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Powstanie delegatur polskiej administracji szkolnej na uchodźstwie

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Chmielewski W.

Rozprawy z Dziejów Oświaty

2012

vol. 49

35-53

The evacuation of Polish soldiers and civilians in 1942 from the Soviet Union to the Middle and Near East to Africa, India, Mexico and New Zealand resulted in the need to run many education and care centers, various types of schools, courses and nurseries in these parts of the world. Initially, the education of children and young people of school age in the individual Polish refugee communities was administered by the Branch of the Ministry of Labour and Social Affairs of the Polish Government in Exile. This issue, however, was quite problematic (especially difficulties of a pedagogic nature) for the above-mentioned institutions. In this situation, in several regions of the world where Polish children and young people resided, the Branches of the Office of Educational Affairs and Ministry of Religious Denominations and Public Enlightenment were established. The decision was generally correct but sparked a number of comments about the nature of competence. The main aim of branches was to organize and supervise Polish schools in exile outside the UK. Larger branches employed department managers, school inspectors, trainers, Polish Scouting and Guiding Association leaders, accountants, secretaries, clerks, janitors, drivers. Sometimes they were compared to education offices of school districts. Some of them set up school inspectorates, branches and local departments. The withdrawal of the recognition of the Polish Government in Exile by the British Government on 5 July 1945, led to the closure of branches. The activities of the branches of the Office of Educational Affairs and the Ministry of Religious Denominations and Public Enlightenment were very useful. Thanks to their huge amount of work, the Polish education system in exile outside the UK was organized and adapted to the existing needs. The branches made a major contribution to the organization and pedagogic supervision of children and young people education. They contributed to the integration of the teaching profession, created (so important in exile) a sense of stability. The branches created favourable conditions for the cultivation of patriotism and love for one`s country in their subordinate educational institutions . They consistently took care of the preparation of the Polish children and young people to return to their homeland after the end of the war.

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1 Rozprawy z Dziejów Oświaty

1 2012

1 Chmielewski W.

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Powstanie delegatur polskiej administracji szkolnej na uchodźstwie