National Agency Work Programme

EUROPEAN COMMISSION
Directorate-General for Education and Culture

Brussels,17/09/2014

EAC-B.4/BN/ – ARES (2014)

File code: 2014/NOTE NA DIR/001
E+/NA/DIR/2014/066

Version 17/09/2014

Erasmus + Programme

National Agency Work programme

Period: 1 January 2015 - 31 December 2015

Name of National Agency (NA) / FOUNDATION FOR THE DEVELOPMENT OF THE EDUCATION SYSTEM
Fields covered
(choose as appropriate) / School Education T
Vocational Education and Training T
Higher Education T
Adult Education T
Youth T
Name of contact person [1] / Mirosław Marczewski
E-mail of contact person /
Phone number of contact person / +48 22 46 31 103
NA legal representative
“I hereby acknowledge that for the implementation of the present NA work programme the NA commits itself to applying the rules set out in the 2015 General Call for Proposals, the 2015 Erasmus + Programme Guide, the 2015 Guide for NAs and other applicable rules set out at EU level".
Name: Mirosław Marczewski
Function: Director General of the FRSE
Date:
Signature: / National Authority
“I hereby declare that I agree with the attached work programme and will ensure that the NA receives the necessary national matching resources to realise the proposed work programme successfully as well as to comply with the requirements incumbent on it upon signature of the corresponding Delegation Agreement between the Commission and the NA.”
Name:
Function:
Date:
Signature:

115

INTRODUCTION - VISION AND MISSION OF THE NATIONAL AGENCY

In order to set the framework for the management of the Erasmus+ programme, please describe the vision and mission of your organisation, including its responsibilities or mandate beyond its role as a National Agency. Please specify its long-term goals and their impact on/contribution to the management of the programme by the NA and how these goals are reflected concretely in the objectives of the NA staff.
The Foundation for the Development of the Education System (hereinafter referred to as the FDES, the Foundation, the Polish National Agency or the Polish NA) is State Treasury foundation registered in the District Court for the capital town of Warsaw, Department XVI (Signature File No. XVI NS Rej. F 1647/93). The registration act was made on October 11, 1993.
The Foundation’s main aim is support for activities serving the development of education in Poland. The FDES fulfills its aim through:
1. Support for analytical work, studies concerning reforms and development of education in Poland;
2. Coordination of educational programmes of the European Union, among others, in fields of formal, informal and non –formal learning;
3. Cooperation with foreign centers and exchange of information about European educational systems and youth policy;
4. Promotion development of international cooperation among educational and training institutions;
5. Support for mobility of students, pupils, teachers, learners, adults and youth.
Apart from playing the role of Polish National Agency for Lifelong Learning Programme (Comenius, Erasmus, Leonardo da Vinci, Grundtvig), Erasmus Mundus, Tempus and Youth in Action FDES fulfills its aim through the coordination of others educational programmes such as: Eurodesk, SALTO-EECA Eastern Europe and Caucasus Resource Centre, European Language Label, eTwinning, Eurydice, Scholarship and Training Fund (EEA Financial Mechanism), The Scientific Exchange Programme (Sciex), National Europass Centre, Polish-Lithuanian Youth Exchange Fund.
Twenty years of experience in managing over a dozen European educational programmes starting from TESSA, TERM, SMART funded by PHARE, through Socrates and Youth for Europe to “Lifelong Learning Programme” and “Youth in Action” makes FDES the most competent institution that could contribute to the management of the Erasmus+ programme.

PART I - STRATEGIC FRAMEWORK FOR PROGRAMME IMPLEMENTATION

In line with the specific objectives of the Erasmus+ Programme in the fields of education, training and youth, the National Agency is requested to develop a strategic framework for the implementation of the programme covering its full duration (2014/2020).

The aim of the strategic framework is to reflect on how to achieve the Erasmus+ programme objectives taking into account the national context in the fields of education, training and youth. It should therefore be developed in close cooperation with the National Authority.

