Modernising VET schools' infrastructure

Policy development
Practical measure/Initiative
Poland
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Timeline
  • 2015Implementation
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Completed
ID number
28477

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

Although VET reforms had been introduced prior to 2014/15, the attractiveness of VET was still low.

A VET advisory team composed of ministers and representatives of employers' organisations and trade unions proposed measures to strengthen cooperation between schools and businesses and rethink practical training provision.

2014/15 was declared the year of vocational schools.

One of the challenges was providing high quality infrastructure for VET schools to ensure teaching and training in line with labour market needs.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Since 2015, all regions within the ESF and ERDF co-financed regional operational programmes have supported projects aimed at modernising schools' infrastructure and equipment relating to practical training to create conditions similar to those in a workplace. The projects include, for example, the development and/or reconstruction of school workshops and laboratories, as well as equipping schools with tools and appropriate materials.

2015
Implementation
2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation

Implementation continues.

2020
Implementation

Due to the COVID-19 pandemic, selected schools (including VET) were equipped with digital infrastructure and provided with access to the internet.

2021
Completed

Projects completed.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of National Education
  • Ministry of National Education (until 2021)
  • Ministry of Investment and Economic Development

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Entities providing VET

  • VET providers (all kinds)

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Modernising VET infrastructure

This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.

Modernising infrastructure for vocational training

This thematic sub-category refers to measures for modernising physical infrastructure, equipment and technology needed to acquire vocational skills in VET schools and institutions that provide CVET or adult learning, including VET school workshops and labs.

Improving digital infrastructure of VET provision

This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.
European funds portal - 16 regional operational programmes

Country

Poland

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Practical measure/Initiative
Cite as

Cedefop, & ReferNet. (2025). Modernising VET schools' infrastructure: Poland. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28477