Country
Data profiles:
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Financial literacy (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance in Beijing, Shanghai, Jiangsu and Zhejiang (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Profile View
Select first some countries to compare, choose the charts you wish to display and customise them.
Attainment
The level of upper secondary and post-secondary non-tertiary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (52.4 %, rank 5/42 , 2021) Download Indicator
The level of below upper secondary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (6.8 %, rank 40/43 , 2021) Download Indicator
Poland has one of the lowest percentages of 25-64 year-olds whose highest education level is a short-cycle tertiary education degree. (0.1 %, rank 36/38 , 2021) Download Indicator
In Poland, the share of 25-34 year-olds who attained a master's or equivalent tertiary education degree is one of the highest among countries with available data. (27.5 %, rank 3/39 , 2021) Download Indicator
Attainment by field of education
The percentage of 25-64 year-olds with tertiary education who studied in the field of arts is one of the lowest among OECD countries and partner economies with available data. (1.4 %, rank 17/18 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of humanities (except languages), social sciences, journalism and information is one of the highest among OECD countries and partner economies with available data. (19.1 %, rank 3/29 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of natural sciences, mathematics and statistics is one of the highest among OECD countries and partner economies with available data. (5.9 %, rank 5/31 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of health and welfare is one of the lowest among OECD countries and partner economies with available data. (8.1 %, rank 27/31 , 2021) Download Indicator
Participation in education
The enrolment rate among 15-19 year-olds in Poland is one of the highest among OECD and partner countries with available data. (92.2 %, rank 4/41 , 2020) Download Indicator
The enrolment rate of students aged 17 in vocational upper secondary programmes in Poland is one of the highest among OECD and partner countries with available data. (50.1 %, rank 5/38 , 2020) Download Indicator
The enrolment rate of students aged 18 in vocational upper secondary programmes in Poland is one of the highest among OECD and partner countries with available data. (46.2 %, rank 5/38 , 2020) Download Indicator
The enrolment rate of students aged 19 tertiary programmes in Poland is one of the lowest among OECD and partner countries with available data. (0 %, rank 31/33 , 2020) Download Indicator
The enrolment rate of students aged 19 in vocational upper secondary programmes in Poland is one of the highest among OECD and partner countries with available data. (35.1 %, rank 1/38 , 2020) Download Indicator
The enrolment rate of students aged 20 tertiary programmes in Poland is one of the lowest among OECD and partner countries with available data. (0 %, rank 32/33 , 2020) Download Indicator
The proportion of women among the new entrants in master's programmes in Poland is relatively high compared to other OECD and partner countries. (68.1 %, rank 2/39 , 2020) Download Indicator
Graduation
The share of long first degree master's graduates in public institutions is relatively low in Poland. (81.6 %, rank 17/21 , 2020) Download Indicator
The share of first-time short-cycle graduates is relatively low in Poland. (0 %, rank 26/27 , 2020) Download Indicator
The percentage of first-time master's graduates is relatively high in Poland. (16.7 %, rank 4/24 , 2020) Download Indicator
Graduation by gender
In Poland, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively high. (56.3 %, rank 4/42 , 2020) Download Indicator
In Poland, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively high. (45.4 %, rank 1/41 , 2020) Download Indicator
The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Poland is relatively high. (75.3 %, rank 1/25 , 2020) Download Indicator
The share of male tertiary graduates in the field of health and welfare is relatively high in Poland. (12.6 %, rank 2/41 , 2020) Download Indicator
In Poland, the proportion of female graduates from upper secondary vocational programmes in the field health and welfare is one of the smallest among OECD and partner countries. (72.9 %, rank 31/33 , 2020) Download Indicator
Graduation by age
The average age of upper secondary graduates from general programmes in Poland is one of the highest among OECD and partner countries with available data (20.4 Years, rank 3/38 , 2020) Download Indicator