I.1. National policy context and multiannual NA strategy for the achievements of the specific objectives of the Erasmus + Programme

I.1.1. National Policy Context – State of play January 2014, updated with any significant developments

I.1.2. Needs analysis of the national context in education, training and youth (as applicable)

I.1.3. Description of NA Operational objectives, indicators and targets expected for 2020

I.1.4. Methodology for achieving the NA operational objectives (target public, methods used, activities, tools)

I.1.5. Potential risks (definition of risks, cause, potential consequences and mitigating actions)

I.2. Cooperation with the National Authority

I.3. Cooperation with other NAs in the country

I.4. Monitoring and evaluation of progress and realisation of objectives

I.5. Synergy with other programmes and initiatives

I.1. National policy context and multiannual NA strategy for the achievements of the specific objectives of the Erasmus + Programme

Please describe the national policy context in view of the specific objectives of the Erasmus+ Programme in the field of education, training and/or youth. Please list the relevant needs identified at national level, possibly taking into account the needs identified in the Country Specific Recommendations of the Europe 2020 process (http://ec.europa.eu/europe2020/making-it-happen/country-specific-recommendations/index_en.htm#) where relevant, and define NA operational objectives as well as related targets to a) realise the Erasmus+ Programme specific objectives and b) ensure an efficient, effective and compliant programme management.

I.1.1. National Policy Context – state of play analysis January 2014, updated with any significant developments, and, if relevant, with additional focus on internationalisation strategies beyond Europe in the field of higher education.

