For the love of language
For the love of language
and teaching, for the
and teaching, for the
Polish community’s future
Polish community’s future
The Polish Education Commission in Australia was established to support and coordinate the activities of Polish community schools and educational environments across Australia.
The Polish Educational Commission of Australia (PECA) has been established to support and coordinate the activities of Polish community schools and educational environments across the entire territory of Australia.
The Polish Educational Commission of Australia (PECA) has been established to support and coordinate the activities of Polish community schools and educational environments across the entire territory of Australia.
The Polish Education Commission in Australia was established to support and coordinate the activities of Polish community schools and educational environments across Australia.
PECA's mission
is to support
the teaching of
the Polish Language
and the development of
cultural competencies,
while building
intergenetational bridges
within
the Polish
Community
PECA operates
as a trusted
community-based
non-profit organisation,
promoting the Polish Language
and culture
in multicultural
Australia.
PECA's mission
is to support
the teaching of
the Polish Language
and the development of
cultural competencies,
while building
intergenetational bridges
within
the Polish
Community
PECA operates
as a trusted
community-based
non-profit organisation,
promoting the Polish Language
and culture
in multicultural
Australia.
The mission of PECA is to support the teaching of the Polish language and the development of cultural competencies, while simultaneously building intergenerational bridges within the Polish diaspora community. PECA operates as a trusted community-based non-profit organisation, promoting the Polish language and culture within multicultural Australia.
The mission of PECA is to support the teaching of the Polish language and the development of cultural competencies, while simultaneously building intergenerational bridges within the Polish diaspora community. PECA operates as a trusted community-based non-profit organisation, promoting the Polish language and culture within multicultural Australia.
The mission of PECA is to support the teaching of the Polish language and the development of cultural competencies, while simultaneously building intergenerational bridges within the Polish diaspora community. PECA operates as a trusted community-based non-profit organisation, promoting the Polish language and culture within multicultural Australia.
Polish Education in Australia
Polish Education Foundation
Polish Education Foundation
The Polish Education Commission of Australia (PECA) was established in 1964 under the Polish Community Council of Australia, and as its member for over 60 years, it has supported the development of Polish education in Australia.
Commission
has been
Established
in the year
Commission
has been
established
in the year
1964
1964
The activities of KOPA are focused on:
supporting access to learning the Polish language at various educational levels,
supporting the development of modern methods and strategies for educating bilingual children and youth,
involvement of the Polish community in cultural life,
engagement of the Polish community in cultural life,
identifying the needs of students learning Polish (children, adolescents, and adults) and seeking high-quality educational materials in their native language.
Commission was established in the year
1964
Commission was established in the year
1964
POLISH
EDUCATION
IN NUMBERS
POLISH EDUCATION IN NUMBERS
POLISH EDUCATION IN NUMBERS
POLISH EDUCATION IN NUMBERS
community
schools
public
schools
educational
organisations
approx.
teachers
approx.
students
Find a school
Find a school
Find a school
Discover Polish schools operating across Australia and select a facility closest to your home. Our map will assist you in finding the school that best meets the needs of your family.
Discover Polish schools operating across Australia and select a facility closest to your home. Our map will assist you in finding the school that best meets the needs of your family.
Discover Polish schools operating across Australia and select a facility closest to your home. Our map will assist you in finding the school that best meets the needs of your family.
Discover Polish schools operating across Australia and select a facility closest to your home. Our map will assist you in finding the school that best meets the needs of your family.
Polish schooling in the past
The primary goal of Polish community education in Australia was to preserve the Polish language and to nurture Polish traditions, culture, and national identity among children and young people born or raised in exile. For the post-war generation of Poles who came to Australia, studying in Polish community schools continued the home upbringing rooted in the Polish language, Catholic faith, historical memory, and observance of national and religious holidays.
Polish schools, often established under challenging conditions — in immigrant hostels, private homes, or rented halls — aimed to create a 'little homeland' on foreign soil, enabling the younger generation to maintain a connection with their ancestral heritage.
