{"id":16467,"date":"2026-08-04T16:27:31","date_gmt":"2026-08-04T14:27:31","guid":{"rendered":"https:\/\/kwalifikacje.gov.pl\/does-higher-education-still-make-sense-dropout-rates-and-university-offerings\/"},"modified":"2026-10-01T00:54:45","modified_gmt":"2026-09-30T22:54:45","slug":"does-higher-education-still-make-sense-dropout-rates-and-university-offerings","status":"publish","type":"post","link":"https:\/\/kwalifikacje.gov.pl\/en\/does-higher-education-still-make-sense-dropout-rates-and-university-offerings\/","title":{"rendered":"Does higher education still make sense? Dropout rates and university offerings"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">To become a specialist in a given field, a university degree is sometimes essential. However, there are professions where you can develop through alternative paths \u2013 technical and vocational colleges, practical experience, training courses, and qualifications gained outside formal education. What, then, can higher education institutions offer today to persuade people to enrol? How do they attract prospective students? And why is the issue of university dropouts being discussed with increasing urgency?<\/p>\n\n<div id=\"rank-math-toc\" class=\"wp-block-rank-math-toc-block\">\r\n<h2>Table of contents<\/h2>\r\n<nav>\r\n<ul>\r\n \t<li class=\"\"><a href=\"#studia-chetnych-nadal-nie-brakuje\">Higher education \u2013 still no shortage of candidates<\/a><\/li>\r\n \t<li class=\"\"><a href=\"#drop-out-faktyczny-problem-czy-marginalne-zjawisko\">Dropout \u2013 a real problem or a marginal phenomenon?<\/a><\/li>\r\n \t<li class=\"\"><a href=\"#czy-jeszcze-w-ogole-warto-studiowac\">Is it still worth going to university at all?<\/a><\/li>\r\n \t<li class=\"\"><a href=\"#uczelnie-dopasowuja-sie-do-potrzeb-studentow-i-rynku\">Higher education institutions adapt to the needs of students and the labour market<\/a><\/li>\r\n \t<li class=\"\"><a href=\"#chcesz-dowiedziec-sie-wiecej-na-ten-temat\">Want to learn more about this topic?<\/a><\/li>\r\n<\/ul>\r\n<\/nav><\/div>\n\n<h2 id=\"studia-chetnych-nadal-nie-brakuje\" class=\"wp-block-heading\">Higher education \u2013 still no shortage of candidates<\/h2>\n\n<p class=\"wp-block-paragraph\">There are professions that require a higher education degree \u2013 these are known as regulated professions, such as medical doctors or legal advocates in Poland. Here, the situation is clear-cut: if you dream of wearing the gown and appearing in court, you must dedicate several years to mastering legal doctrine and obtaining the relevant qualifications. Yet there are countless jobs you can secure without ever completing a degree. Modes of education, alongside routes to acquiring qualifications and experience, are increasingly well tailored to the rapid transformations of the economy, the job market, and the emerging needs of employers and employees alike.<\/p>\n\n<p class=\"wp-block-paragraph\">Are universities keeping pace with these changes? Are degree courses still popular amongst Poles? According to data from <a href=\"https:\/\/stat.gov.pl\/obszary-tematyczne\/edukacja\/edukacja\/szkolnictwo-wyzsze-w-roku-akademickim-20252026,8,12.html\" target=\"_blank\" rel=\"noopener\">Statistics Poland<\/a> (GUS), 1,322,800 people were studying at higher education institutions in Poland during the last academic year \u2013 42,700 more than in the previous year. This upward trend has continued since 2020. However, looking across a longer timeframe, it is clear that numbers have not yet returned to the levels seen in the 2015\/16 academic year (1,405,100).<\/p>\n\n<p class=\"wp-block-paragraph\">Furthermore, the number of graduates fell from 364,600 in the 2015\/16 academic year to 306,600 in 2024\/25. What does this signify, and what lies behind the decline?