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Vocational Education in Poland

Vocational Education in Poland. November 20, 2017. Polish Educational System. Special Needs Vocational Training School. 1. 2. 3. Post-secondary School. Pre-school. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 6. 7. 8. Higher Education. 1, 2 & 5 years. 1. 2. 3. 4.

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Vocational Education in Poland

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  1. Vocational Educationin Poland November 20, 2017

  2. Polish Educational System Special Needs Vocational Training School 1 2 3 Post-secondary School Pre-school 1 2 3 4 5 1 2 3 4 5 6 7 8 Higher Education 1, 2 & 5 years 1 2 3 4 8-yr Primary School Vocational School (1st Degree) 1 2 3 1 2 Higher Ed. Vocation School (2nd degree) Technical Secondary School 1 2 3 4 5 Higher Ed. General Education Secondary School 1 2 3 Higher Ed. 4

  3. Polish Educational System Special Needs Vocational Training School 1 2 3 Post-secondary School 1 2 3 4 5 Vocational Education in Poland Higher Education 1, 2 & 5 years 1 2 3 4 Vocational School (1st Degree) 1 2 3 1 2 Higher Ed. Vocation School (2nd degree) Technical Secondary School 1 2 3 4 5 Higher Ed. General Education Secondary School 1 2 3 4 Higher Ed.

  4. No changePost-Secondary School 1-2,5 years

  5. Vocationaleducationin Poland

  6. Vocational Education in Poland, 2016/2017

  7. Outlook for vocational education in Poland –The needs of the Polish economy –Strategy for responsible development –vocational education reform –employer as key partner in vocational education –practical training in actual working environment

  8. IndividualProfessions – Qualifications and Skills 3-year Vocational School (1st Degree) ABE.20. Salesperson ABE.20. Sales management Technical Secondary School Sales Technician Nautical Mechanic Technician ABE.20. ABE.25. Single Qualification ABE.20. Sales management ABE.25. Sales operations management

  9. RelationshipbetweenQualifications - Example 1: SharedbetweenIndividualProfessions ABE.20. Salesperson ABE.20. Sales management Sales Technician Bookkeeping Technician ABE.20. ABE.25. ABE.20. ABE.24. ABE.20. Sales management ABE.25. Sales operations management ABE.20. Sales management ABE.24. Bibliographic-informational operations management

  10. RelationshipbetweenQualifications – Example 2 First qualification for the profession of Accounting Technician ABE.36. Financial Accounting, Bookkeeping serves also as the second qualification in the profession of Economic Technician Accounting Technician Economic Technician ABE.36 ABE.65 ABE.35 ABE.36 ABE.36. Financial accounting, bookkeeping ABE.65. Wage calculation and financial management within individual business units ABE.35. Documentation management within individual business units ABE.36. Financial accounting, bookkeeping

  11. RelationshipbetweenQualifications – Example 3: Choice of Qualifications Choice among 2-5 qualifications + „technical” qualification or + Auto Technician or + or Mechanical Technician or or or or + Nutrition Technology Technician

  12. RelationshipbetweenQualifications – Example 3: Food Technology Technician SPŻ.02. SPŻ.02. Food products manufacture with operation of machinery and equipment or SPŻ.03. SPŻ.03. Baked good products manufacture or SPŻ.04. SPŻ.04. Confectionery products manufacture or SPŻ.05. SPŻ.05. Meat and fat processing and products manufacture or SPŻ.06. SPŻ.06. Fish processing and products manufacture and SPŻ.17. Organization and inspection of food production SPŻ.17.

  13. Relationship between qualifications – Example 3: Food Technology Technician 3-year Vocational School (1st Degree) Operator of food processing machinery and equipment SPŻ.02. SPŻ.02. Food products manufacture with operation of machinery and equipment Food Technology Technician SPŻ.02. SPŻ.02. Food products manufacture with operation of machinery and equipment SPŻ.17. Organization and inspection of food production SPŻ.17. First route to attain the profession of Food Technology Technician

  14. Relationship between qualifications – Example 3: Food Technology Technician 3-year Vocational School (1st Degree) Baker SPŻ.03. SPŻ.03. Baked good products manufacture Food Technology Technician SPŻ.03. SPŻ.03. Baked good products manufacture SPŻ.17. Organization and inspection of food production SPŻ.17. Second route to attain the profession of Food Technology Technician

  15. Relationship between qualifications – Example 3: Food Technology Technician 3-year Vocational School (1st Degree) Confectioner SPŻ.04. SPŻ.04. Confectionery products manufacture Food Technology Technician SPŻ.04. SPŻ.04. Confectionery products manufacture SPŻ.17. Organization and inspection of food production SPŻ.17. Third route to attain the profession of Food Technology Technician

  16. Relationship between qualifications – Example 3: Food Technology Technician 3-year Vocational School (1st Degree) Meat processor SPŻ.05. SPŻ.05. Meat and fat processing and products manufacture Food Technology Technician SPŻ.05. SPŻ.05. Meat and fat processing and products manufacture SPŻ.17. Organization and inspection of food production SPŻ.17. Fourth route to attain the profession of Food Technology Technician