In Poland, the percentage of first-time short-cycle tertiary graduates younger than 30 is relatively low. (16.9 %, rank 28/28 , 2020) Download Indicator
Graduation by field of education
The share of doctoral graduates in the field of arts and humaties in Poland is relatively large. (21.4 %, rank 2/42 , 2020) Download Indicator
In Poland, the proportion of upper secondary vocational graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (0.1 %, rank 31/33 , 2020) Download Indicator
In Poland, the percentage of post-secondary non-tertiary vocational graduates in the field of engineering, manufacturing and construction is relatively low. (0.2 %, rank 22/22 , 2020) Download Indicator
Fields of education
In Poland, the share of female among new entrants in doctoral programmes enrolled in the field of information and communication technologies is relatively small. (16.3 %, rank 32/33 , 2020) Download Indicator
In Poland, the share of new entrants in short-cycle tertiary programmes in the field of arts and humanities is relatively small. (0 %, rank 31/31 , 2020) Download Indicator
In Poland, the share of new entrants in short-cycle tertiary programmes in the field of business, administration and law is relatively small. (0 %, rank 29/31 , 2020) Download Indicator
In Poland, the share of new entrants in short-cycle tertiary programmes in the field of information and communication technologies is relatively small. (0 %, rank 26/30 , 2020) Download Indicator
In Poland, the share of new entrants in short-cycle tertiary programmes in the field of engineering, manufacturing and construction is relatively small. (0 %, rank 30/31 , 2020) Download Indicator
The share of female students entering master's or equivalent programmes in education in Poland is one of the largest compared to other OECD countries and partner economies. (93.6 %, rank 1/36 , 2020) Download Indicator
The share of female students entering master's or equivalent programmes in engineering, manufacturing and construction in Poland is one of the largest compared to other OECD countries and partner economies. (44.9 %, rank 1/36 , 2020) Download Indicator
The share of female students entering master's or equivalent programmes in natural sciences, mathematics and statistics in Poland is one of the largest compared to other OECD countries and partner economies. (72.5 %, rank 1/36 , 2020) Download Indicator
The share of female students entering master's or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Poland is one of the largest compared to other OECD countries and partner economies. (45.9 %, rank 1/36 , 2020) Download Indicator
The share of male students entering master's or equivalent programmes in natural sciences, mathematics and statistics in Poland is one of the smallest compared to other OECD countries and partner economies. (27.5 %, rank 36/36 , 2020) Download Indicator
The share of male students entering master's or equivalent programmes in education in Poland is one of the smallest compared to other OECD countries and partner economies. (6.4 %, rank 36/36 , 2020) Download Indicator
The share of male students entering master's or equivalent programmes in engineering, manufacturing and construction in Poland is one of the smallest compared to other OECD countries and partner economies. (55.1 %, rank 36/36 , 2020) Download Indicator
The share of male students entering master's or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Poland is one of the smallest compared to other OECD countries and partner economies. (54.1 %, rank 36/36 , 2020) Download Indicator
The share of male students entering short-cycle tertiary programmes in health and welfare in Poland is one of the smallest compared to other OECD countries and partner economies. (9.3 %, rank 27/30 , 2020) Download Indicator
In Poland, the percentage of new entrants to doctoral programmes in the field of arts and humanities is relatively high, compared to other countries with available data. (20.1 %, rank 1/34 , 2020) Download Indicator
Student mobility
The share of international students entering short-cycle tertiary programmes is one of the smallest among OECD and partner countries with available data. (0 %, rank 28/31 , 2020) Download Indicator
In Poland, the proportion of international or foreign students enrolled in short-cycle tertiary programmes is one of the smallest among OECD and partner countries with available data. (0 %, rank 31/34 , 2020) Download Indicator
In Poland, the percentage of international or foreign students coming from neighbouring countries is comparatively high . (63 Students, rank 3/45 , 2020) Download Indicator
In Poland, the share of international or foreign students enrolled in doctoral or equivalent programmes among men is relatively low compared to other OECD and partner countries. (9.3 %, rank 33/37 , 2020) Download Indicator
