1.1. Introduction
1.1.1. Definition of University Continuing Education in Poland
There is no official definition of Continuing Education (CE) in Poland. It is seen as a system of education, according to which learning continues throughout a person’s entire lifetime. It is a process of constant upgrading of one’s general as well as professional qualifications with a view to such an individual’s more active participation in socio-economic life. This system in Poland comprises various forms of learning, namely evening studies, extra-mural studies, external studies and postgraduate courses. The following stages are involved in University Continuing Education in Poland:
CE is still considered in Poland to be an inferior form of studies.
This view was formed during the Communist rule under which the access full-time
intra-mural studies was difficult due to the limited number of places offered
by the government-run universities. Other forms of studies were treaded
as „the rest”. The philosophy of the last 45 years after World War II boiled
down to a silent assumption that there was no requirement in Poland for
a wide access to higher stages of education and that a narrow intellectual
elite educated „once-for-a-lifetime” was sufficient.
1.1.3. Outline of the higher education system in Poland
The fundamental change of attitude toward the higher education in Poland
was brought about by University Educiation Act of 12th September
1990. This statute opened legal opportunities for establishing non-government
universities. During the years 1991–1997, 110 of such universities were
established. A clear majority of those offer single programmes of study,
but there are also government-run universities that make preparations for
transformation into private institutions in the coming years. The newly
emerged non-government universities responded to a market demand. There
is a shortage of highly qualified work-force. Most of these universities
are of economic profile, some specialise in the humanities with a focus
on pedagogics. Graduates receive the Bachelor’s degree. At present, 12
non-government universities are entitled to award the Master’s degree.
Through the emergence of non-government universities (some of which are
financed exclusively by tuition fees) a system of competition came into
higher education, which already has an impact on the quality of university
studies.
1.1.4. Number of universities (EUCEN definition)
According to statistics, CE studies in Poland are offered by 73 government
universities. This number constitutes 81% of the total government universities
(all of those are entitled to award Master’s degrees) plus 106 non-government
universities, out of which 94 are entitled to award up to Bachelor’s degrees)
and the remaining 12 which are entitled to award up to Master’s degrees.
1.1.5. Number of full-time students (CE)
a) The following numbers of persons started courses in the academic year 1996/97:
private universities 39,996 21.8%
total 183,259 100%
private universities 51,065 15.46%
total 330,351 100%
Currently, CE students make approx. 42.4% of total of Polish students.
The Polish statistical system does not allow to distingush between full-time and part-time CE students.
1.2. Organisational Arrangement of CE in Polish Universities
1.2.1. Centralised/dispersed/mixed
Studies under the CE system in Poland are decentralised and take place both on campus and off campus, that is in sub-campuses and in various consulting centres. Specifically:
| Total government universities conducting CE | 90 |
| out of those | |
| CE based on main campuses | 73 |
| CE based on sub-campuses | 10 |
| CE based in consulting centres | 37 |
Non-government universities
do not have sub-campuses or consulting centres with the exception of WSP
TWP (Pedagogical University) which holds 5 Regional Institutes. The system
of administering CE is decentralised.
1.2.2. Who are
the „actors”: students, users, market mechanisms?
„Actors” are students
and market mechanisms. CE studies cost approx. $400–3,000 a year (depending
on the line of training). Conditions at the labour market are now favourable
to CE. They led to creation of 106 non-government universities between
1991 and 1996. These univerrsities are wholly financed by tuition fees.
1.3. Programmes
1.3.1. Subject range
According to the official list approved by the High Commission of Higher Education
(issued on 28th Nov.
1991), it is possible to conduct 92 programmes of study in Poland. Establishing
new programmes is based on the opinion of the above mentioned commission.
In principle, CE is possible within each of the programmes.
1.3.2. Format range
The studies under CE system are funded out of tuition fees without any financial assistance from the government. Open learning as well as distance education under this form of funding are in their development stage, and is statistically insignificant. Students may undertake:
Law, Marketing and Administration,
Finance and Banking, Pedagogics are at a premium, having the greatest numbers
of students. There are no UCE sectors showing decrease in students’ numbers.
