Global and intercultural dimension in curriculum development

Nursery, primary and post-primary schools (except for international schools and classes) develop curricula in accordance with the core curricula established by regulations of the minister in charge of preschool and school education. The core curricula include content which introduces the international dimension into education (see below).

The legislation on school education (School Education Act of 7 September 1991, as subsequently amended / Ustawa o systemie oświaty z 7 września 1991 r. , z późn. zm.; Law on School Education of 14 December 2016, as subsequently amended / Ustawa – Prawo oświatowe z 14 grudnia 2016 r., z póżn. zm.) 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 the history and geography of Poland. At least one of the classes / subjects for bilingual teaching should be chosen from among biology, chemistry, physics, general geography, world history and 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 developed by foreign educational institutions, and a foreign language can be the language of instruction. The only exception is the teaching of the Polish language and the 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 content 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 (as subsequently amended) (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 (z późn. zm.)). 

The main elements of the core curriculum content addressing the European, global or intercultural dimension are outlined below.

The Ministry of National Education intends to reduce the core curriculum content for primary schools as from the school year 2024/2025. However, changes in the content with an international dimension, which the Ministry proposes in a draft of the amended Regulation, concern only specific issues within broader topics. 

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 (grades: I to VIII)

Curricular content 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 curriculum for both stages: one modern language in Grades I to III and two languages in Grades IV to VIII. Additionally, pupils who choose to learn a national or ethnic minority language, with elements of culture and literature, can do so at both primary school stages.

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, and are adjusted to 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 European Union. Pupils learn to respect customs and traditions of different social groups and nations; and present and compare customs and traditions, including, for example, those cultivated on public or religious holidays in 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, starting in Grade V, pupils learn, for example, about the main processes, epochs and events in the history of Europe and the world from ancient to contemporary times. Classes in most recent history cover, in particular, the position of Poland in the world, for example, in NATO and the EU. 

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

As part of the section ‘Human Rights’, pupils analyse and discuss, for example, the Preamble to the Universal Declaration of Human Rights, children’ rights and the Convention on the Rights of the Child; and present the aims of the United Nations International Children's Emergency Fund (UNICEF).  

As part of the section ‘National / ethnic communities and the 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.

The curricular content of the ‘International affairs’ section includes, for example, the aims of the European Union, activities of the United Nations Organisation and the North-Atlantic Treaty Organisation (NATO); main benefits of Poland’s EU membership for employees and travellers; the use of EU funds at the local level; selected social problems of the contemporary world, and possible ways of improving living conditions of other people in the world.

The subjects Music and Visual Arts introduce pupils to, for example, the world cultural heritage and the leading artists and their work. 

Core curriculum: Secondary Education

General secondary school and technical secondary school

Curricular content and the knowledge and skills that 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, as subsequently amended (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 (z późn. zm.)).

As part of the school education reform initiated in 2016/2017 (see Chapters 6 and 14), slightly different core curricula have been in place since the school year 2022/2023, depending on the school year in which pupils start(ed) education in a general or technical secondary school:

• the core curriculum (established in 2018 and revised between 2020 and 2023) to be in place for the school years 2022/2023 – 2025/2026: for pupils who were enrolled in Grade I of a general or technical school before 1 September 2022;

• the core curriculum (established in 2018 and revised between 2020 and 2023) that has been in place since the school year 2022/2023: for pupils who were enrolled in Grade I of a general or technical secondary school on 1 September 2022 and are enrolled in the subsequent years.

Main elements of the core curricula addressing the European, global or intercultural dimension are outlined below.

Like for primary schools, the Ministry of National Education is planning to reduce the core curriculum content for secondary schools. As regards the content with an international dimension, the draft of the amended Regulation proposes only removing several specific issues. However, in accordance with the Regulation of the Minister of National Education of 20 May 2024 on the outline timetables for public schools (rozporządzenie Ministra Edukacji Narodowej z dnia 20 maja 2024 r. w sprawie ramowych planów nauczania dla publicznych szkół), the subject History and Presence, which covers some contents with an international dimension, will be phased out as from the school year 2024/2025. 

