bureau for academic recognition

Transkrypt

BUREAU FOR ACADEMIC RECOGNITION
AND INTERNATIONAL EXCHANGE
THE SYSTEM OF EDUCATION
IN THE REPUBLIC OF POLAND
SCHOOLS AND DIPLOMAS
by
Joanna Jung-Miklaszewska
WARSAW 2000
translation: Ewa Kolanowska
Introduction
This study provides basic information on the system of education in Poland, focusing in particular on its
subsequent stages which include primary schools, gymnasiums, secondary schools and higher education schools.
Produced by the Bureau for Academic Recognition and International Exchange, the study is addressed primarily
to similar structures, these operating in many countries under the name of ENICs/NARICs. Hence, efforts were
taken to include information which may facilitate the work of these centres in the area of equivalence and
recognition of certificates and diplomas awarded by various types of schools.
The study contains a description of the types of schools as existing in the school year 1999/2000 as well as
information about educational establishments functioning previously. It also gives an insight into new types of
schools which will be introduced as part of the school reform initiated in 1999.
Individual types of schools are presented while taking into account issues such as admission requirements, the
duration of education in years, information about curricula, the type of certificate or diploma and
vocational/professional qualifications obtained as well as further education options.
These issues are also discussed for higher education schools.
2. Compulsory education
According to the Act on School Education, as from the school year 1999/2000, education is compulsory until
the age of 18 (inclusive). Compulsory education starts at the beginning of the school year in the calendar year
when the child reaches the age of 7 and lasts until the end of education in the gymnasium, though not longer than
until the age of 18. From the school year 1999/2000, the duration of compulsory schooling is extended by 1 year;
previously, compulsory education comprised the period between 7 and 17 years of age and related to the
completion of education in the 8-year primary school.
At parents’ request, primary schools may also enrol children who reach the age of 6 before the 1 st of September
and have achieved psychological and physical maturity required to start school education. The decision on
earlier admission to primary school is taken by the school head, following consultations with psychological and
educational guidance services about the level of the child’s development.
From the school year 1999/2000, compulsory education is completed by attending a 6-year primary school, a 3year gymnasium and a post-gymnasium school, whether these are public or non-public institutions. The
requirement to complete compulsory education is also applicable to children with special educational needs.
3. Nursery schools
Pre-primary education institutions form a part of the school education system. They organise care and education,
thus complementing family education. They also play an important role in compensating environment-related
disadvantages, this being achieved through various educational tasks which are designed to support the
development of children and to help them prepare for school education.
Pre-primary education is provided for children between the age of 3 and the start of education in the first year of
the 6-year primary school. It is organised in nursery schools, which are separate establishments, or in nursery
divisions based at primary schools (the so-called “0 classes”). 6-year-olds have the statutory right to receive one
year of pre-primary education which prepares them to start primary school education. The responsibility for
ensuring that children may exercise this right rests with local government authorities (the municipality, i.e.
gmina). In case a gmina does not enable the child to benefit from this right, parents may appeal to the voivode
(i.e. the head of province-level authorities). At present, 97% of 6-year-olds are enrolled in the pre-primary
preparatory year, offered in both nursery schools and school-based nursery divisions.
Nursery schools (przedszkola) are divided into public and non-public institutions. Public nursery schools are
managed and financed by gminas. A contribution towards the costs of nursery school maintenance is also
provided by parents who pay for their children’s stay extending beyond 5 hours per day and for meals. The
nursery school is statutorily required to offer children at least 5 hours of free teaching and educational activities
per day. Public nursery schools use curricula based on the core curriculum for pre-primary education as
approved by the Ministry of National Education, i.e. a set of basic developmental competencies defined for
children in this age group.
Non-public nursery schools may be established and administered by legal and natural persons on the basis of an
entry in a register held by the competent kurator (i.e. the head of local educational authorities) who is also
responsible for pedagogical supervision. These institutions are financed mainly by parents. A nursery school
administered by a natural person may apply for the status of a public nursery school and, subsequently, for a
grant to finance its activities which is awarded from the gmina budget. Non-public nursery schools are required
to implement a core curriculum.
Children with special educational needs, between the age of 3 and 7 (the start of school education), though not
longer than until the age of 10, may attend special or integration nursery schools. Pre-primary education for
children with special educational needs is not compulsory; this is only a right which they are free to benefit from
on a voluntary basis. Special nursery schools follow curricula which are recommended by the Ministry of
National Education for mainstream nursery schools. Different arrangements are applied only to nursery schools
for mentally handicapped children, those with hearing impairments and those with multiple disabilities.
On the basis of a relevant Ministry of National Education regulation, in addition to special nursery schools,
integration nursery schools and divisions have been organised since 1993 where children with special
educational needs are placed together with those developing at the normal pace.
Pre-primary education. Statistical data (school year 1999/2000)
Pre-primary institutions,
incl.:
nursery school divisions
based at primary schools
Total number of
Institutions
Total number of
pupils
Total number of
teachers
18 885
919 117
65 918
10 152
199 506
11 967
4. Primary schools and gymnasiums
4.1. Primary school before the implementation of the Act of 1999
Between the school years 1948/49 and 1965/66, primary school (szkoła podstawowa) was a 7-year school which
together with a 4-year general lyceum constituted an 11-year cycle of general education, with subsequent years
forming a single stream from Form I to Form XI.
Primary school was extended to 8 years pursuant to the Act of the 15th of July 1961 on the development of the
education system and, as justified in this law, with a view to ensuring that pupils are better prepared to continue
their education and to obtain vocational/professional qualifications. As part of the reform, new curricula were
introduced in Forms V to VII, and Form VIII was organised in the school year 1966/67. This school was the
basic component of the Polish school system. Eight years of primary school were covered by compulsory
education. The completion of primary education was documented by the certificate of completion of education
in the primary school (świadectwo ukończenia szkoły podstawowej) which provided access to further stages of
education in various post-primary schools.
Until 1991 primary school was a uniform structure in terms of its curriculum. This means that primary education
was provided in accordance with the same curriculum and the same textbooks in schools throughout the country.
As part of changes introduced subsequently, teachers may now implement various curricula which are only
based on a core curriculum, i.e. a prescribed set of common contents, as approved by the Minister of National
Education.
The first three years of education (beginning learning) were designed as an induction stage, because pupils could
acquire basic knowledge and skills necessary for further education. The remaining years were devoted to general
education within various subjects, these corresponding to the basic academic disciplines (e.g. history) and the
areas of human activity (e.g. music; the framework timetable for Form VIII in the 8-year primary school is
attached in the annex). In spite of these underlying aims, education was subject-based even in the beginning
learning years.
The last class of those graduating from the 8-year primary school left this structure in the school year 1999/2000.
This year is simultaneously the first year for the introduction of the 6-year primary school which together with
the 3-year gymnasium constitutes a compulsory education cycle.
Moreover, 8-year primary schools organised vocational training classes for pupils who completed only Form V
or VI by the age of 15 and did not demonstrate potential for completion of primary education in the prescribed
time.
In addition to the types of mainstream primary schools described above, the other structures which existed and
still exist at this level are special (7- or 8-year) primary schools for children with special educational needs. Most
of special schools follow the same curriculum as mainstream schools, the only exception being schools for
mentally handicapped children, children with hearing impairments and those with vision impairments.
4.2. Primary school after the implementation of the Act of 1999
In the school year 1999/2000, the former primary schools were transformed into 6-year primary schools.
The 6-year primary school provides education for children aged 7 to 13. This stage of education is designed to
enable children to acquire basic skills and to educate them in close co-operation with their parents. Educational
activities of the school are concentrated around the general education core curriculum, i.e. the so-called canon
of basic teaching contents. Teaching is divided into 2 cycles: an integrated cycle (Forms I to III) and a blockbased cycle (Forms IV to VI).
In Forms I to III, education is not arranged in subjects. Activities take place according to a plan defined by the
teacher of a given division. Teaching hours and breaks are set by the teacher in accordance with pupils’ activity.
The weekly load for this cycle comprises 22 to 25 teaching hours (the framework timetable for the 6-year
primary school is attached in the annex).
Pupils in Forms I to III are awarded mainly descriptive marks, except traditional marks for religion or ethics.
Progression to the next year requires positive assessment of learning achievements.
In Forms IV to VI, some activities are arranged as corresponding to the division into traditional subjects, such as
the Polish language, mathematics and physical education, and other activities cover groups of subjects (e.g.
history and society). The total weekly load in Forms IV to VI is 26 to 28 teaching hours. The timetable specifies
only the minimum number of teaching hours to be allocated to individual subjects and subject blocks. The
number of hours per each subject is determined by the school itself, with schools being free to make such
decisions as 20% of the total number of teaching hours are left to the disposal of the school head.
From Form IV of the primary school, pupil achievements are assessed at the end of each semester according to
the scale ranging from 1 to 6, where 6 is excellent, 5 – very good, 4 – good, 3 – satisfactory, 2 – sufficient, and 1
– fail.
At the end of education in the 6-year primary school, pupils take a competence test. It will cover reading skills,
writing skills, reasoning skills, the ability to use information, and the ability to apply knowledge in practice. This
is a national and compulsory test which will be set and marked by regional examination boards. The test will be
organised from the year 2002. It will not be used for selection purposes, but only as a source of information
about the level of pupil achievements. Those graduating from the 6-year primary school will be awarded the
certificate of completion of education in the primary school (świadectwo ukończenia szkoły podstawowej)
which provides access to the gymnasium.
In addition to mainstream 6-year primary schools, 6-year special primary schools have been established. Most of
them follow the same core curricula as those in mainstream schools, the only exception being establishments for
the above-mentioned groups of children and young people.
Until 1992, primary schools were managed by kurators who acted as central government representatives at the
level of voivodeship (the largest administrative unit). In 1992, the responsibility for primary school management
was taken over by local governments (gminas).
Primary education for children and young people.
Statistical data (school year 1999/2000)
Number
of schools
Number
of pupils
Number
of teachers
Total, incl.:
17 743
3 957 986
274 593
public schools
17 375
3 926 577
271.335
4.3. Gymnasium
The gymnasium (gimnazjum) was introduced in the school year 1999/2000 as a compulsory general education
school with a duration of 3 years, and is therefore designed for young people aged between 13 and 16 years. All
primary school leavers continue their education in the gymnasium. Education in the gymnasium is divided by
school subjects (the framework timetable for the gymnasium is attached in the annex). One of the aims of this
cycle is to identify the abilities and interests of the pupil, and thus to facilitate his/her choice of a further
educational pathway. The total weekly load for individual gymnasium years is 28 hours (periods). Within the
hours to be freely allocated by the school head, the school may organise practical vocational training. These
activities are organised for pupils who do not demonstrate potential for completion of education in a gymnasium
within the prescribed time.
In addition to the type of gymnasium described above, special gymnasiums have been established. Curricular
differences in this case are the same as between mainstream and special primary schools.
Education in the gymnasium ends with an examination which covers knowledge and skills in humanities,
mathematics and natural sciences. This examination is compulsory, though its result does not determine the
pupil’s progression to the next year. The result obtained in the examination is given on the final school
certificate. It informs the school (the gymnasium and the post-gymnasium school chosen by the pupil), parents
and the pupil himself/herself about the level of the latter’s achievements, and above all it should guide the choice
of a further educational pathway. The examination, set by regional examination boards, will replace entrance
examinations to secondary schools, held for 7- and 8-year primary school leavers before the establishment of the
gymnasium. The examination ending the third year of education in the gymnasium will be organised from the
year 2002.
Gymnasium leavers are awarded the certificate of completion of education in the gymnasium (świadectwo
ukończenia gimnazjum) which provides access to further education in post-gymnasium schools.
Gymnasiums for children and young people.
Statistical data (school year 1999/2000)
Number of
schools
Number of pupils
Number of
teachers
Total,
6 121
615 328
28 350
incl.: public gymnasiums
5 766
609 414
28 033
5. Post-primary general education schools
5.1. General lyceum before the implementation of the Act of 1999
The general lyceum (liceum ogólnokształcące) is a secondary school providing general education at the end of
which pupils may be awarded the maturity certificate (świadectwo dojrzałości). The last class of general lyceum
graduates will leave this structure in 2004, and the last round of new enrolments will take place in the school
year 2000/2001.
Having completed the 8-year primary school (7-year primary school until 1966), applicants are admitted on the
basis of their results in entrance examinations organised by the general lyceum. Entrance examinations are most
often set to verify knowledge and skills acquired at primary level in the Polish language, mathematics and a
subject chosen by the applicant. General lyceums enrol young people aged between 15 and 19 years.
The general lyceum prepares its graduates for higher education, social life, active participation in culture,
employment and family life. These aims are achieved through the proper selection of teaching contents tailored
to pupils’ abilities and interests.
Courses in the lyceum are organised within several branches or sections, these including: mathematics and
physics, humanities, biology and chemistry, ecology, general education, sports, etc. One of these sections is
chosen by the pupil at the start of education in the lyceum. It is, however, possible to change the section if it
turns out that the original choice does not correspond to the pupil’s abilities and interests. The concept of
specialised education is not followed by all lyceums. Some of them, in particular non-public lyceums established
after 1989, use independent authors’ curricula, developed for a given school and approved by the Ministry of
National Education.
Curricula adopted by lyceums take into account the core curricula defined by the Ministry of National Education,
i.e. the minimum set of knowledge and skills which a pupil in this age group should be able to demonstrate.
Education is divided by school subjects which correspond to individual academic disciplines. The total weekly
load ranges from 31 hours (periods) in Form I to 25 hours in Form IV (the framework timetable for the general
lyceum is attached in the annex). In specialised forms, i.e. those belonging to a specialised section, more time is
allocated to the so-called major subjects, which determine the character of the section, than to other subjects.
Moreover, some general lyceums have bilingual divisions where the first foreign language is used, in addition to
the Polish language, as the language of instruction for activities organised within some of the subjects.
The types of mainstream general lyceums described above exist in parallel with 4-year special general lyceums
for young people with special educational needs. These schools follow timetables and curricula designed for the
mainstream lyceum, and additionally provide correctional and remedial education.
At the end of a 4-year course in the lyceum, pupils may take the maturity examination (matura), also referred to
as the matriculation examination, which comprises written examinations in two subjects (the Polish language as
compulsory, and another subject to be chosen by the pupil) and oral examinations in three subjects (the Polish
language, a foreign language and a subject chosen by the pupil). Pupils take all examinations in their own school,
before an examination board which is composed only of their school teachers. Those who have been successful
in all of the prescribed examinations are awarded the maturity certificate of the general lyceum (świadectwo
dojrzałości liceum ogólnokształcącego). This document is the minimum requirement for gaining access to higher
education institutions. It does not, however, grant any vocational qualifications.
The maturity examination is not compulsory. Those who have not taken this examination obtain the certificate
of completion of education in the general lyceum (świadectwo ukończenia liceum ogólnokształcącego - see
Annex 16), provided that they have successfully completed education at this level. This certificate allows its
holders to continue their education in post-lyceum vocational schools or institutes, which have the status of
secondary vocational schools, or to take up employment, even though this certificate does not confirm any
vocational qualifications.
New arrangements for the matriculation examination will be introduced in 2002. It will comprise an internally
set part, taken in school, and an external part organised in school but marked in regional examination boards.
The internal part will be an oral examination, covering the Polish language and a modern foreign language. The
external part will be a written examination which covers three compulsory subjects (the Polish language, a
modern foreign language and mathematics) and one subject to be chosen by the graduate.
General lyceums for young people. Statistical data (school year 1999/2000)
Total number of
schools
Total number of
pupils
Total number of
teachers
General lyceums,
2 156
864 091
41 964
incl.: public general lyceums
1 715
823 049
39 362
Since 2002, the education in the general lyceum will last 3 years.
5.2. Specialised lyceum after the implementation of the Act of 1999
The specialised lyceum (liceum profilowane) is a new type of school which will be opened on the 1st of
September 2002. It will enrol gymnasium graduates, offering them the choice between the following five
sections which have so far been defined (an issue currently under discussion):
•
•
•
•
•
academic studies,
technical and technological studies,
agriculture and environment,
social sector and services
culture and arts.
