Care for children aged up to 3 years

Staff providing care to children aged up to 3 years are not classified as teachers in the national legislation. Pursuant to the Act of 4 February 201 on the Care for Children Aged up to 3 Years, as subsequently amended (ustawa z dnia 4 lutego 2011 r. o opiece nad dziećmi w wieku do lat 3, z późn. zm.), childcare is provided by childminders, day-care providers and nannies. 

There is no uniform initial education system for childcare staff. The qualification requirements set in the legislation for childminders in crèches or kids’ clubs and day-care providers (see Chapter 8.1.5 ‘Qualifications, evaluation and certificates’) indicate various possible initial education pathways. They include, for example, an education programme in a post-secondary school following the completion of secondary education or a vocational qualification course for the occupation of childminder; or a first-, a second- or a long-cycle programme or a non-degree postgraduate programme at a higher education institution in a relevant field or specialisation track related to childcare and/or child development (for example, Nursery, Midwifery, fields of education/pedagogy, teacher education or psychology). 

Persons who do not meet specific qualification requirements concerning the field of education and/or work experience should complete a training course in childcare, including first aid for children. The legislation specifies contents of such courses; see Chapter 8.1.3 ‘Curriculum, level of specialisation and learning outcomes’. 

The legislation on childcare does not set any requirements concerning the field of education or work experience for nannies hired by children’s parents or guardians. Therefore, the next sections of Chapter 8.1, except the section ‘Qualifications, evaluation, certificates’, which describes general requirements for nannies, do not refer to this group of childcare staff. 

Preschool education and school education

Since 1 October 2016, initial teacher education has been provided only within the higher education system, as part of long-cycle programmes or first-cycle programmes followed by second-cycle programmes (a 5-year education cycle leading to a Master’s degree) and non-degree postgraduate programmes. However, the regulations on the qualification requirements provide for various exceptions to the rule of the 5-year initial education cycle. They apply to, for example, theoretical vocational subject and practical vocational training teachers who are not required to have a Master’s degree. See Chapter 8.1.6 ‘Alternative training pathways’. 

Detailed national standards for initial teacher education are laid down in the Regulation of the Minister of Science and Higher Education of 25 July 2019 on the standards for initial teacher education, as subsequently amended (Rozporządzenie Ministra Nauki i Szkolnictwa Wyższego z dnia 25 lipca 2019 r. w sprawie standardu kształcenia przygotowującego do wykonywania zawodu nauczyciela, z późn. zm.). 

The standard for teachers in preschool and early school education applies to teachers working in nursery schools and Grades I to III of the primary school. The standard for other teachers applies to teachers in Grades IV to VIII of the primary school and post-primary schools, including subject teachers, teachers of theoretical vocational subjects and practical vocational training teachers, teachers conducting specific types of classes, as well as teachers-psychologists. (For information about specialists, including psychologists, education counsellors, educational therapists and speech therapists, see Chapter 9.3 ‘Education staff responsible for guidance in early childhood and school education’). 

Initial education of teachers for nursery schools and Grades I to III of the primary school is provided only as part of long-cycle programmes in the field of Preschool Education and Early School Education. There is no education pathway for this group of teachers as part of non-degree postgraduate programmes. 

Initial education of subject teachers for Grades IV to VIII of the primary school and post-primary schools is provided either as a long-cycle programme or a first-cycle programme followed by a second-cycle programme, both in the same subject area. 

Non-degree postgraduate teacher training programmes can cover training in: 

• psychology and pedagogy and methodology for the teaching of a subject or for conducting specific types of classes; 

• psychology and pedagogy and methodology for the teaching of theoretical vocational subjects or for practical vocational training; 

• subject-area and methodology for the teaching of an additional (second or subsequent) subject or for conducting an additional (second or subsequent) type of class; 

• pedagogy for teachers-psychologists; 

• psychology and pedagogy and methodology for the teaching of a foreign language. 

Currently, teachers who hold a (Bachelor’s or Master’s) degree represent 98% of all school education teachers. 

Institutions, levels and models of training

Care for children aged up to 3 years

Initial education models/pathways 

As explained on the introductory page, there is no uniform initial education system for childminders or day-care providers, and qualification requirements for these groups of staff (see Chapter 8.1.5 ‘Qualifications, evaluation and certificates’) indicate many possible education pathways. 

Prospective childminders can obtain the required qualifications as part of a concurrent or consecutive education and training model. The concurrent model, where qualifications are obtained after the completion of one education cycle, currently includes the following pathways: 

• an education programme for the occupation of childminder provided in a post-secondary school (and external vocational exams for the required qualifications); 

• a degree programme in the field of Nursery or Midwifery, fields or sub-fields/areas of Education (for example, early development support), fields where programmes are based on the initial teacher education standards (for example, for early childhood education teachers) or fields of Psychology (for example, child or educational psychology); for a full list of fields, see the qualification requirements in Chapter 8.1.5. 

The consecutive model can include the following pathways: 

• an education programme in a secondary or vocational secondary school, followed by vocational qualification courses for the occupation of childminder (and external vocational exams for the required qualifications) or a full training course for childminders (or required experience in the work with children aged up to 3 years); or

• a degree programme in any field where the curriculum covers childcare or child development, and a supplementary training course for childminders; or

• a degree programme in any other field and a non-degree postgraduate programme in an area of Education or Psychology; for a full list of fields or areas, see the qualification requirements in Chapter 8.1.5. 

Prospective childminders following the consecutive model should also complete a training course in first aid for children. 

The qualification requirements for day-care providers indicate only consecutive initial education pathways, and the scope and duration of a training course for day-care providers varies depending on the qualifications held (see Number of hours allocated to education or training below): 

• an education programme for the occupation of childminder in a post-secondary school (and external vocational exams for the required qualifications), followed by a supplementary training course for day-care providers; or

• an education programme in a secondary or vocational secondary school, followed by vocational qualification courses for the occupation of childminder (and external vocational exams for the required qualifications), and a supplementary training course for day-care providers; or

• an education programme in a secondary or vocational secondary school, followed by a full training course for day-care providers; or

• a degree programme in the fields of Nursing, Midwifery or Education or fields where programmes are based on initial teacher education standards (for a full list of fields, see the qualification requirements in Chapter 8.1.5), followed by a supplementary training course for day-care providers. 

As an exception, persons who have the required work experience and have completed a course in first aid for children do not have to complete a training course for day-care providers (for details, see Chapter 8.1.5). 

Number of hours devoted to education or training

The range of contents and the number of hours for an education programme for the occupation of childminder are specified in the national core curriculum for this occupation (Regulation of the Minister of National Education of 16 May 2019 on the core curricula for vocational education and additional vocational skills for selected vocational education occupations, as subsequently amended (rozporządzenie Ministra Edukacji Narodowej z dnia 16 maja 2019 r. w sprawie podstaw programowych kształcenia w zawodach szkolnictwa branżowego oraz dodatkowych umiejętności zawodowych w zakresie wybranych zawodów szkolnictwa branżowego, z późn. zm.). A curriculum in a post-secondary school and a vocational qualification course for the occupation of childminder should be based on the core curriculum. The duration of an education cycle for this occupation in a post-secondary school is 2 years.

