2026

New core curriculum for primary schools, with amendments to outline time tables for primary schools – regulations signed

12 March 2026

The core curriculum for general education in primary schools will be implemented gradually, i.e. from 1 September 2026 in Years 1 and 4 of primary school, and in subsequent years in the remaining years of primary school. At the same time, the new core curriculum for general education in primary schools in the subject of safety education will be applied from 1 September 2027 in Year 8.

The core curriculum for general education in Years 1–3 of primary school (i.e. in early years education) is integrated in nature, centred on fundamental competences (language, mathematical, digital and physical), transversal competences (problem-solving, cooperation and caring for others, critical and creative thinking, self-care and self-management) and agency.

The core curriculum for general education in Years 4–8 of primary school covers the following subjects: Polish, a modern foreign language, a second modern foreign language, Latin, music, art, history, citizenship education, natural science, geography, biology, chemistry, physics, mathematics, information technology, practical and technical activities, physical education, safety education, health education, ethics, the language of a national or ethnic minority, and a regional language – Kashubian.

The core curriculum for primary schools sets out the teaching content, which has been organised into six interdisciplinary thematic modules, namely:

• the security and defence module;
• the media module;
• the philosophy module;
• the economics and finance module;
• the climate module;
• the culture module.

In addition, for some subjects, optional requirements have also been introduced, aimed at enriching pupils’ knowledge – it is the teacher who decides which optional requirement is covered within a given lesson. These will not be included in the 8^th grade exam.

A new feature is educational experiences that support personal, mental, social and physical development and build a sense of agency in pupils. Educational experiences are practical in nature, strengthen fundamental and cross-curricular competences, and develop communication and collaboration skills.

Changes to the outline time table introduce, among other things, the concept of a project week in Years 4–8 of primary school.

The above changes will come into effect from the 2026/2027 school year in Years 1 and 4 of primary school.

2025

Reform 26. Compass for Tomorrow. Public consultations on the new core curriculum

19 November 2025

The draft regulations of the Minister of Education on the core curriculum for pre-school education and the core curriculum for general education in primary schools, as well as the outline timetables for public primary schools, have been submitted for public consultation, which will last until 18 December 2025.

The draft regulation on the core curriculum for pre-school education and the core curriculum for general education in primary schools, including for pupils with moderate or severe intellectual disabilities, covers the following stages:

1. Pre-school education

2. Primary school:

• stage I: grades I–III – early school education

• stage II: grades IV–VI and grades VII and VIII

3. Primary school – pupils with moderate or severe intellectual disabilities.

Outline timetables for public primary schools 

The proposed outline timetables for primary schools are adapted to the new core curriculum for primary schools.

Compared to the current regulation, the project includes changes in the following areas:

1. the weekly number of compulsory educational classes in: natural sciences, geography, biology, chemistry, physics, civic education, practical and technical classes;

2.    the amount and purpose of instruction time (so called “hours”) which are at the disposal of the school head;

3.    compulsory topics related to developing pupils' knowledge of safety and dealing with hazards during compulsory classes with the homeroom teacher in grades IV-VIII each month of the school year;

4.   determining the minimum number of hours of classes conducted as part of psychological and pedagogical assistance in each school year;

5.   determining the conditions and manner of implementation of a project week in each school year in grades IV-VIII of primary school, with the exception of primary school for adults;

6.    an outline timetable for special primary schools for pupils with moderate or severe intellectual disabilities.Reform 26. Compass for Tomorrow. Public consultations on the new core curriculum.

 

Safety at school – new tools for teachers

19 November 2025

The Safety at School subpage on the Ministry of National Education website has been set up and will regularly publish new content to support teachers, pupils and parents. 

The subpage includes the following sections: Disinformation, Health, Road Safety, Digital safety, Addictions.

Each section includes a collection of teaching materials. The resources presented are practical tools that can be used immediately in everyday work with students: lesson scenarios and ready-made lesson plans that will help the teachers discuss key issues related to physical, digital and emotional safety in an engaging way.

The materials include links to specific sets of presentations, worksheets, infographics and other aids that will help teachers conduct valuable and interactive lessons.

The Ministry has also published a Safety Manual which includes a set of materials on Preparedness. 

 

Wsparcie.gov.pl – a new educational and informational portal with tools to support parents, teachers and specialists

6 October 2025

The Ministry of National Education has launched the wsparcie.gov.pl platform. It contains screening and diagnostic tools that can support the daily work of teachers and specialists employed in kindergartens and schools, psychological and pedagogical counselling centres and other educational institutions.

The following tools are available on the platform (completely free of charge and electronic):

• The Early Childhood Development Screening (ECDS) is a tool for preschool teachers and specialist teachers used to monitor child development and support the observation of child development. The tool is based on descriptions of child functioning in areas of development defined in the International Classification of Functioning, Disability and Health (ICF). The tool can also be used by parents and carers of children – it will help them observe any developmental difficulties their child may have.

• The School Functional Assessment Questionnaire (SFAQ) is a screening tool for assessing the functioning of children and young people aged 7 to 19, intended for early education teachers, subject teachers and specialist teachers employed in primary and secondary schools. The use of this tool helps to understand how a pupil functions in school situations (educational and social) and to plan appropriate measures to support the learning process. SFAQ allows for the identification of pupils' difficulties in various areas of activity and participation. The tool can be helpful in conducting a multi-specialist assessment of a pupil's functioning.

• Comprehensive Cognitive Process Analysis (CCPA) is a tool for psychologists employed in kindergartens, schools, psychological and pedagogical counselling centres and other educational institutions, used for comprehensive analysis of cognitive processes in children and young people from 3 months to 25 years of age. It contains questionnaires, observation scales and tests that can be tailored to the individual needs of the person being tested. The tool supports specialists in diagnosing and planning cognitive development support.

• Symptoms-Competencies-Traits (SCT) is a tool for psychologists employed in kindergartens, schools, psychological and pedagogical counselling centres and other educational institutions, used for the comprehensive assessment of the emotional and social functioning and temperament of children and young people. It enables the identification of temperament traits, personality competencies and undesirable behaviour patterns. The results are presented in the form of reports with descriptions and graphs, facilitating diagnostic interpretation.

All tools are available at: www.wsparcie.gov.pl

The platform will be developed in the future. New tools, functionalities, and solutions will be added to it gradually in the coming years.

‘Education with the Military’ in schools for the fourth time

6 October 2025

The Ministry of National Education and the Ministry of National Defence are announcing the fourth edition of ‘Education with the Military’, a programme for primary and secondary schools consisting of specially designed defence classes conducted by Polish Army soldiers. The main objective of the programme is to raise awareness among children and young people in the area of security and defence, and to develop basic skills in the field of defence and civil protection, as well as appropriate behaviour in crisis situations.

The three-lesson training courses combine theory and practice. They cover topics related to the military, defence, safety, medical assistance and civil defence. Students learn, among other things, the rules of alerting, ways of searching for and calling for help, the basics of evacuation and shelter, techniques for providing assistance or responding in situations involving contact with suspicious, unidentified objects.

The soldiers will share their knowledge in an interesting and practical way, tailored to the age of the children and young people. In secondary schools, it will also be possible to meet veterans of missions abroad.

To date, as part of three editions of ‘Education with the Military,’ soldiers have visited nearly 7,000 schools, where they have trained over 200,000 students.

Draft of a new regulation on decisions and opinions issued by public psychological and pedagogical counselling centres – submitted for consultation 

4 August 2025

On 1 August 2025, a draft regulation of the Minister of Education was submitted for public consultation and inter-ministerial consultation, which comprehensively changes the rules for issuing decisions and opinions by adjudication teams in public psychological and pedagogical counselling centres.

The aim of the changes is to improve the quality of assessments and opinions that form the basis for organising education for children and young people and providing them with support tailored to their individual needs, thereby increasing the availability and quality of assistance provided to children and young people. Particular attention has been paid to the effectiveness of support for pupils with disabilities and those undergoing treatment for mental health problems.

The key solutions of the project included, among others:

•   Simplification of assessment and opinion forms and clarification of the required documentation and information on student performance, which will streamline the work of assessment teams

•   Strengthening the role and decision-making power of the assessment team, which will base its decisions on the actual difficulties of the student – medical documentation will be of an auxiliary nature.

•    Schools are required to provide information about the student's functioning, taking it into account in the diagnosis, in order to ensure a more accurate identification of needs and adaptation of forms of support.

• Flexible composition of the assessment team – a medical doctor will not be required to participate, and the decision on this matter will be made by the team leader depending on the individual needs of the pupil. The participation of a member of the treatment team (for children under psychiatric care), an intercultural assistant or an interpreter is also permitted.

•   Clarification which documents constitute the basis for issuing a decision on the need for special education due to disability.

 

The Council of Ministers has adopted a draft law abolishing the additional consultation hours for teachers

1 August 2025

The Council of Ministers has adopted a draft law amending the Teachers' Charter (deregulation project) submitted by the Minister of Education.

The draft aims to abolish the obligation for teachers to be available at school on a regular weekly basis during strictly defined hours. The proposed changes introduce greater flexibility in the organisation of teachers' working time, facilitating consultations and improving contact with students and parents.

Currently, teachers must be available for a specific number of hours each week to consult with students and parents.

Key solutions:

• The new regulations remove this rigid requirement and introduce flexibility for teachers.

•   Consultations remain mandatory, but they can be conducted as part of other classes and statutory school activities, tailored to the needs of students and the capabilities of teachers.

•  The abolition of the obligation to set and supervise fixed hours of availability for teachers will also reduce the organisational burden on school heads.

   

Physical education core curriculum signed by the Minister of Education

22 July 2025

Minister of Education has signed regulations amending the core curriculum for general education - in the field of physical education, which will apply from 1 September 2025.

The new core curriculum for physical education will apply to students in:

• primary school (grades I-III and IV - VIII);
• secondary schools (general secondary school, technical school, Stage I sectoral vocational school, Stage II sectoral vocational school);
• post-secondary school.

The new core curriculum for general physical education emphasises the development of basic movement skills that enable children and young people to undertake a variety of physical activities throughout their lives. It is based on shaping movement competences, building motivation to undertake physical activity and promoting healthy lifestyles through movement and play - it is not limited to operational objectives or assessing selected elements of physical fitness.

The physical education core curriculum refers to:

• the health and quality of life paradigm, including planning, monitoring and evaluation of physical activity and fitness;
• inclusive education and social justice principles of creating equal opportunities for all students to participate in activities;
• outdoor education, strengthening psycho-physical resilience and shaping pupils' pro-health and pro-environmental attitudes;
• education for sustainable development, taking into account actions for the environment and promoting environmentally friendly forms of physical activity;
• a digital and technological paradigm, involving the informed and safe use of modern technologies to support physical, health and educational development.

In the case of classes I-III of primary school, the core curriculum for physical education also stipulates the obligation to conduct fitness tests in each grade (in parallel to what has been implemented for pupils in classes IV-VIII of primary schools).

