Act enabling vocational higher education institutions (uczelnie praktyczne) to prepare future teachers for the teaching profession

Policy development

Regulation/Legislation

Poland

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Timeline

2021Approved/Agreed

ID number

42312

Background

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

The vocational higher education institution (HEI) provides education that takes into account socioeconomic needs by offering courses with a practical profile, where more than half of the European credit transfer and accumulation system's (ECTS) points are obtained in classes that shape practical skills. A vocational HEI, apart from first cycle studies, can also provide second cycle studies, uniform master's studies and specialist courses.

Objectives

Goals and objectives of the policy development.

The aim of the regulation is to distinguish vocational HEIs that meet the conditions set by the Act of 23 July 2021, which amended the Law on Higher Education and Science and the Introductory provisions to the Law on Higher Education and Science. The Act enables them to use the title of practical academy, and to educate future teachers without the need to sign an agreement with an authorised university. These solutions aim to provide vocational HEIs with greater recognition and reputation in local communities, to constitute an additional incentive to further develop their organisational potential and to improve the quality of education.

Description

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

If they meet specific conditions, the changes enable vocational HEIs with a vocational higher education institution (uczelnia zawodowa) status, to:

offer courses preparing future teachers for the teaching profession without entering a cooperation agreement with a university, which has scientific achievements in the respective course discipline;
use the words practical academy (akademia praktyczna) in its title.

2021

Approved/Agreed

A draft Act was submitted to the parliament on 6 May 2021; the Act was passed on 23 July 2021 and entered into force on 21 September 2021.

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)

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.

Learners

Learners in upper secondary, including apprentices

Education professionals

Teachers

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.

Teachers, trainers and school leaders competences

Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.

This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.

The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.

Systematic approaches to and opportunities for initial and continuous professional development of school leaders, teachers and trainers

This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.

Attractiveness of the teaching and training profession/career

This thematic sub-category refers to measures aimed at engaging more professionals into teaching and training careers, including career schemes or incentives. It includes measures enabling teaching and training of staff, managing VET provider and trainer teams in companies to act as multipliers and mediators, and supporting their peers and/or local communities.

Subsystem

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

IVET

Country

Poland

Type of development

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