International admissions in Poland are becoming more risk sensitive and more documentation heavy. Universities are increasingly expected to show clear, consistent evidence behind each decision, especially in programmes where quantitative readiness matters. That includes economics, business, engineering, IT, and related fields. The key question is straightforward but demanding. What evidence supports the decision that an international candidate is academically ready for mathematically intensive study?
Transcripts alone often cannot answer that question reliably. International applicants arrive with highly variable documentation. Curricula differ, grading norms vary, and mathematics performance is recorded in ways that are not directly comparable across countries and school systems. Many institutions respond by introducing in house entrance exams, but these can become resource heavy quickly. They require question development and maintenance, scheduling and support, consistent rules, repeat sittings, and documentation that holds up across intakes. As volumes grow, the operational burden increases and consistency becomes harder to sustain.
This whitepaper sets out practical options for strengthening mathematics readiness assessment in the Polish context. It explains the trade-offs between common approaches and shows how a standardised mathematics entrance exam can complement document review and reduce subjective interpretation, without requiring universities to build and maintain complex in-house testing systems.
The paper is structured around a clear framework for selecting and strengthening an approach to maths screening in the Polish context. It includes:
The goal is to help admissions leaders and international offices make decisions that are easier to apply consistently across intakes and easier to explain when they are questioned.
.svg)