As stated in the Work Plan for 2014, all sectors play crucial role in reaching the national strategic objectives. These arise on the basis of several documents setting the most important goals and challenges. The documents include: ‘Strategy of Human Capital Development’ (SRKL), ‘Strategy of Social Capital Development’ (SRKS), ‘Long-term Strategy of Country Development’, ‘Strategy of Country Development 2020’, ‘Perspective of Lifelong Learning’ (PLL), ‘Strategy of Innovation and Effectiveness of Economy’ (SIEG) as well as Youth 2011 National Report. The Strategy of Country Development 2020 puts a stress on the improvement of human and social capital as well as on increasing the employment. The main aim of the activities foreseen in the SRKL is to increase the level of competences and qualifications of the citizens, whereas the SRKS in the field of education aims at creating the attitudes that foster cooperation, creativity and effective communication. The SIEG also has pointed out that it is crucial to involve the business sector stakeholders in the lifelong learning as well as to promote the vocational education and training, which will allow to build up the education system and structures answering the needs of the economy. The ‘Perspective of Lifelong Learning’ has set up the definition of lifelong learning. This definition puts an emphasis on promoting and supporting the good quality learning at every age as well as on validation of qualifications and competences. Moreover, it puts the learners in the middle of the learning process, the latter is to be measured according to the competences and qualifications reached – no matter how and where acquired. What is more, it can only be implemented in partnership with different stakeholders (local, regional and central government, employers, employees and non-governmental organisations). The Youth 2011 National Report serves as a thorough source of knowledge on the situation of young people in Poland setting up the their biggest challenges and needs to be taken into account in all the policies that concern this group of people (education, labour market, health etc.). On the basis of the above strategies, the four goals were set in the ‘Strategy of Country Development 2020’: 1) Good start (on promoting early care and schooling), 2) Competences as a key to the future (on the interdisciplinary approach to competences and its usefulness on the labour market), 3) High quality of education (on the role of school that can consume individual needs of every student), 4) Adult learning (on raising its availability and practical training).
Furthermore, several national policy contexts need to be mentioned with relation to every field, namely the VET modernisation, National Reform Programme 2013/2014 for School Education field, key documents related to Adult education field and the amendment proposal for Higher Education law.
Vocational education and training
In 2015 the implementation of vocational education reform will be continued. The reform in VET sector is aimed at increasing the quality and effectiveness of vocational education in the context of labour market expectations. Modernisation of vocational education includes adjusting the educational offer to the continually changing needs of the labour market by creation of a framework for cooperation between VET schools and employers. The year 2015 was declared by the Minister of National Education as the Year of School Professionals (Rok Szkoły Zawodowców). The challenges faced by the vocational training in Poland are the following: match training to labor market needs; more flexible path qualification; help VET students and parents in planning educational and professional career; support VET staff schools; improvement of the functioning of the system of examinations; increase the attractiveness of vocational education; improve the quality and efficiency of vocational education. There are seven areas of improvements which will be introduced next year in the field of VET: cooperation with employers; the development of non-school forms of education and learning; the development of professional counseling and educational information system; supporting VET schools; monitoring of graduates; improving the process of confirming the learning outcomes; promoting vocational training. It is envisaged that in 2015 a dual system of training and education will be disseminated in Poland among Polish vocational schools. In addition it is planned to elaborate more vocational training courses using modern IT technologies allowing learning and teaching on-line. One of the very important improvements will be enabling employers to create examination tasks and also examination centers and to participate in the examination process. Changes implemented in the field of vocational education open up new possibilities for close cooperation between vocational schools with employers and universities, and thus allow for a close link between vocational training and the needs and expectations of the labour market. Employers are key partners for vocational schools, which have influence on its positive image and improving the quality and attractiveness of vocational education. The implementation of Erasmus+ in the field of vocational education and training will support implementation of national priorities and will have a significant impact on development of internationalisation strategies in VET organisations as well as on raising the attractiveness and quality of VET education. Participation of VET learners, in a broader scope, in learning mobilities abroad will improve their key competences, basic and vocational skills which are necessary on the labour market. It will allow a better transition from the education to the employment. Implementation of strategic partnerships during the Erasmus+ in the field of VET will enhance the closer cooperation between education and the world of work and will provide opportunity to promote dual system in Poland and transfer best practices in the field of work-based learning. Erasmus+ will be the innovative tool which enables more regular and systemic cooperation between VET organisations and employers and universities. According to the Recommendation for a COUNCIL RECOMMENDATION on Poland’s 2014 national reform programme and delivering a Council opinion on Poland’s 2014 convergence programme (8.06.2014), it was recommended that Poland should strengthen efforts to reduce youth unemployment, notably by further improving the relevance of education to labour market needs, increasing the availability of apprenticeships and work-based learning places and by strengthening outreach to unregistered youth and the cooperation between schools and employers, in line with the objectives of a youth guarantee. Increase adults’ participation in lifelong learning in order to adjust skills supply to skills demand was a second important recommendation for Poland. According to the Strategy of Human Capital Development 2020 (Warsaw, June 2013) priority for Polish schools is quality of teaching and quality of competences acquired by Polish pupils and learners. Secondly, it is important to strengthen key competences among Polish pupils at all levels of education, including communication skills, in mathematics, linguistic, social competences and to develop their entrepreneurship skills, creativity, team work, problem solving and learning, active participation in culture and democratic life. Thirdly, it is important to involve employers in programming of education and training as they are the most reliable source of information concerning demand for skills. In addition it is essential to increase attractiveness of a teacher profession and improve effectiveness and quality of their work. Participation of VET staff in educational mobility (job shadowing, training in enterprises) will create valuable opportunities to develop their teaching competences and transfer good methods into their daily practices.
School education
The education policies pursued by the Ministry of National Education, that follow the issues included in the European strategy “Education and Training 2020”, aim at assuring education of good quality, learning that reflects capacities of individual learners as well as profound and comprehensive development of younger generation. One of the national priorities the support of the development of young children in 1st and the following phases of education in the context of lowering the age of the beginning of full time compulsory education. The Act of 30 August 2013 introduced the obligation, according to which children aged 6 began primary school in September 2014. Activities carried out within school education sector of Erasmus+ programme support the implementation of this reform. More and more pre-primary and primary education institutions participate in the programme. Teachers’ mobilities and activities conducted in Strategic Partnerships make it possible to exchange good practices and meet national solutions in the countries where school obligation applies to 6-year-old children. They also learn on how to adapt the teaching methods and approaches to younger pupils. Another national priority is the support of inclusive education of disabled students. The most important document that guarantees disabled pupils equal access to education is the Constitution of the Republic of Poland of 1997 and School Education Act of 1991. The frames of Erasmus+ programme assist in and encourage all students, without distinction of disability, to apply and to take part in educational activities. The third national priority is the improvement of the quality of secondary education. According to the regulation of the Minister of National Education of 20 August 2010, students of lower secondary school are obliged to implement educational projects. In view of this fact, Strategic Partnerships projects of Erasmus+ make it possible to fulfill this requirement. Students conduct original and involving international projects that are in line with their interests and core curriculum. They shape their key competences, learn to cooperate one with another and create a positive attitude towards lifelong learning.