The European Commission's Joint Research Centre (JRC) published the report Analysis of the Integration of Artificial Intelligence in VET Systems, examining the adoption of artificial intelligence (AI) in vocational education and training systems in Austria, Belgium, Slovenia, Spain, and the Netherlands.

A regulation by the Minister of Education has been published, amending the regulation on the core curricula for vocational education and training and additional vocational skills in selected occupations. The regulation sets out the core curricula for new occupations and introduces changes to the core curricula for selected occupations. The new provisions will come into force on 1 September 2026.

Statistics Poland has published the results of the experimental study Diversity of occupations in the labour market in Poland. The publication presents the occupational structure of people employed in the national economy and of those working exclusively under contracts of mandate and related arrangements, as at the end of 2024. The analysis focuses on occupations actually performed and is based on administrative registers and statistical survey data.

The European Commission has published the results of a Special Eurobarometer survey on the attractiveness of vocational education and training (VET). Conducted in the autumn of 2025 across the 27 EU Member States, the survey shows that Europeans view vocational education as an effective pathway into the labour market, although its image remains less favourable than that of general education.

The European Commission has adopted the official implementation report on the 2020 Council Recommendation on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience. Five years following its adoption, and in line with Article 36 of the Recommendation, this document takes stock of national reforms and EU-level measures.

The report draws on annual monitoring by Cedefop and the European Training Foundation (ETF), National Implementation Plans (NIPs) submitted by Member States, data from the Advisory Committee for Vocational Training (ACVT), and Eurostat statistical benchmarks. Rather than evaluating the direct impact of individual measures, the report provides a comprehensive stocktaking across the six main priorities set in 2020.

We encourage you to read the study on teachers’ occupational stress conducted by the Faculty of Education at the University of Warsaw on behalf of the Polish Teachers’ Union (Związek Nauczycielstwa Polskiego, ZNP).

The FRSE publication Mentoring and Tutoring 2.0: Relationships, Development and Technology in Vocational Education is a guide aimed at teachers and educators. It explores the potential for combining developmental support with digital tools. It provides an introduction to relationship-based approaches (mentoring, tutoring, coaching) in education. It discusses, amongst other things:

A new report by the Polish Agency for Enterprise Development and the Jagiellonian University, entitled New or old rules of the game in the labour market: BKL 2025/26, has been published.

A regulation has been signed introducing new and amended core curricula for vocational education in occupations in sectoral vocational education. The changes cover 19 occupations in six sectors: precision mechanics, horticulture, healthcare, ICT, road transport and air transport.