1.4. Quality
1.4.1. National/local arrangements
Under the Polish law, universities operate according to the fundamental scientific freedom, artistic creativity and free learning. These 3 basic freedoms mean that the quality of CE in Poland depends exclusively on a particular university. Government supervision over the institutions of higher learning is limited to the statute compliance issues. The advisory body to the Ministry of National Education, which at the same time represents the autonomous senates of individual universities — the High Commission of Higher Education, is authorised to outline program minima for the above mentioned programmes of study, as well as to evaluate the quality of the proposed new courses and programmes.
1.4.2. Types of
diplomas, certificates delivered
Following a decree by the Ministry of National Education of 09.04.1992, there is a uniform standard of diplomas awarded to graduates of all university courses, including CE. This standard describes the following degrees:
1.4.3. Means of
Assessment
The evaluation of current problems in this sphere is difficult in the present situation. There are informal attempts of ranking the government as well as the non-government universities in terms of their quality. Generally speaking, however, a uniform standard of assessment does not exist.
1.4.4. Means of
quality control
See comments at 1.4.3
1.5. Financial Arrangements
1.5.1. Institutional support for CE
In principle, there is no institutional support for CE. There is no legal framework creating incentives for the institutions to finance CE. There is, however, an unexplored fully practice by some non-government institutions to voluntarily finance studies for their own employees. This applies mainly to business related studies and has a one-off character.
1.5.2. State/regional
support for CE
Until now the state has financially supported the education of certain teachers only. They receive from the Ministry a partial financing towards their CE studies at the Bachelor of Education and the Master of Education levels. All other programmes of study are privately financed by an individual person seeking to upgrade his/her qualifications.
1.6. Motivation of
CE staff
1.6.1. Who is providing UCE ? How many are from outside the universities ?
The most important originators
of UCE are government universities. It is also provided by private persons
and associations. In such cases organisation of courses is commissioned
to scholars specualising in respective fields.
1.6.2. Financial
incentives
The transformation of the political system caused a significant demand for qualified staff which, in turn, has fuelled unprecedented drive towards university education. Government-run universities became unable to handle this new demand. As a result, numerous new initiatives were undertaken to establish distance education, evening and external studies at the government universities. In addition applications for establishing new non-government universities were increasingly being submitted. Within 5 years (1991–1996) the number of CE students increased threefold, i.e. from 97 thousand in 1991 to 330 thousand in 1996.
All this organisational effort had its evident financial motive because the wages of academics were very low. The new drive towards education and the private universities enabled academics to significantly increase their income. A new process of self-financing was introduced into higher education whereby non- government universities had to rely solely on tuition fees, which in turn had a significant influence on motivation of the academics. For the government-run universities, CE studies also provide a possibility of gaining extra income. This applies especially to such disciplines as Law, Economics, Finance/Banking, Information Processing and Pedagogics which are directly related to the process of social and political transformation, thus fuelling still further demand for quality education.
1.6. 3. Academic
recognition
In principle, CE in Poland is formally treated as a parallel to full-time internal studies but in practice CE is seen as a less desirable mode of studying. Full-time internal studies are free whereas CE studies require tuition fees. CE is recognised by a uniform system awarding Bachelor’s and Master’s degrees.
1.6. 4. Administrative
support
This subject is understood as a support from the government for its universities. The non-government universities rely on self-financing and select their own administrative personnel. The Ministry of National Education does not interfere with autonomy of universities and hence with their internal affairs, regardless of whether these involve CE.
1.7 Status of CE
1.7.1. Visibility of CE on a local, regional, national and European level
CE is visible mainly at the local level due to the rich educational offer of universities. There are various brochures and guides about university studies which assist people from different age groups in making selection from among the offered courses. In addition, the local press and television provide advertising service of the opportunities offered by CE.
1.7.2. Accreditation
of qualifications
At this point in time there still does not exist a proper accreditation body. With reference to new universities, this function is fulfilled by the High Commission of Higher Education. Within individual universities this role is being performed by a university senate. The process of assessing applications is long and comprehensive. Effectively, there are 4 different steps of accreditation involving specialist committees evaluating the submitted study programmes.