The academic section of the specialised lyceum will thus be an equivalent of the currently existing general
lyceum.
Courses in the lyceum will last 3 years. Having passed the matriculation examination set according to new
arrangements, graduates will obtain the maturity certificate which allows its holders to apply for admission to
higher education.
6. Vocational education
6.1. Basic vocational school before the implementation of the Act of 1999
Until the early 90-ties, basic vocational schools enrolled ca. 65% of those leaving 7- or 8-year primary schools.
This figure decreased in the last decade to ca. 50% as a result of the efforts undertaken to restructure the postprimary education sector, which consisted in closing down basic vocational schools as offering education within
narrow vocational branches. These schools were gradually replaced with newly established general lyceums and
vocational lyceums; courses in these schools lead to the maturity certificate which allows its holders to apply for
admission to higher education.
Basic vocational schools offer general education and basic vocational education courses, and provide access to
further education in a secondary school. These schools represent a wide variety in terms of vocational branches
available and the organisation of practical training. The basic vocational school as described here will function
until 2003, when the last class of those leaving the 8-year primary school (enrolled in 2000) complete their
education in this structure.
The basic school provides full-range education for pupils and, in multi-branch divisions, supplementary
theoretical training for young workers who have concluded employment contracts to receive vocational training.
The requirement for gaining access to the school is the certificate of completion of education in the primary
school (świadectwo ukończenia szkoły podstawowej) /a 7- or 8-year primary school/. Selection of applicants is
carried out only when the number of applicants exceeds the number of places available in a school.
Courses last 2 to 3 years. The timetable comprises a set of compulsory general and theoretical vocational
subjects as well as practical training activities. The total weekly load is 30-31 hours (periods) (the framework
timetable for the basic vocational school, designed as a follow-up to the 8-year primary school curriculum, is
attached in the annex). Theoretical and practical vocational training courses account in the first year for ca. 30%
of the total load, in the second year – for ca. 50%, and in the third year – for ca. 70%.
The certificate of completion of education in the basic vocational school (świadectwo ukończenia szkoły
zasadniczej - see Annex 16) confirms that its holder has been awarded the title of skilled worker or worker with
equivalent qualifications. This certificate also entitles its holders to apply for admission to general or vocational
secondary schools where courses are organised as a follow-up to the basic school curriculum.
Special primary school leavers or, in the future, special gymnasium graduates may be enrolled in 3-year special
vocational schools. These schools follow curricula for mainstream schools, adapting them to psychological and
physical abilities of their pupils, or curricula designed for relevant types of special schools. Graduates are
awarded the certificate of skilled worker.
Basic vocational schools. Statistical data (school year 1999/2000)
Total number of
schools
Total number of
pupils
Total number of
teachers
Basic vocational schools,
2 408
590 441
29 882
incl.: public
2 318
582 224
26 866
6.2. Vocational schools after the implementation of the Act of 1999
First vocational schools of the new type will be established in 2002. Courses in the vocational school will last 23 years, and graduates will obtain qualifications of a worker or equivalent qualifications in a given occupation.
The school will perform a double task. On the one hand, it will offer broadly specialised vocational education
courses, in accordance with the core curriculum designed for a given group of occupations, and prepare its pupils
for continuing education. On the other hand, it will offer general education courses to enable its pupils to
continue their study in the 2-year supplementary lyceum or 3-year supplementary technical secondary school
which prepare vocational school graduates for the matriculation examination.
Courses in a vocational school will end with a uniform vocational examination, set in accordance with
requirement standards defined for a given occupation in co-operation with employers’ representatives. A positive
result in the examination will confirm that the graduate has obtained specific vocational qualifications; in the
process of education provided within broad branches, these qualifications should be selected in a way to ensure
that the graduate finds employment on the local labour market.
6.3. Secondary vocational schools before the implementation of the Act of 1999
Vocational lyceum (Liceum zawodowe)
This is a secondary school which prepares its graduates to be employed as skilled workers or workers with
equivalent qualifications. It also enables its pupils to complete general secondary education. The school enrols 8year primary school leavers. Courses last 4 years.
The timetable in the vocational lyceum comprises general and vocational subjects as well as a practical
placement. The total weekly load is 32-33 hours (periods) (the framework timetable for the vocational lyceum is
attached in the annex). The annual load is increased by several weeks of a practical placement, undertaken
during a school year. The proportion of teaching time allocated to theoretical vocational subjects, practical
training and a practical placement varies between occupations and is specified in training programmes for
individual occupations.
Having passed the maturity examination, lyceum graduates obtain the maturity certificate of the vocational
lyceum (świadectwo dojrzałości liceum zawodowego - see Annex 16). This document certifies that its holder has
acquired vocational qualifications at the level of skilled worker or worker equivalent qualifications in a given
occupation, and entitles its holder to apply for admission to higher education. Those graduates who have not
taken the maturity examination are awarded the certificate of completion of education in the vocational lyceum
(świadectwo ukończenia liceum zawodowego - see Annex 16), which confirms only that its holder has acquired
relevant vocational qualifications and completed general secondary education.
Special 8-year primary school leavers or, in the future, special gymnasium graduates may be enrolled in 4-year
special vocational lyceums. Their graduates obtain documents which are similar to those issued for graduates
from other vocational lyceums.
Technical lyceum (Liceum techniczne)
The technical lyceum was introduced into the school system on the basis of the Minister of National Education
Regulation of the 29th of July 1998. It is a type of secondary general vocationally oriented school, enrolling those
who have completed education in the 8-year primary school. The technical lyceum is a school where its
graduates complete general secondary education, and thus may take the maturity examination and obtain the
maturity certificate; it also provides generally oriented vocational education in one of the following 12 broad
vocational branches (defined in a Ministry of National Education regulation):
1.
environmental formation (agriculture, hunting and forestry; mining and quarrying;
manufacturing – waste management; production and supply of electricity, gas and water;
construction; other community, social and personal service activities);
2.
machinery (manufacturing: manufacture of machinery, equipment, vehicles);
3.
electrical equipment and power (manufacturing: manufacture of office equipment and
computers; production and supply of electricity, gas and water);
4.
electronics (manufacturing: manufacture of office equipment and computers, radio,
television and telecommunication equipment and apparatus; real estate services; transport,
storage and communication);
5.
forestry and wood technology (forestry; manufacture of wood and wood products);
6.
transport (land, water and air transport, supporting transport activities);
7.
chemical branch (manufacture of paper, coke, rubber products);
8.
service and business activities (hotels, restaurants, tourism);
9.
agriculture and food products (agriculture, fishing, manufacture of food products);
10.
textiles (textile industry, manufacture of clothes);
11.
economics and administration (financial intermediation, insurance and pension funds);
12.
social sector and social work (health protection and social welfare).
Courses in the technical lyceum last 4 years. Its curricula are based on the core curricula for compulsory general
subjects and the core curricula for vocational training branches. The timetable (attached in the annex) comprises
general subjects, theoretical vocational subjects and a practical placement.
Graduates obtain the certificate of completion of education in the technical lyceum (świadectwo ukończenia
liceum technicznego - see Annex 16) which confirms that they have completed secondary general education and
generally oriented vocational education, the latter as determined by their branch (with no title awarded). Those
who have passed the maturity examination are awarded the maturity certificate of the technical lyceum
(świadectwo dojrzałości liceum technicznego - see Annex 16) which entitles its holders to apply for admission to
higher education.
This school has provided a model for the specialised lyceum which will function in the new school structure
from 2002.
Technical secondary school (technikum), lyceum (liceum) and equivalent schools
Pupils in these types of schools may acquire vocational qualifications at secondary level, complete general
secondary education, and obtain the maturity certificate. Courses are designed as a follow-up to the curricula
implemented in the 8-year primary school and the basic vocational school. The duration of courses is determined
by the type of the curriculum covered by pupils at the previous level of their education and is:
•
•
for primary school leavers – 4, 4.5 or 5 years, depending on the occupation,
for basic vocational school leavers – 2, 2.5 or 3 years, depending on the occupation.
The following can be mentioned as examples of these types of schools:
•
lyceums: economics, commerce and bookselling;
•
lyceums existing until 1998: educational, medical for child care staff, medical nursing (closed down in 1998). They enrolled 7- or 8-year primary school leavers. The
duration of courses was 5 years, except in the medical lyceum for child care staff – 4 years.
Graduates were awarded the certificate of completion of education in the lyceum or, having
passed the maturity examination, the maturity certificate, and the title of nurse, teacher or child
carer qualified to work with children below 3 years of age;
•
technical secondary schools (technika): architecture and construction, construction,
ceramics, chemical, electronic, electronic and mechanical, electrical, photographic studies, etc.
The timetable in these schools (whether courses are designed as a follow-up to the primary school curriculum or
that of the basic vocational school) comprises general compulsory subjects, theoretical and practical vocational
subjects and a practical placement (the timetable for the technikum and lyceum, designed as a follow-up to the
curriculum of the 8-year primary school and the curriculum of basic vocational school, is attached in the annex).
The weekly load is 32-33 hours in both cases.
Graduates are awarded the certificate of completion of education in the technikum or lyceum (świadectwo
ukończenia technikum or świadectwo ukończenia liceum - see Annex 16), or an equivalent school. Provided that
they have passed the matriculation examination, they may also obtain the maturity certificate of the technikum
(świadectwo dojrzałości technikum) or the maturity certificate of the lyceum (świadectwo dojrzałości liceum see Annex 16). The certificate of completion of education in the technikum is a document which confirms that its
holder has completed secondary vocational education. Graduates are awarded the title of technician or a different
title as defined in the classification of vocational education occupations. Maturity certificate holders may apply
for admission to higher education.
Moreover, there are 5-year special vocational technika. Those holding the certificate of completion of education
in such technika are qualified to work in a given occupation, and graduates who have passed the maturity
examination may apply for admission to higher education.
Technical secondary education. Statistical data (school year 1999/2000)
Secondary vocational
schools,
Total number of
schools
Total number of
pupils
Total number of
teachers
3 250
371 468
23 877
3 113
361 641
23 487
incl.: public
Since 2002, the only existing type of the above mentioned schools will be technical secondary school. The
education in this school will last 4 years (3 years in case of graduates of basic vocational schools).
Post-secondary schools (Szkoły policealne and szkoły pomaturalne)
Post-secondary schools (divided into szkoły policealne where applicants are required to hold only the certificate
of completion of secondary education, and szkoły pomaturalne where the requirement for admission is the
maturity certificate) have the status of secondary vocational schools offering courses designed as a follow-up to
the curriculum of a general secondary school or the technical lyceum. Pupils may supplement their general
education with vocational qualifications at secondary or basic vocational level. Applicants are enrolled on the
basis of the certificate of completion of education in the general lyceum or the technical lyceum (świadectwo
ukończenia liceum ogólnokształcącego or liceum technicznego). However, the maturity certificate (świadectwo
dojrzałości) is the requirement for admission to szkoły pomaturalne for nurses, midwifes and librarians.
The duration of courses varies depending on the vocational branch as defined in the classification of vocational
education occupations. Most courses last 2 years, courses preparing for a limited number of occupations – 1
year, and those for nurses and midwifes – 2.5 years. Education in szkoły policealne often covers these
occupations and specialisations in which courses designed as a follow-up to other types of curricula are not
available. The timetable comprises vocational subjects, practical training activities and a practical placement,
and the total weekly load is 28 hours (2 framework timetables for the 2-year and 1-year szkoła policealna,
offering courses designed as a follow-up to the curriculum of the general lyceum and the technical lyceum, are
attached in the annex).
Those graduating from a szkoła policealna are awarded the certificate of completion of education in szkoła
policealna (świadectwo ukończenia szkoły policealnej - see Annex 16), and those graduating from a szkoła
pomaturalna (for nurses and midwifes) obtain the diploma of completion of education in szkoła pomaturalna
(świadectwo ukończenia szkoły pomaturalnej - see Annex 16).
Moreover, upon completion of a 2-year course in a non-worker specialisation, learners are awarded the title of
technician or a different vocational title as defined in the classification of vocational education occupations and
specialisations. Except those who acquire the vocational title of nurse or midwife, they also obtain the vocational
title diploma (dyplom uzyskania tytułu zawodowego - see Annex 16).
Special post-secondary schools are designed for blind young people, those with motor disabilities and those with
chronic diseases who have completed secondary education.
Post-secondary education. Statistical data (school year 1999/2000)
Post-secondary schools,
incl.: public
Total number of
schools
Total number of
pupils
Total number of
teachers
2 328
205 538
5 187
925
100 731
4 503
6.4. Secondary vocational schools after the implementation of the Act of 1999
Specialised lyceum (Liceum profilowane)
The specialised lyceum will offer courses designed as a follow-up to the curriculum implemented in the
gymnasium, and as such will be opened in 2002. Courses will last 3 years and comprise both general subjects
and vocational specialisations, the latter corresponding to the core curriculum defined for a given branch. At the
end of education in the specialised lyceum, pupils may take the matriculation examination and obtain the
maturity certificate which provides access to higher education.
Supplementary lyceum (Liceum uzupełniające)
The supplementary lyceum will prepare future vocational school graduates for the matriculation examination. It
will function from 2004. Courses will last 2 years, comprising a body of knowledge and a set of skills which are
required for taking the matriculation examination. Having passed this examination, graduates will obtain the
maturity certificate which provides access to higher education.
Post-secondary schools (szkoły policealne)
Like under the present arrangements, these schools will enrol those (specialised and supplementary) lyceum
graduates who do not take up studies in higher education institutions. They will offer the possibility of acquiring
or extending vocational qualifications at secondary technical or equivalent level.
New post-secondary schools will be opened in 2005.
Applicants will be enrolled on the basis of the certificate of completion of education in the lyceum (świadectwo
ukończenia liceum). Courses will vary in terms of curricula and duration, depending on the level of competencies
achieved in lyceums. Post-secondary schools will provide courses of varying duration, not however longer than 2
years.
Specialised lyceum graduates who have completed their education in sections other than “academic studies” will
be offered shorter courses, particularly in case the chosen occupation corresponds to the vocational section
followed in the lyceum.
Education in post-secondary schools will end with an examination set in accordance with standards defined for a
given occupation, and lead to the diploma of technician.
7. Schools of arts
7.1. Schools of music before 1999
Lower-Level Schools of Music (Szkoły muzyczne I stopnia)
The following types of schools of music existed in the period between the 40-ties and the early
70-ties:
State Primary Schools of Music (Państwowe Podstawowe Szkoły Muzyczne): 7 years of
education. Their curriculum comprised both musical and general subjects. Graduates obtained
the certificate of completion of education in the lower-level primary school of music
(świadectwo ukończenia podstawowej szkoły muzycznej I stopnia).
State Schools of Music (Państwowe Szkoły Muzyczne): 7 years of education. Their curriculum
comprised only musical subjects. Graduates obtained the certificate of completion of
education in the lower-level school of music (świadectwo ukończenia szkoły muzycznej I
stopnia).
The following type of schools existed from the early 70-ties to June 1993 (or, in some cases, to
June 1996, with a three-year transition period):
State Primary Schools of Music (Państwowe Podstawowe Szkoły Muzyczne): providing 6-year
education, following a curriculum which covered both musical and general subjects, and
awarding the certificate of completion of education in the primary school of music
(świadectwo ukończenia podstawowej szkoły muzycznej).
In the period between the 1st of September 1993 and the 1st of September 1996, these schools
were transformed into 8-year State Primary Schools of Music (Państwowe Podstawowe
Szkoły Muzyczne) which included in their curriculum both musical and general subjects, and
awarded the certificate of completion of education in the primary school of music
(świadectwo ukończenia podstawowej szkoły muzycznej). These schools functioned until June
1999.
