Definition of the target group(s)

Depending on the needs identified, the education system provides children and young people with various forms of support during the education process. Support aims to:

• create best possible conditions for integral development of children and young people;

• reduce the existing disharmonies and developmental disorders;

• ensure that children and young people acquire knowledge and skills in a way adapted to their abilities and strengths;

• develop their interests and talents;

• assist them in overcoming difficulties, including those resulting from a difficult financial situation or life circumstances.

Such measures contribute to reducing dropout rates.

In addition to the support offered to children and young people with special educational needs, there are specific support measures for:

• pupils who have reached the age of 15 and are not considered capable of finishing the primary school under the normal procedure;

• children and young people from ethnic and national minority backgrounds;

• children and young people who are non-Polish or Polish nationals, are of full-time or part-time compulsory school age and have no or insufficient knowledge of the Polish language to follow mainstream classes;

• children and young people in a difficult financial situation;

• children and young people with high learning and sporting achievements.

Specific support measures

Statutes of a nursery school or school

Detailed support arrangements for children and young people and their parents are laid down in the statutes of each institution within the school education system or – for an alternative preschool education setting – in organisational regulations adopted by its administering body.

In particular, the statutes of a school set out:

• aims and tasks of the school based on the national legislation, and methods of performing such tasks, including tasks related to: 

  • psychological and educational support,

  • care for pupils with disabilities,

  • activities aimed at preserving pupils’ national, ethnic, linguistic and religious identity;

• organisational arrangements for work in the school, including: 

  • teaching a national or ethnic minority language or the regional language if such classes are taught in the school;

  • organisational arrangements for early childhood development support if provided;

  • rehabilitation-and-education classes / activities if conducted in the school;

• responsibilities assigned to teachers and other school staff, including: 

  • tasks related to ensuring safety for pupils during classes / activities organised by the school;

  • methods of performing such tasks, which should be adapted to the age and needs of pupils and the conditions in the school;

• detailed arrangements for internal assessment of pupils within the school;

• rights and duties of pupils, including: 

  • cases in which they may be struck off the register of pupils;

  • the complaint procedure for cases of infringement of their rights;

• types of awards and conditions for giving them to pupils and the procedure for raising objections to the awards given;

• types of penalties for pupils and the procedure for appeals against such decisions;

• cases in which the head of the primary school may submit a request to the head of the regional education authorities to transfer a pupil to another school;

• organisational arrangements for voluntary activities;

• types of care and support, including financial support, provided to pupils who need it due to developmental or family problems or unexpected life circumstances.

The statutes of a school for children and young people also lay down arrangements for:

• additional classes for pupils, depending on their developmental needs;

• collaboration with counselling and guidance centres and other institutions working for families, children and young people;

• collaboration between schools and parents in the area of teaching and learning, education and problem prevention;

• collaboration with associations or other organisations on innovative activities.

The statutes of a nursery school set out:

• aims and tasks of the nursery school, including the tasks related to: 

  • psychological and educational support,

  • care for children with disabilities,

  • activities aimed at preserving pupils’ national, ethnic, linguistic and religious identity;

• methods to be used by the nursery school in performing its tasks, including those relating to support for individual development of children and support for the family in raising the child and preparing him / her for school education, with special regard to the type of disability in the case of children with disabilities; 

• forms of collaboration with parents and the frequency of contacts with parents;

• the responsibilities of teachers and other staff, including the following: 

  • ensure safety for children during classes / activities conducted by the nursery school;

  • collaborate with parents on educational, teaching and learning matters, taking into consideration parents’ right to be familiar with the tasks resulting from the preschool education curriculum implemented in a given class and to receive information on their child and his / her behaviour and development;

  • plan and conduct teaching and educational work, and assure its quality;

  • conduct pedagogical observation to identify and cater to children’s developmental needs, and keep records for the process;

  • collaborate with specialists providing psychological and educational support, healthcare and other types of care.

Organisational arrangements for alternative preschool education settings

The body administering an alternative preschool education setting defines its aims and tasks and the method of their implementation, including:

• support for children’s individual development;

• support for families in raising their children and preparing them for school education;

• for children with disabilities: with special regard to the type and degree of disability.