An important aspect was also historical and patriotic education, which reflected the strong independence ethos prevalent among Polish emigrants, particularly those who left Poland after World War II.
The First Polish Schools
The first Polish community school in Australia was established in South Australia in 1891 in the locality of Hill River, approximately 140 kilometers north of Adelaide. It was founded within the community of the first Polish immigrants from Dąbrówka Wielkopolska and Zbąszyń. The school's establishment was closely tied to the religious and cultural activities of Father Leon Rogalski SJ – the first Polish priest in Australia.
The first school in Tasmania, which is also the oldest Polish school in Australia still in operation today, was founded in 1949. The school was established by the Wielebiński family, initially in the dining hall of the immigration hostel, then in a private home, and subsequently in the halls of a Catholic school.
The first school in Melbourne was founded around 1920, however, the most significant development occurred during the 1950s, when numerous schools were established in the Melbourne metropolis and rural regions. Institutions were founded in localities such as Benalla (1952) and districts of Melbourne: Ardeer, St Albans (1954), Dandenong, Essendon, South Melbourne (1956), Footscray (1955), Niddrie (1960).
In Queensland, the first Saturday school was established in 1952 in the locality of Darra.
In 1952, the Adam Mickiewicz Polish Saturday School in Perth commenced operations – it continues to function today, making it one of the oldest continuously operating Polish community schools in the country.
In 1954, the first Polish Saturday School was established in Canberra. In 1984, the Polish School of Native Subjects in Phillip was founded, commencing educational activities in 1985.
The beginnings of Polish community schooling in New South Wales date back to the 1940s and 1950s. During this period, the Polish Saturday School in Ashfield (1950s, founded by Jerzy Goebel), the Polish School in Newcastle (1953), and the Polish Saturday School in Marayong (1957, founded by the Sisters of the Nazarene) were established.
Polish schooling in the past
The primary goal of Polish community education in Australia was to preserve the Polish language and to nurture Polish traditions, culture, and national identity among children and young people born or raised in exile. For the post-war generation of Poles who came to Australia, studying in Polish community schools continued the home upbringing rooted in the Polish language, Catholic faith, historical memory, and observance of national and religious holidays.
Polish schools, often established under challenging conditions — in immigrant hostels, private homes, or rented halls — aimed to create a 'little homeland' on foreign soil, enabling the younger generation to maintain a connection with their ancestral heritage.
An important aspect was also historical and patriotic education, which reflected the strong independence ethos prevalent among Polish emigrants, particularly those who left Poland after World War II.
The First Polish Schools
The first Polish community school in Australia was established in South Australia in 1891 in the locality of Hill River, approximately 140 kilometers north of Adelaide. It was founded within the community of the first Polish immigrants from Dąbrówka Wielkopolska and Zbąszyń. The school's establishment was closely tied to the religious and cultural activities of Father Leon Rogalski SJ – the first Polish priest in Australia.
The first school in Tasmania, which is also the oldest Polish school in Australia still in operation today, was founded in 1949. The school was established by the Wielebiński family, initially in the dining hall of the immigration hostel, then in a private home, and subsequently in the halls of a Catholic school.
The first school in Melbourne was founded around 1920, however, the most significant development occurred during the 1950s, when numerous schools were established in the Melbourne metropolis and rural regions. Institutions were founded in localities such as Benalla (1952) and districts of Melbourne: Ardeer, St Albans (1954), Dandenong, Essendon, South Melbourne (1956), Footscray (1955), Niddrie (1960).
In Queensland, the first Saturday school was established in 1952 in the locality of Darra.
In 1952, the Adam Mickiewicz Polish Saturday School in Perth commenced operations – it continues to function today, making it one of the oldest continuously operating Polish community schools in the country.
In 1954, the first Polish Saturday School was established in Canberra. In 1984, the Polish School of Native Subjects in Phillip was founded, commencing educational activities in 1985.
