Poland’s Education System: Striving for Equity and Inclusion to Fulfill the Right to Education

By Iris Karoli

The modern Polish  emerged in the aftermath of World War II, addressing the significant challenge of rebuilding the country’s social and economic frameworks. Since then, it has undergone extensive reforms, particularly since the fall of communism in 1989. Significant adjustments to educational policies were required due to this crucial shift to a market economy to better reflect democratic values and satisfy the needs of a society that was changing quickly.

Since September 1, 2017, the Polish educational system has been undergoing reform. The Law on School Education and the Provisions introducing the Law on School Education are two significant Acts passed by the Parliament in December 2016.

Providing teachers with sufficient resources, training, and support will help Poland prioritize integrating students with special educational needs (SEN) into regular classrooms. SEN students can flourish in the classroom and contribute to their overall success by emphasizing inclusive education practices and customized support plans.

Overall, Poland needs to take a multifaceted approach to achieve universal access to education that tackles structural inequalities, advances equity, and cultivates an inclusive culture within the educational system. Poland can get closer to achieving its goal of a society in which every person has the chance to learn, develop, and prosper by keeping these initiatives as a top priority and making investments in the future of its students.

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Follow-up to the Working Group on discrimination against women and girls’ country visits to Kyrgyzstan, Romania, Greece, Poland, Honduras, Chad, Samoa, Kuwait and Hungary

Presented by Ariel Ozdemir, Luna Plet and Olimpia Guidi

The Lenca, indigenous to southwestern Honduras and northeastern El Salvador, reside in approximately 50 villages within a 100-km radius of La Esperanza, the capital city of the mountainous Intibucá department. 1 Most of these villages find themselves on the outskirts of the public education system due to factors such as poverty, age, geographic isolation, gender, and ethnicity. These circumstances collectively contribute to the difficulty in accessing education for many inhabitants.
The educational hurdles for Lenca girls in Honduras, especially in regions like San Francisco de Opalaca, are intricate and deeply influenced by socio-economic, cultural, and geographical factors. These challenges are marked by restricted access to education due to economic constraints, particularly affecting girls pursuing primary education. Gender-sensitive education proves to be a critical aspect of the struggles faced by Lenca girls. Prevailing patriarchal norms pose obstacles to their educational opportunities.
Concerns about the quality of education in public schools, notably in regions like San Francisco de Opalaca, are pronounced. Challenges include limited access to junior high schools in most villages and the geographic obstacles that impede education beyond grade 6. 2 Inadequacies in the education infrastructure, such as a shortage of teachers and insufficient facilities, further hinder the provision of quality education for Lenca girls. Furthermore, with a literacy rate of 30-50%, the Lenca population typically spends an average of only four years in school. 3 This low educational attainment contributes to a pervasive sense of inferiority and a lack of confidence in advocating for a democratic and civil society.
The need for revamping the curriculum to address gender equality, stereotypes, and violence is evident. Emphasis is placed on incorporating human rights workshops to create awareness about gender, cultural, educational, and employment equality. 4 This approach strives to foster an inclusive and supportive educational environment, empowering Lenca girls and addressing societal challenges they encounter.

education for disadvantaged communities . 21 Women and girls, already facing obstacles in pursuing education, find themselves further marginalised by the privatisation of schooling . 22
Consider the challenges faced by promising young students in La Esperanza who experience increased fees due to their schools’ privatisation, leading to their education’s abandonment. This educational setback not only perpetuates the cycle of poverty but also underscores the gendered impact of privatisation on educational opportunities for women and girls.
Expanding on the educational aspect, it’s essential to recognise that privatisation can lead to a reduction in educational resources. Privatised institutions may prioritise profit over educational quality, leaving women in poverty with fewer educational support systems. This, in turn, perpetuates systemic disadvantages, limiting the potential for upward mobility through education.
Healthcare Challenges
Privatisation in the healthcare sector can pose significant challenges for vulnerable populations, particularly women. As essential healthcare services become privatised, the financial burden on impoverished women intensifies, limiting their access to crucial medical support. The lack of affordable healthcare options further entrenches gender disparities in health outcomes . 23

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Photo by Michelle Ding on Unsplash