As part of their responsibilities, teachers working in an alternative preschool education setting:

• conduct pedagogical observation to identify children’s developmental needs and abilities;

• assess children’s readiness for school;

• cooperate with specialists providing psychological and educational support or healthcare.

Education-and-problem-prevention programmes

Schools, except schools for adults, implement so-called education-and-problem-prevention programmes which cover:

• educational contents and measures targeted at pupils;

• problem-prevention contents and measures targeted at pupils, teachers and parents.

Education-and-problem-prevention programmes should also be developed and implemented by:

• education-and-care institutions, including school-based youth hostels, where learners can develop their interests and abilities and participate in various leisure and free time activities;

• continuing education centres;

• practical training centres;

• retraining and in-service training centres where learners can acquire and develop knowledge and skills and acquire and upgrade vocational qualifications;

• arts institutions: arts centres where participants can develop artistic interests and talents;

• special centres: 

  • youth education centres;

  • youth social therapy centres;

  • special school-and-education centres;

  • special educational centres; and

  • rehabilitation-and-education centres;

• institutions providing care and education to pupils during a period of education away from the place of their permanent residence.

Educational and problem-prevention tasks of schools are specified in the core curricula for general education and are integrated into preschool education or school curricula and lessons with class tutors.

An education-and-problem-prevention programme:

• is based on findings from an annual assessment of pupils’ developmental needs in the school environment; the assessment: 

  • covers protective and risk factors; 

  • takes into account threats related to the use of psychoactive substances, substitute drugs and new psychoactive substances; 

• is adopted by the parents’ council in consultation with the teaching council of a given school.

Preparation / training for employment

Primary schools may establish classes where pupils are trained for employment. They take pupils who:

• have reached the ag of 15;

• are not considered capable of finishing the primary school under the normal procedure;

• have been promoted to Grade VII of the primary school or have not been promoted to Grade VIII of the primary school.

The head of a primary school admits a pupil to a class preparing for employment, with his / her parents’ consent, while considering:

• an opinion issued by a medical doctor;

• an opinion issued by a counselling and guidance centre, including a specialist centre, which recommends that the pupil should attend a class preparing for employment.

A class preparing for employment follows:

• a general education curriculum based on the core curriculum for general education, which is adapted to the needs and abilities of pupils;

• a programme preparing for employment, developed by the teacher conducting classes, which enables pupils to achieve selected learning outcomes as defined in the core curriculum for the training for a given occupation.

The training for employment may be provided:

• in a primary school;

• outside of the school, based on an agreement between the head of the primary school and, in particular, a vocational school, a continuing education centre, a practical training centre, a retraining and in-service training centre or an employer.

National and ethnic minorities

Poland guarantees its citizens who are members of national and ethnic minorities the freedom to preserve and develop their own language, customs and traditions and develop their own culture.

Poland recognises the following minorities as national minorities:

• Byelorussian,

• Czech,

• Lithuanian,

• German,

• Armenian,

• Russian,

• Slovak,

• Ukrainian,

• Jewish.

The following minorities are recognised as ethnic minorities:

• Karaim,

• Lemko,

• Roma,

• Tatar.

The Kashubian language is considered a regional language.

(Act of 6 January 2005 on the National and Ethnic Minorities and on the Regional Language (as subsequently amended) / Ustawa z dnia 6 stycznia 2005 r. o mniejszościach narodowych i etnicznych oraz o języku regionalnym)

The school education system enables children and young people from national and ethnic minority groups to preserve their sense of national, ethnic, language and religious identity, in particular, to learn their mother tongue, history and culture.

The decision for the child to attend such classes is taken by his / her parents. At parents’ written and voluntary request, (nursery) schools or other institutions provide children with the opportunity to learn their mother tongue or learn in their mother tongue, and to attend additional classes / courses maintaining their national or ethnic identity.

Parents submit such a request:

• to the head of the (nursery) school;

• by 20 September (the head may accept the request after the deadline where this is justified, and in particular when places are still available in the (nursery) school;

• in a paper format;

• for the entire period of preschool education in a given nursery school or a given preschool class in a primary school, or the entire period of education in a given school.

Once parents have submitted such a request:

• minority or regional language classes become compulsory for the pupil, which means that marks for the classes are used to calculate the average mark and have impact on the promotion of the pupil to the next grade;

• the classes in minority history and culture are regarded as an additional subject, which means that marks for the classes are used to calculate the average mark but do not have impact on the promotion to the next grade.

