Global and intercultural dimension in curriculum development

Preschool institutions and primary and post-primary schools (except for international schools and classes) develop curricula in accordance with a core curriculum established by a Regulation of the Minister of National Education (since January 2021, the Minister of Education and Science) (see below).

The legislation on school education (School Education Act of 7 September 1991 / Ustawa o systemie oświaty z 7 września 1991 r.; Law on School Education of 14 December 2016 / Ustawa – Prawo oświatowe z 14 grudnia 2016 r.) provide for the establishment of bilingual classes in public and non-public schools, and of public and non-public bilingual schools. Curricula in bilingual classes and schools are based on the same core curriculum as non-bilingual classes or schools. However, bilingual schools and classes should teach bilingually, in Polish and a modern foreign language, at least two types of classes / two subjects, except for the Polish language and history and geography of Poland. At least one of the classes / subjects for bilingual teaching should be chosen from among classes / subjects covering biology, chemistry, physics, general geography, world history or mathematics.

The legislation also provides for the establishment of international classes in public and non-public schools, and of non-public international schools. Curricula for international classes and schools are established by foreign educational institutions, and a foreign language can be the language of instruction. The only exception is the teaching of the Polish language, history and geography of Poland for pupils who are Polish nationals; such classes / subjects are taught in accordance with the Polish core curriculum and in the Polish language.

There are no national programmes, projects or initiatives fostering the teaching or learning a foreign language outside school curricula or within the framework of transnational learning mobility or partnerships.

Core curriculum: Preschool Education and Primary Education

Curricular contents and the knowledge and skills which should be covered by curricula for early childhood and primary education are laid down in the Regulation of the Minister of National Education of 14 February 2017 on the core curricula for preschool education and for general education in primary schools, including for pupils with mild and severe intellectual disabilities, for general education in stage I sectoral vocational schools, general education in special schools preparing for employment, and general education in post-secondary schools (Rozporządzenie Ministra Edukacji Narodowej z dnia 14 lutego 2017 r. w sprawie podstawy programowej wychowania przedszkolnego oraz podstawy programowej kształcenia ogólnego dla szkoły podstawowej, w tym dla uczniów z niepełnosprawnością intelektualną w stopniu umiarkowanym lub znacznym, kształcenia ogólnego dla branżowej szkoły I stopnia, kształcenia ogólnego dla szkoły specjalnej przysposabiającej do pracy oraz kształcenia ogólnego dla szkoły policealnej). Key elements of the core curricula relating to the global and intercultural dimension are outlined below.

Preschool Education

The core curriculum states that children completing preschool education should know the name of their own country and its capital, recognise national symbols (emblem, flag and anthem) and should be aware that Poland is a member state of the European Union (EU).

Compulsory foreign language learning was introduced as part of the core curriculum in preschool education for 5-year olds in 2014/2015 and gradually extended for other age groups in the next years, Since 1 September 2017, all preschool age groups have learnt a foreign language.

Primary Education (8 grades: I to VIII)

Curricular contents and educational activities related to the European or international dimension of education are included at both stages of primary education: in Grades I to III and IV to VIII. Foreign language learning is part of the core curricula for both stages: one language in Grades I to III and two languages in Grades IV to VIII.

Grades I to III (early school education)

Activities aim to cater to pupils’ need to learn about cultures of other nations, including EU countries, and games and customs of children in other countries, while taking into account their ability to perceive and understand such issues. Pupils completing this stage of education can give examples of social groups established by agreements, for example, associations of big social groups such as cities, states or the EU. Pupils respect customs and traditions of different social groups and nations; and present and compare customs and traditions, e.g. concerning public or religious holidays in various regions of Poland and other countries.

Grades IV to VIII

As part of the subject Polish Language, pupils are introduced to the traditions of national, European and world cultures by reading texts which are representative of various epochs.

As part of the subject History, aside from history of Poland, pupils learn, as from Grade V, for example, history of Europe from ancient to contemporary times. Classes in most recent history cover, in particular, the position of Poland in the world, including in NATO and the EU. 

