Care for children aged up to 3 years

The national legislation on the care for children aged up to 3 years does not provide for the employment of specialists whose specific responsibility would be to provide guidance to staff in childcare institutions or children’s parents, or psychological or educational support to children. As part of their responsibilities set out in the legislation, childminders working with children in crèches and kids’ clubs and day-care providers collaborate with parents, in particular, providing them with information and advice regarding work with children; for details about childminders, see Chapter 4.

Preschool education and school education

Pursuant to the legislation on preschool and school education, the following specialists provide guidance and counselling in schools (and / or nursery schools and other institutions): teacher-educationalist (referred to as teacher-pedagogue in the legislation) and teacher-special education counsellor (referred to in the legislation as teacher-special education pedagogue); teacher-psychologist; teacher-educational therapist; teacher-speech therapist, teacher-careers adviser; and teacher-methodological adviser and teacher-consultant. 

Staff holding these positions are classified in the national legislation as teachers. Thus, they have the same conditions of service as teachers (see Chapter 9.2 “Conditions of service for teachers working in early childhood and school education”), except that the body administering a school sets the compulsory weekly teaching load for them, which may not exceed 22 hours. The legislation sets qualification requirements for, and assigns specific responsibilities to each group of specialists.

Educationalists and special education counsellors, psychologists, speech therapists and careers advisers also work in counselling and guidance centres which are part of the school education system. Centres conduct diagnostic assessments for children and young people, provide counselling and guidance, and support school education institutions in their childcare and educational tasks. For details about counselling and guidance centres, see Chapter 12 ‘Educational support and guidance’.

Teacher – educationalist, teacher – special education counsellor and teacher – psychologist

Teachers- educationalists (pedagogues)

The position of teacher-educationalist (nauczyciel-pedagog) in mainstream nursery schools and schools at all education levels, except for special classes in mainstream schools, can be taken by a person who has completed:

• first- and second-cycle programmes or a long-cycle (Master’s degree) programme, based on the new national standard, in: 

1. the field of study where the training in Education prepares for the tasks of an educationalist (“school pedagogue”); or
2. an area within the field of Special Education corresponding to the type of class to be conducted; or
3. the field of study or area other than those listed in points (1) and (2), and a non-degree postgraduate programme, based on the new national standards, where the training prepares for the tasks of an educationalist (“school pedagogue”); 

and a teacher training programme, or

• a second-cycle or long-cycle (Master’s degree) programme, based on the national standard in force before 3 August 2019: 

1. in the field of Education, specialisation track corresponding to the type of class to be conducted; or
2. in a field other than Education, and a non-degree postgraduate programme corresponding to the type of class to be conducted; 

and a teacher training programme.

The position of teacher-educationalist (pedagogue) in a nursery school or primary school may also be taken by a person who has completed a first-cycle programme, based on the national standard in force before 3 August 2019: 

1. in the field of Education, specialisation track corresponding to the type of class to be conducted; or
2. in another field of study, and a non-degree postgraduate programme corresponding to the type of class to be conducted; 

and a teacher training programme. 

Only nursery schools can also employ a teacher-educationalist (pedagogue) who has completed a long-cycle (Master’s degree) programme, based on the new national standard, in the field of Preschool and Early School Education, and a teacher training programme. 

The position of teacher-educationalist (pedagogue) in a special nursery school or school or a special class of a mainstream nursery school or school can be taken by a person who:

1. has completed a long-cycle (Master’s degree) programme, based on the new national standard, in an area within the field of Special Education corresponding to the type of pupils’ disability or the type of institution, and a teacher training programme; or
2. has completed first- and a second-cycle programmes, based on the new national standard, in an area corresponding to the type of pupils’ disability or the type of institution, within a field of study other than Special Education; and a teacher training programme; or
3. has completed first- and second-cycle programmes or a long-cycle (Master’s degree) programme, based on the new national standard, in the field where the training in Education corresponds to the type of pupils’ disability or the type of institution; or
4. has completed a second-cycle programme, based on the new national standard, in an area within the field of Special Education corresponding to the type of pupils’ disability or the type of institution, and a teacher training programme; or
5. has completed a degree programme based on the national standard in force before 3 August 2019, at the level required to take the position of teacher in a given type of school or institution, in the field of Education or Special Education, a specialisation track corresponding to the type of pupils’ disability, and a teacher training programme; or
6. has qualifications required for the position of teacher-educationalist (pedagogue) as defined for teachers-educationalists working in mainstream nursery schools and schools (see above), and has completed: a degree programme based on the national standard in force before 3 August 2019, in an area of Special Education corresponding to the type of pupils’ disability or the type of institution; or a non-degree postgraduate programme in an area of Special Education corresponding to the type of pupils’ disability or the type of institution; or a programme in an initial teacher training institution (a college-type institution at the ISCED 5 level existing earlier), with a specialisation track corresponding to the type of pupils’ disability or the type of institution; or a qualification course in an area of Special Education corresponding to the type of pupils’ disability or the type of institution. 