Moreover, the following existed between the early 70-ties and June 1999:
State Lower-Level Schools of Music (Państwowe Szkoły Muzyczne I stopnia): education lasted
6 years, and their curriculum comprised only musical subjects. Education led to the certificate
of completion of education in the lower-level school of music (świadectwo ukończenia
szkoły muzycznej I stopnia).
Upper-Level Schools of Music (Szkoły muzyczne II stopnia)
The following types of schools existed in the period between the late 40-ties and the early 70ties:
State Lyceums of Music (Państwowe Licea Muzyczne): providing 5-year courses, and
following a curriculum which comprised musical and general subjects. Graduates were awarded
the diploma of completion of education in the lyceum of music (dyplom ukończenia liceum
muzycznego), and having passed the matriculation examination, the maturity certificate
(świadectwo dojrzałości - see Annex 16) which attested to their vocational qualifications and
entitled them to apply for admission to all higher education institutions, including higher
education schools of music.
State Secondary Schools of Music (Państwowe Średnie Szkoły Muzyczne): providing 5-year
courses, following a curriculum which comprised only musical subjects, and awarding the
diploma of completion of education in the secondary school of music (dyplom ukończenia
średniej szkoły muzycznej) which gave its holders the right to take up studies in higher
education schools of music. This diploma also attested to vocational qualifications.
The following type of schools existed from the early 70-ties to June 1993 (or, in some cases, to
June 1996, with a three-year transition period):
State Lyceums of Music (Państwowe Licea Muzyczne): providing 6-year courses, and
following a curriculum which comprised both musical and general subjects. Graduates were
awarded the diploma of completion of education in the lyceum of music (dyplom
ukończenia liceum muzycznego), and having passed the matriculation examination, the
maturity certificate (świadectwo dojrzałości - see Annex 16), thus gaining the right to apply
for admission to higher education institutions (including academies of music), as well as
vocational qualifications. In the period between the 1st of September 1993 and the 1st of
September 1996, these schools were transformed into State Lyceums of Music (Państwowe
Licea Muzyczne) which provided 4-year courses and included in their curricula both musical
and general subjects. Having passed the matriculation examination, graduates were awarded the
maturity certificate (świadectwo dojrzałości - see Annex 16), giving them the right to apply
for admission to higher education institutions (including academies of music), as well as
vocational qualifications. These schools functioned until June 1999.
In addition to those mentioned above, the following existed from the early 70-ties to June 1999:
State Upper-Level Schools of Music (Państwowe Szkoły Muzyczne II stopnia): providing 6year courses, and following a curriculum which comprised only musical subjects. Courses led
to the diploma of completion of education in the upper-level school of music (dyplom
ukończenia szkoły muzycznej II stopnia) which – together with the maturity certificate –
entitled its holders to apply for admission to higher education institutions, including academies
of music. This diploma also attested to vocational qualifications.
Moreover, the following types of existed until 1999:
State Primary- and Lyceum-Level Schools of Music (Państwowe Szkoły Muzyczne stopnia
Podstawowego i Licealnego): providing both musical and general education with a duration of
12 years. Having passed the matriculation examination, graduates were awarded the maturity
certificate (świadectwo dojrzałości), thus the right to apply for admission to higher education
institutions (including academies of music), as well as vocational qualifications.
State Lower- and Upper-Level Schools of Music (Państwowe Szkoły Muzyczne I i II stopnia):
providing only musical education with a duration of 12 years. Graduates were awarded the
diploma of the school of music (dyplom szkoły muzycznej) which – together with the maturity
certificate – entitled its holders to apply for admission to higher education. This diploma also
attested to vocational qualifications.
7.2. Schools of music after 1999
In accordance with the Minister of National Education Regulation of the 15th of February
1999 defining the types of public and non-public schools of arts, and laying down the rules
for their functioning as well as the procedure and deadline for the introduction of new
types of schools of arts, the transformation of existing schools into schools of new type and
their functioning within the school education system, the following types of schools were
introduced from the 1st of September 1999:
General Lower-Level Schools of Music (Ogólnokształcące szkoły muzyczne I stopnia)
These schools provide basic musical education and general education at the level of the 6-year
primary school. On the 1st of September 1999, pupils in Forms I to VI of the former 8-year
primary schools of music became pupils of new 6-year general schools of music; having passed
an entrance examination, pupils in Form VII of the former primary schools of music became
pupils of Form I in general upper-level schools of music; and those in Form VIII graduate from
their schools in accordance with the rules applicable hitherto.
Those applying for admission must have reached the age of 7 or, in justified cases, the age of 6.
Applicants are selected on the basis of an aptitude test.
Education lasts 6 years. In addition to offering musical subjects, schools follow the core
curriculum for general education in the 6-year primary school.
School leavers are awarded the certificate of completion of education in the general lowerlevel school of music (świadectwo ukończenia ogólnokształcącej szkoły muzycznej I stopnia)
which entitles its holders to continue their education in an upper-level school of music and a
gymnasium.
These schools provide only basic musical education. Those applying for admission to the first
year must have reached the age of 6 and be at or below the age of 16. Applicants are enrolled on
the basis of an aptitude test.
Education lasts 6 years. The timetable comprises only musical subjects. Graduates are awarded
the certificate of completion of the lower-level school of music (świadectwo ukończenia
szkoły muzycznej I stopnia) which entitles its holders to continue their education in a school of
music.
General Upper-Level Schools of Music (Ogólnokształcące szkoły muzyczne II stopnia)
These schools provide musical education and general education at the gymnasium level, and –
from the school year 2002/03 – also at the level of the post-gymnasium 3-year specialised
lyceum.
Those applying for admission must be at or below the age of 14, and hold the certificate of
completion of education in a 6-year general lower-level school of music or a primary school.
Applicants are selected on the basis of an entrance examination. In the years 2000 and 2001, the
examination covers artistic subjects as well as a written general education test; in the following
years, this will only be an examination in artistic subjects.
Courses last 6 years. In addition to offering musical subjects, school follow the core curriculum
for general education in the 3-year gymnasium, and – from the school year 2002/03 – also the
curriculum for the 3-year specialised lyceum. Courses end with a diploma examination covering
the musical education programme, and the matriculation examination covering general
education.
Graduates are awarded the maturity certificate of the lyceum of music (świadectwo
dojrzałości liceum muzycznego - see Annex 16), which entitles its holders to apply for
admission to higher education institutions (including higher education schools of music), and
These schools provide only musical education. Those applying for admission must have
reached the age of 10 and be at or below the age of 21. Applicants are selected on the basis of
an entrance examination.
Courses last 6 years, and comprise only musical subjects. Having passed a diploma
examination, graduates obtain the diploma of completion of upper-level school of music
(świadectwo ukończenia szkoły muzycznej II stopnia - see Annex 16) which – together with
the maturity certificate – entitles its holders to apply for admission to higher education schools
of music. This diploma also attests to vocational qualifications.
In the school year 1999/2000, this sector of education comprised also lower- and upper-level
schools of music (szkoły muzyczne I i II stopnia) and general lower- and upper-level schools
of music (ogólnokształcące szkoły muzyczne I i II stopnia) described above.
7.3. Schools of fine arts before 1999
State Lyceum of Fine Arts (Państwowe Liceum Sztuk Plastycznych)
This school provides education in fine arts and general education at secondary level. It enrols 8year primary school leavers on the basis of an entrance examination. Courses last 5 years. The
curriculum comprises subjects related to a given specialisation in fine arts as well as general
subjects.
Graduates are awarded the diploma of completion of education in the lyceum of fine arts
(dyplom ukończenia liceum sztuk plastycznych) and the vocational title of artist in a given
specialisation. However, having passed the matriculation examination, they obtain the maturity
certificate of the lyceum of fine arts (świadectwo dojrzałości liceum sztuk plastycznych - see
Annex 16) which entitles them to apply for admission to higher education. The last enrolment
round will take place in the year 2000.
7.4. Schools of fine arts after 1999
General School of Fine Arts (Ogólnokształcąca Szkoła Sztuk Pięknych)
This is a new type of school introduced on the 1st of September 1999.
It provides fine arts education and general education at the level of the gymnasium and the 3year specialised lyceum. Those applying for admission must be at or below the age of 14, and
hold the certificate of completion of education in the primary school. Applicants are enrolled on
the basis of an entrance examination which, as an exceptional arrangement for the years 2000
and 2001, covers general subjects in addition to artistic subjects.
Courses last 6 years. The curriculum comprises both artistic and general subjects. Having
passed the matriculation examination, graduates are awarded the maturity certificate of the
general school of fine arts (świadectwo dojrzałości ogólnokształcącej szkoły sztuk pięknych)
which entitles them to apply for admission to higher education and attests to vocational
qualifications.
Lyceum of Fine Arts (Liceum plastyczne)
This is a new type of school which will function from 2002.
It will provide fine arts education and general education at the level of the specialised lyceum.
Those applying for admission must be at or below the age of 17 and hold the certificate of
completion of education in the gymnasium. Applicants will be enrolled on the basis of the result
obtained in an entrance examination.
Courses will last 4 years. Having passed the matriculation examination, graduates will be
awarded the maturity certificate of the lyceum of fine arts (świadectwo dojrzałości liceum
plastycznego) which will entitle them to apply for admission to higher education and attest to
7.5. Schools of ballet
General School of Ballet (Ogólnokształcąca Szkoła Baletowa)
This school provided and continues to provide ballet education and general education. Before
the reform, general education covered the curricular contents defined for Forms IV to VIII in
the 8-year primary school and for the 4-year general lyceum; after the reform, the school offers
ballet education and general education covering the curricular contents defined for Forms IV to
VI of the primary school, the gymnasium and the 3-year specialised lyceum.
On the 1st of September 1999 pupils in Forms I to IV of the former schools of ballet became
pupils of the reformed school and, as part of their general education, follow the curriculum for
Forms IV to V of the 6-year primary school and Form I of the gymnasium. Pupils in Forms V to
IX of the former schools of ballet graduate from these structures in accordance with the rules
applicable hitherto.
Those applying for admission must have reached the age of 9 and be at or below the age of 11,
and hold the certificate of completion of Form III in the primary school. Applicants are selected
on the basis of a test verifying their aptitude for training for the occupation of dancer.
Courses last 9 years. The curriculum comprises artistic and general subjects. Graduates are
awarded the diploma of completion of education in the school (dyplom ukończenia szkoły
baletowej) and the vocational title of dancer. Those who have passed the matriculation
examination are also awarded the maturity certificate of the school of ballet (świadectwo
dojrzałości szkoły baletowej - see Annex 16) which attests to vocational qualifications and
entitles its holders to apply for admission to higher education.
Schools of arts. Statistical data (school year 1999/2000)
Lower-level schools of
arts,
incl.: public
Upper-level schools of
arts,
incl.: public
Number of
schools
Number of
pupils
Number of
teachers
36
7 829
1 163
34
7 773
1 154
29
1 000
105
29
1 000
105
8. Secondary schools for teachers and teacher training institutions
8.1. Secondary schools for teachers and teacher training institutions before 1990
8.1.1. Secondary schools
Teacher training lyceum
This was a secondary school providing general education and teacher training courses.
It prepared teachers for nursery schools, primary schools and other school education establishments, enrolling
those who had completed the 7-year and then 8-year primary school on the basis of their results in an entrance
examination. Courses lasted initially 4 years, and subsequently 5 years. Having passed the examination,
graduates were awarded the maturity certificate (świadectwo dojrzałości), which entitled them to apply for
admission to higher education, as well as qualifications required for teaching a specific subject or providing a
specific type of activities in a given type of school or establishment. Teacher training lyceums functioned till the
end of the 60-ties.
8.1.2. Teacher training institutions
Teacher training institutes
First schools of this type were established in 1954.
These were secondary schools for holders of the maturity certificate who wished to supplement their vocational
education. They trained future teachers for nursery schools, primary schools and other school education
establishments. Day courses lasted for 2 years, and extramural courses for 3 years. From the 1 st of September
1984, teacher training institutes provided the following types of courses:
•
6-year courses designed as a follow-up to the primary school curriculum for those who intended
to work as pre-primary teachers (abolished on the 31st of August 1992);
•
2-year courses designed as a follow-up to the secondary school curriculum for those who intended
to work as beginning learning teachers, teachers of music, fine arts, crafts and technology, and physical
education at primary level (abolished on the 31st of August 1994).
Those who completed 6-year courses were awarded the maturity certificate (świadectwo dojrzałości), giving
them the right to apply for admission to higher education, and specific vocational qualifications. Those following
2- and 3-year courses obtained at the end the diploma of completion of education in the teacher training
institute (dyplom ukończenia studium nauczycielskiego) which attested to their specific vocational
qualifications.
Pre-primary education institutes
These institutes existed from the 1st of September 1974. They offered courses in two departments:
a.
departments providing day courses designed as a follow-up to the curriculum covered in:
•
•
•
a primary school (12 semesters);
a general lyceum (4 semesters);
an upper-level schools of arts, including schools of music and fine arts (3 semesters);
b.
departments providing courses for those in employment: courses for in-service pre-primary
teachers organised in the system of extramural courses (2 semesters), evening courses (2 semesters) and
distance-education courses.
Departments offering courses for those in employment also trained unskilled teachers.
Primary school graduates enrolled in day-course departments who completed 8 semesters sat for the maturity
examination. In order to continue their education in four following semesters, they were required to pass
successfully this examination.
Those completing a 6-year (12-semester) course were awarded the maturity certificate (świadectwo dojrzałości),
which entitled them to apply for admission to higher education, and specific vocational qualifications. Those
completing the other types of courses obtained the diploma of completion of education in the pre-primary
education institute (dyplom ukończenia studium wychowania przedszkolnego) which attested to specific
Pre-primary education institutes were transformed into teacher training institutes on the 1 st of September 1984.
Beginning learning institutes
These schools were established on the 1st of September 1982. They trained graduates from secondary schools
(general lyceums and upper-level schools of arts /music and fine arts/) who intended to work as beginning
learning teachers.
Graduates obtained the diploma of the beginning learning (dyplom studium nauczania początkowego) which
attested to specific vocational qualifications.
Beginning learning institutes were transformed into teacher training institutes on the 1 st of September 1984.
Technical teacher training institutes
These schools functioned until the 31st of August 1995. They offered the following two types of courses for
future practical vocational training teachers:
a.
4-year courses designed as a follow-up to the curriculum of a basic school (abolished on the 31 st
of August 1995);
b.
2-year courses designed as a follow-up to the curriculum of a secondary vocational school
(abolished on the 31st of August 1993).
4-year course graduates were awarded the maturity certificate (świadectwo dojrzałości) and the vocational title
of technician in accordance with the rules laid down for secondary schools. Graduates from both types of
courses obtained the diploma of completion of education in the technical teacher training institute (dyplom
ukończenia pedagogicznego studium technicznego).
8.2. Teacher training institutions after 1990
Teacher training colleges
First teacher training colleges were established on the 1st of October 1990. They train candidates (including inservice teaches) who intend to work as teachers in nursery schools, primary schools and other educational
establishments. A teacher training college may only be established and function on the basis of an agreement
with a higher education institution which offers teacher training; this agreement covers issues such as scientific
and educational supervision, requirements for graduates to be awarded the title of licencjat (bachelor) and the
possibility of their undertaking complementary magister (master) level courses in the partner higher education
institution.
Applicants are enrolled on the basis of their maturity certificate and the result obtained in an entrance
examination, with the contents of this examination defined by the college.
Teacher training colleges offer 3-year day-, evening- and extramural courses. Education is organised within
specialisations which correspond to the subjects to be taught by future teachers or the types of activities for
which future teachers will be responsible in schools and educational establishments. Courses end with a diploma
examination. Graduates are awarded the diploma of completion of education in the teacher training college
(dyplom ukończenia kolegium nauczycielskiego) and the professional title of licencjat, the latter conferred by the
higher education institution which supervises a given college. The diploma attests to qualifications which entitle
its holder to teach in a given type of school or establishment. The title of licencjat opens the way for continuation
of study in a higher education institution.
