There is no initial education system for staff taking care of children aged up to 3 years in Poland.

Since 1 October 2016, initial training for school teachers in Poland has been provided only within the higher education system.

The national standards for initial teacher training programmes are laid down in the Regulation of the Minster of Science and Higher Education of 25 July 2019 on the national standards for initial teacher training programmes (Rozporządzenie Ministra Nauki i Szkolnictwa Wyższego z dnia 25 lipca 2019 r. w sprawie standardu kształcenia przygotowującego do wykonywania zawodu nauczyciela) (as subsequently amended; last amended in September 2023). 

The standards apply to the initial training of subject teachers, theoretical vocational subject teachers, practical vocational training teachers, teachers conducting specific types of classes and teachers-psychologists.  Initial training of teachers covers a 5-year cycle (either as a long-cycle programme, or a first-cycle programme followed by a second-cycle programme, both in the same subject area as the corresponding long-cycle programme). Theoretical vocational subject teachers and practical vocational training teachers are also trained in first-, second- or long-cycle programmes. 

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

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

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

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

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

• pedagogy for teachers-psychologists; 

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

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

 

Institutions, levels and models of training

Care for children aged up to 3 years

There is no initial education system for staff taking care of children aged up to 3 years in Poland. The national legislation only specifies qualification requirements for staff and the scope of training programmes for some staff (staff working in a crèche and kids’ club, volunteers and day-care providers). 

Preschool education and school education

The concurrent model of teacher training is predominating in Poland. It is followed mainly in pedagogical higher education institutions (HEIs), but also in all types of other HEIs. As part of a degree programme in a field of study, students may choose a teacher specialisation track; thus, they can complete a teacher training programme as part of the chosen degree programme, in parallel to the subject-specific training.

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

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

To ensure adequate quality of training for prospective teaching staff, only HEIs which conduct research and use the latest research achievements in the field of education are authorised to provide initial teacher training. Prospective teachers are trained only by HEIs which have at least research grade B in the discipline to which a given field of study is assigned. 

Universities and so-called pedagogical HEIs (specialising in education sciences) train teachers for the school education system, for various specialisation areas for schools at all levels. They train the following categories of teachers: teachers of general education subjects for primary and post-primary schools; preschool education and early school education teachers; teachers and tutors for educational and childcare settings, staff for career guidance and counselling services and other specialised institutions providing support to children and youth, staff for school libraries and educational resources centres.

One of the HEIs specialising in pedagogy / teacher education is the Maria Grzegorzewska Academy of Special Education in Warsaw, which trains teachers for special schools and settings for children and youth with special educational needs at various levels. It is the only HEI that provides programmes in the field of Special Education with all relevant specialisation tracks.

There are also other research and educational institutions or units (institutes, chairs, departments) working in the field of Special Education and training special education teachers. Furthermore: 

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

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

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

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

 

Admission requirements

Care for children aged up to 3 years

There is no initial education system for staff taking care of children aged up to 3 years in Poland. The national legislation only specifies qualification requirements for staff and the scope of training programmes for some staff (staff working in a crèche and kids’ club, volunteers and day-care providers). 

Preschool education and school education

Each higher education institution (HEI) lays down the conditions, procedure and the start and end dates of the admissions process. A resolution of the HEI senate should be published by 30 June of the year preceding the academic year for which students will be enrolled, or immediately in the case of a newly established HEI or programme.

A student is enrolled on a programme through:

• the admission process;

• the process of validation of learning outcomes (which can lead to the award of up to 50% of ECTS credits allocated to classes covered by the curriculum);

• a transfer from another Polish HEI or a foreign HEI.

Admission to first- and long-cycle programmes is based on results of the maturity exam or the maturity exam and (an) exam(s) confirming qualifications for an occupation. Each HEI indicates the results of the exams that provide the basis for admission and publishes such information. 

First-, long- and second-cycle programmes

First- and long-cycle programmes are open to applicants who hold a maturity certificate or a maturity certificate and a certificate with results of the maturity exam in individual subjects. 

Second-cycle programmes are open to applicants who hold a degree / a diploma confirming completion of a degree programme.