As part of their main responsibilities, teachers-educationalists:

• conduct diagnostic tests and assessments for pupils, including assessment of their individual developmental and educational needs and psychological and physical abilities; such tests and assessments aim to identify pupils’ strengths, predispositions, interests and aptitudes, and reasons behind school failure or difficulties in functioning (including barriers and constraints to the functioning of pupils and their participation in the life of the school);

• assess educational situations in the school to address problems which create barriers or constraints to active and full participation of pupils in the life of the school;

• provide psychological and educational support to pupils in response to the needs identified;

• undertake activities to prevent addiction and other problems faced by children and young people;

• minimise effects of development disorders; prevent behavioural disorders; initiate various types of support within the school and pupils’ environment outside the school;

• initiate and conduct mediation- and intervention-type activities in crisis or emergency situations;

• support parents and teachers in the assessment and development of pupils’ individual abilities, predispositions and aptitudes;

• support teachers, educational group tutors and other specialists in: 

  • assessing pupils’ individual developmental and educational needs and psychological and physical abilities; and

  • providing psychological and educational support.

Teachers-educationalists conduct classes for pupils and other activities for their benefit. 

Teachers-special education counsellors (special education pedagogues)

The position of teacher-special education counsellor (nauczyciel-pedagog specjalny) in nursery schools and schools at all education levels, except for special schools and special classes in mainstream schools, can be taken by a person who has completed: 

• a long-cycle (Master’s degree) programme, based on the new national standard, in any area within the field of Special Education; or the field where the training in Resocialisation Pedagogy, Speech Therapy, Educational Therapy or Early Childhood Development Support prepares only for the teaching profession; or the field of Speech Therapy; 

and a teacher training programme; or

• first- and second-cycle programmes, based on the new national standard, in the area of Resocialisation Pedagogy, Speech Therapy, Educational Therapy or Early Childhood Development Support within a field other than Special Education, and a teacher training programme; or
• first- and second-cycle programmes or a long-cycle (Master’s degree) programme, based on the new national standard, in a field where the training covers the area of Education; a teacher training programme; and a non-degree postgraduate programme, based on the new national standard, in the area of Inclusive Education; or
• a second-cycle programme, based on the new national standard, in any area of the field of Special Education, and a teacher training programme; or
• a degree programme in Special Education, based on the national standard in force before 3 August 2019, and a teacher training programme; or
• first- and second-cycle programmes or a long-cycle (Master’s degree) programme in Education, based on the national standard in force before 3 August 2019, a teacher training programme, and a non-degree postgraduate programme in Special Education or Inclusive Education; or the specialisation track in Special Education within a programme provided by an initial teacher training institution (a college-type institution at the ISCED 5 level existing earlier); or a qualification course in Special Education. 

Nursery schools may also employ special education counsellors who have qualifications required for the position of teacher in nursery schools and have completed a non-degree postgraduate programme in Early Childhood Development Support, based on the new national standard. 

To make it easier for nursery schools and schools to employ special education counsellors, the legislation also allows teachers to hold this position until 31 August 2026 if they have completed:  

• a second-cycle or long-cycle (Master’s degree) programme, based on the national standard in force before 3 August 2019, in 

1. a field of study (specialisation track) corresponding to the subject taught or the type of class conducted; or
2. a field of study where the learning outcomes describing knowledge and skills cover contents of the subject taught or the type of class conducted at a given education stage, as defined in the national core curriculum for general education; or
3. a field of study (specialisation track) other than those listed above, and a non-degree postgraduate programme corresponding to the subject taught or the type of class conducted; 

and a teacher training programme; or 

• a first-cycle programme in the field of Preschool and Early School Education, based on the national standard in force before 3 August 2019, and a teacher training programme; or 

