At the very beginning of the fresh year, the head of the Ministry of Education Barbara Nowacka left no illusions – the Polish Presidency of the EU Council will be another step towards the European Area of Education with its ideological assumptions – inclusive education and mobility.
We hear how B. Nowack’s MEN of 3.01.2025 announces enthusiastically: “One of our priorities [presidencies in education] is an inclusive education that provides equal opportunities for all students and students. We want Europe to be a place where all kid has access to quality education. Another key nonsubjective is to support young people. The Polish Presidency will work to guarantee that young people have the top assurance in the project, which is the European Union."
On 1 January Poland took the Presidency of the Council of the European Union. This is not only a large responsibility, but besides an excellent chance to accomplish key priorities, including in the field of education.
Minister of Education @barbaraanocka outlines the main priorities #MEN on... pic.twitter.com/ECEEQOqJsx
— Ministry of National Education (@MEN_GOVPL) January 3, 2025
Let's decode this transmission. What does ‘equal opportunities’, ‘high quality education’ and ‘trust in the EU’ mean in practice?
First of all, the facts of 2024 MEN:
took 20% of content from 18 school subjects, including masterpieces of Polish literature and characters of national heroes – nationalization [Read More HERE]
it eliminated housework, which taught students to work systematically and forced them into the digital planet without even taking on the subject of cyber addictions – easy to control and without ambition
has eliminated past and the Present, a modern past to replace pro-EU brainwashing called "citizen education" – a mobile university without cognition of the real world
It discriminates in various ways students who want to attend spiritual lessons – dechristianization, the government of souls [e.g. religion of environmentalism]
planned and tried to push so-called wellness education, which hides the forced sexualisation of children – addiction to urges, depravity and demoralisation, susceptibility to pedophilia
continued to include education under the appearance of "equal opportunities" – the demolition of the school as an educational establishment.
This strategy neo-Marxist revolution in education has a name – this is the European Area of Education.
See also: How did fresh York become a NEOMARXIST?
The MEN are approaching it, announcing further events within the Presidency.
The first minute – an informal gathering of education ministers was announced at 21-22.01. His order has not yet been made public, but it is worth remembering, as the next announcement reveals any of the Presidency's somewhat behind-the-scenes mechanisms. 17-18.03 is to be held "Flag conference on inclusive education". According to the dedicated website, "This will be an excellent chance to complement the political discussions held during the informal gathering of education ministers organised under the Polish Presidency in January 2025 in Warsaw".
It is clear that in January – political discussions of ministers [or in order to prevent political decisions that are unfavourable to Polish education?]. And after 2 months, a propaganda facade in the form of a debate involving a number of actors, including NGOs. We feel invited as a Coalition for the Salvation of the Polish School, bringing together about 80 organizations – and of course! – non-governmental. surely our voice will sound in opposition to the ideological inclusion plan!
Among these circumstantial topics, the "Flag Presidency Conference on Inclusive Education" is peculiarly worrying: "preparing staff for inclusive education" and "monitoring the quality of inclusive education".
The first issue, i.e. forging inclusive staff, changing the profile of the teachers afraid to include those who are not meant to teach, teach, or educate, and include, i.e. providing "equal opportunities for all students" and access to "high quality" education. Importantly, we are not talking about advanced quality understood as a advanced level of knowledge, skills and individual culture, but about advanced quality inclusion, which is frequently inversely proportional to the level of cognition and discipline. This curved mirror turns the image of education into its caricature – in inclusion it is crucial to have a subjective sense of the student's satisfaction, not an nonsubjective assessment of his advancement in knowledge, wellbeing, not a state of mind. This is to be done by the future elimination of evaluations and replacing them with the alleged [functional] forming assessment, grown from a functional diagnosis, or tool utilized for disabled students. After all, the alleged "inclusive school" is increasingly mentioned, which is associated with the alleged "socialist democracy", i.e. the deficiency of it.
The second issue is “the monitoring of the quality of inclusive education”, i.e. the systematic control of the implementation of the inclusion system, including the individual accounting of all participants in the process. These are not only teachers and students, but besides non-pedagogical staff, whose expanding numbers obscure the image of schools as educational institutions, and what is crucial – parents. The quality of inclusion must meet specified standards and, in the event of a failure of success, signalling [e.g. accessibility advisors — DDU] will supply the above-mentioned information. besides concerning the home, the household environment, the parents themselves, their engagement in including. Do we not see a threat to the rights of parents guaranteed in the Constitution?
Under the strict supervision of UNICEF, the ASA (Accessible School for All) task created the “unique function of the Education Accessibility Advisor (DCU). This function can be performed by specialist teachers, specified as psychologists, pedagogues, peculiar pedagogues, pedagogical therapists or logovises. DDUs are leaders in their school or kindergarten who identify hard situations arising from a discrepancy between the needs of students and the resources of the facility.’
DDUs are not liable for anything – they control and ‘support’. Or in a akin way as mines. Nowacka "supports young people" to become EU enthusiasts and then officers?
The ideological slogans are repeated: availability, equal opportunities, inclusion, support, inclusion education requirements, advanced quality etc.
This is what we find in the paper "Sylvetka DDU", prepared by the Educational investigation Institute: "The task tests the model of the work of professional teachers to carry the burden of providing education available to all students in an individual model, in a way out of class, to the full school strategy (an approach recognised in another countries as a full school approach)".
The full school approach is to change the full school! No more individual aid to a student with problems, the full school is to change so that he does not feel discomfort. The task burden will be transferred to everyone!
According to the assumptions over-trained in the UK, the “all-school approach” focuses on socio-emotional discipline [does that not cast social engineering?], on respect for differences [the slogan of inclusive education and tolerance for LGBT]. The school monitors and reports the advancement of all students [each's surveillance, not the focus on disabled students!], emphasising on the elimination of imbalances [downward equation as part of alleged equalization of chances]. In addition, the model draws attention to gathering the needs of families and goes beyond the framework of school activities [i.e. exceeds the limits reserved for parents and their rights].
In the inclusive school, all students are to feel welcome and included, but should they even learn at this school? And what, aside from respect for differences and social-emotional byades? This is the education of “high quality” in its fullness, but the quality of inclusion [the deeper and the more diverse the better], alternatively than the quality of teaching and a advanced level of knowledge.
The actual discipline is not mentioned in this planned “presidence” nor in a word.
It is said by parents and teachers in their letters and in many protests under the motto “Yes to Education! Not for depravity!’ They talk about children's protection and sound learning during pickets and manifestations, they talk about meetings in schools and parishes and writings to school principals, curators, local governments and MEN.
Read also: How to defend a kid in school from the depravity of Nowacka?! CONCRETE COUNCIL of Kwasniewski
The most serious changes are announced by MEN from 2026/2027. From this school year onwards, there is to be a failure of sovereignty of the Polish school, while maintaining appearances, buildings, staff. A fresh curriculum and a fresh layout of subjects have been announced, possibly then wellness education with sexual education will start with the level of kindergartens [as recommended by WHO].
The nonsubjective of specified an anti-education is clear – "trust in the EU project", with its pseudo-values. task without God and Homeland.
We have 2 years to fight to prevent these plans.
First, events organised within the Polish Presidency in the field of education. Don't underestimate them!
Hanna Dobrowolska
School Protection Movement
Coalition for the Salvation of the Polish School
== sync, corrected by elderman ==
Let's save the school.
See also