&#13;\n<\/p>\n\n<h2 id=\"drop-out-faktyczny-problem-czy-marginalne-zjawisko\" class=\"wp-block-heading\">Dropout \u2013 a real problem or a marginal phenomenon?<\/h2>\n\n<p class=\"wp-block-paragraph\">As early as 2020, the National Information Processing Institute (OPI PIB), commissioned by the Ministry of Science and Higher Education, compiled a <a href=\"https:\/\/www.youtube.com\/redirect?event=video_description&amp;redir_token=QUM4Zm9rUXd4SGZyYzFELUptTll3NXRTQUdzcXxBR3JiS2FsQTZrS3FBeENnN1B0Y2dfMlAtRktlVE5XcGotdmU3Qzg0M1ZwbGZVenZQYWtFeFlKRlJxM1ZQWGFBZ1pVVnpoYl9TdnNVY0tpd2FDUk8tWnNESjg3MVVweFM1M242&amp;q=https%3A%2F%2Fradon.nauka.gov.pl%2Fanalizy%2Fdropout&amp;v=qGf9RL_EYpk\" target=\"_blank\" rel=\"noopener\">report<\/a> on the phenomenon of university dropouts.<\/p>\n\n<p class=\"wp-block-paragraph\">What does this mean in practice? Dropping out refers to leaving a chosen degree programme before graduating, regardless of the underlying reasons and circumstances. <\/p>\n\n<p class=\"wp-block-paragraph\">In a publication from the <em><a href=\"https:\/\/www.oecd.org\/en\/publications\/highlights-from-education-at-a-glance-2010_eag_highlights-2010-en.html\" target=\"_blank\" rel=\"noopener\">Education at a Glance<\/a><\/em>\u00a0series, the Organisation for Economic Co-operation and Development (OECD) noted that as early as 2008, non-completion affected nearly a third of students (31%) across 18 countries. In its <a href=\"https:\/\/www.oecd.org\/en\/publications\/education-at-a-glance-2025_1c0d9c79-en\/full-report\/executive-summary_87d4a2c1.html#execsumm-d1e762-e108f8af4a\" target=\"_blank\" rel=\"noopener\">2025 report<\/a>, the OECD highlighted that, according to the latest data, an average of only 42% of individuals who embark on a bachelor&#8217;s degree programme successfully complete it, whilst only 38% continue their studies. This demonstrates that student retention remains an enduring challenge for higher education institutions surveyed across OECD member states.<\/p>\n\n<p class=\"wp-block-paragraph\">Data from OPI PIB indicates that between 2012 and 2020, over 1.3 million people were struck off student registers in Poland \u2013 representing 40 per cent of all enrolled undergraduates and postgraduates. The study also identified the primary factors driving this decision. These include:<\/p>\n\n<ul class=\"wp-block-list\">\n<li>a poorly chosen course that failed to align with the student&#8217;s interests and aptitudes,<\/li>\n\n\n\n<li>an inappropriate balance between theoretical and practical knowledge,<\/li>\n\n\n\n<li>an academic standard that was either overly demanding or insufficiently challenging,<\/li>\n\n\n\n<li>the burden of tuition fees,<\/li>\n\n\n\n<li>an inflexible timetable,<\/li>\n\n\n\n<li>the standard of facilities, as well as poor internal organisation and communication within the institution,<\/li>\n\n\n\n<li>competing commitments, such as employment or pursuing a second degree.<\/li>\n<\/ul>\n\n<p class=\"wp-block-paragraph\">The European Commission has also examined this issue. In a <a href=\"https:\/\/op.europa.eu\/pl\/publication-detail\/-\/publication\/3a527a73-bb8a-11f0-b37f-01aa75ed71a1\/language-en\" target=\"_blank\" rel=\"noopener\">report<\/a> published in 2025, the analysis focuses on the causes of dropout amongst university students across the European Union; this round of research covered 26 Member States, including Poland. Spanning the period 2018\u20132021, the analysis investigates the primary reasons for leaving higher education prematurely within the EU, how these factors vary by country or student demographic, and the extent to which existing institutional policies and practices contribute to non-completion.