https://doi.org/10.59132/vviz/2023/54/46-61
Abstract
The aim of this paper is to analyse the challenge and task faced by Polish schools, their leaders and headteachers in supporting the development and education of child refugees from Ukraine. Social, political and economic upheavals, together with natural disasters, are major, recurring causes of the displacement of people worldwide. Hosting nations are constantly seeking ways and means to meet the diverse needs of refugees, with schools incessantly being urged to play a major role in the inclusion of migrant students in all aspects of school life. The refugee crisis has affected the Polish school system and its management on an unprecedented scale. Reducing any obstacles to accessing the Polish educational system for Ukrainian/child refugees was a priority, to avoid any type of jeopardy to their rights to education. The immediate priority was to ensure education continuity primarily by integration into the mainstream education system or, if this was not possible, with temporary preparatory classes. It is worth noting, that Polish teachers were generally unprepared to teach foreigners, and in many cases opening classes to Ukrainian refugees was their first experience in tackling this challenge. Due to the effort of school leaders, the government and NGO’s, foreign students received psychological and pedagogical assistance in connection with their migration experience.
Povzetek
Učenci iz Ukrajine v poljskih šolah – glavne težave in področja podpore vodjem šol
Namen tega prispevka je analizirati izzive in naloge, s katerimi se soočajo poljske šole, njihovi vodje in ravnatelji pri podpiranju razvoja in izobraževanja otrok beguncev iz Ukrajine. Poleg naravnih nesreč so družbeni, politični in gospodarski pretresi glavni in ponavljajoči se vzroki za razseljevanje ljudi po vsem svetu. Države gostiteljice nenehno iščejo načine in sredstva za zadovoljevanje različnih potreb beguncev, šole pa morajo odigrati pomembno vlogo pri vključevanju učencev migrantov v vse vidike šolskega življenja. Begunska kriza je poljski šolski sistem in njegovo vodenje prizadela v obsegu brez primere. Prednostna naloga je bila zmanjševanje ovir za dostop ukrajinskih otrok do poljskega izobraževalnega sistema in s tem preprečevanje morebitnega ogrožanja pravice do izobraževanja. Najprej je bilo treba zagotoviti kontinuiteto izobraževanja, zlasti z vključevanjem v redni izobraževalni sistem ali, če to ni bilo mogoče, z začasnim pripravljalnim poukom. Omeniti velja, da poljski učitelji na splošno niso bili pripravljeni na poučevanje tujcev, tako da je bilo organiziranje pouka za ukrajinske begunce pogosto njihova prva izkušnja pri soočanju s takšnim izzivom. S prizadevanjem vodstev šol, vlade in nevladnih organizacij so bili tuji učenci deležni psihološke in pedagoške pomoči pri svoji migracijski izkušnji.
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