The core curriculum for general education in physical education for grades IV-VIII and for secondary schools takes into account the competence approach to the description of teaching content, i.e.:

1. learning objectives - general requirements are linked to precisely defined skills;
2. specific knowledge and skills requirements are closely linked to the learning objectives (each thematic unit has a guiding question and each specific requirement is linked to the general objective and covers knowledge and practical skills);
3. cross-curricular correlations enable teachers to integrate and take a holistic approach to learning content.

In addition, for grades VII-VIII of primary school, the physical education core curriculum includes an optional section to familiarise students with exercises that are used during recruitment to the uniformed services and other professions where a high level of physical fitness is required.

In secondary schools, this section will be compulsory for all students.

Government programme for equality of educational opportunities ‘Friendly school’ for 2025-2027 financed from EU funds is launched

15 June 2025

The Council of Ministers adopted a resolution on the Government programme for equality of educational opportunities for children and young people ‘Friendly school’ for 2025-2027. The programme is co-financed from the European Social Fund Plus within the framework of the Programme European Funds for Social Development 2021-2027. Almost PLN 500 million is planned for its implementation.

The main objective of the Programme is to support schools with Ukrainian pupils by creating conditions where entire school communities feel safe and where children and young people can build friendly peer relationships and develop their knowledge, skills and competences.

The programme is divided into 3 modules

Module 1. - Assistants' support - co-financing the employment of intercultural assistants.

The assistant provides support to pupils and students who are not Polish citizens, in particular pupils and students from Ukraine, including pupils and students of Roma origin. Among other things, the assistant diagnoses stages of culture shock and barriers to adaptation and integration and helps the pupil to adapt to the new realities in Polish schools and to make the educational opportunities more equitable for the whole school community.

Module 2 - Well-being of the school community - increasing the level of well-being of the school community in schools attended by pupils and students from Ukraine, through the implementation of various forms of support aimed at pupils and students, their parents and the educational staff, including activities to strengthen the prevention of mental health disorders and to strengthen psychological and pedagogical support for members of the school environment, including:

• support for pupils - specialist consultations, specialised psychological assistance, career counselling;
• support for parents or guardians of pupils with migration or refugee experience in solving educational and didactic problems and developing their educational skills;
• support for the staff in solving educational, teaching and caring problems.

Module 3 – Professional development of the educational staff - support for schools attended by pupils and students from Ukraine, by improving professional competences of the staff in order to effectively integrate pupils and students with the experience of migration or refugeeism, provide them with equal educational opportunities and build an open and supportive school environment, inter alia, through training of the staff in:

• educational support resulting from the experience of migration or refugeeism;
• working with home room teacher and class teams attended by pupils with migration or refugee experience;
• supporting the inclusion of pupils;
• individual support for pupils.

Legislation on small schools - referred for consultation

15 July 2025

The new solutions for small schools proposed in the legislation are aimed at introducing regulations allowing the adaptation of primary education to demographic changes, while at the same time protecting - where possible - primary schools located close to the family home, which constitute safe places for children's education.

Primary schools, especially those in rural areas, have been perceived as centres of social and cultural life for many generations. The draft law makes it possible to strengthen this, hitherto unregulated by law, role of schools, while at the same time giving local authorities the opportunity to broaden their offer of support to their residents. The infrastructure of schools (nursery schools and schools), which are becoming disused due to demographic changes, can thus be an opportunity to meet the needs of parents returning to the labour market by providing crèche care (e.g. in the form of a day-care centre) on the school's premises, and offering pre-school education. The school building, of course, while respecting all rules related to the safety of pupils, can also be a place for the school authority to implement activities for seniors and to stimulate and develop active citizenship.

The project aims primarily to:

• To adapt the education system more effectively to the expected demographic changes.
• To provide high quality education, available as close as possible to where children live, with the possibility of developing the social and community functions of schools.
• Strengthening the role of local communities and local government bodies in the organisation and operation of schools.
• Simplifying procedures and relieving the burden on pedagogical supervision bodies and educational administration.

According to the draft law, small schools after completion of compulsory classes may be used to meet the needs of the local community. The Ministry of Education is keen to introduce such regulations as an alternative to the closure of  small primary schools. Local authorities, on the one hand, will be able to guarantee education for younger children in grades I-III in a school as close to the family home as possible, even if the number of pupils is low, and, on the other hand, will be able to provide pupils in grades IV-VIII of primary school with an adequate quality of education, in a school employing qualified teachers teaching in well-equipped subject classrooms.

Among other things, the new law provides for:

• Maintaining the availability of education close to where children live, especially in rural areas and small towns.
• The use of unused parts of educational buildings as social and cultural centres, supporting the development of the local community.
• Facilitating the organisation and management of the school network through the flexible creation of school teams, branch schools and combined classes.
• Introducing solutions to support bilingual teaching.
• Deregulating procedures related to the operation of local government education.
• Clarification of regulations governing the day care in schools, and provision of school meals.

"Reform26. Compass of Tomorrow" - a new school for a new generation

9 July 2025

A clear and coherent core curriculum, more hours of practical and project classes, a new grading system and more autonomy and support for teachers - these are the basis of the new reform presented by the Minister of Education.

Planned changes

• New, practical subjects (citizenship education, health education, subject Nature in the new formula)
• New, clear and coherent core curriculum - fewer details to remember, more key competences
• More practical and project activities
• Changes in assessment - more emphasis on descriptive assessment, feedback and competence development
• Concern for student and teacher well-being
• Changes to the eighth-grade and Matura exams from 2031
• More autonomy and support for teachers - free training, postgraduate studies, modern methodological tools
• Equal distribution of learning, fewer teaching hours in grades 7-8 of primary school

Reform calendar

Reform26 is a staggered, comprehensive change that will be phased in from the 2025/2026 school year.

- Two new subjects - citizenship education and health education - will enter schools on 1 September 2025. The core curriculum for physical education will also change.

- From 1 September 2026, a new core curriculum will apply in preschools and in grades 1 and 4 of primary school.

- From 1 September 2027, the new core curriculum will apply in grades 1 of secondary schools.

- In 2031, examinations in the new formula will be held for the first time (eighth-grade and matriculation examinations for graduates of general secondary schools).

- In 2032, examinations in the new formula will be held for the first time for graduates of technical secondary schools.

Profile of a graduate 

The Profile of a graduate of a preschool and primary school is at the centre of the change - a document developed by the Educational Research Institute PIB, which defines what competencies, knowledge and attitudes a student should have when completing a given stage of education. It is a kind of compass for the entire reform, which organises the goals of education and makes them comprehensible to students, parents and teachers.

Draft law on Pupil Rights and Duties and the establishment of an Ombudsman for Pupil Rights - referred for consultation

8 July 2025

The Minister of Education has submitted for inter-ministerial consultations and public consultations a draft law amending the Law on School Education and certain other laws on, inter alia, the establishment of an Ombudsman for Pupil Rights and the catalogue of pupil rights and duties.

The Team for Pupil Rights and Responsibilities, appointed by the Minister of Education and composed of teacher-practitioners, academics, lawyers and representatives of non-governmental organisations working for the benefit of pupils and their rights, prepared its recommendations, which are reflected in the draft law presented.

The proposed amendments provide for:

1. the addition of point 20a in Article 4 of the Education Law introducing a definition of the term ‘school community’. According to the adopted solution, the school community will include: teachers, parents and pupils.

2. transferring the catalogue of pupils' rights to the statutory level. So far they have been defined in the statutes of schools and, only partially in the Law on School Education. The catalogue of pupils' rights in the added chapter 2a of the Law collects them in one place and constitutes an open catalogue intended to provide a nationwide standard for pupils' rights and freedoms.

3. the creation of a statutory and closed catalogue of pupil duties. So far, pupil duties have been regulated by the statutes of the school or institution, with a partial listing of them in Article 99 of the Law on School Education. The the addition of a new Article 42b to the Education Law is planned which will contain a closed, yet broad catalogue of pupil duties.

4. The introduction of a catalogue of pupil penalties and the procedure for imposing them in the Act. The amendment is intended to unify the catalogue of penalties in schools and educational institutions and standardise the procedures for imposing them. However, these regulations will be applied only when the “ordinary” educational measures, which will invariably be available to teachers and educators, prove insufficient.

5. the establishment of a system of bodies for the protection of pupils' rights:

- National Ombudsman for Pupil Rights (at the Ministry of Education),

- 16 Provincial Ombudsmen for Pupil Rights (operating at the regional educational authority),

- Communal and District Ombudsmen for Pupil Rights - optional level, left to the decision of the constituent bodies of local self-government units (similarly as before, although without statutory empowerment),

- School Ombudsmen for Pupil Rights, a teacher elected to this position by the school or institution council. The draft also contains an optional delegation for the minister to issue an ordinance specifying additional remuneration for School Pupil Ombudsmen.

6. Mandatory appointment of school or institution councils. This is intended to ensure greater socialisation of the educational system, as the powers to, for example, amend the statutes of the school or establishment, give opinions on the work plan of the school or establishment or elect a School Pupil Ombudsman will be transferred to a body (school council) consisting of teachers, parents and pupils in equal numbers.

7. Amendments to the regulations concerning adult learners and clarification of the legal situation of adult students in a school with regard to grading and excusing absences. As a general rule, parents of adult students will be allowed access to the assessments of their adult children, but the option of objections will be introduced.

8. Stricter rules on unexcused absences (so-called truancy). It is intended to indicate that non-fulfilment of compulsory education or training should be understood as either unexcused absence from at least 50% of class days in a one-month period or from at least 25% of teaching days in a whole school year.

A change in the limit from 50% to 25% unexcused absences will also occur when a pupil is classified.

Directions of the state's educational policy for the school year 2025/2026

21 May 2025

Minister of Education has presented the main directions for the implementation of the state's educational policy for the school year 2025/2026: 

1. shaping analytical thinking through an interdisciplinary approach to the teaching of science and natural sciences and developing mathematical skills in general education.

2. school as a place for civic education - shaping patriotic, social and civic attitudes, responsibility for the region and homeland, caring for one's own and others' safety.

3. promotion of healthy lifestyle at school - shaping pro-health attitudes and behaviours, supporting pupils' physical activity.

4. prevention of peer violence, mental health of children and young people, support in mental crises, prevention of addictions.

5. promotion of digital hygiene and safe navigation on the Internet, developing the ability to critically analyse information available on the Internet, methodologically correct use of modern technologies by teachers, in particular those based on artificial intelligence, and the use of Integrated Educational Platform resources.

6. promotion of vocational education in primary schools and among employers, strengthening the role of vocational guidance.

7. developing interest in Polish culture and language among the Polish diaspora, to teach the Polish language in Polish communities.

8. supporting cognitive activity and the sense of empowerment of students by promoting formative assessment and activating methods in teaching.

PLN 50 million for small schools - new investment programme of the Minister of Education

6 May 2025

The Minister of Education announced a call for applications for a new investment programme called "Small school - support for public primary schools run by local government units". The budget of the programme is PLN 50 million.