To complete a degree programme and obtain a diploma, students should:

1. achieve learning outcomes, as defined in a given curriculum, which are allocated at least: 
   • 180 ECTS credits: for first-cycle programmes;
   • 90 ECTS credits: for second-cycle programmes;
   • 300 ECTS credits: for long-cycle programmes of 9 or 10 semesters;
   • 360 ECTS credits: for long-cycle programmes of 11 or 12 semesters;
2. pass the final / diploma exam;
3. receive a positive mark for the final thesis in the case of second- and long-cycle programmes, and in the case of first-cycle programmes where the final thesis is provided for in the curriculum.

Non-degree postgraduate programmes

Non-degree postgraduate programmes may be taken by applicants who have at least a Bachelor’s degree (licencjat or inżynier).

The minimum duration of a non-degree postgraduate programme is 2 semesters. Graduates receive a certificate of completion of a non-degree postgraduate programme. A certificate template is laid down by the entity providing a given programme.

Curriculum, level of specialisation and learning outcomes

Care for children aged up to 3 years

There is no initial education system for staff taking care of children aged up to 3 years in Poland. However, the national legislation specifies qualification requirements for staff and the scope of training programmes for some staff (staff working in a crèche and kids’ club, volunteers and day-care providers). 

Training programme for childminders in crèches and kids’ clubs, volunteers and day-care providers 

The contents of training programmes for childminders working in crèches and kids’ clubs, volunteers and day-care providers are set out in the Regulation of the Minister of Labour and Social Policy of 25 March 2011 on the scope of the training programmes for childminders in crèches and kids’ clubs, volunteers and day-care providers (rozporządzenie Ministra Pracy i Polityki Społecznej z dnia 25 marca 2011 r. w sprawie zakresu programów szkoleń dla opiekuna w żłobku lub klubie dziecięcym oraz dziennego opiekuna). Programmes are approved by an administrative decision. A list of approved programmes (available in Polish only) (updated on an ongoing basis) is published on the website of the Ministry of Family and Social Policy. Training courses are organised by entities which have received an approval decision. 

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

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

1. Psycho-pedagogical basis of individual development (20 hours):
   • adaptation as a result of development; 
   • individual development in the lifecycle; 
   • determinants of the individual development process; 
   • developmental achievements in each stage of the individual’s life;
2. Child development in the period of early childhood (25 hours):
   • developmental tasks in the infancy and post-infancy periods; 
   • aspects of child development: characteristics of changes in cognitive, psychosocial and motor development in each stage of the child’s life; 
   • sources of opportunities for, and threats to the development of the child aged up to 3 years; 
   • neurological basis for child development; 
   • child development mechanisms; 
3. Stimulating comprehensive child development (120 hours):
   • assessment of the child’s developmental needs; 
   • planning and documenting child development in everyday situations (greeting, farewell, meals, hygiene, rest, play); 
   • creating material and social environment for child development; 
   • nursing and health care for a normally and abnormally developing child; 
   • play as the basic form of the child’s activity: exploratory, musical, rhythmic, artistic / visual and technical games; 
   • introducing the child to culture; 
   • building social relations with the child, parents and local services responsible for child development. 
4. Competences of a childminder (35 hours): 
   • legal liability of a childminder; 
   • basics of emergency medicine (first aid for children); 
   • safety and hygiene regulations; 
   • ability to cope with stress and problem-solving skills; 
   • voice production;
5. Internship (80 hours). 

Supplementary course 

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

1. Stimulating comprehensive child development (60 hours):
   • assessment of the child’s developmental needs; 
   • sources of opportunities for, and threats to the development of the child aged up to 3 years; 
   • early childhood development support;
   • innovative methods of planning, organising, monitoring and documenting the child’s development process; 
   • building social relations with the child, parents and local services responsible for child development; 
2. Competences of the childminder (20 hours):
   • legal liability of the childminder; 
   • ability to cope with stress and problem-solving skills.

Course for volunteers

The programme of the 40-hour training course for volunteers taking care of children in crèches and kids’ clubs, which is provided in the form of workshops or tutorials, covers the following topics:

1. First aid for children; 
2. Nursing care;
3. Stimulating child development through exploratory, musical, rhythmic, artistic / visual and technical games.  