Pupils’ parents or adult learners may submit a ‘statement of withdrawal’ from minority or regional language classes or classes in the history and culture of the minority / the regional-language community. They should submit such a statement to the head of the (nursery) school:

• not later than by 29 September of the school year in which the pupil / learner will withdraw from the classes;

• in a paper format.

Once such a statement is submitted, the pupil / learner will no longer attend minority or regional language classes and classes in the history and culture of the minority / the regional-language community.

Depending on the number of applications submitted, minority / regional language classes and minority / regional community history and culture classes are taught in:

• grades;

• classes;

• groups composed of pupils / learners of different grades;

• groups composed of pupils / learners of different classes.  

Classes where a minority language / the regional language is taught or where it is the language of instruction are established if at least the following numbers of applications have been submitted:

• at least 14 pupils in a nursery school or a preschool class in the primary school;

• at least 7 pupils at the level of a given school grade.

Where local communities are small and dispersed, the body administering a given (nursery) school may provide a minority / regional language course for pupils from different schools in inter-school groups. This option is also available to children at the preschool education age.

Such groups may be composed of 3 to 16 children.

A minority language or the regional language may be:

• the language of instruction, except for Polish language teaching at the early school education stage, and except for the Polish language and contents related to Poland taught as part of the History and Geography subjects at higher stages of education;

• a second language of instruction: at least four compulsory subjects at education stages II, III and IV are taught in two languages (a minority language / the regional language and Polish), except for Polish language classes, History classes covering the history of Poland and Geography classes covering the geography of Poland;

• an additional subject for a pupil whose language of instruction is Polish.

In nursery schools and schools, a minority language or a regional language may be taught:

• as an additional language course;

• in a bilingual form: the Polish language and a minority or regional language;

• as a language of instruction: classes conducted in a minority or regional language.

Nursery schools:

• where a minority or regional language is taught as an additional course, there are 6 lessons per week;

• where preschool education classes are conducted in a minority or regional language, 8 lessons per week should also be conducted in the Polish language.

Schools:

• where a minority or regional language is taught as part of bilingual education or where this language is the language of instruction, pupils follow in the Polish language the part of the core curriculum for general education that covers Polish language education (Grades I to III of the primary school) or the Polish language as a subject; the part of History classes that covers the history of Poland; and the part of Geography classes that covers the geography of Poland (Grades IV to VIII of the primary school, and post-primary schools);

• where a minority or regional language is taught as part of bilingual education, at least 4 compulsory classes / subjects at a given education stage are conducted in two languages, except the Polish language, the part of History classes covering the history of Poland and the part of Geography classes covering the geography of Poland (this does not apply to pupils in Grades I to III of the primary school);

• 4-year general secondary schools and 5-year technical secondary schools may teach a minority or regional language at the advanced level. In such cases, in addition to the number of hours allocated to teaching the language at the basic level, 8 hours per week should be allocated to such classes;

• the number of hours for minority or regional language classes and classes in pupils’ history and culture is set by the school head in the weekly timetable.

The number of hours per week for minority or regional language classes varies depending on the type of school and the school grade, and on the form of language learning:

• teaching in a minority or regional language: 

  • 8-year primary school: 4 or 5 hours, depending on the grade: 

    • 4 hours in Grades I, IV, V and VII;

    • 5 hours in Grades II, III and VI;

  • 4-year general secondary school (language learning at the basic level): 4 or 5 hours, depending on the grade: 

    • 4 hours in Grades I, III and IV;

    • 5 hours in Grade II; 

  • 5-year technical secondary school (language learning at the basic level): 3 or 4 hours, depending on the grade: 

    • 3 hours in Grades I, IV and V;

    • 4 hours in Grades II and III;

  • 3-year stage I sectoral vocational school and 2-year stage II sectoral vocational school: 2 hours in all grades;

• teaching in two languages: the Polish language and a minority or regional language (bilingual education); 

  • 8-year primary school: 4 to 6 hours, depending on the grade: 

    • 4 hours in Grade I;

    • 5 hours in Grades II, III, VI and VII;

    • 6 hours in Grades IV, V and VIII;

  • 4-year general secondary school (language learning at the basic level): 4 or 5 hours, depending on the grade: 

    • 4 hours in Grades I, II and IV;

    • 5 hours in Grade III; 

  • 5-year technical secondary school (language learning at the basic level): 3 or 4 hours, depending on the grade: 

    • 3 hours in Grades I, IV and V;

    • 4 hours in Grades II and III;

  • 3-year stage I sectoral vocational school and 2-year stage II sectoral vocational school: 2 hours in each grade;

• teaching a minority or regional language as an additional course: 3 hours in each type of school and each grade.