The subject Civic Education comprises thematic blocks ‘Human rights’, ‘National / ethnic communities and homeland’ and ‘International affairs’.

As part of the block ‘Human Rights’, pupils analyse, among other things, the statements in the Preamble to the Universal Declaration of Human Rights; present children’ rights and analyse the provisions of the Convention on the Rights of the Child; give examples of activities of the Children’s Rights Representative; and present the aims of the United Nations International Children's Emergency Fund (UNICEF).  

Within the block ‘National / ethnic communities and homeland’, pupils argue that it is possible to reconcile various socio-cultural identities (regional, national, ethnic, state, civic, European); recognise forms and expressions of xenophobia, including racism, chauvinism and antisemitism, and argue for the need to counteract them.

As part of the ‘International affairs’ block, pupils:

• present the aims and activities of the United Nations Organisation and the North-Atlantic Pact Organisation (NATO);
• present the aims of the EU; find information about political biographies of the Fathers of Europe and Poles holding important functions in EU institutions;
• discuss the main benefits of Poland’s EU membership for employees and travellers; find information about the use of EU funding in their commune or region;
• present Poland’s activities in the United Nations, the EU and NATO;
• formulate judgments on selected social problems of the contemporary world; and consider activities proposed to improve living conditions of other people in the world.

Core curriculum: Secondary Education

General upper secondary school and technical upper secondary school

Curricular contents and the knowledge and skills which should be covered by curricula are laid down in the Regulation of the Minister of National Education of 30 January 2018 on the core curricula for general education in general secondary schools, technical secondary schools and stage II sectoral vocational schools (Rozporządzenie Ministra Edukacji Narodowej z dnia 30 stycznia 2018 r. w sprawie podstawy programowej kształcenia ogólnego dla liceum ogólnokształcącego, technikum oraz branżowej szkoły II stopnia). Key elements of the core curricula addressing the global and intercultural dimension are outlined below.

The core curriculum for general education in general and technical secondary schools includes two modern foreign languages. A foreign language in both types of schools is taught at basic and advanced (‘extended’) levels.

As part of the subject Polish Language, students read and discuss classic and contemporary literary works of European and world authors. Aside from history of the world and Europe from ancient to contemporary times, contents for the subject History include, among other things, the process of European integration and the main development stages of the European Union (EU). The core curriculum for Philosophy covers ancient Mediterranean philosophy as a key element of European culture and identity. At advanced (‘extended’) level, students also learn about, for example, the achievements of outstanding European philosophers since the antiquity period. Curricula for artistic subjects (Music, Visual Arts) include works of outstanding European and world artists.

Two of the thematic blocks within the subject Civic Education at basic level are devoted to ‘Human rights and their protection’ and ‘Contemporary international relations’. As part of the ‘Human Rights and their protection’ block, students, for example:

• explain the importance of the Convention for the Protection of Human Rights and Fundamental Freedoms in the context of the European Court of Human Rights; discuss conditions for citizens’ complaints to be considered by the Court; and analyse an example of a Court ruling;
• discuss the rights of national and ethnic minorities and the community using the regional language in Poland;
• collect information on the Polish minority’s rights in various countries.

As part of the ‘Contemporary international relations’, students:

• discuss entities of international public law and basic principles of international law;
• demonstrate the complexity and multiple levels of contemporary international relations, and interdependence of states in the international environment;
• explain the concept of globalisation and discuss its forms and implications for politics, culture and society; assess the impact of international law entities on the process; and discuss the main challenges related to globalisation;
• discuss ethnic conflicts within EU member states, locate them on a map, and explain their causes and consequences;
• explain the origins of contemporary terrorism, and present various terrorist organisations, their methods of operation and examples of their activities;
• discuss responsibilities of embassies and consulates, based on the example of Polish institutions;
• describe the aims, main bodies and selected activities of the United Nations and assess the effectiveness of UN activities;
• identify the primary legislative acts of the EU currently in force; locate EU member states on a map; discuss key areas and principles of EU activities;
• discuss the main EU institutions: Commission, Council, Parliament, European Council and Court of Justice;
• discuss the rights of an EU citizen; consider benefits and costs of Poland’s EU membership;
• discuss the origins, aims and main bodies of the North Atlantic Treaty Organisation (NATO); assess its impact on the maintenance of international peace and the position of the United States in the world.