References

1 Susan Stone, “El Maestro En Casa,” El Maestro en Casa, accessed January 20, 2024, https://lencaedu.wordpress.com/
2 Wanda Bedard, “2009 – Honduras,” 60 million girls, accessed January 20, 2024, https://60millionsdefilles.org/en/our-projects/2009-honduras/
3 Susan Stone, “El Maestro En Casa,” El Maestro en Casa, accessed January 20, 2024, https://lencaedu.wordpress.com/
4 Wanda Bedard, “2009 – Honduras,” 60 million girls, accessed January 20, 2024, https://60millionsdefilles.org/en/our-projects/2009-honduras/

21 Edwards Jr, D. B., Moschetti, M., & Caravaca, A. (2023). Globalisation and privatisation of education in Honduras—Or the need to reconsider the dynamics and legacy of state formation. Discourse: Studies in the Cultural Politics of Education, 44(4), 635-649. Available at: https://www.tandfonline.com/doi/abs/10.1080/01596306.2020.1852181
22 Murphy-Graham, E. (2007). Promoting participation in public life through secondary education: evidence from Honduras. Prospects, 37(1), 95-111. Available at: https://link.springer.com/article/10.1007/s11125-007-9013-2
23 Hasemann Lara, J. E. (2023). Health Sector Reform in Honduras: Privatisation as Institutional Bad Faith. Medical Anthropology, 42(1), 62-75. Available at: https://www.tandfonline.com/doi/abs/10.1080/01459740.2022.2125388

Educational Challenges in Poland: A Deepening Crisis

Written by Aneta Orlowska

The state of education in Poland has reached a critical point, with concerns mounting over the future of the country’s schooling system. Recent research and surveys conducted by various organisations shed light on the challenges faced by Polish schools and the urgent need for action to address these issues.

According to a survey by the Polish Teachers’ Union (ZNP), the situation in schools is rapidly deteriorating, and its impact will be felt by everyone involved. The survey aims to draw attention to the problems plaguing the education system and highlight the need for immediate intervention. While amendments to education laws have been proposed, they do not adequately address the underlying issues.

One of the primary concerns highlighted by the ZNP is the severe shortage of teachers. It is estimated that there will be a shortfall of 25,000 to 30,000 teachers this year alone, but the actual number of deficiencies is expected to reach a staggering 55,000. This shortage has far-reaching consequences, affecting the quality of education and the overall learning experience for students. Classrooms are overcrowded, leaving teachers with limited time and resources to provide individual attention to students. This, in turn, hampers the students’ ability to learn and thrive academically.

The picket organised by the Polish Teachers’ Union on September 1 in front of the Ministry of Education and Science aims to express strong dissatisfaction with the current state of education in Poland. The main focus of the protest is the recently passed amendment to the educational law, which grants parents greater control over the activities of non-governmental organizations (NGOs) in schools. This amendment has sparked concerns among teachers and educators regarding its potential impact on the autonomy and quality of education.

Furthermore, the picket also serves as a platform to address broader issues that affect the education system in Poland, such as inadequate funding, overcrowded classrooms, and the lack of resources for students and teachers. By taking part in this protest, the Polish Teachers’ Union hopes to raise awareness and initiate a dialogue with the government and other stakeholders to bring about positive changes in the education sector. Krzysztof Baszczyński, Vice President of the Polish Teachers’ Union, emphasises the need for dialogue and collaboration to improve the situation. The picket seeks to engage NGOs and other stakeholders to join forces in finding solutions that prioritise remuneration, the core curriculum, and working conditions. The participation of NGOs in the protest is crucial, as they play a vital role in shaping the learning environment and supporting educational initiatives. The amendment to the educational law, which may hinder the access of NGOs to schools, is a cause for concern as it limits the resources and support available to students

Critics argue that the amendment to the educational law may further hinder the access of NGOs to schools, leading many directors to question the value of their involvement. The fear of potential repercussions from authorities may discourage schools from collaborating with NGOs, further limiting the resources and support available to students.