Course for day-care providers

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

1. Child development in early childhood (20 hours):
   • aspects of child development: characteristics of changes in cognitive, psychosocial and motor / physical development in each stage of the child’s life; 
   • sources of opportunities for, and threats to the development of the child aged up to 3 years; 
   • child development mechanisms; 
2. Stimulating comprehensive child development (90 hours):
   • assessment of the child’s developmental needs; 
   • planning and documenting the child’s development in everyday situations (greeting, farewell, meals, rest, play); 
   • creating material and social environment of the child’s development; 
   • nursing and health care for a harmoniously and non-harmoniously developing child; play as the basic form of the child’s activity: exploratory, musical, rhythmic, artistic / visual and technical games. 
   • introducing the child to culture; 
   • building social relations with the child, parents and local services responsible for child development; 
3. Competences of the childminder (20 hours):
   • legal liability of the childminder; 
   • basics of emergency medicine (first aid for children);
   • safety and hygiene regulations; 
4. Internship (30 hours).

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

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

No training is required for nannies.

Preschool education and school education

Initial teacher training is provided by higher education institutions (HEIs) as part of:

• first-cycle programmes (leading to a Bachelor’s degree: licencjat or inżynier),

• second-cycle programmes (leading to a Master’s degree: magister),

• long-cycle programmes (leading to a Master’s degree: magister),

• non-degree postgraduate programmes.

A curriculum for a programme specifies the number of semesters; the number of ECTS credits required for completion of the programme; the number of hours for classes, including internships; and science or art disciplines to which a given field of study is assigned, together with the leading / main discipline. HEIs are free to develop curricula and study plans within their autonomy, but they are required to fulfil certain general requirements set out in the national legislation.

With respect to the mode of study, HEIs offer degree programmes as:

• full-time programmes: programmes where at least half of the ECTS credits covered by a curriculum are earned as part of classes / activities directly involving academic teachers or other staff conducting classes / activities and students;

• part-time programmes: programmes identified in a resolution of the HEI senate where less than half of the ECTS credits covered by a curriculum can be earned with direct involvement of academic teachers or other staff conducting classes / activities and students. Part-time programmes lead to the same learning outcomes as full-time programmes.

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

Within a given field of study, students can:

• choose a teaching specialisation track within a degree programme in a given field of study and complete teacher training as part of the chosen programme; or

• complete a degree programme in a given field of study without a teaching specialisation track and complete teacher training as part of a non-degree postgraduate programme.

National standards for initial teacher training programmes

Teacher training as part of degree programmes and non-degree postgraduate programmes is based on the national standards for initial teacher training established by the Regulation of the Minister of Science and Higher Education of 25 July 2019 on the national standards for initial teacher training programmes) (rozporządzenie Ministra Nauki i Szkolnictwa Wyższego z dnia 25 lipca 2019 roku w sprawie standardu kształcenia przygotowującego do wykonywania zawodu nauczyciela ) (as subsequently amended).

The training for prospective teachers is organised in the form of classes / courses or groups of classes / courses. Curriculum design is determined by the orientation (‘profile’) of a programme:

• Academically oriented programmes: a curriculum includes (groups of) classes / courses which are related to an HEI’s research activities in (a) discipline(s) of science or fine arts to which a given field of study is assigned, and which are allocated more than 50% of the total number of ECTS credits required to complete a programme. It includes classes / courses which prepare students to conduct or participate in research activity.

• Practically oriented programmes: a curriculum includes (groups of) classes / courses developing practical skills which are allocated more than 50% of the total number of ECTS credits required to complete a programme.

The revised national standards, which have been in place since 1 October 2023, allow students to carry out an internship as part of a teacher training programme (including a non-degree postgraduate programme) in a face-to-face or distance learning format if provided by a hosting school.

The above-mentioned Regulation of the Minister of Science and Higher Education of 25 July 2019 (as subsequently amended) lays down, among other things, the national standards for the initial training of the following categories of teachers:

1. teachers;
2. early childhood education (preschool and early school education) teachers (early school education: grades I to III of the primary school).

