Validation of non-formal and informal learning outcomes is linked to mechanisms that are in place in formal education. Intensive work has been underway in Poland for several years to introduce changes in these areas. This involves not only the development of a system for validation, certification and transfer of learning outcomes and, consequently, of qualifications, but also the revision and standardisation of terminology. The 2030 Integrated Skills Strategy is expected to contribute to more effective assessment, validation and certification of learning outcomes, regardless of the setting in which they have been achieved. The document also addresses the development of guidance for validation and recognition of prior learning (RPL) at the national, regional and local levels.
Integrated Qualifications System
The Act on the Integrated Qualifications System (IQS) (Ustawa o Zintegrowanym Systemie Kwalifikacji) came into force on 15 January 2016. The main instruments of the IQS include:
- the 8-level Polish Qualifications Framework providing information on knowledge, skills and social competences; and
- the Integrated Qualifications Register.
The Act defines concepts such as qualifications, full qualifications, partial qualifications, market qualifications and regulated qualifications. This will increase the transparency and comparability of skills acquired outside school.
The IQS aims to:
- ensure quality of the qualifications awarded;
- ensure recognition of learning outcomes achieved in non-formal and informal education;
- enable the accumulation and recognition of achievements / credits;
- provide information on the qualifications available in Poland;
- enable comparison of qualifications acquired in Poland and other EU countries.
The responsibility for coordination of the IQS rests with the Minister of Education and Science.
As the vocational education and training system is now more open to learning in non-school settings (which is relevant, in particular, to adult education and training), effective mechanisms are being developed for the validation of learning outcomes achieved by adults, also through non-formal and informal learning.
Polish Qualifications Framework and the Integrated Qualifications Register
The Polish Qualifications Framework (PQF) describes 8 levels of qualifications identified in Poland, which are referenced to the corresponding levels of the European Qualifications Framework, as defined in Annex II to the Recommendation of the European Parliament and of the Council of 23 April 2008. Qualifications in the PQF are defined in terms of knowledge, skills and social competences.
The PQF assigns levels to full qualifications. Such qualifications are confirmed by a certificate or diploma. The levels of the PQF and corresponding certificates and diplomas are presented in the table below.
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Qualifications and corresponding levels in the Polish Qualifications Framework |
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Qualification levels |
Certificates and diplomas confirming a given level of qualifications |
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Level I |
Primary school leaving certificate: awarded to pupils finishing the 6-year primary school that was in place before the ongoing reform of the school education system 1st grade music school leaving certificate 6-year 1st grade general music school leaving certificate |
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Level II |
Primary school leaving certificate: awarded to pupils finishing the 8-year primary school that has been established by the ongoing school education reform Lower secondary school leaving certificate: awarded to pupils finishing the lower secondary school that was in place before the ongoing school education reform |
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Level III |
Diploma conferring vocational qualifications: awarded upon finishing a stage I sectoral vocational school or achieving the same level of education through other equivalent education paths, and upon passing exams leading to qualifications for a given occupation Diploma conferring vocational qualifications: awarded upon finishing a basic vocational school or achieving the same level of education through other equivalent education paths, and upon passing exams leading to qualifications for a given occupation Journeyman certificate: awarded upon finishing a basic vocational school or stage I sectoral vocational school and passing examinations for so-called craftsman occupations. The qualifications acquired should correspond to the level of qualifications identified in the PQF. |
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Level IV |
Diploma conferring vocational qualifications: awarded upon finishing a technical upper secondary school or post-secondary school or achieving the same level of education through other equivalent education paths, and upon passing exams leading to qualifications for a given occupation Art school diploma conferring a vocational title. The qualifications acquired should correspond to the level of qualifications identified in the PQF. Maturity certificate |
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Level V |
Vocational diploma of completion of a post-secondary school, issued upon passing a vocational exam in a given occupation for which learners are trained only at a post-secondary school. Diploma of a teacher training college Diploma of a foreign language teacher training college Diploma of a college of social work |
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Level VI |
First-cycle diploma |
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Level VII |
Second-cycle diploma Long-cycle diploma |
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Level VIII |
Doctoral / PhD diploma |
Source: Based on the Act of 22 December 2015 on the Integrated Qualifications System (ustawa o Zintegrowanym Systemie Kwalifikacji z dnia 22 grudnia 2015 r.), (accessed August 2023), and the Integrated Qualifications System (accessed August 2023).
