Publication Date
| In 2026 | 0 |
| Since 2025 | 1 |
| Since 2022 (last 5 years) | 2 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 2 |
Descriptor
| Classification | 2 |
| Foreign Countries | 2 |
| Work Experience Programs | 2 |
| Access to Education | 1 |
| Apprenticeships | 1 |
| Barriers | 1 |
| Case Studies | 1 |
| Costs | 1 |
| Disadvantaged | 1 |
| Eligibility | 1 |
| Employment Qualifications | 1 |
| More ▼ | |
Author
| Cameron, Craig | 1 |
| Hewitt, Anne | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
Education Level
| Postsecondary Education | 2 |
| Secondary Education | 2 |
| Higher Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textCedefop - European Centre for the Development of Vocational Training, 2025
This short description of vocational education and training (VET) in Poland provides an insight into its distinctive features and highlights developments in and challenges for the system. In Poland VET is offered at upper secondary, post-secondary and higher vocational levels for young people and adults, with different types of work-based learning…
Descriptors: Foreign Countries, Secondary Education, Postsecondary Education, Work Experience Programs
Peer reviewedCameron, Craig; Hewitt, Anne – International Journal of Work-Integrated Learning, 2022
Work-integrated learning (WIL) can be expensive for tertiary students. There are potential accommodation, equipment, and travel expenses, as well as opportunity costs associated with lost income when completing unpaid WIL placements. Non-remunerative financial support such as bursaries, scholarships, stipends, and honorariums (collectively 'WIL…
Descriptors: Financial Support, Work Experience Programs, Classification, Foreign Countries
