„The ECEC gap indicates the amount of time a child is not covered either by childcare leave or a guaranteed place in ECEC. […] The difference between the well-paid childcare leave and the start of the legal entitlement is between 1 and 2 years in Czechia, Latvia, Luxembourg, Hungary and Poland. […] The ECEC gap is between 2 and 3 years in Belgium, Spain, France and Portugal.“
EU-Kommission (Hrsg.), Structural indicators for monitoring education and training systems in Europe – 2023. Early childhood education and care (2023), S. 6f.
In Österreich beträgt er nach EU-Definition 3,8 Jahre. (Quelle: ibidem, S. 7.)

„From around age 3, almost half of European countries offer free ECEC. […] Most of these countries combine free ECEC with a place guarantee (Belgium, Spain, France, Luxembourg, Hungary, Poland and Portugal).“
EU-Kommission (Hrsg.), Structural indicators for monitoring education and training systems in Europe – 2023. Early childhood education and care (2023), S. 9.
In Österreich ist der Besuch von Elementarbildungseinrichtungen nur im letzten Jahr vor dem Schuleintritt kostenfrei und das nur für 20 Stunden/Woche. Eine Garantie auf einen Platz gibt es nur in diesem letzten Jahr vor dem Schuleintritt. (Quelle: ibidem, S. 8.)

„In various Member States, including Bulgaria, Belgium and Poland, a considerable number of teacher graduates end up pursuing alternative professions. Moreover, in some countries (e.g. Slovakia, Latvia), schools struggle to retain young teachers, due to low salaries or limited opportunities for career advancement, while in other countries (e.g. Belgium, Germany, Hungary, Netherlands, Poland) rates of teacher burnout and stress are high.“
Univ.-Prof. Dr. Kristof de Witte u.a., Evidence-based Solutions to Teacher Shortages (2023), S. 13.

„Among the Member States for which data are available for 2020, Poland’s migrant population aged 25-54 born in another EU Member State had the highest share of completed tertiary education (67.9 %), followed by Estonia (65.0 %) and Sweden (62.4 %).“
Eurostat, Presseaussendung vom 7. Juli 2021.

„Among EU countries, the highest level of belongingness is demonstrated by students in the Netherlands, Germany, Austria and Spain, while in Bulgaria, Slovakia, Poland and Latvia students seem to have less positive experiences of being accepted, respected and included in their school communities.“
EENEE (Hrsg.), Quality of School Life and Student Outcomes in Europe (2021), S. 32.

„Poland […] provides up to five weekly hours of remedial instruction in Polish language and other core subjects to migrant youth with limited Polish language skills, for a maximum of 12 months following their arrival. Similar schemes exist in Hungary and Luxembourg. In Portugal, for instance, students with Portuguese language needs enrol in Portuguese as a second language classes and schools can benefit from additional teaching staff for this purpose. In cases with less than ten students with Portuguese language needs at a given school, students attend regular classes, but follow a specialised curriculum and benefit from support language classes.“
OECD (Hrsg.), Young People with Migrant Parents (2021), S. 25.

„Im EU-Schnitt fallen 12 % der Schüler/innen in die Spitzengruppe. In Österreich umfasst die Gruppe der lesestarken Kinder 8 % und liegt damit signifikant unter dem EU-Durchschnitt. […] Einigen EU-Ländern gelingt es, den Schüleranteil auf der höchsten Kompetenzstufe auf annähernd 20 % oder mehr zu bringen, nämlich Irland, Finnland, Polen, Nordirland, England und Bulgarien.“
BMBWF (Hrsg.), „Nationaler Bildungsbericht Österreich 2018. Band 1“ (2019), S. 228

„In der EU zählt Österreich zu den Ländern mit dem höchsten Anteil an MigrantInnen. […] In Luxemburg war 2018 der Anteil der zugewanderten Personen (1. Generation) am höchsten (46,5 %), gefolgt von Zypern (21,0 %), Österreich (19,2 %) und Schweden (18,5 %). Hingegen wiesen die mittel- und osteuropäischen Länder, aber auch Finnland, sehr geringe Anteile an MigrantInnen der 1. Generation auf, wobei für Polen mit einem Anteil von 1,8 % statistisch der geringste Wert festzustellen war.“
Expertenrat für Integration (Hrsg.), Integrationsbericht 2019 (2019), S. 18.

