In recent months, Polish public opinion could learn about alleged problems caused
by foreign students with the participation of some universities. This
phenomenon – definitely exaggerated and wrongly called a “student
scandal”. Articles published, among others, in “Rzeczpospolita”
(July 4, 2024), Onet, the Bankier.pl portal or Interia, and previously in TVN24
and “Dziennik Gazeta Prawna”, they present an alarming picture of the
mass influx of foreign students to Poland, suggesting that many of them treat
studies only as an excuse to enter the Schengen area and a stop on the way to
emigration to the European Union. The aim of this article is to analyze the
data presented in the media and place them in a broader context, taking into account both the situation of Polish students and trends observed in other European Union countries.
In recent months, Polish public opinion could learn about alleged problems caused by foreign students with the participation of some universities. This phenomenon – definitely exaggerated and wrongly called a “student scandal”. Articles published, among others, in “Rzeczpospolita” (July 4, 2024), Onet, Bankier.pl portal or Interia, and previously in TVN24 and “Dziennik Gazeta Prawna”, they present an alarming picture of the mass influx of foreign students to Poland, suggesting that many of them treat studies only as an excuse to enter the Schengen area and a stop on the way to emigration to the European Union. The aim of this article is to analyze the data presented in the media and place them in a broader context, taking into account both the situation of Polish students and trends observed in other European Union countries.
What is the essence of dropping out?
According to the OECD, the phenomenon of “drop-out”, or withdrawal from studies, refers to a situation in which pupils or students leave the education system before completing the planned level of education, without obtaining the appropriate qualifications or diplomas. The OECD (Organisation for Economic Co-operation and Development) defines drop-out as an indicator that measures the percentage of students leaving school before reaching a specific level of education. In Poland, the phenomenon of dropping out of school at primary and secondary level is relatively rare due to the compulsory schooling, which lasts until the age of 18. However, challenges such as difficulties in learning, family problems, or lack of support from teachers can lead to students dropping out of secondary school. The drop-out rate in vocational schools is higher than in general secondary schools. Reasons include, among others, lack of interest in the chosen field of study, difficulties with professional internships, or lack of employment prospects after graduation. In fact, the drop-out phenomenon is most visible at the level of higher education. In Poland, the drop-out rate from studies at universities was around 30% in the period immediately preceding the increase in the number of foreign students in the Polish education system, which is one of the highest rates in Europe. Concern about the high rate may be justified in the case of the Polish education system, but it should not be associated with the phenomenon of the influx of foreign students to Poland. It can be said that foreign students coming to study in Poland are somehow part of a trend that has already existed in our higher education system and has not been previously contested in the media. However, since the allegations concern strictly foreign students, it should be firmly emphasized that the drop-out phenomenon is not a distinguishing feature for foreign students compared to Polish students. Without going into the nationality of the student, generally speaking, research shows that the reasons for dropping out of higher education include:
• Academic difficulties, lack of preparation for higher education.
• Financial problems that force students to work at the expense of their studies.
• Lack of motivation and interest in the chosen field of study.
• Poor support from the university in terms of academic and psychological counseling.
If, therefore, remedial measures should be taken towards students studying in Poland, firstly, they should not be divided into Polish and foreign categories, as is currently done, and secondly, steps should be taken to limit the influence of factors motivating students to drop out of studies. The dominant factor among these factors will certainly not be the desire to quickly obtain a visa and leave Poland. In order to reduce the drop-out rate, Polish universities are implementing various remedial measures, such as:
- Mentoring and advisory programs for new students.
- Adapting curricula to the needs of the labor market.
- Facilitating access to scholarships and financial aid.
- Increasing psychological and academic support.
In summary, the drop-out phenomenon is a significant challenge for education systems around the world, including Poland. OECD analyses emphasize the need to take comprehensive actions at all levels of education to reduce drop-outs and ensure that all students have equal opportunities to gain an education.
The scale of the phenomenon among foreign students
Media reports that up to half of foreign students do not continue their studies after the first year. These data, although disturbing, require deeper analysis and context.
The report of the Information Processing Center (OPI) in the chapter “The scale and characteristics of the drop-out phenomenon” indicates that the problem of premature completion of education also affects Polish students. According to data, about 40% of people who start studies do not complete them. At the same time, only 48% of students complete their studies on time. This statistic suggests that the drop-out phenomenon is not unique to international students.
The perspective of developed countries
It is also worth looking at the drop-out phenomenon from a broader, European perspective. Although specific data may vary depending on the country and the method of collecting it, research shows that this phenomenon occurs to varying degrees in many European Union countries. For an accurate comparison, it would be necessary to conduct a detailed analysis of the latest data from individual countries. Poland is not an isolated case, and the phenomenon of dropping out of studies is common all over the world.
On average across the OECD, around 70% of students entering university complete their first degree, although there are differences between countries. In Hungary, New Zealand, Norway, Sweden and the United States, less than 60% of students entering higher education complete their first degree at this level; while in Australia, Denmark, Finland, France, Japan and Spain over 75% do so.
The average completion rate for vocational programs (61%) is slightly lower than the average completion rate for university degrees, but ranges from 75% or higher in Germany, Japan, and Slovakia to 18% in the United States.
