Poland
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Poland
Adult skills (Survey of Adult Skills, PIAAC, 2023)
  • In Poland, adults aged 16-65 scored, on average, 236 points in literacy (below the OECD average), 239 points in numeracy (below the OECD average), and 226 points in adaptive problem solving (below the OECD average).
  • In literacy, 39% of adults (OECD average: 26%) scored at Level 1 or below, meaning they have low literacy proficiency. At Level 1, they can understand short texts and organised lists when information is clearly indicated, find specific information and identify relevant links. Those below Level 1 can at most understand short, simple sentences. At the other end of the spectrum, 3% of adults (OECD average: 12%) scored at Levels 4 or 5 in literacy and are high performers. These adults can comprehend and evaluate long, dense texts across several pages, grasp complex or hidden meanings, and use prior knowledge to understand texts and complete tasks.
  • In numeracy, 38% of adults (OECD average: 25%) scored at or below Level 1 proficiency. At Level 1, they can do basic maths with whole numbers or money, understand decimals, and find single pieces of information in tables or charts, but may struggle with tasks needing multiple steps (e.g. solving a proportion). Those below Level 1 can add and subtract small numbers. Adults at Levels 4 or 5 are top performers (4% in Poland, 14% on average across OECD countries and economies). They can calculate and understand rates and ratios, interpret complex graphs, and critically evaluate statistical claims.
  • In adaptive problem solving, 48% of adults (OECD average: 29%) scored at or below Level 1 proficiency. Adults at Level 1 can solve simple problems with few variables and little irrelevant information, which do not change as they make progress towards the solution. They struggle with multi-step problems, or those needing monitoring of multiple variables. Adults below Level 1 at most understand very simple problems, typically solved in one step. Some 1% of adults (OECD average: 5%) scored at Level 4. They have a deeper understanding of problems, and can adapt to unexpected changes, even if they require a major re-evaluation of the problem.
  • When considering all three domains jointly, 27% of adults in Poland (OECD average: 18%) scored at the two lowest levels of these proficiency scales.
    • | Country note | Survey of Adult Skills (PIAAC) | Survey of Adult Skills 2023: Do Adults Have the Skills They Need to Thrive in a Changing World? | The Survey of Adult Skills - Reader's Companion | Understanding Skill Gaps in Firms: Results of the PIAAC Employer Module | Survey of Adult Skills 2023 Data Analysis Manual |

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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Completion rates

    For male students, completion rates in Arts and humanities bachelor's programmes three years beyond the theoretical end placed Poland among the lowest across countries. (46.3 %, rank 23/29 , 2023) Download Indicator

    Female completion rates to bachelor's programmes in Natural sciences, mathematics and statistics, measured three years after the theoretical end, placed Poland among the lowest internationally. (68.5 %, rank 23/29 , 2023) Download Indicator

    Completion rates of all new entrants to Natural sciences, mathematics and statistics bachelor's programmes three years beyond the theoretical end ranked Poland among the lowest internationally. (61.3 %, rank 22/29 , 2023) Download Indicator

    The completion rate of female students in STEM bachelor's programmes, measured three years after the theoretical end, placed Poland among the highest internationally. (72.2 %, rank 6/29 , 2023) Download Indicator

    Male completion rates in STEM bachelor's programmes three years after the theoretical end ranked among the highest across countries with available data. (65.9 %, rank 6/29 , 2023) Download Indicator

    For all new entrants to STEM bachelor's programmes, completion rates three years beyond the theoretical duration placed Poland among the highest internationally. (66.8 %, rank 7/29 , 2023) Download Indicator

    Dropout rates

    For male new entrants, drop out rates one year beyond the theoretical duration placed Poland among the highest internationally. (31.7 %, rank 10/30 , 2021) Download Indicator

    Male drop out rates to bachelor's programmes, measured three years beyond the theoretical duration, were among the highest internationally. (38.2 %, rank 9/30 , 2023) Download Indicator

    The overall drop out rate of new entrants by the end of the theoretical duration plus three years was among the highest across countries with available data. (28.2 %, rank 10/30 , 2023) Download Indicator

    Literacy

    The mean literacy score is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (236 PIAAC Score, rank 29/31 , 2023) Download Indicator

    The percentage of adults scoring high (at Level 2 or 3) in Iiteracy is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (2.8 %, rank 29/31 , 2023) Download Indicator

    The percentage of adults scoring at or below level 1 in Iiteracy is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (39.5 %, rank 3/31 , 2023) Download Indicator

