1. A mapping for all laws, policies, and programmes that exist on a national, regional and/or local levels concerning the evaluation of competences

1.a. Basic knowledge, key competence, illiteracy, analphabetism, what do we mean by that?

Basic knowledge is generally defined as knowledge obtained within compulsory education that in Poland lasts till the age of 18. Basic knowledge is verified by compulsory exams:

-          After primary school (12 year olds)

-          After middle school (15 year olds)

Exams after secondary schools are necessary to continue further education.

Key competencies in  Poland are equal to those defined by Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [Official Journal L 394 of 30.12.2006]

Key competencies are the same on every level of education.

According to UNDP Report 2011 Poland is on 7^th place in the world of countries with the highest literacy rate of 99,3% of population, so illiteracy is practically non-existent.

1.b. The texts of law:

Strategy for development of education for the years 2007-2013 adopted in the year 2005. The strategy encompasses the whole educational system from pre-school to adult education. Lifelong learning strategy aims to highlight two dimensions of LLL – lifewide learning (taking account of the potential of non-formal and informal learning) and the learning outcomes (indicating the need for assessment and recognition of the competences as learning outcomes, irrespective of the method, place and time of their acquisition).

Elements of the so designed LLL strategy are already now being implemented on the basis of the National Reform Programme (NRP) for 2005-2008 and for 2008-2011. The significance of education has been especially emphasized in the NRP 2008-2011 – the activity entitled Development of Education in the Knowledge-based Society and Economy is listed in the first place in the document. The curriculum reform of general education for all types of schools which fully recognizes the outcome of works of the cluster on key competences is a crucial part. The main benchmarks adopted to monitor changes in the scope of this activity refer to the level of key competences.

The Act on Employment Promotion and Labour Market Institutions of 2004 lists the following target groups for whom educational and training assistance is granting by projects funded from the Labour Fund: (1) the unemployed; (2) individuals looking for , including the specific categories: reserve soldiers, individuals collecting training pensions, employees discharged from establishments going bankrupt, individuals receiving social benefits, participants of integration programmes, families of farmers; (3) employees aged 45 and more.

These persons may benefit from forms of assistance organised or financed by employment agencies, including: (1) trainings; (2) refund of the costs of exams and licenses; (3) financing of post-graduate studies; (4) loans for training; (5) scholarships for further education in the school system; (6) internships.

The Act on Professional and Social Rehabilitation and Employment of Disabled Persons of 1997 defines the following target groups supported, among others, in obtaining adequate professional preparation: (1) adults classified by decision-making bodies to one of the three disability levels (significant, limited and slight); (2) adults totally or partially unable to work.

These individuals are entitled to participate in various forms of professional rehabilitations, in training sessions and in internships with the purpose of gaining qualifications for a , retraining or developing professional qualifications. The employers may get a refund of 90% of the costs of training disabled employees.

The Social Services Act of 2004 defines the target groups - supported, among others, in the scope of learning – as individuals threatened with marginalization and social exclusion due, among others, to poverty, being an orphan, homelessness, unemployment, disability, a severe illness, home violence or helplessness, or individuals in trouble with integration, such as foreigners, formerly imprisoned or addicted persons. 

Provisions of the Social Employment Act of 2003 are addressed to the unemployed, alcoholics and drug-users, psychically disabled, long-unemployed or formerly imprisoned persons, refugees or disabled persons. Under this act social integration centers and clubs are created which work for social integration by providing services such as: training of abilities allowing to play social roles, gain professional qualifications, retrain oneself or increase qualifications, plan one’s life and cater for one’s own needs through one’s own efforts, as well as to learn how to manage financial resources. 

Provisions of the Social Cooperatives Act of 2006 are addressed to unemployed persons (defined in the Act on Promotion of Employment and Institutions of the Labour Market), individuals threatened with marginalization (defined in the Social Employment Act) and disabled persons (defined in the Act on Professional and Social Rehabilitation). They allow for creation of social cooperatives for a joint venture aimed at recreating the individual’s participation in local community life and his/her employability. A social cooperative may run social and educational-cultural activities, as well as organise volunteer services.

1.c. Financial means:

Training programmes for job-seekers and employees in an integration process

Training programmes are job-seekers and employees are defined on a national level and implemented by training institutions and employment agencies locally.

The following programmes were financed from the Labour Fund reserve remaining at the disposal of the minister of labour:

− a Good Start, which covered 11.5 thousand of youth benefiting from the key competence and professional development courses combined with in-service training, financial grants for starting business activities, refund of exams and professional licenses costs,

− Investment in qualifications deficit on the labour market, which covered 21 thousand unemployed persons benefiting from courses (with elements of the key competences – computer literacy, running own business, basics of foreign languages, -searching skills),

− Active Woman which covered 2.5 thousand unemployed women over the age of 50 benefiting from projects aimed at finding and keeping jobs or starting a new business,

− Programme 45/50 plus, which covered several thousand unemployed women, aged over 45 aimed at restoring their employability.