1.7.3. Contacts
with industry, employers, professions
These contacts have an indirect as well as a direct nature depending on the discipline of study and its degree of involvement with the market and the economy.
Indirect contacts with the industry and the employers apply mainly to such disciplines of study as management, law, banking, insurance, tourism, information processing and English philology, as employers are interested in young and qualified manpower.
Direct contacts with
the employers apply mainly to pedagogics where graduates — having upgraded
their qualifications — will be employed by the regional schools. Qualified
teachers are in demand but that is related to the undergoing reform of
primary and secondary education.
1.8. Other providers of Continuing Education
1.8.1. Types of providers
There is a large number of non-government educational institutions which offer upgrading of qualifications. The transformation of the economy caused the necessity of upgrading qualifications through short vocational courses. This type of education is provided by a few existing and experienced educational institutions which are major players in nation-wide terms. In addition, there are also small private firms in existence which provide short courses in for example computing or foreign languages, however, the statistics with reference to those small providers is inconclusive.
1.8.2 Types of
diplomas, certificates delivered
The above mentioned organisations award various diplomas and certificates which prove the a person has upgraded his/her qualifications. Such awards are not regulated legally.
1.8.3 Means of
assessment
No information is available in this regard.
1.8.4 Means of
quality control
No information is available in this regard. Quality control is an internal matter of each individual CE course provider.
1.8.5. Links with
Higher Education
This subject is difficult
to evaluate due to the lack of information is available in this regard.
It is only possible to state that those educational institutions which
organise preparatory courses for candidates who seek admission to universities
enjoy some success.
1.9. National/Regional
Policy(es) on CE
Essentially, a separate segment of the state’s education policy still does not exist in Poland.
1.10. European Dimension
in UCE
1.10.1. European strategies / vision for UCE
Does not exists.
1.10.2. European
Co-operation in UCE
No such co-operation exists.
1.10.3. European
Studies in UCE
No information in this respect
1.10.4. Use of
Distance Education
Such a system is at an early stage of development at few non-government universities and at the Nicholas Copernicus University in Toru?. Since 1996, a follow-up PHARE project including 8 universities is carried out. These schools are preparing a distance education system.
1.10.5. Recognition
of foreign qualifications
In 1994 Poland has ratified the 1956 European conventions about the uniformity of university course duration, about academic recognition of university qualifications and about general uniformity of university study duration (the 1990 convention). This ratification provides for the recognition of non-national qualifications ought to be based on agreements negotiated amongst individual countries. Poland signed such agreements with Austria, the former COMECON countries and is currently negotiating a similar agreement with Germany as well as making preliminary talks in that respect with France. In addition, individual procedures exist for recognition non-national diplomas upon request of interested persons. Some non-government universities, under agreement with foreign universities, award double diplomas which are recognised both in Poland and abroad.
1.10.6. European
Diplomas
This topic is essentially unknown, except for engineering diplomas. (see sub- section 1.12)
Up until 1996 the title of EURING has been awarded to 60 engineers.
1.10.7. Implementing
of the European Commission White Paper
This particular document is not known in Poland as it was never translated.
1.11. Number of Universities
consulted in Poland
1.11.1 EUCEN member Universities
In Poland there are three universities established through EUCEN:
1.11.2 National
consultants
1.12.1. Functions
There are few tens of national organisations carrying out continued training of their members. Among them are professional organisations of economists, sociologists, lawyers, engineers, physicians. Few others are of multi-professional profile.
1.12.1. Names
and addresses of Secretaries/Presidents
Naczelna Organizacja
Techniczna (Supreme Engineers’ Organisation)
00–043 Warsaw
ul. Czackiego 3/5
phone: +48–2–8268456
Polskie Towarzystwo Ekonomiczne (Polish Economic Society)
00–042 Warsaw
ul. Nowy ?wiat 49
phone: +48–2–82750931
Towarzystwo Naukowe Organizacji i Kierownictwa (Scientific Society for Organisatio and Administering Studies)
00–564 Warsaw
ul. Koszykowa 6
phone: +48–2–6280096
Towarzystwo Wolnej Wszechnicy Polskiej (Association of Free Polish School)
00–443 Warsaw
ul. Górno?l?ska
30
phone: +48–2–6253834
Towarzystwo Wiedzy Powszechnej (Polish Association for the Adults Education)
00–110 Warsaw
pl. Defilad 1 PKiN
phone: +48–2–8265630
In terms of CE for engineers there is a national body Federation of Scientific and Technical Societies (NOT) which is a member of FEANI. The Polish degree of Master of Engineering and Bachelor of Engineering are recognised as being equal to the equivalent German and British degrees.
