The second day of the informal meeting of European education ministers, organised in Warsaw by the Polish Presidency, opened on Wednesday 22 January with a presentation by the OECD Director for Education and Skills, Andreas Schleicher.
“An excellent education is always inclusive, but the opposite is also true. You know, inclusion without quality is just bad education for all. We need to get both sides of the equation right”, he said, calling for a combination of academic excellence and inclusion.
While many Member States are still struggling in this area, Andreas Schleicher nevertheless reported encouraging improvements, notably in Estonia. In addition, Denmark is a good example of success.
Combating the influence of social background on educational success. Mr Schleicher also pointed to the social disparities that persist in some education systems.
“If you come from a poor background in Slovakia, you do as well as students in Cambodia or Paraguay (...), but if you come from a wealthy background, you make it to the elite, the top”, he said, referring to the need to overhaul education policies.
The aim is to prevent any correlation between social origin and academic success: “Some people say poverty is destiny and that if you come from a disadvantaged background, the odds are stacked against you. But if you take Switzerland, children from the same poor social backgrounds than in Slovakia do rather well by international standards. (...) I think this shows us that poverty need not be destiny”.
At the press conference following the meeting, the Polish Minister for Education, Barbara Nowacka, reiterated that inclusive education is one of her ministry’s priorities.
Asked about the criticisms levelled by organisations that have protested against inclusive education on the grounds that it is lowering general standards, Ms Nowacka insisted: “I think that for political reasons, people sometimes don’t want to understand what we’re talking about. Inclusive education is the best possible support for children who can be included in the system”.
She also highlighted the progress made through inclusion, citing in particular the successful integration of Ukrainian children into Polish schools. This support will be boosted by €116 million from the European Commission (see EUROPE 13561/25).
Teachers as key players. The role of teachers was also seen as decisive.
“Andreas Schleicher said that pupils learn best from teachers they like”, reported the European Commission’s Executive Vice-President for Social Rights and Skills, Quality Jobs and Preparedness, Roxana Mînzatu, at a press conference.
Referring to the words of the OECD Director for Education and Skills, who said that the teacher-pupil relationship is a vehicle for inclusion, the Commissioner pointed out that implementing this concept would require a redefinition of the role of teachers, both as instructors and as mentors and coaches; even before specialist staff are recruited.
We need to support them in their careers and training.
“It is essential to understand that, whatever work we do for European education, it starts with the teachers”, said Ms Mînzatu.
This means adopting a personalised approach that addresses each pupil according to his or her specific needs, as each child deserves an education tailored to his or her needs.
With regard to the implementation of the European strategy to strengthen skills and vocational training, the ‘Union of Skills’, Ms Mînzatu said that this strategy will include a ‘Teachers Agenda’, which will propose tools to enhance and support their work.
Technology, a promise for moderate use. Finally, the meeting provided an opportunity to discuss the role of technology in education. Mr Schleicher acknowledged their potential, particularly for pupils with special needs, but warned against the risks of overuse.
While he said he believes that “technology holds great promise for inclusion”, inappropriate use of it can be just as damaging to inclusion as it is to learning. (Original version in French by Nithya Paquiry)