9.
Higher education
9.1. Introduction
Higher education includes the following main types of programmes:
→ First-, second-, and long-cycle programmes, provided by university-
type and non-university HEIs:
» first-cycle programmes (ISCED / PQF Level 6): programmes leading
to a bachelor’s degree (licencjat or inżynier), which last at least
6 semesters and lead to a licencjat degree or last at least 7 semesters
and lead to an inżynier degree, depending on the field of study;
» second-cycle programmes (ISCED / PQF Level 7): programmes which
last 3 to 5 semesters and lead to a master’s (magister) degree or an
equivalent degree, depending on the field of study;
» long-cycle programmes (ISCED / PQF Level 7): programmes which
last between 9 and 12 semesters and lead to the same master’s
(magister) degree or equivalent degree as awarded upon completion
of second-cycle programmes; the 25 fields in which either only long-
-cycle programmes are to be provided (10) or such programmes can
be provided (15) are specified in the national legislation;
→ Doctoral education (ISCED / PQF Level 8): a 3- to 4-year education
cycle (previously, third-cycle programmes) at doctoral schools,
established by university-type HEIs or research institutions which
meet specific requirements as set out in the national legislation.
The duration of a first-, second-, or long-cycle programme may depend on the mode
of study; part-time programmes may last longer than the corresponding full-
The system of education in Poland 2025
time programmes.
Non-university HEIs also provide specialist programmes at ISCED / PQF Level 5,
which are open to holders of a secondary school leaving certificate, last at least
3 semesters, and lead to a chartered specialist certificate. HEIs and research
institutions offer 1- to 2-year non-degree postgraduate programmes which are
open to applicants holding at least a bachelor’s degree, last at least 2 semesters,
and lead to a certificate of completion, with partial qualifications awarded
at ISCED / PQF Levels 6, 7, or 8. However, such programmes are considered
part of adult or continuing education (see the chapter on Adult education).
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Furthermore, the education system comprises 3-year college programmes
(ISCED / PQF Level 5) provided by public colleges of social work, which are
considered as tertiary education for international comparisons but are classified
as part of the school education system in the national legislation. There are
only 4 such institutions in the country. For information about colleges, see
Chapter 7.2.2 Higher Education for Poland in the Eurydice database ‘National
Education Systems’.
Colleges
9.2. Aims
The main general aims of the education policy for first- and second-cycle
programmes are to:
→ reduce the extent of mass participation in higher education
by promoting appropriate student-to-academic staff ratios;
→ boost internationalisation through adequate financial incentives (for
example, a specific algorithm for the distribution of State-budget
subsidies for HEIs) and institutional arrangements (for example, the
establishment of the National Agency for Academic Exchange, which
runs various programmes supporting the internationalisation of higher
education and science, as well as the mobility of students, doctoral
students, and academic staff);
→ intensify activities encouraging quality enhancement (for example,
specific funding streams for quality enhancement available to HEIs);
→ ensure closer linkage between the programmes offered and labour
market needs.
Higher education
First-cycle programmes aim to provide knowledge and skills in a specific area
of study and give access to second-cycle programmes. Second- and long-
-cycle programmes aim to provide specialist knowledge in a specific area.
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The completion of a second-cycle or long-cycle programme provides access
to doctoral education.
Doctoral education aims to impart advanced knowledge in a specific field
or discipline of science and prepare doctoral students for independent research
and creative activity as well as for the procedure leading to the award of a doctoral
degree (which is a separate process). Doctoral degree holders may continue
their research career to obtain a post-doctoral degree and subsequently
a professorial title.
9.3. Types of institutions
HEIs are divided into university-type and non-university institutions.
A university-type HEI is an institution which conducts research activity and has
been awarded scientific category A+, A, or B+ (one of the three highest scientific
categories on a scale ranging from A+ to C, awarded as an outcome of an external
quality evaluation of research, referred to as an evaluation of the scientific quality)
in at least 1 discipline of science or fine arts. It may provide first-, second-,
and long-cycle programmes and doctoral education.
A non-university HEI does not fulfil the criteria for a university-type HEI
and offers programmes responding to the needs of the socio-economic
environment. It provides practically oriented first-cycle programmes and may
also provide specialist programmes and practically oriented second- and long-
cycle programmes.
