Vocational teacher competition (Zawodowiec Roku)

Policy development
Practical measure/Initiative
Poland
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Timeline
  • 2022Implementation
  • 2023Completed
ID number
44980

Background

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

The task of a modern vocational school is to prepare future graduates for mobility and flexible functioning in the dynamically changing labour market. The needs of well-prepared young people about to enter the labour market are provided through the provision of vocational education, in particular practical education, by outstanding teachers. Thanks to this practice, young people can gain the skills and experience needed to function in enterprises. Cooperation between teachers and employers is important, but also teachers' participation in broadening their knowledge of modern practices in the industry in which they teach.

A teacher who stands out in the school environment will be a source of inspiration and a model for other teachers of the profession.

Objectives

Goals and objectives of the policy development.

The aim of the initiative is to promote:

  1. teachers of theoretical and practical subjects in vocational education achieving the best results at work;
  2. a positive image of vocational education and training.

Description

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

The aim of the competition is to select the best teachers from vocational education in Poland in the 100 fields covered by the competition, who can serve as role models for other teachers, by their commitment and passion in their work; support for the professional interests of learners, including gifted learners; recognition as authorities by their schools and local environments; and special teaching and/or educational achievements in VET.

Winners and featured participants receive the title of Professional of the Year 2022 in a given field, diplomas and vouchers to be used in an electronic equipment store.

Applications for participation in the competition are submitted by the directors of the schools or training centres, with the candidates' consent. Candidates are nominated in cooperation with existing councils in each school; employers working with the VET institution may also be involved. Only one candidate from each school is allowed in each field.

In the application form, participants must present at least one initiative (achievement) in each of the following areas: actions to promote VET; introducing proprietary didactic and methodological solutions (including pedagogical innovations, ICT and activating methods) in VET; cooperation within the socio-economic environment, in particular with employers; supporting students' vocational interests, including working with gifted students; and participation in continuing...

The aim of the competition is to select the best teachers from vocational education in Poland in the 100 fields covered by the competition, who can serve as role models for other teachers, by their commitment and passion in their work; support for the professional interests of learners, including gifted learners; recognition as authorities by their schools and local environments; and special teaching and/or educational achievements in VET.

Winners and featured participants receive the title of Professional of the Year 2022 in a given field, diplomas and vouchers to be used in an electronic equipment store.

Applications for participation in the competition are submitted by the directors of the schools or training centres, with the candidates' consent. Candidates are nominated in cooperation with existing councils in each school; employers working with the VET institution may also be involved. Only one candidate from each school is allowed in each field.

In the application form, participants must present at least one initiative (achievement) in each of the following areas: actions to promote VET; introducing proprietary didactic and methodological solutions (including pedagogical innovations, ICT and activating methods) in VET; cooperation within the socio-economic environment, in particular with employers; supporting students' vocational interests, including working with gifted students; and participation in continuing professional development.

The competition is organised by the Ministry of Education and Science and the Foundation for the Development of the Education System, in cooperation with a large Polish private company as a sponsor.

2022
Implementation

The competition was conducted from 15 October 2022 to 31 December 2022, with winners announced in 2023. 537 teachers of VET in 62 fields were entered in the competition. The competition commission selected 118 nominated participants in 52 fields.

2023
Completed

A total of 537 VET teachers in 62 fields entered the competition. In the end, 118 nominees in 52 fields were awarded prizes and laureate titles.

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 Education and Science (from 2021 until 2024)
  • Ministry of National Education
  • Foundation for the Development of the Education System (FRSE)

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.

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.

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.

European priorities in VET

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

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

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.
Competition webpage
Competition rules
Competition fields

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). Vocational teacher competition (Zawodowiec Roku): 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/44980