Care for children aged up to 3 years

Staff providing care to children aged up to 3 years are not classified as teachers as defined in the Act of 26 January 1982, The Teachers’ Charter (ustawa z dnia 26 stycznia 1982 r. Karta Nauczyciela) 

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 ‘Qualifications, assessment, certificates’) indicate various possible initial education paths. However, persons who do not meet specific requirements must complete a training course in childcare. The range of contents for such training courses is specified in the legislation (see Chapter ‘Curriculum, level of specialisation, learning outcomes’). The legislation does not set any requirements concerning initial education for persons who are employed as nannies by children’s parents or guardians. 

Preschool education and school education

Since 1 October 2016, initial teacher education has been provided only within the higher education system, as part of degree programmes (first-, second- or long-cycle programmes) and non-degree postgraduate programmes. 

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

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 option for the training of this group of teachers in non-degree postgraduate programmes. 

Initial education of subject teachers for Grades IV to VIII of the primary school and post-primary schools covers a 5-year cycle (either as a long-cycle programme or a first-cycle programme followed by a second-cycle programme, both in the same subject area as the corresponding long-cycle programme). Theoretical vocational subject teachers and practical vocational training teachers are also trained in first-, second- or long-cycle programmes. 

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 classes; 

• pedagogy for teachers-psychologists; 

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

Currently, teachers who hold a higher education qualification (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

Childminders in a crèche or kids’ club and day-care providers must hold at least a general or vocational secondary education qualification (for information about secondary education, see Chapter 6) or a higher education qualification (for higher education, see Chapter 7). Persons who do not meet specific qualification requirements for childminders and day-care providers (see Chapter ‘Qualifications, assessment, certificates’) are required to complete a training course in childcare. 

The legislation specifies the duration of such training courses (from 40 to 280 hours, depending on the qualifications held and/or work experience in childcare) and the range of training contents (see Chapter ‘Curricula, level of specialization and learning outcomes’). 

Training courses are provided by various entities (for example, private training centres, foundations, crèche compounds). The Minister of Family, Labour and Social Policy approves a programme of the training course submitted by an entity which intends to provide it. 

Preschool education and school 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 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).

• 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.

• 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.

• 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.

The concurrent model of initial teacher education is predominating in Poland. As part of a degree programme in a field of study, students can choose a teacher specialism track; thus, they can complete a teacher training programme in parallel to the subject-specific training.

Graduates who have not taken a teacher specialism track within their degree programme and choose the teaching profession later can complete a teaching training programme as a non-degree postgraduate programme at an HEI. This option represents the consecutive model of initial teacher education.

For information about the duration of a programme and curricula, including the minimum number of hours allocated to theoretical and practical teacher training, see Chapter ‘Curricula, level of specialisation, learning outcomes’. See also Chapter ‘Alternative training pathways’. 

 

Admission requirements

Care for children aged up to 3 years

To participate in a training course for childminders in a crèche and kids’ club or day-care providers, candidates are required to reach the age of 18 years and have at least a general or vocational secondary education qualification. 

Preschool education and school education

Each higher education institution (HEI) lays down the conditions, procedure 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 Technical 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 and publishes such information. 

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

Non-degree postgraduate programmes may be taken by applicants who 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

The programme contents listed below should be covered in training courses for persons who do not meet specific qualification requirements for childminders in a crèche and kids’ club or day-care providers (see Chapter ‘Qualifications, assessment, certificates’). The range of contents is established in the legislation (Regulation of the Minister of Labour and Social Policy of 25 March 2011 on the scope of training programmes for childminders in a crèche or kids’ club and day-care providers / 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).  

As nannies are not required to have a specific qualification, there is no training programme for such practitioners. 

Training programmes for childminders in crèches and kids’ clubs

The programme of the 280-hour training course for childminders in crèches and kids’ clubs includes the following thematic blocks: 

1. Psycho-pedagogical basis of individual development (20 hours): 

   • 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;

2. Child development in the period of early childhood (25 hours): 

   • 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; 

3. Stimulating comprehensive child development (120 hours): 

   • 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;  

4. Competences of a childminder (35 hours):  

   • 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; 

5. Internship (80 hours). 

The programme of the 80-hour supplementary course for childminders in crèches and kids’ clubs, which is organised as workshops, tutorials or practical classes, includes the following thematic blocks: 

1. Stimulating comprehensive child development (60 hours): 

   • assessment of the child’s developmental needs; 

   • sources of 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; 

2. Competences of the childminder (20 hours): 

   • legal liability of the childminder; 

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

Training programmes for day-care providers 

The programme of the 160-hour training course for day-care providers, which is provided in the form of workshops, tutorials or practical classes, includes the following thematic blocks: 

1. Child development in early childhood (20 hours): 

   • aspects of child development: characteristics of changes in cognitive, psychosocial and motor / physical 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; 

   • child development mechanisms; 

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

2. Stimulating comprehensive child development (90 hours): 

   • 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; 

3. Competences of the childminder (20 hours): 

   • 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;  

4. Internship (30 hours).

The programme of the 40-hour supplementary course for day-care providers, which is provided in the form of workshops, tutorials or practical classes, covers the following topics: 

1. First aid for children;
2. Ability to cope with stress and problem-solving skills;
3. Innovative methods stimulating child development. 