Doctoral schools are a form of structured education programme covering
at least 2 disciplines and preparing for the process leading to the award
of a doctoral degree (the degree awarding process is separate from doctoral
The system of education in Poland 2025
education). Whether an institution is authorised to run a doctoral school
depends on its scientific category. Schools may be set up by university-type
HEIs or by specific types of research institutions listed in the legislation which
have been awarded the A+, A, or B+ scientific category in at least 2 disciplines;
alternatively, they may be run jointly by such entities. As an exception,
a university-type HEI conducting research in only one specific discipline
(Theology, Physical Culture, or a discipline of Fine Arts) may run a doctoral
school in the discipline concerned if it holds at least the B+ category. Doctoral
education may be provided in cooperation with another entity, for example,
an entrepreneur or a foreign HEI or research institution. Organisational
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and governance arrangements for a school are laid down by the institution
running the school in its internal regulations.
9.4. Admission
9.4.1. First-, second-, and long-cycle programmes
General admission requirements are set in the national legislation and are the same
for all types of HEIs.
First- and long-cycle programmes are open to applicants who hold
a maturity certificate, and the admission process is based on results achieved
in the maturity exam (see Assessment in the section on General Secondary
Education). HEIs may not conduct entrance exams in the subjects that were
taken by student applicants in the maturity exam. However, each HEI may
specify which results of the maturity exam provide the basis for admission.
As an exception, an HEI may conduct entrance exams only when it is necessary
to assess knowledge and / or skills which are not covered by the maturity exam
(for example, artistic or other specific aptitudes or physical fitness required
in some fields of study) or when an applicant holds a secondary school leaving
certificate awarded abroad.
To be enrolled on a second-cycle programme, applicants should hold
a bachelor’s or master’s degree, or an equivalent degree. HEIs may set additional
requirements regarding, for example, the correspondence between the degree
held and the field of study chosen for a second-cycle programme.
Each HEI may set its own additional admission conditions and procedures,
including the number of places available to students, except for medicine
and dentistry for which the maximum number of students to be enrolled are
specified for each HEI concerned in the national legislation.
9.4.2. Doctoral education
Access to doctoral education is open to applicants who hold a master’s degree
Higher education
or an equivalent and meet any additional entry requirements which may be set
by individual HEIs or research institutions running a doctoral school. In exceptional
cases, where this is justified by the highest-quality research achievements,
a doctoral school may enrol a first-cycle degree holder or a student who has
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completed the third year of a long-cycle programme. Admission to a doctoral
school is a competitive process based on the rules established by the senate
of an HEI or the scientific council of a research institution.
9.5. Organisation
The academic year is divided into two semesters, each ending with an examination
period. Semesters are separated by a winter break (1 to 2 weeks in the first half
of February) and a summer break. Classes usually begin on 1 October and finish
in June. Detailed arrangements for the organisation of classes and the timing
of holidays and breaks are laid down by each HEI.
9.6. Curriculum
9.6.1. First-, second-, and long-cycle
programmes
As with the authorisation to set up a doctoral school, the extent of an HEI’s
autonomy in establishing degree programmes is determined by its scientific
category. HEIs are required to obtain a permit from the Minister of Science
to establish a programme. Such permit is not required for an HEI that intends
to establish a programme in a field of study assigned to a discipline for which
it has the A+, A, or B+ scientific category.
First-, second-, and long-cycle programmes are provided in fields of study,
within fields and disciplines of science and disciplines of the arts predefined
in the national legislation. Each field should be assigned to at least
one discipline.
The system of education in Poland 2025
HEIs develop their own curricula which should meet the general requirements
set out in the legislation. The curriculum should specify, for example, the mode
of study; the number of semesters and ECTS credits necessary to complete
each semester, and the degree to be awarded to graduates; courses, the related
learning outcomes (LOs) and curricular content for achieving the LOs; the total
number of class hours; methods for the verification and assessment of the LOs
achieved by students; the total number of ECTS credits that students should
earn in classes; and other activities directly involving teachers. Furthermore,
a curriculum should specify the length and arrangements for practical
placements and the related number of ECTS credits. As a rule, a curriculum
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should enable students to choose courses (classes) that are allocated at least
30% of the total number of ECTS credits.