The subject Civic Education at advanced (‘extended’) level comprises, among other things, the following thematic blocks within which students analyse and discuss selected European, international or global issues:

• ‘Cultural diversity’, including misperception of other cultures analysed on the basis of literature;
• ‘Social structure and social problems’, including causes and consequences of a social conflict in a selected country; and specific problems of migration to and within Europe;
• ‘Ethnic aspects of social life’, including:
  • multiple levels of national identity: examples of European societies (Belgium, Spain, Switzerland and the United Kingdom);
  • various models of immigrant policy (unification/assimilation, integration, multiculturality) in European countries;
  • social and cultural specificity of selected native autochthonous groups (e.g. on the American continent, in the Commonwealth of Australia or the Asian part of the Russian Federation), and various models of policy towards such groups;
  • acculturation and assimilation of minority groups, including migrant groups;
• ‘Competition for power’, including party systems and functions of elections in democratic and non-democratic countries; party systems in selected democratic countries (e.g. France, Germany, Italy, Switzerland, the United Kingdom and the United States);
• ‘Governance models’, including political systems: examples of selected countries (e.g. Germany, the United Kingdom and the United States);
• ‘Human rights and their international protection’, including:
  • a catalogue of rights and freedoms in international conventions and pacts (e.g. Convention for the Protection of Human Rights and Fundamental Freedoms; European Social Charter);
  • human rights protection systems of the United Nations, EU (EU Charter of Fundamental Rights; activities of the European Ombudsman) and the Organisation for Security and Cooperation in Europe;
  • importance of the International Criminal Court and the UN High Commissioner for Refugees for the human rights protection system in the world;
  • situation of refugees in the contemporary world;
  • activities of non-governmental organisations in the area of human rights protection;
• ‘International order’, including:
  • types of international orders, and changes in the international political and economic order in the 21^st century;
  • political, economic and cultural interdependence of countries differing in terms of the level and structure of the GDP;
  • globalisation and impact of global corporations on contemporary politics, economy and society;
  • issue of separatisms in the context of international law, and different responses of the international community to individual separatisms;
  • international and ethnic conflicts in the non-EU part of Europe and other regions of the world;
  • methods of resolving long-term conflicts between nations and countries;
  • humanitarian aid, development cooperation, humanitarian intervention and peace mission;
  • causes and methods of terrorist activity and strategies for combating terrorism;
  • origins, structure and activities of the Organisation for Security and Cooperation in Europe and the Council of Europe;
  • aims of regional cooperation forms and regional and sub-regional organisations of general nature (Commonwealth of Independent States; Organisation of American States; Association of South-East Asian Nations; League of Arab States; African Union);
  • aims and main activities of the G7/8 and G20 international initiatives and the Organisation for Economic Cooperation and Development;
  • aims of international economic organisations (Central European Free Trade Agreement (CEFTA); Asia-Pacific Economic Cooperation (APEC); North American Free Trade Agreement (NAFTA); Organisation of the Petroleum Exporting Countries (OPEC));
  • key peace and military missions, and the role of the North-Atlantic Treaty Organisation (NATO);
  • aims and activities of the World Health Organisation (WHO); International Labour Organisation (ILO); Food and Agriculture Organisation (FAO) of the United Nations; International Monetary Fund (IMF); International Bank for Reconstruction and Development (IBRD); United Nations Educational, Scientific and Cultural Organisation (UNESCO); United Nations Industrial Development Organisation (UNIDO); International Atomic Energy Agency (IAEA);
• ‘European integration’, including:
  • cultural and historic foundations of European unity;
  • stages of European integration and key provisions of the Treaties providing the basis for the European Communities and the EU;
  • legal character of the EU;
  • EU institutions: responsibilities of the European Council and Parliament; division of powers between the Commission and the Council; the role of committees and working groups of the Council;
  • EU activities in the areas of justice and internal affairs, foreign policy, security and defence, and the main powers of the bodies operating in these areas;
  • global role of the EU;
  • principles of the Euro zone;
  • responsibilities of the European Central Bank and the European System of Central Banks;
  • revenues and expenditure in the EU budget and the procedure for overall budget setting; responsibilities of the European Court of Auditors;
  • EU activities in the areas of social cohesion and economic policy, competition and consumer protection policies, and selected sectoral policies (culture, education and youth; research and technological development; trade; agriculture; transport; environmental protection; energy; small and medium enterprises);
  • EU funds and examples of their use at regional and central levels in Poland;
  • Implications of Poland’s EU membership;
  • arguments on the future of the EU in terms of its structure, responsibilities and membership;
• ‘Education and science’, including conditions of access to education at various levels in the EU together with examples for selected countries.