The beginnings of Polish community schooling in New South Wales date back to the 1940s and 1950s. During this period, the Polish Saturday School in Ashfield (1950s, founded by Jerzy Goebel), the Polish School in Newcastle (1953), and the Polish Saturday School in Marayong (1957, founded by the Sisters of the Nazarene) were established.
Polish schooling in the past
The primary goal of Polish community education in Australia was to preserve the Polish language and to nurture Polish traditions, culture, and national identity among children and young people born or raised in exile. For the post-war generation of Poles who came to Australia, studying in Polish community schools continued the home upbringing rooted in the Polish language, Catholic faith, historical memory, and observance of national and religious holidays.
Polish schools, often established under challenging conditions — in immigrant hostels, private homes, or rented halls — aimed to create a 'little homeland' on foreign soil, enabling the younger generation to maintain a connection with their ancestral heritage.
An important aspect was also historical and patriotic education, which reflected the strong independence ethos prevalent among Polish emigrants, particularly those who left Poland after World War II.
The First Polish Schools
The first Polish community school in Australia was established in South Australia in 1891 in the locality of Hill River, approximately 140 kilometers north of Adelaide. It was founded within the community of the first Polish immigrants from Dąbrówka Wielkopolska and Zbąszyń. The school's establishment was closely tied to the religious and cultural activities of Father Leon Rogalski SJ – the first Polish priest in Australia.
The first school in Tasmania, which is also the oldest Polish school in Australia still in operation today, was founded in 1949. The school was established by the Wielebiński family, initially in the dining hall of the immigration hostel, then in a private home, and subsequently in the halls of a Catholic school.
The first school in Melbourne was founded around 1920, however, the most significant development occurred during the 1950s, when numerous schools were established in the Melbourne metropolis and rural regions. Institutions were founded in localities such as Benalla (1952) and districts of Melbourne: Ardeer, St Albans (1954), Dandenong, Essendon, South Melbourne (1956), Footscray (1955), Niddrie (1960).
In Queensland, the first Saturday school was established in 1952 in the locality of Darra.
In 1952, the Adam Mickiewicz Polish Saturday School in Perth commenced operations – it continues to function today, making it one of the oldest continuously operating Polish community schools in the country.
In 1954, the first Polish Saturday School was established in Canberra. In 1984, the Polish School of Native Subjects in Phillip was founded, commencing educational activities in 1985.
The beginnings of Polish community schooling in New South Wales date back to the 1940s and 1950s. During this period, the Polish Saturday School in Ashfield (1950s, founded by Jerzy Goebel), the Polish School in Newcastle (1953), and the Polish Saturday School in Marayong (1957, founded by the Sisters of the Nazarene) were established.
Polish schooling in the past
The primary goal of Polish community education in Australia was to preserve the Polish language and to nurture Polish traditions, culture, and national identity among children and young people born or raised in exile. For the post-war generation of Poles who came to Australia, studying in Polish community schools continued the home upbringing rooted in the Polish language, Catholic faith, historical memory, and observance of national and religious holidays.
Polish schools, often established under challenging conditions — in immigrant hostels, private homes, or rented halls — aimed to create a 'little homeland' on foreign soil, enabling the younger generation to maintain a connection with their ancestral heritage.
An important aspect was also historical and patriotic education, which reflected the strong independence ethos prevalent among Polish emigrants, particularly those who left Poland after World War II.
The First Polish Schools
The first Polish community school in Australia was established in South Australia in 1891 in the locality of Hill River, approximately 140 kilometers north of Adelaide. It was founded within the community of the first Polish immigrants from Dąbrówka Wielkopolska and Zbąszyń. The school's establishment was closely tied to the religious and cultural activities of Father Leon Rogalski SJ – the first Polish priest in Australia.
The first school in Tasmania, which is also the oldest Polish school in Australia still in operation today, was founded in 1949. The school was established by the Wielebiński family, initially in the dining hall of the immigration hostel, then in a private home, and subsequently in the halls of a Catholic school.