Foreign language teacher training colleges
First foreign language teacher training colleges were established on the 1st of October 1990. Their task is to train
foreign language teachers, in particular teachers of English, French and German, for primary schools,
gymnasiums and secondary schools.
A foreign language teacher training college may only function on the basis of an agreement with a higher
education institution which offers teacher training; this agreement covers issues such as scientific and
educational supervision, requirements for college graduates to be awarded the title of licencjat and the possibility
of their undertaking complementary magister level courses in the partner higher education institution.
Admission procedures are established in co-operation with a relevant organisational unit of the higher education
which supervises a given specialisation in the college. Foreign language teacher training colleges offer 3-year
day-, evening- and extramural courses. Courses are given in a foreign language, within the language
specialisation chosen by the student.
Courses in a foreign language teacher training college end with a diploma examination. Graduates are awarded
the diploma of completion of education in the teacher training college (dyplom ukończenia kolegium
nauczycielskiego) and the professional title of licencjat, the latter conferred by the higher education institution
which supervises a given college. The diploma attests to qualifications which entitle its holder to teach a given
language in all types of schools and establishments. The title of licencjat opens the way for continuation of study
in a higher education institution.
. Schools for adults
Adult education is provided in schools of all types and levels as defined in the School Education Act. It may be
organised in the form of day-, evening and extramural courses. Moreover, the certificate of completion of
education in such a school, except in a school of medicine, may also be awarded to those who have passed an
examination without attending a course. Those applying for admission to a school for adults must reach or have
reached at least the age of 17 in a given calendar year.
The existing school education system comprises the following types of adult education schools:
•
Primary school – Form VI
8-year primary schools for adults, where education covered Forms VII to VIII and, in
exceptional cases, Form VI, were abolished on the 1st of September 1999. Courses lead to the
certificate of completion of the primary school (świadectwo ukończenia szkoły podstawowej).
•
3-year gymnasium for adults
From the year 2002, it will open the way for further education in a specialised lyceum or a
vocational school. Graduates will be awarded the certificate of completion of education in the
gymnasium for adults (świadectwo ukończenia gimnazjum dla dorosłych).
•
Basic schools
Basic schools provide general and basic vocational education, and its graduates may continue
their education in a secondary school. Having passed a vocational examination, the graduate
may be awarded the title of skilled worker or worker with equivalent qualifications. Graduates
obtain the certificate of completion of education in the basic school for adults (świadectwo
ukończenia szkoły zasadniczej dla dorosłych).
•
General lyceum
General lyceums provide general secondary education, and award the maturity certificate
which provides access to higher education. Graduates obtain the certificate of completion of
education in the general lyceum for adults (świadectwo ukończenia liceum
ogólnokształcącego dla dorosłych), and those who have passed the maturity examination are
awarded the maturity certificate of the general lyceum for adults (świadectwo dojrzałości
liceum ogólnokształcącego dla dorosłych).
•
Secondary vocational schools:
- vocational lyceums (licea zawodowe) provide general secondary education, with the
possibility of obtaining the maturity certificate, and basic vocational education at the level of a
skilled worker or a worker with equivalent qualifications. Graduates are awarded the
certificate of completion of education in the vocational lyceum for adults (świadectwo
ukończenia liceum zawodowego dla dorosłych), and those who have passed the maturity
examination are awarded the maturity certificate of the vocational lyceum for adults
(świadectwo dojrzałości liceum zawodowego dla dorosłych). Having passed a vocational
examination, the graduate obtains the title of skilled worker or worker with equivalent
qualifications;
- technical secondary schools (technika) and equivalent schools provide general and
vocational secondary education, with the possibility of obtaining the maturity certificate.
Graduates are awarded the certificate of completion of education in the technikum for adults
(świadectwo ukończenia technikum dla dorosłych), and those who have passed the maturity
examination are awarded the maturity certificate of the technikum for adults (świadectwo
dojrzałości technikum dla dorosłych). Having passed a vocational examination, the graduate
obtains the title of technician or worker with equivalent qualifications;
- technical lyceums (licea techniczne) provide secondary general education, with the
possibility of obtaining the maturity certificate, and generally oriented vocational training as
defined for a given branch of vocational education. Graduates are awarded the certificate of
completion of education in the technical lyceum for adults (świadectwo ukończenia liceum
technicznego dla dorosłych), and those who have passed the maturity examination are awarded
the maturity certificate of the technical lyceum for adults (świadectwo dojrzałości liceum
technicznego dla dorosłych);
- post-secondary schools (szkoły policealne) offer the possibility of supplementing general
education with basic or secondary vocational education. Graduates obtain the certificate of
completion of education in the post-secondary school for adults (świadectwo ukończenia
szkoły policealnej dla dorosłych). Having passed a vocational examination, the graduate is
awarded either the title of technician or worker with equivalent qualifications, or the title of
skilled worker or worker with equivalent qualifications.
Depending on the level of education achieved earlier by learners, courses in secondary schools, except postsecondary schools, last 4 years (for primary school leavers) or 3 years (for basic school leavers).
Moreover, the following types of schools existed before 1999:
- primary vocational institute (podstawowe studium zawodowe) offered courses at the 8-year
primary school level and theoretical vocational courses, with the latter leading to the title of
skilled worker granted to those who passed an examination. Courses lasted one year.
Graduates were awarded the certificate of completion of education in the primary vocational
institute for adults (świadectwo ukończenia podstawowego studium zawodowego dla
dorosłych);
- secondary vocational institute (średnie studium zawodowe) provided secondary education,
and offered the possibility of upgrading vocational qualifications related to the practised
occupation to persons employed in various sectors of the economy. These institutes enrolled 8year primary school leavers. Courses lasted 3 years. Graduates could be awarded secondarylevel vocational qualifications or the title of technician provided that, without attending a
course, they passed an examination covering the curricular differences between the curriculum
of a given institute and that of a technikum with a corresponding specialisation. They could
also take the maturity examination in accordance with generally applicable rules. Graduates
were awarded the certificate of completion of education in the secondary vocational institute
for adults (świadectwo ukończenia średniego studium zawodowego dla dorosłych), and those
who passed the maturity examination were awarded the maturity certificate of the secondary
vocational institute for adults (świadectwo dojrzałości średniego studium zawodowego dla
dorosłych).
Secondary vocational institutes offered courses in specific vocational branches, e.g.
administration and office work, electrical branch, electronic branch, catering, general
mechanical branch, social and legal branch, etc.
In accordance with the decision of the Ministry of National Education, the last class of learners
was enrolled in the school year 1997/98.
The new school system after the year 2002 will comprise the following types of schools for adults:
•
•
•
•
•
•
Primary school – Form VI
Gymnasium
Vocational School
Specialised lyceum
Supplementary lyceum
Post-secondary school.
Schools for adults. Statistical data (school year 1999/2000)
Total number
of schools
Total number
of learners
Primary schools
109
5 777
Gymnasiums
21
710
Secondary general schools
754
113 478
1 829
205 708
140
12 578
Secondary technical and vocational schools,
incl.: Basic vocational schools
10. Higher education institutions
10.1. Higher education institutions before the year 1990
Higher education schools were not self-governing institutions. All spheres of their activity (statutes, finance,
curricula, teaching, scientific research, and personnel) were fully controlled by the ministry of higher education
and other ministries responsible for higher educations institutions which they supervised.
The higher education sector comprised only state institutions, the sole exception being the Catholic University of
Lublin.
All higher education institutions were engaged in two types of activities:
1.
2.
teaching activities: providing undergraduate and postgraduate courses as well as those leading to
academic degrees for young people and adults;
scientific activities: carrying out scientific research in a given area.
Until 1990, the number of places to be available in the first year of study was fixed by the ministers responsible
for individual types of higher education institutions. Higher education institutions throughout the country were
also enrolling students in accordance with a uniform system.
While the minimum requirement for gaining access to higher education was the maturity certificate, applicants
were qualified on the basis of marks obtained in an entrance examination. However, the chances for admission
were ultimately determined by the limit of places available in the first year of study.
Nearly all higher education institutions offered only uniform master-level courses lasting 4, 4.5 or 5 years which
ended with students writing and defending a master thesis. Graduates were awarded the professional title of
magister or magister inżynier in a given specialisation. Those graduating from departments of medicine and
departments of veterinary medicine were awarded the title of lekarz or lekarz weterynarii respectively. Such
courses were provided by universities, technical universities, academies of medicine, academies of economics,
academies of agriculture, academies of physical education, teacher training schools, schools of arts and
military schools.
Those who had completed these master-level courses were entitled to apply for admission to doctorate studies
which ended with students writing and defending a doctoral thesis, taking examinations, and subsequently being
awarded the academic degree of doktor. A doctoral thesis could also be prepared and defended outside the
system of doctorate studies. The next academic degree, conferred in the final stage of a specific procedure, was
the degree of doktor habilitowany.
The only type of a higher vocational education school was a 4-year school of engineering where courses led to
the diploma of engineer (inżynier). Its graduates could continue their education in complementary master-level
courses, offered by technical universities, provided that they passed examinations covering differences between
their respective curricula.
Courses in all higher education institutions were organised in the form of day, evening and extramural studies.
Evening and extramural studies were designed for people in employment. In addition to the minimum
requirements (holding the maturity certificate and passing an entrance examination, those applying for admission
to evening and extramural courses were expected to have previous work experience and present a letter of
recommendation from their employer.
Studies for those in employment were organised in the form of uniform master-level courses (with a duration of
4, 4.5 or 5 years), higher vocational education courses (3 years), and complementary master-level courses (2
years).
Graduates were awarded a higher education diploma with the title of magister, inżynier or magister inżynier
respectively.
10.2. Higher education institutions after 1990
Legal basis
The legal framework for the present higher education system is provided by the following legislation:
•
•
•
the Higher Education Act of the 12th of September 1990,
the Act on the Academic Title and Degrees of the 12th of September 1990, and
the Act on Schools of Higher Vocational Education of the 26 th of June 1997.
In accordance with the Higher Education Act of 1990, the basic tasks of higher education institutions include:
•
training students in a given branch of knowledge (see Annex 17) and preparing them for
practising particular professions;
•
carrying out scientific research or creative artistic activity;
•
preparing candidates for independent scientific work, teaching or creative activity;
•
training those who hold professional titles and work in practical professions in order to
supplement their general and specialist knowledge;
•
developing and disseminating national culture and technological progress, as well as contributing
to the promotion of knowledge in society, and taking caring of students’ health and supporting their
physical development.
The higher education institutions which function on the basis of the above-mentioned Act may be described as
university-type institutions, though this term is not used in the Act. These higher education institutions are
entitled to: (1) award the professional titles of licencjat, magister, lekarz, magister inżynier and other titles as
defined by the minister of national education in co-operation with other competent ministers, (2) confer the
academic degree of doktor, with some of them being also entitled to confer the academic degree of doktor
habilitowany (through their faculty boards, i.e. boards in their internal units) , and (3) carry out scientific
research.
In turn, as defined in the Act on Schools of Higher Vocational Education of 1997, the following are the basic
tasks of a school of higher vocational education:
•
training students in vocational education areas and specialist options (see Annex 17 and Annex
19), and preparing them for practising their vocations,
•
offering training to supplement specialist knowledge and professional skills;
•
retraining within a given vocational specialist option.
This Act provides a legal framework for schools of higher vocational education, i.e. schools which are entitled
only to award the professional title of licencjat or inżynier (equivalent to bachelor).
The above-mentioned laws have changed substantially the previously existing higher education system,
particularly as regards management, types of higher education institutions and the structure of studies.
At present, amendments are being drafted to the Higher Education Act of 1990. The draft of a new law (“Law on
Higher Education”) provides for the existence of the following three types of higher education institutions:
1.
“university-type institutions” which would be entitled to confer the academic degree of doktor
habilitowany;
2.
“academic institutions” which would offer master-level courses and be entitled to confer the
degree of doktor;
3.
“vocational education institutions” which would only offer bachelor-level (licencjat or inżynier)
or master-level courses.
Management of higher education institutions
The Act of 1990 limited the competencies of the Minister of National Education in the area of school
management by granting autonomy to both individual higher education institutions and faculties within an
institution. The responsibilities of the Minister of National Education include, among other things, the following:
exercising general supervision over the higher education sector, controlling whether activities carried out by
individual institutions comply with the legislation in force, and establishing new institutions.
In addition to the Minister of National Education and the competent ministers responsible for higher education
institutions accountable to them, the process of higher education management at the central level involves the
Committee for Scientific Research (Komitet Badań Naukowych) and the Central Council of Higher Education
(Rada Główna Szkolnictwa Wyższego).
The Committee for Scientific Research is responsible for scientific and scientific-and-technological policy. It
also acts as a research council which grants, according to competition-based procedures, funds for the
implementation of research projects.
As a representative body of the academic community, the Central Council of Higher Education performs
opinion-giving functions for the minister of education, among other things, delivering opinions on drafts of
legislation concerning higher education.
The autonomy of higher education institutions is expressed through their competences in the following areas:
adopting independently institutional statutes, establishing and abolishing higher education courses in fields of
study, laying down rules and procedures for student enrolment, defining the scope of entrance examinations,
adopting study regulations. In turn, the autonomy granted to faculties within an institution covers issues such as
enrolment rules and the number of students to be enrolled, curricula, and employment of research and teaching
staff.
State higher education institutions
These comprise the following institutions subordinate to the Minister of National Education and other competent
ministers:
•
universities: interdisciplinary institutions offering courses mainly in humanities, social sciences,
mathematics and natural sciences, law, economics and related areas;
•
technical universities (all technical universities and the Academy of Mining and
Metallurgy /Akademia Górniczo-Hutnicza/): offering courses mainly in engineering, but also in economics
and related areas, mathematics and natural sciences, agriculture and related areas, humanities
(administration and management);
•
academies of agriculture: offering mainly courses in agriculture and related areas, but also in
engineering, economics and related areas;
•
academies of economics (including the Warsaw School of Economics /Szkoła Główna
Handlowa/): training economists;
•
teacher training schools: training teachers in various specialisations;
•
academies of theology;
•
academies of medicine (including Collegium Medicum of the Jagiellonian University);
•
schools of arts: academies of music, academies of fine arts, one academy and one school of
theatre studies, one school of film;
•
academies of physical education;
•
merchant navy schools;
•
military academies;
•
School of Police /Wyższa Szkoła Policji/;
•
Central School of Fire Service /Szkoła Główna Służby Pożarniczej/.
Non-state higher education institutions
The Higher Education Act of 1999 also provides for the establishment of non-state higher education institutions.
A non-state higher education institution may be set up upon a permit granted by the Minister of National
Education on the basis of an opinion of the Central Higher Education Council. The school which has been
granted such a permit is entered in the register kept by the Minister. Schools which have followed this procedure
are granted the right to issue state diplomas. State higher education institutions are not, however, entitled to
receive subsidies from the state budget.
10.2.1. Structure of studies
The Act of 1990 introduced a system of studies covering several stages, these including: bachelor (licencjat or
inżynier) level courses, master (magister) level courses, doctorate studies, and postgraduate studies. Such types
of studies may be organised by all state and non-state higher education institutions mentioned above. These
include:
•
vocational education courses: lasting 3 or 4 years; 3-year course graduates are awarded the
professional title of licencjat (lic.), and 4-year course graduates – the professional title of inżynier (inż.);
•
master-level complementary courses: lasting 2 years, designed for holders of the professional
titles of licencjat or inżynier; graduates are awarded the professional title of magister or an equivalent
title;
•
uniform master-level courses: lasting 5 or 6 years; depending on the field of study, graduates
are awarded one of the following professional titles: magister (mgr), magister edukacji, magister sztuki,
magister inżynier (mgr inż.), magister inżynier architekt (mgr inż. arch.) or lekarz (lek.), lekarz
stomatolog (lek. stom.), lekarz weterynarii (lek. wet.);
•
doctorate studies for holders of the magister title or its equivalent;
•
postgraduate studies.