The concerns raised by the Polish Teachers’ Union are not limited to the amendment to the educational law. They also encompass the broader issues of staffing shortages, working conditions, and the quality of education. The union estimates that the current vacancies represent only a fraction of the actual need for teachers. The situation is exacerbated by the fact that young people are increasingly discouraged from pursuing a career in education due to unattractive salaries and working conditions.

While the government emphasises the increase in educational subsidies, critics argue that these increases are not sufficient to address the ongoing challenges. They also contend that the difference between the government’s claims and the actual situation highlights the urgent need for comprehensive reforms and increased investment in education. This disconnect between words and actions has significant consequences, as it perpetuates educational inequality and hampers social mobility. It is crucial for policymakers to acknowledge the seriousness of the situation and take decisive measures to bridge this gap. By implementing substantial reforms and allocating ample resources to education, we can pave the way for a brighter future and ensure equal opportunities for all learners, regardless of their socio-economic background.

The crisis in Polish schools is not limited to staffing shortages. In fact, the situation goes beyond just a lack of teachers and educators. The survey conducted by SW Research for rp.pl reveals a deep and widespread dissatisfaction among the public with the government’s education policy. It is clear that there are significant concerns regarding the quality of education and the scarcity of resources available to students and schools alike. This survey serves as a stark reminder that the current education system is in dire need of comprehensive and effective reforms. It is crucial for the government and policymakers to take immediate action to address these pressing issues and ensure a better future for the education system in Poland.

In addition to the shortage of teachers and concerns about education policy, other problems plague the Polish education system. These include inadequate access to mental health support, the politicisation of the curriculum, the lack of resources for extracurricular activities, and the pressing need for comprehensive career counselling. Students and recent graduates stress the need for a more balanced and well-rounded education that not only focuses on academic subjects but also includes practical life skills such as financial literacy, critical thinking, and problem-solving. They believe that this kind of education will better equip them to navigate the complexities of the modern world and prepare them for success in their future endeavours.

Refugee students in Poland face additional challenges within the education system. Language barriers, cultural differences, and limited access to support services make it difficult for students to fully integrate and succeed academically. Many refugee students have experienced interrupted education and trauma, which further complicates their educational journey. There is a need for targeted initiatives and resources to address the specific needs of refugee students and ensure their smooth transition into the Polish education system.

The educational challenges in Poland are undeniable, and urgent action is needed to prevent further deterioration. The government, in collaboration with educational stakeholders, must prioritise addressing the shortage of teachers, improving working conditions, and ensuring access to quality education for all students. Only through a concerted effort to address these challenges can Poland’s education system regain its strength and provide a solid foundation for the future generations.

To overcome these challenges, it is crucial for the government to allocate more resources to education and increase funding for teacher salaries and professional development programmes. Additionally, the government should establish mechanisms to attract and retain qualified teachers, such as offering attractive incentives and improving working conditions. Moreover, there is a need for comprehensive educational reforms that prioritise the holistic development of students.

References

Cover image “Presentation for 6th and 7th graders (Poland)” via Flickr

Submission to the Universal Periodic Review of the United Nations Human Rights Council: Poland

Broken Chalk is an Amsterdam-based NGO established in 2020 and focused on raising awareness and minimizing human rights violations in the educational field. Together with our international sponsors and partners, we encourage and support the following activities/projects: removing obstacles in education; contributing to the achievement of peace and tranquillity in society through adaptation studies in an environment of intercultural tolerance; preventing radicalism and polarization, and eliminating the opportunity gap in education for all.  Our goal is to work with global partners to remove barriers to access to education and take concrete steps to ensure universal access to education.

Issues related to human rights have recently become an increasingly popular subject of discussion among international organizations such as the United Nations (UN), the Organisation for Economic Co-operation and Development (OECD), the European Union (EU), the Council of Europe (CoE), and the International Labour Organization (ILO). The international community has developed a number of initiatives and has taken practical steps to specify the role and responsibility of individual actors in protecting and respecting human rights. Poland has been actively involved in the process of creating a new approach to this issue at both national and international levels.[1]

By Annemeike Van Der Meer & Xchina Cekani

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Cover image by Olek Remesz.

[1] https://www.ohchr.org/sites/default/files/Documents/Issues/Business/NationalPlans/PolandNationalPland_BHR.pdf