The aim of the Ministry of Education's new programme is to keep small primary schools functioning in the face of unfavourable demographic changes, to improve the quality of education and to provide adequate learning and care conditions close to where children - especially pupils in grades I-III - live. Support is targeted at settings with no more than 70 pupils.

The call is open to municipalities managing public primary schools that:

- have no more than 70 pupils at the start date of the programme;

- have a wealth index of no more than PLN 4,800.

The programme does not cover special schools, sports schools, art schools or schools attached to penal or correctional institutions.

Targeted grants can be obtained for:

- construction of a school building;

- adaptation of an existing school building;

- purchase of equipment.

The value of the grant ranges from PLN 50,000 to PLN 500,000, with an own contribution of at least 50% of the investment costs required. The grant cannot exceed half of the total investment costs.

Physical education - draft regulations of the Minister of Education sent for public consultation

5 May 2025

The Ministry of National Education has prepared draft regulations amending the core curriculum for physical education in primary and secondary schools.

Primary schools

The aim of the changes to the general education core curriculum in physical education for grades I-VIII of primary school is:

1. to develop a wide range of movement skills that enable children to undertake a variety of lifelong activities;

2. to give teachers flexibility in the delivery of physical activity, allowing them to adapt the content to the diverse needs of children and the conditions available;

3. to create an environment that supports physical activity rather than solely assessing the ability to perform specific technical elements.

In the case of grades I-III, the proposed core curriculum in the subject of physical education also provides for the obligation to conduct fitness tests in each class (similar to those conducted so far for students in grades IV-VIII of primary schools).

Moreover, in the case of classes VII-VIII, the draft core curriculum for general education in the scope of the subject of physical education includes an optional section enabling familiarisation with exercises that are used during recruitment to uniformed services.

Secondary schools

The main objective of the proposed core curriculum for general education in the subject of physical education for general and technical secondary schools, sectoral vocational schools (Stage I and II) is the shaping of a lifelong need to undertake physical activity, the development of motor fitness and a conscious pro-health attitude.

In addition, the draft core curriculum for general physical education also includes a section to familiarise students with exercises that are used during recruitment to the uniformed services, and thus may contribute to increasing the interest of future graduates in working in the above-mentioned services.

Post-secondary school

The proposed core curriculum for the subject of physical education in post-secondary school is intended to serve the all-round development of students, taking into account their individual needs and capabilities in the context of preparation for future professional life.

Draft regulations for consultation (in Polish)

• w sprawie podstawy programowej wychowania przedszkolnego oraz podstawy programowej kształcenia ogólnego dla szkoły podstawowej, w tym dla uczniów z niepełnosprawnością intelektualną w stopniu umiarkowanym lub znacznym, kształcenia ogólnego dla branżowej szkoły I stopnia, kształcenia ogólnego dla szkoły specjalnej przysposabiającej do pracy oraz kształcenia ogólnego dla szkoły policealnej,
• w sprawie podstawy programowej kształcenia ogólnego dla liceum ogólnokształcącego, technikum oraz branżowej szkoły II stopnia.

Third edition of ‘Education with the military’

14 April 2025

How to behave in emergency situations, how to help yourself and others? This is what students will learn as part of the continuation of “Education with the Military”. The Minister of Education and the Minister of Defence have signed a letter of intent to continue the joint initiative of the Ministry of National Education and the Ministry of Defence. Theoretical and practical classes conducted by Polish Army soldiers will be held in all schools enrolled in the programme.

In the next edition of the programme, around 100,000 school children will learn from the most reliable sources how to prepare for emergency situations, provide first aid, develop patriotic attitudes and counter disinformation.

The “Education with the Army” programme consists of specially designed classes conducted by Polish Army soldiers in primary and secondary schools. Their main objective is to raise awareness in the area of security and defence and to shape basic habits and skills in defence and civil protection, as well as behaviour in crisis situations.

During the three-lesson class, students will learn, among other things, how to sound the alarm, how to administer first aid, the basics of evacuation and sheltering, and how to build resilience against information threats - including online disinformation and other cyber threats.

The soldiers will carry out activities in schools - in classrooms, playgrounds and school squares. They will impart knowledge and skills in an interesting way, adapted to the age of the pupils.

The project will be carried out in all age groups, except for grade VIII of primary schools and I of secondary schools, where the subject of safety education is taught.

In addition, in secondary schools - as an additional activity - it is possible to meet a veteran, co-organised by the Veteran's Centre for Activities Outside the National Borders.

To date - as part of two editions - more than four thousand schools have participated in “Education with the Military”.

Classes in the third edition will take place between 12 May and 20 June 2025.

Ministry of Education grant programmes for 2025

7 April 2025

The call for applications for the three new programmes of the Ministry of Education starts in April: ‘Young Citizens’ ‘Explorers’ and ‘Our Traditions’. The Ministry of National Education will provide PLN 90 million to, among others, non-governmental organisations and entities with statutory educational activity to organise various activities for pupils. The programmes will promote cultural heritage, the history of regions, develop creativity, civic attitudes, develop knowledge in STEM fields, promote science, natural sciences, astronomy and astronautics.

The Minister of Education's Young Citizens Programme includes activities such as the organisation of extracurricular activities, workshops, educational visits and events promoting civic and social education, and the mandatory creation of interactive teaching materials for students and teachers on civic education.

The aim of the programme is to support active participation of students in social and civic life by developing pro-social attitudes, education on civil rights and obligations, and promoting knowledge of the democratic system and Poland's role in the European Union. The programme supports the education system by creating teaching materials, implementing innovative educational solutions and developing competences such as critical thinking, entrepreneurship and rhetorical skills. In addition, the programme counteracts disinformation and strengthens resistance to fake news, building informed and responsible citizens.

The programme is open to:

- non-governmental organisations, including scouting organisations,

- entities conducting statutory activity in the field of education in the sphere of public benefit listed in the Act of 24 April 2003 on public benefit activity and voluntary work.

The budget of the programme in 2025 is PLN 30 million. The amount of project co-financing is between PLN 50,000 and PLN 500,000.

‘Explorers’, the second of the announced programmes, started on 4 April. Its aim is to promote science through modern technologies and innovative teaching methods.

The aim of the Explorers programme is to promote education through modern technology and innovative teaching methods to expose young people to science in an attractive way. The programme aims to encourage young people to explore science in a practical and inspiring manner. Not only non-governmental organisations, but also cultural institutions, research institutes and universities can apply for funding.

The third programme, “Our Traditions”, was launched on 7 April. Its main objective is to promote the cultural heritage and history of the regions and to foster local patriotism.

Draft amendments to the Teachers' Charter Act sent for consultation

21 March 2025

A draft Act amending the Act - Teachers' Charter and certain other Acts was submitted for consultation, opinion and public consultation. 

The draft contains proposed solutions developed on the basis of conclusions from the work of working groups within the Team for Professional Pragmatics of Teachers appointed by the Minister.

The proposals contained in the draft concern, among other things:

- increase in the amount of severance pay in connection with retirement, disability pension or teachers' compensation benefit;

- expansion of teachers' rights with regard to the jubilee award;

- expansion of the group of teachers entitled to the compensation benefit;

- clarification and unification for teachers in local and government schools of the rules of accounting and remuneration for overtime hours;

- the harmonisation of the salary of teachers of practical vocational training with the salary of teachers of theoretical vocational subjects in schools providing vocational training;

- shortening the period of employment of a teacher starting work at a school on the basis of a fixed-term employment contract from two school years to one school year;

- enabling teachers who are less than one year away from acquiring the right to pension to take advantage of health leave for medical treatment or spa rehabilitation.

Regulation on teachers' salaries signed

18 March 2025

The Ministry of Education has sent for publication in the Journal of Laws a signed regulation on the minimum rates of basic remuneration of teachers in 2025. 

According to the solution adopted in the regulation, as of 1 January 2025, the minimum rates of basic remuneration of teachers will be increased by 5% in relation to the minimum rates of basic remuneration in force in the previous year. Thus, other components of teachers' remuneration depending on the basic salary will also increase.

Core curriculum for the subjects civic education and health education signed by the Minister of Education

6 March 2025

On 6 March, the Minister of Education signed the draft regulations on the core curriculum for the subjects civic education and health education. Both will be taught in schools from 1 September 2025.

The main aim of the civic education subject is to prepare students for conscious and responsible civic involvement in a democratic society. The subject will build and strengthen patriotic attitudes of young people based on a sense of identity and pride in belonging to a community, care for the small and big Homeland, a sense of responsibility for its shape. At the same time, the subject is intended to shape openness and respect towards others, empathy and solidarity with others and commitment to the common good.

New health education subject

The optional subject of health education, which will replace the subject of Family education, will be implemented starting from the school year 2025/2026:

• in primary schools in grades IV-VIII
• in secondary schools: in general secondary schools, technical secondary schools and Stage I sectoral vocational secondary schools.

The main objective of the subject of health education is the formation of students' competences related to lifelong health care and the building of their own and their environment's health potential. The specific knowledge and skills requirements are included in 11 thematic sections:

1. values and attitudes

2. physical health

3. physical activity

4. nutrition

5. mental health

6. social health

7. puberty (only in primary schools)

8. sexual health

9. environmental health

10. internet and addiction prevention

11. health system (only in secondary schools).

The organisation of these classes will be similar to that of family education. The subject of health education will also be optional, i.e. parents or adult learners will be able to submit a written opt-out to the school head.

The classes will take place for one hour a week throughout the school year.

Qualification of teachers to teach the subjects

A consequence of the introduction of health and civic education into schools is the definition of qualifications for teaching these subjects.

A draft amendment to the Regulation of the Minister of Education and Science of 14 September 2023 on detailed qualifications required of teachers will be submitted for public consultation and inter-ministerial agreement later in March 2025.

The draft indicates that a teacher of the subject of health education may be a person who meets the qualification requirements like other subject or activity teachers, i.e. a person who has completed a master's degree in health education and has a pedagogical preparation, or a person who has completed another master's degree, has a pedagogical preparation and has completed postgraduate studies in health education.

According to the proposed regulation, the qualifications to teach health education will also include those of:

• biology, nature, physical education, family life education and psychology teachers,
• persons who have completed studies preparing to practice the profession of a doctor, dentist, pharmacist, nurse, midwife, laboratory diagnostician, physiotherapist, medical rescuer, or studies in the field of public health and have pedagogical preparation.

It has also been accepted that classes in the subject of health education will be able to be taught by a team of two or more of the above-mentioned teachers.

The Ministry of Education will commission 11 universities to provide free qualifying postgraduate courses for teachers to prepare them to teach health education, lasting 3 semesters.

Training and educational materials for teachers for the new subjects

Training courses for teachers who will teach the subjects: civic education and health education will be organised and conducted by the Centre for the Development of Education in Warsaw in cooperation with public teacher training centres.