Stage I sectoral vocational school

As part of the school education reform initiated in 2016 (see Chapters 4 to 6 and 14), newly established stage I sectoral vocational schools train, and will continue to train in the coming years, both students who have finished the pre-reform lower secondary schools and those who have finished the new 8-year primary school (which has replaced the 6-year primary school, existing together with the lower secondary school, in the pre-reform school education system).

Therefore, two different core curricula, introduced in the school year 2019/2020, are in place for these two groups of students. They are established by the (Regulation of the Minister of National Education of 14 February 2017 on the core curricula for preschool education and for general education in primary schools, including for pupils with mild and severe intellectual disabilities, for general education in stage I sectoral vocational schools, general education in special schools preparing for employment, and general education in post-secondary schools (Rozporządzenie Ministra Edukacji Narodowej z dnia 14 lutego 2017 r. w sprawie podstawy programowej wychowania przedszkolnego oraz podstawy programowej kształcenia ogólnego dla szkoły podstawowej, w tym dla uczniów z niepełnosprawnością intelektualną w stopniu umiarkowanym lub znacznym, kształcenia ogólnego dla branżowej szkoły I stopnia, kształcenia ogólnego dla szkoły specjalnej przysposabiającej do pracy oraz kształcenia ogólnego dla szkoły policealnej).  

The core curriculum for stage I sectoral vocational schools includes one modern foreign language. Students who have finished the pre-reform lower secondary school can learn a foreign language at two levels: for beginners, and for those who continue to learn a given language. Three options are in place for students who have finished the new 8-year primary school: for beginners; for those who continue to learn a given language as the first foreign language; and for those who continue to learn a given language as the second foreign language.

Contents in the two core curricula include several items on the world literature reading list for the subject Polish Language and key stages, events and processes in the history and culture of Europe and the world as part of the subject History. Students who have finished the lower secondary school also learn about the aims and main stages of the development of the EU in their History lessons. Curricular contents for Geography and History for students who have finished the 8-year primary school include, for example, processes of political and economic integration in the world, with special regard to the EU, and the importance of Poland’s accession to the EU, respectively.

For students who have finished the lower secondary school, the subject Civic Education comprises, among other things, the following three thematic blocks: ‘Education and work in Poland and the European Union’, ‘Human rights’ and ‘Protection of rights and freedoms’. As part of the block ‘Education and work in Poland and the European Union’, students:

• describe conditions for access to education in the EU and collect related information on a selected country;
• explain the implications of Poland’s accession to the Schengen Area; are familiar with the rules of safe travel in Europe and the world (how to avoid risk; what to do in the case of theft or accident; assistance available, incl. healthcare);
• discuss general conditions for taking up employment and establishing a business in the EU (based on information from the Internet); and draft a Europass CV.

