PRACTICAL PROFILE OF STUDIES IN POLAND AFTER THE 2014 REFORM

In 2011, the National Qualifications Framework for higher education (NQF-HE), compatible with the overarching framework for the European Higher Education Area, was introduced in Poland by means of an amendment to the Law on Higher Education. In 2014, a following amendment and reform of higher education has implemented new tools for vocational-oriented courses, too.

First of all further requirements for „practical” profile of studies have been specified i.e.
(1) learning outcomes (LOs) for broad areas of studies, differentiate for “academic” and “practical” profile, on both 1st and 2nd cycles of studies;
(2) extended apprenticeship;
(3) teaching staff with practical /non-academic experience.

The paper summarises crucial legal and system changes. A shift to new, practical profile of studies causes a new challenges for universities in Poland. Up till now most of studies/fields of studies at Polish higher education institutions were run as theoretically more than practically oriented. After the 2014 amendment to the Law on Higher Education a group of universities that do not fulfill new requirements is obliged to transform their fields of studies into practical profile. According to the new regulations practical profile is aimed to provide students with vocational competences adjusted to the needs of the labor market. The 2014 amendment has enabled dual studies, too. This mean that some/most universities have to review their mission and strategic objectives as well as adjust internal quality assurance systems to the new profile of studies.

Practical profile of studies requires a new attitude to curricula as well as validation of LOs. For example, a traditional ("academic") curricula does not refer to occupational tasks or processes. Predominatingly, LOs that make up a task are assigned to different subjects. LOs crucial for practical skills make that universities are looking for new teaching methods which more actively involve students and require interdisciplinary approach i.e. Project based learning (PBL). That’s why changes of curricula acquire importance in a context of a recognition of prior learning (RPL), too. RPL makes a shift to methods of validation like portfolio.

The authors also try to answer the question whether new regulations are sufficient enough to develop practical profile of studies as an effective vocational-oriented tertiary education in Poland.