„Language barriers play an important role in migrant integration. Many countries have taken measures to improve migrants’ language skills, including Germany, France, Belgium, Poland, Norway, Greece and Estonia.“
OECD (Hrsg.), International Migration Outlook 2019 (2019), S. 92.

„Most commonly, fees for international students are unregulated, which means that higher education institutions may set their own fees for this category of learners (e.g. the Flemish Community of Belgium, Denmark, Hungary, Poland, Portugal, Sweden, the United Kingdom, Serbia and the former Yugoslav Republic of Macedonia).“

EU-Kommission (Hrsg.), „National Student Fee and Support Systems in European Higher Education – 2018/19“ (2018), S. 17

„In Australien, Irland, Israel, Kanada und Polen […] ist der prozentuale Anteil der Absolventen des Tertiärbereichs bei den im Ausland geborenen Erwachsenen mit über 50 Prozent am höchsten.“

OECD (Hrsg.), „Bildung auf einen Blick 2018, OECD-Indikatoren“ (2018), S. 53

„Teachers come from the upper part of the college skill distribution in some countries (e.g., Finland, Singapore, Ireland, and Chile) and from the lower part in others (e.g., Austria, Denmark, the Slovak Republic, and Poland).“

Univ.-Prof. Dr. Eric Hanushek u. a., „The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance“ (2018), S. 11

„In the EU an average of 3.7 per cent of young people (aged 15–29) take part in apprenticeships. Participation is highest in Austria, Denmark and Germany; in France, Italy, Poland and Portugal the proportion is between 1.5 and 5 per cent; and in other EU countries it is below 1.5 per cent.“

ILO (Hrsg.), „Rising to the Youth Employment Challenge“ (2017), S. 128

„Poland introduced in 2016 the possibility for municipalities to organise specific reception classes in public schools for recently-arrived children of migrants and Polish emigrants with Polish language needs. Reception classes last one or – in exceptional cases – two years.“

OECD (Hrsg.), „International Migration Outlook 2017“ (2017), S. 84

„There was one pedagogical support staff for 263 students in Austria. This was, however, still much less than in various other countries like Denmark, Hungary, Norway and Poland. In Norway, the country with the lowest ratio, there was one pedagogical support worker for 78 students.“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 176

„In countries such as Poland and Hungary more than four-fifths of pupils are in schools where all pupils speak the language of assessment at home.“

EU-Kommission (Hrsg.), „Language teaching and learning in multilingual classrooms“ (2015), S. 22

„Poland had one of the greatest increases in expenditure per student among OECD countries during 2005-11 at primary, secondary and post-secondary non-tertiary levels of education.“

OECD (Hrsg.), „Education Policy Outlook 2015 – Making Reforms Happen“ (2015), S. 278

„In Austria, there is one teaching support professional for every 24 teachers, compared to an average of 1/14 and even 1/7 in countries like Australia, Hungary, Poland and the Nordic countries. In Austria the typical school thus has only one support professional, compared with six in Denmark or Norway, for example.“

OECD (Hrsg.), „Mental Health and Work: Austria“ (2015), S. 124

„In some OECD countries, including Canada, France, Italy, Ireland, Poland, Spain, the United Kingdom and the United States, large proportions of young adults who have upper secondary qualifications also perform (Anm.: bei PIAAC) below Level 2 in numeracy.“

OECD (Hrsg.), „OECD Skills Outlook 2015“ (2015), S. 38

Italiens, Irlands, Spaniens und Englands unter 30-jährige AkademikerInnen haben, wie die OECD bestätigt, eine geringere Mathematikkompetenz als Österreichs unter 30-Jährige, deren höchster Bildungsabschluss die Sekundarstufe II ist (ibidem, S. 35)

„Differences are particularly sharp in Canada where 58 % of foreign-born have higher education versus only 11 % with low education, in Estonia (44 versus 8 %), the United Kingdom (48 % versus 19 %) and Poland (46 % versus 13 %).“

Sara Bonfanti u. a., „Migrants’ skills: Use, mismatch and labour market outcomes“ in OECD (Hrsg.), „Matching Economic Migration with Labour Market Needs“ (2014), S. 254

„27 % of 10-year-olds and 28 % 8-year-olds took extra classes (other than lessons at school) every day or nearly every day.“

Dr. Dorota Strózik u. a., „Children’s Worlds National Report Poland“ (2014), S. 21