<\/p>\n\n<p class=\"wp-block-paragraph\">Importantly, the authors confirm that socio-economic factors and financial constraints can hinder academic performance and ultimately lead students to withdraw from their studies. Infrastructural and institutional factors \u2013 such as the quality of teaching and pastoral support \u2013 are also critical, as they can either mitigate or compound these difficulties. A lack of social integration, coupled with a mismatch between a student&#8217;s expectations and academic reality, significantly diminishes the motivation to complete a degree.<\/p>\n\n<h2 id=\"czy-jeszcze-w-ogole-warto-studiowac\" class=\"wp-block-heading\">Is it still worth going to university at all?<\/h2>\n\n<p class=\"wp-block-paragraph\">Of course it is. Nevertheless, several vital considerations must be weighed before submitting an application. What do you genuinely hope to achieve through your studies? Is the course well suited to your strengths? Does the mode of study fit your personal circumstances? Does the institution offer an engaging and relevant syllabus? Do you have a clear plan for how to make the most of this time?<\/p>\n\n<p class=\"wp-block-paragraph\">Take a realistic, practical view of higher education. It pays to weigh up both the drawbacks and the benefits. University may not instantly prepare you for your dream career, but these are formative years that allow you to:<\/p>\n\n<ul class=\"wp-block-list\">\n<li>network and build lasting professional relationships,<\/li>\n\n\n\n<li>foster personal growth,<\/li>\n\n\n\n<li>acquire robust knowledge, practical skills, and recognised formal qualifications,<\/li>\n\n\n\n<li>discover and seize broader educational and career opportunities (such as international exchange programmes or industry placements with partner firms).<\/li>\n<\/ul>\n\n<h2 id=\"uczelnie-dopasowuja-sie-do-potrzeb-studentow-i-rynku\" class=\"wp-block-heading\">Higher education institutions adapt to the needs of students and the labour market<\/h2>\n\n<p class=\"wp-block-paragraph\">How does this shift look from the perspective of higher education institutions? Changing market realities and evolving public expectations mean that substantial reforms are underway here too. Some institutions are moving beyond their traditional remits, reinventing themselves as community learning hubs accessible to learners of all ages (for instance, offering workshops for primary school pupils or running Universities of the Third Age). Higher education institutions are introducing shorter, condensed study formats designed to deliver formally recognised skills and micro-credentials. They are also offering greater flexibility in how students learn \u2013 for example, allowing them to curate modules from across different courses and disciplines to meet degree requirements.<\/p>\n\n<h2 id=\"chcesz-dowiedziec-sie-wiecej-na-ten-temat\" class=\"wp-block-heading\">Want to learn more about this topic?<\/h2>\n\n<p class=\"wp-block-paragraph\">Listen to the discussion with Prof. Grzegorz Mazurek: *Studia a kariera* [University and Career], on the podcast *Po pierwsze, umiej\u0119tno\u015bci. Podcast o tym, jak by\u0107 na czasie* [Skills First: A Podcast on Staying Relevant]: https:\/\/www.youtube.com\/watch?v=aOIhtElyFJ8&amp;t=788s.<\/p>\n\n<p class=\"wp-block-paragraph\">Read about the challenges facing higher education at: <a href=\"https:\/\/microcredentials.pl\/konkurs-ncbr-dla-uczelni-jednym-z-rozwiazan-system-mikroposwiadczen-ibe-pib\/\" target=\"_blank\" rel=\"noopener\">https:\/\/microcredentials.pl\/konkurs-ncbr-dla-uczelni-jednym-z-rozwiazan-system-mikroposwiadczen-ibe-pib\/<\/a>.