Vet guidance in poland

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Vet guidance in poland

  1. 1. VET guidance in PolandHistoryThe need to organize counseling in Poland was influenced by life itself. It was the initiative ofCentral Office of Vocational Training (CUSZ) in May 1956. At the same time, the Commissionof Education, Science and Culture of the Parliament called on the communist educationauthorities to organize counseling for youth and their parents. Parliamentary Committee came tothe assumption that a significant screening of students in vocational schools was caused by thewrong choice of profession. At the beginning of 1957, the guidance has been incorporated intothe education system. The first facilities - psychological and vocational (or psychological-pedagogical) were created. For the first time in the history of education in Poland guidance hasbeen included in the law and obtained a permanent material base , which ensured systematicdevelopment. The first act of legislation for the guidance was issued in 1958 in the form of anorder of the Minister of Education. The Association of School and Professional Advisors wasestablished in 1991, bringing together experts in the subject of vocational guidance in variousinstitutions and ministriesLegal framework/Legislation1. Constitution of 2.04.1997r. (Article 65) basic act, which demonstrate the need to organize andpromote vocational guidance.2. Act of 7 September 1991 about the education system - requires from schools "to preparestudents to enter the profession and field of study.3. The Maastricht Treaty of 7 February 1992. in art. 126 and 127 of the cooperation:• This document expanded scope of vocational guidance to issues related to education (Article126), tying them tightly to the educational process training and preparation for the labor market(Article 127).• Member States have chosen their own solution concerning the vocational guidance. Thedifferences relate to the structure while maintaining the common concept.Everywhere it is important to link the guidance with education.1
  2. 2. 4. The legislation regulating the issue of practical vocational training is the 1 July 2002regulation by the Minister of National Education and Sport. The regulation concerns practicalvocational training in school workshops, school laboratories, continuing education centers andpractical training centers, with employers and on individual farms; it applies to student of publicupper secondary schools offering vocational education as well as young workers/apprenticesdoing traineeships as part of their job preparation course. Traineeships are organized by theschool. Traineeships for apprentices are organized by their employers.Activities1. Vocational guidance education is part of the basic national curriculum as a cross-cuttingsubject. Schools must integrate it into their detailed curricula in separate subjects such as„citizenship education „ or „ social science”.At ISCED level 2, the compulsory subject called civic education (3 teaching hours per week in aperiod of 3 years) comprises elements of vocational guidance and consists of three subjects:„family education”, „civic education” and „education for active participation in the economiclife of the country”.Objectives are as follows: the comprehensive development of students, aimed at preparing themfor active participation in the socioeconomic life of a country.At ISCED level 3, introduction to entrepreneurship is the compulsory subject which is mostrelated to vocational guidance (2 teaching hours in a period of 3 years). Its objectives:• preparation for active participation in economic life;• shaping of the attitude for reliable work and entrepreneurship;• developing communicative skills and teamwork;• developing skills for active job searching and the suitable choice of career;• mechanisms of market economy;• basic rules for running various businesses;• the role of the state and its law in the market economy;• European and world economies.2
  3. 3. 2. The legislation regulating the issue of practical vocational training is the 1 July 2002regulation by the Minister of National Education and Sport. The regulation concerns practicalvocational training in school workshops, school laboratories, continuing education centers andpractical training centers, with employers and on individual farms; it applies to student of publicupper secondary schools offering vocational education as well as young workers/apprenticesdoing traineeships as part of their job preparation course. Traineeships are organized by theschool. Traineeships for apprentices are organized by their employers.Practical vocational training has two forms: traineeships and practical training classes.Practical training classes are organized in order to teach the students and young workers thevocational skills necessary to start work in a given profession. Practical vocational trainingorganized outside school is based on a contract signed by the headmaster of the school and theinstitution providing the training, in groups or individually.Practical vocational training is delivered by teachers of practical vocational training. In the caseof training provided by an employer, it is delivered by employees with teaching qualificationswho are referred to as instructors of practical vocational training.Traineeships are organized for students to enable them to apply and further develop the acquiredskills and knowledge in real working conditions. Traineeships may be organized throughout thewhole school year and during summer holidays. The curriculum for each profession specifies therange of skills and knowledge taught during traineeships. Students below the age of 16 have amaximum of 6 hours of practical training per day, and students of 18 and over can have up to 8hours of training a day.Traineeships organized in firms or on farms have supervisors who are employers or nominatedemployees of the firm or individual farmers. The supervisors of traineeships should haveteaching qualifications.3. Contacts with the professional worldSeminars and workshops related to vocational guidance education programmes are organized byschools in cooperation with the professional world.There is no national regulation concerning the issue. However, cooperation is taking place on anindividual institution, local business and community basis. Many schools and businesses takepart in the European educational programmes such as Leonardo da Vinci or Comenius.4. Since 2003, School Career Centres (Szkolne Ośrodki Kariery – SZOK) have been created inschools at lower (gimnazjum) and upper secondary level. Currently, 361 centres are operational.The educational counselors who work in them are responsible for the implementation of aspecific guidance system for each school. Their role is to provide pupils with information on3