In Poland, the share of international or foreign students enrolled in short-cycle tertiary programmes among men is relatively low compared to other OECD and partner countries. (0 %, rank 29/33 , 2020) Download Indicator
In Poland, the share of international or foreign students enrolled in short-cycle tertiary programmes among women is relatively low compared to other OECD and partner countries. (0 %, rank 29/33 , 2020) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of social sciences, journalism and information among all international or foreign tertiary students in Poland is relatively high. (15.6 %, rank 3/33 , 2020) Download Indicator
The percentage of students enrolled in the field of engineering, manunfacturing and construction among all international or foreign tertiary students in Poland is relatively low. (9.2 %, rank 31/33 , 2020) Download Indicator
In Poland, the percentage of international doctoral graduates in the field of engineering, manufacturing and construction is one of the lowest among OECD and partner countries with available data. (1.9 %, rank 35/35 , 2020) Download Indicator
In Poland, the percentage of international doctoral graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (0.6 %, rank 31/35 , 2020) Download Indicator
In Poland, the share of students enrolled in the field of science, technology, engineering and mathematics among all international or foreign students is relatively low compared to other OECD and partner countries. (18.8 %, rank 31/33 , 2020) Download Indicator
Expenditure per student
Annual expenditure per student in post-secondary non-tertiary education is one of the lowest among OECD and partner countries with available data. (5695 USD Equivalent, rank 15/19 , 2019) Download Indicator
Expenditure per student for ancillary educational services on primary to tertiary education in Poland is comparatively low. (249 USD Equivalent, rank 21/24 , 2019) Download Indicator
Expenditure in education and national wealth
In Poland, the international expenditure as a percentage of GDP from initial source of funds on primary to tertiary education is high. (0.2 %, rank 4/30 , 2019) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure per full-time equivalent student on primary to tertiary education in Poland is one of the largest among OECD and partner countries with available data. (4 %, rank 4/31 , 2019) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure per full-time equivalent student on tertiary education in Poland is one of the highest among OECD and partner countries with available data. (6.3 %, rank 2/31 , 2019) Download Indicator
Public and private expenditure in education
The relative share of international expenditure on primary to tertiary education from initial source of funds is relatively large in Poland. (4.2 %, rank 5/28 , 2019) Download Indicator
Teachers
The number of hours per year primary teachers spend teaching in public institutions is comparatively low in Poland. (611 Hours, rank 32/33 , 2021) Download Indicator
The number of hours per year lower secondary teachers spend teaching in public institutions is comparatively low in Poland. (489 Hours, rank 33/33 , 2021) Download Indicator
The number of hours per year upper secondary teachers spend teaching general programmes in public institutions is comparatively low in Poland. (483 Hours, rank 32/32 , 2021) Download Indicator
Who the teachers are
The percentage of primary teachers younger than 30 is especially low. (6.1 %, rank 34/38 , 2019) Download Indicator
The percentage of primary to upper secondary teachers younger than 30 is especially low. (5.1 %, rank 33/37 , 2019) Download Indicator
In Poland, the share of short-cycle tertiary teachers younger than 30 is relatively low, compared to other countries with data available. (0 %, rank 23/23 , 2019) Download Indicator
In Poland, the share of tertiary female teachers younger than 30 is relatively high, compared to other countries with data available. (73.1 %, rank 2/23 , 2019) 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. (24574 USD Equivalent, rank 29/32 , 2021) Download Indicator
After 15 years of experience, a pre-primary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (24574 USD Equivalent, rank 23/26 , 2021) Download Indicator
After 15 years of experience, a primary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (24574 USD Equivalent, rank 29/32 , 2021) Download Indicator
The change between 2005 and 2013 in statutory salaries for lower secondary teachers with 15 years of experience and minimum training is comparatively large in Poland. (118 Index, rank 3/29 , 2021) 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. (32040 USD Equivalent, rank 28/32 , 2021) 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. (32040 USD Equivalent, rank 28/32 , 2021) 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. (32040 USD Equivalent, rank 22/26 , 2021) 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. (32040 USD Equivalent, rank 28/32 , 2021) Download Indicator