Preschool education and school education

The national standards for initial teacher education specify 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, as well as necessary teaching and learning facilities and teaching staff (Regulation of the Minister of Science and Higher Education of 25 July 2019 on the national standards for initial teacher training 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). The updated standards have been in place since 1 October 2023. 

Within the framework set by the standards, higher education institutions (HEIs) develop curricula. A curriculum specifies the number of semesters; the orientation (‘profile’) of a programme (academic or practical; see Chapter 7.1 ‘Types of higher education institutions’); the number of ECTS credits required to complete a programme; the number of hours for classes, including practical training / internship, and the scientific or artistic disciplines to which a given field of study is assigned. 

Prospective teachers most often take programmes in the fields of study where HEIs train specialists for various professions (for example, in the field of Chemistry: specialists for manufacturing plants, research institutions, laboratories, and chemistry teachers).

Within a degree programme in a given field of study, students can choose a teaching specialism track and complete teacher training as part of the degree programme. If they did not choose a teaching specialism, they can complete a degree programme in a given field of study without a teaching specialism track and complete 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 number of hours for classes, including internships, 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. 

The aforementioned Regulation of the Minister of Science and Higher Education 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

Teacher education is provided as first, second- or long-cycle programmes in a field of study where the curriculum defines the learning outcomes covering knowledge and skills which correspond to all requirements set out by the national core curriculum for the subject to be taught or for vocational education for a given occupation, or which correspond to the contents of classes to be conducted. 

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. 

Initial teacher education as part of degree programmes includes subject-area training and teacher training. 

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

Teacher training includes 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; 

• Teaching and learning processes: 

• 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); 

  or

• 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). 

If teachers are trained to teach only one / the first subject or type of class, the minimum total number of hours for theoretical training and internships is 390 and 150 hours or 330 and 90 hours respectively, depending on the option of the training in teaching and learning processes. 

The aforementioned Regulation of the Minister of Science and Higher Education 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

Training courses for childminders in crèches and kids’ clubs and day-care providers are organised by various entities which have received approval from the Ministry of Family, Labour and Social Policy (for example, private training centres, foundations, crèche compounds). Such entities independently select staff to run courses. 

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.

General requirements concerning the educational attainment and degrees or title to be held by academic staff are set out in the legislation (see Chapters 9.4 ‘Initial education of academic teachers’ and 9.5.2 ‘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 have a teaching qualification or complete teacher training. 

However, in accordance with the initial education standard for teachers for preschool education and early school education (Grades I to III of the primary school), classes are conducted by, among others, academic teachers who have research achievements in two scientific disciplines: 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 ‘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. 

Qualifications, evaluation and certificates

Care for children aged up to 3 years

The legislation does not specify assessment methods nor types of certificates to be issued to people participating in training courses for prospective childminders in a crèche or kids’ club or day-care providers. An entity which is planning to run a course provides information about the method for confirming completion of a course in its application for approval of the training programme, submitted to the Minister of Family, Labour and Social Policy. 

The position of childminder in a crèche or kids’ club can be taken by persons who: 

• hold a qualification of a nurse / 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 

• have 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 in a crèche or kids’ club can also be a person who has completed – not earlier than 2 years before taking up the position – a training course in first aid for children and meets the following requirements: 

• holds at least a higher education qualification in any field where the curriculum covers early childhood care or development, and has completed an 80-hour training course; or 

• holds at least a secondary or secondary vocational qualification and: 

  • has at least 2 years 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. 

 

 

A day-care provider is a person who 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; 

• has 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 the following three 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 initial education

There are no specific ‘teaching qualifications’ as such awarded in higher education. Higher education diplomas / degrees issued upon completion of first-, second- and long-cycle programmes with a teaching specialism track, 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

Student performance during a programme in a higher education institution (HEI) is assessed by academic teachers 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, and second- and long-cycle programmes to a Master’s degree (magister or magister inżynier) or an equivalent degree. 

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

Student performance during a programme in a higher education institution (HEI) is assessed by academic teachers 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.

Qualifications required for the teaching profession

New qualification requirements for teachers were established in October 2023 as a result of changes in the national standards for initial teacher education (Regulation of the Minister of National Education of 14 September 2023 on the detailed qualification requirements for teachers (Rozporządzenie Ministra Edukacji i Nauki z dnia 14 września 2023 r. w sprawie szczegółowych kwalifikacji wymaganych od nauczycieli). 

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

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

• a first-cycle programme and a second-cycle programme jointly, with both programmes in the same area corresponding to the subject or the type of class to be taught; 

and 

• teacher training. 