Analysis of second-year continuation rates in selected European countries reveals a significant pattern. In all the countries surveyed, he observes sięa difference between domestic and foreign students. In the UK, 90% of domestic students go on to study, compared to 85% of international students. In France, these indicators are 83% and 80%, respectively, in Germany 85% and 82%, and in Poland 62% and 55%. This consistent difference, ranging from 3 to 7 percentage points, is a natural and understandable phenomenon. Studying away from home, in a foreign cultural and linguistic environment, inevitably involves additional adaptation challenges. Additionally, the costs of studying abroad are usually higher, which may be an additional barrier for some students. The fact that this difference remains similar across countries suggests that it is a universal phenomenon, not specific to any particular educational system. These data emphasize the need for continuous improvement of support programs for foreign students, while indicating that a certain difference in the level of continuation of studies is a natural element of the process of internationalization of higher education.
Natural phenomenon or pathology?
Contrary to the alarmist tones present in the media, the “drop-out” phenomenon is considered natural in the academic environment. This was confirmed by experts during a panel organized by KRASP and Perspektywy on July 10, 2024.
Moreover, dropping out of studies does not always mean definitively abandoning higher education. The OPI report indicates that a significant number of students simply change their field or university, continuing their education in another form. This observation applies to both Polish and foreign students.
The living situation of people resigning from studies
An important aspect, often omitted in media reports, is the residence situation of people who resign or are removed from the list of students. In accordance with applicable regulations, foreign students in such a situation automatically lose the basis for staying in Poland. This means that they cannot remain in the country or move freely around Europe, as some publications suggest.
This information is crucial to understanding the actual scale of the phenomenon and its consequences a także wykazania, że studenci zagraniczny działają w Polsce sposób nieetyczny z zamiarem popełnienia wykroczenia. Students who would actually treat their studies only as a “passport to Europe” would have to take into account that resigning from studies means having to leave not only Poland, but also the Schengen area .
Critical analysis of media language
It is worth paying attention to the language used in the analyzed press publications. Phrases such as universities “attracting” students or “Polish visas issued rapidly” suggest an almost criminal practice. Meanwhile, active recruitment activities are normal practice in the global academic world, where universities compete for the best candidates. As shown in the previous APUI study, the internationalization of higher education is currently a phenomenon widely accepted and promoted all over the world, including in the European Union. The internationalization of higher education is a relatively new phenomenon for the Polish public. Until recently, it was difficult to find a foreign student at Polish universities. The first noticeable students in small groups appeared at Polish universities only in 2004 after joining the Erasmus program. Most adult Poles with higher education do not remember the university where foreign students studied, so the alarmist tone that there has been a real invasion of foreign students in Poland due to the avalanche of visas issued is partly due to the (lack of) personal experiences of many Poles. However, it is worth noting that using pejorative language in relation to foreign students in various contexts (“avalanche issuing of visas”, etc.) may lead to stigmatization of both foreign students and universities pursuing an active internationalization policy. It may also discourage other Polish universities from increasing the number of foreign students, which is absolutely not in the interest of our country.
Conclusions and recommendations
1. Wider angle
When analyzing the phenomenon of foreign students withdrawing from studies in Poland, a broader perspective should be kept. Data presented without proper context may lead to incorrect conclusions and unnecessary social panic. Comparing the situation in Poland with other European countries on the basis of several key indicators can easily lead to a cooling of the public debate.
2. Focus on real challenges
Instead of being alarmed by mystical media reports, often motivated by clickbites, it is worth focusing on the real challenges facing Polish higher education:
a) How to improve the quality of education to reduce the drop- out rate among both Polish and foreign students?
b) How to better prepare foreign candidates for studies in Poland, taking into account cultural and educational differences?
c) How to improve the candidate verification system without closing the door to valuable students?
3. More research is needed and analyses.
It is necessary to conduct systematic research on the fate of students who withdraw from studies. This will allow us to better understand the causes of this phenomenon and develop effective strategies to reduce it.
4. Improving the recruitment and adaptation system
Universities should focus on improving recruitment processes and adaptation programs for foreign students. This may include preparatory courses, intensive Polish language training or mentoring programs.
5. Transparent information
Both universities and state institutions should strive for greater transparency in communication regarding foreign students. Regularly publishing reliable data and analyzes can help counteract disinformation and build public trust.
Non-discriminatory policies aimed at reducing the scale of the drop-out phenomenon and as previously indicated, the drop-out phenomenon is a characteristic feature of many education systems, including Polish. However, it should not be associated with the appearance of foreign students at Polish universities. There are known policies and methods of intervention in education systems aimed at reducing the scale of this phenomenon, but they should not be identified with the negative image of a foreign student who starts studying solely for the purpose of gaining Polish visas. Instead of stigmatizing foreign students, it would be worthwhile for universities to simply take more intensive actions to limit the drop-out phenomenon in a constructive and substantive way that serves to improve the quality of teaching and not to “tighten” the borders of the Schengen countries.
Summary
Poland, aspiring to become a European educational center, must face the challenges related to the internationalization of higher education. However, this requires a reliable debate based on facts, not media speculations. The phenomenon of “drop-out” among foreign students, although it requires attention and corrective actions, should not be treated as a “scandal”, but rather as a development challenge for the Polish higher education system. Only through a comprehensive approach, taking into account both student needs and safety requirements, can Poland effectively develop as an attractive place to study for young people from all over the world.