    Numeracy

    The mean numeracy score is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (239 PIAAC Score, rank 29/31 , 2023) Download Indicator

    The percentage of adults scoring high (at Level 2 or 3) in numeracy is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (4.2 %, rank 29/31 , 2023) Download Indicator

    The percentage of adults scoring at or below level 1 in numeracy is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (38 %, rank 3/31 , 2023) Download Indicator

    Adaptive problem solving

    The mean score in adaptive problem solving in the Survey of Adult Skills (PIAAC) is low compared to other participating countries. (226 PIAAC Score, rank 30/31 , 2023) Download Indicator

    The percentage of adults scoring high (at Level 4) in adaptive problem solving in the Survey of Adult Skills (PIAAC) is low compared to other participating countries. (0.9 %, rank 26/31 , 2023) Download Indicator

    The percentage of adults scoring low (at or below Level 1) in adaptive problem solving in the Survey of Adult Skills (PIAAC) is high compared to other participating countries. (48.5 %, rank 2/31 , 2023) Download Indicator

    Skills differences between age groups

    The mean score in adaptive problem solving for 16-24 year-olds is low compared to other participating countries. (236 PIAAC Score, rank 31/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for 25-34 year-olds is low compared to other participating countries. (235 PIAAC Score, rank 30/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for 35-44 year-olds is low compared to other participating countries. (226 PIAAC Score, rank 30/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for 45-54 year-olds is low compared to other participating countries. (227 PIAAC Score, rank 27/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for 55-65 year-olds is low compared to other participating countries. (213 PIAAC Score, rank 29/31 , 2023) Download Indicator

    The mean literacy score for young adults (16-24 year-olds) is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (246 PIAAC Score, rank 30/31 , 2023) Download Indicator

    The mean literacy score for young people aged between 25 and 34 is low compared to other countries participating in PIAAC. (243 PIAAC Score, rank 30/31 , 2023) Download Indicator

    The mean literacy score for people aged between 35 and 44 is low compared to other countries participating in PIAAC. (236 PIAAC Score, rank 30/31 , 2023) Download Indicator

    The mean literacy score for people aged between 45 and 54 is low compared to other countries participating in PIAAC. (237 PIAAC Score, rank 27/31 , 2023) Download Indicator

    The mean literacy score for older adults (55-65 year-olds) is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (221 PIAAC Score, rank 26/31 , 2023) Download Indicator

    The mean numeracy score for young adults (16-24 year-olds) is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (250 PIAAC Score, rank 27/31 , 2023) Download Indicator

    The mean numeracy score for young people aged between 25 and 34 is low compared to other countries participating in PIAAC. (246 PIAAC Score, rank 29/31 , 2023) Download Indicator

    The mean numeracy score for people aged between 35 and 44 is low compared to other countries participating in PIAAC. (240 PIAAC Score, rank 30/31 , 2023) Download Indicator

    The mean numeracy score for people aged between 45 and 54 is low compared to other countries participating in PIAAC. (241 PIAAC Score, rank 27/31 , 2023) Download Indicator

    The mean numeracy score for older adults (55-65 year-olds) is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (222 PIAAC Score, rank 29/31 , 2023) Download Indicator

    Skills differences by gender

    The mean score in adaptive problem solving for men is low compared to other participating countries. (226 PIAAC Score, rank 30/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for women is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (227 PIAAC Score, rank 30/31 , 2023) Download Indicator

    The mean literacy score among men is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (234 PIAAC Score, rank 30/31 , 2023) Download Indicator

    The mean literacy score among women is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (237 PIAAC Score, rank 29/31 , 2023) Download Indicator

    The mean numeracy score among men is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (239 PIAAC Score, rank 30/31 , 2023) Download Indicator

    The mean numeracy score among women is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (239 PIAAC Score, rank 29/31 , 2023) Download Indicator

    Skills differences by level of education

    The mean score in adaptive problem solving for adults with below upper secondary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (196 PIAAC Score, rank 26/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for adults with upper secondary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (221 PIAAC Score, rank 29/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for adults with tertiary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (239 PIAAC Score, rank 31/31 , 2023) Download Indicator

    The mean literacy score for adults with an upper secondary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (228 PIAAC Score, rank 27/31 , 2023) Download Indicator

    The mean literacy score for adults with tertiary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (255 PIAAC Score, rank 29/31 , 2023) Download Indicator

    The mean numeracy score for adults without upper secondary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (195 PIAAC Score, rank 23/31 , 2023) Download Indicator

    The mean numeracy score for adults with an upper secondary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (231 PIAAC Score, rank 28/31 , 2023) Download Indicator

