| Name of the reform | Program darmowych podręczników (Free Textbook Programme) |
| Country | Poland |
| Year | 2014 |
| Educational level | ISCED 1, 2 |
| Kind / type | Laws / regulations of access reform |
| Coverage | National |
Summary
Introduced in 2014 as part of a broader effort to reduce educational inequalities and the financial burden on families, the programme developed and distributed free, open-licensed textbooks for primary school students, starting with the first three grades and expanding in subsequent years.
Agenda Setting
Context:
Prior to the reform, Polish families were responsible for purchasing school textbooks, making the start of the school year a significant financial burden, particularly for low-income households. The programme was introduced in response to concerns about unequal access to educational materials and as part of a broader shift toward publicly funded, open educational resources.
Aim:
The primary aim of the Free Textbook Program was to alleviate the financial burden on families by eliminating the need for parents to purchase textbooks for their children.
Target Groups
- Primary school students (initially in Grades 1–3 and later in higher grades) and their families
- Schools and teachers who gained access to free educational materials and greater opportunities to use and adapt open resources in teaching
Formulation and Implementation
Legislative documents:
Act of 30 May 2014 amending the School Education Act and certain other acts (Dz.U. 2014 poz. 811), together with subsequent regulations of the Minister of National Education governing the financing, provision, loaning, and reuse of textbooks in schools.
Key actions / main measures:
The programme funded the development and distribution of free, curriculum-aligned educational materials while preserving school autonomy in textbook choice. It began with Grades 1–3 and gradually expanded to subsequent primary school grades. Schools could select textbooks from approved publishers, with public funding covering the cost of providing them to students. An important organisational feature was the introduction of a reuse system, whereby textbooks were expected to remain in circulation for three years and serve three successive cohorts of pupils, helping contain long-term public expenditure while ensuring universal access.
Evaluation and Sustainability
The programme substantially reduced out-of-pocket spending on textbooks for families and increased universal access to learning materials, particularly benefiting lower-income households. It also contributed to the development and wider use of open educational resources (OER). At the same time, the reform generated debate regarding textbook quality, the role of commercial publishers, and the administrative burden of managing textbook loans and reuse in schools.
Sustainability:
The programme depends on continued public funding for purchasing, replacing, and distributing textbooks. However, its long-term sustainability is strengthened by widespread public acceptance and strong social expectations that free access to textbooks should be maintained as a standard element of the education system. As a result, the programme is generally considered politically difficult to reverse and relatively stable over time.
Transferability Potential
The programme has high transferability potential, particularly in countries seeking to reduce educational inequalities and lower the cost of compulsory education for families. Its core mechanisms, public funding of textbooks, school-based textbook loan systems, and open educational resources (OER), can be adapted to different educational and administrative contexts. The model is especially relevant for countries aiming to expand equitable access to learning materials while controlling long-term public expenditure through textbook reuse and open licensing. However, successful transfer depends on strong political commitment and sustained public funding.