Integrated Qualifications Register
The Integrated Qualifications Register (IQR) is a public register that gathers information on all qualifications included in the Integrated Qualifications System (IQS), independently of other registers and catalogues created in Poland for individual ministries, branches, professions and institutions. The IQR was established in 2016 by the Act of 22 December 2015 on the Integrated Qualifications System (ustawa z dnia 22 grudnia 2015 r. o Zintegrowanym Systemie Kwalifikacji) and is one of main elements of the system. The IQR provides information on whether a given qualification is a full or partial qualification, the specific requirements to be fulfilled to acquire the qualification, and the institutions authorised to award it.
The IQR includes qualifications for which quality will be assured through specific procedures and monitored by the institution establishing a given qualification. Validation of qualifications is an integral part of the formal education system (see Table 5). Currently, the IQR contains 17,459 qualifications (which include market qualifications, sectoral vocational education and artistic qualifications, qualifications awarded upon completion of degree programmes, regulated and other qualifications).
The IQR also has a liaison function for institutions which cooperate within the framework of the IQR. The IQR is kept by the Educational Research Institute (Instytut Badań Edukacyjnych), which ensures that the data gathered is complete and up to date.
Validation
The validation process aims primarily to assess whether a person knows, understands and is able to do what is specified in the description of a qualification. The IQR places emphasis on compliance with validation standards, which include the separation or independence of the validation process from the learning process. Validation helps learners to verify information on the skills possessed that are necessary to obtain a given qualification and a certificate which is recognisable in EU countries, and provides employers with reliable confirmation of employees’ or job applicants’ skills.(Integrated Qualifications Register, accessed August 2023).
Further details about the validation process are available in Cedefop’s publication (Duda A., European inventory on validation of non-formal and informal learning 2018 update: Poland; accessed August 2023).
The validation process consists of the following elements:
- identification of learning outcomes (LOs): defining and analysing the knowledge, skills and social competences that the applicant has acquired;
- documentation of LOs: collecting evidence of the achievement of selected LOs (e.g. certificates, practical placement certificates, examples of work, video recordings, recommendations, a description of the job / work performed by the applicant, etc.;
- assessment: checking through appropriate methods whether the applicant has achieved specific LOs, and validation of the assessed LOs; and
- certification of the LOs achieved: in the form of a qualification or credits (ECTS, ECVET) or achievement leading to a qualification, or in another form.
Poland does not have yet a single coherent system for the validation of LOs achieved in non-formal and informal learning. Existing mechanisms are applied in various sectors and related to various practices and validation processes. Some of them have been in place for many years, other are innovations adopted from abroad, and still other have been introduced on a pilot basis. Such measures are taken under the Programme “Chance: new opportunities for adults” („Szansa – nowe możliwości dla dorosłych”) (see also the Chapter on Developments and Current Policy Priorities).
Source: Based on ‘From competences to qualifications: a review of procedures and practices for the validation of learning outcomes’ (Od kompetencji do kwalifikacji – diagnoza rozwiązań i praktyk w zakresie walidowania efektów uczenia się; in Polish only), Educational Research Institute, Warsaw 2013, p. 32
Extramural examinations
Extramural or external exams (which adults take as externals) are one of the methods of validating learning outcomes (LOs) achieved outside the formal education system. They enable validation of LOs achieved by adults who choose to prepare independently for exams at the level of a primary or post-primary school; such exams cover the requirements laid down in the national core curriculum for general education. In the case of schools providing vocational education (occupation-based vocational education), adults may also prepare independently for an exam leading to qualifications for a given occupation (extramural / external vocational exam). It is worth noting that an extramural / external vocational exam is not conducted for all occupations for which pupils are trained in the school education system; for example, it does not cover medical occupations.