Adult education and training (AET) can be provided as part of formal and non-formal education. 

Formal education includes the following types of AET programmes and courses: 

• school education for adults, 

• general competences courses,

• vocational qualification courses,

• vocational skills courses, 

• specialist programmes, 

• non-degree postgraduate programmes. 

The range of non-formal education programmes, courses and other initiatives is much larger than in formal education due to the wide variety of institutions and adult learners. These include, for example: 

• sectoral vocational courses (which can be considered as part of formal education in cases where they end with an exam leading to a qualification); 

• courses leading to general competences (for example, language courses, ICT courses) and other personal development programmes and courses; 

• training courses where participants can acquire additional or improve vocational skills or job search/employment skills; 

• various courses and workshops offered as part of open universities, third-age universities and folk universities. 

Provision to raise achievement in basic skills

Programmes developing basic skills can be offered within both formal and non-formal education.

• General competences courses

This type of provision is governed by the Act of 14 December 2016, The Law on School Education, as subsequently amended (ustawa z dnia 14 grudnia 2016 r. – Prawo oświatowe, z późn. zm.) and detailed regulations of the minister responsible for school education. General competences courses (GCCs) are intended, for example, for adults who have not completed education in a post-primary school and wish to prepare for the maturity exam or obtain a vocational diploma after passing relevant vocational exams as externals. They can be offered by public and non-public continuing education centres and vocational education and training centres. 

A curriculum for a GCC is based on a selected part of the national core curriculum for general education in a school at a given level of education, which is established in the relevant regulation of the minister in charge of school education. The minimum duration of a course is 30 hours. A course ends with a form of assessment chosen by the provider. Successful learners receive a certificate of completion of the course, which defines the scope of the course. 

Pursuant to the Law on School Education, both public and non-public institutions can charge fees for such continuing education courses. However, they can receive financial support from budgets of local governments or labour offices (in the latter case, for example, for learners who are unemployed) or dedicated programmes or projects. For details about adult education funding, see Chapter 2.3 ‘Adult education and training funding’. 

• Other courses

Other courses developing basic skills or general competences include, for example, foreign language, ICT, entrepreneurship and other courses (see also Chapter 7.1, ‘Distribution of responsibilities’). They can be provided by various entities which operate outside the school education system (for example, non-governmental organisations, private companies), and not only institutions operating in accordance with the Law on School Education.  Providers develop their own curricula, define completion requirements and set fee levels. 

Provision to achieve a recognised qualification during adulthood

The main types of provision leading to a recognised qualification include school education for adults, specialist programmes and non-degree postgraduate programmes offered within the higher education and science system, and course-type provision: vocational qualification courses, vocational skills courses, sectoral vocational courses, and general competences courses described above. 

School education for adults

Education, assessment and certification in schools for adults and other schools taking adults are governed by the afore-mentioned Law on School Education, the School Education Act of 7 September 1991, as subsequently amended (ustawa o systemie oświaty z 7 września 1991 r., z późn. zm.), and detailed regulations of the minister responsible for school education based on the two Acts. 

Curricula in primary or post-primary schools correspond to the aims and requirements for general education or general and vocational education set in the legislation for a given type of school. Like schools for children and young people, schools providing education to adults develop their curricula in accordance with the national core curriculum for general education (primary and general secondary schools) or the national core curricula for general education and sectoral vocational education (stage II sectoral vocational schools and post-secondary schools), established in the relevant regulations of the minister in charge of school education. The head of a school approves curricula after consultation with the teaching council (which consists of the head and all teachers working in a given school). 

For details about the governing authorities for schools, see Chapters 1.6 ‘Administration and governance at central and/or regional level’ and 1.7 ‘Administration and governance at local and/or institutional level’.  

Education in public schools is free-of-charge, but learners in non-public schools contribute to tuition fees. Non-public schools can be subsidised by public grants. For details about funding, see Chapters 2.1 ‘Early childhood and school education funding’ and 2.3 ‘Adult education and training funding’. 

• Education in primary schools for adults 

Public and non-public primary schools (a single structure comprising primary education, ISCED Level 1, and lower-secondary education, ISCED Level 2) for adults takes learners who have reached the age of 18 years or will reach this age in the calendar year in which they start education in such a school. 