Initial training standards for subject teachers, theoretical vocational subject teachers, practical vocational training teachers, teachers conducting specific types of classes and teachers-psychologists

Initial training of teachers is provided as part of degree programmes in a field of study, at a level of study and of an orientation (‘profile’) for which a curriculum defines the learning outcomes as referred to in the Act on the Integrated Qualifications System of 22 December 2015 (ustawa z dnia 22 grudnia 2015 r. o Zintegrowanym Systemie Kwalifikacji).

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

• Full-time first-cycle programmes last for at least 6 semesters (at least 180 ECTS credits).

• Full-time second-cycle programmes last for at least 3 semesters (at least 90 ECTS credits).

• Full-time long-cycle programmes last for at least 9 semesters (at least 300 ECTS credits) (360 ECTS credits for programmes lasting longer than 10 semesters).

• Part-time programmes may last longer than the corresponding full-time programmes. The number of ECTS credits required for the completion of a programme may not be lower than for the corresponding full-time first-, second- or long-cycle programme.

• Non-degree postgraduate programmes for prospective teachers last for at least 2 semesters.

The training is organised in the form of classes / courses or groups of classes / courses. The training of prospective teachers comprises:

• subject-area training; and

• teacher training, which covers:  

  • psychology and pedagogy; and

  • training on teaching and learning processes, including: 

    • basics of teaching and learning, and voice production;

    • training for the teaching of the first / main subject or for conducting the first / main type of classes, or for the teaching of an additional subject or conducting an additional type of classes.

Non-degree postgraduate programmes for prospective teachers can cover:

• psychology and pedagogy, and teaching and learning processes for the teaching of a subject or for conducting classes;

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

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

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

• pedagogy for teachers-psychologists;

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

Initial training standards for early childhood education (preschool and early school education teachers; early school education: Grades I to III of the primary school)

Training is provided as part of long-cycle programmes (at least 9 semesters and at least 300 ECTS credits).

Part-time programmes can last longer than full-time programmes.

The number of hours for classes, including internships, may not be lower than 2,860.

Curricula for part-time programmes may include a lower number of hours for classes if they ensure that students will achieve the same learning outcomes as in full-time programmes (at least 300 ECTS credits).

Training covers: subject-area training; and teacher training, including psychology and pedagogy; and teaching and learning processes.

Training for prospective preschool and early school education teachers is provided by academic staff and other staff who have competence and experience in the area(s) corresponding to the type of classes to be conducted by prospective teachers, including academic staff with research achievements in the two disciplines of sciences concerned, education science / pedagogy and psychology.

 

Teacher educators

Care for children aged up to 3 years

There is no initial education system for staff taking care of children aged up to 3 years in Poland. Training courses are organised by entities which have received an approval decision from the Ministry of Family, Labour and Social Policy. 

Preschool education and school education

 

Teachers are trained at higher education institutions (HEIs) by academic teachers who are divided into research-and-teaching staff, research staff and teaching staff. Only research-and-teaching staff and teaching staff are required by law to train students.

The legislation does not lay down any special requirements for academic staff who train teachers. It sets out general requirements concerning the level of qualifications, including degrees and titles, for research-and-teaching staff, research staff and teaching staff. The statutes of an HEI can define additional requirements and professional qualifications to be held by academic teachers.

Teachers working in in-service teacher training institutions are considered as school education teachers in the national legislation and are covered by separate regulations (Regulation of the Minister of National Education of 28 May 2019 on in-service teacher training institutions (Rozporządzenie Ministra Edukacji Narodowej z dnia 28 maja 2019 r. w sprawie placówek doskonalenia nauczycieli).

Qualifications, evaluation and certificates

Care for children aged up to 3 years

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

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

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

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

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

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

  • has at least 2 years of experience in working with children aged up to 3 years; or

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

Childcare staff in a crèche or kids’ club can be supported by volunteers. Before starting their work, volunteers are required to complete a training course in first aid for children, unless they hold a qualification of a childminder working in a crèche or kids’ club. 

