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THE PROCESS OF INCLUSION OF UKRAINIAN PUPILS IN THE POLISH EDUCATION SYSTEM AFTER 24 FEBRUARY 2022 – FORMAL AND LEGAL ASPECTS AND INDIVIDUAL PROBLEM AREAS
Abstract
The article focuses on the analysis of the process of inclusion of Ukrainian pupils in the Polish education system, after Russia's aggression on the territory of Ukraine, in the context of a number of legal, pedagogical and social challenges. The article discusses formal and legal aspects as well as individual problem areas of this process from the perspective of pu-pils, teachers, class tutors, school principals, pedagogues and psychologists working in Polish schools. The author used the method of analysis of formal and legal documents and conducted ethnographic research (virtual ethnography) of online publications on help, integration and educational support for children from Ukraine. She also analysed research reports related to the diagnosis of the educational situation of children and young people from Ukraine. In addition, in order to clarify the research issues, taking into account the needs of science and the needs of practice, she conducted empirical research. The first part of the article focuses on the analysis of legal aspects related to the inclusion of Ukrainian pupils in the Polish educa-tional system. The second part presents the results of research on the evaluation of the process of inclusion of Ukrainian pupils from different perspectives. The conclusions of the research indicate the need to continue language support, create adaptation programmes for foreign pupils and organise integration activities. In addition, the article highlights the importance of pedagogical and psychological support for Ukrainian pupils who have experienced difficulties related to the conflict in Ukraine. The article is a valuable contribution to the development of awareness and understanding of the process of inclusion of Ukrainian pupils in the Polish educational system after Russia's aggression on the territory of Ukraine. The presented anal-yses and conclusions can be used by policymakers, teachers and other stakeholders in further actions aimed at improving the quality of education for Ukrainian pupils in Poland.
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The article presents the conclusions of a pilot survey study conducted in Cracow in September 2022. The author makes a diagnosis of educational activities undertaken in the municipality of Cracow, in the period from February 25 to June 30, 2022 (in the first four months from the outbreak of the war in Ukraine). She confronts them with the conclusions of in-depth interviews conducted with experts in the field of integration. Solutions regarded as “good practices”, such as additional Polish language lessons, psychological and pedagogical assistance, educational departments and intercultural assistantship, are rated the best. However, children and young people with refugee experience have little chance of learning the language, culture and geography of their country of origin. We can also indicate a few critical moments of the integration process (so-called rich points) that generate tensions in intercultural communication. These include ambivalent attitudes towards migrant children, youth and their parents. On the one hand, representatives of the majority of society show empathy and provide real help, on the other hand, they accuse migrants of being demanding and indecisive. The most difficult situation is currently faced by young people who do not know the Polish language and are forced to take exams in this language at the end of subsequent stages of education. This age group is particularly vulnerable to marginalization. The conclusions from the study also indicated areas requiring further, in-depth evaluation.
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