Programmes in several fields where students are trained for some regulated
professions are based on the standards set in the national legislation. The fields
include Medicine, Dentistry, Pharmacy, Nursing, Midwifery, Veterinary Medicine,
Architecture (corresponding to the seven professions covered by Directive
2005/36/EC), Medical Analysis, Physiotherapy, Emergency Medical Services,
and Teacher Training. The national standards define detailed programme
requirements, including the total duration, the number of class hours, ECTS
value, and the discipline to which the field is assigned; courses or classes
together with the minimum number of hours and ECTS value; the scope,
duration, and ECTS value of practical placements; requirements for teaching
and learning facilities; staff conducting classes; LOs and methods for assessing
the LOs achieved; and requirements for staff and facilities.
First-, second-, and long-cycle programmes are divided into practically
and academically oriented programmes, and this is reflected in curriculum
design. A curriculum for a practically-oriented programme includes courses
or classes developing practical skills, which represent more than 50% of the total
number of ECTS credits. In a curriculum for an academically oriented programme,
more than 50% of the total number of ECTS credits are allocated to courses
or classes related to an HEI’s research activities in (a) discipline(s) to which
a given field of study is assigned.
In terms of the organisation or the mode of delivery, first-, second-, and long-
-cycle programmes are divided into full-time and part-time programmes:
→ a full-time programme: a programme where at least half of the ECTS
credits covered by a curriculum are earned in classes directly involving
academic teachers, other staff conducting classes, and students;
→ a part-time programme: a programme specified in a resolution of
the HEI senate where less than half of the ECTS credits covered by a
curriculum can be earned with direct involvement of academic teachers,
other staff conducting classes, and students.
Higher education
A university-type HEI which has the A+ or A scientific category in at least 4
disciplines that are part of at least 2 fields may provide individualised inter-field
programmes, which lead to a degree in more than one area of study.
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An HEI may provide a joint programme together with another HEI or a research
institution, either domestic or foreign. Collaboration arrangements are laid
down in a written agreement. A joint programme graduate can receive
a joint degree.
An HEI may offer a dual programme, which is a practically oriented degree
programme delivered jointly with an employer. Organisational arrangements for
such a programme are laid down in a written agreement.
If this is possible for a given degree programme, some LOs covered by a curriculum
may be achieved in classes or courses delivered using distance learning methods
and techniques. The requirements for conducting classes in a distance learning
mode are set out in the legislation. The number of ECTS credits that students
can earn in such classes may not be higher than 50% of the total number
of ECTS credits required to complete a practically oriented programme, or 75%
of the total number of ECTS credits required to complete an academically
oriented programme.
9.6.2. Doctoral education
Doctoral education prepares for the award of a doctoral degree in the fields
and disciplines defined in the national legislation.
The legislation does not predefine the exact duration of education in terms
of the number of hours or the ECTS value, and the decision on whether or not
ECTS is used is taken by the institution running a doctoral school. In general,
doctoral education lasts between 6 and 8 semesters.
Doctoral education is based on a curriculum and an individual research plan.
The two components should be designed primarily to ensure that a doctoral
The system of education in Poland 2025
student prepares a dissertation which complies with the requirements set
in the legislation and achieves the LOs defined for a doctoral degree. Each doctoral
student is assigned a supervisor or supervisors who oversee(s) the preparation
of a doctoral dissertation.
A curriculum should specify the number of compulsory course hours
to be attended, coursework to be completed, and examinations to be taken
and passed in each year of study. Additionally, doctoral students in HEIs may
be required to teach courses (for a maximum of 60 hours) as part of their
practical training. An individual research plan is developed by a doctoral
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student in consultation with his / her supervisor(s), and includes, in particular,
the timeframe for the submission of a dissertation.
9.7. Assessment and certification
9.7.1. First-, second-, and long-cycle
programmes
The national legislation specifies only the minimum number of ECTS credits
for each degree and aspects which should be addressed in internal regulations
adopted by HEIs. Detailed arrangements for student assessment, progression,
and graduation are laid down by individual HEIs.
Student performance is assessed by teachers responsible for individual courses.
LOs achieved by students are assessed in coursework and written and oral
examinations. Coursework assessment methods include, for example, a paper,
midterm essay, research or laboratory class report, presentation, individual
and group project, portfolio, test, and peer and self-assessment. Students
failing an exam may take a repeat exam, followed by an exam conducted
by an examination review board if they fail the repeat exam.