• a degree programme, based on the national standard in force before 3 August 2019, in:

1. a field of study (specialisation track) corresponding to the type of class conducted, and a teacher training programme; or
2. a field of study where the learning outcomes describing knowledge and skills cover the contents of the type of class concerned as defined in the national core curriculum for preschool education or general education at a given education stage, and a teacher training programme; or
3. a specialisation track within the field of Education preparing for the work with children of the nursery school or early school education age; or
4. a field of study (specialisation track) other than those listed above; a teacher training programme; and non-degree postgraduate programme corresponding to the type of class conducted, based on the national standard in force before 3 August 2019; or

• a specialisation track preparing for the work with children of the nursery school or early school age within a programme provided by an initial teacher training institution (a college-type institution at the ISCED 5 level existing earlier);  

and has completed: 

• a non-degree postgraduate programme in Special Education or Inclusive Education; or 

• a specialisation track in Special Education within a programme provided by an initial teacher training institution; or

• a qualification course in Special Education. 

As part of their responsibilities, teachers-special education counsellors: 

• collaborate with teachers, class / group tutors and other specialists, parents and pupils to: 

1. recommend to the head of a school (or a nursery school or another institution) measures necessary to ensure active and full participation of pupils in the life of the school and architectural, digital and information and communication accessibility for persons with special needs;
2. conduct diagnostic assessments and activities to identify individual developmental and educational needs and psychological and physical abilities of pupils and, thus, their strengths, predispositions, interests and aptitudes, and reasons behind their school failure or difficulties in their functioning, including barriers and constraints which make it difficult for pupils to function and participate in the life of the school;
3. address pupils’ learning and educational problems;
4. define conditions and choose specialist equipment and resources for learning, including ICT-based equipment and resources, suitable for individual developmental and educational needs and psychological and physical abilities of pupils;

• collaborate with a team of teachers and specialists who develop and implement an individualised education-and-therapy programme for a pupil with a statement of special educational needs, and provide psychological and educational support to the pupil;

• support teachers, class / group tutors and other specialists to: 

  1. identify reasons behind pupils’ school failure or difficulties in their functioning, including barriers and constraints which make it difficult for them to function and participate in the life of the school;
  2. provide psychological and educational support in direct work with pupil;
  3. adapt working methods to the individual developmental and educational needs and psychological and physical abilities of the pupil;
  4. select methods and forms of learning and educational resources which are suitable to pupils’ needs.

• provide psychological and educational support to pupils, their parents and teachers;

• depending on the needs, collaborate with other entities (for example, pupils’ parents, teachers, the school nurse or hygienist, counselling and guidance centres (see Chapter 12 ‘Educational Support and Guidance’), in-service teacher training institutions, other educational institutions, non-governmental organisations and other institutions and organisations working for families, children and young people);  

• propose to the teaching council of the school professional development activities for teachers within the areas covered by a special education pedagogue’s tasks.

Like teachers-educationalists, special education counsellors conduct classes for pupils and other activities for their benefit. 

Teachers-psychologists

The position of teacher-psychologist (nauczyciel psycholog) in all types of nursery schools and schools at all education levels can be taken by a person who: 

1. has completed first- and second-cycle programmes or a long-cycle (Master’s degree) programme in the field of Psychology: either an area or a specialisation track corresponding to the type of class to be conducted (for programmes based on the new national standard and the national standard in force before 3 August 2019, respectively); and a teacher training programme; or
2. meets the requirements set in the Act of 8 June 2011 on the Profession of Psychologist and the Professional Self-Government of Psychologists, has practised the profession for at least 2 years; and has completed a teacher training programme. 

The responsibilities assigned to teachers-psychologists in the legislation are the same as for teachers-educationalists; see above.

Teacher - educational therapist

The position of teacher-educational therapist (nauczyciel-terapeuta pedagogiczny) in all types of nursery schools and schools at all education levels can be taken by a person who has completed:

• a long-cycle (Master’s degree) programme, based on the new national standard:

