structure of the higher education system in poland

The teaching aids used in higher education depend on the specialisation and subject.

The Quality Assurance Agency for Higher Education …

The technology context examined government support for Information Technology, ICT support for teachers, ICT Infrastructure, underutilisation of ICT resources, perception of benefits from the present ICT infrastructure and ICT policies.

The teaching aids used in higher education depend on the specialisation and subject.

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The final curricula for each subject are elaborated by the higher education institutions departments according to these specific standards, analysed by the departments’ councils, and approved by university senates.

Graduation is attested through a Master studies diploma issued by the higher education institution.

Students that do not accomplish the minimum percentage of passed examinations established by the higher education institution are declared repeaters and have to repeat the corresponding year of study.

For each reference domain and specialisation of study recognized by the law, the higher education institutions establish the educational plan.

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Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Latvia, 89% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 74%.

Role of ICT in the curriculum educational system

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2015, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The role of ICT in higher education for the 21 century ..

Besides this, certain higher education institutions organise departments for initial teacher training for teaching the languages of national minorities in Pre-tertiary education.


The average student in Latvia scored 487 in reading literacy, maths and sciences, slightly above the OECD average of 486. The best-performing school systems manage to provide high-quality education to all students.

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Students enter further or higher education with a broad spectrum of digital capabilities, experience of and confidence in using technology. However, even students who are confident and proficient users of social and digital media in their personal and social lives need support using digital technologies effectively for learning and in employment-related contexts.