    The mean numeracy score for adults with tertiary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (260 PIAAC Score, rank 30/31 , 2023) Download Indicator

    Skills by immigrant and language background

    The mean literacy score for native-born adults of native-born parents is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (236 PIAAC Score, rank 30/31 , 2023) Download Indicator

    The mean numeracy score for native-born adults of native-born parents is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (239 PIAAC Score, rank 30/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for native-born adults of native-born parents is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (226 PIAAC Score, rank 30/31 , 2023) Download Indicator

    Skills by parents' educational attainment

    The mean score in adaptive problem solving for adults whose parents did not attain upper secondary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (208 PIAAC Score, rank 30/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for adults with at least one parent who attained upper secondary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (228 PIAAC Score, rank 30/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for adults with at least one parent who attained tertiary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (247 PIAAC Score, rank 29/31 , 2023) Download Indicator

    The mean literacy score for adults whose parents had not attained upper secondary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (214 PIAAC Score, rank 27/31 , 2023) Download Indicator

    The mean literacy score with at least one parent with upper secondary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (238 PIAAC Score, rank 29/31 , 2023) Download Indicator

    The mean literacy score with at least one parent with tertiary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (261 PIAAC Score, rank 29/31 , 2023) Download Indicator

    The mean numeracy score for adults whose parents had not attained upper secondary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (214 PIAAC Score, rank 29/31 , 2023) Download Indicator

    The mean numeracy score with at least one parent with upper secondary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (241 PIAAC Score, rank 29/31 , 2023) Download Indicator

    The mean numeracy score with at least one parent with tertiary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (263 PIAAC Score, rank 29/31 , 2023) Download Indicator

    Adults' skills

    The percentage of adults scoring at or below level 1 in literacy and/or numeracy is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (29.8 %, rank 3/31 , 2023) Download Indicator

    The change in mean literacy score in the Survey of Adult Skills (PIAAC) from 2012 to 2023 is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (-31 PIAAC Score, rank 27/27 , 2023) Download Indicator

    The change in mean numeracy score in the Survey of Adult Skills (PIAAC) from 2012 to 2023 is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (-21 PIAAC Score, rank 26/27 , 2023) Download Indicator

    The change in mean literacy score, adjusted for demographic changes, in the Survey of Adult Skills (PIAAC) from 2012 to 2023 is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (-30 PIAAC Score, rank 21/21 , 2023) Download Indicator

    The change in mean numeracy score, adjusted for demographic changes, in the Survey of Adult Skills (PIAAC) from 2012 to 2023 is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (-20 PIAAC Score, rank 21/21 , 2023) Download Indicator

    Who the teachers are

    The share of women among teaching staff in lower secondary education is one of the largest among OECD and partner countries with available data. (76 %, rank 10/39 , 2023) Download Indicator

    The share of women among teaching staff in post-secondary non-tertiary education is one of the largest among OECD and partner countries with available data. (74.7 %, rank 2/21 , 2023) Download Indicator

    The share of women among teaching staff is one of the largest among OECD and partner countries with available data. (75.9 %, rank 10/36 , 2023) Download Indicator

    The percentage of primary to upper secondary teachers younger than 30 is especially low. (4 %, rank 38/39 , 2023) Download Indicator

    The percentage of primary teachers older than 50 is especially high. (44.1 %, rank 10/39 , 2023) Download Indicator

    The share of women among teaching staff in general upper secondary education in Poland is relatively large. (69.8 %, rank 8/34 , 2023) Download Indicator

    In Poland, the share of women among teaching staff in vocational upper secondary education is one of the highest among OECD and partner countries with available data. (62.1 %, rank 9/31 , 2023) Download Indicator

    In Poland, the share of female teachers younger than 30 in tertiary education is relatively large. (55.3 %, rank 10/36 , 2023) Download Indicator

    In Poland, the share of tertiary teachers aged between 30 and 49 is relatively high, compared to other countries with data available. (55.5 %, rank 7/34 , 2023) Download Indicator

    In Poland, the share of short-cycle tertiary teachers older than 50 is relatively high, compared to other countries with data available. (60.8 %, rank 1/24 , 2023) Download Indicator

    In Poland, the share of short-cycle tertiary female teachers older than 50 is relatively high, compared to other countries with data available. (64.5 %, rank 3/22 , 2023) Download Indicator

    In Poland, the percentage of teachers aged between 30 and 49 in pre-primary education is one of the highest among OECD and partner countries with available data. (61.3 %, rank 8/34 , 2023) Download Indicator