1. in the area of Educational Therapy within the field of Special Education; or
2. in the area of Educational Therapy within a field of study where the training prepares only for the teaching profession; or
3. in the area of Resocialisation Pedagogy, Speech Therapy or Early Childhood Development Support within a field of study where the training prepares only for the teaching profession; and a non-degree postgraduate programme in Educational Therapy based on the new national standard; or
4. in an area other than the one listed in point (a) within the field of Special Education; and a non-degree postgraduate programme in Educational Therapy based on the new national standard; or
5. in the field of Speech Therapy, and a non-degree postgraduate programme in Educational Therapy based on the new national standard; 

and a teacher training programme; or 

• first- and second-cycle programmes, based on the new national standard, in a field other than Special Education in the area of Educational Therapy; or in the area of Resocialisation Pedagogy, Speech Therapy or Early Childhood Development Support, and a non-degree postgraduate programme in Educational Therapy based on the new national standard; 

and a teacher training programme; or

• first- and second-cycle programmes or a long-cycle (Master’s degree) programme, based on the new national standard, in a field of study or area other than those listed in the points above; a teacher training programme; and a non-degree postgraduate programme in the area of Educational Therapy based on the new national standard; or
• a second-cycle programme, based on the new national standard, in the area of Educational Therapy within the field of Special Education, and a teacher training programme; or
• first- and second-cycle programmes, based on the national standard in force before 3 August 2019, in the area of Educational Therapy, and a teacher training programme; or
• first- and second-cycle programmes, based on the national standard in force before 3 August 2019; a teacher training programme; and has completed a first-cycle programme in Educational Therapy based on the national standard in force before 3 August 2019; or a non-degree postgraduate programme in Educational Therapy; or the specialisation track in Educational Therapy within a programme provided by an initial teacher training institution (a college-type institution at the ISCED 5 level existing earlier); or a qualification course in Educational Therapy. 

All types of nursery schools and schools may also employ an educational therapist who has completed: 

• a first-cycle programme in the area of Educational Therapy based on the national standard in force before 3 August 2019, and a teacher training programme; or
• a first-cycle programme, based on the national standard in force before 3 August 2019, in an area other than Educational Therapy; a teacher training programme; and a non-degree postgraduate programme in Educational Therapy; or the specialisation track in Educational Therapy within a programme provided by an initial teacher training institution (a college-type institution at the ISCED 5 level existing earlier); or a qualification course in Educational Therapy. 

The position of educational therapist in all types of schools, except for Grades I to III of the primary school, special primary schools and special classes in mainstream primary schools, may also be taken by a person who has completed: 

• a second-cycle programme in Educational Therapy based on the national standard in force before 3 August 2019, and a teacher training programme; or
• a second-cycle programme, based on the national standard in force before 3 August 2019, in an area other than Educational Therapy; and a teacher training programme; and a first-cycle programme in Educational Therapy based on the national standard in force before 3 August 2019; or a non-degree postgraduate programme in Educational Therapy; or the specialisation track in Educational Therapy within a programme provided by an initial teacher training institution (a college-type institution at the ISCED 5 level existing earlier); or a qualification course in Educational Therapy. 

As part of their responsibilities, teachers-educational therapists:

• conduct diagnostic tests and assessments for pupils with developmental disorders or deviations, or specific learning difficulties, to identify difficulties and monitor effects of therapeutic interventions;

• identify constraints to active and full participation of pupils in the life of the school (or the nursery school or another institution);

• conduct corrective and compensatory / remedial classes and other therapeutic activities;

• undertake activities to prevent pupils’ school failure in collaboration with their parents;

• support teachers, class / group tutors and other specialists to assess pupils’ individual developmental and educational needs and psychological and physical abilities; such assessments aim to identify their strengths, predispositions, interests and aptitudes, and reasons behind school failure or difficulties in functioning, including barriers and constraints to the functioning of pupils and their participation in the life of the school; and provide psychological and educational support.

Teacher - speech therapist

All types of nursery schools and schools at all education levels may employ speech therapists (nauczyciel-logopeda) who have completed: 