The Centre for the Development of Education will also prepare digital educational materials (including lesson plans) for teaching and learning health education, which will be published on the Integrated Education Platform before the new school year.

Minister of Education becomes the coordinator of youth policy activities

3 March 2025

The Prime Minister designated the minister responsible for education as the coordinator of youth policy activities.

The tasks of the coordinator of youth policy include: 

- cooperating with members of the Council of Ministers and collaborating with other government administration bodies, bodies of local self-government units and non-governmental organisations, as well as other entities participating in activities related to youth policy;

- submitting, with the approval of the Prime Minister, after consultation with the ministers, for consideration by the Council of Ministers draft government documents arising in the field of youth policy;

- representing the Council of Ministers in contacts with entities and institutions implementing tasks within the scope of youth policy;

- issuing recommendations to government administration bodies and providing conclusions and opinions to institutions and entities implementing tasks within the scope of youth policy;

- conducting information and educational activities on undertakings carried out by government administration bodies in the scope related to youth policy;

- cooperation with other countries and with the institutions of the European Union and the Council of Europe in relation to the implementation of tasks within the framework of youth policy;

- raising awareness of research and initiatives of the European Union on youth and youth organisations.

Climate education team

10 February 2025

Climate education is necessary for everyone. Pupils need to be prepared for life in a changing world and the labour market, where so-called green competences may prove crucial.

The Minister of Education has set up a climate education team with 36 specialists from very different fields such as representatives of climate organisations, academics, teachers, or representatives of local authorities. 

The team will support the Ministry of Education in developing the core curriculum. There is no plan to create a  new subject, climate-environmental education is to be present at every stage of education and in various school subjects. Climate-environmental education is to be holistic, interdisciplinary and cross-curricular, while at the same time embedded in the local context, in order to give students a sense of empowerment.

The Team's task is to prepare proposals for solutions in the field of climate education at schools, particularly in the areas of: the core curriculum for general education, school infrastructure, cooperation with non-governmental organisations, training and preparation of teaching staff, and cooperation with pupils' parents. The team's meetings may be attended, in an advisory capacity, by invited persons whose qualifications, knowledge or experience may be useful in the implementation of the team's tasks, and by representatives of youth organisations working for the climate in Poland.

Regulation on teachers' remuneration referred for consultation

04 February 2025

The Ministry of National Education is submitting for public consultation a draft regulation on the minimum rates of basic remuneration for teachers, general conditions for granting allowances for basic remuneration and remuneration for work on a day off, determining the minimum rates of basic remuneration for teachers in 2025.

Pursuant to the solution provided in the proposed regulation, as of 1 January 2025, the minimum rates of basic remuneration of teachers will be increased by 5% in relation to the minimum rates of basic remuneration in force as of 1 January 2024. Thus, other components of teachers' remuneration depending on the level of basic remuneration will also increase. 

The amount of the increase in basic salary is due to the 5% increase in the average salary in connection with the resolutions of the 2025 Budget Act regarding the basic amount for teachers.

According to the provisions of the Teachers' Charter Act, the salary increase with compensation as of 1 January will take place no later than three months after the date of announcement of the Budget Act.

Changes to the organisation of the eighth-grade exam - regulations ready

31 January 2025

The amendment to the regulation on detailed conditions and manner of conducting the eighth-grade exam changes the duration of this exam in each subject and extends the existing duration by approximately 25%. Starting from the current school year, the duration of the eighth-grade exam will be: in Polish - 150 minutes; in mathematics - 125 minutes; in a foreign language - 110 minutes.

Extending the duration of the examination for all students will give pupils greater freedom in managing their time when solving examination tasks.

Further changes introduced in the regulation result from changes related to the introduction of ICT systems used for external examinations. The eighth-grade exam will be conducted with the use of the System for the Informatics Support of General Examinations (SIOEO).

In addition, a change has been made to reduce the period for which regional examination boards keep summary protocols of the eighth-grade examination in a given subject from 2 years to 6 months.

Nearly PLN 500 million from European Funds to support education

21 January 2025

The government programme “School for All”  will be implemented within the framework of the European Funds for Social Development 2021-2027 Programme. The activities implemented under the Programme will be financed from the European Social Fund Plus and national budget funds for co-financing projects. The value of support is EUR 116,256,626 (including EU funding of EUR 95,933,376 and national funding of EUR 20,323,250).

The aim of the programme is to support Polish schools and teachers, especially in view of new pupils and students with migration and refugee experience. The programme is first of all to support the school environment (teachers, school heads, intercultural assistants), which will be able to support male and female pupils with migration experience in a more effective way.

As part of the European Funds for Social Development (FERS) programme, it is planned that support will be provided to Polish schools that have received or will receive 30,000 pupils with migration and refugee experience, including from Ukraine, starting in Polish primary and secondary schools between 2024 and 2027.

Support under the Programme includes, among others:

1. improvement of professional competences of educational system staff (teachers and persons supporting the educational process in a multicultural environment), in the following topics:

- effective teaching methods for pupils with migrant and refugee experience,

- assessment of pupils with migrant and refugee experience,

- support for teachers in working with pupils with migrant and refugee experience with diverse educational needs,

- competence development of educational leaders in effective school management.

2.  Support of the whole school environment, through the implementation of various forms of support aimed at pupils and students with migration and refugee experience, and their parents, and integration in the classes for their peers within the school attended by pupils and students (development of methodological materials on working with persons affected by war trauma including post-traumatic stress syndrome, specialist consultations, vocational counselling and support in the process of entering the labour market, support for the staff of the educational system in solving educational and teaching problems), including the employment of intercultural assistants.

The programme will be implemented until 31 August 2027.

Regulation on the organisation of religion lessons signed

17 January 2025

The Minister of Education has signed a regulation amending the regulation on the conditions and manner of organising religious instruction in public nursery schools and schools.

The regulation introduces the following solutions:

1. unification of the weekly dimension of the hours of religious instruction and ethics in public schools, i.e. both classes will be implemented 1 hour per week,

2. definition of the principle of placing religion and ethics lessons immediately before or immediately after a pupil's compulsory educational classes (with the possibility of departing from this principle in those primary school classes in which - as at 15 September of the school year - all pupils attend a religion or ethics lesson),

3. when organising religious instruction outside the school (i.e. in an inter-school group or in an out-of-school catechism centre), to apply the same rules for pupil integration as apply at school,

4. the rules applied to religion classes apply also to the organisation of ethics classes, 

5. restriction of the possibility of combining religion and ethics classes in inter-grade groups of pupils from grades I-III of primary school only to a situation in which fewer than 7 pupils declare participation in religion or ethics classes in a given class.

The regulation will come into force on 1 September 2025.

Establishment of the Monitoring Council or the implementation of education reform

16 January 2025

Teachers, academics, educators, local government officials - representatives of, among others, these circles have been appointed to the newly established Monitoring Council for the Implementation of the Education Reform, named after the National Education Commission. The members of the council are appointed by the Director of the Educational Research Institute-State Research Institute.

The main task of the council will be to consult various opinions and take into account the voice of a wide range of stakeholders.

The Monitoring Council the Implementation of the Education Reform is an opinion-giving and advisory body of the Director of the Educational Research Institute - National Research Institute. The Board is composed of key representatives of the teaching community, academics, non-governmental organisations related to education, business and employer organisations, local government units, ministries and the Educational Research Institute (IBE-PIB).

The main tasks of the Council include ongoing consultation on the assumptions and key elements of the graduate/graduate profile, i.e. the description of competences, knowledge and skills of a person completing a given stage of education. The Council will also analyse key regulations of the education system, including, among others, core curricula. Other tasks include: setting directions for change and formulating recommendations on the expected results of the reform, consulting the plan and schedule for its implementation, and advising on the selection of tools and ways to effectively support teachers in the process.

2024

Amendments to the Education law published in the Journal of Laws

30 December 2024

The Act on amending the Act on the School Education System and certain other acts has been published in the Journal of Laws.

The most significant changes proposed in the new Act concern examinations:

- extension for three consecutive school years, i.e. 2024/2025-2026/2027, of the lack of the requirement to obtain 30% of the points possible to be obtained in one chosen additional subject at the Matura exam. The change in this respect was also suggested by academic circles, including the Conference of Rectors of Academic Schools in Poland and the Conference of Rectors of Universities of Medical Science;

- introduction of the function of examiner-verifier (second-check examiner) and IT laboratory operator as persons involved in the conduct of external examinations, in order to ensure high quality of examination paper checking and grading.

Further changes concern: 

• Curricula, i.e. where the pre-school education curriculum and the curricula for given educational classes include teaching content that extends beyond the scope of the teaching content set out in the relevant core curriculum - it will be required to clearly indicate this content in the curriculum approved for school use by school heads. The purpose of this amendment is to ensure that school curricula are not overloaded.
• Textbooks, i.e. making it compulsory to provide digital versions of paper textbooks for all textbooks approved for school use. The requirement to provide pupils with access to a digital version of a paper textbook should apply to all textbooks authorised for school use and is intended to ensure that pupils have access to their purchased textbook in both forms - paper and digital.

 

Proposed changes to teachers' professional pragmatics

12 December 2024

Key solutions proposed by the Ministry of Education that will be taken into account in the legislative work on the amendment of the legislation on teachers' professional pragmatics:

- Extension of the right to an anniversary award for teachers (introduction of entitlement after 45 years of service).

- Extension of the entitlement to teachers' compensation benefits by 10 years, i.e. until 2042.

- Extending the group of teachers entitled to teacher's compensation benefits to include teachers who currently do not have this right, e.g. teachers in continuing education centres, youth cultural centres, youth palaces, school youth hostels.

- Regulation of the measures for calculating and paying compensation for ad hoc replacements  for all teachers.

- Eliminating the cases of assigning ad hoc classes as replacement to teachers to be carried out during the time when they teach their compulsory classes.

- More favourable arrangements for severance payments in connection with retirement, disability pension or teacher's compensation benefit. The rules on severance payments for teachers will be aligned with those provided for local government employees.

- Provision of uniform pre-retirement protection in the Teachers' Charter for teachers employed on the basis of an appointment and for those working on employment contracts for an indefinite period.

- A teacher who is a graduate of a music or arts secondary school, has completed any type of higher education studies and has a pedagogical preparation will be qualified to teach music or visual arts.

- Postgraduate studies will be offered to all teachers regardless of when they graduated and obtained their qualification.

- Standardisation of the vocational education teachers teaching hours - regardless of the type of classes taught – instruction time will be set at 18 hours per week.

Civic education and health education - draft regulations for public consultation

31 October 2024

The Ministry of Education has prepared draft regulations amending the core curriculum for general education in primary and secondary schools, which introduce a new subject of health education in primary schools and civic education and health education in secondary schools.

New civic education subject

A new subject - civic education - will be implemented as of 1 September 2025 in general secondary schools and technical secondary schools (3 hours in the education cycle) and sectoral vocational schools (2 hours in the education cycle).