The number of hours per year for a course / classes in the history and culture of a minority / the regional-language community is:

• 25 hours in Grades V and VI of the primary school;

• 20 hours in Grades II and III of the 4-year general secondary school (language learning at the basic level);

• 20 hours in Grades II and III of the 5-year technical secondary school (language learning at the basic level);

• 15 hours in Grades I and II of the stage I sectoral vocational school;

• 10 hours in Grade I of the stage II sectoral vocational school.  

Teaching a minority or regional language, and history, culture and geography of the country that a national minority identifies with, is based on curricula approved by the school head and on textbooks approved for use at school by the minister responsible for school education.

Public schools may offer to national minority pupils classes in the geography of the country that the minority identifies itself with.

If hours are allocated by the body administering a given school, such classes are taught:

• for up to 30 hours at education stage II (Grades IV to VIII of the primary school);

• for up to 15 hours in the general secondary school, technical secondary school and stage I sectoral vocational school.

 Public nursery schools, schools and other public institutions may conduct:

• arts classes / artistic activities, and

• other classes / activities

for pupils from national and ethnic minorities and the community speaking the regional language.

Such classes are conducted:

• at the request of the head of a given (nursery) school / institution;

• if the body administering a given (nursery) school / institution allocates hours to such classes.

Non-Polish nationals who should participate in full-time compulsory education may be offered classes / courses in the language and culture of their country of origin.

Such classes / courses are organised in a school:

• by the diplomatic mission or the consulate of the country of origin located in Poland or a cultural / educational association for a given nationality;

• in collaboration with the head of the school and with the consent of the body administering the school;

• with premises and educational resources provided by the school free of charge. 

(Regulation of the Minister of National Education of 18 August 2017 on the conditions and arrangements for public nursery schools, schools and other public institutions to perform tasks aimed at preserving a sense of national, ethnic and linguistic identity of pupils from national and ethnic minorities and the community speaking the regional language (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 18 sierpnia 2017 r. w sprawie warunków i sposobu wykonywania przez przedszkola, szkoły i placówki publiczne zadań umożliwiających podtrzymywanie poczucia tożsamości narodowej, etnicznej i językowej uczniów należących do mniejszości narodowych i etnicznych oraz społeczności posługującej się językiem regionalnym)

Support for children and young people of Roma origin

Public nursery schools and schools:

• carry out, where necessary, additional activities to preserve and develop the ethnic identity of children and young people of Roma origin, and support their education, in particular, by providing remedial classes;

• may employ Roma education assistants as teacher assistants who: 

  • assist children and young people of Roma origin in their interactions with the (nursery) school environment; and

  • collaborate with their parents and (nursery) schools.

(Regulation of the Minister of National Education of 18 August 2017 on the conditions and arrangements for public nursery schools, schools and other public institutions to perform tasks aimed at preserving a sense of national, ethnic and linguistic identity of pupils from national and ethnic minorities and the community speaking the regional language (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 18 sierpnia 2017 r. w sprawie warunków i sposobu wykonywania przez przedszkola, szkoły i placówki publiczne zadań umożliwiających podtrzymywanie poczucia tożsamości narodowej, etnicznej i językowej uczniów należących do mniejszości narodowych i etnicznych oraz społeczności posługującej się językiem regionalnym)

Support to non-Polish nationals, and Polish nationals who have received education abroad

Non-Polish nationals:

• have access to education and childcare under the same conditions as Polish nationals: 

  • in public nursery schools and other preschool education settings, and in non-public nursery schools which comply with the requirements set out in Art. 90 (1b) of the School Education Act (ustawa o systemie oświaty) and non-public preschool education settings which comply with the requirements set out in Art. 90 (1c) of the Act;

  • if they are required to participate in full-time compulsory education: in public primary schools, arts schools and educational institutions, including arts institutions;

  • if they are required to participate in part-time compulsory education: in public post-primary schools until they reach the age of 18 or until completion of the education cycle in a post-primary school;

• have the right to support provided by a person speaking the language of their country of origin, employed by the school head as a teacher assistant: 

  • such support is provided for up to 12 months. 