The core curriculum includes a minimum total number of 1 328 hours for vocational education/training and 140 hours for an internship (but the number of hours can be lower in a part-time education programme or course). For details about thematic units within the core curriculum, see Chapter 8.1.3 ‘Curriculum, level of specialisation and learning outcomes’. For information about outline timetables in post-secondary schools, see Chapter 5.8 ‘Teaching and learning in post-secondary non-tertiary education’. 

Higher education institutions develop curricula for degree programmes within their autonomy (although institutions which do not hold a required research rating, awarded as an outcome of an evaluation of scientific research, are required to obtain a permit for the establishment of a programme from the Minister of Science and Higher Education). The legislation does not specify the range of contents or the number of hours to be devoted to specific components of a degree programme, except for programmes for prospective teachers, nurses and midwives, which are regulated professions. 

For the number of hours devoted to professional teacher training, see Preschool and school education below. Initial education of nurses and midwives includes various topics related to childcare and child development. However, considering the much wider scope and specialist nature of such degree programmes, it is not possible to single out those specifically devoted to such topics. 

The thematic scope and duration of training courses for childminders and day-care providers are specified in the Regulation of the Minister of Labour and Social Policy of 25 March 2011 on the scope of training courses for childminders in a crèche or kids’ club and day-care providers, as subsequently amended (Rozporządzenie Ministra Pracy i Polityki Społecznej z dnia 25 marca 2011 r. w sprawie zakresu programów szkoleń dla opiekuna w żłobku lub klubie dziecięcym oraz dziennego opiekuna, z późn. zm.). The number of hours is as follows: 

• a full training course for childminders: 280 hours, including 200 hours for vocational training and 80 hours for an internship; 

• a supplementary training course for childminders: 80 hours, including 50 hours for vocational training and 30 hours for an internship; 

• a full training course for day-care providers: 160 hours, including 130 hours for vocational training and 30 hours for an internship; 

• a supplementary training course for day-care providers: 40 hours for vocational training (with no internship). 

For the training content, see Chapter 8.1.3 ‘Curriculum, level of specialisation and learning outcomes’. 

Pursuant to the Act of 4 February 2011 on the Care for Children aged up to 3 Years, as subsequently amended (ustawa z dnia 4 lutego 2011 r. o opiece nad dziećmi w wieku do lat 3, z późn. zm.), the Minister of Family, Labour and Social Policy approves a training course submitted by an entity which intends to provide it. 

Institutions/entities providing education or training

Depending on the pathway chosen by prospective childcare staff, the following institutions provide education or training: 

• post-secondary schools: a 2-year education cycle or a vocational qualification course for the occupation of childminder; 

• higher education institutions: first-, second- and long-cycle programmes and non-degree postgraduate programmes in the fields or sub-fields of Education, Teacher Education and Psychology, and fields where curricula are based on the national initial teacher education standards; 

• various entities authorised to provide vocational qualification courses as a type of continuing education in non-school settings: for example, continuing education centres and practical vocational centres which are part of the school education system; and entities which conduct educational activities based on the legislation on economic activity or labour market-related education-and-training activities, which operate outside the school education system; 

• various entities, including, for example, private-sector training centres, foundations, crèches and crèche complexes (the legislation does not specify types of entities): training courses for childminders and day-care providers. 

Preschool education and school education

Institutions providing education

Initial teacher education is provided by higher education institutions (HEIs). HEIs train teachers for all levels of the school education system, including nursery, primary and post-primary schools, as part of degree programmes (first-, second- and long-cycle programmes) and non-degree postgraduate programmes.

To ensure adequate quality of education, only HEIs which conduct research and use the latest research achievements in the field of education are authorised to provide initial teacher education. Prospective teachers are trained only by HEIs which have at least research rating (grade) B in the discipline to which a given field of study is assigned (a research grade is awarded as an outcome of an external evaluation of research, according to a scale of A+ as the highest grade to C as the lowest grade). 

The following types of HEIs provide initial teacher education: 

• Universities and pedagogical HEIs train mainly preschool and early school education teachers and teachers of general education subjects for primary and post-primary schools, as well as teachers and tutors for other institutions of the school education system (educational and childcare institutions, career guidance and counselling centres which provide specialist support to children and young people, and school libraries and educational resources centres).

• Technical universities and other HEIs specialising in engineering and technology train vocational subject teachers for post-primary schools, the subject of technology, and, on a more limited scale, teachers of general education subjects such as mathematics and natural sciences for schools of all levels and types.

• Physical education HEIs train physical education teachers and those who conduct remedial and compensatory gymnastics activities in schools and other educational institutions of all types and at all education levels.

• Art HEIs train teachers of visual arts and music for schools of various levels and types.

• HEIs specialising in economics and business, agriculture and medicine and related areas train vocational subject teachers for post-primary schools.

Initial education models and number of hours devoted to training

In accordance with the national initial education standards and qualification requirements for teachers, initial education consists of a 5-year education cycle: a long-cycle programme or a first-cycle programme followed by a second-cycle programme. For exceptions to the rule of the 5-year cycle, see Chapter 8.1.6 ‘Alternative training pathways’. 

The concurrent model of initial teacher education is predominating in Poland. Students can choose a degree programme based on the national standard for initial teacher education; thus, they can complete teacher training in parallel to the field- or subject-specific training. Such degree programmes are offered mainly by pedagogical HEIs, but also by other HEIs. 

Graduates who have not chosen a degree programme based on the initial teacher education standard and choose the teaching profession later can complete teaching training as a non-degree postgraduate programme at an HEI (for details about teacher training as part of non-degree postgraduate programmes, see Chapter 8.1.3 ‘Curriculum, level of specialisation and learning outcomes’). This option represents the consecutive model of initial teacher education.

The Regulation of the Minister of Science and Higher Education of 25 July 2019 on the national standards for initial teacher education programmes, as subsequently amended (Rozporządzenie Ministra Nauki i Szkolnictwa Wyższego z dnia 25 lipca 2019 r. w sprawie standardu kształcenia przygotowującego do wykonywania zawodu nauczyciela, z późn. zm) specifies, among other things, contents and the minimum number of hours devoted to teacher training. It includes the standards for initial education of preschool education teachers and early school education teachers (Grades I to III of the primary school) and the standards for initial education of other teachers. 

A full-time long-cycle programme for preschool and early school education teachers includes, in total, a minimum of 2,860 hours; at least 480 hours are devoted to subject-specific training, and at least 2,380 hours to teacher training, with 2,140 hours allocated to theoretical training and 240 hours to internships. 