After 15 years of experience, a pre-primary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (29 USD Equivalent, rank 18/21 , 2021) Download Indicator
Teachers' salaries progression
Salaries of primary school teachers with minimum training after 10 years of experience are especially low. (21766 USD Equivalent, rank 30/33 , 2021) Download Indicator
Salaries of primary school teachers with minimum training at the top of scale are especially low. (25608 USD Equivalent, rank 31/33 , 2021) Download Indicator
Salaries of lower secondary teachers with minimum training after 10 years of experience are especially low. (21766 USD Equivalent, rank 30/33 , 2021) Download Indicator
Salaries of lower secondary teachers with minimum training at the top of scale are especially low. (25608 USD Equivalent, rank 31/33 , 2021) Download Indicator
Salaries of upper secondary teachers with minimum training after 10 years of experience are especially low. (26243 USD Equivalent, rank 29/33 , 2021) Download Indicator
Salaries of upper secondary teachers with minimum training at the top of scale are especially low. (33398 USD Equivalent, rank 30/33 , 2021) Download Indicator
Salaries of pre-primary teachers with minimum training after 10 years of experience are especially low. (21766 USD Equivalent, rank 24/27 , 2021) Download Indicator
Salaries of pre-primary teachers with minimum training at the top of scale are especially low. (25608 USD Equivalent, rank 25/27 , 2021) Download Indicator
Ratio of student to teaching staff
The number of students per teacher in primary schools is one of the lowest among OECD countries and partner countries with available data. (10.2 Ratio, rank 39/43 , 2020) Download Indicator
The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Poland. (7.7 Ratio, rank 17/20 , 2020) Download Indicator
The ratio of students to teaching staff at the lower secondary level in government-dependent private institutions is especially low in Poland. (9.2 Ratio, rank 15/19 , 2019) 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. (10.8 Ratio, rank 31/35 , 2020) Download Indicator
In Poland, the number of students per teacher in private institutions tertiary education is one of the highest among countries with available data. (31.1 Ratio, rank 2/29 , 2020) Download Indicator
In Poland, the number of students per teacher in indeoendent private institutions tertiary education is one of the highest among countries with available data. (31.1 Ratio, rank 3/21 , 2019) Download Indicator
In Poland, the number of students per teacher in public institutions short-cycle tertiary education is one of the lowest among countries with available data. (7.7 Ratio, rank 17/20 , 2020) 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. (10.8 Ratio, rank 23/27 , 2020) Download Indicator
In Poland, the number of students per teacher in private bachelor's, master's, doctoral or equivalent programmes is one of the highest among countries with available data. (31.1 Ratio, rank 3/24 , 2020) Download Indicator
In Poland, the number of students per teacher in independent private bachelor's, master's, doctoral or equivalent programmes is one of the highest among countries with available data. (31.1 Ratio, rank 4/17 , 2019) Download Indicator
Class size
Classes in public primary institutions are comparatively small in Poland. (17 Students, rank 31/35 , 2019) Download Indicator
Classes in in private primary institutions are comparatively small in Poland. (14 Students, rank 29/31 , 2019) Download Indicator
Classes in lower secondary public institutions are comparatively small in Poland. (18 Students, rank 31/33 , 2019) Download Indicator
In government-dependent private institutions at primary education level, classes are relatively small in Poland. (11 Students, rank 18/18 , 2019) Download Indicator
In independent private institutions at primary education level, classes are one of the smallest in Poland among OECD and partner countries with available data. (16 Students, rank 13/17 , 2019) Download Indicator
In Poland, classes in primary education are comparatively small. (17 Students, rank 28/31 , 2019) 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. (17 Students, rank 16/19 , 2019) Download Indicator
In Poland, classes in lower secondary education are comparatively small. (18 Students, rank 29/31 , 2019) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds without upper secondary education is comparatively low. (48.9 %, rank 38/42 , 2021) Download Indicator