Higher education courses are provided in various modes of study, including regular day studies as the
predominant arrangement as well extramural and evening studies, and those offered in a distance-learning
system.
10.2.2. Admission requirements
Those applying for admission to higher education courses are required to:
•
hold the maturity certificate or, in the case of foreigners wishing to undertake studies
in Poland, an equivalent document which may be recognised in this country;
•
pass an entrance examination, often organised as a competition.
Admission to the first year of study is most often determined by results obtained in an entrance examination.
However, benefiting from their autonomy, higher education institutions apply their own selection criteria and
procedures. Depending on the attractiveness of a higher education institution or a field of study, admission
requirements are made easier or more difficult to meet, and entrance tests are sometimes abandoned in favour of
selection to be carried out during a course of study. Some institutions adjust their arrangements every year. The
scope of an entrance examination covers in most cases the curriculum followed in a secondary school. Winners
of national subject-based competitions, organised for secondary school pupils, are not required to take entrance
examinations.
Additional requirements should be fulfilled by those applying to schools of arts, academies of physical
education, merchant navy schools, military schools, the School of Police /Wyższa Szkoła Policji/ and the Central
School of Fire Service /Szkoła Główna Służby Pożarniczej/.
The following requirements are laid down by schools of arts:
•
schools of music (except faculties of vocal studies): applicants should hold the
diploma of completion of education in an upper-level school of music;
•
schools of fine arts: prior to taking an entrance examination, applicants should present
their artistic achievements;
•
schools of theatre, film and television studies: prior to taking a competition-based
examination covering several stages, applicants should present their achievements in the area
of directing, photography or painting.
Academies of physical education:
•
Admission to an entrance examination is determined by the result of a medical
examination of the applicant. The entrance examination as such is designed to assess fitness of
the applicant in addition to his/her theoretical knowledge.
Merchant navy schools:
•
•
•
•
study.
age limits: up to 25 years of age;
no criminal record;
prior completion of an initial practical placement period;
good health condition and the status of an unmarried person during the first year of
The admission procedure includes psychological tests and a medical examination.
Military schools:
Applicants are required to:
•
•
•
•
have only the Polish citizenship;
be between 17 years of age as the minimum and 23 years of age as the maximum;
be unmarried;
demonstrate good physical and mental condition.
The admission procedure includes psychological, technical and fitness tests.
The School of Police and the Central School of Fire Service:
The requirements for applicants include:
•
•
•
•
below 25 years of age;
no criminal record;
good health condition;
a positive opinion of the psychological board.
10.2.3. Study programmes (fields of study and curricula)
In accordance with the statutory powers, a list of fields of study is drawn up by
the Central Council of Higher Education. The freedom in the area of drawing up
curricula and timetables has been granted to those higher education institutions
where boards of faculties issuing diplomas have the required number of
professors. The Central Council of Higher Education also establishes the
minimum curricular requirements (see Annex 18) or, in other words, core
curricula for individual fields of study. These cover from 30% to 60% of the
curriculum, depending on the field of study.
The language of instruction is Polish. However, courses in some fields of study
are also offered in foreign languages (English, French, German).
Higher education courses in university-type institutions may be divided into two
stages. The first stage, lasting 3 or 4 years, covers general theoretical and
practical knowledge; the second one, lasting ca. 2 years, helps students to
familiarize themselves with specialist knowledge and scientific practices. The
latter ends with a master thesis or a project paper.
The diploma of completion of a higher education course is awarded to those who
have passed all compulsory examinations and defended a master thesis or a
project equivalent to a master thesis.
10.2.4. Diplomas and professional titles awarded by higher education
institutions
Graduates of all higher education institutions are awarded the diploma of
completion of studies (dyplom ukończenia studiów - see annex 16) and a
particular professional title.
Graduates who have completed higher vocational education courses are awarded
the following professional titles:
 licencjat (3- or 4-year courses) in particular faculties, e.g. faculties of arts,
teacher training, physical education, management, social sciences or economics, at schools of
higher vocational education; or
•
 inżynier (3.5- or 4-year courses except in veterinary medicine) in schools of
higher vocational education.
•
Those who have completed the first stage and hold the title of licencjat or
inżynier may continue their studies, taking courses which end with the diploma
of magister or its equivalent.
Graduates from university-type institutions are awarded the following
professional titles:
•
•
•



licencjat,
inżynier,
magister or its equivalent.
The title of magister and its equivalents are awarded by the following types of
higher education institutions:

magister (universities, academies of economics, academies of medicine
[pharmacy, nursing, medical analysis and health care], teacher training schools, academies of
theology);
•
 magister edukacji (universities, teacher training schools);
•
•
•


magister sztuki (schools of arts);
magister inżynier (technical universities, merchant navy schools, military
schools, and academies of agriculture);
•
 magister inżynier architekt (technical universities, faculties of architecture).
Graduates from academies of medicine are granted the following titles:
•
•


lekarz,
lekarz stomatolog.
Faculties of veterinary medicine in academies of agriculture award the title of:
•

lekarz weterynarii which is equivalent to the title of magister.
Holders of the magister title or its equivalents have specialist qualifications
required for work in various areas or for scientific work and teaching in higher
education institutions.
Furthermore, the higher education institutions mentioned below award the
following professional titles:
Academies of physical education grant the professional title of trener (coach).
Graduates from faculties of physical education are awarded teacher
qualifications. Those graduating from other faculties (coaching, rehabilitation,
physiotherapy, organisation and management) may take additional courses and
thus acquire teacher qualifications. Graduates who have completed their higher
education course in the field of “tourism and recreation” are awarded
qualifications of instruktor turystyki (tourism instructor) and instruktor
rekreacji (recreation instructor) in addition to their professional title.
Schools of arts award the professional title of magister sztuki. It confirms
qualifications required for work in artistic professions and for teaching arts (fine
arts, music, theatre and film) in schools and higher education institutions, and
entitles its holder to apply for the degree of doktor or kwalifikacje pierwszego
stopnia (see below).
The School of Police awards the professional title of oficer dyplomowany.
Graduates may continue studies in complementary master-level courses in both
military and civilian higher education institutions. In addition to policemen, this
school trains staff for the Government Guard Office, Border Guard and Military
Police.
The Central School of Fire Service awards the title of inżynier pożarnictwa
and magister inżynier pożarnictwa.
Graduates from military schools are awarded the titles of licencjat, inżynier,
magister, magister inżynier, oficer dyplomowany or lekarz (in the Military
Academy of Medicine). Those completing master-level courses are also granted
the military rank of podporucznik (second lieutenant). Holders of the magister
title or its equivalents may continue education at postgraduate studies.
Higher education. Statistical data
Higher education
institutions, incl.:
state and church
institutions
students enrolled in day
studies
Total number
of institutions
Total number
of students
Total number
of academic
teachers
298**
1 415 286
75 194
116**
1 012 536
67 446
---
629 660
---
* The above data refer to the last quarter of 1999 (source:
Szkolnictwo wyższe. Dane podstawowe, 2000).
** Data collected by the Bureau for Academic Recognition and
Internatiolan Exchange
10.2.5. Academic degrees
Academic degrees in a given discipline of science or arts (see Annex 20) are the
following:
•
•


doktor,
doktor habilitowany.
The academic degree of doktor is conferred to a person who:
 holds the professional title of magister, magister inżynier,
lekarz or their equivalent;
•
 has successfully passed doctorate examinations covering the
scope defined by a faculty board or the board of another organisational
unit; and
•
 has submitted and successfully defended a doctoral thesis
assessed favourably by two reviewers.
•
Qualifications awarded as an equivalent of the doktor degree in artistic
disciplines are kwalifikacje pierwszego stopnia (first degree qualifications).
The academic degree of doktor habilitowany is conferred to a person who:
 holds the academic degree of doktor;
 has remarkable scientific or artistic achievements;
 has submitted a habilitation dissertation which contributes to
the development of a given scientific discipline;
•
 has received favourable assessment of his/her dissertation
from three reviewers;
•
 has passed a habilitation examination; and
•
 has delivered a favourably assessed habilitation lecture.
•
•
•
Qualifications awarded as an equivalent of the doktor habilitowany degree are
kwalifikacje drugiego stopnia (second degree qualifications).
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•
Bogaj A.: Liceum ogólnokształcące w Polsce [General Lyceum in Poland]. WsiP,
Warsaw, 1992.
•
Bogaj A., Kwiatkowski S., Szymański M.: Edukacja w procesie przemian
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•
Drogosz-Zabłocka E.(ed.): Zmiany na rynku pracy a kształcenie zawodowe [Changes
on the Labour Market and Vocational Education]. IBE, Warsaw, 1996.
•
Edukacja w zmieniającym się społeczeństwie [Education in a Changing Society].
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•
Informator dla kandydatów na studia wyższe w roku akademickim 1999/2000 [Guide
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•
Informator o szkołach dla dorosłych i egzaminach eksternistycznych [Guide to schools
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•
Karpińska A.(ed.): Szkolnictwo niepaństwowe. Partnerstwo czy konkurencja [Nonpublic Education. Partnership or Competition]. MWN, Olecko, 1997.
•
Kwiatkowski S.: Liceum techniczne – nowy element w strukturze szkolnictwa
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•
MEN o reformie. Biblioteczka reformy [Ministry of National Education about the
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•
Oświata i wychowanie [Education and School Education]. Rocznik statystyczny.
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•
Pęcherski M., Świątek M.: Organizacja oświaty w Polsce w latach 1917-1977.
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legislation]. Warsaw 1978.
•
Pęcherski M.: System oświatowy w Polsce Ludowej na tle porównawczym [A
Comparative Study on the School Education System in the People’s Republic of Poland].
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•
Podstawy programowe obowiązkowych przedmiotów ogólnokształcących [Core
Curricula for General Compulsory Subjects]. Ministry of National Education, Warsaw 1997.
•
Rozwój oświaty w Polsce w latach 1990-1991 [Development of School Education in
Poland, 1990-1991]. Ministry of National Education, Warsaw, 1992.
•
Rozwój edukacji w Polsce w latach 1992-1993 [Development of School Education in
Poland, 1992-1993]. Ministry of National Education, Warsaw, 1994.
•
Rozwój edukacji w Polsce [Development of School Education in Poland]. Ministry of
National Education, Warsaw, 1996.
•
Szkolnictwo wyższe 1999 [Higher Education 1999]. Statistical Yearbook. Central
Statistical Office, 2000.
•
Szkolnictwo wyższe. Dane podstawowe 2000 [Higher Education. Basic data 2000],
Ministry of National Education, Warsaw, 2000.
•
Ustawa z dnia 15 lipca 1961 r. o rozwoju systemu oświaty i wychowania [The Act on
School Education and Education of 15 July 1961]. Journal of Law, 1961, No 32 item 160.
•
Ustawa z dnia 12 września 1990 r. o szkolnictwie wyższym [The Higher Education
Act of 12 September 1990]. Journal of Law 1990 No 65 item 385.
•
Ustawa z dnia 12 września 1990 r. o tytule naukowym i stopniach naukowych [The
Act on the Academic Title and Degrees of 12 September 1990]. Journal of Law 1990 No 65 item
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•
Ustawa z dnia 7 września 1991 r. o systemie oświaty [The School Education Act of 7
September 1991]. Journal of Law 1996 No 106 item 496.
•
Ustawa z dnia 26 czerwca 1997 r. o wyższych szkołach zawodowych [The Act on
Schools of Higher Vocational Education]. Journal of Law 1997 No 96 item 590.
•
Ustawa z dnia 25 lipca 1998 r. o zmianie ustawy o systemie oświaty [The Act of 25
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•
Wiloch T.J.: System szkolny [School system]. PWN, Warsaw, 1977.
•
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Selected:
•
•
•
Guidelines of the Minister of School Education,
Ordinances of the Minister of National Education,
Regulations of the Minister of National Education.
Annex 1: Framework timetable for the 6-year primary school
(Forms I to VI)
PRIMARY SCHOOL
EDUCATIONAL CYCLE I (Forms I to III)
Number of hours per
week during 3 years *
EDUCATIONAL ACTIVITIES
Integrated education
51
Religion / Ethics
6
Hours to be allocated by the school head
15
Total
EDUCATIONAL CYCLE II (Forms IV to VI)
72
Number of hours per
week during 3 years *
Polish language
History and society
23
Arts (fine arts, music)
Foreign language
8
Mathematics
12
Nature studies
9
Technology
2
Information and Communication Technology (ICT)
Physical education
9
Religion / Ethics
6
Hours to be used by the class teacher
3
12
Total
84
* For educational activities indicated in the core curriculum for general education.
Annex 2: Framework timetable for Forms V and VI in the 6-year primary school
No.
Number of hours per week
Educational activities
Form V
Form VI
1.
Polish language
5
5
2.
Foreign language
2
2
3.
Mathematics
4
4
4.
Social studies
-
-
5.
6.
History
Geography
7.
8.
Biology with hygiene
Physics
2
-
9.
10.
11.
Technology with ICT elements
Fine arts
Music
4
4
12.
Physical education
3
3
13.
Hours to be allocated by the class teacher
1
1
14.
1
1
2
2
27
28
1
1
Religion / Ethics
Total
+1
1
1
+1
1
1
+1
Annex 3: Framework timetable for Form VIII in the 8-year primary school
No.
Form VIII
1.
Polish language
5
2.
Foreign language
2
3.
Mathematics
4
4.
Social studies
1
5.
6.
History
Geography
1
1
+1
7.
8.
9.
Biology with hygiene
Physics
Chemistry
1
1
1
+2
10.
11.
12.
Technology / ICT elements
Fine arts
Music
4
13.
Physical education
3
14.
Hours to be allocated by the class teacher
1
15.
2
Religion / Ethics
2
Total
32
Annex 4: Framework timetable for the gymnasium
GYMNASIUM (Forms I to III)
EDUCATIONAL CYCLE III
Number of hours per week during 3
years *
Polish language
13
History
6
Social studies
3
Arts (fine arts, music) **
3
Foreign Language
9
Mathematics
12
Physics and astronomy
4
Chemistry
4
Biology
4
Geography
4
Technology **
Information and Communication Technology (ICT)
**
2
Physical education
9
Religion / Ethics
6
Hours to be used by the class teacher
3
Hours to be allocated by the school head **
9
Total
91
* For educational activities indicated in the core curriculum for general education
** Hours to be allocated for practical activities in divisions including classes preparing for work.
Annex 5: Framework timetable for the general lyceum
No.
Form I
Form II
Form III
Form IV
4
4
4
4
1.
Polish language
2.
First foreign language
3.
Second foreign language:
modern or Latin
5
5
5
3
-
4.
Mathematics
3
3
2
2
5.
Social studies
6.
History
7.
Geography
-
-
1
+1
1
+1
1
1
1
1
Biology with hygiene and
environmental protection
1
9.
Physics and astronomy
1
10.
Chemistry
2
11.
Technology / ICT elements
1
+2
1
+2
1
+1
13.
Defence training
1
1**
14.
Physical education
3
3
1
16.
Optional activities: hours to be
allocated for major section
subjects
Total
1
+2
-
1
+2
-
-
-
-
-
-
-
2*
Fine arts/ Music
Hours to be allocated by the
class teacher
+2
-
12.
15.
1
1
1
8.
Religion / Ethics
•
2
1
/2
2
1
1
1
/2
-
2
5
8
2
2
2
2
31
31
28 1/2
25 1/2
Hours should be allocated to one of the subjects.
** Activities may be organised as a one-week holiday camp for boys.
Annex 6: Framework timetable for the basic school offering courses designed as a follow-up to the 8-year
primary school curriculum
For young people
Educational
activities
No.
Form I
Form
II
Form
III
Number of teaching
weeks a)
Number of hours per
week
For adults
Total
number
Total
of hours
number per week
of hours
in a
per week course
in a
course
Day
courses
Total number
of hours per
week in a
course
Extramural
courses
1.
Polish language
3
2
2
7
5
90
2.
Foreign language
2
2
2
6
3
60
3.