  17. Relationship between qualifications – Example 3: Food Technology Technician 3-year Vocational School (1st Degree) Fish processor SPŻ.06. SPŻ.06. Fish processing and products manufacture FoodTechnology Technician SPŻ.06. SPŻ.06. Fish processing and products manufacture SPŻ.17. Organization and inspection of food production SPŻ.17. Fifth route to attain the profession of Food Technology Technician

  18. Changes in vocational education • Moderninzing options in and content of training • Flexibility to structure vocational training and access to more routes through which to attain qualification • Greater employer involvement in vocational education • Emphasis on teaching practical skills

  19. Changes in vocational education • Develop career counseling and related resources • Prepare students to acquire professional and industry sector qualifications • Improve system of professionalexaminations

  20. Changes in vocational eduaction • Promote vocational education • Recruit and raise expertise in vocational training and facilitate transition to next generation • Expand partnerships with institutions of higher learning

  21. Project POWER - Centre for Education Development Partnership for Vocational Education Stage 1: Societal stakeholder forum Stage 2: Qualifications and professions based on needs of labor market Stage 3: Vocational-educational offering based on market needs Three vocational projects

  22. Modification of VocationalEducation Curriculum (PPKZ)

  23. Projekt PO WER - Centre for Education Development • Recommendations by employers and industry sectors • Modernized curricula for occupational training • Teaching plans and programs • Diploma supplements • Paths of professional development • Industry seminars with employers - pre-consultation on modernized Vocational Education Curriculum (PPKZ)

  24. Industry sectors 1. Chemical-ceramics-glass 2. Woodworking-furniture 3. Economic-administrative-clerical 4. Hairstyling-beautician 5. Printing-photography 6. Leather-footwear 7. Transport-shipping-logistics 8. Textiles-clothing 9. Construction 10. Road and engineering-installation 11. Electric-electronics and energy 12. Information and communications technology

  25. Industry sectors 13. Mining-Drilling 14. Metallurgy-Casting 15. Mechanical - machine construction, metalworking and synthetic materials 16. Mechanical - precision mechanics 17. Automotive 18. Forestry-Horticulture 19. Agriculture-Livestock 20. Arts-Media 21. Hospitality-Gastronomy-Tourism 22. Food & Nutrition 23. Safety and security of persons and property 24. Healthcare 25. Social services

  26. Hospitality/Gastronomy/Tourism Sector Sector OccupationalGroup IndividualOccupations

  27. Occupational Health and Safety (BHP) • Industry-specific professional skills • Professional skills common to all professions • Professional Foreign Language (JOZ) • Business startup and management (PDG) • Personal and Social Competences (KPS) • Organizingwork in small teams (OMZ) - only for technicians Building a new Vocational Education Curriculum (PPKZ) New concept of professional qualifications

  28. New concept of professional qualifications Technical Secondary School, Post-secondary School Qualificationthrough 3-year Vocational School (1st Degree) KKZ K1 Qualificationthrough 2-year Vocational School (2nd Degree) KKZ K2 Universal adoption by all professions of the Vocational Education Curriculum – at Vocational School (1st and 2nd Degrees), Technical Secondary School, Post-secondary School, Professional Qualifications or Skills Courses (KKZ or KUZ)

  29. Qualification training assesment: WOK.14. Design and manufacture of clothing products Example

  30. Qualification training assesment: WOK.14.3. Basic training in clothing industry professions Example

  31. Qualification training assesment: WOK.14.6.Professional Foreign Language Example

  32. School documents concerning vocational training 1. Vocational Education Curriculum for professions Ordinance of the Minister of National Education, March 31, 2017(Dz. U. 2017 poz. 860) 2. Teaching Plans Ordinance of the Minister of National Education, March 28, 2017 (Dz. U. 2017 poz. 703) 3. Teaching Programs (curricula for individual schools) developed by schools and employers, as required by PPKZand adapted to the local labor market 4. Subject-specific breakdowns of materials developed by the teachers

  33. Project PO WER - Centre for Education Development Effective educational and vocational counseling for children, adolescents, and adults Development of programmatic frameworks to establish vocational-educational counseling in schools Fourth Vocational Initiative

  34. Effective educational and vocational advisingfor children, adolescents and adults Standards of pre-orientation and vocational orientation and career counseling BS I LO SPl SP P SP T BS II 1-3 grades 7-8 grades 4-6 grades VocationalOrientation Pre-orientation CareerCounseling

  35. Project PO WER - Center for Education Development Program frameworks for implementing vocational-educational counseling in schools: • pre-orientation at Pre-schools • orientation for grades 1-3 in Primary School • orientation for grades 4-6 in Primary School • advising for grades 7-8 in Primary School • advising in Vocational School • advising in Technical Secondary School • advising inGeneral Education Secondary School • advising in Post-Secondary School Effective vocational-educationalcounseling for children, adolescents, and adults