    The percentage of teachers under 30 in Poland is one of the lowest among OECD and partner countries with available data. (4.2 %, rank 31/33 , 2023) Download Indicator

    The share of teachers under 30 in upper secondary vocational education is especially low in Poland. (3.7 %, rank 27/31 , 2023) Download Indicator

    In Poland, the percentage of teachers aged between 30 and 49 in upper secondary vocational education is one of the highest among OECD and partner countries with available data. (55.5 %, rank 8/31 , 2023) Download Indicator

    The share of teachers aged 50 or more in post secondary non-tertiary education is relatively low in Poland, compared to the other countries with available data. (39.8 %, rank 17/20 , 2023) Download Indicator

    The share of teachers aged between 30 and 49 in post secondary non-tertiary education is relatively high in Poland, compared to other countries with available data. (54.6 %, rank 5/20 , 2023) Download Indicator

    Teachers' salaries

    After 15 years of experience, a lower secondary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (36149 USD Equivalent, rank 34/40 , 2023) Download Indicator

    In Poland, the change in statutory primary education teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in teachers' careers is relatively large. (120 Index, rank 6/33 , 2023) Download Indicator

    In Poland, the change in statutory lower secondary education teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in teachers' careers is relatively large. (120 Index, rank 6/33 , 2023) Download Indicator

    In Poland, the change in statutory upper secondary education teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in teachers' careers is relatively large. (120 Index, rank 7/33 , 2023) Download Indicator

    After 15 years of experience, a lower secondary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (41355 USD Equivalent, rank 34/40 , 2023) Download Indicator

    After 15 years of experience, an upper secondary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (41355 USD Equivalent, rank 34/40 , 2023) Download Indicator

    After 15 years of experience, a pre-primary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (41355 USD Equivalent, rank 26/33 , 2023) Download Indicator

    After 15 years of experience, a primary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (41355 USD Equivalent, rank 33/40 , 2023) Download Indicator

    The change in statutory pre-primary teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in their careers is comparatively large in Poland. (120 Index, rank 6/33 , 2023) Download Indicator

    Teachers' salaries progression

    Starting salaries for lower secondary teachers with minimum training are especially low. (28040 USD Equivalent, rank 38/44 , 2023) Download Indicator

    Salaries of lower secondary teachers with minimum training after 10 years of experience are especially low. (32339 USD Equivalent, rank 34/40 , 2023) Download Indicator

    Ratio of student to teaching staff

    The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively high in Poland. (18.1 Ratio, rank 6/20 , 2023) Download Indicator

    The ratio of students to teaching staff in post-secondary non-tertiary education is comparatively high in Poland. (54.1 Ratio, rank 1/21 , 2023) Download Indicator

    The ratio of students to teaching staff at the lower secondary level in private institutions is especially low in Poland. (9.1 Ratio, rank 29/37 , 2023) Download Indicator

    The ratio of students to teaching staff at the lower secondary level in independent private institutions is especially low in Poland. (9.2 Ratio, rank 17/24 , 2023) Download Indicator

    The ratio of students to teaching staff at the secondary level in government-dependent private institutions is especially low in Poland. (10.5 Ratio, rank 15/20 , 2023) Download Indicator

    In Poland, the number of students per teacher in public institutions tertiary education is one of the lowest among countries with available data. (9.6 Ratio, rank 36/39 , 2023) Download Indicator

    In Poland, the number of students per teacher in public bachelor's, master's, doctoral or equivalent programmes is one of the lowest among countries with available data. (9.6 Ratio, rank 31/34 , 2023) Download Indicator

    Organisation of the education system

    In Poland, the intended instruction time for lower secondary students (in hours per year) is one of the shortest among OECD and partner countries with available data. (826 Hours, rank 30/34 , 2023) Download Indicator

    The total compulsory instruction time for primary students in Poland is one of the shortest among OECD and partner countries with available data. (2255 Hours, rank 40/42 , 2023) Download Indicator

    In Poland, the total intended instruction time for primary students (in hours per year) is one of the shortest among OECD and partner countries with available data. (2481 Hours, rank 32/34 , 2023) Download Indicator

    The total compulsory instruction time for primary and lower secondary student in Poland is among the shortest among OECD and partner countries with available data. (5304 Hours, rank 40/42 , 2024) Download Indicator

    In Poland, total intended instruction time for primary and lower secondary students (in hours per year) is among the shortest among OECD and partner countries with available data. (5787 Hours, rank 32/34 , 2024) Download Indicator