Mathematics
2
2
2
6
4
75
4.
Defence training
1
1
-
2
-
-
5.
Physical education
3
3
2
8
-
-
6.
Social studies
-
1
-
1
1
15
7.
History
2
-
-
2
1
15
8.
Physics
1
1
-
2
9.
Chemistry
2
-
-
2
10.
Environmental
protection and
formation
1
-
-
1
Religion / Ethics
2
2
2
6
-
-
Hours to be
allocated by the
class teacher
1
0,5
0,5
2
-
-
Vocational subjects
and practical
activities b)
11
15,5
18,5
45 c)
34
650
1
1
2
1
20
-
-
-
-
1
20
31
31
30
92
54 f)
1020 f)
11.
12.
Introduction to
economics d)
Total
20
1
-
Hours to be
allocated by the
school head e)
1
+1
1
20
+20
15
Extra-curricular activities:
a.
b.
c.
38 weeks of classes in a school year, and maximum 36 weeks in the final year covered by the
curriculum;
A set of compulsory theoretical vocational subjects together with the number of hours for such subjects
and practical activities will be specified in the programme of training for a given occupation.
The number of hours for young workers will be specified in the programme of training for a given
occupation, taking into account relevant Labour Code provisions.
d.
e.
f.
A compulsory subject if the specificity of a given occupation does not require a broader scope of
knowledge or skills in this area (a different name and number of hours for the subject will be defined in
the programme of training for a given occupation).
Hours to be allocated to additional activities in compulsory subjects, according to the needs of a given
class (semester).
For the programme of training in a given occupation to be implemented in shorter courses for adults,
the total load is proportionally reduced, while the number of hours available for individual general
subjects remains the same as for a 3-year course.
Annex 7: Framework timetable for the vocational lyceum offering courses designed as a follow-up to the 8year primary school curriculum
For young people
Form I
No.
Form
II
Form
III
Form
IV
Number of teaching weeks
a)
Educational
activities
1.
Polish language
4
4
4
2.
Foreign language
3
3
2
3.
History
2
2
1
4.
ICT elements
2
1
5.
Defence training
1
6.
Physical
education
7.
For adults
Total
number
Total
of hours
number per week
of hours
in a
per week course
in a
course
Day
courses
Extramural
courses
16
10
140
10
8
140
1
6
3
60
-
-
3
2
40
1
-
-
2
-
-
3
3
2
2
10
-
-
Social studies
-
-
-
1
1
1
16
8.
Geography
2
1
1
-
4
2
40
9.
Mathematics
10.
Physics
11.
Chemistry
12.
Environmental
protection and
formation
(Biology with
hygiene and
environmental
protection) b)
13.
14.
4
Total number
of hours per
week in a
course
2
3
3
2
2
10
6
94
1
1
1
1
4
2
40
2
1
-
+2
1
+2
1
-
3
+2
-
2
+1
-
40
+7
2
+4
2
+40
30
Religion / Ethics
2
2
2
2
8
-
-
Hours to be
allocated by the
class teacher
0,5
0,5
0,5
0,5
2
-
-
Vocational
subjects and
practical
activities c)
3,5
6,5
13,5
15,5
39
29
620
15.
Introduction to
economics d)
-
1
1
-
2
1
20
Hours to be
allocated by the
school head e)
-
-
-
-
-
4
80
76
1400
Practical placement: .................................... weeks in Form .............................
and ...............................................
Total
32
33
32
32
129
Extracurricular activities:
a.
b.
c.
d.
e.
38 weeks of classes in a school year, and 30 weeks in Form IV.
The number of hours for biology with hygiene and environmental protection in a school for young
people is 4.
A set of compulsory vocational theoretical subjects together with the number of hours for such subjects
and for a practical placement will be specified in the programme of training for a given occupation.
class (semester).
Annex 8: Framework timetable for the technical lyceum offering courses designed as a follow-up to the 8year primary school curriculum
For young people
Form I
No
Form
II
Form
III
Form
IV
Educational
activities
For adults
Total
Total
number
number
of hours
of hours
per week
per week
in a
in a
course
course
1.
Polish language
2.
First foreign
language
3.
Second foreign
language
4
4
4
4
4
5
4
4
Day
courses
16
Total number
of hours per
week in a
course
Extramural
courses
10
140
14
140
10 or 11
76
17
4.
Mathematics
3
3
3
3
12
10
94
5.
Social studies
-
-
1
1
2
1
16
6.
History
2
1
1
6
3
50
1
1
1
1
5
3
40
2
+1
7.
Geography
8.
Biology with
hygiene and
environmental
protection
1
1
1
-
3
1 +1
1
1
-
3
Physics &
1
1
-
-
2
9.
2
+1
2
1
30
+1
30
20
+10
astronomy
10. Chemistry
11. ICT elements
1
2
-
-
3
2
20
12. Defence training
1
1*
-
-
2
-
-
13. Physical education
3
3
2
2
10
-
-
14. Religion / Ethics
2
2
2
2
8
-
-
15. Hours to be allocated
by the class teacher
1
1
1
1
4
-
-
Subjects in the vocational education branch
16. Entrepreneurship
1
1
2
1
5
3
40
17. Computerisation
-
-
2
-
2
1
16
18. Vocational subjects
2
2
5
10
19
10
200
Optional activities
-
2
3
5
10
6
30
Practical placement .................................. weeks in Form ................................... and ....................
weeks in Form ...................
Total
•
30
30
30
30
120
68
826
Activities may be organised as a one-week holiday camp for boys.
Annex 9: Framework timetable for the technical school and lyceum offering courses designed as a follow-up
to the 8-year primary school curriculum
For young people
No.
Educational
activities
For adults
Total
Form Form Form Form Form
Total
number Total number
I
II
III
IV
V
number of hours of hours per
of hours per week
week in a
in a
in a
course
a)
course
course
Extramural
Day
courses
courses
1.
Polish language
4
3
3
3
3
16
10
140
2.
Foreign language
2
2
2
2
2
10
8
140
3.
History
2
1
1
1
1
6
3
60
4.
ICT elements
2
1
-
-
-
3
2
40
5.
Defence training
1
1
-
-
-
2
-
-
6.
Physical
education
3
3
2
2
2
12
-
-
7.
Social studies
-
-
-
-
1
1
1
16
8.
Geography
2
1
1
-
-
4
2
40
9.
Mathematics
10. Physics
11. Chemistry
12. Environmental
2 +2 2 +2 2 +1 2 +1 2 +1 10
1
1
1
1
-
4
+7
6
2
+4
94
40
+40
protection and
formation /
Biology with
hygiene and
environmental
protection b)
13. Religion / Ethics
1
1
-
-
-
3
2
40
1 2
12
-2
-2
- 2
2 10
2 -
30
-
14. Hours to be
allocated by the
class teacher
1
0,5
0,5
0,5
0,5
3
-
-
15. Vocational
subjects and
practical
activities c)
6
11,5
15,5
16,5
17,5
+67
+52
+1100
Introduction to
economics d)
-
-
1
1
-
2
1
20
Hours to be
allocated by the
school head e)
-
-
-
-
-
-
5
100
100
1900
Practical placement ................................ weeks in Form .....................................
and ........................................................................
Total
33
33
32
32
32
150
a.
b.
c.
d.
e.
38 weeks of classes in a school year, and 30 weeks in Form V.
The number of hours for biology with environmental protection in a school for young people is 4.
A set of compulsory vocational theoretical subjects together with the number of hours for such subjects,
practical activities and a practical placement will be specified in the programme of training for a given
occupation.
class (semester).
Annex 10: Framework timetable for the technical school and lyceum offering courses designed as a followup to the basic school curriculum
For young people
For adults
Form I Form II Form III
No.
Educational
activities
Total
number
Total number
Total
of
hours
of hours per
a)
number per week
week in a
of hours
in a
course
per week course
in a
b)
course
b)
Extramural
b)
Day
courses
courses
1.
Polish language
4
3
3
10
6
80
2.
Foreign language 2
2
2
6
6
80
3.
History
1
1
4
2
30
2
4.
ICT elements
2
1
-
3
2
40
5.
Physical
education
2
2
2
6
-
-
6.
Social studies
-
-
1
1
1
14
7.
Geography
2
2
-
4
2
40
8.
Mathematics
2
2
2
6
4
60
2
1
-
3
2
30
1
1
-
2
2
40
1
-
-
1
1
16
9.
Physics
10.
Chemistry
11.
Environmental
protection and
formation /
Biology with
hygiene and
environmental
protection c)
12.
Religion / Ethics 2
2
2
6
-
-
Hours to be
allocated by the
class teacher
1
0,5
0,5
2
-
-
Vocational
subjects d/
7
12
17
36
22
400
Hours to be
allocated by the
school head e)
-
-
-
-
3
60
54 b)
900 b)
13.
+2
+2,5
+1,5
+6
+1
+10
Practical placement: ...........................................weeks in
Form........................................................................
Total 32
32
32
98 b)
a.
38 weeks of classes in a school year, and 30 weeks in the final year covered by the
curriculum.
b.
For the programme of training in a given occupation to be implemented in 2.5-year
courses, the total load in the timetable is reduced by 1/6, while the number of hours for general
subjects remains the same as for a 3-year course, except that 5 hours are allocated in this case
for physical education in a school for young people.
c.
The number of hours for biology with environmental protection in a school for young
people is 4.
d.
A set of compulsory vocational subjects together with the number of hours for such
subjects and for a practical placement will be specified in the programme of training for a
given occupation.
e.
Hours to be allocated to additional activities in compulsory subjects, according to the
needs of a given class (semester).
Annex 11: Framework timetable for the post-secondary school offering courses designed as a follow-up to
the curriculum of the general or technical lyceum (4 semesters)
For young people
SEMESTER
I
Compulsory
educational
activities
No.
II
III
IV
Number of teaching
weeks a)
For adults
Total
Total
number number
of hours of hours
per week per week
in a
in a
course
course
b)
or modules
b)
b)
Number of hours per
week
1.
2.
Total number
of hours per
week in a
course
Extramural
courses
Day
courses
Vocational
subjects and
practical
activities c)
24
24
26
26
50
37
680
Introduction to
economics d)
2
2
-
-
2
1
20
Practical placement: ..................................................weeks in ……………………….
semester.
3.
Physical
education
2
Total 28
2
2
2
4
-
-
28
28
28
56
38
700
a.
b.
38 weeks of classes in a school year.
For the programme of training in a given occupation to be implemented in 1.5-year or 2.5-year courses,
the total load as defined for a 2-year course is proportionally reduced or increased by:
o
o
a.
b.
14 hours per week in a school for young people;
by 10 hours per week for day courses in a school of adults; by the average number of hours in
a semester for extramural courses in a school of adults.
A set of compulsory theoretical vocational subjects together with the number of hours for such subjects,
occupation.
Annex 12: Framework timetable for the post-secondary school offering courses designed as a follow-up to
the curriculum of the general or technical lyceum (2 semesters)
No.
Compulsory
educational
activities or
modules
For young people
Semester
I
II
Number of
Total
number
of hours
in a
For adults
Total
number
of hours
in a
Total number
of hours in a
course
teaching weeks a)
Number of hours
per week
1.
course
course
b)
b)
b)
Vocational subjects
and practical
24
activities c)
24
24
20
Extramural
410
Introduction to
economics d)
2
2
1
20
2
Practical placement: ......................................... weeks in .............................. semester
and ................ semester.
Physical education
2
Total 28
2
2
-
-
28
28
21
430
a.
b.
38 weeks of classes in a school year.
For the programme of training in a given occupation to be implemented in 0.5-year or 1.5-year courses,
the total load as defined for a 1-year course is increased by:
o
o
a.
b.
maximum 14 hours per week in a school for young people;
maximum 10 hours per week for day courses in a school of adults; by the average number of
hours in a semester for extramural courses in a school of adults.
A set of compulsory theoretical vocational subjects together with the number of hours for such subjects,
occupation.
Annex 13: List of state higher education institutions in Poland
I. UNIVERSITIES
Białystok
Uniwersytet w Białymstoku
Gdańsk
Uniwersytet Gdański
Katowice
Uniwersytet Śląski
Kraków
Uniwersytet Jagielloński
Lublin
Uniwersytet Marii Curie Skłodowskiej
Lublin
Katolicki Uniwersytet Lubelski
Łódź
Uniwersytet Łódzki
Olsztyn
Uniwersytet Warmińsko-Mazurski
Opole
Uniwersytet Opolski
Poznań
Uniwersytet im. Adama Mickiewicza
Szczecin
Uniwersytet Szczeciński
Toruń
Uniwersytet Mikołaja Kopernika
Warszawa
Uniwersytet Warszawski
Warszawa
Uniwersytet Kardynała Stefana Wyszyńskiego
Wrocław
Uniwersytet Wrocławski
II. TEACHER TRAINING SCHOOLS
Bydgoszcz
Akademia Pedagogiczna im. Kazimierza Wielkiego
Częstochowa
Wyższa Szkoła Pedagogiczna
Kielce
Akademia Świętokrzyska im. Jana Kochanowskiego
Kraków
Akademia Pedagogiczna im. Komisji Edukacji Narodowej
Rzeszów
Wyższa Szkoła Pedagogiczna
Siedlce
Akademia Podlaska
Słupsk
Pomorska Akademia Pedagogiczna
Warszawa
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej
Zielona Góra
Wyższa Szkoła Pedagogiczna im. Tadeusza Kotarbińskiego
III. ACADEMIES OF ECONOMICS
Katowice
Akademia Ekonomiczna im. Karola Adamieckiego
Kraków
Akademia Ekonomiczna
Poznań
Akademia Ekonomiczna
Warszawa
Szkoła Główna Handlowa
Wrocław
Akademia Ekonomiczna im. Oskara Langego
IV. TECHNICAL UNIVERSITIES
Białystok
Politechnika Białostocka
Bydgoszcz
Akademia Techniczno-Rolnicza im. J.J. Śniadeckich
Częstochowa
Politechnika Częstochowska
Gdańsk
Politechnika Gdańska
Gliwice
Politechnika Śląska
Kielce
Politechnika Świętokrzyska
Koszalin
Politechnika Koszalińska
Kraków
Akademia Górniczo-Hutnicza im. Stanisława Staszica
Kraków
Politechnika Krakowska im. Tadeusza Kościuszki
Lublin
Politechnika Lubelska
Łódź
Politechnika Łódzka
Opole
Politechnika Opolska
Poznań
Politechnika Poznańska
Radom
Politechnika Radomska im. Kazimierza Pułaskiego
Rzeszów
Politechnika Rzeszowska im. Ignacego Łukasiewicza
Szczecin
Politechnika Szczecińska
Warszawa
Politechnika Warszawska
Wrocław
Politechnika Wrocławska
Zielona Góra
Politechnika Zielonogórska
V. ACADEMIES OF AGRICULTURE
Kraków
Akademia Rolnicza im. Hugona Kołłątaja
Lublin
Akademia Rolnicza
Poznań
Akademia Rolnicza im. Augusta Cieszkowskiego
Szczecin
Akademia Rolnicza
Warszawa
Szkoła Główna Gospodarstwa Wiejskiego
Wrocław
Akademia Rolnicza
VI. ACADEMIES OF MEDICINE
Białystok
Akademia Medyczna
Bydgoszcz
Akademia Medyczna im. Ludwika Rydygiera
Gdańsk
Akademia Medyczna
Katowice
Śląska Akademia Medyczna
Lublin
Akademia Medyczna
Łódź
Akademia Medyczna
Poznań
Akademia Medyczna im. Karola Marcinkowskiego
Szczecin
Pomorska Akademia Medyczna
Warszawa
Akademia Medyczna
Wrocław
Akademia Medyczna im. Piastów Śląskich
VII. ACADEMIES OF MUSIC
Bydgoszcz
Akademia Muzyczna im. Feliksa Nowowiejskiego
Gdańsk
Akademia Muzyczna im. Stanisława Moniuszki
Katowice
Akademia Muzyczna im. Karola Szymanowskiego
Kraków
Akademia Muzyczna
Łódź
Akademia Muzyczna
Poznań
Akademia Muzyczna im. Ignacego Jana Paderewskiego
Warszawa
Akademia Muzyczna im. Fryderyka Chopina
Wrocław
Akademia Muzyczna im. Karola Lipińskiego
VIII. SCHOOLS OF FINE ARTS
Gdańsk
Akademia Sztuk Pięknych
Kraków
Akademia Sztuk Pięknych im. Jana Matejki
Łódź
Akademia Sztuk Pięknych im. Władysława Strzemińskiego
Poznań
Warszawa
Wrocław
IX. SCHOOLS OF THEATRE AND FILM STUDIES
Kraków
Państwowa Wyższa Szkoła Teatralna im. Ludwika Solskiego
Łódź
Państwowa Wyższa Szkoła Filmowa, Telewizyjna i Teatralna im.