1. a long-cycle (Master’s degree) programme, based on the new national standard, in:the field of Seech Therapy; or the area of Speech Therapy within a field where the training prepares only for the teaching profession; or the area of Speech Therapy within the field of Special Education; or  an area other than that those listed in point (c) within the field of Special Education; and a non-degree  Postgraduate programme in Speech Therapy based on the new national standard; or the area of Resocialisation Pedagogy, Educational Therapy or Early Childhood Development Support within a field where the training prepares only for the teaching profession; and a non-degree postgraduate programme in Speech Therapy based on the new national standardand a teacher training programme; or
2. first- and second-cycle programmes, based on the new national standard, in a field of study other than Special Education, in Speech Therapy; or Resocialisation Pedagogy, Educational Therapy or Early Childhood Development Support; and a non-degree postgraduate programme in Speech Therapy based on the new national standard and a teacher training programme; or
3. first- and second-cycle programmes or a long-cycle (Master’s degree) programme, based on the new national standard, in a field of study or area other than those listed in the two points above; a teacher training programme; and a non-degree postgraduate programme in Speech Therapy based on the new national standard;
4. second-cycle programme, based on the new national standard, in the area of Speech Therapy within the field of Special Education, and a teacher training programme;
5. a degree programme in the area of Speech Therapy based on the national standard in force before 3 August 2019, at the level of study required to hold the position of teacher in a nursery school or a given type of school; and a teacher training programme;
6. a degree programme based on the national standard in force before 3 August 2019, at the level of study required to hold the position of teacher in a nursery school or a given type of school; a teacher training programme; and a first-cycle programme in the area of Speech Therapy based on the national standard in force before 3 August 2019; or a non-degree postgraduate programme in Speech Therapy. 

As part of their responsibilities, teachers-speech therapists:

• conduct logopaedic assessments, including screening tests, to identify the pupil’s level of speech and language development;
• conduct speech therapy classes for pupils, and advise and guide parents and teachers on how to stimulate speech development and eliminate disorders;
• undertake activities preventing speech communication disorders in collaboration with pupils’ parents;

• support teachers, educational group tutors and other specialists in: 

   

  • assessing pupils’ individual developmental and educational needs and psychological and physical abilities; such assessments aim to identify pupils’ strengths, predispositions, interests and aptitudes, and reasons behind school failure or difficulties in functioning, including barriers and constraints to the functioning of pupils and their participation in the life of the school; and

  • providing psychological and educational support.

Teacher - careers adviser

The position of teacher-careers adviser (nauczyciel doradca zawodowy) in Grades VII and VIII of the primary school, stage I sectoral vocational schools, general secondary schools and technical secondary schools, except for primary schools for adults and general secondary schools for adults, can be taken by a person who has completed: 

1. first-and second-cycle programmes or a long-cycle cycle (Master’s degree) programme, based on the new national standard, in a field where the training covers the area of career guidance; or an area other than career guidance; and a non-degree postgraduate programme in Career Guidance based on the new national standard;
2. a second-cycle programme or a long-cycle (Master’s degree) programme in the area of Career Guidance, based on the national standard in force before 3 August 2019;
3. a second-cycle or a long-cycle (Master’s degree) programme, based on the national standard in force before 3 August 2019, in any field of study (specialisation track); and a non-degree postgraduate programme in Career Guidance; 

and a teacher training programme. 

Primary schools may also employ careers advisers who have completed: 

1. a first-cycle programme in Career Guidance based on the national standard in force before 3 August 2019; or
2. a first-cycle programme in any field of study (specialisation track), based on the national standard in force before 3 August 2019; and a non-degree postgraduate programme in Career Guidance; 

and a teacher training programme. 

The legislation sets additional requirements for careers advisers working in the following types of nursery schools and schools providing special education: Grades IV to VIII of special primary schools; special classes, Grades IV to VIII of mainstream primary schools, special post-primary schools, except for special schools preparing for employment; and special classes of mainstream post-primary schools for pupils with disabilities other than a moderate or severe intellectual disability or multiple disabilities that include a moderate or severe intellectual disability. Careers advisers working in these institutions must hold qualifications listed above, and complete: 

1. a long-cycle (Master’s degree) programme, based on the new national standard, in an area corresponding to the type of pupils’ disability or the type of institution, within the field of Special Education; and a teacher training programme; or
2. a first- and second-cycle programme, based on the new national standard, in an area corresponding to the type of pupils’ disability or the type of institution, within a field other than Special Education; and a teacher training programme; or
3. a long-cycle (Master’s degree) programme, based on the new national standard, in an area corresponding to the type of pupils’ disability or the type of institution, within the field of Special Education; and a teacher training programme; or
4. a degree programme, based on the national standard in force before 3 August 2019, in an area of Special Education corresponding to the type of pupils’ disability or the type of institution; or
5. a non-degree postgraduate programme in an area of Special Education corresponding to the type of pupils’ disability or the type of institution; or
6. a specialisation of track corresponding to the type of pupils’ disability or the type of institution, within a programme provided by an initial teacher training institution (a college-type institution at the ISCED 5 level existing earlier); or
7. a qualification course in an area of Special Education corresponding to the type of pupils’ disability or the type of institution.

