Education Procurement in Poland
|School year 2018/2019|
|Type of school||Number of schools K-12||Number of teachers K-12||Number of classes K-12||Number of students K-12|
|Lower secondary schools||1.640||33.465||17.171||350.587|
|Upper secondary schools||5.814||93.558||48.830||1.134.979|
Source: Statistics Poland – Education in the school year 2018/2019, https://stat.gov.pl/en/topics/education/education/education-in-the-20182019-school-year,1,15.html
Number of secondary level students per computer in 2017/2018
Statista 2020: Number of secondary level students per computer in selected European countries in 2017/2018, https://www.statista.com/statistics/1085636/secondary-students-per-computer-eu/
Legislation of EducationMore information
|Act of 14 December 2016, the Law on School Education
Act of 27 October 2017 on Financing School Education Tasks (amended in 2017 and twice in 2018)
Regulations by the Minister of National Education:
Regulation of 17 March 2017 on the detailed organisational arrangements for public schools and public nursery schools
Regulation of 14 February 2017 on the core curriculum for preschool education and the core curriculum for general education in primary schools, incl. for pupils with moderate and severe intellectual disability, and for general education in stage I sectoral vocational schools, general education in special schools preparing for employment, and general education in post-secondary schools
Regulation of the Minister of National Education of 30 January 2018 on the core curriculum for general education in general secondary schools, technical secondary schools and stage II sectoral vocational schools
Regulation of the Minister of National Education of 3 April 2019 on the outline timetables in public schools
Regulation of the Minister of National Education of 22 February 2019 on the detailed conditions and rules for learner assessment, eligibility for assessment and promotion in public schools
Regulation of the Minister of National Education of 9 August 2017 on the rules for organisation and provision of psychological and educational support in public nursery schools, schools and educational institutions
Regulation of the Minister of National Education of 13 March 2017 on the classification of occupations for vocational education (last amended on 31 July 2019)
Regulation of the Minister of National Education of 15 February 2019 on the general aims and tasks of vocational education arranged by sector and the classification of occupations for sector-based vocational education
The new core curriculum on digital education includes the introduction of programming from the first grade of primary school. The recommendations include the use of ICT skills in classes other than computer science and increasing the number of teaching hours for computer science (+70 hours – from 210 to 280 hours).
The Ministry of National Education has been implementing a number of CPD projects to enable teachers to participate in training and other forms of further education for the improvement of their digital competences. For example, the Digital Poland Project Centre (Centrum Projektów Polska Cyfrowa) together with the Ministry of National Education has planned the implementation of training projects under action 3.1 ‘Training activities for the development of digital competences’ of the Operational Programme Digital Poland for the years 2014-2020. The aim of the project is to support the development of teacher competences in the use of ICT tools in the education process. The training courses, which will be run until June 2023, will be attended by at least 75 000 teachers.
Strategy for responsible development mentions the use of ICT in education as one of the means to ensure quality education. It contains the followings:
|Organization responsible for education||Role of the organization||Website|
|Ministry of National Education||
|Ministry of Science and Higher Education||Determines the school standards at tertiary level||www.gov.pl/web/science|
|Centre for Education Development||
|National Centre for Supporting Vocational and Continuing Education||Responsible for raising standards and promoting national education policy setting||www.koweziu.edu.pl/english|
|Educational Research Institute||www.ibe.edu.pl/en|
|Education Superintendent Offices||
|Central Examinations Commission||
|General Council of Science and Higher Education||Advises the Minister of Science and Higher Education
|Polish Accreditation Committee||
|Districts||Responsible for the higher secondary educational institutions (general, basic vocational schools, technical upper secondary schools and special schools)|
|Schools||Have a relatively high autonomy in decision-making, they can individually decide on teaching practices, assessment policies, the content of courses, the employment of school staff and the distribution of the merit-based and needs-based scholarships.|
|There are other stakeholders (mainly association bodies and trade unions) such as the Polish Teachers’ Union, the National Association of School Management Staff and some non-governmental organisations, e.g. the Centre for Civic Education.|
Source: OECD – Education Policy Outlook: Poland, 2015, http://www.oecd.org/education/POL-country-profile.pdf
Funding of educationMore information
|Education is funded primarily from public sources. It is estimated that public funds represent around 91% of funding in school education.