Leona Schillera
Warszawa
Akademia Teatralna im. Aleksandra Zelwerowicza
X. MERCHANT NAVY SCHOOLS
Gdynia
Wyższa Szkoła Morska
Szczecin
Wyższa Szkoła Morska
XI. ACADEMIES OF PHYSICAL EDUCATION
Gdańsk - Oliwa
Akademia Wychowania Fizycznego im. Jędrzeja Śniadeckiego
Katowice
Akademia Wychowania Fizycznego
Kraków
Akademia Wychowania Fizycznego im. Bronisława Czecha
Poznań
Akademia Wychowania Fizycznego im. Eugeniusza Piaseckiego
Warszawa
Akademia Wychowania Fizycznego Józefa Piłsudskiego
Wrocław
Akademia Wychowania Fizycznego
XII. MILITARY SCHOOLS
Dęblin
Wyższa Szkoła Oficerska Sił Powietrznych
Gdynia
Akademia Marynarki Wojennej im. Bohaterów Westerplatte
Łódź
Wojskowa Akademia Medyczna im. gen. dyw. Bolesława
Szareckiego
Poznań
Wyższa Szkoła Oficerska im. Stefana Czarnieckiego
Toruń
Wyższa Szkoła Oficerska im. gen. Józefa Bema
Warszawa
Akademia Obrony Narodowej
Warszawa
Wojskowa Akademia Techniczna im. Jarosława Dąbrowskiego
Wrocław
Wyższa Szkoła Oficerska im. Tadeusza Kościuszki
XIII. SCHOOLS SUPERVISED BY THE MINISTRY OF INTERNAL AFFAIRS AND ADMINISTRATION
Szczytno
Wyższa Szkoła Policji
Warszawa
Szkoła Główna Służby Pożarniczej
XIV. ACADEMIES OF THEOLOGY
Warszawa
Chrześcijańska Akademia Teologiczna
XV. STATE SCHOOLS OF HIGHER VOCATIONAL EDUCATION
Biała Podlaska
Państwowa Wyższa Szkoła Zawodowa
Elbląg
Gorzów
Wielkopolski
Gorzowska Wyższa Szkoła Zawodowa
Jarosław
Jelenia Góra
Kolegium Karkonoskie
Kalisz
Konin
Wyższa Szkoła Zawodowa
Krosno
Legnica
Leszno
Nowy Sącz
Piła
Płock
Sulechów
Wyższa Szkoła Zawodowa Administracji Publicznej
Tarnów
Wałbrzych
Updated: May 2001
Annex 14: List of non-state and church higher education institutions in Poland
I. NON-STATE SCHOOLS OF HIGHER EDUCATION
Białystok
Wyższa Szkoła Administracji Publicznej
Białystok
Wyższa Szkoła Ekonomiczna
Białystok
Wyższa Szkoła Finansów i Zarządzania
Białystok
Wyższa Szkoła Matematyki i Informatyki Użytkowej
Białystok
Niepaństwowa Wyższa Szkoła Pedagogiczna
Bielsko Biała
Bielska Wyższa Szkoła Biznesu i Informatyki im. J. Tyszkiewicza
Bielsko Biała
Wyższa Szkoła Administracji
Bielsko Biała
Wyższa Szkoła Bankowości i Finansów
Bielsko Biała
Wyższa Szkoła Informatyki i Zarządzania
Bielsko Biała
Wyższa Szkoła Marketingu i Zarządzania
Bydgoszcz
Wyższa Szkoła Ochrony Środowiska
Bytom
Wyższa Szkoła Ekonomii i Administracji
Chrzanów
Wyższa Szkoła Przedsiębiorczości i Marketingu
Częstochowa
Wyższa Szkoła Języków Obcych i Ekonomii
Częstochowa
Wyższa Szkoła Lingwistyczna
Częstochowa
Wyższa Szkoła Zarządzania
Dąbrowa
Górnicza
Wyższa Szkoła Biznesu
Gdańsk
Wyższa Szkoła Turystyki i Hotelarstwa
Gdynia
Wyższa Szkoła Administracji i Biznesu
Gdynia
Wyższa Szkoła Międzynarodowych Stosunków Gospodarczych i
Politycznych
Gorzów
Wielkopolski
Katowice
Górnośląska Wyższa Szkoła Handlowa
Katowice
Śląska Wyższa Szkoła Zarządzania
Katowice
Wyższa Szkoła Bankowości i Finansów
Katowice
Wyższa Szkoła Zarządzania Merketingowego i Języków Obcych
Kielce
Wszechnica Świętokrzyska
Kielce
Wyższa Szkoła Ekonomii i Administracji
Kielce
Wyższa Szkoła Handlowa
Kielce
Wyższa Szkoła Ubezpieczeń
Koszalin
Bałtycka Wyższa Szkoła Humanistyczna
Kraków
Profesjonalna Szkoła Biznesu - Szkoła Wyższa
Kraków
Kraków
Wyższa Szkoła Zarządzania i Bankowości
Legnica
Wyższa Szkoła Menedżerska
Legnica
Wyższa Szkoła Techniczna
Leszno
Wyższa Szkoła Marketingu i Zarządzania
Łomża
Wyższa Szkoła Agrobiznesu
Łomża
Wyższa Szkoła Zarządzania i Przedsiębiorczości im. B. Jańskiego
Łowicz
Mazowiecka Wyższa Szkoła Humanistyczno–Pedagogiczna
Łódź
Salezjańska Wyższa Szkoła Ekonomii i Zarządzania
Łódź
Społeczna Wyższa Szkoła Przedsiębiorczości i Zarządzania
Łódź
Łódź
Wyższa Szkoła Finansów, Bankowości i Ubezpieczeń im. prof.
Janusza Chechlińskiego
Łódź
Wyższa Szkoła Humanistyczno-Ekonomiczna
Łódź
Wyższa Szkoła Marketingu i Biznesu
Łódź
Wyższa Szkoła Informatyki
Łódź
Wyższa Szkoła Studiów Międzynarodowych
Łódź
Wyższa Szkoła Sztuki i Projektowania
Mysłowice
Górnośląska Wyższa Szkoła Pedagogiczna
Nisko
Nowy Sącz
Wyższa Szkoła Biznesu - National Louis University
Olecko
Wszechnica Mazurska
Olsztyn
Olsztyńska Szkoła Wyższa
Olsztyn
Olsztyńska Wyższa Szkoła Zarządzania
im. Tadeusza Kotarbińskiego
Olsztyn
Wyższa Szkoła Informatyki i Ekonomii Towarzystwa Wiedzy
Powszechnej
Opole
Wyższa Szkoła Zarządzania i Administracji
Ostrołęka
Ostrowiec
Świętokrzyski
Wyższa Szkoła Biznesu i Przedsiębiorczości
Piła
Płock
Szkoła Wyższa im. Pawła Włodkowica
Poznań
Schola Posnaniensis - Wyższa Szkoła Sztuki Stosowanej
Poznań
Wyższa Szkoła Bankowa
Poznań
Wyższa Szkoła Handlu i Usług
Poznań
Wyższa Szkoła Hotelarstwa i Gastronomii
Poznań
Wyższa Szkoła Komunikacji i Zarządzania
Poznań
Wyższa Szkoła Nauk Humanistycznych i Dziennikarstwa
Poznań
Wyższa Szkoła Umiejętności Społecznych
Poznań
Wyższa Szkoła Zarządzania i Bankowości
Przemyśl
Wyższa Szkoła Administracji i Zarządzania
Puławy
Puławska Szkoła Wyższa
Pułtusk
Wyższa Szkoła Humanistyczna
Radom
Prywatna Wyższa Szkoła Ochrony Środowiska
Radom
Wyższa Szkoła Finansów i Bankowości
Ryki
Wyższa Szkoła Umiejętności Pedagogicznych i Zarządzania
Rzeszów
Wyższa Szkoła Informatyki i Zarządzania
Rzeszów
Sandomierz
Wyższa Szkoła Humanistyczno-Przyrodnicza - Studium Generale
Sandomiriense
Skierniewice
Wyższa Szkoła Ekonomiczno-Humanistyczna
Słupsk
Sochaczew
Wyższa Szkoła Zarządzania i Marketingu
Sosnowiec
Suwałki
Wyższa Szkoła Służby Społecznej im. Księdza Franciszka
Blachnickiego
Suwałki
Wyższa Szkoła Suwalsko-Mazurska
Szczecin
Szczecin
Wyższa Szkoła Humanistyczna Towarzystwa Wiedzy Powszechnej
Szczecin
Wyższa Szkoła Sztuki Użytkowej
Szczecin
Zachodniopomorska Szkoła Biznesu
Tarnów
Małopolska Wyższa Szkoła Ekonomiczna
Tarnów
Tychy
Wyższa Szkoła Zarządzania i Nauk Społecznych
Tyczyn
Wyższa Szkoła Społeczno-Gospodarcza
Wałbrzych
Wałbrzyska Wyższa Szkoła Zarządzania i Przedsiębiorczości
Warszawa
Collegium Civitas
Warszawa
Europejska Akademia Sztuk
Warszawa
Europejska Wyższa Szkoła Prawa i Administracji
Warszawa
Polsko-Japońska Wyższa Szkoła Technik Komputerowych
Warszawa
Prywatna Wyższa Szkoła Businessu i Administracji
Warszawa
Szkoła Nauk Ścisłych
Warszawa
Szkoła Wyższa Psychologii Społecznej
Warszawa
Warszawska Szkoła Biznesu
Warszawa
Warszawska Szkoła Zarządzania - Szkoła Wyższa
Warszawa
Warszawska Wyższa Szkoła Ekonomiczna
Warszawa
Wyższa Szkoła Bankowości, Finansów i Zarządzania
Warszawa
Wyższa Szkoła Działalności Gospodarczej
Warszawa
Wyższa Szkoła Dziennikarska
Warszawa
Wyższa Szkoła Ekologii i Zarządzania
Warszawa
Warszawa
Wyższa Szkoła Ekonomiczno-Informatyczna
Warszawa
Wyższa Szkoła Gospodarowania Nieruchomościami
Warszawa
Wyższa Szkoła Handlu i Finansów Międzynarodowych
Warszawa
Wyższa Szkoła Handlu i Prawa
Warszawa
Wyższa Szkoła Hotelarstwa, Gastronomii i Turystyki
Warszawa
Wyższa Szkoła Informatyki Stosowanej i Zarządzania
Warszawa
Wyższa Szkoła Komunikowania i Mediów Społecznych
Warszawa
Wyższa Szkoła Menedżerska SIG
Warszawa
Wyższa Szkoła Pedagogiczna Towarzystwa Wiedzy Powszechnej
Warszawa
Wyższa Szkoła Pedagogiczna Związku Nauczycielstwa Polskiego
Warszawa
Wyższa Szkoła Przedsiębiorczości i Zarządzania
im. Leona Koźmińskiego
Warszawa
Wyższa Szkoła Społeczno-Ekonomiczna
Warszawa
Wyższa Szkoła Stosunków Międzynarodowych
i Amerykanistyki
Warszawa
Warszawa
Wyższa Szkoła Turystyki i Rekreacji
Warszawa
Wyższa Szkoła Ubezpieczeń i Bankowości
Warszawa
Warszawa
Warszawa
Wyższa Szkoła Zarządzania i Przedsiębiorczości
im .B. Jańskiego
Włocławek
Wrocław
Dolnośląska Szkoła Wyższa Edukacji
Wrocław
Wrocław
Wrocław
Wyższa Szkoła Zarządzania "Edukacja"
Wrocław
Wyższa Szkoła Zarządzania i Finansów
Wrocław
Zamość
Wyższa Szkoła Zarządzania i Administracji
Zgierz
Wyższa Szkoła Kupiecka
Żyrardów
Wyższa Szkoła Rozwoju Lokalnego
II. NON-STATE SCHOOLS OF HIGHER VOCATIONAL EDUCATION
Bochnia
Bydgoszcz
Kujawsko-Pomorska Szkoła Wyższa
Bydgoszcz
Wyższa Szkoła Zarządzania i Finansów
Bydgoszcz
Wyższa Pomorska Szkoła Turystyki i Hotelarstwa
Chorzów
Górnośląska Wyższa Szkoła Przedsiębiorczości
Ciechanów
Wyższa Szkoła Biznesu i Zarządzania
Częstochowa
Wyższa Szkoła Hotelarstwa i Turystyki
Elbląg
Elbląska Wyższa Szkoła Humanistyczna
Gdańsk
Gdańska Wyższa Szkoła Humanistyczna
Gdańsk
Gdańsk
Wyższa Szkoła Finansów i Rachunkowości
Gdańsk
Wyższa Szkoła Społeczno-Ekonomiczna
Gdynia
Giżycko
Prywatna Wyższa Szkoła Zawodowa
Kielce
Kielce
Wyższa Szkoła Zarządzania Gospodarką Regionalną
i Turystyką
Kraków
Krakowska Szkoła Wyższa im. A. Frycza Modrzewskiego
Kraków
Wyższa Pedagogiczna Szkoła Zawodowa im. Świętej Rodziny
Kraków
Wyższa Szkoła Ekonomii i Informatyki
Kraków
Wyższa Szkoła Ubezpieczeń
Kutno
Wyższa Szkoła Gospodarki Krajowej
Kwidzyn
Lublin
Lubelska Szkoła Biznesu - Szkoła Wyższa
Lublin
Wyższa Szkoła Ekonomii i Innowacji
Lublin
Wyższa Szkoła Nauk Społecznych
Lublin
Wyższa Szkoła Przedsiębiorczości i Administracji
Lublin
Wyższa Szkoła Społeczno-Przyrodnicza
Łódź
Mielec
Wyższa Szkoła Gospodarki i Zarządzania
Poznań
Wyższa Szkoła Języków Obcych
Poznań
Wyższa Szkoła Logistyki
Poznań
Wyższa Szkoła Zawodowa Handlu i Rachunkowości
Poznań
Wyższa Szkoła Zawodowa Pielęgnacji Zdrowia i Urody
Pruszków
Wyższa Szkoła Kultury Fizycznej i Turystyki
Radom
Radom
Wyższa Szkoła Ekonomii Stosowanej i Handlu Zagranicznego
Ropczyce
Wyższa Szkoła Inżynierii Rolniczej i Zarządzania
Siedlce
Wyższa Szkoła Finansów i Zarządzania
Sopot
Wyższa Szkoła Finansów i Administracji
Sosnowiec
Wyższa Szkoła Sztuki Stosowanej “Opus-Art”
Starogard
Gdański
Pomorska Wyższa Szkoła Polityki Społecznej i Gospodarczej
Sucha
Beskidzka
Wyższa Szkoła Turystyki i Ekologii
Szczecin
Wyższa Szkoła Zawodowa “Economicus” Polskiego Towarzystwa
Ekonomicznego
Szczecin
Wyższa Szkoła Integracji Europejskiej
Szczecin
Wyższa Szkoła Języków Obcych i Turystyki
Szczecin
Toruń
Wyższa Szkoła Bankowa w Toruniu
Ustroń
Wyższa Szkoła Inżynierii Dentystycznej im. prof. Meissnera
Warszawa
Europejska Wyższa Szkoła Biznesu
Warszawa
Wszechnica Polska - Szkoła Wyższa Towarzystwa Wiedzy
Powszechnej
Warszawa
Wyższa Szkoła Celna
Warszawa
Wyższa Szkoła Informatyki
Warszawa
Wyższa Szkoła Informatyki, Zarządzania i Administracji
Warszawa
Wyższa Szkoła Języków Obcych i Zarządzania Finansami “Avans” w
Warszawie
Warszawa
Wyższa Szkoła Promocji
Warszawa
Wyższa Szkoła Zarządzania Personelem
Warszawa
Wyższa Szkoła Zawodowa Kosmetyki i Pielęgnacji Zdrowia
Wrocław
Wrocław
Wyższa Szkoła Fizjoterapii
Wrocław
Wyższa Szkoła Służb Publicznych "ASESOR"
Zamość
im. Jana Zamojskiego w Zamościu
Zawiercie
Wyższa Szkoła Administracji i Zarządzania
Żywiec
Beskidzka Wyższa Szkoła Turystyki
III. HIGHER EDUCATION SCHOOLS OF THE CATHOLIC CHURCH
Kraków
Kraków
Sandomierz
Warszawa
Wrocław
Papieska Akademia Teologiczna
Wyższa Szkoła Filozoficzno-Pedagogiczna "Ignatianum"
Instytut Teologiczny im. Bł. Wincentego Kadłubka
Papieski Wydział Teologiczny
sekcja "Bobolanum", sekcja "Jana Chrzciciela"
Papieski Wydział Teologiczny
IV. HIGHER EDUCATION SCHOOLS OF OTHER CONFESSIONS
Płock
Wyższe Seminarium Duchowne Kościoła Starokatolickiego
"Mariawici"
Podkowa Leśna
Wyższe Seminarium Duchowne Kościoła Adwentystów Dnia
Siódmego
Warszawa
Warszawskie Seminarium Teologiczne Kościoła
Zielonoświątkowego
Warszawa
Wyższe Baptystyczne Seminarium Teologiczne
Warszawa
Wyższe Seminarium Duchowne Kościoła Polsko-Katolickiego
Warszawa
Wyższe Seminarium Teologiczne im. Jana Laskiego
Annex 15: List of units entitled to award the academic degrees in Poland
SCIENTIFIC UNITS OF THE POLISH ACADEMY OF SCIENCES
 Dziekanów Leśny
Instytut Ekologii
 Gdańsk
Instytut Budownictwa Wodnego
 Gdańsk
Instytut Maszyn Przeptywowych
 Gliwice
Instytut Informatyki Teoretycznej i Stosowanej
 Gliwice
Instytut Inżynierii Chemicznej
 Jabłonna
Instytut Fizjologii i Żywienia Zwierząt im. Jana
Kielanowskiego
 Jastrzębiec
Instytut Genetyki i Hodowli Zwierząt
 Kórnik
Instytut Dendrologii
 Kraków
Instytut Botaniki im. Wtadystawa Szafera
 Kraków
Instytut Farmakologii
 Kraków
Instytut Języka Polskiego
 Kraków
Instytut Katalizy i Fizykochemii Powierzchni
 Kraków