    In Poland, compulsory instruction time for primary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (564 Hours, rank 39/42 , 2024) Download Indicator

    In Poland, the intended instruction time for primary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (620 Hours, rank 31/34 , 2024) Download Indicator

    In Poland, compulsory instruction time for lower secondary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (762 Hours, rank 39/42 , 2024) Download Indicator

    Classes are particularly small in lower secondary schools. (18 Students, rank 32/34 , 2023) Download Indicator

    Classes are particularly small in primary schools. (18 Students, rank 26/35 , 2023) Download Indicator

    Classes in in private primary institutions are comparatively small in Poland. (13 Students, rank 33/35 , 2023) Download Indicator

    Classes in lower secondary public institutions are comparatively small in Poland. (19 Students, rank 30/35 , 2023) Download Indicator

    Classes in lower secondary private institutions are comparatively small in Poland. (13 Students, rank 32/34 , 2023) Download Indicator

    In government-dependent private institutions at primary education level, the average class size is relatively small in Poland among OECD and other partner countries with available data. (12 Students, rank 20/20 , 2023) Download Indicator

    In Poland, classes in primary education are comparatively small. (18 Students, rank 26/35 , 2023) Download Indicator

    In government-dependent private institutions at lower secondary level, classes are one of the smallest in Poland among OECD and partner countries with available data. (12 Students, rank 20/20 , 2023) Download Indicator

    In independent private institutions at lower secondary level, classes are one of the smallest in Poland among OECD and partner countries with available data. (13 Students, rank 17/20 , 2023) Download Indicator

    In Poland, classes in lower secondary education are comparatively small. (18 Students, rank 32/34 , 2023) Download Indicator


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    General findings
    
                        
    
                            
    
                                
      In the 2023 Survey of Adult Skills, literacy is defined as "accessing, understanding, evaluating, and reflecting on written texts in order to achieve one's goals, to develop one's knowledge and potential, and to participate in society" (Rouet et al., 2021). Proficiency in literacy is crucial for adults across their personal, social and professional spheres, given the prevalence of written communication in various aspects of life. Throughout the day, adults engage in a diverse range of reading activities, spanning from delving into extensive pieces of continuous text to swiftly scanning pages for pertinent information. Examples include reading emails, leaflets, timetables and instruction manuals.
    
                            
    
                            
    
                                | Education policies: Adult competencies | 
    
                            
    
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      In the 2023 Survey of Adult Skills, numeracy encompasses "accessing, using, and reasoning critically with mathematical content, information and ideas represented in multiple ways in order to engage in and manage the mathematical demands of a range of situations in adult life" (Tout et al., 2021). The skills and knowledge needed for work and civic participation, and in more personal spheres of life, have changed. Individuals are presented with ever-increasing amounts of information of a quantitative or mathematical nature through online or technology-based resources, which have to be located, selected or filtered, interpreted, and at times questioned and doubted, and analysed for their relevance to the responses needed.
    
                            
    
                            
    
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      The first cycle of the Survey of Adult Skills measured problem solving in technology-rich environments. This is defined as the ability to use digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. The survey assessed adults' ability to solve problems by establishing appropriate goals and plans, and accessing and using information through computers and computer networks.


      
In the 2023 Survey of Adult Skills, problem solving in technology-rich environments was replaced by adaptive problem solving (APS). This involves "the capacity to achieve one’s goals in a dynamic situation in which a method for solution is not immediately available. It requires engaging in cognitive and metacognitive processes to define the problem, search for information, and apply a solution in a variety of information environments and contexts" (Greiff et al., 2021).


      
APS has three important features. First, it emphasises individuals’ capacity to flexibly and dynamically adapt their problem-solving strategies to a dynamically changing environment. Second, it tests their ability to identify and select among a range of available physical, social and digital resources. Third, individuals need to monitor and reflect on their progress in solving problems, through metacognitive processes.
    
                            
    
                            
    
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            Diagram of funding flows - Poland
            
    
            
    
        
    


        
		
    
            
    
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            Country Reviews for Poland
            
    
            
    
			
    
        
    
		
              
              
              
              
              
        
    
            Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple
            most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, 
			such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important
            areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website
            for each publication.
    
            All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: https://www.oecd.org/en/about/members-partners.html
            

    
			Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some 
			countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026.
			

    
	    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. 
		This explains the difference between the OECD average and the TALIS averages.
		Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and 
		Annex 3 
		of EAG 2024 for more details about the data collections.
            

    
            For additional notes, please refer to annexes in the list of links below the introductory country profile text.