As part of their responsibilities, teachers-careers advisers:

• conduct education and career planning classes, taking into consideration pupils’ strengths, predispositions, interests and aptitudes identified;

• collaborate with other teachers in conducting education and career planning classes and ensure the continuity of such activities;

• support teachers, class / group tutors and other specialists in providing psychological and educational support.

Teacher - methodological adviser and teacher - consultant

Unlike teachers holding the afore-mentioned positions, who work with pupils, parents and / or teachers, teachers-methodological advisers and teachers-consultants support only teaching and management staff. Both methodological advisers and consultants have qualifications required of teachers (see also Chapter 9.1, Initial Education for Teachers Working in Early Childhood and School Education), but are also required to hold a Master's degree and the grade of appointed or chartered teacher (one of the two professional grades in the promotion system for teachers), and have at least 5-years of teaching experience. 

Teachers-methodological advisers (nauczyciel-doradca metodyczny) support teachers and teaching councils (composed of all teachers and the head of a school, nursery school or another institution) in:

• developing methodological skills;

• planning, organising and assessing outcomes of the education process, taking into consideration diverse needs of pupils;

• developing, selecting and adapting curricula;

• undertaking innovative activities.

As part of their support, teachers-methodological advisers:

• provide individual guidance;

• conduct classes, open classes and workshops;

• organise other forms of professional development which support teachers in their teaching and educational activities;

• establish and maintain collaboration and self-training networks for teachers.

A methodological adviser can be either a teacher employed in an in-service teacher training institution or a teacher working in a nursery school, school or another educational institution to whom the Head of the Regional Education Authorities (kurator oświaty) assigns additional tasks. This role can be taken by a teacher who:

• has qualifications required to hold the position of teacher in an in-service teacher training institution (that is, has completed a long- or second-cycle programme (leading to a Master’s degree) in a field / specialisation area corresponding to the subject taught or the type of classes conducted or a Master’s programme in any field and a non-degree postgraduate programme in the relevant area, and has a teaching qualification);

• holds the appointed or chartered teacher grade (one of the two grades in the professional promotion system for teachers);

• has received at least a Good grade in the performance appraisal;

• has a proven track record of professional achievement;

• has social, interpersonal and communication competences;

• has ICT skills.

A teacher takes on the tasks of a methodological adviser based on an additional employment contract with a public in-service teacher training institution administered by a local government unit. The contract covers a period of 1 year to 3 years but can be extended for another period of 1 to 3 years. Before extending the contract, the Head of the Regional Education Authorities consults the head of the in-service teacher training institution that employs the teacher-methodological adviser.

The total workload of a teacher employed in a nursery school, school or another institution and in a public in-service teacher training institution may not exceed 1.5 of the mandatory weekly teaching load as specified in the legislation for the position corresponding to the specialisation area of a teacher-methodological adviser.

The head of the public in-service teacher training institution which employs the methodological adviser supervises him / her and collects feedback on his / her performance from teachers receiving support.

Teachers-consultants (nauczyciel-konsultant) are employed in public in-service teacher training institutions on a mandatory basis, but non-public in-service teacher training institutions may also create such a position, based on their internal regulations. 

As part of their responsibilities, teachers-consultants:

• assess teachers’ skills;

• collaborate with the pedagogical supervision bodies and teachers-methodological advisers in assessing teachers’ professional development needs;

• organise professional development activities for teachers, which develop specialist or subject-specific, methodological and educational skills, in collaboration with higher education institutions, in-service teacher training institutions and other educational and training institutions; 

• organise professional development activities for methodological advisers, management staff, pedagogical supervision staff and other school education staff;

• coordinate the work of teachers-methodological advisers and provide specialist and methodological support to them;

• collect, compile and disseminate education-related information;

• inspire innovation and educational development in nursery schools, schools and other educational institutions, and provide specialist support in such activities;

• promote and disseminate new educational, teaching and learning methods, techniques and resources;

• organise exchange of experience between schools and teachers involved in innovative activities;

• support teachers who wish to obtain qualifications in specialisation areas;

• obtain or develop, publish and disseminate methodological and supporting resources relating to the improvement of teaching and learning methods and tools and progress in educational sciences;

• collaborate with other in-service teacher training institutions.