As part of the ‘Human rights’ block, students:

• present briefly the history of human rights and identify key related documents;
• discuss basic human rights and freedoms; explain what it means that they are universal, natural and inalienable;
• outline key provisions of the Universal Declaration of Human Rights, the European Convention on Human Rights and the Convention on the Rights of the Child;
• find information in the mass media (incl. the Internet) on cases of human rights violations in the world;
• participate in a class, school or Internet debate on the freedom of speech or other rights and freedoms;
• explain the meaning of the right to privacy, incl. personal data protection, and the rights of citizens in communication with the media.

As part of the block ‘Protection of rights and freedoms’, students:

• explain the importance of the European Court of Human Rights in Strasbourg;
• discuss, based on examples, actions taken by individuals and NGOs defending human rights; and, insofar as possible, participate in selected actions (e.g. sign an appeal, engage in a charity action);
• recognise forms and expressions of racism, chauvinism, antisemitism and xenophobia; explain the need to counteract them, and present opportunities for engagement in selected actions for equality and tolerance;
• collect information about violations of human rights in a selected area (e.g. women’s rights; children’s rights; freedom of religion; right to education; humanitarian-law rights) and design action to prevent them.

The subject Civic Education for students who have finished the 8-year primary school comprises the thematic block ‘Human rights and protection’ which covers, among other things, selected European and international contents from the two blocks for students who have finished the lower secondary school. In particular, students:

• explain the importance of the Convention for the Protection of Human Rights and Fundamental Freedoms in the context of the European Court of Human Rights; discuss conditions for the Court to consider complaints from citizens; and analyse a selected judgement of the Court;
• discuss the rights of an EU citizen;
• find in the mass media (incl. websites of NGOs defending human rights) information about human rights violations and prepare an analytical presentation on the topic.

Other useful information

Other initiatives related to European and global topics

In 2017, the EC Representation in Poland, under the honorary patronage of the Ministry of National Education (since January 2021, the Ministry of Education and Science) held a contest for a European lesson scenario where participants produced a collection of best scenarios together with supporting materials. The publication (available in Polish only) can be used by teachers for classes on European topics.

Until recently, two national knowledge contests on the European Union were organised in Poland for post-primary school students. Since 2016/2017, under a contract awarded by the Ministry, annual national contests on Poland and the Contemporary World have been organised by the University of Warsaw in collaboration with other higher education institutions. Winners and finalists are exempt from the upper secondary school exam in Civic Education. Various regional contests are organised by regional European information centres, schools, NGOs, the regional education authorities and local authorities.

Partnerships and networks

Polish preschool institutions and schools establish partnerships and networks mainly within the framework of the EU programmes in the field of education and training and the Education Programme of the European Economic Area (EEA) Financial Mechanism. National funding is available only for youth cooperation or exchange projects. 

EU Programmes

Erasmus+ Programme

The Erasmus+ Programme (2014-2020; 2021-2027) offers Polish nursery schools, schools and other school education institutions most extensive opportunities for establishing partnerships and networks. The Programme is administered in Poland by the Foundation for the Development of the Education System (a new English-language website under construction). All types of schools (and other educational institutions) can be involved in five types of projects together with their international partners:

• Action 2, Partnerships for Cooperation: Cooperation Partnerships and Small-scale Partnerships;
• Action 2, Partnerships for Excellence: Erasmus+ Teacher Academies;
• Action 3, Jean Monnet Actions in Other Fields of Education and Training: Jean Monnet Teacher Trainings, and Jean Monnet Networks in Other Fields of Education and Training.

Schools providing vocational education and training (VET) can also establish international partnerships in two other types of projects:

• Action 2, Partnerships for Excellence: Centres for Vocational Excellence;
• Action 2, Partnerships for Innovation: Alliances for Innovation.

Cooperation Partnerships aim to improve the quality of activities and build capacity of schools and other educational institutions for international cooperation, and to develop and exchange new practices, approaches and methods. Projects can include learning, teaching and training activities for education staff, pupils and apprentices.

Small-scale Partnerships aim to facilitate access to Erasmus+ for smaller and less experienced schools and institutions. Depending on their specific needs, project partners carry out various activities with a European dimension which help them reach out to people with fewer opportunities.

