First meeting of the NSG in Poland
On Wednesday, February 5, the inaugural meeting of the National Stakeholders Group for the STRIDE project—Strategies for Achieving Equity and Inclusion in Education, Training, and Learning in Democratic Europe (Horizon Europe)—took place. The Polish team of the University of Jagiellonian in Krakow includes Magdalena Ślusarczyk, Maria Świątkiewicz-Mośny, Ewa Krzaklewska, Krystyna Slany, Dorota Szpakowicz, and Julia Michcik.
The meeting brought together researchers, school directors, policymakers, and representatives from various foundations to discuss key challenges in education. Topics included pedagogical supervision, early childhood education, inclusive learning—especially for children with migration or refugee backgrounds—support for the Roma community, and assistance for children with special educational needs. The network’s role is to consult on our work, familiarize itself with research results on European education systems, and actively participate in one of the project’s key tasks: preparing a database of good practices in educational policies and building a toolkit for effectively shaping policies and assessing inequalities in education. Representatives from the Małopolska and Silesian Education Authorities, the City of Krakow, the Educational Research Institute, the Comenius Institute, the Mikołaj Rej Foundation, Primary School No. 3 in Żywiec, and the Central Council of Roma attended the meeting. This marked an inspiring start to future collaboration.
Key Challenges and Collaborative Solutions in Education
A significant part of the discussion focused on accessibility and inequality in education. Participants emphasized the importance of identifying and addressing barriers to learning and advocating for more innovative and inclusive approaches. Teacher competence was highlighted as a crucial factor, with a strong emphasis on continuous professional training. Well-qualified educators not only implement curricula effectively but also help develop essential skills in students, including digital literacy. Special attention was given to preparing teachers to work with children requiring specialized support.
Collaboration between schools and social welfare institutions was another important topic. Strengthening cooperation with municipal and local social welfare centers could provide better assistance to students in difficult socioeconomic situations. Participants also debated the effectiveness of social programs like “800+,” suggesting that a portion of the funds should be redirected toward school-based support, such as free meals for all children. Ensuring universal access to school meals, they argued, would reduce stigmatization and guarantee that every child has access to proper nutrition.
The discussion also touched on differences between public and private education. While private schools often offer smaller class sizes and a more individualized approach, public institutions should seek ways to incorporate more flexible teaching methods. Another key issue was parental choice in education, with parents having access to different school types, including special education and integration schools. The topic of homeschooling was also raised, questioning why some students struggle within the traditional education system.
Concerns were expressed about cultural sensitivity in schools, particularly regarding the lack of culturally neutral assessment tools. This gap often leads to the stigmatization of minority students, such as those from the Roma community, discouraging their engagement in education. The need for greater multicultural awareness and inclusive teaching practices was strongly emphasized.
A broader reflection emerged on how education is perceived in Poland. While international conventions frame education as a fundamental right, Polish discourse often presents it as an obligation, creating a sense of forced compliance rather than an opportunity. Participants stressed the importance of shifting this perspective to foster a more positive and inclusive approach to learning.
In conclusion, the meeting underscored the need for systemic changes in education, stronger support mechanisms, and continuous teacher development. Transforming societal attitudes towards education is essential to ensure equal opportunities for all children and create an environment where every student can thrive.