The national standard does not set a minimum number of subject-specific training (to be specified in a curriculum developed by an HEI) for degree programmes for other prospective teachers. The minimum total number of hours devoted to teacher training is as follows: 

• teacher training for teaching the first subject: 540 hours, including 390 hours for theoretical training and 150 hours for internships (for a subject to be taught in a primary school and post-primary school, vocational subjects and practical vocational training) or 420 hours, including 330 hours for theoretical training and 90 hours for internships (for a subject to be taught in a primary or post-primary school); 

• teacher training for teaching another subject: 450 hours, including 330 hours for theoretical training and 120 hours for internships (for a subject to be taught in a primary school and post-primary school, vocational subjects and practical vocational training), or 390 hours, including 300 hours for theoretical training and 90 hours for internships (for a subject to be taught in a primary or post-primary school). 

For details about the standards and the distribution of hours among thematic units, see Chapter 8.1.3 ‘Curricula, level of specialisation and learning outcomes’. 

The Regulation of the Minister of National Education of 14 September 2023 on the detailed qualification requirements for teachers, as subsequently amended (Rozporządzenie Ministra Edukacji i Nauki z dnia 14 września 2023 r. w sprawie szczegółowych kwalifikacji wymaganych od nauczycieli, z późn. zm.) indicates specific initial education pathways for prospective teachers who intend to work in special schools or nursery schools or special classes in mainstream schools or nursery schools. 

Special educational needs teachers take, as a rule, a long-cycle programme based on the initial teacher education standard in the area of education and rehabilitation of people with an intellectual disability or an area corresponding to the disability of pupils within the field of Special Education (depending on the level of education at which they will work). They can also choose a long-cycle programme or a first- and second-cycle programme based on the initial teacher education standard in other field or sub-field identified in the legislation (for example, a different area within the field of Special Education, Speech Therapy, Educational Therapy). However, in such cases, they should also complete a non-degree postgraduate programme, based on the initial teacher education standard, in the area of education and rehabilitation of people with an intellectual disability. Regardless of the field or area chosen, they are required to complete teacher training. 

Admission requirements

Care  for children aged up to 3 years

Pursuant to the Act of 14 December 2016, The Law on School Education, as subsequently amended (ustawa z dnia 14 grudnia 2016 r. – Prawo oświatowe, z późn. zm.), post-secondary schools, which train prospective childminders, take young people who have a general or vocational secondary school leaving certificate (as a rule, a maturity certificate is not required). For details, see Admission requirements and choice of school in Chapter 5.7 ‘Organisation of post-secondary non-tertiary education’. 

For details about the requirements for admission to degree programmes (first-, second- and long-cycle programmes) and non-degree postgraduate programmes, see Preschool education and school education below. 

To enrol on a vocational qualification course, applicants should complete at least primary education (but to work as a childminder, after passing exams required for a vocational diploma, a person is required to complete at least secondary education). 

To participate in a training course for childminders or day-care providers, candidates are required to reach the age of 18 years and complete at least general or vocational secondary education. This requirement is based on the qualification requirements for the two groups of staff set in the Act of 4 February 2011 on the Care for Children aged up to 3 Years, as subsequently amended (ustawa z dnia 4 lutego 2011 r. o opiece nad dziećmi w wieku do lat 3, z późn. zm.); see Chapter 8.1.5 ‘Qualifications, evaluation and certificates’. 

Preschool  education and school education

The Act of 20 July 2018, The Law on Higher Education and Science, as subsequently amended (ustawa z dnia 20 lipca 2018 r. - Prawo o szkolnictwie wyższym i nauce, z późn. zm.) sets general requirements for admission to degree programmes and non-degree postgraduate programmes. Each higher education institution (HEI) lays down detailed conditions, procedures and the start and end dates of the admissions process. 

First-, long- and second-cycle programmes

First- and long-cycle programmes are open to applicants who hold a maturity certificate (or a maturity certificate and a vocational diploma at the Technician level if an applicant additionally took and passed a vocational exam).  Admission is based on results of the maturity exam (and, where applicable, results of the vocational exam). Each HEI specifies which results of the exam(s) provide the basis for admission. 

An HEI may additionally conduct entrance exams to assess artistic aptitude, physical fitness or special aptitude or skills for a programme (for example, in the case of prospective teachers of physical education, visual arts or physical education) only if these were not assessed in the maturity exam or vocational exam. Thus, HEIs may not conduct entrance exams in the subjects covered by the maturity or vocational exam.

Second-cycle programmes are open to applicants who hold a degree/a higher education diploma (confirming completion of a first-, second- or long-cycle programme).

Non-degree postgraduate programmes

To enrol on a non-degree postgraduate programmes, applicants are required to have at least a Bachelor’s degree (licencjat or inżynier) (a first-cycle degree).

Curriculum, level of specialisation and learning outcomes

Care for  children aged up to 3 years

A curriculum in a post-secondary school or a vocational qualification course for the occupation of childminder should cover contents and learning outcomes defined in the relevant national core curriculum (Regulation of the Minister of National Education of 16 May 2019 on the core curricula for vocational education and additional vocational skills for selected vocational education occupations, as subsequently amended / rozporządzenie Ministra Edukacji Narodowej z dnia 16 maja 2019 r. w sprawie podstaw programowych kształcenia w zawodach szkolnictwa branżowego oraz dodatkowych umiejętności zawodowych w zakresie wybranych zawodów szkolnictwa branżowego, z późn. zm.). 

The core curriculum for the occupation of childminder includes the following thematic units (the number of hours can be lower for a part-time programme or course): 

• Hygiene and safety at work: 32 hours, 

• Childcare basics: 144 hours, 

• Caring for a healthy child: 256 hours, 

• Caring for a sick child or a child with disability: 256 hours, 

• Child rearing and education: 352 hours, 

• Development of the child’s artistic sensitivity: 224 hours,

• Foreign language for occupational purposes: 64 hours, 

and 140 hours for an internship. 

For the content of, and the minimum number of hours in degree programmes and non-degree postgraduate programmes for prospective teachers, as specified in the national standards, see Preschool education and school education below. 

The national standards for initial education of nurses and midwives as part of degree programmes include various contents related specifically to childcare and child development; for example, hygiene and nutrition, hygiene procedures, disease prevention, nursing care, healthcare services, assessment of psychological and physical development, health assessment. Since they are taught together with other contents within thematic units, the standards do not specify the number of hours devoted specifically to such contents. (Regulation of the Minister of Science and Higher Education of 26 July 2019 on the standards for initial education of medical doctors, dentists, pharmacists, nurses, midwives, biomedical analysts, physiotherapists and paramedics,, as subsequently amended / Rozporządzenie Ministra Nauki i Szkolnictwa Wyższego z dnia 26 lipca 2019 r. w sprawie standardów kształcenia przygotowującego do wykonywania zawodu lekarza, lekarza dentysty, farmaceuty, pielęgniarki, położnej, diagnosty laboratoryjnego, fizjoterapeuty i ratownika medycznego, z późn. zm.). 

Higher education institutions develop curricula for degree and non-degree postgraduate programmes in other fields of study within their autonomy (although institutions which do not have a required research rating (grade), awarded as an outcome of an evaluation of scientific research activity, should obtain a permit from the Minister of Science and Higher Education to establish a degree programme). 