Erasmus+ Teacher Academies aim to improve the quality and enhance the European dimension of initial and in-service teacher training, to develop and test models of mobility in this field, and establish sustainable cooperation among initial and in-service teacher training providers. Teacher training providers are the main partners, but projects also include collaboration with schools hosting teaching internships.

Centres for Vocational Excellence involve, among others, VET schools, higher education institutions and / or other VET providers and enterprises. Centres are collaboration platforms at national and transnational levels. Partners, for example, provide training to develop labour-market relevant skills, develop innovative learning and teaching methodologies, establish partnerships to create and disseminate knowledge, host practical placements or exchange staff, and ensure effective governance and use of available EU funding.

Alliances for Innovation focus on topics of particular relevance to Europe’s growth and competitiveness, and project outcomes are expected to have impact or to be transferable at European level. The main project partners are VET schools, higher education institutions and labour market actors. Projects include activities aimed at encouraging innovation, developing new skills, a sense of initiative and entrepreneurship or developing new strategic approaches and collaboration in skills development for a given economic sector or a major area of the European Skills Agenda.

In Jean Monnet Teacher Training projects, higher education institutions and other initial and / or in-service teacher training institutions organise training activities focusing on EU matters for teachers working in schools and VET providers. Projects aim to improve teachers’ knowledge about the EU and provide them with contents and methodologies for teaching EU-related topics. Jean Monnet Networks are designed to support exchange of information and practices in teaching EU topics among schools and / or VET providers, while providing opportunities for co-teaching with partners as part of short-term mobility.

eTwinning

Since 2004, Poland has participated in the eTwinning Programme which aims to promote the use of ICT in European education and training. It supports schools collaborating with partner schools in other European countries via electronic media. eTwinning covers various forms of cooperation such as the exchange of information and teaching or learning materials, online courses, seminars and workshops. The Programme is administered in Poland by the Foundation for the Development of the Education System (a new English-language website under construction).

European Solidarity Corps

The European Solidarity Corps aims to increase participation of young people in solidarity actions. It offers opportunities for acquiring knowledge, improving skills and developing social competences, and gaining work experience. Young people, youth and / or various other organisations involved in voluntary service can participate in three types of actions: Volunteering Activities, Traineeships and Jobs, and Solidarity Projects. The Programme is administered in Poland by the Foundation for the Development of the Education System (a new English-language website under construction).

Programmes / projects co-funded by the EU and the national budget: see the PO WER programme in the chapters on the mobility of pupils and school education staff (13.1.1 and 13.1.2).

Multilateral programmes

European Economic Area Financial Mechanism: Education Programme

The Education Programme is funded by Iceland, Lichtenstein and Norway and administered in Poland by the Foundation for the Development of the Education System (a new English-language website under construction). Within the component ‘Institutional cooperation for the improvement of quality and relevance of education’, schools (and institutions in other formal and non-formal education sectors) can apply for grants for the development or updating of curricula, activities supporting the exchange of experience and good practice and joint initiatives (for example, conferences, seminars, education and training events) with partners in the donor countries.  

Other European initiatives

Poland has been a member country of the European Agency for Development in Special Needs Education since 2005. The organisation was founded in 1996 as an international forum for exchange of knowledge and experience in the field of education of pupils with special needs.

Bilateral and national programmes

The Ministry of Education and Science (until January 2021, the Ministry of National Education) provides funding or co-funding for international youth cooperation and exchange projects. Youth exchanges take place with Germany through Polish German Youth Cooperation, Lithuania within the framework of the Polish-Lithuanian Youth Exchange Fund, Ukraine as part of the Polish-Ukrainian Youth Exchange Council, and with Eastern Partnership countries, Western Balkan countries and Israel. The Ministry of Culture, National Heritage and Sport provides funding for youth exchange projects between Poland and Russia under Calls published by the Centre for Polish-Russian Dialogue and Understanding. For details, see Pupil Mobility in Chapter 13.1.1.