A day-care provider is a person who meets the following requirements:

• provides a guarantee of proper care for children; 

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

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

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

• have suitable premises to ensure safety in childcare; 

• has completed: 

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

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

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

• is not a parent of the child to whom he/she will provide care; 
• is older than 18 years; 
• has undergone a physical examination for sanitary and epidemiological purposes and has received a so-called certificate of no contraindications to work. 

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

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

 

Preschool education and school education

Qualifications

A new regulation on the qualification requirements for teachers, which follows changes in the national standards for teacher training programmes, has been in force since 3 October 2023. 

The amendment was necessary, among other things, in view of the changes in initial teacher training introduced by: 

• the Act of 20 July 2018, the Law on Higher Education and Science (ustawa z dnia 20 lipca 2018 r. – Prawo o szkolnictwie wyższym i nauce); 

• amendments to the Regulation of the Minister of Science and Higher Education of 25 July 2019 on the national standards for initial teacher training programmes (rozporządzenie Ministra Nauki i Szkolnictwa Wyższego z dnia 25 lipca 2019 r. w sprawie standardu kształcenia przygotowującego do wykonywania zawodu nauczyciela). 

The new national standards for initial teacher training programmes have established a general rule whereby in order to be qualified for the position of subject teacher or teacher conducting specific types of classes, a person is required to complete: 

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

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

and 

• a teacher training programme. 

In the national standards the teacher training is defined as: 

1. teacher training  the completion of which is confirmed by a higher education diploma (degree) together with a Diploma Supplement or another document issued by a higher education institution, or by a certificate of completion of a non-degree postgraduate programme; or
2. teacher training covering knowledge and skills in the areas of psychology, pedagogy and teaching methodology specific to a given subject, type or level of school, taught for at least 270 hours and related to the field of study (specialisation area), and a successfully completed teaching internship of at least 150 hours; such knowledge and skills are acquired through the completion of a degree programme or a non-degree postgraduate programme provided in accordance with the legislation in force before 3 August 2019, and are confirmed by a higher education diploma (degree) or a certificate of completion of a non-degree postgraduate programme; or
3. teacher training completed as part of a programme at an initial teacher institution (the type of institution existing earlier in Poland), as confirmed by a diploma; 
4. teacher training covering knowledge and skills in the areas of psychology, pedagogy and teaching methodology specific to a given subject, type or level of school, taught for at least 270 hours and related to the field of study (specialisation area), and a successfully completed teaching internship of at least 150 hours; such knowledge and skills are acquired through the completion of a qualification course and are confirmed by a certificate of completion of such a course: or
5. teacher training for practical vocational training teachers covering courses in teacher education of at least 150 hours and provided as part of: 
   • a degree programme or a non-degree postgraduate programme provided in accordance with the legislation in force before 3 August 2019, the completion of which is confirmed by a higher education diploma (degree) or another document issued by a higher education institution or a certificate of completion of a non-degree postgraduate programme; or
   • a qualification course in teacher education for practical vocational training teachers, the completion of which is confirmed by a certificate of completion of such a course. 

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

1. a long-cycle (Master’s degree) programme provided in accordance with the new national standards for programmes in the field of Early Childhood Education (Preschool and Early School Education), and a teacher training programme; or
2. a first-cycle programme provided in accordance with the legislation in force before 3 August 2019 in the field of Early Childhood Education (Preschool and Early School Education), and a teacher training programme; or
3. a second-cycle programme provided in accordance with the new national standards in the field of Early Childhood Education (Preschool and Early School Education) (based on § 39, section 2, subsection 2, and section 3, sub-section 2 of the Regulation of the Minister of Science and Higher Education of 27 September 2018 on degree programmes (rozporządzenie Ministra Nauki i Szkolnictwa Wyższego z dnia 27 września 2018 r. w sprawie studiów), and a teacher training programme; or
4. a degree programme provided in accordance with the legislation in force before 3 August 2019. 