The Regulation of the Minister of Labour and Social Policy of 25 March 2011 on the scope of training courses for childminders in a crèche or kids’ club and day-care providers, as subsequently amended ((Rozporządzenie Ministra Pracy i Polityki Społecznej z dnia 25 marca 2011 r. w sprawie zakresu programów szkoleń dla opiekuna w żłobku lub klubie dziecięcym oraz dziennego opiekuna, z późn. zm.) specifies contents for training courses for prospective childminders and day-care providers. 

Training courses for childminders in crèches and kids’ clubs

The full 280-hour training course includes 4 thematic units, Psycho-pedagogical foundations of individual development (20 hours), Child development in the early childhood period (25 hours), Stimulating comprehensive child development (120 hours), and Competences of a childminder (35 hours), and an internship (80 hours). Training contents in each unit are listed below. 

Psycho-pedagogical foundations of individual development: 

• adaptation as a result of development; 

  • individual development in the lifecycle; 

  • determinants of the individual development process; 

  • developmental achievements in each stage of the individual’s life. 

Child development in the early childhood period: 

• developmental tasks in the infancy and post-infancy periods; 

  • aspects of child development: characteristics of changes in cognitive, psychosocial and motor development in each stage of the child’s life; 

  • sources of opportunities for, and threats to the development of the child aged up to 3 years; 

  • neurological basis for child development; 

  • child development mechanisms; 

  • family environment as a factor determining the child’s development; 

Stimulating comprehensive child development: 

• assessment of the child’s developmental needs; 

  • planning and documenting child development in everyday situations (greeting, farewell, meals, hygiene, rest, play); 

  • creating material and social environment for child development; 

  • nursing and health care for a normally and abnormally developing child; 

  • play as the basic form of the child’s activity: exploratory, musical, rhythmic, artistic / visual and technical games; 

  • introducing the child to culture; 

  • building social relations with the child, parents and local services responsible for child development; 

  • skills for work with linguistically and culturally diverse groups of children;  

Competences of a childminder:  

• legal liability of a childminder; 

  • protection of the child’s rights;  

  • basics of emergency medicine (first aid for children); 

  • safety and hygiene regulations; 

  • ability to cope with stress and problem-solving skills; 

  • voice production;

  • skills for effective communication with parents; 

The supplementary 80-hour training course, which is organised as workshops, tutorials or practical classes, includes the following thematic units: 

• Stimulating comprehensive child development (60 hours): assessment of the child’s developmental needs; opportunities for, and threats to the development of the child aged up to 3 years; early childhood development support; innovative methods of planning, organising, monitoring and documenting the child’s development process;  building social relations with the child, parents and local services responsible for child development; 

• Competences of the childminder (20 hours): legal liability of the childminder; and ability to cope with stress and problem-solving skills.

Training courses for day-care providers 

The full 160-hour training course, which is provided in the form of workshops, tutorials or practical classes, includes 4 thematic units, Child development in early childhood (20 hours), Stimulating comprehensive child development (90 hours) and Competences of the childminder (20 hours), and an internship (30 hours). Training contents in each unit are listed below. 

Child development in early childhood: 

• aspects of child development: characteristics of changes in cognitive, psychosocial and motor / physical development in each stage of the child’s life; 

  • opportunities for, and threats to the development of the child aged up to 3 years; 

    • child development mechanisms; 

      • family environment as a factor determining the child’s development. 

Stimulating comprehensive child development: 

• assessment of the child’s developmental needs; 

  • planning and documenting the child’s development in everyday situations (greeting, farewell, meals, rest, play); 

    • creating material and social environment of the child’s development; 

    • nursing and health care for a normally and abnormally developing child; 

    • play as the basic form of the child’s activity: exploratory, musical, rhythmic, artistic / visual and technical games. 

    • introducing the child to culture; 

    • building social relations with the child, parents and local services responsible for child development; 

    • skills for work with linguistically and culturally diverse groups of children. 

Competences of the childminder: 

• legal liability of the childminder; 

  • protection of the child’s rights;  

  • basics of emergency medicine (first aid for children);

  • safety and hygiene regulations;

  • skills for effective communication with parents.  

The supplementary 40-hour training course, which is provided in the form of workshops, tutorials or practical classes, covers the following topics: 

• First aid for children;

• Ability to cope with stress and problem-solving skills;

• Innovative methods stimulating child development. 

Preschool education  and school education

The national standards for initial teacher education specify, among other things. the classes and groups of classes, the minimum number of class hours and ECTS credits, intended learning outcomes and methods for the assessment of the learning outcomes achieved (Regulation of the Minister of Science and Higher Education of 25 July 2019 on the standards for initial teacher education, as subsequently amended / Rozporządzenie Ministra Nauki i Szkolnictwa Wyższego z dnia 25 lipca 2019 r. w sprawie standardu kształcenia przygotowującego do wykonywania zawodu nauczyciela, z późn. zm). The updated standards have been in place since 1 October 2023. 

Within the framework set by the standards, higher education institutions (HEIs) develop curricula (although HEIs which do not have a required research category rating, awarded as an outcome of an evaluation of scientific research, should obtain a permit from the Minister of Science and Higher Education to establish a programme). A curriculum specifies the number of semesters; the orientation (‘profile’) of a programme (academic or practical; see Chapter 6.1 ‘Types of higher education institutions’); the number of ECTS credits required to complete a programme; the number of hours for classes, including an internship, and the scientific or artistic disciplines to which a given field of study is assigned. 

Students can choose a degree programme in a field based on the standard for initial teacher education and complete in parallel both field- or subject-specific training and professional teacher training. If they did not choose such a programme, they can complete a degree programme in a given field of study and complete professional teacher training as part of a non-degree postgraduate programme.

National standards for initial teacher education 

There are different standards for teachers of preschool and early school education (nursery schools and Grades I to III of the primary school) and other teachers (Grades IV to VIII of the primary school and post-primary schools). The second standard applies to subject teachers, teachers of theoretical vocational subjects, practical vocational training teachers and teachers providing specific types of classes (as well as teachers-psychologists). 

The training for prospective teachers is organised in the form of classes / courses or groups of classes / courses. One class hour lasts 45 minutes. 

Standard for initial education of preschool and early school education teachers (nursery schools and Grades I to III of the primary school)

Teacher education is provided only as part of long-cycle programmes in the field of Preschool and Early School Education. 

Full-time programmes last 9 semesters. A part-time programme can last longer than the corresponding full-time programme.

The total number of hours for classes, including internships, in a full-time programme may not be lower than 2,860. Curricula for part-time programmes may include a lower number of hours for classes if they ensure that students will achieve the same learning outcomes as in full-time programmes. 

To complete a programme, students are required to obtain at least 301 ECTS credits. 

Each programme includes subject-area training and teacher training.

Subject-area training (training for the integration of curricular contents) is allocated at least 480 hours (57 ECTS credits), which are divided in the standard among contents of individual subjects. 