Non-Polish nationals who are not listed above may attend public schools for adults, public post-secondary schools, public art schools, other public educational institutions and public colleges of social work, and take qualification courses as part of continuing education:

• as holders of a scholarship awarded by the minister responsible for school education;

• as holders of a scholarship awarded by the body administering a school or another educational institution, or by the head of a school or an institution;

• on a fee-paying basis.

The school education system provides the following types of support to persons who are required to participate in full-time or part-time compulsory education and who have no or insufficient knowledge of the Polish language to follow regular classes / a regular programme:

• Additional and free classes in the Polish language for up to 24 months:

  • Classes are organised by the body administering a given school.

  • Classes are conducted on a one-to-one basis or in a group.

  • The number of class hours should be adjusted to the needs of pupils so that they can become sufficiently fluent in the Polish language to attend regular compulsory classes, but the number may not be lower than 2 class hours (45 minutes each) per week. 

  • The weekly timetable and the number of hours for additional Polish language classes are established by the head of the school providing such classes, in agreement with the body administering the school.

• Additional remedial classes for subjects included in the curriculum:

  • The teacher of a given school subject identifies the need for a pupil to take remedial classes to bridge gaps in his / her knowledge resulting from curricular differences.

  • Remedial classes are conducted on an individual basis or in a group.

  • Classes are conducted as additional lessons in a given school subject, with 1 class hour (45 minutes) per week, for a period of up to 12 months.

  • The weekly timetable of additional remedial classes is established by the school head, in agreement with the body administering the school.

  • Classes are organised by the body administering the school.

• Preparatory unit:

  • A preparatory unit is intended for pupils for whom the teaching and learning processes should be adapted to their educational needs and abilities, and organisational arrangements should be adjusted to increase the effectiveness of the teaching and learning processes.

  • Such a unit is established in the school where pupils follow the core curriculum for general education.

  • The body administering a given school is responsible for establishing such a unit.

Depending on their needs, non-Polish nationals and Polish nationals who have attended a school within the school education system abroad may:

• follow a programme where the teaching and learning processes are adapted to their educational needs;

• take additional Polish language classes;

• take additional remedial classes in the subjects taught;

• take a course in the language and culture of their country of origin.

(Regulation of the Minister of National Education of 23 August 2017 on the education of non-Polish nationals and Polish nationals who have received education in schools operating within school education systems in other countries (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 23 sierpnia 2017 r. w sprawie kształcenia osób niebędących obywatelami polskimi oraz osób będących obywatelami polskimi, które pobierały naukę w szkołach funkcjonujących w systemach oświaty innych państw)

Preparatory unit

The body administering a public school may establish a preparatory unit for pupils coming from other countries who are required to participate in full-time compulsory education and:

• have no or insufficient knowledge of the Polish language to follow a regular education programme;

• require adjusting the teaching and learning processes to their educational needs;

• require adjusting organisational arrangements to increase the effectiveness of the teaching and learning process.

Preparatory units are not established in the following types of public schools:

• art schools,

• special schools,

• sport schools,

• schools of sport championship,

• schools for adults.

The number of pupils in a preparatory unit may not exceed 15.

Preparatory units may take pupils who:

• have adaptation difficulties resulting from cultural differences or a change of the learning environment;

• have language communication problems resulting, in particular, from crisis or traumatic situations, including armed conflicts, natural disasters or other natural or man-made humanitarian disasters.

Classes in a preparatory unit are conducted by teachers responsible for specific subjects / types of classes. Teachers may be supported by a person speaking the language of the pupil’s country of origin, hired as a teacher assistant by the school head.

Teaching in a preparatory unit is based on the curricula implemented in a given school, with methods and forms adapted to pupils’ individual developmental and educational needs and psychological and physical abilities.

The following minimum number of hours per week is allocated in the school timetable to compulsory classes in a preparatory unit:

• 20 hours in Grades I to III of the primary school;

• 23 hours in Grades IV to VI of the primary school;

• 25 hours in Grades VII and VIII of the primary school;

• 26 hours in post-primary schools.