The employment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is high compared to other OECD and partner countries. (88.8 %, rank 5/43 , 2021) Download Indicator
The employment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is high compared to other OECD and partner countries. (97 %, rank 2/35 , 2021) Download Indicator
The employment rate among 25-34 year-olds with tertiary education is compartively high in Poland. (91 %, rank 3/43 , 2021) Download Indicator
In Poland, the inactivity rate of 25-64 year-olds with below upper secondary education is one of the highest among countries with available data. (47.2 %, rank 4/42 , 2021) Download Indicator
Compared to other countries with available data, the employment rate of 25-34 year-olds with tertiary education is relatively high in Poland. (90.8 %, rank 1/43 , 2021) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-34 year-old men with tertiary education is compartively high in Poland. (95.2 %, rank 1/43 , 2021) Download Indicator
Employment by field of education
The employment rate among 25-64 year-olds with tertiary education who studied in the field of business, administration and law is high compared to other OECD and partner countries. (91.7 %, rank 3/31 , 2021) Download Indicator
The employment rate among 25-64 year-olds with tertiary education who studied in the field of natural sciences, mathematics and statistics is high compared to other OECD and partner countries. (89.3 %, rank 4/31 , 2021) Download Indicator
The employment rate among 25-64 year-olds with tertiary education who studied in the field of engineering, manufacturing and construction is high compared to other OECD and partner countries. (93.3 %, rank 2/31 , 2021) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-64 year-olds with tertiary education is comparatively low. (1.7 %, rank 41/43 , 2021) Download Indicator
The unemployment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (1.5 %, rank 35/38 , 2021) Download Indicator
The inactivity rate of 25-34 years-old adults with below upper secondary education is high in Poland. (43.1 %, rank 4/41 , 2021) Download Indicator
The inactivity rate of 25-34 years-old adults with tertiary education is low in Poland. (6.5 %, rank 40/43 , 2021) Download Indicator
In Poland, the proportion of adults who have been unemployed for at least 3 months but less than a year among all unemployed adults with below upper secondary education is relatively high. (45.3 %, rank 1/30 , 2021) Download Indicator
In Poland, the proportion of adults who have been unemployed for at least 3 months but less than a year among all unemployed adults with tertiary education is relatively high. (45.3 %, rank 2/31 , 2021) Download Indicator
In Poland, the proportion of adults who have been unemployed for at least 3 months but less than a year among all unemployed adults with upper secondary or post-secondary non-tertiary education is relatively high. (44.5 %, rank 1/30 , 2021) Download Indicator
Earnings and educational attainment
Earnings of women (as a percentage of men's earnings) among full- and part-time 25-64 year-olds with below upper secondary education are one of the highest among countries with available data. (78.4 %, rank 4/37 , 2020) Download Indicator
Earnings of women (as a percentage of men's earnings) among full- and part-time 25-64 year-olds with upper secondary or post-secondary non-tertiary education are one of the highest among countries with available data. (81.1 %, rank 4/37 , 2020) Download Indicator
Entrance
In Poland, the average age of new entrants in doctoral programmes is one of the lowest among OECD and partner countries with available data. (27.9 Years, rank 34/36 , 2020) Download Indicator
In Poland, the percentage of new entrants in short-cycle tertiary programmes younger than 25 is relatively low. (15.1 %, rank 32/32 , 2020) Download Indicator
General findings
- Tertiary attainment has increased strongly in most OECD countries among 25-34 year olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021.
- Higher educational attainment leads to better labour-market outcomes including higher wages and higher employment rates.
- Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
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- Tertiary attainment has increased strongly in most OECD countries among 25-34 year-olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021. In this age group, the share of individuals with tertiary attainment is 7 percentage points higher than the share of individuals with upper secondary or post-secondary non-tertiary attainment on average across OECD countries. If current trends continue, a tertiary education will be the most common attainment among working-age adults on average across OECD countries within a few years.
