- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
- 2025Implementation
Background
An evaluation study conducted in VET schools by the education ministry in 2018 found that VET learners have limited access to useful and good quality educational e-resources. Thus, there is a need to develop a wide range of good quality e-materials, such as: computer visualisations, instructional videos, 3D models of machines, devices, simulators and electronic manuals.
Objectives
The initiative aims to enhance the use of modernised content, tools and resources supporting the vocational training process.
Description
The initiative is expected to increase the use of ICT in VET (and also for students with disabilities), developing the digital competences of students, individualising the didactic process and implementing teamwork.
The initiative includes two phases:
- developing the concept and standards of VET e-resources;
- obtaining, integrating and making available 800 VET e-resources on the online platform (epodreczniki.pl).
Three calls for projects developing VET e-resources are planned for 2020 and 2021. The total budget of the project is around EUR 2.2 million.
The implementation of this initiative started in 2019.
ORE began implementing the project 'Verification and acceptance of competition project products from Measure 2.14'. Running from December 2019 to December 2023, the project aimed to expand the range of out-of-school education and adult learning by selecting projects for which model vocational qualification programmes would be developed in accordance with applicable legal regulations. The project budget was EUR 693 785.94 (PLN 3 148 142.07), of which approximately 85% was EU funding.
In June 2020, the Centre for Education Development finalised the development of the concept of educational e-resources for vocational education and prepared the terms of reference/specifications of the call for projects for developing them. Submissions to the education ministry on the concept of e-materials for vocational education included lists of e-materials for 32 industries and material on didactic standards.
In July 2020, the education ministry began the content-related review of the submitted materials under an umbrella project responsible for quality checking the outputs of different projects (for example, the 174 curricula for additional vocational skills were also checked before acceptance).
The creation and verification of 800 e-resources for vocational education by the Centre for Education Development is in progress. The work on e-resources and dissemination must be completed by December 2022. Currently, 134 out of a total of 355 curricula programmes for additional professional skills (dodatkowe umiejętności zawodowe) have been received and disseminated within the VET e-resources project. The remaining 201 programmes of additional professional skills are planned to be verified and disseminated by the end of 2022.
The creation and verification of 800 e-resources for vocational education by the Centre for Education Development is in progress. Currently, 134 out of a total of 355 curricula programmes for additional professional skills (dodatkowe umiejętności zawodowe) have been received and disseminated within the VET e-resources project.
In the project 59 out of 800 e-resources for vocational education have been created and published.
The project' Creation of e-resources for vocational education' ended in December 2023, with 100% of the target achieved, 800 e-resources created (between 2019 and 2023) for 32 vocational education branches. Each e-resource consists of between 1 and 5 multimedia materials, including instructional videos, educational videos, virtual walk-throughs, 3D and 2D animations, educational games, etc., plus a teaching case (including guides for the teacher, student, and user, instructions for using the e-resource, interactive review materials, bibliography). All materials were available online.
The umbrella project 'Verification and acceptance of competition project products from Measure 2.14' was completed. As part of the project, 223 model curricula for vocational qualification courses and vocational skills courses were collected, representing 100% of the target. The vocational qualification and vocational skills (KKZ & KUZ) courses were made available on the ORE website.
The ORE project 'Verification and acceptance of educational toolkits supporting the process of pre-school education and general education in the development of universal skills of children and pupils and key competences necessary to navigate the labour market' running from October 2020 to April 2023, was completed. Project results included: 12 foreign language teaching programmes for pre-school and general education; 58 methodological guides for pre-school and general education; 290 lesson plans for pre-school and general education; 290 interdisciplinary educational project plans for pre-school and general education; 58 teaching assessment tools and key competence evaluation tools for pre-school and general education. Vocational schools can also use these products to help students prepare for the job market.
ORE launched the project 'Promotion of educational toolkits and teaching and learning methods supporting the development of key competences of students, adapted to the needs of the labour market', running until 2025. The project's main objective was to promote educational toolkits and teaching and learning methods that support the development of key competences (digital, mathematical, scientific, and linguistic) in students, tailored to the needs of the labour market.
The project targets education system professionals, including methodological counsellors and consultant teachers employed and residing throughout the country. As future leaders, these individuals are to promote or implement new teaching methods and educational tools contained in educational kits in teaching environments.
The Centre for the Development of Education launched a new project, ‘Development of a concept and reception of educational e-materials aimed at supporting vocational competence training’, from 01.03.2024 to 29.02.2029.
E-materials were planned for several new professions, including 23 that were introduced into the classification of occupations in vocational education as of September 1, 2020. Additionally, e-materials are also intended for professions added to this classification after September 1, 2023, up until the announcement date of the competition for their development, for which no e-materials have been created so far. For 214 professions, the existing e-materials only cover specific groups of educational outcomes. The goal is to enhance these e-materials by including additional learning outcomes for these occupations. Furthermore, there are 59 professions listed in the classification of occupations in vocational education for which e-materials for learning a vocational foreign language have not yet been developed.
The project ‘Promotion of educational toolkits and teaching and learning methods supporting the development of key competences of students, adapted to the needs of the labour market’ was being implemented according to plan.
The project ‘Promotion of educational toolkits and teaching and learning methods supporting the development of key competences of students, adapted to the needs of the labour market’ was being implemented according to plan. Scheduled completion was in December 2025.
Bodies responsible
- Ministry of National Education (until 2021)
- Ministry of Education and Science (from 2021 until 2024)
- Ministry of National Education
- Centre for Education Development
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
Education professionals
- Teachers
Entities providing VET
- VET providers (all kinds)
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
- Flexibility and progression opportunities at the core of VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2026). Development of e-resources for VET: Poland. In Cedefop, & ReferNet. (2026). Timeline of VET policies in Europe (2025 update) [Online tool].
https://www.cedefop.europa.eu/mt/tools/timeline-vet-policies-europe/search/29975