Teacher training covers the following groups of classes / courses (together with the minimum number of class hours and ECTS credits):

• Psychology and pedagogy: 720 hours and 80 ECTS credits; 

• Teaching and learning processes, including support for child development; fundamentals of integrated teaching; teaching and learning methods for specific types of education; a child and a pupil with special developmental and educational needs: 1,060 hours and 116 ECTS credits; 

• Organisation of work in a nursery school and school, with elements of the school education legislation and children’s rights, and culture of a nursery school and school: 60 hours and 7 ECTS credits; 

• Fundamentals of educational diagnostics for teachers: 60 hours and 7 ECTS credits; 

• Culture of the language: 60 hours and 7 ECTS credits; 

• Methodology of scientific research: 120 hours and 10 ECTS credits; 

• Internship: 240 hours and 10 ECTS credits. 

As indicated above, the standard covers the legislation on school education, including school education management, and the organisation of work in a nursery school or school. 

Classes prepare prospective teachers for work with children with special educational needs, children from culturally diverse environments, and children with migration experience, including children for whom Polish is a second language. 

The aforementioned Regulation on the national standards provides a detailed distribution of hours among individual classes / courses within groups of classes / courses. 

Standard for initial education of subject teachers, theoretical vocational subject teachers and practical vocational training teachers (Grades IV to VIII of the primary school and post-primary schools), and teachers conducting specific types of classes

Degree programmes

Initial teacher education as part of first-, second- and long-cycle programmes includes subject-area training and teacher training. 

The duration of full-time degree programmes for prospective teachers and the number of ECTS credits: 

• first-cycle programmes: at least 6 semesters and 180 ECTS credits; 

• second-cycle programmes: at least 3 semesters and 90 ECTS credits; 

• long-cycle programmes: at least 9 semesters and 300 ECTS credits or at least 360 ECTS credits for programmes lasting longer than 10 semesters.

A part-time programme may last longer than the corresponding full-time programme. 

The number of hours and ECTS credits allocated to subject-area training is specified in a curriculum developed by an HEI. 

If a teacher is trained to teach only one subject (or one type of class), the total minimum duration of teacher training is 540 hours, including 390 hours for theoretical training and 150 hours for an internship, or 420 hours, including 330 hours for theoretical training and 90 hours for an internship, depending on the option for the unit on teaching and learning processes (see below). 

The total minimum duration of teacher training for the teaching of another subject (or type of class) is 450 hours, including 330 hours for theoretical training and 120 hours for an internship, or 390 hours, including 300 hours for theoretical training and 90 hours for an internship, depending on the option for the unit on teaching and learning processes (see below). 

Teacher training is divided into the following groups of classes / courses (together with the minimum number of class hours and ECTS credits): 

• Psychology and pedagogy: 210 hours and 10 ECTS credits, including 30 hours for internships; 

• Fundamentals of teaching and learning processes, and voice production (60 hours and 3 ECTS credits); and

• Teaching and learning processes for the teaching of the first subject or the first type of class: 270 hours and 15 ECTS credits, including 120 hours for internships (for a subject or type of class to be taught in a primary and post-primary school, theoretical vocational subjects and practical vocational training) or 150 hours and 7 ECTS credits, including 60 hours for internships (for a subject or type of class to be taught in a primary or post-primary school); 

• Teaching and learning processes for the teaching of an additional subject or type of class: 180 hours and 7 ECTS credits, including 90 hours for internships (for a subject or type of class to be taught in a primary and post-primary school, theoretical vocational subjects and practical vocational training) or 120 hours and 6 ECTS credits, including 60 hours for internships (for a subject or type of class to be taught in a primary or post-primary school). 

or

The standard covers the legislation on school education, including school education management. 

The standard also covers inclusive education, and classes prepare teachers to work with children with special educational needs, including children with adaptation difficulties related to migration experience, children from culturally diverse backgrounds or with a limited knowledge of the Polish language. 

The aforementioned Regulation on the standards provides a detailed distribution of hours among individual classes / courses within groups of classes / courses.

 

Non-degree postgraduate programmes

Non-degree postgraduate programmes for prospective teachers can cover only:

• psychology and pedagogy, and teaching and learning processes for the teaching of a subject or a specific type of class;

• psychology and pedagogy, and teaching and learning processes for the teaching of theoretical vocational subjects or for practical vocational training;

• subject-area training, psychology and pedagogy, and teaching and learning processes;

• subject-area training, and teaching and learning processes for the teaching of an additional subject or type of class;

• pedagogy for teachers-psychologists;

• psychology and pedagogy, and teaching and learning processes for the teaching of a foreign language.

Non-degree postgraduate programmes for prospective teachers last at least 3 semesters (the legislation does not set a minimum number of ECTS credits as the total number depends on the scope of a given programme; see the points above). The minimum number of hours allocated to subject-area training is 180 (10 ECTS credits). 

A curriculum of a non-degree postgraduate programme which includes specific groups of classes / courses should ensure that students achieve the same learning outcomes as defined in a curriculum for a first-, second- or long-cycle programme. 

Teacher educators

Care for children  aged up to 3 years

Staff teaching in post-secondary schools (which train for the occupation of childminder) are school education teachers who are trained, in principle, in first- and second-cycle or long-cycle programmes. For details about initial teacher education, which includes subject-specific and professional teacher training, see Preschool education and school education in Chapter 8.1.3 ‘Curriculum, level of specialisation and learning outcomes’. As an exception, for example, theoretical vocational subject teachers can complete only a first-cycle programme and practical vocational training teachers are not required to have a degree; see Chapter 8.1.6 ‘Alternative training pathways’. Both groups of teachers are, however, required to complete teacher training. 

Vocational qualification courses (for example, for the occupation of childminder) are provided by school education teachers and practical vocational training instructors. Instructors can be staff for whom teaching is their main occupation, or employers or staff designated by them for whom teaching is an additional activity. They should complete at least general or vocational secondary education and teacher training. Instructors can also be teachers of practical vocational training. (Regulation of the Minister of National Education of 22 February 2019 on practical vocational training, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 22 lutego 2019 r. w sprawie praktycznej nauki zawodu, z późn. zm.)

If an instructor does not have qualifications of a practical vocational training teacher, he/she can complete a teacher training course, for which an outline curriculum is provided in the afore-mentioned Regulation. The total duration of a course in the outline curriculum is 48 hours, and its curriculum covers basics of education, elements of psychology in ‘instructor-learner’ communication and relations, the methodology of practical vocational training, and teaching skills. Teacher training courses are provided by accredited in-service teacher training institutions. 

Staff teaching classes in degree programmes and non-degree postgraduate programmes are academic staff who have professional or research competence in the areas concerned. In some fields of study (for example, Nursing and Midwifery), staff teaching specific courses are required to have work experience in a given profession. Academic teachers are not required to complete professional teacher training. General requirements concerning a degree or title to be held are set in the legislation; see Chapter 8.4 ‘Initial education for academic staff in higher education’, and Entry to the profession in Chapter 8.5 ‘Conditions of service for academic staff working in higher education’. 