Instytut Mechaniki Górotworu
 Kraków
Instytut Metalurgii i Inżynierii Materiatowej
im. Aleksandra Krupkowskiego
 Kraków
Instytut Ochrony Przyrody
 Kraków
Instytut Systematyki i Ewolucji Zwierząt
 Lublin
Instytut Agrofizyki im. Bohdana Dobrzańskiego
 Łódź
Centrum Badań Molekularnych i
Makromolekularnych
 Olsztyn
Instytut Rozrodu Zwierząt i Badań Żywności
 Poznań
Instytut Chemii Bioorganicznej
 Poznań
Instytut Fizyki Molekularnej
 Poznań
Instytut Genetyki Roślin
 Sopot
Instytut Oceanologii
 Warszawa
Centrum Astronomiczne im. Mikotaja Kopernika
 Warszawa
Centrum Badań Kosmicznych w Warszawie
 Warszawa
Instytut Archeologii i Etnologii
 Warszawa
Instytut Badań Literackich i Literaturoznawstwa
 Warszawa
Instytut Badań Systemowych
 Warszawa
Instytut Biochemii i Biofizyki
 Warszawa
Instytut Biocybernetyki i Inżynierii Biomedycznej
 Warszawa
Instytut Biologii Doświadczalnej im. Marcelego
Nenckiego
 Warszawa
Instytut-Centrum Medycyny Doświadczalnej i
Klinicznej
 Warszawa
Instytut Chemii Fizycznej
 Warszawa
Instytut Chemii Organicznej
 Warszawa
Instytut Filozofii i Socjologii
 Warszawa
Instytut Fizyki
 Warszawa
Instytut Geofizyki
 Warszawa
Instytut Geografii i Przestrzennego
Zagospodarowania
 Warszawa
Instytut Historii im. Tadeusza Manteuffla
 Warszawa
Instytut Historii Nauki
 Warszawa
Instytut Matematyczny
 Warszawa
Instytut Nauk Ekonomicznych
 Warszawa
Instytut Nauk Geologicznych
 Warszawa
Instytut Nauk Prawnych
 Warszawa
Instytut Paleobiologii im. Romana Koztowskiego
 Warszawa
Instytut Parazytologii im. Witolda Stefańskiego
 Warszawa
Instytut Podstaw Informatyki
 Warszawa
Instytut Podstawowych Problemów Techniki
 Warszawa
Instytut Psychologii
 Warszawa
Instytut Rozwoju Wsi i Rolnictwa
 Warszawa
Instytut Slawistyki
 Warszawa
Instytut Studiów Politycznych
 Warszawa
Instytut Sztuki
 Warszawa
Muzeum i Instytut Zoologii
 Wrocław
Instytut Immunologii i Terapii Doświadczalnej
im. Ludwika Hirszfelda
 Wrocław
Instytut Niskich Temperatur i Badań Strukturalnych
im. Wtodzimierza Trzebiatowskiego
 Zabrze
Instytut Podstaw Inżynierii Środowiska
RESEARCH AND DEVELOPMENT UNITS
 Falenty
Instytut Melioracji i Użytków Zielonych
 Gdynia
Instytut Medycyny Morskiej i Tropikalnej
 Gdynia
Morski Instytut Rybacki
 Gliwice
Instytut Metalurgii Żelaza im. Stanistawa Staszica
 Katowice
Główny Instytut Górnictwa
 Kraków
Instytut Fizyki Jądrowej im. Henryka
Niewodniczańskiego
 Kraków
Instytut Odlewnictwa
 Kraków
Instytut Zootechniki
 Lublin
Instytut Medycyny Wsi im. Witolda Chodźki
 Łódź
Instytut Medycyny Pracy im. Jerzego Nofera
 Olsztyn
Instytut Rybactwa Śródlądowego im. Stanistawa
Sakowicza
 Poznań
Instytut Ochrony Roślin
 Poznań
Instytut Technologii Drewna
 Poznań
Instytut Zachodni im. Zygmunta Wojciechowskiego
 Puławy
Instytut Uprawy, Nawożenia i Gleboznawstwa
 Puławy
Państwowy Instytut Weterynaryjny
 Radzików
Instytut Hodowli i Aklimatyzacji Roślin
 Skierniewice
Instytut Sadownictwa i Kwiaciarstwa
 Skierniewice
Instytut Warzywnictwa
 Sosnowiec
Instytut Medycyny Pracy i Zdrowia
Środowiskowego
 Sulejówek
Wojskowy Instytut Techniki Pancernej i
Samochodowej
 Świerk
Instytut Energii Atomowej
 Świerk
Instytut Problemów Jądrowych im. Andrzeja
Sołtana
 Warszawa
Centralny Instytut Ochrony Pracy
 Warszawa
Centrum Medyczne Kształcenia Podyplomowego
 Warszawa
Centrum Naukowo- Techniczne Kolejnictwa
 Warszawa
Centrum Onkologii-Instytut im. Marii
Skłodowskiej-Cure
 Warszawa
Instytut Badawczy Leśnictwa
 Warszawa
Instytut Badań Edukacyjnych
 Warszawa
Instytut Budownictwa, Mechanizacji i Elektryfikacji
Rolnictwa
 Warszawa
Instytut Chemii i Techniki Jądrowej
 Warszawa
Instytut Chemii Przemysłowej im Ignacego
Mościckiego
 Warszawa
Instytut Ekonomiki Rolnictwa i Gospodarki
Żywnościowej
 Warszawa
Instytut Elektrotechniki
 Warszawa
Instytut Energetyki
 Warszawa
Instytut Geodezji i Kartografii
 Warszawa
Instytut Gruźlicy i Chorób Płuc
 Warszawa
Instytut Hematologii i Transfuzjologii
 Warszawa
Instytut Kardiologii im. Prymasa Tysiąclecia
Stefana Kardynała Wyszyńskiego
 Warszawa
Instytut Leków w Warszawie Nauk
Farmaceutycznych
 Warszawa
Instytut Łączności
 Warszawa
Instytut Matki i Dziecka
 Warszawa
Instytut Mechaniki Precyzyjnej
 Warszawa
Instytut Meteorologii i Gospodarki Wodnej
 Warszawa
Instytut Organizacji i Zarządzania w Przemyśle
"ORGMASZ"
 Warszawa
Instytut "Pomnik-Centrum Zdrowia Dziecka"
 Warszawa
Instytut Pracy i Spraw Socjalnych
 Warszawa
Instytut Psychiatrii i Neurologii
 Warszawa
Instytut Reumatologiczny
 Warszawa
Instytut Rozwoju i Studiów Strategicznych
 Warszawa
Instytut Techniczny Wojsk Lotniczych
 Warszawa
Instytut Techniki Budowlanej
 Warszawa
Instytut Technologii Elektronowej
 Warszawa
Instytut Technologii Materiałów Elektronicznych
 Warszawa
Państwowy Instytut Geologiczny
 Warszawa
Państwowy Zakład Higieny
 Warszawa
Wojskowy Instytut Higieny i Epidemiologii
im. gen. Karola Kaczkowskiego
 Warszawa
Wojskowy Instytut Medycyny Lotniczej
Annex 17. Fields of study in which university-type institutions in Poland may award professional titles
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
Administration
Acting
Medical analyses
Architecture and urban planning
Landscape architecture
Interior design
Astronomy
Automatics and robotics
Library and bibliographical sciences
Biology
Biotechnology
Construction
Chemistry
Orchestra conducting
Journalism and social communication
Musical education
Art education
Economics
Electronics and telecommunications
Electrical engineering
Pharmacy
Philology
Polish philology
Philosophy
Finance and banking
Physiotherapy
Physics
Technical physics
Geodesy and cartography
Geography
Geology
Regional development
Mining and geology
Graphic art
History
Informatics
Informatics and econometrics
Music - instrumental competence
Chemical and process engineering
Materials engineering
Environmental engineering
Jazz and show music
Medical studies
Composition and theory of music
Art renovation
Forestry
Painting
Mathematics
Mechanical engineering and machine building
Metallurgy
Family studies
Navigation
Oceanography
Marine engineering
Environmental protection
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
91.
92.
93.
94.
Horticulture
Film and TV production
Education
Special education
Nursing
Political and social sciences
Law
Church law
Psychology
Photo, Film and TV camera operation
Film directing
Sound directing
Agriculture
Fishing
Sculpture
Stage production
Sociology
Dentistry
International relations
Dance
Agriculture and forest technology
Chemical technology
Wood technology
Food technology and human nutrition
Theology
Commodities science
Transport
Tourism and recreation
Veterinary medicine
Theatre studies
Textile engineering
Vocal art
Physical education
Technical education
Industrial designing
Production management and engineering
Management and marketing
Public health
Animal science
The so-called “unique” fields of study:
1.
2.
3.
4.
5.
6.
7.
Archaeology
Ethnology
Art history
Cultural studies
Musicology
Cultural heritage protection
Paper and polygraph engineering
Annex 18: Minimum curriculum requirements for selected fields of study
The Resolution Nr 141/97 of the Central Council of Higher Education on 13 th of November, 1997 concerning
minimum curriculum requirements states that:
“The process of modernising and enriching programmes of higher education has led to the development of
interesting solutions in many academic centres in Poland, some of them including even proposals for
fundamental changes to be made to the system of study. At the same time, in view of the diversity of schools,
programmes, and concepts of education, it is becoming more and more imperative to develop methods for the
straightforward evaluation of programmes and for establishing the equivalence of diplomas. One of the elements
of the evaluation system currently under discussion is a set of minimum curriculum requirements, which are to
be established on the basis of a resolution of the Council (article 42 paragraph 1 point 1 of the Higher Education
Act). The procedure adopted by the Council for establishing these requirements, based on discussions of the
models provided by higher education institutions, their curricular contents and methods of study, takes largely
into consideration the experience and opinions of numerous academic centres.
In accordance with the arrangements adopted by the Central Council of Higher Education, the minimum
curriculum requirements should be understood as a set of general, basic and major courses, together with the
curricular contents and the minimum number of hours which are compulsory for a given field of study.
Thus, the minimum curriculum requirements do not represent ‘the minimum study programme’, but are only a
common core part of curricula implemented by all higher education institutions which offer study
programmes in a given field of study. As such, depending on the field of study and the specificity of an
institution, the ‘minimum requirements’ leave considerable freedom to faculties in designing the remaining part
of their study programmes.
In accordance with article 42 paragraph 1 point 1 of the Higher Education Act of the 12th of September 1990
(Journal of Law, No 65, item 385, with subsequent changes), it is required by the Council that all forms of higher
education programmes (daytime, evening, and extramural studies) which award the same professional titles be
equivalent. The organisation and teaching of courses at evening and extramural studies should guarantee the
same level of education among the graduates of such studies as do the daytime studies. Equivalent standards
must be set for requirements to be met by students in all forms of study. Examination requirements must be the
same or equivalent, in particular those which concern graduation or approval of the final diploma thesis. (...)”
Until the end of 2000 there where prepared and validated the minimum curriculum requirements for more than
two third of the fields of study. Some of them were created only for “magister” level courses. In the few
following annexes you will find minimum curriculum requirements for selected fields of study.
Annex 20: Disciplines of science (art) in which universities and research institutions may award academic
degrees in Poland
The “degrees of doktor” and “doktor habilitowany” may be awarded in the following academic disciplines of
science (art):
I Biological sciences:
XII Law sciences:
Biochemistry
Administration
Biology
Law
Biotechnology
Canonical law
Ecology
XIII Agricultural sciences:
II Chemical sciences:
Agronomy
Biochemistry
Agriculture engineering
Chemistry
Chemical technology
Horticulture
III Economical sciences:
Fish industry
Economics
Food technology
Management
Animal science
Commodities
XIV Technological sciences:
IV Pharmaceutical science:
Architecture and urban planning
V Physical science:
Automatics and robotics
Astronomy
Biocybernetics and biomedical engineering
Biophysics
Mechanical engineering and machinery
construction
Physics
Construction engineering
Geophysics
Electronics
VI Humanities and social sciences:
Electrical engineering
Archaeology
Geodesy and cartography
Librarianship
Mining
Ethnology
Informatics
Philosophy
Chemical engineering
History
Materials engineering
Philology
Theory of literature
Mechanics
Political science
Metallurgy
Cognition and communication science
Chemical technology
Art science
Telecommunication
Management science
Transportation
Pedagogy
Textile engineering
Psychology
XV Theological sciences
Sociology
XVI Veterinary medicine
VII Forest sciences:
XVII Military sciences
Forestry
XVIII Film art
Timber processing technology
XIX Music art
VIII Mathematical sciences:
XX Fine art
Informatics
XXI Theatre art
Mathematics
IX Medical sciences:
Medical biology
Medicine
Dentistry
X Physical education
XI Earth sciences
Geophysics
Geography
Geology
Oceanology

bureau for academic recognition

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