The main sources of public funding for education include:
|Type of schools||Source of funds|
|Public schools||Funding is determined on an annual basis by the central government and it is fixed in the Budget Act. Then the funds are being distributed by regional and local authorities, institutions. These bodies have quite a high level of independence in deciding the allocation criteria of the funds. The intermediary bodies receive lump sums from the central government on the basis of the number of teaching staff, students and other factors such as the needs of the particular age groups, specific courses provided in the schools, type of area the school is located in (e.g. remote area). Local authorities have the right to give funding to the schools from their own financial resources mainly for salaries of teachers, but these resources are quite limited.|
OECD – Education Policy Outlook: Poland, 2015, http://www.oecd.org/education/POL-country-profile.pdf
European Commission – Eurydice: National Education Systems, Poland
Public expenditure on education ISCED (2011) (million EUR)More information
|Year||Primary education||Lower secondary education||Upper secondary education||Total|
Source: Eurostat (online data codes: educ_uoe_fine01)
Expenditure on educational institutions ISCED (2011) (Million EUR)More information
|Year||Expenditure||Primary education||Lower secondary education||Upper secondary education||Total|
|2012||Current expenditure||5 779,1||3 151,5||3 504,2||12 434,8|
|Total||6 105,3||3 242,7||3 649,8||12 997,8|
|Share of capital expenditure (%)||5,3||2,8||4,0||4,3|
|2013||Current expenditure||6 005,1||3 227,0||3 426,7||12 658,8|
|Total||6 307,7||3 304,3||3 566,9||13 178,9|
|Share of capital expenditure (%)||4,8||2,3||3,9||3,9|
|2014||Current expenditure||6 229,8||3 177,9||3 126,6||12 534,3|
|Total||6 663,8||3 291,3||3 305,4||13 260,5|
|Share of capital expenditure (%)||6,5||3,4||5,4||5,5|
|Current expenditure||6 562,1||3 109,4||3 221,3||12 892,8|
|Total||6 980,3||3 217,6||3 367,4||13 565,3|
|Share of capital expenditure (%)||6,0||3,4||4,3||5,0|
|2016||Current expenditure||6 368,0||3 000,3||3 118,4||12 486,7|
|Total||6 780,9||3 101,2||3 269,8||13 151,9|
|Share of capital expenditure (%)||6,1||3,3||4,6||5,1|
Source: Eurostat (online data code: educ_uoe_fini01)
Investment plan for education / ICT in educationMore information
|Operational Programme Digital Poland (POPC) for 2014 – 2020
The aim of the Program is to strengthen the digital foundations of the country’s development, which includes three areas: building the infrastructure required to ensure wide access to high-speed Internet, effective and user-friendly e-services, and constantly growing level of digital competence of the society.
1. Universal access to high-speed Internet
The programme finances the construction of telecommunications infrastructure that provides access to high-speed Internet, in particular in sparsely populated areas, away from large agglomerations – in places less attractive for private telecommunications companies.
The amount estimated for the implementation of this area of activities (the so-called amount of allocation) is over one billion euros.
2. E-administration and open government
The programme finances projects that provide Poles with access to friendly and understandable e-services in administration and minimize the need to visit offices. It also cares for Polish culture and support the digitization of books, films and music.
The amount estimated for the implementation of this area of activities (the so-called amount of allocation) is over 949 million euros.
3. Digital competence of the society
The programme finances projects that educate Poles in the field of modern technologies. It develops the skills of, among others, children, teachers, seniors, but also professional programmers. The goal of the programme is also to support the development of IT Masters – the most talented, promising young IT specialists.
The amount estimated for the implementation of this area of activities (the so-called amount of allocation) is 145 million euros.
Procurement ProcedureMore information
|Public Procurement Office (PPO) (www.uzp.gov.pl/en):
Public Procurement Council: provides professional advice and consultancy to the PPO.
Appeals can be submitted to the National Appeal Chamber (KIO) (www.uzp.gov.pl/kio/english-version): first instance body, a non-judicial review body belonging to PPO. Against the decisions of the KIO appeals can be sent to the regional courts and ultimately to the Supreme Court.
The use of public resources is reviewed by the Supreme Audit Office (SAO) (www.nik.gov.pl/en) in terms of effectiveness, economic efficiency and benefit of the Polish State. It reports to the Parliament, but the content of these reports is also publicly available.
For contracts that are co-funded by the European Union, the oversight institutions are the managing authorities, intermediary authorities of the second level, and the Centre for EU Transport projects.
Source: Public procurement – Study on administrative capacity in the EU, Poland Country Profile, https://ec.europa.eu/regional_policy/sources/policy/how/improving-investment/public-procurement/study/country_profile/pl.pdf
Other Important InformationMore information
|There were several programmes implemented in the past few years aiming the promotion and development of ICT tools in education such as:
“Digital School” Programme was implemented in 2012-2013. It dealt with the use of ICT in Polish schools and raising ICT competences. The program was divided into four segments: e-school (infrastructure and equipment for schools), e-teacher (teacher trainings), e-student (ICT equipment for students) and e-resources (creating open textbooks, redesign of Scholaris, the national platform for educational resources, and production of ICT tools for school management). The programme was aimed for 380 primary schools in Poland. The goal of the pilot was to determine the best selection of ICT equipment and methods for raising teachers’ competences in teaching with the use of ICT.
The government project of the Nationwide Education Network (Ogólnopolska Sieć Edukacyjna – OSE) (139) aimed to reach 30 853 schools and over 5 million potential users (both students and teachers) to overcome digital exclusion and provide equal educational opportunities for all students, particularly those living in low populated areas. Over 372 million euros and 38 million euros per year for project maintenance over 10 consecutive years have been allocated for its implementation between 2015-2017.
In the frame of ‘Education in the digital society’ (Edukacj@ w społeczeństwie cyfrowym) programme, which introduced the teaching of programming, the Ministry of National Education appointed coordinators for innovation in education at the regional level (Voivodship). The coordinators' tasks included, among others, supporting schools in running activities and finding the right information and communication technology solutions (e.g. the use of e-textbooks and e-resources; the introduction of electronic record books and appropriate didactic methods), the creation of e-textbooks and accompanying e-teaching materials.
Measures (eg. Safe+ programme) to develop parents' digital skills and their commitment to digital education covered two main areas: promoting online safety and risk prevention, and engaging parents in activities to develop children's digital literacy, including programming.
Projects and programmes for parents implemented by the NASK – National Research Institute: 'Become a friend of your child' programme: offered webinars on the safety of children and young people on the internet, as well as other brochures and guides.