The detailed scope of these classes will soon be presented in the draft regulation of the Minister of Education amending the regulation on outline timetables for public schools.

The subject of civic education will be taught by teachers with qualifications required to teach the following subjects: history, history and the present and civic knowledge.

New subject health education

A new compulsory subject - health education - will be implemented from 1 September 2025:

- in primary schools in grades IV-VIIII (1 hour per week in each grade),

- in secondary schools: in general secondary school, technical secondary school and sectoral vocational school (2 hours per educational cycle).

Detailed scope of these classes will soon be presented in a draft regulation of the Minister of Education amending the regulation on outline timetables for public schools.

The subject of health education can be taught by teachers of biology, physical education, upbringing for family life, psychologists and by teachers who have completed studies or postgraduate studies in the field of health education and have pedagogical preparation. Relevant regulations in this regard will be proposed in the planned amendment to the Regulation of the Minister of Education and Science of 14 September 2023 on detailed qualifications required of teachers.

Draft regulations for consultation

For public consultations and inter-ministerial arrangements, which will last until 21 November, the following draft regulations of the Minister of Education have been directed, amending the regulations:

- on the core curriculum for pre-school education and the core curriculum for general education for primary school, including for pupils with moderate or severe intellectual disabilities, general education for the sectoral vocational school, general education for the special school preparing for employment, and general education in the post-secondary school.

- on the core curriculum for general secondary school, technical secondary school and sectoral vocational school.

Proposed changes to the school education legislation

29 October 2024

The Council of Ministers adopted a draft law prepared by the Minister of Education amending the Education System Act and certain other acts. 

The most significant changes proposed in the bill:

Changes to examinations (amendments to the Education System Act of 7 September 1991 and transitional provisions of the draft):

- extension for three consecutive school years, i.e. 2024/2025-2026/2027, of the absence of the requirement to obtain 30% of the points possible to be obtained from one selected additional subject at the secondary school-leaving examination.

- The introduction of the function of examiner-verifier (second check examiner) and IT laboratory operator as persons involved in the conduct of external examinations, in order to ensure high quality in the checking and grading of examination papers

- introduction of the possibility to bring into the examination room a telecommunication device equipped with an application monitoring the health condition of a student

- introduction of the possibility of conducting vocational exams with the use of an electronic system, also in their practical part

- regulation of ICT systems used for conducting external examinations, i.e. the Information System for General Education Examinations (SIOEO) and the Information System for Vocational Examinations (SIOEZ).

Amendments related to curricula - it will be required to make explicit the content of teaching beyond that set out in the core curriculum in the curriculum approved for school use by school heads.

Changes concerning textbooks - introduction of an obligation to provide digital versions of paper textbooks for all textbooks approved for school use

Strengthening the role of educational research in educational policy - including the introduction of an obligation for preschools, schools and institutions to participate in ongoing national and international educational research.

Other proposed amendments to the Act of 14 December 2016. - Education Law

- it was proposed to simplify and accelerate the procedure for the creation and liquidation of special school units in medical entities;

- there is provision for the possibility of access to the Integrated Education Platform, run by the Minister of Education, also by entities other than only schools and institutions operating within and supporting the educational system;

- a new ICT system has been regulated to support the performance by schools and educational institutions of tasks related to identifying the development and educational needs of students, planning and implementing activities aimed at satisfying these needs, as well as assessing the effectiveness of these activities

- It has been proposed to change the authority granting consent for conducting pedagogical experiments in schools and educational institutions in the scope of general education - the authority granting consent for conducting pedagogical experiments in schools in the scope of general education will be the regional education authority who exercises direct pedagogical supervision over schools.

- simplification of the procedure of introducing changes to the core curricula of education in occupations of vocational education and additional vocational skills.

- A change in the way of determining the amount of co-financing of costs of training of young employees and the principles of granting this co-financing. It is proposed that an employer should receive 75% of the amount of co-financing for 36 months of learning a profession at the employer's premises and for a juvenile employee to take a vocational or journeyman's exam, as well as 25% of the amount of co-financing for the effect of that learning, i.e. for a passed exam

- it has been made possible to conduct classification examinations for students transferring from a school of a given type to another school of the same type.

The bill will be referred to Parliament.

Profile of the Graduate - national consultation

27 September 2024

The Educational Research Institute has been commissioned by the Ministry of Education to carry out a task: Shaping competences - from profile to practice - developing a ‘graduate profile’ including assumptions, concepts and necessary changes in general education.

The aim of the project is to develop a graduate profile containing the key competences with which a graduate will leave school. These profiles will be subject to extensive consultation, and once prepared, will form the basis for developing changes in education, making it more responsive to the challenges of the 21st century.

A reform of the core curriculum is planned for 2026, and the profile will form the basis of this.  Graduates of Polish schools should have three basic skills: they must have knowledge, competence and proficiency. The core curriculum and the proposals developed by the Educational Research Institute are built around this triad.

The consultation runs until the end of October.

Education for Civil Society Building - Ministry of Education programme for scout organisations 

27 September 2024

The call for applications for the “Education for Civil Society Building” programme, which aims to support scouting organisations supporting the education system, started on 27 September 2024. The call will run until 30 September 2024.

Programme aims to:

- provide material assistance to enable children and young people from areas where a state of natural disaster has been declared to return to school (legal basis: Regulation of the Council of Ministers of 16 September 2024 on the introduction of a state of natural disaster on the territory of parts of the Dolnośląskie, Lubuskie, Opolskie and Śląskie regions) 

- raise awareness of children and young people in the area of safety

- promote right attitudes and ways of reacting in dangerous situations, including direct threats to life and health

- help to support the mental health of children and young people affected by flooding

- support patriotic and civic outlook, build national pride and civic awareness and attitudes

- motivate volunteers and provide them with the necessary support, motivate children and young people to participate in society

- raise awareness of the role of civil society in the functioning of a modern democratic state and in international cooperation

- strengthen social and territorial cohesion for social development through the development of activism and increased competence among pupils in social activities and strengthening the sense of individual, cultural, national, regional and ethnic identity

- improve the competence of teachers, educators, tutors, instructors and volunteers in working with children and young people

- enhance the psychological well-being of children and young people

- stimulate in pupils a sense of self-dignity and respect for human rights

- counteract social polarisation and disintegration. Promote an attitude of dialogue.

The programme is open to scout organisations operating in the territory of the Republic of Poland and covered by the Honorary Protectorate of the President of the Republic of Poland, and the applicant may only be the central level board of a scout organisation.

Participation in the programme is conditional on the submission of a single application, which covers only one project of actions to support the education system in accordance with the conditions set out in the Communication.

For the implementation of the programme in the 2024/2025 school year, 25 mln PLN has been allocated, including:

- in 2024. - PLN 15 million; 

- in 2025. - PLN 10 million.

Safety first. Military education (second edition)

25 September 2024

The Ministry of National Education, together with the Ministry of Defence, is launching the second edition of the programme for primary and secondary schools entitled ‘Education with the Army’. Theoretical and practical classes with the participation of soldiers will be held in schools enrolled in the programme. Pupils will learn the rules of conduct in emergency situations, become familiar with emergency signals and revise first aid techniques. 

Presentation of the working draft of the core curriculum for the subject of civic education

13 September 2024

The Ministry of National Education (MEN) has published a working draft of the core curriculum for the subject of civic education, prepared by a team of experts.

The subject will consist of three compulsory elements: knowledge and skills, real civic activities and an educational project.

Teachers who teach civic education will be entitled to teach civic knowledge, history, history and the present. The final draft regulation on the core curriculum will be submitted for public consultation in October, and the Minister of Education will sign the regulation by the end of December.

The new civic education subject will be taught from the 2025/2026 school year in secondary schools. In a general secondary school, this will be two hours in class II and one hour in class III. In technical secondary schools: two hours in class II and one hour in class III, and in sectoral vocational schools: one hour each in class II and class III.

The Educational Research Institute is involved in work on a comprehensive revision of the general education core curriculum, which is planned for 1 September 2026 onwards.

Strategic action plan for environmental education

August 2024

The Ministry of Climate and Environment is working on the ‘Strategic Action Plan for Environmental Education’. The preparation of the document is a task of the Ministry of Climate and Environment outlined in the ‘State Environmental Policy 2030 - Development Strategy in the Area of Environment and Water Management’, adopted on 16 July 2019. The document will present an implementation framework for activities in the field of environmental education, including climate education, taking into account the environmental and climate content included in the SEP2030.

Strategic objective: Environment and education. To develop the environmental competence of society.

Operational objectives:

1. improve the coherence of national and local policies in the field of environmental education;

2. identify priority thematic areas and key social and professional groups for educational activities;

3. systematise and coordinate activities in the field of environmental education;

4. define long-term goals, the way of achieving them and measure the effectiveness of the activities;

5. plan effective financing and coordination of various activities, using national and European funds.

The objectives of environmental education, according to the Tbilisi Declaration (1977) are:

1. to raise awareness - i.e. to help various sections of society to become aware of the global nature of the environment;

2. provide knowledge - help people to learn about the environment and related problems;

3. shape attitudes - inspire a choice of values and motivation to change to environmentally friendly attitudes;

4. acquire competences - the ability to identify and solve environmental problems;

5. provide democratisation - enable active participation of social groups and individuals in solving environmental problems.

How can these objectives be achieved?

- Environmental education should be aimed not only at children and young people, but also (or perhaps even: primarily) at adults, especially those making decisions on issues of environmental, social and economic importance.

- We should emphasise changes in social practices, and an important dimension of this is to moderate social discussion about the possibilities of changing lifestyles to be more sustainable (increasing media participation).

- Comprehensive environmental and climate education must include formal, informal and non-formal education. Each component of environmental education should be conducted on the basis of modern teaching methods and tools, and be carried out in dialogue and cooperation with the stakeholders of these activities, including, inter alia, scientific institutions, non-governmental organisations and civil society.

- Environmental education must be supported by access to reliable sources of knowledge on the state of the environment, in particular by conducting research, observations and assessments of the state of environment components, and by continuing to build and develop relevant databases.

- Systemic change, introducing environmental and climate education at all levels of education, should be done in an interdisciplinary way with a focus on long-term effects. The process of computerisation and digitisation of school can serve as a model here. IT education is implemented both in separate IT classes and when using ICT in class in other subjects; The implementation of IT education in schools has influenced the development of this field and the dynamic growth of the related branch of the economy, helping to close the gap between the state of knowledge and competence in larger urban centres and the rest of the country.

- Similarly, we should approach the education of ‘ecological and climate skills’ so that, along with the development and implementation of green technologies, the competences of society, especially children and young people, are also developed. 

- The use of public procurement  should support the implementation of activities in the area of environmental education - in particular, appropriate educational measures should be taken to raise the awareness of contracting authorities and representatives of control institutions of the existing environmental problems, their importance, as well as the need and manner of taking these issues into account within the framework of the proceedings they conduct.