To have the qualifications required of a teacher in nursery schools and Grades I to III of primary schools, except for special primary schools, a person is required to complete: 

1. a long-cycle (Master’s degree) programme based on the new standard for programmes in the field of Preschool and Early School Education, and a teacher training programme; or
2. 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
3. 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
4. a degree programme based on the legislation in force before 3 August 2019. 

To have the qualifications required of a teacher in Grades IV to VIII of primary schools and in post-primary schools, except for special schools, a person is required to complete: 

1. a first- and a second-cycle programme or a long-cycle (Master’s degree) programme based on the new standards:  

• in a field of study corresponding to the subject or type of classes 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 classes 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 classes 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 national standards for the subject or type of classes to be taught; or

2. a second-cycle programme or a long-cycle (Master’s degree) 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. 

However, there are many exceptions to the general rule of the 5-year initial education cycle. In particular, teachers working in primary schools who acquired their qualifications in accordance with the national standards previously in place (that is, the legislation in force before 3 August 2019) can hold only a first-cycle degree as the minimum requirement. Primary schools may also employ teachers who completed a programme in an initial teacher training institution (so-called teacher training colleges existed till the end of 2015/2016). For other exceptions, see Chapter ‘Alternative training pathways’. 

Alternative training pathways

There are no alternative training pathways in Poland. However, the qualification requirements for the teaching profession provide for various exceptions to the general rule whereby teachers should complete a 5-year long-cycle programme or a first-cycle programme and a second-cycle programme. These concern practical vocational training teachers and teachers of the subjects listed below 

The subject Family Education in primary schools can be taught by teachers of this subject or teachers of another subject or type of class if they have completed a qualification course in Family Education provided in accordance with the legislation on in-service teacher training institutions. 

Theoretical vocational subjects can be taught by teachers who have 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 theoretical vocational subject teachers 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 can have a maturity certificate, work experience or a Master Craftsman diploma and the title of Master Craftsman in the occupation for which they train pupils, and a certificate confirming completion of a teacher training programme. 

Foreign language teachers: 

• Foreign languages in nursery schools and Grades I to III of primary schools can also be taught by teachers of nursery schools and Grades I to III of primary schools 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 who have a certificate of passing an exam in a given foreign language at least at the basic level and have completed a non-degree postgraduate programme or a qualification course in early teaching of a given language; 

• Foreign language teachers in primary schools can have a first-cycle degree in any (other) field of study where the curriculum did not cover learning outcomes defined in the core curriculum for a modern foreign language, and a certificate of passing an exam in a given foreign language at the advanced or proficient level (as referred to in the relevant regulations), and are required to complete a teacher training programme. 

• Foreign language teachers in all types of schools and other educational institutions can be persons who:  

Þ hold a second-cycle diploma (degree) in any field of study and a certificate of passing an exam in a given foreign language at the advanced or proficient level and have completed a teacher training programme, or hold a certificate of passing a second-degree state teacher exam in a given foreign language; or 

Þ hold first-cycle degree in a given foreign language specialisation area or Applied Linguistics, confirming completion of a programme provided in accordance with the legislation in force before the entry into force of the 2012 Regulation of the Minister of Science and Higher Education on the national standards for initial teacher training programmes, and have completed a teacher training programme; or 

Þ hold a higher education diploma (degree) (with no level specified) obtained in a country where the language to be taught in a school or another institution is an official language, and have completed a teacher training programme; 

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. 

Teachers of Religion can also be those 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. 

The subject Business and Management can be taught by teachers of Basics of Entrepreneurship. Business and Management was introduced in the school year 2023/2024 in post-primary schools (general secondary schools, technical secondary schools and stage I sectoral vocational schools), and it is considered that teachers of Basics of Entrepreneurship are adequately prepared to teach the new subject. 

Qualification courses mentioned above are a shorter education cycle provided by in-service teacher training institutions, outside the higher education system. In accordance with the legislation, such institutions may offer only teacher training courses and special education courses for practical vocational training teachers, and courses preparing for the teaching of Family Education (Regulation of the Minister of National Education of 28 May 2019 on in-service teacher training institutions / Rozporządzenie Ministra Edukacji Narodowej z dnia 28 maja 2019 r. w sprawie placówek doskonalenia nauczycieli). Similar arrangements are in place for teachers working in schools supervised by other ministers.

The legislation has established an outline programme of a teacher training qualification course for practical vocational training teachers (Regulation  of the Minister of National Education of 22 February 2019 on practical vocational training / Rozporządzenie Ministra Edukacji Narodowej z dnia 22 lutego 2019 r. w sprawie praktycznej nauki zawodu). The programme lasts 48 hours and covers pedagogy, psychology and teaching methodology (40 hours in total) and teaching skills (8 hours). The Regulation also provides a timetable and specifies training contents within each thematic block. A training programme to be provided by an in-service teacher training institution is approved by the Head of the Regional Education Authorities (or the competent minister in the case of schools supervised by other ministers). 

An application for the approval of a qualification course specifies the qualifications of training staff.  At the end of a teacher training course, participants take an exam. Participants receive a certificate, based on the specimen provided in the legislation, which confirms the award of a qualification specific to a given course.