Szkoła jako przestrzeń zróżnicowana kulturowo - rekomendacje nauczycieli polskich i francuskich.

"<< Background >>In 2022, the Polish education system faced the challenge of accommodating nearly 200,000 Ukrainian students. According to the Ministry of Education and Science (MEiN), as of November 22, 2022, there were 191,576 children in Polish schools who had arrived after February 24, 2022. Teacher training centers were tasked with equipping educators with tools and knowledge for working in multicultural classrooms, a need further emphasized in documents such as the *Integrated Skills Strategy 2030*, published by the Ministry of Education. After analyzing reports from the School with Class Foundation, the Center for Citizenship Education (CEO), and Eurydice, Poland decided to collaborate with France, which has significant experience in educating migrant students. While France excels in educational support, it has less experience in addressing students’ personal needs—an area where Poland is particularly strong. This collaboration helped identify key needs, such as creating suitable learning conditions for refugee children, defining the characteristics of a multicultural school, and assessing students' progress. The project's goal is to provide comprehensive didactic support for teachers based on the experiences of Polish and French schools.<< Objectives >>The aim of the project was to provide comprehensive didactic and methodological support for teachers working with children with refugee and migration backgrounds, based on the experience of French and Polish schools. The intended outcome of the project was the development of a publication that included an exchange of experiences, described observations, best practices, and support opportunities. Another result was a video report featuring teachers' reflections. The project also aimed to lead to activities involving training in intercultural communication, conflict resolution, psychoeducational support for parents, the creation of an intercultural network for all teachers, and the provision of mediation support for schools. The prepared educational materials and publications were intended to help develop teachers' competencies in multicultural schools. Collaboration with the L.E.A.R.N Institute from France enabled the exchange of experiences and the development of international recommendations supporting inclusive education in Europe, along with all planned activities. All objectives were successfully achieved. Thanks to these efforts, the project contributes to improving the quality of education and the adaptation of students.<< Implementation >>1. Organizational meeting– establishing work principles, documentation, reporting, signing the cooperation agreement. 2. Mobility of 5 MOEN representatives to the French institution–observation of the work of French teachers in multicultural schools, interviews, and experience exchange. 3. Mobility of 4 LEARN Institute representatives to Poland–visits to non-governmental organizations and schools in the city and in Grupa. 4. Creation of a publication containing recommendations for working with students with migration backgrounds, including: - Developing a motivational assessment system that considers diverse language needs and abilities, applying formative assessment techniques (lesson objectives, feedback, and group work). - Introducing tools to support adaptation and integration in multicultural schools, including educational assistance and psychoeducational support for parents. - Promoting knowledge about cultural and religious diversity by leveraging students' passions and extracurricular activities. 5. Recording of a film a collection of interviews and teachers' reflections on working in a multicultural environment. 6.Dissemination conference– promoting project results.7.Workshops, training sessions.<< Results >>The additional outcomes of the project include: - Development of intercultural competencies among project participants (teachers, students, and parents from institutions collaborating with both organizations). - Creation of an intercultural cooperation network enabling further exchange of experiences and the development of future projects. - Improvement in the quality of inclusive education through the implementation of developed tools and strategies. - Expansion of educational materials (e.g., lesson plans and a teacher's guide) for teachers working in multicultural schools. - Increased social awareness of the needs of students with migration and refugee backgrounds. - Engagement of local communities in integration activities through cooperation with NGOs and schools (e.g., EMIC Foundation, Ukrainian community centers, and the ""Open and Tolerant School"" project). - Evaluation and research on the effectiveness of the methods implemented as part of the project, which may serve as a basis for further scientific publications and recommendations. - Inspiration for other countries that can use the project's outcomes to develop their own inclusive education systems. - A series of workshops and events."