Timetable of activities and the consultation process foresees development of an initial version of the Strategic Plan in 2024, after consultation with key stakeholders and their recommendations for the plan; and adoption of the final Plan by the Council of Ministers in 2025. 

Digital Transformation Policy for Education - draft resolution of the Council of Ministers sent for consultation

6 August 2024

A draft resolution of the Council of Ministers on the establishment of the Digital Transformation Policy for Education has been submitted for public consultation, and inter-ministerial agreement.

The solutions included in the draft document are the implementation of the so-called 'milestone' envisaged in the National Recovery and Resilience Plan. The document Digital Transformation Policy for Education is annexed to this resolution.

The Digital Transformation Policy for Education is a strategic document, it sets the framework of state policy and measures that are necessary to implement the digital transformation in education. These actions are fundamental for the further development of digital education in Poland and ensure that the next generations are prepared to function and live in a society with increasingly advanced technology.

The draft document was prepared on the basis of the consultation of the document's assumptions, carried out in February 2024.

The Digital Transformation Policy for Education indicates 10 important areas for action:

1. evaluation of the state of digital education and the use of educational technology by pupils

2. revision of the current core curriculum for pre-school and general education

3. new technologies, including artificial intelligence in school

4. educational methods, digital didactics, digital teaching resources

5. teacher education and CPD

6. providing equipment to pupils, teachers and schools

7. training of digital professionals

8. digital safety

9. changing the organisation of school work

10. supporting teachers and schools in the digital transformation process.

The consultation will be open until 28 August 2024.

Draft Amendments to the Law on Education System Act and other Acts - referred to public consultations and inter-ministerial arrangements

29 July 2024

The Minister of Education has sent a draft  amending the Act Law on the Education System and other acts for public consultation. 

The most significant changes proposed in the draft include, among others:

I. With regard to the eighth-grader's examination and the Maturity examination:

1. Extension for the next two school years, i.e. 2024/2025 and 2025/2026, of the waiver of the condition to obtain 30% of the points possible in one selected additional subject in the Maturity examination.

2. Introduction of the second check examiner and IT operator as persons involved in the external examinations procedure, in order to ensure high quality checking and grading of examination papers.

3. Defining the IT systems supporting the conduct of external examinations.

II. With regard to the vocational examination:

1. as in the case of the eight-grader's exam and the Maturity exam, the introduction of the second-check examiner and IT operator as persons involved in conducting both the vocational exam and the exam confirming vocational qualifications;

2. introduction of the possibility of conducting vocational examinations using an electronic system of conducting vocational examinations also in the practical part of the vocational examination;

3. introduction of the possibility of checking examination papers in the practical part of the vocational exam with the use of electronic tools;

III. Regarding curricula, textbooks and pedagogical experiments:

1. Change (as of 1.09.2025) of the conditions for authorising curricula for use at school. Where the pre-school and school curricula for given educational classes include teaching content beyond the scope of the core curriculum - it will be required to clearly indicate this content in the curriculum approved for school use by school heads. 

2. for textbooks, the proposed changes include:

a. exclusion of repetition type textbooks from the approval process,

b. introduction of a requirement to mark graphically in textbooks the content exceeding the scope established in the general education curriculum for given classes at a given level of education; the change is aimed at facilitating the students' use - learning with the help of a textbook by indicating what content in a textbook is extra-curricular.

c. introduction of an obligation to provide digital versions of textbooks approved for school use in paper form for all textbooks approved for school use, irrespective of the date of their approval.

3. In the case of pedagogical experiments, it is proposed to change the authority issuing consent to conduct a pedagogical experiment in general education in a school and an institution.  Currently, the consent to conduct a pedagogical experiment is issued by the minister competent for education on the request of the head of the school, submitted through the school superintendent, who attaches his/her opinion. Accoring to the amendement,  the school superintendent, who exercises direct pedagogical supervision over schools will become the authority granting consent to conduct a pedagogical experiment at a school.

IV. Regarding the establishment of an IT system to support the provision of psychological and pedagogical assistance:

The changes being introduced aim to use modern IT solutions to improve the quality of psychological and pedagogical support and reduce the bureaucratic burden in the education system. The system will integrate already created diagnostic tools and offer new functionalities and solutions, including tools for screening and supporting the work of psychological and pedagogical support, the contact with these institutions and the implementation of tasks by specialist teachers working in pre-schools and schools. In addition, it will enable the Ministry of Education to obtain more accurate data on the functioning of the education system.

Public consultations of the draft will last 30 days (they will end on 26 August this year).

ICT at school - a draft regulation of the Minister of Education submitted for public consultation and inter-ministerial arrangements

10 July 2024

A draft regulation of the Minister of Education amending the regulation on the basic conditions necessary for schools and teachers to carry out teaching, and caring tasks and curricula has been submitted for public consultation and inter-ministerial arrangements. 

The proposed solutions constitute the implementation of the so-called ‘milestone’ provided for in the National Plan for Reconstruction and Increasing Resilience. The annexes to the regulation set out the minimum requirements for computer equipment and ICT facilities that are recommended for the use in primary and secondary schools.

Team for cooperation with NGOs

2 July 2024

The Minister of Education has decided to strengthen cooperation with experienced non-governmental organisations (NGOs), for whom it is important that students function well in a favourable atmosphere of schools and institutions that fully implement educational and preventive goals and tasks, shaping the right attitudes of children and young people. Dialogue and cooperation will be undertaken on the forum of the Team for cooperation with non-governmental organisations, which, in accordance with the provisions of the Act of 14 December 2016. – Law on School Education, actively support schools and institutions in their activities.

The task of the Team will be to prepare proposals for solutions in the field of cooperation between NGOs and schools, in particular with regard to:

- the organisation of work of nursery schools, schools and institutions;

- educational, preventive and caring activities; and

- expanding and enriching the forms of didactic, educational, caring and innovative activities;

- artistic activities;

- children's and pupils' rights;

- competences of the teaching and management staff

- equal educational opportunities

- activities related to the organisation of free time for children and young people;

- cooperation with pupils' parents;

- inclusive education and mental health prevention.

The Team will be composed of 30 representatives of NGOs, which will be selected by the Minister of Education after they have met the criteria set out in the open call for proposals.

Streamlined core curriculum - regulations signed

28 June 2024

The Minister of Education has signed draft regulations amending the core curriculum of general education for 18 subjects in primary and secondary schools.

As of 1 September this year, teachers and students of classes IV-VIII of primary school and all classes of post-primary schools (general secondary school, technical secondary school, Stage I and II sectoral vocational schools) will work with the amended core curriculum. A reduction of approximately 20% in the scope of teaching content - specific requirements - will give teachers and students more time for a calmer and more in-depth implementation of the curriculum.

Ukrainian pupils in Polish schools - new legal solutions

12 June 2024

As of 1 September 2024, refugee children from Ukraine become subject to compulsory one-year pre-school preparation, as well as compulsory full time and part time education in the Polish educational system, the same as for the Polish pupils. Online education will only be available to pupils who, in the school year 2024/2025, receive education in the last grade in a school functioning in the Ukrainian education system. The 800+ family benefit to refugees from Ukraine will be paid on the condition that their child is in the pre-school, or primary or secondary school. Such solutions are envisaged by the amendment to the Law on the Support to Citizens of Ukraine. 

Other solutions that have been included in the legislation are the extension from 24 to 36 months of additional, free Polish language learning for pupils who have been already attending such classes since the 2022/2023 and 2023/2024 school years.

Eighth-graders will have the option of not taking the Polish language eighth-grade exam in the 2024/2025 school year. The position of intercultural assistant is also introduced.

Key directions for the implementation of the state educational policy in the school year 2024/2025

13 June 2024

The Ministry of National Education has announced the key directions for the implementation of the state educational policy in the school year 2024/2025:

1. Health education at school - shaping healthy behaviour, developing physical fitness and the habit of engaging in physical activity, learning first aid. 

2. School as a place for civic education, formation of social and patriotic attitudes, responsibility for the region and homeland. Education for safety and pro-defence.

3. Promoting the wellbeing of children and young people, their mental health. Developing empathy and sensitivity to the needs of others in pupils and graduates. Improving the quality of inclusive education and skills in working with a diverse group. 

4. Supporting the development of pupils' and teachers' digital skills, with a particular focus on navigating safely online and critically analysing information. Correct use by teachers of tools and materials available on the web, in particular those based on artificial intelligence, and available in the Integrated Educational Platform resources.

5. Developing analytical thinking through an interdisciplinary approach to teaching science and science subjects and by strengthening mathematical skills in general education. 

6. Supporting the development of vocational and lifelong learning skills by strengthening cooperation of schools and institutions with employers and regional institutions.

7. Working with students with migrant experience, including in the field of teaching Polish as a foreign language.

‘Travel with (the) Class’ -  funding for educational trips and activities

29 May 2024

In June 2024, a call for applications for funding school trips for pupils will open. 

From September, primary and secondary school pupils will be able to go on up to a five-day school trip with funding from the state budget.

The eligibility criteria for receiving the funding outline that the trip programme should include a visit to: a museum, art gallery, theatre, opera, philharmonic hall, science centre, open-air museum or other cultural institution (called educational points). Primary and secondary school students will be able to go on excursions during which they will visit educational points selected by the organisers. Funding will cover, among other things, transport, accommodation, food and the cost of tickets to culture-related educational points such as museums, galleries and theatres. In 2024, the Ministry of Education is allocating PLN 60 million for this purpose.

Funding, upon application, will be awarded to the bodies running public and non-public primary and secondary schools. The project is aimed at pupils in four age groups:

- Group I - grades I-III from primary schools,

- Group II - Grades IV-VI from primary schools,

- Group III - Grades VII-VIII from primary schools,

- Group IV - secondary schools.

The call for applications will open on 19 June this year and will continue until the whole available funding is earmarked.

Changes to outline time tables from September 2024 

21 May 2024

Compulsory first aid classes, and new subject replacing History and the Present for students who start their education in secondary schools are the most important changes introduced by the regulation on outline time tables signed by the Minister of Education on 20 May this year. The regulation comes into force on 1 September 2024.

The most important changes involve in detail:

1. Extending the catalogue of activities that can be carried out during the classes with the tutor in primary schools (grades IV-VII) and secondary schools (grades II-IV of a general secondary school; grades II-V of a technical secondary school; and II and III of the sectoral secondary school, stage 1) with first aid lessons. (in grade VIII of primary school and in grade I of secondary schools, students learn first aid during lessons of Safety Education);
2. Discontinuation, as of the 2024/2025 school year, of the subject History and the Present in:

• grade I of the general secondary school,
• grade I of the technical secondary school,
• grade I of the sectoral secondary school, stage 1
• grade I of a general secondary school for adults providing classes full-time (onsite),
• semesters I and II of a general secondary school for adults providing classes part-time (online),

and in subsequent years in subsequent grades and semesters of these schools, until the teaching of this subject is fully completed.