The legislation does not address initial education or qualifications of staff providing training courses for childminders or day-care providers. Entities whose courses have been approved by the Minister of Family, Labour and Social Policy independently select training staff (Act of 4 February 2011 on the Care for Children aged up to 3 Years, as subsequently amended / Ustawa z dnia 4 lutego 2011 r. o opiece nad dziećmi w wieku do lat 3, z późn. zm.) 

The legislation on childcare does not provide for the position or role of mentor who would support newly employed or less experienced childminders or day-care providers in crèches or kids’ clubs. However, in accordance with the essential (mandatory) standards for childcare, which will come into effect on 1 January 2026, each childcare institution should develop a professional integration or onboarding procedure for new staff (Regulation of the Minister of Family, Labour and Social Policy of 13 December 2024 on the standards of care for children aged up to 3 years / Rozporządzenie Ministra Rodziny, Pracy i Polityki Społecznej z dnia 13 grudnia 2024 r. w sprawie standardów opieki sprawowanej nad dziećmi w wieku do lat 3). 

Preschool education and  school education

The aforementioned national standards state that initial teacher education in higher education institutions (HEIs) is provided by academic staff and other staff who have professional or research competence and experience in the areas concerned. 

The Act of 20 July 2018, The Law on Higher Education and Science, as subsequently amended (ustawa z dnia 20 lipca 2018 r. - Prawo o szkolnictwie wyższym i nauce, z późn. zm.) sets general requirements concerning a degree or title to be held by academic staff (see Chapters 8.4 ‘Initial education of academic teachers’, and Chapter 8.5.2 ‘Entry to the profession’). The statutes of an HEI may specify additional requirements and qualifications for staff taking individual positions. The legislation does not require academic staff to complete professional teacher training. 

In accordance with the initial education standard for teachers for preschool education and early school education (Grades I to III of the primary school) (see above), classes are conducted by, among others, academic teachers who have research achievements in the disciplines of Education and Psychology. 

In accordance with the initial education standard for other teachers (Grades IV to VIII of the primary school, and post-primary schools), those teaching classes in the groups ‘Subject-area training’ and ‘Teaching and learning processes’ should include, among others, staff conducting research in the scientific or artistic discipline that corresponds to the subject or type of class to be taught; for classes in the group ‘Psychology and pedagogy’, staff should include those who conduct research in the scientific discipline Education or Psychology. (See the standards and groups of classes / courses in Chapter 8.1.3 ‘Curriculum, level of specialisation and learning outcomes’). 

Prospective teachers can be trained as part of non-degree programmes only by staff who participate in initial teacher education provided by a given HEI as part first-, second- or long-cycle programme, in the field corresponding to the thematic scope of a non-degree programme. 

In accordance with the Act of 26 January 1982, The Teachers’ Charter, as subsequently amended (ustawa z dnia 26 stycznia 1982 r. Karta Nauczyciela, z późn. zm.), the head of a nursery school or school appoints a mentor for a novice teacher, who carries out an induction programme. Mentors are selected from among appointed or chartered teachers (that is, teachers who hold one of the two professional promotion grades for teachers). For details about induction and the responsibilities of the mentor, see Induction in Chapter 8.2 ‘Conditions of service for teachers working in early childhood and school education’. 

Qualifications, evaluation and certificates

Care for children aged  up to 3 years

Assessment and certificates awarded upon completion of education or training 

Young people who finish a post-secondary school receive a school-leaving certificate (for details, see Chapter 5.9 ‘Assessment in post-secondary non-tertiary education’). 

In accordance with the Regulation of the Minister of Education and Science of 6 October 2023 on continuing education in non-school settings (Rozporządzenie Ministra Edukacji i Nauki z dnia 6 października 2023 r. w sprawie kształcenia ustawicznego w formach pozaszkolnych), a vocational qualification course ends with an assessment conducted in a form determined by the entity providing the course. The provider awards a certificate of completion based on a template established in the Regulation. 

To obtain the required vocational qualifications (for example, for the occupation of childminder), post-secondary school graduates, as well adults who have completed a vocational qualification course, take vocational exams. Once they have passed exams for all of the required qualifications and obtained related certificates, they receive a vocational diploma. Certificates and diplomas are awarded by the Regional Examination Boards. For details about external vocational exams, see Chapter 5.6 ‘Assessment in vocational upper secondary education’. 

For details about diplomas and certificates awarded upon completion of degree programmes and non-degree postgraduate programmes, see Preschool education and school education below. 

The legislation does not specify assessment methods or types of certificates to be awarded to people completing training courses for childminders or day-care providers. In accordance with the Act of 4 February 2011 on the Care for Children aged up to 3 Years, as subsequently amended (ustawa z dnia 4 lutego 2011 r. o opiece nad dziećmi w wieku do lat 3, z późn. zm.), an entity which intends to provide a course includes information about the method for confirming completion of the course in its application for approval of the course, submitted to the Minister of Family, Labour and Social Policy. 

Qualification requirements for childcare staff

The Act on the Care for Children aged up to 3 Years sets qualification and/or formal and legal requirements for childminders, day-care providers and nannies. 

A childminder working in a crèche or kids’ club is required to complete at least secondary or vocational secondary education (ISCED Level 3) or have a higher education qualification (ISCED 6 or 7). This position can be taken by persons who: 

• hold a qualification of a nurse or midwife, childminder, preschool education teacher, early school education teacher, childcare and education counsellor (referred to in the legislation as childcare and education pedagogue), social care counsellor (referred to as social care pedagogue), early education counsellor (early education pedagogue), educational therapist or a teacher with a qualification in educational therapy; or 

• completed a degree programme or a non-degree postgraduate programme in one of the following fields or specialisation areas: early childhood development; childhood development as part of psychological and educational support in crèches and nursery schools; development-oriented education; early childhood education; child psychology; psychology of learning and development; or educational psychology. 

A childminder can also be a person who completed – not earlier than 2 years before taking up the position – a training course in first aid for children and meets the following requirements: 

• completed a degree programme in any field where the curriculum covers early childhood care or development, and an 80-hour a refresher and updating training course; or 

• completed general or vocational secondary education and: 

  • has at least one year of experience in working with children aged up to 3 years; or

  • before taking up the position of childminder in a crèche or kids’ club, completed a 280-hour training course, including at least 80 hours of practical training, where he/she provided care to children under the supervision of a mentor holding the qualifications listed in the first set of qualifications above. 

Like a childminder, a day-care provider is required to complete at least general or vocational secondary education (ISCED Level 3), or a degree programme (ISCED 6 or 7). A day-care provider also meets the following requirements:

• provides a guarantee of proper care for children; 

• his/her parental responsibility has not been terminated, suspended or limited; 

• fulfils his/her child maintenance (alimony) obligations if such obligations have been administered or approved by a court ruling; 

• is not included in the Register of Sex Offenders and has not been convicted of another intentional offence by a valid court ruling; 

• has suitable premises to ensure safety in childcare; 

• completed a 160-hour training course; or a 40-hour supplementary training course, including training in first aid for children, if he/she holds a qualification of a nurse, midwife, childminder, preschool education teacher, early school education teacher or a childcare and education counsellor, social care counsellor, early education counsellor or an educational therapist. 