HEIs usually use a marking scale of 2 to 5! (2: unsatisfactory; 3: satisfactory; 3.5:
satisfactory+; 4: good; 4.5: good+; 5: very good; 5!: excellent). Where a practical
placement is part of a programme, assessment is often descriptive and covers
not only knowledge, but also skills and social competences.
Students complete each semester and academic year in accordance with
the rules set by individual HEIs. To graduate and obtain a degree, students are
required to:
→ achieve the LOs defined in the curriculum that are allocated at least the
following number of ECTS credits:
» 180 credits for a first-cycle programme;
» 90 credits for a second-cycle programme;
» 300 credits for a long-cycle programme lasting 9 or 10 semesters;
Higher education
» 360 credits for a long-cycle programme lasting 11 or 12 semesters;
→ pass the final exam; and
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→ receive at least a ‘satisfactory’ mark for the final thesis (in second-
and long-cycle programmes, and in a first-cycle programme if this is
provided for in the curriculum).
Where a programme does not provide for the final thesis (for example, in medical
areas) and / or the final exam, students are required only to complete all courses
and practical placements, and pass all exams included in the curriculum.
The final exam is conducted by an examination board composed of academic
teachers of the faculty or department that provides a given programme. Students
who have failed the final exam may take a repeat exam, followed by an exam
conducted by an examination review board if they fail the repeat exam.
Upon passing the final exam, students are awarded a higher education diploma
which confirms the completion of a given programme and confers a degree. In
the case of a joint programme, HEIs award a joint diploma which should, however,
include all elements specified in the national legislation.
In addition to a diploma, all students receive a Diploma Supplement, based
on the Europass format. The Supplement provides more detailed information
about the qualification awarded, programme contents, and results achieved.
9.7.2. Doctoral education
The national legislation lays down only some general rules for doctoral student
assessment, progression, and certification. Detailed arrangements are adopted
by each institution running a doctoral school.
Doctoral students are required to attend courses and take exams, conduct
research and submit reports on their progress, and prepare a doctoral
The system of education in Poland 2025
dissertation. Exams are conducted by the academic teacher (in HEIs) or research
staff member (in other research institutions) responsible for a given course
or type of class. The supervisor of a doctoral student assesses progress
in research and the preparation of a doctoral dissertation on an ongoing
basis. Additionally, a mandatory mid-term assessment reviews progress
in the implementation of the student’s individual research plan at the mid-
point of the education cycle. It is conducted by a board which consists
of 3 members, including at least one external to the doctoral school, with
the student’s supervisor not allowed to be a member.
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Doctoral education ends with the submission of a doctoral dissertation.
A dissertation should demonstrate the candidate’s general theoretical knowledge
in the discipline(s) concerned and the skills required for independent research
or artistic work. It should be devoted to an original solution of a research problem,
an innovative application of the candidate’s research findings in the economic
or social sphere, or an original artistic achievement. The final stage leading
to the award of a doctoral degree is the public defence of the dissertation.
However, as mentioned earlier, the degree awarding process is separate from
doctoral education.
A doctoral degree may be awarded not only to a doctoral student who has
completed a structured education programme in a doctoral school, but also
to an ‘external’ candidate. Regardless of the path taken, candidates are required
to meet the following requirements:
→ hold a master’s degree or an equivalent degree;
→ have achieved learning outcomes for a qualification at Level 8
of the PQF, with the LOs for proficiency in a modern foreign language
at B2 level confirmed by a certificate or a higher education diploma
(degree);
→ have achievements which include at least:
» 1 scientific paper published in a scientific journal or as part of peer-
reviewed international conference proceedings which were included
in the register of the Ministry of Science and Higher Education
in the year when the final version of the paper was published; or
» 1 scientific monograph published by a publishing house which
was included in the register of the Ministry of Science and Higher
Education in the year when the final version of the monograph was
published, or a chapter in such a monograph; or
» a significant artistic work;
→ have submitted and successfully defended a doctoral dissertation;
→ have fulfilled other requirements set by the institution awarding a given
Higher education
degree.
Successful candidates are awarded a doctoral diploma, which includes the exact
name of the doctoral degree.
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For further details about higher education, see Chapter 7 Higher Education for
Poland in the Eurydice database ‘National Education Systems’.
Higher Education
The system of education in Poland 2025
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