The following programmes were financed from the means of the State Fund for Rehabilitation of Disabled Persons affecting the increase of education availability to the disabled:

− Student – continuous learning, which covered around 35 thousand students with special education needs,

− Pythagoras – a programme aiding deaf or partially hearing individuals,

− Computer for Homer 2003 – a programme aiding digital competence of blind and partially sighted persons, which covered over 31 thousand people (support in buying equipment),

including over 3.5 thousand of those participating in the ICT courses.

Another source of funding are operational programmes absorbing the European Social Fund funds. Within its framework the following activities were funded:

− Active social policy promotion by supporting special risk groups (over 63 thousand participants),

− Professional integration and re-integration of women (over 48 thousand women),

− Development and modernisation of institutions of the labour market (over 37 thousand staffs of institutions of the labour market). 

In October 2008 the Ministry Council adopted the Solidarity Between Generations Programme. Action for the increase of professional activity of persons aged 50+. This is a multi-year complex programme conducted by many actors (the government and selfgovernment administrations, social partners and non-government institutions).

The following aims related to lifelong learning have been included in the programme:

– increase of competence and qualifications of employees aged over 50,

– facilitating activity of the unemployed persons and those threatened with the loss of s aged over 50.

2. Definition of basic competences recognized in each country and the concerned actors in private and public sectors

Definition of Key competencies in  Poland are equal to those defined by Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [Official Journal L 394 of 30.12.2006] Key competencies definitions are the same on every level of education. 

1.      Mother tongue

The fluent communication competence is mastered at all stages of education, enriched by deepened reflection on the language, allowing for reception and production of elaborate and complex messages.

2.      Foreign languages

The main aim of teaching modern foreign languages has been defined as fostering effective written and oral communication in the foreign language.

3.      Math, science and technology

This mainly refers to skills, such as modeling, strategic thinking connected with logical reasoning and argumentation.

4.      Digital competence

Preparation for efficient functioning in the information society. The abilities to safely operate computers and software, to search, store and process information, as well as to assess threats and limitations and value the social aspects of the IT applications development.

5.      Learning to learn

Learning how to learn puts emphasis on building autonomy and responsibility. It is executed by individual and group projects, which encourage active acquisition of knowledge. Also, preparing for making important choices of the future areas of studies, ways of improving qualifications, up to the choice of profession is important.

6.      Social and civic competence

Social and civic competences are aimed at fostering attitudes, such as: honesty, reliability, responsibility, interest in gaining knowledge, personal culture, readiness to participate in culture and teamwork. Shaping the civic posture, the attitude characterized by respect for the tradition and culture of  one’s own nation, as well as respect for other cultures and traditions are crucial for the social development.

7.      Initiative taking and entrepreneurship

Realities of functioning of economy, preparing to enter the labour market.

8.      Cultural awareness and expression

This competence is to develop a creative attitude and motivate to participate in various forms in culture, equip with intellectual tools enabling analysis of work of arts, awaken musical interests and gifts, as well as to create conditions for individuals to create and present their artistic output.

3. Tools used, methodology and how are they applied

No ministry document on methodology of key competencies teaching.

A number of teaching programmes and frameworks created within ESF programmes.

4. Accessibility to these evaluations to vulnerable groups (they need to pay, easy to know about, …etc)

Access to form of training are free for vulnerable groups and widely promoted.

The adult target groups entitled to special forms of assistance with regard to learning have been specified in several acts passed by the Parliament.

The Act on Employment Promotion and Labour Market Institutions of 2004 lists the following target groups for whom educational and training assistance is granting by projects funded from the Labour Fund:

(1) the unemployed;

(2) individuals looking for employment;

(3) employees aged 45 and more.

The Act on Professional and Social Rehabilitation and Employment of Disabled Persons of

1997 defines the following target groups supported, obtaining adequate learning support:

(1) adults classified by decision-making bodies to one of the three disability levels (significant, limited and slight);

(2) adults totally or partially unable to work.

The Social Services Act of 2004 defines the target groups – supported in the scope of learning – as individuals threatened with marginalization and social exclusion due to poverty, being an orphan, homelessness, unemployment, disability, a severe problems.

Provisions of the Social Employment Act of 2003 are addressed to:

1. the unemployed,
2. alcoholics,
3. drug-users,
4. psychically disabled,
5. long-unemployed,
6. formerly imprisoned persons,
7. refugees,
8. disabled persons.

5. Efficiency and  limitations

Efficiency is measured by:

(1) cyclical research in the public statistics system,

(2) administrative bases related to the ministries’ execution of tasks and related to institutions subject to the ministries,

(3) ordered statistical research or such research conducted for scientific purposes.

Efficiency of inclusion and employment instruments is currently on the level of 20%. Therefor there is a severe need to search for more effective tools and methodologies.

Limitations from the professionals point of view:

Programmes should be tailor made for specific groups, as now vulnerable groups are given the same measures of intervention regardless their real needs. Currently a number of social experimentation projects are in progress which aim at crating better suited tools for specific target groups.