The requirement to complete such a course does not apply to persons who worked with children aged up to 3 years for at least 12 months directly before becoming a day-care provider, and who completed, not earlier than 2 years before becoming a day-care provider, a training course in first aid for children. 

Any person who meets all of the following conditions can be a nanny:  

• is not a parent of the child to whom he/she will provide care; 

• is at least 18 years old; 

• has undergone a physical examination for sanitary and epidemiological purposes and has received an occupational health certificate (referred to in the legislation as certificate of no contraindications to work). 

Thus, for example, a nanny can be a grandmother, sister or cousin of the child, or someone who is not a relative: a neighbour, a student, a pensioner or a person on a pre-retirement benefit. 

A nanny does not have to hold a qualification in a specific field, nor experience in work with small children. A nanny is not required to complete any specific training course. 

Preschool education and school  education

Assessment, diplomas and certificates issued upon completion of education

There are no specific ‘teaching qualifications’ as such awarded in higher education. Higher education diplomas/degrees awarded upon completion of first-, second- and long-cycle programmes based on the standards for initial teacher education, and certificates of completion of non-degree postgraduate programmes for prospective teachers confirm the completion of a teacher training programme, and thus are recognised as a ‘teaching qualification’.

First-, second- and long-cycle programmes

During a programme in a higher education institution (HEI), academic teachers assess student performance through coursework, tests and oral and / or written examinations.

To graduate and obtain a diploma/degree, students should:

• achieve the learning outcomes defined in the curriculum for a programme and the required number of ECTS credits (first-cycle programme: 180 credits; second-cycle programme: 90 credits; long-cycle programme lasting 9 or 10 semesters, or 11 or 12 semesters: 300 or 360 credits respectively); 

• receive a positive mark for the diploma / final thesis (first-cycle students prepare the final thesis if this is provided for in the curriculum); 

• pass the diploma / final exam. 

First-cycle programmes lead to a Bachelor’s degree (licencjat or inżynier) or an equivalent degree (ISCED Level 6), and second- and long-cycle programmes to a Master’s degree (magister or magister inżynier) or an equivalent degree (ISCED 7). 

A graduate receives an institutional diploma confirming the award of a degree and a Diploma Supplement, which include information specified in the legislation and are recognised across the country. 

A Diploma Supplement, based on the model developed by the European Commission, the Council of Europe and UNESCO/CEPES, provides information about the diploma itself, the level of the qualification awarded, contents of the programme completed, results achieved (together with ECTS credits and the final mark), and the function of the qualification.

Non-degree postgraduate programmes

During a programme in an HEI, academic teachers assess student performance through coursework, tests and oral and / or written examinations.

To complete a programme, students are required to achieve the intended learning outcomes, earn at least 30 ECTS credits, and submit the final thesis or pass the final exam if it is included in the curriculum.

A graduate receives a certificate of completion of a non-degree postgraduate programme. It includes, among other things, information about the scope of the programme, the number of semesters, the final mark and a list of theoretical and practical training classes / courses together with the corresponding numbers of ECTS credits. Such a certificate is a partial qualification at ISCED Level 6, 7 or 8 (doctorate). 

Qualification requirements for teachers

The following two legislative acts set the qualification requirements: the Regulation of the Minister of National Education of 14 September 2023 on the detailed qualification requirements for teachers, as subsequently amended (rozporządzenie Ministra Edukacji i Nauki z dnia 14 września 2023 r. w sprawie szczegółowych kwalifikacji wymaganych od nauczycieli, z późn. zm.), and the Regulation of the Minister of Culture, National Heritage and Sport of 3 September 2021 on the detailed qualification requirements for teachers working in art schools and art institutions, as subsequently amended (rozporządzenie Ministra Kultury, Dziedzictwa Narodowego i Sportu z dnia 3 września 2021 r. w sprawie szczegółowych kwalifikacji wymaganych od nauczycieli szkół artystycznych i placówek artystycznych, z późn. zm). Important changes in the requirements were introduced in 2023 as a result of changes in the national standards for initial teacher education. The so-called ‘old’ standards apply to initial education programmes which started before 3 August 2019, and the ‘new’ standards apply to those which started after this date. 

The new standards have established a general rule whereby prospective teachers or teachers conducting specific types of classes are required to complete: 

• a long-cycle (Master’s degree) programme (ISCED Level 7) or 

• a first-cycle (Bachelor’s degree) programme (ISCED 6) and a second-cycle (Master’s degree) programme (ISCED 7) jointly, with both programmes in the same area corresponding to the subject or the type of class to be taught; 

and 

• teacher training. 

However, there are many exceptions to the general rule of the 5-year initial education cycle. Exceptions apply to, among others, preschool education and primary school teachers who completed an initial education cycle based on the ‘old’ standards (see below), theoretical vocational subject and practical vocational training teachers, foreign language teachers, sports class teachers, teachers of the subjects Religion and the Regional Language, and teachers conducting specific types of classes in arts schools (see Chapter 8.1.6 ‘Alternative training pathways’). 

Teachers in nursery schools and Grades I to III of primary schools, except for special nursery schools and primary schools and special classes in mainstream nursery schools and schools, are required to complete: 

• a long-cycle programme based on the new standard in the field of Preschool and Early School Education, and a teacher training programme; or

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

• a second-cycle programme based on the new standard in the field of Preschool and Early School Education (programmes provided until the completion of the final education cycle that started before 1 October 2022), and a teacher training programme; or

• a degree programme based on the legislation in force before 3 August 2019: 

• in a field of study (specialisation area) corresponding to the type of class to be taught, and a teacher training programme; or

• in a field of study where the learning outcomes, in terms of knowledge and skills, cover contents of classes to be taught as defined in the core curriculum for preschool education or general education classes at the relevant education stage, and a teacher training programme; or

• in the field of Teacher Education, in the specialisation area preparing for work with children of the early childhood education age; or

• in a field of study (specialisation area) other than those listed above, a teacher training programme, and a non-degree postgraduate programme in the area corresponding to the type of class to be taught, provided in accordance with the legislation in force before 3 August 2019; or 

• a programme in a specialisation area preparing for work with children of the early childhood education age provided in an initial teacher training institution (which existed within the school education system until 1 October 2015 and offered programmes below the higher education level). 

