Abstract
The objective of this article is to describe the system of defence education for Polish youth after 1989 and its transformations. The article indicates that in Polish primary and secondary schools today, the subject of security education is taught, and in some high schools – especially in Certified Military Uniformed Classes – the subject of military education is taught as well. Among students, however, the defence curriculum is taught mainly as part of extra-curricular activities, mainly within the Academic Legion and Passport Programme. On the basis of the research strengthening military potential is supported by the defence education of young people. The exploration underlined that achieving the defence objectives outlined by the programmes of the Ministry of National Defence in agreement with the Ministry of National Education. The study used the diagnostic survey research method and the techniques of content analysis, a questionnaire, interviews, and observations. The article conluds recommendations for security education curriculum.
Highlights
In the filed of the system of defence education system have been explored too benefits of social capital (Laužikas, Dailydaitė 2013; Soboń 2017; Tumalavičius et al 2020; Kwaśniak, Wojciszko 2014; Loshytskyi et al, 2020; Urych 2020) or the role of leadership in motivating (Diskienė, Paulienė 2018; Grenčíková et al 2017)
In accordance with the Regulation of the Minister of National Education of 14 February 2017 on the core curriculum for pre-school education and the core general education primary school curriculum, including for students with moderate or severe intellectual disabilities, general education for first-degree trade schools, general education for special job training schools and general education for post-secondary schools (Journal of Laws 2017, item 356), starting in the 2019/2020 school year, the subject of security education was to prepare students theoretically and practically to behave appropriately and react appropriately in difficult and crisis situations that pose a threat to health and life
Important elements of contemporary defence education are security education – a subject in primary and secondary schools, military education – a subject in secondary schools realised in Certified Military Uniformed Classes, and the Academic Legion and Passport Programme – implemented among students
Summary
In the filed of the system of defence education system have been explored too benefits of social capital (Laužikas, Dailydaitė 2013; Soboń 2017; Tumalavičius et al 2020; Kwaśniak, Wojciszko 2014; Loshytskyi et al, 2020; Urych 2020) or the role of leadership in motivating (Diskienė, Paulienė 2018; Grenčíková et al 2017). Threats to the security of the Republic of Poland (Gryz 2004) largely result from the complexity of contemporary threats and their mutual penetration into each sphere of state activity, in the internal dimension, and in international relations Against this background, the list of dangers has the character of common internal threats to Poland, the European Union and NATO (Loshytskyi et al 2020). Our country’s participation in the structures of NATO, the OSCE, the UN, the EU or the Visegrad Group is in essence to strengthen Poland’s security, as exemplified by the Common Security and Defence Policy One element of these associations is the need for systematic cooperation in the area of planning and preparation of national defence. Education in this field includes the activities of the state in the area of national defence preparations, the primary purpose of which is to shape defence awareness in society (Kwaśniak, Wojciszko 2014)
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