  4. 4. possible educational pathways, the local labour market, labour laws, etc., and to help themacquire the necessary knowledge and skills to make their future career choices. They offercounseling to pupils and parents, individually or in groups.The clients of SzOK are in majority pupils of the school, where the SzOK was established, andpupils from other schools in the area (about 80%) as well as their parents (over 10%). The nextgroup of clients consist of teachers interested in vocational guidance (about 3%) and unemployedyouth aged up to 25 years of age (1%). The rest 5% of clients are all people interested in contactwith SzOK.Classes in School Career Centress are implemented in various forms:- activating group classes,- lectures, questions and answers, brainstorming and other workshops,- individual educational and vocational guidance,- diagnose students needs for information and assistance in career planning through interviews,surveys and other methods,- dissemination and discussion with the students the information gained in above way,- watching films,- access to Internet, borrowing books and publications of SZOK and use of other pedagogicalmaterials,- publishing and editing newsletters or school additions,- organizing trips to places connected with the world of education and work - secondary schools,universities, offices and private companies to present various professions, trips to job fairs,learning how to use office equipment.ProvidersIn Poland professional and vocational guidance is a responsibility of two ministries:1/ Ministry of National Education and Sport /is responsible for vocational guidance and careerplanning of school students. The main institutions maintained by this ministry providing servicesrelated to this are the Psychological and Pedagogical Counselling Centres.2/ Ministry of Economy, Labour and Social Policy responsible for professional andvocational guidance of adults and young people who are unemployed/. The main institutionsmaintained by the ministry and providing services related to this are 12 Centres for VocationalInformation existing at the Voivodeship Labour Offices (Wojewódzki Urząd Pracy -WUP/; 52 Information and Career Planning Centres also existing at WUPs; as well asUnits for Information and Group Counselling existing at the District Labour Offices. Theyall employ professional advisers.4
  5. 5. Consultancy related to career planning and vocational guidance is also conducted by VoluntaryLabour Corps (Ochotniczy Hufiec Pracy - OHP), which have established Educational andLabour Centres whose personnel includes vocational advisers. With regard to vocational trainingof young people and preparing them to enter the labour market the importance of the VoluntaryLabour Corps will be growing.Organizational units of OHP will become specialized entities of the labour market for thatpurpose. In order to fulfil this objective a network of Mobile Vocational Information Centres forYouth will be established; their goal is to remove the barrier related to the access to informationand prevent social exclusion of young people entering the labour market. The total number of 50Mobile Vocational Information Centres for Youth are to be established. Mobile VocationalInformation Centres for Youth will constitute the foundation for building nationwide informationsystem, and providing vocational guidance and labour agencies for young people, under the jointname of Youth Career Centres.Relatively new structures which are being established by a growing number of educationalinstitutions are the School Career Centres, which are designed to become school centres ofeducational and vocational information. Ultimately they are designed to constitute a componentof the National System of Information and Educational and Vocational Guidance and support theprocess of vocational counselling and career planning for young people. The rationale forestablishing such centres results from the deep conviction that the process of an individual’sprofessional development starts at a very young age. This is when we develop various qualitiessuch as approach to work, capabilities and skills; this is when the first decisions related toeducation are taken.Examples of good practices1. www.cdzdm.plVocational Guidance center for Youth-provide services for schools, teachers and students.2. http://www.irp-fundacja.pl/know-how-portal/publikacje.phpInternational project (EEA Grants) concerning vocational guidance, career planning andempowerment of human capital in professional context. The partnership built online platform forvocational guidance specialists, psychologists and people working with young students andhelping them to choose the right career path.3. http://www.doradztwozawodowe.koweziu.edu.pl/aktualnosci/90-na-dobry-poczatek.html5
  6. 6. EU Project „Elaboration of vocational guidance model and online information and educationsystem” .In frames of the Project the following activities are being realized:- Analyses of vocational guidance in PL and some EU countries;- Vocational guidance model;- Piloting of the model;- Online Information and Educational System.4. http://www.dobrepraktyki.pl/index.php?p1=5&p2=18&art=359&s=2Vocational and social activization of disabled and young people in danger of social exclusion.5. http://www.doradca-zawodowy.ecorys.pl/index.php?option=com_content&task=view&id=56&Itemid=45Vocational guidance online. Information and good practices in Poland.6
  7. 7. EU Project „Elaboration of vocational guidance model and online information and educationsystem” .In frames of the Project the following activities are being realized:- Analyses of vocational guidance in PL and some EU countries;- Vocational guidance model;- Piloting of the model;- Online Information and Educational System.4. http://www.dobrepraktyki.pl/index.php?p1=5&p2=18&art=359&s=2Vocational and social activization of disabled and young people in danger of social exclusion.5. http://www.doradca-zawodowy.ecorys.pl/index.php?option=com_content&task=view&id=56&Itemid=45Vocational guidance online. Information and good practices in Poland.6

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