2. EXISTING PROBLEMS
/ OBSTACLES AND GOOD PRACTICES IN UCE
2.1. Organisational Arrangement of CE in Universities
Relatively speaking, organisational arrangement of CE is best at the Military Technical Academy (WAT). Within this institution the vice chancellor’s competencies include the CE issues which was, among other reasons, related to WAT’s involvement in the TEMPUS programme.
The deputy chancellor appointed CE representatives at 10 organisational units (that is institutes and faculties). Each representative has an individually outlined responsibility. There have also been similar appointments at 12 technical universities tutoring future engineers, like for example, at Warsaw Technical University where there is a centre for CE studies.
2.1.1. Are existing
innovative and transferable tools identifiable
No.
2.1.2. Workplace learning
Does exist but no data are available on it.
2.1.3. Links with
professions
Especially strong in engineering, economy, banking, management, educiation, law. These professional groups are crucial for transformation process in Poland.
2.1.4. Which sectors
of UCE are growing and which ones are declining?
See 1.3.3.
2.2. Programmes
Due to the autonomous nature of universities, CE programmes are separately prepared at each institution and then accepted by Faculty Committees or Senates depending on the weighting of a given programme.
Within different programmes, universities conduct postgraduate, evening and external courses. For example, the Military Technical University in Warsaw (WAT) offers 10 study subjects (between 30 and 128 hours) for which tuition fees are charged. In the academic year 1995/96 there were about 110 students who participated in this programme.
2.2.1. Are existing
innovative and transferable tools identifiable ?
Only for surveys to be carried out at particular universities. Such surveys would take much more time that preparation of this report.
2.2.2. Workplace
learning
As above.
2.2.3. Links with
professions
No information.
2.3. Quality
2.3.1. National/local arrangements
These are non-existent.
2.3.2. Types of
diplomas, certificates delivered
Only the types of diplomas outlined by MEN are being delivered.
2.3.3. Means of
Assessment
This subject is not fully explored as it lies within the competencies of each university. It is observed that a need for comparative analysis exists in terms of education quality assessment within universities.
2.3.4. Means of
Quality control
Steps toward training quality control were undertaken in 1996 within the TEMPUS CME programme „VACANT” (Validation, Credit Transfer and Quality Assessment Guidelines for the Reformed National Continuing Education and Professional Training System). It is stressed, however, that each university needs to have its own strategy with reference to ensuring and administering training quality.
2.4. Financial Arrangements
2.4.1. Institutional Support for CE
There are procedures which enable highly qualified employees to take advantage of CE in accordance with individual employment contracts. These arrangements do not exhibit a systemic nature and hence it is impossible to reflect them statistically.
2.4.2. State/regional
support for CE
Amongst the good practice it is possible to include financial support for Teacher Training, which is granted with the acceptance from MEN through the Minister of Education for teachers upgrading their qualifications. This is the only profession which enjoys financial support from the regional administration.
2.4.3. Other
Other forms of financial support for CE studies include low-interest bank loans extended to individual students over the duration of their studies.
2.5. Motivation of
CE staff
2.5.1. Who is providing UCE ? How many are from outside the universities?
See 1.6.1.
2.5.2. Financial
Incentives
Numerous initiatives can be observed by CE personnel from both government and non-government universities in relation to establishing CE studies. These are financed from the tuition fees and hence provide additional financial incentives for the best lecturers, especially within the market-oriented courses. The Ministry of National Education stresses, with reference to the non-government institutions, that it is the internal studies and not CE which represent the major mode of university studies. This is due to the regulation issued by the ministry which states that the number of CE students at the government universities can not exceed the number of full-time internal students. This rule does not apply to the non-government institutions which set up their own remuneration systems. Personnel employed in the non-government CE system is able to earn an income which is several times higher in comparison with their government-employed counterparts, but only where the market-oriented courses are concerned.