A preparatory unit may take pupils attending another school:

• at their parents’ request;

• with the consent of the body administering the school where such a unit is established, and within the limits of the funding available;

• in line with the regulations whereby the commune (gmina; the lowest local government level) is required to provide school transport to pupils if the distance between their home and the school exceeds 3 or 4 kilometres in the case of pupils in grades I to IV or pupils in grades V to VIII of the primary school respectively (Article 39 (2 to 4) of the Law on School Education (Prawo oświatowe).

The period of learning in a preparatory unit:

• Pupils attend such a unit until the end of classes in the school year in which they were assigned to the class.

• Depending on the pupil’s progress in learning and his / her educational needs, the period may be shortened or extended for up to one school year.

• A decision to shorten or extend the period is taken by the school’s teaching council at the request of teachers, the pedagogue or psychologist working with the pupil concerned.

 Organisation of a preparatory unit:

• Pupils are assigned to a preparatory unit by a qualifying team, composed of 2 teachers, am education specialist (‘pedagogue’) and a psychologist, appointed by the head of a given school.

• A preparatory unit may have up to 15 pupils.

• Teaching is based on the school’s curricula, with implementation methods and forms adapted to pupils’ individual developmental and educational needs and psychological and physical abilities.

• Classes are taught by teachers of individual subjects who may be supported by a person speaking the language of the pupils’ country of origin, employed as a teacher assistant.

• It is possible to have a mixed preparatory unit composed of pupils from different grades: 

  • Grades I to III of the primary school;

  • Grades IV to VI of the primary school;

  • Grades VII and VIII of the primary school;

  • Grades I and II of the general secondary school, and grades I to III of the technical secondary school and the stage I sectoral vocational school;

  • Grades III and IV of the general secondary school and grades III to V of the technical secondary school.

• A preparatory unit can also be established during a school year.

Compulsory classes / subjects in a preparatory unit are allocated at least 20 to 26 hours per week, depending on the type of school and the grade:

• in the primary school: 

  • at least 20 hours per week in grades I to III;

  • at least 23 hours per week in grades IV to VI;

  • at least 25 hours per week in grades VII and VIII;

• in a post-primary school: at least 26 hours per week.

The number of hours per week for a preparatory unit includes at least 3 hours for teaching the Polish language according to a syllabus based on an outline programme for Polish language courses for foreigners.

(Regulation of the Minister of National Education of 23 August 2017 on education provided to non-Polish nationals and to Polish nationals who have received education in schools operating within the school education systems in other countries (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 23 sierpnia 2017 r. w sprawie kształcenia osób niebędących obywatelami polskimi oraz osób będących obywatelami polskimi, które pobierały naukę w szkołach funkcjonujących w systemach oświaty innych państw)

(Regulation of the Minister of National Education of 18 February 2011 on the outline programme for Polish language courses for foreigners / Rozporządzenie Ministra Edukacji Narodowej z dnia 18 lutego 2011 r. w sprawie ramowego programu kursów nauki języka polskiego dla cudzoziemców).

Additionally, to address the needs of Ukrainian pupils-refugees, the following arrangements have been put in place:

• Pupils can take additional Polish language classes in inter-school groups.

• Inter-school preparatory units can be established.

• Pupils can take Polish language classes of at least 6 hours per week for 24 months, on a one-to-one basis or in groups of up to 15 pupils. 

• Pupils in preparatory units at stage I sectoral vocational schools and technical secondary schools can take classes which enable them to achieve selected learning outcomes as defined in the core curriculum for vocational education; such classes are adapted in terms of curricular contents, methods and forms to the pupil’s developmental and educational needs and psychological and physical abilities. 

• The head of the school or another educational institution, in consultation with the teaching council and the parents’ council, can modify an education-and-problem-prevention programme implemented in the school or institution. 

• Local government units can provide transport, together with appropriate care, to Ukrainian pupils to the place where they participate in preschool or school education.

• Ukrainian pupils receive financial support.

• Schools can employ in the position of a teacher assistant a person who is a non-Polish national if he / she is sufficiently fluent in spoken and written Polish to assist a pupil who has no or insufficient knowledge of the language to participate in education; there is no need to formally verify the person’s knowledge of the language. 