Education covers Grades VII and VIII: the final two grades of the 8-year primary school. Like pupils in primary schools for children and young people, learners in primary schools for adults take the eighth-grader exam at the end of education in the school, which is a precondition for the completion of primary education (for details about the exam, see Chapter 4.3 ‘Assessment in single-structure education’. Those who have finished the school receive a primary school leaving certificate (a qualification at Level 2 of the Polish Qualification Framework (PQF)), which provides the basis for admission to a post-primary school. 

In the school year 2022/2023, 1,206 learners attended primary schools for adults (Source: Polish Central Statistical Office, Education in the 2022/2023 school year (preliminary data); last accessed August 2024). 

• Education in general secondary schools for adults

Public and non-public general secondary schools for adults (ISCED Level 3) take adults who have finished a lower-secondary school (a type of school which was phased out by 1 September 2019 as part of the school education reform) or an 8-year primary school (which, as mentioned above, comprises ISCED Levels 1 and 2, as a result of the reform). 

Education in a general secondary school lasts 4 years and leads to a school leaving certificate, which provides the basis for admission to a post-secondary school. Like pupils in general secondary schools for young people, learners in this type of school for adults can take the maturity exam. Upon passing the exam, they receive a maturity certificate (Level 4 of the PQF), which provides access to higher education. For details about the exam, see Chapter 5.3 ‘Assessment in general upper secondary education’.  

In the school year 2022/2023, 87,434 learners attended general secondary schools for adults (Source: Polish Central Statistical Office, Education in the 2022/2023 school year (preliminary data); last accessed August 2024). 

• Education in stage II sectoral vocational schools

Public and non-public stage II sectoral vocational schools (ISCED Level 3) take learners who have finished stage I sectoral vocational schools. Stage II sectoral vocational schools train for occupations that embrace a qualification common to the occupation for which pupils are trained in stage I and stage II sectoral vocational schools. Since the completion of education in a stage I sectoral vocational school is a precondition for admission, stage II sectoral vocational schools take learners aged 19-20 years. 

Education lasts 2 years and leads to a vocational diploma in an occupation for which leaners are trained at the level of Technician (PQF Level 4) upon passing the relevant vocational exam and to a maturity certificate upon passing the maturity exam (PQF Level 5). For details about the exams, see Chapter 5.6 ‘Assessment in vocational upper secondary education’ (vocational exams), andChapter 5.3 ‘Assessment in general upper secondary education’ (maturity exam). 

For details about programmes and assessment in stage I and stage II sectoral vocational schools, see Chapters 5.5 ‘Teaching and learning in vocational upper secondary education’ and 5.6 ‘Assessment in vocational upper secondary education’. 

In the school year 2022/2023, stage II sectoral vocational schools had 11,375 learners (Source: Polish Central Statistical Office, Education in the 2022/2023 school year (preliminary data); last accessed August 2024). 

• Education in post-secondary schools

Public and non-public post-secondary schools (ISCED 4) take learners who have a secondary school leaving certificate; a maturity certificate is not normally required for admission. Learners starting education in the 1^st semester of a post-secondary school are usually aged at least 19-20/21 years. 

Programmes last 1 to 2.5 years. Learners can obtain a vocational diploma upon passing vocational exams for a given occupation. A vocational diploma confers a qualification at Level 4 or 5 of the PQF, depending on the level of the PQF to which a given qualification is assigned in the regulations on the Classification of Occupations for Sectoral Vocational Education. 

For details about programmes and assessment in post-secondary schools, see Chapters 5.8 ‘Teaching and learning in post-secondary non-tertiary education’ and 5.9 ‘Assessment in post-secondary non-tertiary education’.

In the school year 2022/2023, 234,817 learners attended post-secondary schools (Source: Polish Central Statistical Office, Education in the 2022/2023 school year (preliminary data); last accessed August 2024). 

Continuing education courses in schools and other institutions

Adults may obtain vocational qualifications upon completion of courses. Each qualification required for a given occupation can be validated and acquired separately through a vocational exam; this provides greater flexibility in acquiring and upgrading qualifications outside the formal education system. Qualifications identified within individual occupations are described in the national core curriculum for vocational education as a set of intended learning outcomes (LOs): knowledge, vocational skills, and personal and social competences. 

In addition to general competences courses described in section 7.4.1 above, these types of provision include vocational qualification courses, vocational skills courses, sectoral vocational courses, as well as other training courses where learners can acquire certified knowledge, skills and vocational qualifications. Courses in non-school settings can be provided on a full- or part-time basis.