2.5.3. Academic
Recognition
CE at the government institutions is treated in parallel with full-time internal studies. A similar situation exists at the non-government institutions. There are, however, some scientifically unexplored problems on the part of government universities related to the recognition of qualifications gained at non- government universities since there are philosophical differences between the systems adopted at the respective types of universities.
2.5.4. Administrative
support
No information available.
2.5.5. Other means
2.6. Status of CE
2.6.1. Visibility of CE on a local, regional, national and European level
Undoubtedly, external and evening studies undertaken by individual adult students are considered as their personal commitment, which does not always take a priority in one’s life. Access to university studies is not easy, however, despite an extensive range of courses offered to the prospective students. The costs associated with tuition fees and travelling expenses constitute one of the barriers.
2.6.2. Accreditation
of qualifications There is no subject dealing with this matter.
2.6.3. Contacts with
industry, employers, professions
Studies dealing with the effectiveness of training for the unemployed indicate a close relationship between upgrading of qualifications and employability. The rate of unemployment amongst university graduates is 3 times lower than amongst non-graduates.
2.7. European
Dimension in UCE
2.7.1. European strategy/vision of universities in UCE
Does not exist.
2.7.2. European
Co-operation in UCE
Preliminary research is carried out in this field.
2.7.3. European
Studies in UCE
An example of such studies is „Viadrina” in Frankfurt on Oder, where Poles comprise 30% of students. That university conducts Centre for Foreign Language Studies as well as Law, Economics and Comparative Cultures Studies. In addition, there are non-government institutions which in collaboration with foreign universities (from Britain or the US) award bilingual diplomas, whereby the English-language diplomas are recognised world-wide. Such arrangements involves foreign lecturers coming to Poland on secondment which gives the EC studies in Poland an European character.
2.7.4. Use of
Distance Education
For the past 3 months the „Picturetel” system has been put in place on a trial basis. The traditional forms of distance education comprise (according to unofficial figures) some 1000 students.
2.7.5. Recognition
of non-national qualifications
Under the Polish academic system this takes form of a formal recognition process. Outside the academia, in the workplace, such qualifications need to be recognised by the employer.
2.7.6. European
Diplomas
It is possible only the
future.
2.7.7. Implementing the European Commission White Paper
This document is not widely known in Poland.
2.7.8. Proposals
for a European Education Policy on UCE
2.8. National CE Organisations
At the academic level, there is an organisation under the name UTKU, which was appointed following an agreement of the Polish technical universities in relation to UCE. In addition, there is another organisation, called NOT (Supreme Engineers’ Organisation) which conducts CE for engineers through:
2.9. National/Regional
Policy on CE
This topic cannot be defined
2.10. "Success Stories"
2.10.1. Are existing innovative and transferable tools identifiable
There was no time for
identifying such tools at more than 170 universities and professional training
centres which are providing CE.
2.10.2. Ideas
of co-operation
No information.
2.10.3. Stimulating
growth and quality
No information.
3. NEW NEEDS IN UCE
AND MEASURES TO BE TAKEN TO SATISFY THE NEEDS
IDENTIFIED
This part differs from
the standard paper. It has been explained earlier, that there is no established
legal system dealing with CE, and whatever activity is taking place in
this regard exhibits a spontaneous nature. The needs with reference to
CE can be summarised under the following headings:
1. Report on the
Educational Politics in Poland Warsaw, June 1995
2. Higher Education and Science. Status, perspectives, intentions Warsaw; 1995
3. CE Information Bulletin Warsaw June, 1995
4. Continuing Education of Engineers (under the patronage of MEN) Kielce, October 1996
5. Weiterbildung als gesellschaftliche Bildungsstrategie — neue Tendenzen in der Weiterbildung Stetin, 1996
6. Areas of Learning Basic to Lifelong Education by P. Lengrand (Polish translation) Warsaw, 1995