• A special nursery school, preschool education class, school, school-and-education centre or a special education centre can take a pupil with disability; for admission to a special nursery school or school, this is based on a declaration from the pupil’s parents or temporary guardian that they have submitted to a counselling and guidance centre a request to issue a statement of special educational needs. 

• The statutory requirement to participate in one-year preschool preparatory classes, full- or part-time education can be waived for Ukrainian pupils who attend a nursery school or school operating within the Ukrainian education system in a distance-learning mode.

• A different location can be chosen to deliver classes. 

• Public counselling and guidance centres, including specialist centres, and public educational institutions may employ staff who are not teachers: 

  • such staff are employed with the consent of the Head of the Regional Education Authorities; 

  • this arrangement aims to make the process of assessing educational needs of Ukrainian children and young people more efficient, and to provide them with educational and psychological support. 

(Act of 12 March 2022 on the assistance for citizens of Ukraine in connection with the armed conflict on its territory (as subsequently amended) / ustawa z dnia 12 marca 2022 r. o pomocy obywatelom Ukrainy w związku z konfliktem zbrojnym na terytorium tego państwa)

(Regulation of the Minister of Education and Science of 21 March 2022 on the organisation of education and care for children and young people who are Ukrainian nationals (as subsequently amended) / Rozporządzenie Ministra Edukacji i Nauki z dnia 21 marca 2022 r. w sprawie organizacji kształcenia, wychowania i opieki dzieci i młodzieży będących obywatelami Ukrainy)

Schools may offer courses in the language and culture of the country of origin to non-Polish nationals who are required to participate in full-time compulsory education:

• A course is organised by the diplomatic mission or consulate of the country of origin located in Poland or a cultural / educational association for a given nationality.

• A course is organised in collaboration with the head of a given school and with the consent of the body administering the school.

• A course is provided if at least 7 pupils apply to take it.

• The total number of hours may not be higher than 5 class hours (45 minutes each) per week.

• The school head agrees with the diplomatic mission, consulate or association concerned the days of the week and the time when a course in the language and culture of the country of origin may be taught.

• The school provides premises and educational resources free of charge.

(Art. 165 of the Act of 14 December 2016, The Law on School Education (as subsequently amended) / Ustawa z dnia 14 grudnia 2016 r. Prawo oświatowe)

(Regulation of the Minister of National Education of 23 August 2017 on education provided to non-Polish nationals and to Polish nationals who have received education in schools operating within the school education systems in other countries (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 23 sierpnia 2017 r. w sprawie kształcenia osób niebędących obywatelami polskimi oraz osób będących obywatelami polskimi, które pobierały naukę w szkołach funkcjonujących w systemach oświaty innych państw)

Local government units receive funding, as part of the school education section of the general subsidy, for their tasks related to education, regardless of the nationality of pupils.

Like Polish pupils, foreign pupils take external exams. Special arrangements are in place for pupils who do not have sufficient knowledge of the Polish language, culture and tradition and who have attended a Polish school for a short time. They may use adapted examination sheets and suitable educational resources (for example, a bilingual dictionary), and the duration of an exam may be extended for them.

Textbooks

Textbooks and supplementary books used in the education of pupils to the extent necessary to preserve their sense of national, ethnic or language identity may be co-funded from the part of the State budget managed by the minister responsible for school education.

The regulations on the core curriculum set out the objectives of teaching minority languages and the regional language, curricular contents and the requirements to be considered by teachers developing a curriculum and by authors of textbooks.

The core curriculum sets out general requirements related to the objectives of education and detailed requirements concerning ethnic / minority / regional language teaching contents at the stage of preschool education and all other stages of education.

There is no core curriculum for subjects such as minority history and culture or geography of the country that a national minority identifies with. However, authors of textbooks for these subjects are required to follow recommendations made by bilateral textbook commissions and other textbook commissions and teams working on the basis of international agreements on cooperation in education or agreements between UNESCO national committees.

Where necessary, (nursery) schools undertake additional activities to preserve and develop the ethnic identity of children and young people of Roma origin and support their education. In particular, these include:

• remedial classes;

• hiring support teachers trained to work with children in multicultural environments;

• hiring Roma education assistants.

