- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
One of the problems contributing to the generally bad situation of SEN learners in the labour market is when the educational path ends at the level of school education, which is typical for most people. SEN learners, particularly those who are professionally inactive, rarely use lifelong learning forms. Such training is often not adapted to the needs of people with disabilities: infrastructural barriers, insufficient access are major deterrents.
There is a need to assess the developmental and educational needs of SEN learners (including disabilities) based on a functional assessment due to the duality of the existing jurisprudence system (separately in the education system and in the social policy system).
Objectives
- increasing the share of graduates holding a certificate about the need for special education on the labour market;
- preparation of specialists - professional consultants to work with and for SEN learners.
Description
Changing the system of vocational preparation of SEN learners (including disabilities) for active participation in social and professional life by:
- diagnosis of the functioning of vocational education for SEN learners;
- development, in cooperation with employers and other social partners, recommendations for programme changes in vocational education of SEN learners;
- identification of the needs of the labour market and the possibility of expanding the vocational education offer for SEN learners;
- creating a list of professions that can be performed by learners with various types of disabilities, accommodating their predispositions and capabilities;
- identification of potential market qualifications for SEN learners or school graduates;
- improving teachers working with SEN learners, including in career counselling;
- a competition for schools and institutions educating SEN learners, concerning changes in learners' attitudes related to their further educational and professional development, change of attitudes and priorities;
- promoting the values of independence and the value of work in the attitudes of SEN learners included in the spectrum of personal values of educational and preventive programmes implemented by schools.
This project was carried out by experts from the Education Research Institute commissioned by the Ministry of Education and Science.
There is a report available on vocational education specifically designed for learners with special educational needs (including disabilities). This internal report focuses on expert opinions regarding the International classification of functioning, disability and health (ICF), in the context of education and the labour market. It highlights the importance of functional assessment in facilitating the professional activation of SEN learners. A comprehensive set of didactic materials has also been developed for educators and career counsellors. These materials aim to provide support during the transition process of SEN learners into the labour market, ensuring they receive the necessary guidance and assistance.
The report was commissioned by the Ministry of Education and Science and was submitted to the ministry.
The Educational Research Institute started implementing a new project, 'Improving the effectiveness of the education and formation of children and youth (including those with disabilities), in preparation for active participation in the labour market in cooperation with external entities', running from August 2023 to December 2026. The project amounts to a total value of PLN 24.9 million (EUR 5.9 million), receiving a grant from the Ministry of National Education. Project activities include:
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preparing career counselling specialists to work with people with disabilities and on their behalf;
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stimulating the activity of schools and institutions in building positive patterns of care, learning and training, preparing students, including those with disabilities, for functioning in the labour market.
The project's most important task is to develop training materials and conduct training on building positive attitudes in students regarding their further educational and professional development. Also planned is the development of a model of activities to support schools and research activities.
Various stakeholder groups were involved in the tasks: trainers, career counsellors in schools and advice centres, teachers, school directors and directors of other educational institutions, students, methodological advisors, employers, occupational medicine doctors and students' parents/guardians.
Project outcomes include 1 000 training participants (teachers and career counsellors) and training materials, guides, lesson scenarios, webinars, and education videos (all materials are available only in Polish).
The objective of the training was to equip teachers with the knowledge and skills necessary to effectively support students in discovering their strengths, developing their talents, and planning their professional futures. The training programmes were designed based on the latest scientific research on youth development and labour market trends. Participants had the opportunity to learn about different theories and models related to career guidance and practical tools and techniques for supporting students. Particular attention was given to individualising the learning process, developing competences, career planning, and collaboration with external stakeholders.
The guidelines for 2024 up to the end of 2026 prioritise learners with diverse educational needs and disabilities and focus on supporting schools, staff, and stakeholders in helping students transition to the labour market based on school diagnoses. Key activities include researching attitudes toward work among students, parents, and teachers, preparing recommendations for a student transition model, and promoting best practice among participating schools.
In 2024, these initiatives were implemented in 80 primary schools and planned to involve 80 secondary schools in 2025. Outcomes included training for 1 200 participants (teachers and career counsellors), individual career guidance for 1 200 students, 160 student projects, 160 pedagogical innovations, and engagement with employers in 80 schools.
The project is founded on the"Competency and Skills Model for Students' Transition to the Labour Market," developed by the Institute for Educational Research (IBE). This model, aligned with the Integrated Skills Strategy and Council of Europe's recommendations on VET, includes four competence areas: self-image, understanding the world, building relationships, and entrepreneurship.
Bodies responsible
- Ministry of National Education
- Educational Research Institute (IBE)
- Ministry of Education and Science (from 2021 until 2024)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Learners with disabilities
Entities providing VET
- VET providers (all kinds)
Other stakeholders
- Social partners (employer organisations and trade unions)
Thematic categories
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
- VET as an attractive choice based on modern and digitalised provision of training and skills
- VET promoting equality of opportunities
Osnabrück Declaration
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Support for SEN learners in transition to the labour market. For Life project (Za zyciem): 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/44991