Core curriculum content common to all pupils regardless of the year of enrolment in a general or technical secondary school

Regardless of the school year of enrolment, pupils follow the same core curriculum for several subjects, including the Polish Language, a foreign language, Latin and Classical Antiquity Culture, Philosophy, History of Art, History of Music, and History of Dance (the subject was introduced on 1 September 2023).

As part of the subject Polish language, taught at the basic and advanced levels, pupils read and discuss classic and contemporary literary works of European and world authors. The core curriculum includes two modern foreign languages, taught at the basic and advanced levels in both types of schools, and the language of a national or ethnic minority for interested pupils. The subject Latin and Classical Antiquity Culture, introduced on 1 September 2020 and taught at the basic and advanced levels, includes not only language learning but also the history and culture of ancient Greece and Rome.  

The core curriculum for Philosophy covers ancient Mediterranean philosophy as a key element of European culture and identity. At the advanced level, pupils also learn about the achievements of outstanding European philosophers since the classical antiquity period.

As part of the subjects History of Art and History of Music, and History of Dance, taught only at the advanced level, pupils study history of European and world art, music or dance (styles, schools and forms, artists and their works) from the antiquity period to the 21^st century.

The content of the subject History, taught at the basic and advanced levels, differs only slightly in the core curricula depending on the year of pupil enrolment. In both cases, the core curriculum covers, for example, history of the ancient world, and history and culture of Europe from the Middle Ages till the modern times. Topics from the 20^th and the 21^st century include, for example, the two World Wars and their impact; economic, social and civilisation changes and new ideologies in the 20^th century; rise and spread of totalitarianisms; decolonisation; integration and new conflicts; the world at the turn of the 20^th and 21^st centuries (social and political changes in Central and Eastern Europe; continuation of the European integration process; growing importance of China; new threats to the international order). 

Starting in the school year 2023/2024, as part of the new subject Business and Management, taught at the advanced level, pupils learn, for example, how to obtain and analyse data and economic forecasts for Poland and the EU and take informed decisions. They also discuss issues such as freedom of economic activity in the EU and economic consequences of the EU internal market, including monetary integration within the eurozone.

Core curriculum content for pupils enrolled in a general or technical secondary school before 1 September 2022 

The core curriculum includes the subject Civic Education taught at the basic and advanced levels.

Two of the thematic sections at the basic level are devoted to ‘Human rights and their protection’ and ‘Contemporary international relations’. As part of the ‘Human rights and their protection’ section, pupils discuss, for example, the importance of the Convention for the Protection of Human Rights and Fundamental Freedoms in the context of the European Court of Human Rights; the rights of national and ethnic minorities; and differences in the perception of human rights in a democratic and non-democratic country.

The contents of the ‘Contemporary international relations’ section include, for example, entities and principles of international law; globalisation, its forms and implications; ethnic conflicts in EU Member States; contemporary terrorism; primary legislative acts of the EU, main EU institutions, the rights of an EU citizen, and benefits and costs of Poland’s EU membership; and aims and activities of the United Nations and the North Atlantic Treaty Organisation (NATO).

The subject Civic Education at the advanced level comprises the following thematic sections within which pupils discuss European, global or intercultural issues, using examples of selected countries in Europe and the world:

• ‘Cultural diversity’: misperception of other cultures analysed on the basis of literature.

• ‘Social structure and social problems’: causes and consequences of a social and economic conflict in a selected country; and specific problems of migration to and within Europe.

•  ‘Ethnic aspects of social life’: multiple levels of national identity, based on the example of a European country: models of policy towards immigrants in European countries; social and cultural specificity of native autochthonous groups in selected regions of the world and various models of policy towards such groups.

• ‘Competition for power’: party systems and functions of elections in democratic and non-democratic countries.

• ‘Governance models’ based on the examples of European, North American and Asian countries: territorial and legal systems in contemporary democratic countries; political systems; mechanisms for the formation of government; powers and role of regional governments.

• ‘Human rights and their international protection’: human rights protection systems of the United Nations, the EU (EU Charter of Fundamental Rights; activities of the European Ombudsman) and the Organisation for Security and Cooperation in Europe (Convention for the Protection of Human Rights and Fundamental Freedoms); role of the International Criminal Court and the UN High Commissioner for Refugees; situation of refugees in the contemporary world; activities of non-governmental human rights organisations.

