher education, Institute for Educational Research, http://bibliotekakrk.ibe.edu.pl/opac_css/doc_num.php?explnum_id=958.

(Dz. Urz. MEiN poz. 15), Zarządzenie Ministra Edukacji i Nauki z dnia 23 lutego 2022 r. w sprawie powołania Zespołu doradczego do spraw mikrokwalifikacji w obszarze szkolnictwa wyższego [Order of the Minister of Education and Science of February 23, 2022 on the establishment of the Advisory Team for micro-qualifications in the field of higher education].

Gmaj, I., Grzeszczak, J., Leyk, A., Pierwieniecka, R., Sławiński, S., Tauber, M., Walicka, S. (IBE Team) (2017) Validation of learning outcomes in Poland - new opportunities for attaining qualifications, edited by Sławiński, S., Danowska-Florczyk, E., Warsaw: Institute for Educational Research,

http://www.ecvet.nl/uploads/Publicaties/Walidacja_EN_Internet5_FIN.pdf.

http://libserver.cedefop.europa.eu/vetelib/2019/european_inventory_validation_2018_ Poland.pdf

IBE (2015a) Zapewnianie jakości procesu nadawania kwalifikacji spoza systemów oświaty i szkolnictwa wyższego,

IBE (2015b) Integrated Qualifications System - the main elements, PowerPoint presentation from the conference on "Civil society in the integrated qualifications system", 6 November 2015.

IBE (2019), Zintegrowany Rejestr Kwalifikacji w zarysie [Integrated Register of Qualifications in Outline] http://kwalifikacje.edu.pl/zintegrowany-rejestr-kwalifikacji-w-zarysie.

IBE (2020), Qualifications Register in Selected European Union Countries, Warsaw. https://kwalifikacje.gov.pl/images/Publikacje/Registers_EN.pdf.

IBE (2020b), The Skills Audit Method. A Practical Guide for Counsellors, Warsaw; https://mbk.ibe.edu.pl/wp-content/uploads/2022/01/Skills-Audit-Method.pdf.

IBE (2022), Ścieżki edukacyjne uczących się dorosłych w Polsce [Educational pathways of adult learners in Poland], https://kwalifikacje.edu.pl/wp-content/uploads/Raport-sciezki-edukacyjne-IBE-24.03.pdf.

IBE (2023), Uwarunkowania uczenia sie w dorosłości. Raport z badania “Uczenie sie dorosłych Polaków”, Warsaw.

Regional Labour Office in Cracow (2015) Malopolska pilot components of the integrated qualifications system - supplement. Projects of Regional Labour Office in Cracow, https://www.pociagdokariery.pl/publikacje-1/111,malopolski-pilotaz-elementow-zintegrowanego-systemu-kwalifikacji-suplement

Regulation of the Minister of National Education of 7 February 2012 on the core curriculum for VET, OJ 2012 item 184.

Sitek, M., Stasiowski J (2022), Zmiany w organizacji i funkcjonowaniu kształcenia zawodowego w Polsce. Bilans reform 1989-2022 [Changes in the organisation and functioning of vocational education and training in Poland. An overview of reforms 1989-2022], Studia BAS, Warszawa.

Stęchły, (2021) Edukacja formalna wobec edukacji pozaformalnej i uczenia się nieformalnego. Analiza komplementarności instytucjonalnej w kontekście Zintegrowanego Systemu Kwalifikacji [Formal education versus non-formal education and informal learning. Analysis of institutional complementarity in the context of the Integrated Qualification System], Instytut Badań Edukacyjnych, Warszawa.

Stronkowski P., Szczurek A., Gapski T., Kasoń S., Szostakowska M., Kolczyński M. (2018). Evaluation of the functioning of the Integrated Qualifications System in the scope of incorporating market qualifications into IQS. Warsaw: Institute for Educational Research.

Sztandar-Sztanderska, U. (2009) Polish Qualifications Framework and the labour market. In ‘From the European to the National Qualifications Framework’, a publication prepared under the project of the Ministry of National Education, ‘Stocktaking of competences and qualifications for the Polish labour market and the development of a national qualifications framework’, http://www.krk.org.pl/pl/publikacje2

The Ministry of National Education (2009) The 2009 Polish National Report on the Implementation of the Education and Training 2010 Programme.

The Ministry of Science and Higher Education, (2014) The Parliament adopted a new law for higher education institutions, News, July 11, 2014, http://www.nauka.gov.pl/aktualnosci-ministerstwo/sejm-przyjalnowe-prawo… (accessed on 29 February 2016).

Ministerstwo Edukacji i Nauki (2021) Zintegrowana Strategia Umiejętności 2030 (część szczegółowa) Polityka na rzecz rozwijania umiejętności zgodnie z ideą uczenia się przez całe życie [Integrated Skills Strategy 2030 (detailed part), Policy for developing skills in line with lifelong learning].; https://www.gov.pl/web/edukacja-i-nauka/zintegrowana-strategia-umiejetnosci-2030-czesc-szczegolowa--dokument-przyjety-przez-rade-ministrow

https://ec.europa.eu/info/law/better-regulation/have-your-say/initiatives/12876-Individual-Learning-Accounts-A-possibility-to-empower-individuals-to-undertake-training/public-consultation_pl

https://kwalifikacje.edu.pl/baza-wiedzy/skorzystaj-z-zintegrowanego-systemu-kwalifikacji-zsk/walidacja/

http://www.kwalifikacje.edu.pl/download/konferencje/wawa61115/ACD_konfZ… (accessed on 29 February 2016)

The results of the recruitment to the list of entities authorized to perform external quality assurance functions.https://kwalifikacje.gov.pl/ogloszenia/nabor-na-liste-pzzj

Integrated Qualification System - project page http://www.kwalifikacje.edu.pl/pl/o-projekcie

https://www.frse.org.pl/kpo-bcu-informacje-o-naborze

http:/: mojeportfolio.ibe.edu.pl/

http://www.gospodarkamorska.pl/Edukacja,Praca/szefowa-men-zaapelowala-do-pracodawcow-o-wlaczenie-sie-w-prace-nad-zsk.html