Members of the expert panel on civic education appointed

10 May 2024

The Minister of National Education appointed members of a Team of experts to work on the project for the core curriculum of a new subject - civic education.

Experts include experienced civic and history teachers, academics, representatives of non-governmental organisations active in the field of civic education and representatives of the Educational Research Institute (IBE) and the Central Examination Board.

Team for teachers' professional pragmatics appointed

30 April 2024

The Minister of National Education has appointed a Team for the professional pragmatics of teachers. The task of the Team will be to develop proposals for solutions in this area.

The Team is composed of members of the management of the Ministry of Education, representatives of the Minister of Labour, Finance, a representative of the Educational Research Institute (IBE), trade unions, local governments.

The task of the Team is to prepare proposals for solutions in the area of teachers' professional pragmatics including in particular: teachers' remuneration, professional promotion and assessment of teachers' work, teachers' disciplinary liability, teachers' pensions and teachers' compensation benefits, qualifications, education and professional development of teachers.

Proposals for amendments to the organisation of religious and ethics education in public nursery schools and schools

30 April 2024

The Ministry of National Education has prepared a draft regulation amending the regulation on the organisation of religion/ ethics lessons in public nursery schools and schools. 

The aim of the changes is to adapt the conditions and manner of organisation of religious and ethics instruction to the work of schools and nursery school in particular in terms of rational distribution of pedagogical staff and time for realisation of these lessons.

Currently, religion and ethics lessons are organised separately for pupils in each class, provided that at least seven pupils from that class register for religion (of a given confession) or ethics.

In the case fewer than seven pupils (from a class) enrol, the school organises religion or ethics lessons in inter-class groups. 

The purpose of the proposed amendment is to make it possible to organise religion and ethics lessons in an inter-class groups comprising pupils from classes in which more than seven pupils have registered for a religion lesson. At the same time, the draft provides for the maximum number of pupils in a group (30 persons) in which these lessons will be conducted for pupils of primary school, general secondary school, technical secondary school, Stage I and II sectoral vocational schools.

For children in nursery schools and pupils in grades I-III of primary school, the maximum group size for religion lessons will be 25.

In addition, in order to ensure optimum conditions for religion and ethics lessons in primary school, inter-class groups are allowed only within a given educational stage.

 Public consultations and inter-ministerial arrangements begin on 30 April 2024 and will last until 29 May.

Streamlined core curriculum. Public consultation

23 April 2024

The Ministry of National Education has prepared draft regulations amending the core curriculum for general education for 18 subjects in primary and secondary schools. The publication of the ministerial drafts was preceded by preliminary proposals from appointed experts and extensive public pre-consultations. The Ministry of Education's drafts took into account some of the postulates and suggestions made via a special form and during online meetings by citizens and various types of organisations and institutions. At the same time as the publication of the drafts on 23 April, public consultations and inter-ministerial arrangements begin.

The teaching content of the subjects will be reduced by approximately 20 %. Mainly those that are impossible or very difficult to implement in school practice.

The aims of the changes to the core curriculum are as follows:

- increasing the emphasis on developing practical skills rather than theoretical or encyclopaedic knowledge,

- reducing the amount of material to be mastered by the pupil. This will translate into greater motivation to learn, the development of abilities and interests, and the formation of appropriate beliefs and attitudes,

- ensuring adequacy of the scope of teaching content - detailed requirements to the number of hours of teaching subjects,

- replacing the examination requirements in force between 2021 and 2024; from 2025, the content of the core curriculum will once again form the sole basis for the eighth-grade and matriculation examinations.

The proposed changes to the core curriculum have been prepared so that there is no need to replace textbooks. Students will be able to use their existing textbooks in the 2024/2025 school year and beyond. Publishers will provide the teachers using their textbooks with information on which parts of the existing textbooks will go beyond the scope of the depleted core curriculum.

Further steps and new subjects from September 2025

The implementation of the comprehensive reform of the core curriculum for pre-primary education and general education is planned for 2026 for primary school and 2028 for secondary school.

Earlier, from September 2025, the implementation of new school subjects is planned:

1. civic education, which will replace history and the present, to be phased out successively from 1 September 2024.

2. health education, which will replace preparation for family life. The subject of health education will be compulsory for pupils.

Draft core curricula for the new subjects will be submitted for public consultation this autumn.

Military education classes

17 April 2024

The subject of the project, established by the Minister of National Education in 2024, is the organisation of pro-defence education classes in primary and secondary schools for children and young people. Their aim is to raise awareness of children and young people in the area of security and  attitudes in threatening situations, including, among other things, learning to navigate safely online and to critically analyse information available on the Internet. Public and non-public schools are eligible to participate. 

Health education in schools from 2025. Preparatory work begins

12 April 2024

The Minister of Education, the Minister of Health and the Minister of Sport and Tourism have announced the inauguration of work on the new school subject Health education. The subject will be taught in primary and secondary schools from September 2025.

Health education will cover mental health, physical health, as well as healthy eating, prevention, addiction problems and sex education. A team of experts has been set up to develop the core curriculum for the new subject. 

Health education will replace family education. The subject is intended for pupils in classes IV-VIII of primary schools, as well as classes I-III of post-primary schools - general secondary schools, technical schools, Stage I sectoral vocational schools. 

Citizenship education instead of History and Present. Changes to outline timetables from the 2024/2025 school year

10 April 2024

Abandoning the subject of history and the present, compulsory first aid classes - these are the most important changes to the outline timetables that will be implemented from September 2024. A draft regulation of the Minister of National Education on outline timetables for public schools has been submitted for public consultation and inter-ministerial arrangements.

According to the draft regulation, civic education will be introduced to secondary schools and first aid classes will be compulsory in primary schools.

As of September 2024, pupils who start in class I of a secondary school (general secondary school, technical school, Stage I sectoral vocational school) will no longer be taught the subject history and the present. This subject will only be taught until the end of the education cycle to students in class II of general secondary schools and classes II/III of technical secondary schools who have already started studying this subject.

First aid teaching in primary schools

Pupils in primary school in grades I-III will have compulsory first aid classes in a form adapted to the capabilities of children of this age as part of early childhood education - nature education. These classes fit in with and complement the content included in the early childhood education core curriculum in terms of developing pupils' habits and behaviours in the area of caring for their own and the group's safety and, in particular, in the area of responding with appropriate behaviour in situations where his or her safety or health or that of another person is at risk.

In grades IV-VIII of primary school and in secondary schools, first aid classes will be conducted during classes with the teacher. First aid classes may be held with the participation of invited specialists in a given field, volunteers, representatives of associations and other organisations whose statutory purpose is educational activity or extending and enriching the forms of didactic, educational, caring and innovative activity of the school. 

National ombudsman for pupils' rights - establishment of a team for pupils' rights and duties under the Minister of Education

26 March 2024

An expert team on pupil rights and duties has been set up at the Ministry of Education, which will work on statutory changes concerning pupil rights, as well as the appointment of an ombudsman for pupil rights.

The team will analyse and evaluate legislation on pupil rights and duties, and will develop draft legislation on these matters, including that on an ombudsman for pupil rights at national, regional and school levels, and on strengthening pupil self-government in the education system. The team will also be an advisory body to the minister and will prepare opinions and statements on pupil rights and duties. The team is composed of experts from the academic community and non-governmental organisations, representatives of the regional educational authorities and local government ombudsmen for pupil rights, as well as teacher- practitioners involved in the fight for pupil rights.

Homework becomes optional in primary school. Regulation signed

22 March 2024

From April, there will be no homework in primary schools in grades I-III - with the exception of fine motor skills exercises - and in grades IV-VIII assignments will be optional and ungraded.

According to the regulation:

1. in grades I-III of the primary school, teachers will not give homework to be completed by the pupil during free time. The exception to this is work on fine motor skills improvement, i.e. exercises involving the development of hand movement skills.

2. In classes IV-VIII of the primary school, pupils will not be required to do homework assigned during free time. Completion or non-completion of homework will not be assessed.

The changes concern written and practical-technical work, at primary school level.

The new regulations do not imply the abolition of the obligation to learn at home, i.e. to learn to read in the case of the youngest pupils, to read the readings, to learn specific content, foreign languages vocabulary, or to repeat material discussed in class, etc.

In addition, the regulation discontinues - as of September this year - the inclusion of marks for ethics and religion, two optional subjects, in the annual average marks. The aim of the change is to ensure that pupils have equal opportunities in achieving their grade point average.

Active blackboard - 2024 edition

8 March 2024

In 2024, the next edition of the government Programme for the Development of School Infrastructure and Student and Teacher Competences in the Field of Information and Communication Technologies ‘Active Blackboard’ for 2020-2024 is being implemented. Financial support under the Programme in 2024 will be provided to:

- primary schools that did not receive financial support in the previous 2017-2019 edition of the Programme;

- secondary schools;

- schools educating blind students;

- schools educating students with special educational needs, including

with disabilities,

- special education centres;

- schools that did not benefit from the programme in 2020, 2021, 2022 and 2023

Establishment of the Council for the Informatisation of Education

29 February 2024

By Order of 28 February 2024, The Minister of National Education established the Council for the Informatisation of Education.

The Council's main tasks are as follows:

• Supporting the Minister of Education in the implementation of digital technologies in the educational system;
• Making recommendations to the Minister on the directions of activities in the educational system related to the development of the information society and the knowledge-based economy in Poland;
• Expressing opinions and initiating action in the field of information technology education, media education and the application of information and communication technologies in the educational system, as well as their impact on the digital safety of children and young people;
• Initiating activities on improving the quality of education in the educational system with the use of ICT tools;
• Preparing, at the request of the Minister, opinions, expert reports and other documents, within the scope of the tasks mentioned above.

The Council for the Informatisation of Education has 22 members. 

4th edition of "PE with AWF"

22 February 2024

The fourth edition of the joint programme of the Ministry of Science and Higher Education and the Academy of Physical Education (AWF) in Warsaw, 'PE with AWF', is attracting huge interest. A total of 210,000 hours have already been requested for the implementation of Sport-Clubs. 

In 2024, 350,000 hours of additional sporting activities for pupils will be carried out under Sport-Clubs. Nearly PLN 30 million has been earmarked for this purpose.

The implementation of Sport-Clubs will allow the monitoring of the physical condition of children and young people. It will also provide important scientific data that will enable the preparation of practical guidelines and recommendations for use by teachers and parents.

A very important and innovative element of the project, apart from the continuation of previous activities, is the introduction and dissemination of the concept of a movement alphabet. This is the process of acquiring physical (motor) 'literacy' skills, i.e. the ability to be active.

Among the specific objectives of the programme are:

• implementation of additional physical activity classes to activate school children and adolescents, which will result in improved physical fitness;
• monitoring the physical condition of children and young people and preparing practical guidelines and recommendations for use by teachers and parents;
• implementation and monitoring of fundamental movement skills in sport;
• implementing the Polish version of the Physical Alphabet Assessment Physical Literacy (PAPL) in (certified) schools as a tool for tracking progress in the physical 'literacy' skills of children aged 8-12 years;
• promoting and implementing awareness of the need for regular physical activity of the need for movement, health-oriented activities and the idea of a movement alphabet in society.