• ‘International order’: types of international orders, and changes in the international order in the 21^st century; globalisation and its impact; separatisms in the context of international law; 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; terrorism and strategies for combating terrorism; aims and activities of international, regional and sub-regional organisations and initiatives in the world; main peace and military missions, and the role of NATO.

• ‘European integration’: cultural and historic foundations of European unity; stages of European integration and key provisions of the Treaties on the European Communities and the European Union; legal character of the EU; aims and responsibilities of the EU institutions: EU budget and funds; principles of the eurozone; EU activities in the areas of foreign policy, security and defence and other areas, including selected sectoral policies; global role of the EU; arguments on the future of the EU in terms of its structure, responsibilities and membership.

• ‘Education and science’: conditions of access to education in the EU, with examples of selected countries.

The changes that the Ministry of National Education proposes in the draft of the amended Regulation on the core curriculum concern only specific issues within broader topics. For example, within the European Integration sections, pupils would no longer discuss EU sectoral policies. Such changes would be introduced as from the school year 2024/2025 in Grade IV of the general secondary school and Grades IV and V of the technical secondary school, and in Grade V of the technical secondary school in 2025/2026. 

Core curriculum content for pupils enrolled in a general or technical secondary school on 1 September 2022 and in the subsequent years

The subject History and Presence was introduced in the school year 2022/2023. Aside from a section devoted to general topics, there are 6 sections “The World and Poland” covering the period from 1945 till the first two decades of the 21^st century, which include content with a European or global dimension. However, pursuant to the afore-mentioned Regulation of the Minister of National Education of 20 May 2024 on the outline timetables for public schools, the subject is being phased out: it will no longer be taught in Grades I of general secondary schools and technical secondary schools in 2024/2025, nor in the next grades in the subsequent years. Thus, the core curriculum content for the subject is not outlined below. 

Subject “Civic Education” 

The subject Civic Education includes several thematic sections covering general topics combined with topics relating to Poland (for example, “Man: concepts and aspects”, “Common weal”, “Societies and communities”, “Societies and socialisation”, “Politics and political culture”, “Social communication”), and 4 thematic sections covering European, global or intercultural content outlined below.

The section “Migrations and demography in Poland and the contemporary world” covers, for example: the concepts of migration, immigration, emigration and repatriation; causes and directions of migration flows in the contemporary world, with special regard to the evolving situation in Europe and the climate crisis; and global demographic trends.

As part of the section “Law”, pupils learn, for example, about sources of norms and basic principles underlying various legal systems; human rights and their link to the heritage of the Western civilisation; generations of human rights; the exercise of a selected fundamental freedom and the degree of its limitation determined by the rights of other people or public order.

As part of the section “Types of political systems in contemporary states”, pupils discuss different political systems using the examples of selected countries, and the functions of the legislative branch.

The section “Cultural, political and economic changes in the world after 1989” covers topics such as: the Cold War; changes in Central and Eastern Europe after the fall of communism; examples of countries following by the communist ideology after 1989; genocide and its examples in the contemporary world; the New World Order; China’s global expansion; terrorism and the war on terrorism; hybrid war and cyberwar; and stages of the European integration; EU bodies; main political groups in the European Parliament; EU revenues and expenditure, and funds; European climate policy and its economic and social implications. 

In accordance with the afore-mentioned draft of the amended Regulation, some of the topics or issues to be removed from the core curriculum include examples of countries following the communist ideology after 1989; new World Order; terrorism and the war on terrorism. Changes would be introduced as from the school year 2024/2025. 

Stage I sectoral vocational school

Since the school year 2022/2023, slightly different core curricula have been in place, depending on the school year in which pupils start(ed) education in a stage I sectoral vocational school:

• the core curriculum (established in 2017, revised in 2018 and 2023) to be in place for the school years 2022/2023 – 2024/2025: for pupils who were enrolled in Grade I of a stage I sectoral vocational school before 1 September 2022; 

• the core curriculum (established in 2017, revised in 2018, 2022 and 2023) that has been in place since the school year 2022/2023: for pupils in stage I sectoral vocational schools which started enrolment in Grade I on 1 September 2022 or 1 February 2023, and in higher grades and semesters in the subsequent years.

