- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Description
Since 2016, several regions (wojewodztwa) have initiated CPD projects for teachers and trainers in companies. The projects are co-funded by the ESF and implemented as regional programmes. They include the development of VET programmes suited to the socioeconomic environment and the implementation of high quality vocational apprenticeships, which includes the upgrading and updating of the qualifications of trainers in companies.
The Foundation for the Development of the Education System (FRSE), the Polish national agency for the Erasmus+ programme, is implementing teacher mobility projects. In 2016, 2017, 2018 and 2019, calls to VET teachers were launched for proposals to teach in schools/companies or participate in work placements, job shadowing in schools/companies or other forms of practical training abroad.
In October 2018, the Ministry of Investment and Economic Development (currently the Ministry of Development Funds and Regional Policy) launched an ESF co-funded call for mobility projects for practical vocational training teachers, practical vocational training instructors trainers in companies and people interested in becoming practical vocational training instructors who do not have the required pedagogical qualifications. Beneficiaries will be trained (through 'observatory participation' and job shadowing) in countries with well-developed VET dual systems (Austria, Denmark and Germany) to learn more about working...
Since 2016, several regions (wojewodztwa) have initiated CPD projects for teachers and trainers in companies. The projects are co-funded by the ESF and implemented as regional programmes. They include the development of VET programmes suited to the socioeconomic environment and the implementation of high quality vocational apprenticeships, which includes the upgrading and updating of the qualifications of trainers in companies.
The Foundation for the Development of the Education System (FRSE), the Polish national agency for the Erasmus+ programme, is implementing teacher mobility projects. In 2016, 2017, 2018 and 2019, calls to VET teachers were launched for proposals to teach in schools/companies or participate in work placements, job shadowing in schools/companies or other forms of practical training abroad.
In October 2018, the Ministry of Investment and Economic Development (currently the Ministry of Development Funds and Regional Policy) launched an ESF co-funded call for mobility projects for practical vocational training teachers, practical vocational training instructors trainers in companies and people interested in becoming practical vocational training instructors who do not have the required pedagogical qualifications. Beneficiaries will be trained (through 'observatory participation' and job shadowing) in countries with well-developed VET dual systems (Austria, Denmark and Germany) to learn more about working with students and providing VET practical training. Trainers in companies will be able to learn more about working with students and providing VET practical training or will be given the opportunity to complete a pedagogical course entitling them to work as trainers. EUR 2.4 million was allocated to this initiative. Projects are submitted by institutions (e.g. labour market institutions, public administration, education institutions, research institutions, non-governmental organisations, social partners, third sector institutions) and are to be implemented in cooperation with partners from the abovementioned countries.
It should also be noted that the law of 22 November 2018 introduces obligatory professional training for VET teachers in companies.
Implementation continues.
The measures were operational and ran as a regular practice. In 2020, 10 mobility projects for practical vocational training, selected through a call for projects, were in implementation phase.
Some mobility projects were extended as a result of the COVID-19 pandemic. Five projects were completed and settled, three projects were completed, and two projects are underway.
As of 31 December 2021, as a result of the projects:
- 455 VET professionals were supported by international mobility programmes (four times more than expected);
- 432 individuals acquired vocational or key competences after leaving the programme;
- 136 individuals acquired the pedagogical competences required to act as an apprenticeship instructor.
In total, 337 people were supported through Erasmus+ actions for VET, such as VET learner and staff mobility (KA102) and VET learner and staff mobility within the VET mobility charter (KA116).
Some mobility projects were extended as a result of the COVID-19 pandemic. Five projects were completed and settled, three projects were completed, and two projects are underway.
As of 31 December 2022, as a result of the projects:
- 468 VET professionals were supported by international mobility programmes (four times more than expected), of which 454 individuals acquired vocational or key competences after leaving the programme;
- 143 individuals acquired the pedagogical competences required to act as an apprenticeship instructor.
In total, 250 people were supported through Erasmus+ actions for VET, such as VET learner and staff mobility (KA102) and VET learner and staff mobility within the VET mobility charter (KA116).
In 2023, Polish beneficiaries participated in 14 483 mobilities under the Erasmus+ mobility offer, specifically within the KA121 action (accredited projects). Additionally, 3 321 participants engaged in mobilities under the KA122 action (short-term projects). Moreover, the last year in which Polish VET institutions engaged in mobility activities was under the preceding financial perspective of the programme (2014-2020). In 2023, 405 individuals participated in mobility activities under the KA102 action. No KA116 action mobility activities were conducted during this period, as the final activities under this action were completed in 2022.
Teachers' mobility was a regular practice under Erasmus+ projects, but no data for 2024 was available at the time of reporting.
Bodies responsible
- Ministry of National Education
- Ministry of Investment and Economic Development
- Foundation for the Development of the Education System (FRSE)
- Ministry of National Education (until 2021)
- Ministry of Education and Science (from 2021 until 2024)
Target groups
Education professionals
- Teachers
- Trainers
Entities providing VET
- Companies
- VET providers (all kinds)
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.
In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.
European and international dimensions of VET
This thematic category covers both European and international cooperation in initial and continuing VET, aimed at promoting EU VET systems as a European education and training area and making it a reference for learners in neighbouring countries and across the globe.
Expanding opportunities and increasing participation of VET learners, young and adult, and staff in international mobility for learning and work, including apprenticeship and virtual and blended mobility, account for most initiatives in this thematic category.
Apart from established and financially supported EU cooperation, VET opens up to cooperation and promotion of European values and national practices beyond the EU, which is becoming a trend. This thematic category also encompasses internationalisation strategies, transnational cooperation projects and initiatives – including those where joint VET programmes, examinations and qualifications are developed – and participation in international skills competitions that promote the image of VET. Using international qualifications – awarded by legally established international bodies or by a national body acting on behalf of an international body – in the national VET systems and recognising them towards national qualifications is also in focus.
This thematic sub-category refers to providing opportunities for, implementing and increasing rates of, learning mobility of VET and adult learners and staff, including virtual mobility, apprenticeship placements, long-duration mobility and mobility to third countries, in line with national regulations, collective agreements and health and safety provisions. It also includes the provision of information about mobility, support structures and tools, strengthening the quality of mobility experiences and recognition of learning outcomes acquired abroad, including with the use of relevant EU tools, e.g. memoranda of understanding or learning agreements (ECVET elements).
European priorities in VET
VET Recommendation
- VET as an attractive choice based on modern and digitalised provision of training and skills
Osnabrück Declaration
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Teacher and trainer training in companies: 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/28495