The first school in Melbourne was founded around 1920, however, the most significant development occurred during the 1950s, when numerous schools were established in the Melbourne metropolis and rural regions. Institutions were founded in localities such as Benalla (1952) and districts of Melbourne: Ardeer, St Albans (1954), Dandenong, Essendon, South Melbourne (1956), Footscray (1955), Niddrie (1960).
In Queensland, the first Saturday school was established in 1952 in the locality of Darra.
In 1952, the Adam Mickiewicz Polish Saturday School in Perth commenced operations – it continues to function today, making it one of the oldest continuously operating Polish community schools in the country.
In 1954, the first Polish Saturday School was established in Canberra. In 1984, the Polish School of Native Subjects in Phillip was founded, commencing educational activities in 1985.
The beginnings of Polish community schooling in New South Wales date back to the 1940s and 1950s. During this period, the Polish Saturday School in Ashfield (1950s, founded by Jerzy Goebel), the Polish School in Newcastle (1953), and the Polish Saturday School in Marayong (1957, founded by the Sisters of the Nazarene) were established.
Polish Education Today
Contemporary Polish education in Australia operates within the framework of ethnic schools, which are currently supervised and co-funded by the Departments of Education across the various states and territories. This signifies that since the 1970s, when Australia implemented its multicultural policy, there has been formal governmental support for the education of minority languages, including the Polish language.
Additionally, Polish community schools are part of a nationwide structure supported by organizations such as Community Languages Australia (CLA) and the Australian Federation of Ethnic Schools Associations Inc. These organizations:
represent the interests of all ethnic schools in the country,
standardise curricula for levels 0–12,
they organise the professional development of teachers,
support collaboration among minority communities,
Promote the value of ethnic languages, including through initiatives such as National Community Language School Day.
In every state, there are also local institutions or associations (e.g., ethnic school councils) that manage schools, coordinate their activities, and align curricula with the requirements of the respective state education system.
As a result, Polish community education in Australia today combines the community character and engagement of the Polish community with the institutional support of educational authorities, creating a balanced system of education in the Polish language.
The Polish Community in Australia
According to the latest census conducted by the Australian Bureau of Statistics in 2021, the largest groups of Poles are located in Victoria (14,202 individuals), New South Wales (13,830 individuals), Queensland (5,740 individuals), and Western Australia
(5,569 individuals).
In Australia, there are 45,884 individuals born in Poland who identify with Poland and Polish heritage. In the survey, 209,277 individuals responded that they have Polish roots. Among all Poles and individuals of Polish descent in Australia, 45,884 use the Polish language at home.
The Need for Polish Diaspora Education
Children attending Polish community schools come from Polish families or ethnically mixed families. The families of students in Polish schools identify not only with Polish heritage but also with the heritage of other nations (e.g., Australian, Greek, Russian, Hungarian, or South African). We educate the second and third generation of Polish Australians. Some students are the children of Polish school graduates.
Some children, at the time of enrolment, are already fluent in Polish – these are children who have recently arrived in Australia or those who converse in Polish at home. There are also children who do not speak Polish at all, as typically only English is spoken in their homes. Classes or groups in schools are generally formed with children of a similar age; however, division often also considers the level of proficiency in the Polish language.
Educational Institutions
Social Polish schools have a grassroots character and primarily operate thanks to the commitment of local Polish community groups. Their functioning largely relies on volunteer work as well as funding from tuition fees, grants, and fundraising efforts. Teachers usually do not receive full remuneration – they are only entitled to reimbursement of costs.
In community schools:
The classes are small (5–12 students), which facilitates the individualisation of teaching.
Schools may independently tailor their curriculum to meet the needs of students – sometimes they base it on the Polish core curriculum or their own original plans.
Classes are conducted on Saturdays (morning or noon), typically held in rented or freely provided venues (such as Polish Houses or community centres).
Community schools frequently serve as hubs of social integration, organising ceremonies, gatherings, communal celebrations, and fundraising initiatives.
They have considerable freedom in decorating spaces, showcasing student work, and creating a welcoming learning environment.
Community schools are typically funded through tuition fees, grants, donations, and state budgets. If institutions meet certain criteria, they may receive a 3-year accreditation to teach the Polish language within the ethnic education system and the associated grant.