(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, as subsequentl amended / 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 (z późn. zm.))  

Key elements of the core curricula addressing the European, global or intercultural dimension are outlined below.

Like for general and technical secondary schools, the Ministry of National Education intends to reduce the content in the core curriculum, but changes in the content with an international dimension, as proposed in the draft of the amended Regulation, concern only specific issues; see below. 

Core curriculum content common to all pupils regardless of the year of enrolment in a stage I sectoral vocational school 

The core curricula include one modern foreign language (with three options available: 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), and, additionally, a national or ethnic minority language for pupils who choose this subject. The contents for the subject Polish language include several items on the world literature reading list.

As part of the subject History, pupils learn about selected topics, processes and events in the history and culture of Europe and the world. The following thematic sections include content of a European, global or intercultural dimension: Classical antiquity heritage of the European civilisation; Medieval culture circles; Challenges of the early modern period (overseas expansion of the Europeans; religious divisions and wars; Renaissance and Baroque culture);  World War I; Establishment of, and threats to the Versailles order in Europe; Origins and nature of World War II; Europe and the world in the era of Cold War divisions; Birth of the third Republic of Poland and its position in the world (for example, impact of changes in Poland in 1989 on changes in Central and Eastern Europe; new threats to the international order; regional cooperation via of the Visegrad Group (V4) and the Three Seas Initiative).

The draft of the amended Regulation on the core curriculum proposes very few changes in the content with an international dimension; for example, the core curriculum would no longer include specific issues such as regional cooperation via the Visegrad Group and the Three Seas Initiative. 

Core curriculum content for pupils enrolled in a stage I sectoral vocational school before 1 September 2022 

The thematic section ‘Human rights and protection’ as part of the subject Civic Education covers the importance of the Convention for the Protection of Human Rights and Fundamental Freedoms in the context of the European Court of Human Rights; the rights of an EU citizen; and examples of human rights violations.  

Core curriculum content for pupils enrolled in a stage I sectoral vocational school on 1 September 2022 or 1 February 2023 and in the subsequent years

In the school year 2022/2023, the subject Civic Education in the core curriculum was replaced with the subject History and Presence. The subject is divided into a section devoted to general topics, and 6 sections “The World and Poland” covering the period from 1945 till the first two decades of the 21^st century. The range of content elements with an international dimension in the 6 sections for stage I sectoral vocational schools is much narrower than for general and technical secondary schools. Regardless of this, like in these two types of schools, the subject is being phased out in accordance with the above-mentioned Regulation of the Minister of National Education of 20 May 2024 on the outline timetables for public schools. It will no longer be taught in Grades I of stage I sectoral vocational schools in the school year 2024/2025, nor in the next grades in the subsequent years. 

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 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 education institutions and schools establish partnerships and networks mainly under the EU programmes in the field of education and training. National funding is available only for youth cooperation or exchange projects. 

EU Programmes

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. As part of projects, partners, for example, build their capacity for international collaboration and / or work jointly to enhance their performance (Cooperation Partnerships and Small-scale Partnerships); carry out various activities aimed at developing labour-market relevant skills (Centres for Vocational Excellence); devise strategies, approaches and innovations for new skills development (Alliances for Innovation); or share information and practices in teaching EU topics (Jean Monnet Networks).

The eTwinning Programme, which promotes the use of ICT in European education and training, supports various forms of collaboration (for example, exchange of information and teaching or learning materials, online courses, seminars and workshops) via electronic media. The Programme is administered in Poland by the Foundation for the Development of the Education System.

The European Solidarity Corps Programme offers young people opportunities for acquiring knowledge, improving skills and developing social competences, and gaining work experience under Volunteering Activities, Traineeships and Jobs, and Solidarity Projects. The Programme is administered in Poland by the Foundation for the Development of the Education System.

Programmes / projects co-funded by the EU and the national budget: see pupil mobility projects supported by the European Funds for Social Development programmes in Chapter 13.1. 

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 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, with Lithuania within the framework of the Polish-Lithuanian Youth Exchange Fund, and Ukraine as part of the Polish-Ukrainian Youth Exchange Council, and with Eastern Partnership and Western Balkan countries and Israel. See Chapter 13.1.1 “Mobility in early childhood and school education: Pupil Mobility”.