  36. Project PO WER - Centre for Education Development Sample vocational-educational scenarios will be created for: • pre-orientation in Pre-school • orientation for grades 1-3 & 4-6 in Primary School • counseling for grades 7-8 inPrimary School, Vocational School, Technical Secondary School, Post-secondary School, and General Education Secondary School

  37. Project PO WER - Centre for Education Development New project Preparing trainers to provide schooling in vocational-educational counseling Goal of 500 trainers, with at least 1 trainer per local county district Fifth Vocational Initiative

  38. …… Necessary actions needed for Vocational Education: Professional counseling(pre-orientation, vocational orientation) Extensive promotion of vocational training

  39. The role and significanceof educational partnershipagreed upon by the School and Employer • What doesaneducationalpartnershipprovide for bothsides? • increased knowledge of the institution/ educationsystem, trainingmethods,professionstaught, technicaladvances, technological development, type and volume of production • improvement of professional qualifications of employees of bothinstitutions / additional qualifications, pedagogical course, professional certification courses, professional internships • extended job offerings for institutions / recruiting occupationalspecialists in schools, providing vocational training for studentsand teachers, introducingnew professions in schools, recruiting more students in schools • improving quality of work / joint responsibility for educating future laborforce, monitoring and modifying vocational training, external evaluation - educational partners, developing standards of professional culture

  40. The role and significanceof educational partnershipagreed upon by the School and Employer • What doesaneducationalpartnershipprovide for bothsides? • realization of common strategic goals for the profession and industry • thematic projects - domestic and foreign industries; local, regional, national, and international promotion • extending the partnership to other educational and vocational institutions / schools, professional associations, national and foreign trade associations, universities, and other employers

  41. The role and significance of educational partnership agreed upon by the School and Employer What does an educational partnership provide for both sides? • regional and national promotion • promotion of the profession through technical products, upgrading of the examination center • increasing information about each other / teachers, students, parents know more about the employer, activities, products; employer knows about school’s educational program as well as the Polish education system; improves pedagogical and methodological competence • obtaining significant awards in professional competitions; • identification between institutions in the market- schools with employers, employers with schools • internships and practical training opportunities for students, while schools provide employers with choice of future employees among graduates • parnternships in industry-thematic conferences

  42. The role and significance of educational partnership agreed upon by the School and Employer Areas of bilateral cooperation • Signing an agreement on bilateral cooperation at the level of education • Realizing educational projects, e.g.on an industry sector • Teaching tours and informational visits to familiarize students with employers • Free professional courses within the Regional Programs, POWER (Knowledge, Education, Development) • Teacher support in the educational process - professional literature, training • Implementation of international projects under the Erasmus + programs • Creation of partner classes • Traineeships, paid traineeships, practical training, volunteering • Developing and modifying PPKZ and curricula • Employee scholarships - industry training • Organization of professional examinations • Organization of professional competitions • Participation in job fairs

  43. The role and significance of educational partnership agreed upon by the School and Employer Where to search for an educational partner? • Economic zone of the city • School inquiry directly to the employer • Employer inquiry - search for employees, graduates of schools • Family • Parents of students • Graduates of higher education • Trade associations • Educational conferences with employers • WUP (voivodeship labor office) projects implemented with the participation of schools and employers • Projects of the Centre for Education Development, the Institute for Educational Research and other institutions,carried out with the participation of teachers, school directors, employers – e.g. Partnership for Vocational Training, Polish Qualification Framework, etc . • Educational partners of management units

  44. The role and significance of educational partnership agreed upon by the School and Employer Causes of potentially unsuccessful partnerships • bad experiences from previous partnerships • lack of knowledge about the current vocational training system / form of vocational examinations, role of CKE (Central Examination Board), CKP (Practical Training Center) • Practical Training Center, assumptions of the old reform of 2012, profession - qualification - program basis • stereotypes about vocational schools, pupils, school resources, CKP, subject laboratories, education • ignorance of terms; a student with the status of a junior employee, a student with „student” status, a trainee, a practical apprenticeship, an internship, volunteering, a framework for teaching • lack of knowledge of students' rights and duties – administration of unacceptable disciplinary measures • lack of knowledge of educational law • too many expectations on both sides

  45. The role and significance of educational partnership agreed upon by the School and Employer Causes of potentially unsuccessful partnerships • different expectations for the organization of traineeships • disagreement about the vocational training model • lack of willingness to on students working hours, training, teaching methods, compliance with PPP opinions and judgments, complaints and issues raised by parents and students • fear of accepting a student for paid internships financed by the EU • fear of extensive EU documentation • lack of cooperation at the school level • difficulties in classifying students / juvenile workers annually • will not participate in official ceremonies

  46. Thank you for your attention Bożena Mayer-Gawron Deputy Director Centre for Education Development bozena.mayer-gawron@ore.edu.pl

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