Poland

The Erasmus+ Programme defines adult education as all forms of non-vocational learning for adults, including formal, non-formal and informal learning. Within this framework, the focus is primarily on personal, social and civic development. In contrast, adult education in Poland is largely oriented towards vocational education and labour market needs, while non-vocational learning plays a complementary, though growing, role.
The system itself is fragmented and multi-sectoral, spanning several areas of public policy, including school education, higher education, labour market policy, culture and the non-governmental sector. These segments fulfil different functions and address different groups of learners.
A large part of adult learning provision is located within the formal education system and labour market structures. Schools for adults, continuing education centres, vocational training providers and Sectoral skills centres focus primarily on acquiring qualifications, upskilling and reskilling in response to labour market demands. Similarly, training institutions offer a wide range of courses mainly targeting employability and professional development. As a result, adult education in Poland is predominantly framed through the lens of skills development and economic activity.
Higher education institutions also contribute to adult education, particularly through postgraduate studies and so-called open universities. These institutions provide flexible and accessible learning opportunities and, in some cases, extend their offer beyond formal education by organising non-formal learning activities, such as open lectures, workshops and cultural events.
In contrast, non-vocational adult education is primarily delivered outside the formal system, through institutions such as Universities of the Third Age, cultural institutions (libraries, cultural centres, museums) and non-governmental organisations. These actors play a key role in providing learning opportunities focused on social inclusion, civic participation, cultural engagement and personal development, often responding more directly to local needs. NGOs, in particular, are among the most active participants in Erasmus+ projects in Poland and contribute significantly to innovation in non-formal education.
Provision across the sector covers several areas, including:

• basic and digital competences,
• vocational and employability-related skills,
• civic competences and democratic participation,
• media literacy and critical thinking.

However, adult education in Poland is not governed by a single dedicated policy framework and remains embedded within broader lifelong learning strategies. Its strategic direction is primarily shaped by key documents such as the Lifelong Learning Perspective (2014) and the Integrated Skills Strategy 2030.
References to adult education can also be found in other national strategies, including the Strategy for the Development of Human Capital 2030 and the Strategy for Responsible Development. This results in a dispersed policy landscape, where non-vocational education is relatively less visible and often secondary to labour market priorities.
Participation in adult learning remains relatively low and unevenly distributed, with differences related to age, education level and labour market status, as well as between urban and rural areas. Learning activities are predominantly job-related, reinforcing the existing focus on employability rather than broader personal or civic development.
In this context, European programmes such as Erasmus+ play a crucial role in supporting the development of non-vocational adult education, strengthening international cooperation and promoting areas such as civic engagement, digital competences and media literacy.