Who decides the destiny of the Polish school? We uncover the public consultation of the postgraduate profile

Under the cloak of modernity and advancement towards the education system, harmful solutions are being implemented. This is replacing cognition with soft competences, abandoning the building of household and national ties, and replacing the building of a strong personality of a young man with an unorthodox individual for work and intellectual effort, focused on himself, on his emotions and confused internally, easy to manipulate, uncovering satisfaction in inexpensive amusement and carnality.

There is simply a public consultation of the postgraduate profile, which can be attended by parents, teachers, social activists. A note from 1 of these meetings arrived at the Coalition for the Salvation of the Polish School. It is worth learning about this voice, as it expresses the opinion of parents, who are very active and frequently overlooked, in the social discourse.

Parents' educational priority, guaranteed by the Constitution of Poland [Articles 48 and 53] and taken into account by the Educational Law and the current practice of the Ministry of Education, is ignored by MEN under the direction of Nowacka. An example: parents' rights to teach religion and discriminatory practices of MEN, and further – announcements of a compulsory subject wellness education, containing elements of sexual education.

It is worth listening to parents and it is worth reminding about their rights and supporting the enforcement of the law in force in Poland!

So let's hear it.

A public consultation was held online on 15 October 2024 on the postgraduate profile for parents. The gathering was carried out by the Shipyard Foundation. The gathering was attended by 13 people: 2 persons from the leading team, i.e. the Shipyard Foundation, 1 individual from the Educational investigation Institute. The another 10 people are participants. A note was prepared by Renata Ch.

In my memo, I will not address all the issues raised at the meeting. I will describe the ones in which I spoke directly. The presidents of the gathering asked us not to address the same issues, but to comment on another issues not yet addressed. This action made it impossible to stress that you have the same opinion as the erstwhile speaker.

My first message afraid the deficiency of consistency between the profile presented and the current activities of the Ministry of Education. The centre of the profile is cognition and skills. The Ministry's current activities excluded the assignment of home tasks to students that would establish the taught knowledge. I realize that the postgraduate profile will proceed and make these activities.

So it is reasonable to look at the alleged continuity, to mention to them by looking at the profile proposals. cognition and skills are the focal point of the profile. It is not possible for students to get cognition and skills without exercise. The withdrawal of homework causes students to be incapable to absorb basic cognition primarily in mathematics, and consequently physics, chemistry. This is most likely why the profile introduces the general subject of "nature", due to the fact that who will be able to learn physics, chemistry without cognition of mathematics? Competences will not replace knowledge. Here I heard that the profile is general and it is not yet known whether these school subjects will be cumulated into one.

In my next speech, I questioned the nationwide nature of the consultation. Changes in the education strategy are referred to in all materials as a broad national discussion. Looking at the scale of the consultation, i.e. the number of people consulted (according to the investigators there were 30 people, although there were 10), 2 deadlines for parents, consultations lasting 30 days, it is hard to talk about any discussion here, let alone call it national. 1 of the participants besides proposed a discussion at school level (teachers, directors, a wider group of parents and even students). And specified a solution could boldly be called national consultations. Interestingly, the proposed changes are so great, and the cognition in the school, among the most curious – none. It can be said that the word "wide-ranging Polish discussion" is open manipulation.

In addition, I was amazed at the fact of the discussion itself. At the beginning of the meeting, a timetable for the changes was presented, giving circumstantial dates. So what discussion, now that we know what is to be changed and when? Does the Ministry know precisely that then it has to change the education system, but it doesn't know how yet?

I besides questioned the education systems from which the models of the proposed postgraduate profile were drawn. Singapore showed up. Country-town. Without your own industry. Specialists are outsiders. SingaporeSocial order and political stableness were more crucial than individual rights and democracy. It's a country-town with 4 languages and many cultures. I think that's why she was taken as a pattern of change. We now have 2 languages in Poland (Polish and Ukrainian). That's most likely why it's useful. In Singapore, the price is not very educated, not a rebellious citizen. It ensures the stableness of the multinational system, which is actually governed by the Prime Minister. In addition, it should be noted that Singapore changed its education strategy in 2016, moving distant from "hard" cognition to make the broad skills of "life" pupils. What about specified a change after little than 8 years? Can the effects of the educational revolution be assessed? During the consultation, I besides mentioned another educational systems that are models for the postgraduate profile. As far as I know, it was Canada, Ireland and Australia that invited outside professionals. I conclude that their educational system, based on soft competences, was inefficient and did not supply engineers, qualified economists et cetera, et cetera.

Using the right to vote later, I referred to the fact that the postgraduate profile mentions students with peculiar educational needs. Now I have a choice whether or not my daughter is going to be educated with children with peculiar educational needs. And I want that choice in the future. I think that children with peculiar needs request peculiar attention, extra time. In 1 class: average children, those with peculiar needs, Ukrainian children with language problems – have no chance of learning. The teacher will be brought into this class to be a guardian/career. Who's gonna lose it? Everyone.

At the end of the gathering (because unfortunately this was not the consultation) the participants asked how the task could be supported. I replied that the best way is to make a model together with teachers. They are the ones who make the education system, know its disadvantages and advantages. Parents should besides be supported. And I'm not signing this profile. It includes sexualizing children according to the WHO C system, which is against my morality. Additionally, the proposed postgraduate profile puts emphasis on caring for well-being, without a sense of national identity. It's a recipe to rise an emotionally unstable self-centered and selfish. This profile won't find any backup.

When I indicated at the gathering replacing physics, chemistry with 1 object – nature, sexualisation of children, I heard in my answer that this is simply a general document, that it is not known precisely what objects will appear during its application. I've besides heard debates about whether or not perjury should include intellectual immunity, or alternatively competence. I have so stated that this consultation is incorrect if we are talking about specified a general document. General, almost propaganda terms, very pathetic, can include virtually anything. Depending on the need.

Finally, I will add something I did not mention during the consultation. My surprise was the attention of 2 participants in the meeting. The speeches afraid teachers and the request for their fast training in competence, the creation of rooms to quiet down, consultation with NGOs. Comments, these ideas were taken alive from programs supporting the participation of children with peculiar needs in the common classes, sounded unnatural and I have a reasonable belief that these people deliberately attended the gathering to give it the right run and support the project.

Summary:

Under the cloak of modernity and progress, the following actions are implemented:

1. Replace cognition with soft competences.
2. Dismissing building household and national ties.
3. Replace the build-up of a strong personality of a young man with a individual not accustomed to work and intellectual effort, focused on himself, on his emotions and confused internally, easy to manipulate, uncovering satisfaction in inexpensive amusement and carnality.

Renata Ch.

Many another akin voices flow into the Coalition for Polish Salvation Schools in connection with the manipulation that happens in front of our eyes, and whose mechanisms were well described by a committed mother.

See also: Attention to MEN postgraduate profile. Opposition to left-wing student formatting is necessary!

We encourage you to express independent opinions on the formatting of the student according to the matrix adopted above. The alleged “consultations” of the alleged “profile” run to 31.10 and it is worth sending comments to the IBE address: profile.absolwenta@ibe.edu.pl

The voice of parents and teachers will not sound powerfully in defence of the sovereign, based on Christian values and directed towards the improvement of the kid of the Polish school.

Hanna Dobrowolska

School Protection Movement

Coalition for the Salvation of the Polish School

Let's save the school.

Attention to the MEN postgraduate profile. Opposition to left-wing student formatting is necessary!