The types of courses described below are provided in accordance with the afore-mentioned Law on School Education and the Regulation of the Minister of Education and Science of 6 October 2023 on continuing education in non-school settings, as subsequently amended (rozporządzenie Ministra Edukacji i Nauki z dnia 6 października 2023 r. w sprawie kształcenia ustawicznego w formach pozaszkolnych, z późn. zm.). 

• Vocational qualification courses

Vocational qualification courses (VQCs) can be offered by public and non-public vocational schools, continuing education centres and vocational education and training centres, and various other institutions (for example, public employment services, training institutions). 

A VQC is based on the national core curriculum for sectoral vocational education and covers one qualification identified within a given occupation. 

A VQC ends with a form of assessment chosen by the provider. Upon completion of the course, learners can take a vocational exam for a given qualification (for details about vocational exams, see Chapter 5.6 ‘Assessment in vocational upper secondary education’). The provider should inform the relevant Regional Examination Board so that an exam leading to a given qualification can be prepared.

• Vocational skills courses

Vocational skills courses (VSCs) can be offered by public and non-public vocational schools and continuing education centres and vocational education and training centres.

A VSC is based on the national core curriculum for sectoral vocational education, but it focuses on one part of learning outcomes (LOs) identified within a given qualification or covers the LOs corresponding to additional vocational skills as defined in the school education legislation. A VSC ends with a form of assessment chosen by the provider. Upon completion of the course, learners receive a certificate of completion. 

• Sectoral vocational courses

These are specialist courses which focus on one vocational or professional field, are useful in practising an occupation or profession, develop digital skills and green transition skills. They are offered by public and non-public sectoral skills centres. 

Courses can be taken not only by school pupils, students and doctoral students, but also by academic staff, practical vocational training instructors, staff working in a given sector of the economy, and other adults who are interested to acquire or extend the range of their vocational knowledge, skills or qualifications or change their qualifications. 

The minimum duration of such a course is 15 hours for school pupils, students and academic staff, and at least 30 hours for staff working in a given sector of the economy, practical vocational training instructors and other interested adults. 

A sectoral vocational course ends with an exam in a form chosen by the providing sectoral skills centre. Upon passing the exam, participants receive a sectoral skills certificate. 

Programmes in higher education institutions and other research institutions 

For information about the governing authorities for higher education institutions (HEIs), see Chapters 1.6 ‘Administration and governance at central and/or regional level’ and 1.7 ‘Administration and governance at local and/or institutional level’.

Pursuant to the Act of 20 July 2018, The Law on Higher Education and Science, as subsequently amended (ustawa z dnia 20 lipca 2018 r. – Prawo o szkolnictwie wyższym i nauce, z późn. zm.), both public and non-public HEIs, and other research institutions can charge fees for specialist and non-degree postgraduate programmes described below. For details about funding, see Chapters 2.2 ‘Higher education funding’ and 2.3 ‘Adult education and training funding'. 

• Specialist programmes

In accordance with the Law on Higher Education and Science, specialist programmes (ISCED Level 5) can be provided by public and non-public non-university HEIs. Applicants must hold a secondary school leaving certificate (unlike for admission to first- and long-cycle (degree) programmes, a maturity certificate is not required).

Specialist programmes last at least 3 semesters. A curriculum for a specialist programme sets out learning outcomes (LOs) which integrate the universal first-stage descriptors, defined in the Act of 22 December 2015 on the Integrated Qualifications System, as subsequently amended (ustawa z dnia 22 grudnia 2015 r. o Zintegrowanym Systemie Kwalifikacji, z późn. zm.), and the second-stage descriptors defined in the regulations based on the Act. A curriculum includes classes/training which develop practical skills.

Upon completion of a programme, students receive a certificate of chartered specialist or chartered specialist-technologist (full qualification at Level 5 of the PQF). 

For details about specialist programmes, see Chapter 6.2 ‘First-cycle programmes’. 

• Non-degree postgraduate programmes

Pursuant to the Law on Higher Education and Science, non-degree postgraduate programmes (ISCED Level 6, 7 or 8) are provided by public and non-public HEIs, research institutions, and institutes of the Polish Academy of Sciences. They are open to applicants who hold a full qualification at least at PQF Level 6 (a first-cycle degree/diploma). 