Teachers in Grades IV to VIII of primary schools and in post-primary schools, except for special schools and special classes in mainstream schools, are required to complete: 

• a first- and a second-cycle programme or a long-cycle programme based on the new standards:  

• in a field of study corresponding to the subject or type of class to be taught, and a teacher training programme; or

• in a field of study where the curriculum defines learning outcomes, in terms of knowledge and skills, covering contents specified in the general education core curriculum for the subject or the type of class to be taught at the relevant education stage, and a teacher training programme; or

• in a field of study where the curriculum defines learning outcomes, in terms of knowledge and skills, covering contents that correspond to the general requirements set in the general education core curriculum for the subject or type of class to be taught at the relevant education stage; and a teacher training programme; and a non-degree postgraduate programme provided in accordance with the new standards for the subject or type of class to be taught; or

• a second-cycle programme or a long-cycle programme based on the legislation in force before 3 August 2019:  

• in a field (specialism) corresponding to the subject or type of class to be taught, and a teacher training programme; or

• in a field of study where the learning outcomes, in terms of knowledge and skills, cover contents defined in the general education core curriculum for the subject or the type of class to be taught at the relevant education stage; and a teacher training programme; or

• a field of study other than those listed in the points above, a teacher training programme, and a non-degree postgraduate programme in the area corresponding to the subject or the type of class to be taught. 

Teachers are also qualified to teach in Grades IV to VIII of primary schools if they completed: 

• a first-cycle programme, based on the legislation in force before 3 August 2019, in fields of study similar to those listed above or other fields, and a non-degree postgraduate programme or a qualification course in the subject or type of class to be taught, and a teacher training programme; or 

• a second-cycle programme which was based on the legislation in force before 3 August 2019 and complied with the qualification requirements for teachers set at that time, and a teacher training programme; or

• a programme in a specialisation area corresponding to the subject or type of class to be taught provided by an initial teacher training institution (which existed till 1 October 2015), or a programme in other specialisation area provided by an initial teacher training institution and a qualification course in the subject or type of class to be taught. 

Alternative training pathways

There are no alternative training pathways in Poland. However, in addition to the exceptions for preschool education and primary school teachers mentioned above, the qualification requirements provide for exceptions to the rule of the 5-year initial education cycle for teachers of specific subjects or types of class (Regulation of the Minister of National Education of 14 September 2023 on the detailed qualification requirements for teachers, as subsequently amended / rozporządzenie Ministra Edukacji i Nauki z dnia 14 września 2023 r. w sprawie szczegółowych kwalifikacji wymaganych od nauczycieli, z późn. zm.); Regulation of the Minister of Culture, National Heritage and Sport of 3 September 2021 on the detailed qualification requirements for teachers working in art schools and art institutions, as subsequently amended / rozporządzenie Ministra Kultury, Dziedzictwa Narodowego i Sportu z dnia 3 września 2021 r. w sprawie szczegółowych kwalifikacji wymaganych od nauczycieli szkół artystycznych i placówek artystycznych, z późn. zm). The qualification options take into consideration the initial education standards and the qualification requirements that have evolved in the last decade.  

Theoretical vocational subjects in technical secondary schools, stage II sectoral vocational schools and post-secondary schools can be taught by teachers who completed at least a first-cycle programme and a teacher training programme. The qualification requirements for this group of teachers reflect the specificity of their initial education. Many of them were initially trained for ‘non-teaching’ professions where a second- or long-cycle degree (Master’s degree) is not required. As experts in their areas, they are often employed as theoretical vocational subject (or practical vocational training) teachers and complete a teacher training programme during their professional career. 

Practical vocational training teachers in technical secondary schools, stage II sectoral vocational schools and post-secondary schools, as well as in schools of visual arts, can have a maturity certificate (ISCED 3), a document confirming vocational qualifications and at least 2-year or a Master Craftsman diploma and the title of Master Craftsman (or only the title of Master Craftsman for a school of visual arts) in the occupation for which they train pupils. Schools of visual arts can also employ practical vocational training teachers who completed a programme in the relevant specialisation area in a school of visual arts, a technical secondary school or a stage II sectoral vocational school (ISCED 3) or a post-secondary school (ISCED 4) and have at least 2-year work experience. In each case, prospective teachers are required to complete teacher training; for example, a teacher training qualification course. 

The afore-mentioned Regulation describes in detail more than 20 qualification options for foreign language teachers. Regardless of the specifics of each option, nursery schools and all types of schools can employ foreign language teachers who completed: 

• a long-cycle programme or a first- and second-cycle programme, or only a second-cycle programme, based on the initial teacher education standard, in the field of Philology/Language and Literature Studies or Applied Linguistics specific to a given language or the teaching of a given language (options depend on whether a programme started before or after 3 August 2019); or

• a first-cycle programme, based on the initial teacher education standard that was in place before 17 January 2012, in the field of Philology/Language and Literature Studies or the specialisation area for a given language, or Applied Linguistics specific to a given language; or

• a first-cycle programme in a field other than those listed above, based on the initial teacher education standard that was in place before 17 January 2012, and has a certificate of passing a state language exam for teachers or one of the language exams listed in the Regulation; 

• a second-cycle or long-cycle programme in a field where the curriculum did not define learning outcomes in terms of knowledge and skills covering contents of the national core curriculum for a foreign language as part of general education, and has a certificate of passing a state language exam for teachers or one of the language exams listed in the afore-mentioned Regulation;

• a programme in a foreign language teacher training college (an institution existing until 1 October 2015, which provided programmes below the higher education level); 

• a degree programme (with the level unspecified) in a country where a given language is the official language. 

The minimum qualifications for language teachers in Grades IV to VIII of primary schools are a maturity certificate (ISCED 3) (obtained upon passing the external maturity exam after finishing specific types of secondary school), and a certificate of passing a state foreign language exam for teachers. 

Foreign languages in nursery schools and Grades I to III of primary schools can also be taught by teachers qualified to work at this level of education who completed a degree programme at the time when the programme did not include a course in early language teaching. In such cases they must have a certificate of passing an exam in a given foreign language and complete a non-degree postgraduate programme or a qualification course in early teaching of a given language. 

All foreign language teachers must complete teacher training or hold a certificate awarded upon passing the state foreign language exam for teachers mentioned above. 

A Regional Language can be taught by teachers who hold at least a first-cycle degree in a given regional language and have completed a teacher training programme. 

Sports classes/activities developing pupils’ interests or abilities and sports classes/activities in sports schools, sports championship schools, or sports or sports championship classes in mainstream schools can be conducted by staff who: 

• have the qualifications of physical education teachers; or

• a maturity certificate and the title of professional sports coach or instructor, obtained in accordance with the legislation on sports that were in force before August 2013, and have completed teacher training. 

Religion can be taught by persons who meet the qualification requirements set in the agreements between the minister responsible for school education and the Polish Bishops’ Conference or the authorities of other churches and religious associations. 

Teachers of specific subjects (for example, art classes) in arts schools can be persons who finished a corresponding type of arts school (for example, a ballet or circus school), completed teacher training and have at least 5-year work experience in a given occupation. 

Teacher training qualification courses mentioned above are a shorter education cycle provided by accredited in-service teacher training institutions. Such institutions can provide only teacher training qualification courses and qualification courses in special education for practical vocational training teachers (Regulation of the Minister of National Education of 28 May 2019 on in-service teacher training institutions, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 28 maja 2019 r. w sprawie placówek doskonalenia nauczycieli, z późn. zm). Similar arrangements are in place for teachers in schools supervised by ministers other than the minister responsible for school education (for example, the minister responsible for culture and national heritage).