Roma education assistants are employed as teacher assistants. They assist children and young people of Roma origin in contacts with the (nursery) school environment and collaborate with their parents and (nursery) schools.

For many years Poland has taken comprehensive measures aimed at Roma integration. They are coordinated by the minister responsible for religious denominations, ethnic and national minorities and involve other ministries, regional and local authorities and non-governmental organisations representing the Roma community in particular.

The 2021-2030 Government Programme for the Integration of the Roma Community in Poland, provides financial support for initiatives benefitting the Roma community. Educational activities undertaken as part of government programmes aim at providing equal educational opportunities to Roma pupils; supporting the youngest Roma children to overcome barriers in education and adaptation; reducing the proportion of pupils who do not participate in compulsory education; and raising Roma parents’ awareness of the importance of education for the future of their children.

Local government units as the bodies administering schools attended by Roma children, and Roma associations and organisations or those working for Roma communities across Poland apply for grants to carry out specific tasks under the government programmes.

Local government units administering schools which carry out activities to preserve the national, ethnic and language identity of ethnic / national minority pupils and communities speaking the regional language receive additional resources for such activities as part of the general subsidy for school education.

Financial support

The school education system provides financial support to pupils. Support can be of maintenance- or of incentive-type.

 

Pupils may be granted both types of financial support at the same time.

School grants are available to pupils in a difficult financial situation resulting from low per-capita income in the family, in particular when the family is faced with the following problems:

• unemployment;

• disability;

• a severe or long-lasting illness;

• a large number of children;

• parental incapacity;

• alcoholism or drug addiction;

• single parenthood; or

• unforeseen life circumstances.

School grants may be awarded in the following forms:

• fully or partly covered costs of participation in classes which extend beyond those taught at the school as part of its timetable or outside the school;

• in-kind support for education-related expenses, including the purchase of textbooks.

A school allowance may be granted to a pupil who is temporarily in a difficult financial situation due to an event beyond their control. It is granted as a cash benefit to cover education-related expenses or as education-related support in kind. 

In line with the objectives of maintenance-type financial support, the commune council adopts the rules for granting maintenance-type benefits to pupils living within the jurisdiction of its commune (gmina) (the lowest-level local government unit).

(School Education Act of 7 September 1991 (as subsequently amended) / Ustawa o systemie oświaty z dnia 7 września 1991 r.)

Scholarships from the Assistance Fund, awarded by communes, are a new type of support introduced in connection with the influx of refugees from Ukraine to Poland. This type of financial support is available to pupils of both public and non-public schools.

(Act of 12 March 2022 on the assistance for citizens of Ukraine in connection with the armed conflict on its territory (as subsequently amended) / ustawa z dnia 12 marca 2022 r. o pomocy obywatelom Ukrainy w związku z konfliktem zbrojnym na terytorium tego państwa)

Pupils with high learning or sporting achievements may receive a scholarship for learning or sporting achievements.

Pupils in schools for young people leading to the maturity certificate may receive the Prime Minister’s scholarship. It is awarded to pupils who have been promoted to a higher grade with distinction, achieving the highest average mark in their school, or who have demonstrated special talents in at least one area of knowledge, achieving the highest results in this area and at least good results in other areas. The Prime Minister awards a scholarship to one pupil per school for a period between September and June in a school year.

The minister responsible for school education may award a scholarship to a pupil in a public school for young people or a non-public school with the status of public school for young people who has demonstrated outstanding learning achievements. In particular, it may be awarded to: 

• the winner of an international competition, or the winner or a finalist in a national-level subject competition;

• the winner of a research competition organised by a research institution or association;

• a post-primary school pupil with highest learning achievements who follows an individualised learning programme or learning path;

• a pupil taking classes at a higher education institution in accordance with study regulations on the enrolment of particularly gifted pupils on degree programmes;

• a pupil with high achievements in sporting competitions at national or international level.

The scholarship of the minister responsible for culture and national heritage may be awarded to a pupil in an arts school training for artistic occupations who:

• has achieved a very high average mark in art subjects during a term (semester);

• is the winner of an international or national arts competition.

Pupils who are not Polish nationals may receive a scholarship of the minister responsible for school education. The amount of the scholarship per month is equal to that of the Prime Minister’s scholarship.

(School Education Act of 7 September 1991, as subsequently amended)