In September 2023, 17 students from the Faculty of Education at the University of Melbourne participated in a multi-disciplinary post-graduate subject course: Education Policy in Practice: European Education policy and national systems led by A/Prof. Gosia Klatt. This course, supported by the Erasmus + Programme of the European Union, provided a comprehensive overview of the EU, introducing and exploring policy and practice innovations, advancements, and challenges in European education. The innovative character of this subject was its delivery through a study tour component with visits to three countries in Europe, including Poland. As a result, several interesting student essays related to Poland have been published in the Australian New Zealand Journal of European Studies. To access the full article, please click on the links below.

Policy brief: Addressing Poland’s teacher shortage: Are wage increases enough? by Blake Ellul-Thorn Teachers in Poland have experienced a great deal of adversity over the last 10 years, from the overturning of evidence-informed reforms, low wages, and an influx of non-Polish speaking Ukrainian students. As such, the teaching profession has struggled to attract new staff and retain current staff, contributing to a growing teacher shortage. This paper highlights most attempts to mitigate teacher shortages are isolated on wage growth. Analysis shows whilst wage growth is essential to staff satisfaction and professional status, failing to address other contributing factors, such as increasing workloads, limits success. As such, two recommendations are offered as a starting point to combat the growing shortages; however, their success is questionable because of decisions made by the then ruling right-wing government (2015-23). This poses a serious matter that the recently sworn in coalition government must address.

Policy brief: Polish LGBTQIA+ students at risk: How can schools protect them? by Jared Prentis
Recognising and meeting the social and emotional wellbeing needs of LGBTQIA+ students is an essential education policy issue globally. Yet, research suggests that this vulnerable group continues to face challenges to their ability to feel culturally safe at school. Negative experiences include verbal and physical abuse, and this often results in poor outcomes for students. Certain European countries such as Malta and The Netherlands have demonstrated positive progress towards enacting inclusive policy, while others, including Poland, are known to have made little or no development in this area. This paper provides a policy issue analysis on the current situation in Polish schools while considering the added threat of LGBT+ free zones that have plagued the political landscape and exist as a further barrier to tolerance and empowerment. Following this discourse, recommendations for school communities have been provided for the purpose of establishing safe learning environments for LGBTQIA+ students.

Policy brief: Responding to the influx of Ukrainian refugee students in Lesser Poland Voivodeship’s education system by Kate Weir
This brief explores how Poland’s education system has responded to the influx of Ukrainian refugee students since the start of the Ukraine-Russia War. In Poland, only 40% of Ukrainian refugee students are enrolled in schools, and the content taught in Polish classrooms can lack inclusivity. To combat this, Poland is offering segregated and immersive schooling options. Both approaches strive to enhance student learning and wellbeing. This brief recommends maintaining the option of both schooling approaches and supports Ukrainian refugee teachers being redeployed as multicultural assistants who can help engage parents and students in Polish schools and overcome the language barrier.