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

1. a first- and a second-cycle programme or a long-cycle (Master’s degree) programme in accordance with the new national standards: 
   • in a field of study corresponding to the subject or type of classes to be taught, and a teacher training programme; or
   • in a field of study where the curriculum defines learning outcomes, in terms of knowledge and skills, covering contents specified in the general education core curriculum for the subject or the type of classes to be taught at the relevant education stage, and a teacher training programme; or
   • in a field of study where the curriculum defines learning outcomes, in terms of knowledge and skills, covering contents that correspond to the general requirements set in the general education core curriculum for the subject or type of classes to be taught at the relevant education stage; and a teacher training programme; and a non-degree postgraduate programme provided in accordance with the new national standards for the subject or type of classes to be taught; or
2. a second-cycle programme or a long-cycle (Master’s degree) programme provided in accordance with the legislation in force before 3 August 2019: 
   • in a field (specialism) corresponding to the subject or type of class to be taught, and a teacher training programme; or
   • in a field of study where the learning outcomes, in terms of knowledge and skills, cover contents defined in the general education core curriculum for the subject or the type of class to be taught at the relevant education stage; and a teacher training programme; or
   • a field of study other than those listed in points (a) and (b), a teacher training programme, and a non-degree postgraduate programme in the area corresponding to the subject or the type of class to be taught. 

However, there are many exceptions to the rule of the 5-year initial training cycle. In particular, in case teachers working in primary schools acquired their qualifications in accordance with the national standards previously in place (that is, the legislation in force before 3 August 2019), they should complete only a first-cycle programme as the minimum requirement. 

Assessment and diplomas

Student performance during a programme in a higher education institution (HEI) is assessed by academic teachers through coursework, tests and examinations.

Academic teachers use various assessment methods, including oral exams, written exams, tests, etc. It is normally either a numerical mark or credit confirming completion that is recorded in the student book (academic transcript). HEIs use a four-grade scale (very good, fair, satisfactory and unsatisfactory).

Courses / classes included in a curriculum are allocated ECTS credits.

To be awarded a diploma / degree, students should earn the following numbers of credits:

• for first-cycle programmes: at least 180 ECTS credits;

• for second-cycle programmes: at least 90 ECTS credits;

• for long-cycle programmes: at least 300 ECTS credits for 5-year programmes, and 360 credits for 6-year programmes.

First-, second- and long-cycle graduates obtain a diploma of an HEI (based on the template approved by the senate of the HEI), confirming the award of a degree, and a Diploma Supplement. Graduates who have finished a non-degree postgraduate programme receive a certificate of completion.

A student may take the final (‘diploma’) examination if his/her final thesis has received a positive mark. The final thesis is a paper / study prepared independently by the student and devoted to a selected academic or artistic topic or a piece of artistic work demonstrating the student’s general knowledge and skills, related to a given field and level of study and orientation (‘profile’) of a programme, and his/her analytical and reasoning skills.

HEIs are required to assess written final theses before the final exam using the so-called Unified Plagiarism Detection System (Jednolity System Antyplagiatowy).

First-cycle programmes

In order to complete a programme, students are required to:

1. achieve the learning outcomes specified in the curriculum and earn a required number of ECTS credits;
2. pass the final (‘diploma’) examination; and
3. receive a positive mark for the final (‘diploma’) thesis (if the final thesis is provided for in the curriculum).

Graduates are awarded a higher education diploma (a diploma of completion of a degree programme) which includes details such as: the mode of study; field of study; orientation (‘profile’); the discipline to which the field of study concerned is assigned (or the leading / main discipline if the field of study is assigned to more than one discipline); the final mark for the overall programme (in words); the degree awarded; and the award date.

Together with a diploma, graduates receive a Diploma Supplement, based on the model developed by the European Commission, the Council of Europe and UNESCO/CEPES. It includes information about the diploma itself, the level of the qualification obtained, contents of the programme completed, results achieved (together with ECTS credits and the final mark), and the function of the qualification.

Second-cycle and long-cycle programmes

In order to complete a programme, students are required to:

1. achieve the learning outcomes specified in the curriculum and earn a required number of ECTS credits;
2. pass the final (‘diploma’) examination; and
3. receive a positive mark for the final (‘diploma’) thesis. Although a Master’s degree is classified as a ‘professional title’, Master’s theses usually are research-type papers.

