The OECD Programme for International Student Assessment (PISA) 2025 evaluates what students know and can do in science, reading, mathematics and computational problem-solving, assessing how effectively they can apply their knowledge to real-world challenges. The assessment also explores a range of broader competencies, attitudes and behaviours, including curiosity, perseverance and the use of artificial intelligence. PISA results provide valuable insights into the quality and equity of learning outcomes around the world, enabling educators and policymakers to learn from each other’s policies and practices. This country note provides a country-specific overview of Poland.

The OECD Teaching and Learning International Survey (TALIS) is the world’s largest survey of teachers and principals. In 2024, educators from 55 education systems provided information about what they do and how they are doing. They explain if and how they use artificial intelligence, why they became teachers and if they wish to continue teaching. Governments use data from TALIS to make policies that improve teaching and learning conditions in their schools.

Education at a Glance is the authoritative source of information on the state of education worldwide. It offers comprehensive data on the structure, financing, and performance of education systems across OECD countries and partner economies. This publication features more than 100 charts and tables that present key insights into the output of educational institutions, the impact of learning across countries, access and participation in education, financial investment in education, and the roles of teachers and school organisation. The 2025 edition places a special focus on tertiary education, examining attainment rates, variations in labour market outcomes by field of study, completion rates, and the skills of adults with tertiary qualifications.

The Survey of Adult Skills offers unique insights on adults’ proficiency in literacy, numeracy, and problem solving. These skills are crucial for both personal and societal success, and form the foundation for continuous learning and innovation. In 2022-23, the survey assessed adults aged 16-65 in 31 countries and economies. By comparing results over time and with those of other participating countries and economies, participants can track the skill levels of its adult population, pinpoint barriers to skill development and use, and craft effective policies to address these challenges.

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This country note provides a country-specific overview of Poland.

This report presents evidence-based analysis on Poland's higher education transformation process towards an innovative, interconnected and multidisciplinary entrepreneurial system, designed to empower its students and staff to demonstrate enterprise, innovation and creativity in teaching, research and societal engagement. Using the OECD-European Commission HEInnovate guidance for the entrepreneurial and innovative higher education institution, the report assesses strategies and practices for entrepreneurship and innovation in Poland's higher education institutions and the systemic support provided by government. Higher education institutions play a critical role in Poland's economy and innovation system, which is based on a strong and growing engagement agenda with industry and local communities, the emergence of new learning environments and strong multidisciplinary research teams. This report offers practical recommendations on how Poland can enhance and sustain the outcomes.

This policy profile on education in Poland is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Designed for policy makers, analysts and practitioners who seek information and analysis of education policy taking into account the importance of national context, the country policy profiles offer constructive analysis of education policy in a comparative format. Each profile reviews the current context and situation of the country's education system and examine its challenges and policy responses, according to six policy levers that support improvement: students (how to raise outcomes for all in terms of 1- equity and quality and 2- preparing students for the future), institutions (how to raise quality through 3- school improvement and 4- evaluation and assessment), education system (how the system is organised to deliver education policy in terms of 5- governance and 6- funding).

This case study explores the strategies, processes and outcomes of an education reform in Poland which was introduced in 2009 and substantively changed the school inspection system. Its analysis looks in particular at the co-operation between the central and the local level throughout the implementation of the programme. In order to address the shortcomings of the prior inspection system, the reform combined internal and external evaluation in school supervision practice and put greater emphasis on collaboration among stakeholders. The results of the analysis show that the reform has had a great impact on the organisation of inspectorates, introducing modern principles such as teamwork and self-evaluation. Also, it affected the attitudes of important actors in the education system regarding the relevance of data to support internal and external school evaluation. The overall goals and aims of the reform gained the support of the various stakeholders. However, the implementation and communication processes were seen as deficient, especially in terms of a lack of capacity to roll out the reform as well as a lack of trust/disbelief that evaluation can be used for improvement, rather than the expected punitive purposes. Nevertheless, the reform achieved first structural steps towards building a culture of self-evaluation, which had thus far not been part of the Polish education system.

This Country Note on Poland forms part of the OECD Thematic Review of Tertiary Education. This is a collaborative project to assist the design and implementation of tertiary education policies which contribute to the realisation of social and economic objectives of countries. The principal objective of the review is to assist countries to understand how the organisation, management and delivery of tertiary education can help them to achieve their economic and social objectives. The focus of the review is upon tertiary education policies and systems, rather than upon the detailed management and operation of institutions, although clearly the effectiveness of the latter is influenced by the former.

The main purpose of the thematic review on adult learning is to understand adults' access and participation in education and training and to enhance policies and approaches to increase incentives for adults to undertake learning activities in OECD countries. It is a joint activity undertaken by the OECD Education Committee (EDC) and the Employment, Labour and Social Affairs Committee (ELSAC) in response to the need to make lifelong learning a reality for all, to improve learning opportunities of low skilled and disadvantaged adults and to sustain and increase employability.