Programmes last at least 2 semesters. Curricula should set out LOs for partial qualifications, which are based on the second-stage descriptors for PQF Levels 6, 7 (a second-cycle degree/diploma) or 8 (a doctoral diploma), as defined in the afore-mentioned Act on the Integrated Qualifications System. A curriculum should enable students to obtain at least 30 ECTS credits. A post-graduate programme leads to a partial qualification at PQF Level 6, 7 or 8. 

In the academic year 2022/2023, 156,700 students were enrolled on non-degree postgraduate programmes.(Central Statistical Office, Higher Education and its Finances in 2022; last accessed August 2024) .

Provision targeting the transition to the labour market

The Act of 20 April 2004 on the Promotion of Employment and Labour Market Institutions, as subsequently amended (ustawa z dnia 20 kwietnia 2004 r. o promocji zatrudnienia i instytucjach rynku pracy, z późn. zm.) provides a number of instruments supporting unemployed people and job seekers. The labour market institutions identified in the Act (for example, public employment services, employment agencies, training institutions) coordinate and implement measures in this area.

Labour offices, which directly support unemployed people and job seekers, offer them opportunities to develop and acquire competences sought by potential employers. They provide, for example, basic training services and other instruments supporting continuing education for the unemployed and job seekers. Based on an arrangement put in place in 2014, the type or form of support for the unemployed can be defined on a case-by-case basis; an individual action plan is developed in line with a given ‘profile’ of support (one of the three available).

Sources: Act on the Promotion of Employment and Labour Market Institutions and Green Line; last accessed September 2024.

In addition to the above-mentioned types of support for unemployed people and job seekers, the above-mentioned Act (Articles 69a and 69b) has established a cost reimbursement system for continuing education of employees and employers. Funding comes from the National Training Fund (NTF) (Krajowy Fundusz Szkoleniowy), which is part of the Labour Fund (last accessed September 2024). In 2024, PLN 294 million were allocated from the NTF to support, for example, continuing education: 

• in entities employing foreigners; 

• related to the introduction of new processes, technologies and working tools in companies; 

• in shortage occupations identified in a given district or province.

Measures supporting labour market entry, in particular for young adults, are also proposed as part of numerous projects carried out by District Labour Offices (see also Chapter 7.1, ‘Distribution of responsibilities’).

Provision of liberal (popular) adult education

Not all of personal development and other popular adult education programmes and courses are publicly subsidised. 

Personal development and other popular adult education programmes are offered by:

• HEIs and other research institutions (see non-degree postgraduate programmes in section 7.4.2 above); 

• third-age universities and open universities (see Chapter 7.3 above);

• local culture centres;

• non-governmental organisations (NGOs).

These can be personal, social or cultural development courses and sporting activities. There are no official statistics for these types of provision. A number of programmes offered by, for example, NGOs draw on other ongoing or completed projects and programmes (see also Chapter 7.1, ‘Distribution of responsibilities’).

Data on adults participating in such programmes are available only for some institutions. For example, in the year 2021/2022, third-age universities had, in total, 86,600 learners, and most of them (83.8%) were women. Adults aged 60-79 years represented nearly 83% of all learners. (Source: Polish Central Statistical Office, Universities of the third age in the 2021/2022 academic year; last accessed August 2024). 

A project aimed at establishing Local Knowledge and Education Centres (Lokalne Ośrodki Wiedzy i Edukacji, LOWE; last accessed September 2024) was launched in 2017. The LOWE Network was established by 5 organisations experienced in community engagement, which were, at the same time, beneficiaries of LOWE projects co-financed by the European Social Fund. LOWE defines a new role of school in engaging adults and local communities for the development of lifelong learning skills. Centres provide opportunities to continue education at various levels and in various areas. They are set up at schools or other school education institutions, and have a central role in organising and animating non-formal and informal learning for adults. In December 2022, there were 129 Centres..

Worthy of note are also measures aimed at developing existing folk universities or People’s Universities (uniwersytet ludowy), which have a long tradition and important position in Poland. In 2020, the Government adopted the 2020-2030 Support Programme for Folk Universities / Program Wspierania Uniwersytetów Ludowych (information in Polish; last accessed September 2024). The Programme aims to support not only the revitalisation of their concept of education, but also the establishment of new centres which are expected to focus on personal development and social engagement of adults, in particular. The following 5 priorities are identified in the Programme: support for the development of infrastructure; establishment of new centres; creation of a network of centres and promotion of education based on the Grundtvig model; development of civic education and preservation of the heritage of local communities; and technical support.

Other types of publicly subsidised provision for adult learners

All main types of provision for adults are described in sections above.