- Higher educational attainment leads to better labour-market outcomes. In 2021, on average, employment rates for tertiary-educated young adults (25-34 year-olds) are 8 percentage points higher than those who have attained upper secondary or post-secondary non-tertiary education and 26 percentage points higher than those who have attained below upper secondary education across OECD countries.
- Greater educational attainment yields better earnings and this holds true for higher levels of tertiary attainment in most countries. On average across the OECD, full-time full-year workers who attained short-cycle tertiary education earned 20% more than those with upper secondary attainment in 2020. This earnings advantage increases to 44% among those who attained a bachelor's or equivalent qualification and to 88% among those with a master's or doctoral or equivalent degree.
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- On average, the vast majority (88%) of children between the age of 3 and 5 are enrolled in early childhood education (ECE) across the OECD. In a few countries, it is also common for younger children between the age of 0 and 2 to participate in ECE and over 50% of children in this age group are enrolled. However, only 27% of under-threes are enrolled in ECE on average across the OECD.
- In almost all countries with available data, the majority of upper secondary graduates from general programmes are women. Men dominate graduation from vocational programmes in almost three-quarters of the countries.
- While the average age of first-time graduates from general upper secondary education does not differ much across countries, the difference widens in vocational education, ranging from 16 to 34 years.
- Around one-fifth of tertiary students are enrolled on a part-time basis, but large differences exist across OECD countries. Studying part-time is especially common in many Nordic countries, Australia, New Zealand and the United States, where more than 30% of students study part-time. However, in some countries like the Czech Republic, and Greece, less than 5% of students study part-time.
- Students are more likely to cross borders to pursue their studies as they reach more advanced levels of education. Internationally mobile students account for only 7% of bachelor's students, but 17% of master's students and 26% of doctoral students on average in OECD countries.
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- Total public spending on education (from primary to tertiary level) averages 10.6% of total government expenditure across OECD countries, from around 7% to 17%. The largest share of government funding is devoted to primary and secondary levels, explained by near-universal enrolment rates at those levels of education and the greater contribution of private sources at tertiary level.
- On average across OECD countries, expenditure on primary education amounts to 30% of the funding for educational institutions, while secondary education accounts for 39%.
- In 2019, OECD countries spent an average of USD 17 559 per student per year at the tertiary level. However, this average is driven up by high values in a few countries, reaching over USD 25 000 in Luxembourg, Norway, Sweden, the United Kingdom and the United States.
- On average across OECD countries, 63% of total expenditure on tertiary educational institutions goes to core services (e.g. teachers' salaries, school buildings, teaching materials and administration), 33% on research and development activities, and 4% on ancillary services (e.g. meals and transport).
- Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
- On average across OECD countries, public funds account for 83% of total spending on educational institutions. Private sources are more important at the tertiary level, where they make up 31% of all expenditure compared to just 10% at the non-tertiary levels (primary, secondary and post-secondary non-tertiary).
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- Teachers' actual salaries at pre-primary, primary and general secondary level are 4-14% lower than the earnings of tertiary-educated workers on average across OECD countries and other participants. School heads' actual salaries are substantially higher than those of teachers across primary and secondary education.
- Teachers in public schools in OECD and partner countries are required to teach on average 987 hours per year at pre-primary level, 784 hours at primary level, 711 hours at lower secondary level (general programmes) and 684 hours at upper secondary level (general and vocational programmes).
- Typically, the duration of initial teacher education programmes varies from 3 years to 6.5 years, for prospective lower secondary teachers of general subjects. A tertiary qualification is awarded upon completion of the programme in most countries, regardless of the level of education at which the teacher will teach.
- Continuing professional development is compulsory to some extent for teachers of general subjects at least at one level of education in most countries with data, except Denmark, Italy, the Netherlands and New Zealand. It can be either generally compulsory for all teachers as a regular part of their work, or for some teachers for specific purposes such as promotion or salary increases, or in some cases, both.
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> Notes on the education system in Poland
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: http://www.oecd.org/about/membersandpartners/
*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 2021 for more details about the data collections.
B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.