Graduates are awarded a higher education diploma (a diploma of completion of a degree programme) which includes details such as: the mode of study; field of study; orientation (‘profile’); the discipline to which the field of study concerned is assigned (or the leading / main discipline if the field of study is assigned to more than one discipline); the final mark for the overall programme (in words); the degree awarded; and the award date.

Graduates also receive a Diploma Supplement.

Non-degree postgraduate programmes

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

Graduates are awarded a certificate of completion of a non-degree postgraduate programme. It includes, among other things, information about the scope of the programme, the number of semesters, the final mark and a list of theoretical and practical training classes / courses together with the corresponding numbers of ECTS credits.

Teaching qualifications

There are no specific ‘teaching qualifications’ as such awarded in higher education. Higher education diplomas for degree programmes with a teaching specialisation track, and certificates of completion of non-degree postgraduate programmes for prospective teachers confirm the completion of a teacher training programme, and thus are recognised as a ‘teaching qualification’.

Alternative training pathways

There are no alternative training pathways in Poland, but there are exceptions to the general qualification requirements for the position of teacher. This means that the requirement to complete a 5-year long-cycle (Master’s degree) programme or a first-cycle programme combined with a second-cycle programme does not apply to the following groups of teachers: 

• Teachers of the subject Family Education in primary schools: The subject can be taught by teachers of this subject or those teaching classes other than Family Education who have a certificate of completion of a qualification course in Family Education provided in accordance with the legislation on in-service teacher training institutions. 

• Theoretical vocational subject teachers who have at least a first-cycle degree and have completed a teacher training programme: The qualification requirements for this group of teachers result from the specificity of their initial training. Many theoretical vocational subject teachers were initially trained for “non-teaching” professions where a second- or long-cycle degree (Master’s degree) is not required. As experts in their areas, they are often employed in the position of theoretical vocational subject (or practical vocational training) teacher and complete a teacher training programme during their professional career. 

• Practical vocational training teachers who have a maturity certificate, work experience or a Master Craftsman diploma and the title of Master Craftsman in the occupation for which they train pupils, and have completed a teacher training programme: Practical vocational training teachers who do not hold a higher education qualification can complete a teacher-training qualification course provided in accordance with the Regulation of the Minister of National Education of 28 May 2019 on in-service teacher training institutions (Rozporządzenie Ministra Edukacji Narodowej z dnia 28 maja 2019 r. w sprawie placówek doskonalenia nauczycieli). 

• Foreign language teachers: 

  • Foreign language teachers in nursery schools and Grades I to III of primary schools can also be: 

    • persons who hold qualifications for the teaching of a foreign language at all education levels; 

    • teachers of nursery schools and Grades I to III of primary schools who completed a degree programme at the time when the programme did not include a course in early language teaching but who have a certificate of passing an exam in a given foreign language at least at the basic level and have completed a non-degree postgraduate programme or a qualification course in early teaching of a given language; 

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

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

    • hold first-cycle diploma (degree) in a given foreign language specialisation area or Applied Linguistics, confirming completion of a programme provided in accordance with the legislation in force before the entry into force of the Regulation of the Minister of Science and Higher Education of 17 January 2012 on the national standards for initial teacher training programmes (rozporządzenie Ministra Nauki i Szkolnictwa Wyższego z dnia 17 stycznia 2012 r. w sprawie standardów kształcenia przygotowującego do wykonywania zawodu nauczyciela), and have completed a teacher training programme; 

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

  • Foreign language teachers in primary schools can have a first-cycle diploma (degree) in any (other) field of study where the curriculum did not cover learning outcomes, in terms of knowledge and skills, defined in the core curriculum for a modern foreign language, and a certificate of passing an exam in a given foreign language at the advanced or proficient level (as referred to in an annex to the afore-mentioned Regulation), and have completed a teacher training programme. 

• Teachers of a regional language can be those who hold at least a first-cycle diploma (degree) in a given regional language and have completed a teacher training programme. 

• Teachers of religion who meet the qualification requirements set in the agreements between the minister responsible for school education and the Polish Bishops’ Conference or the authorities of other churches and religious associations. 

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