<\/p>\n\n<p class=\"wp-block-paragraph\">If you are weighing up your options, read the article: <a href=\"https:\/\/kwalifikacje.gov.pl\/studia-praca-czy-gap-year-opracuj-wlasny-plan-na-przyszlosc\/\">https:\/\/kwalifikacje.gov.pl\/studia-praca-czy-gap-year-opracuj-wlasny-plan-na-przyszlosc\/<\/a>.<\/p>\n\n<p class=\"wp-block-paragraph\"><strong>Sources<\/strong><\/p>\n\n<p class=\"wp-block-paragraph\">European Commission, Directorate-General for Education, Youth, Sport and Culture (2025). Tackling dropout from higher education. Publications Office of the European Union. <a href=\"https:\/\/data.europa.eu\/doi\/10.2766\/0281215\" target=\"_blank\" rel=\"noopener\">https:\/\/data.europa.eu\/doi\/10.2766\/0281215<\/a> (accessed: 29\/07\/2026)<\/p>\n\n<p class=\"wp-block-paragraph\">Organisation for Economic Co-operation and Development (2010). <em>Education at a Glance 2010: OECD Indicators<\/em>. OECD Publishing, Paris. <a href=\"https:\/\/doi.org\/10.1787\/eag-2010-en\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1787\/eag-2010-en<\/a> (accessed: 29\/07\/2026)<\/p>\n\n<p class=\"wp-block-paragraph\">Organisation for Economic Co-operation and Development (2025). Education at a Glance 2025: OECD Indicators. OECD Publishing, Paris. https:\/\/doi.org\/10.1787\/1c0d9c79-en (accessed: 29\/07\/2026)<\/p>\n\n<p class=\"wp-block-paragraph\">National Information Processing Institute (2020). Zjawisko drop-outu na polskich uczelniach [The Dropout Phenomenon in Polish Higher Education Institutions]. <a href=\"https:\/\/radon.nauka.gov.pl\/analizy\/dropout\" target=\"_blank\" rel=\"noopener\">https:\/\/radon.nauka.gov.pl\/analizy\/dropout<\/a> (accessed: 29\/07\/2026)<\/p>\n","protected":false},"excerpt":{"rendered":"<p>To become a specialist in a given field, a university degree is sometimes essential. However, there are professions where you can develop through alternative paths \u2013 technical and vocational colleges, practical experience, training courses, and qualifications gained outside formal education. What, then, can higher education institutions offer today to persuade people to enrol? How do [&hellip;]<\/p>\n","protected":false},"author":4,"featured_media":13448,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[473],"tags":[421,420,291,503],"class_list":["post-16467","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-for-individuals","tag-fundusze-europejskie","tag-fundusze-ue","tag-kwalifikacja","tag-studia"],"acf":[],"_links":{"self":[{"href":"https:\/\/kwalifikacje.gov.pl\/en\/wp-json\/wp\/v2\/posts\/16467","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/kwalifikacje.gov.pl\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/kwalifikacje.gov.pl\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/kwalifikacje.gov.pl\/en\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/kwalifikacje.gov.pl\/en\/wp-json\/wp\/v2\/comments?post=16467"}],"version-history":[{"count":1,"href":"https:\/\/kwalifikacje.gov.pl\/en\/wp-json\/wp\/v2\/posts\/16467\/revisions"}],"predecessor-version":[{"id":16468,"href":"https:\/\/kwalifikacje.gov.pl\/en\/wp-json\/wp\/v2\/posts\/16467\/revisions\/16468"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/kwalifikacje.gov.pl\/en\/wp-json\/wp\/v2\/media\/13448"}],"wp:attachment":[{"href":"https:\/\/kwalifikacje.gov.pl\/en\/wp-json\/wp\/v2\/media?parent=16467"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/kwalifikacje.gov.pl\/en\/wp-json\/wp\/v2\/categories?post=16467"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/kwalifikacje.gov.pl\/en\/wp-json\/wp\/v2\/tags?post=16467"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}