Among the planned outputs of the programme are surveys addressed to parents/legal guardians on health and socio-economic aspects of the participants and the continuation of the monitoring of fundamental movement skills in sport.

An important aspect will also be the introduction of the Movement Alphabet Assessment tool, which will allow an indication of the current state of children and young people's physical condition and its determinants, fundamental movement skills in sport and the level of physical education (movement literacy), and on this basis recommendations will be developed for further actions in the future aimed at improving children and young people's physical condition and health.

Record salary increases for teachers and increase in education subsidy

20 February 2024

The Minister for National Education and the Minister for Family, Labour and Social Policy have signed a regulation setting out the minimum rates of basic pay for teachers. The remuneration of novice teachers increases by 33%, and for appointed and chartered teachers the increase is 30%. The increase in salaries is possible due to an increase in the education subvention.

The increased basic salary will also affect the increase of additional remuneration components.

The regulation provides the basis for leading authorities to take the necessary measures to pay the increase with compensation as of 1 January 2024. 

From 1 January 2024, the minimum basic salary rates (gross) are:

for teachers with a master's degree and pedagogical preparation (constituting 95% of all teachers):

• novice teacher - PLN 4 908
• appointed teacher - PLN 5 057
• chartered teacher - PLN 5 915

for other teachers:

• novice teacher - PLN 4,788
• appointed teacher - PLN 4 910
• chartered teacher - PLN 5,148.

The salary increase is made possible by a record increase in the education subvention. The education subvention for local government units for 2024 is earmarked at over PLN 87 billion 983 million and is 36.2 per cent higher than the amount for 2023.

Based on the 2024 Budget Law published on 1 February, local government units receive increased funding for both public and non-public schools, schools and institutions.

Revision of the core curriculum - pre-consultation

12 February 2024

The aim of the changes to the core curriculum is to reduce the compulsory scope of teaching content, which, while leaving the current teaching hours in place, will enable teachers and students to implement the content more calmly and in depth, resulting in a more effective education. The changes include the following levels and subjects:

• Primary school (grades IV-VIII) - Polish, modern foreign language, Latin, national or ethnic minority language, regional language - Kashubian, history, social studies, mathematics, biology, geography, chemistry, physics, computer studies.
• General secondary school, technical secondary school - Polish, modern foreign language, Latin language, language of the national or ethnic minority, regional language - Kashubian, history, social studies, history and the present, mathematics, biology, geography, chemistry, physics, computer science, philosophy, Latin and ancient culture, history of music, history of art.
• Stage I sectoral vocational secondary school - Polish, modern foreign language, national or ethnic minority language, regional language - Kashubian, history, mathematics, biology, geography, chemistry, physics, computer science.
• Stage II sectoral vocational secondary school - Polish, modern foreign language, national or ethnic minority language, regional language - Kashubian, mathematics, computer science.

Due to the comprehensive curriculum reform planned in the future, the currently proposed changes include only reducing the scope of the requirements set out in the 2017 and 2018 core curriculum, so that from 1 September 2024 they can cover all students from grade IV of primary school up to secondary schools of all types and does not result in the need to replace school textbooks.

The documents offered for consultation contain all the requirements set out in the 2017 and 2018 core curriculum, where the proposed changes have been marked.

The pre-consultation runs until 19 February 2024.

Following analysis of the comments received, draft regulations of the Minister of National Education on the core curriculum of general education for the above types of schools will be prepared. In April the drafts will go to public consultations and inter-ministerial arrangements, and in June they will be signed by the Minister of Education.

The new, streamlined core curriculum will be applied in the transitional period from the 2024/2025 school year, during which experts will work on a comprehensive curriculum reform. The comprehensive new core curriculum will come into force 2 years later - from 1 September 2026/2027 in primary school, and from the school year 2028/2029 to secondary schools.

Suspension of 'Laptops for pupils' programme and work on new solutions

8 February 2024

In 2024, the 'Laptops for Pupils' programme, announced in 2022, will not continue in its current format. The Ministry of National Education, together with the Ministry of Digitalisation, will work out new assumptions for the programme so that it realistically improves the potential and digital competences of pupils and supports teachers. In 2025, pupils will receive mobile devices. The type of hardware, necessary software and security features will be analysed and discussed with social partners and parents.

A remedial programme will be introduced. The Institute of Educational Research (IBE), commissioned by the Ministry of National Education, will prepare analyses on the use of new technologies in education and the hardware needs at different stages of education and the use of various devices, including mobile ones. By the end of June, the Ministry will prepare a new comprehensive Education Digitalisation Policy - together with the IBE and experts. Both milestones will be implemented. Laptops from the previous edition will go to secondary schools, with a particular focus on vocational education and schools in small towns/countryside.

 

Open consultation of the Digital Transformation Policy for Education

31 January 2024

One of the milestones of the National Reconstruction Plan is the adoption by the Council of Ministers of a resolution on the Digital Transformation Policy for Education. The resolution, which has the character of a programmatic and strategic document called the Digital Transformation Policy for Education, will provide the basis for changes in the education system and the implementation of investments in new technologies, and will define the directions for the digitisation of the education system in the short and long term.

This document will form the basis for the actions of stakeholders and all actors of the education scene. It will also define the tools to build a fully digital education system, adapted to the contemporary challenges of the pre-school and general education environment. The policy must further include an implementation plan, evaluation and monitoring measures. All elements of the document will be developed using a participatory approach.

In line with these assumptions, the Ministry of National Education has issued an invitation to participate in the development of the Digital Transformation of Education Policy.

Completing the questionnaire will make the work on the PCTE more concrete and take into account the digital expectations and needs of the educational environment and help to reliably define the directions for changes in education that will not only keep pace with other European countries, but also make Poland an important partner in digital education on the international stage.

The survey singled out ten most important issues to be considered at the beginning of the road to preparing the extremely important change that is the digital transformation of schools. They have been named the Decalogue of Digital Education.

These issues are:

• evaluation of the state of digital education
• revision of the current core curriculum
• influence of new technologies, including artificial intelligence on schools
• educational methods, didactics of computer science, digital didactics
• teacher education and in-service training
• equipment for pupils, teachers and schools
• training of digital professionals
• digital security
• changing the organisation of school work
• coordination of the implementation of the outlined objectives

The consultation will run until 29 February 2024.

Homework and grade average in public schools - draft amendment to the Regulation of the Minister of Education

26 January 2024

In response to numerous demands to relieve pupils of excessive duties and improve the effectiveness of teaching, the Minister of Education has submitted for public consultation and inter-ministerial arrangements a draft amendment to the Regulation of the Minister of National Education of 22 February 2019 on the assessment, classification and promotion of pupils and students in public schools.

The aim of the amendment is to relieve children and young people of school duties carried out after school, which, according to research conclusions, will translate into pupils' well-being and also promote equal opportunities.

Homework in primary school - scope of changes

According to the draft regulation, teachers in grades I-III of primary school shall not assign written or practical homework to be done by a pupil during free time. In grades IV-VIII, the teacher may give the pupil written or practical homework to do during free time, but it may not be compulsory or subject to assessment. The idea is that the teacher checks the written or practical homework and informs the pupil about the correctness and quality of its completion. This arrangement is beneficial for the pupil as it supports his or her individual development, minimising the risks of stress and inequality.

The proposed change does not imply the abolition of the obligation to study at home, i.e. to learn to read in the case of the youngest pupils, to read books, to assimilate specific content, foreign languages vocabulary, etc. The change will allow pupils to use the time to repeat material discussed at school, pursue passions and, very importantly, relax.

In parallel, the Ministry of Education is drafting a regulation that will introduce restrictions on the core curriculum of school subjects, which will also serve to relduce the pupils workload and make more effective use of school lesson time.

Changes to the calculation of the average of annual or final classification grades from the school year 2024/2025

The draft regulation also proposes a change to no longer count towards the average of annual or final classification grades - the classification grades for religion and ethics. These are currently the only optional subjects included in the average. The change is planned to be implemented as of 1 September 2024.

The public consultation of the draft regulation will last until 26 February 2024.

Possible comments can be sent to the following email address:  sekretariat.dkopp@men.gov.pl

 

Regulation on teachers salaries referred for consultation

19 January 2024

As announced, following the passing of the 2024 Budget Act on 18 January 2024 by the Polish Parliament and the so-called 'Circular Budget Act' passed by the Polish Parliament on 16 January 2024, the Ministry of National Education has prepared a draft regulation that sets out the minimum rates of basic remuneration for teachers in 2024.

Pursuant to the provisions of the Teachers' Charter Act, the Minister for Education, in agreement with the Minister for Labour, after consulting the Joint Commission of the Government and Local Self-Government, determines annually, by means of a regulation, the minimum rates of basic remuneration for teachers. This year's amendment takes into account the increase, as of 1 January 2024, of the salaries of appointed and certified teachers by 30% and the salaries of beginning teachers by 33%.

The draft regulation of the Minister of Education amending the regulation on the minimum rates of basic remuneration for teachers, the general conditions for granting basic remuneration supplements and remuneration for work on a day off was submitted on 19 January this year for inter-ministerial consultations - to social partners, including teachers' trade unions, the Joint Commission of the Government and Local Self-Government, and the Social Dialogue Council.

According to the provisions of the Teachers' Charter Act, an increase in teachers' salaries shall take place no later than three months after the promulgation of the Budget Act, with compensation as of 1 January of the relevant year.

 

"Meals at school and at home" in 2024-2028

15 January 2024

The Council of Ministers has adopted a regulation on the implementation of module 3 of the multi-annual government programme "Meals at School and at Home" concerning the support in the years 2024-2028 of the authorities running public primary schools in the provision of safe conditions for learning, upbringing and care by organising canteens and meal spaces, submitted by the Minister of Education.

The government will financially support local governments in the organisation of canteens and meal spaces in schools. The regulation will enable the implementation of the tasks that are included in the 'Meal at School and at Home' programme for 2024-2028.

Key solutions 

- Authorities that run public primary schools will be able to apply for funding for the organisation of facilities to enable the safe and hygienic consumption of meals by pupils at school. 

- The solution will help to develop the network of canteens in public primary schools. This will increase the number of pupils who benefit from organised meals. 

- Support will be available to: 

o public primary schools, including those operating in school complexes, youth sociotherapy centres, youth education centres and special education centres; 

o public art schools which provide general education within the framework of a primary school.

- The maximum amount of support will be: 

o PLN 80,000 - for the retrofitting and improvement of the standard of functioning school canteens (own kitchen and dining room); retrofitting of school canteens that are currently not functioning so that they can be launched; creation of new school canteens; 

o PLN 25,000 - to support the adaptation and equipping of rooms that are used for meals (dining rooms).

The deadline for applications for funding is 30 April of the given year.