Accredited community schools receive government grants calculated per student, provided they meet the requirement of at least 70% attendance, among other conditions. The grant amounts vary by region: Victoria: 245 AUD, New South Wales: 200 AUD, South Australia: 153 AUD, Western Australia: 120 AUD, Tasmania and Queensland: approximately 100 AUD, ACT:
up to 80 AUD.
In some states, additional requirements apply – for example, in Tasmania, a school must provide a certificate from the day school confirming that the student is enrolled.
The second principal source of income is the tuition fees paid by parents, which also vary based on the number of children and region – ranging from 100 to even 850 AUD per year.
Schools also acquire funds from: local and international grants (e.g., from Poland), the Perpetual Fund of the Polish Community Council of Australia, fundraising activities such as lotteries, picnics, or garage sales.
Public schools are part of the official education system in Australia and operate under educational law regulations. They are funded by federal and state budgets. Teachers receive salaries according to the rates applicable in the respective state.
In public schools:
The classes are large (with a minimum of 20 students), often combined – for instance, children aged from 5 to 15 years learn together.
The instruction is conducted in accordance with the general curriculum guidelines.
It is possible to teach various ethnic languages within a single school, but the scope and method of conducting the classes are strictly defined.
Classes are conducted both during the week (in the afternoon or evening) and on Saturdays, often on the premises of a public school.
Students and teachers have access to school infrastructure, equipment, and educational aids, although access to materials in ethnic languages (e.g., Polish)
can be limited.
Public schools have limited autonomy - they are not permitted to organize religious holiday celebrations, display student works, or organize field trips as part of school activities. Class integration meetings may generally only take place outside the school.
The Challenges and Initiatives of the Polish Community
In recent years, there has been a noticeable slight decline in the number of schools and students, caused, among other things, by the outflow of graduates and a reduced number of new enrolments. In response, Polish communities are undertaking active measures: organizing cultural and educational events, promoting the study of the Polish language as a family heritage, emphasizing the value of bilingualism and pride in Polish roots.
A strong emphasis is placed on the education of young children, as primary schools 'prepare' students to continue their education at the secondary level and for future graduates in the Polish language.
READ MORE
Polish Education Today
Contemporary Polish education in Australia operates within the framework of ethnic schools, which are currently supervised and co-funded by the Departments of Education across the various states and territories. This signifies that since the 1970s, when Australia implemented its multicultural policy, there has been formal governmental support for the education of minority languages, including the Polish language.
Additionally, Polish community schools are part of a nationwide structure supported by organizations such as Community Languages Australia (CLA) and the Australian Federation of Ethnic Schools Associations Inc. These organizations:
represent the interests of all ethnic schools in the country,
standardise curricula for levels 0–12,
they organise the professional development of teachers,
support collaboration among minority communities,
Promote the value of ethnic languages, including through initiatives such as National Community Language School Day.
In every state, there are also local institutions or associations (e.g., ethnic school councils) that manage schools, coordinate their activities, and align curricula with the requirements of the respective state education system.
As a result, Polish community education in Australia today combines the community character and engagement of the Polish community with the institutional support of educational authorities, creating a balanced system of education in the Polish language.
The Polish Community in Australia
According to the latest census conducted by the Australian Bureau of Statistics in 2021, the largest groups of Poles are located in Victoria (14,202 individuals), New South Wales (13,830 individuals), Queensland (5,740 individuals), and Western Australia
(5,569 individuals).
In Australia, there are 45,884 individuals born in Poland who identify with Poland and Polish heritage. In the survey, 209,277 individuals responded that they have Polish roots. Among all Poles and individuals of Polish descent in Australia, 45,884 use the Polish language at home.
The Need for Polish Diaspora Education
Children attending Polish community schools come from Polish families or ethnically mixed families. The families of students in Polish schools identify not only with Polish heritage but also with the heritage of other nations (e.g., Australian, Greek, Russian, Hungarian, or South African). We educate the second and third generation of Polish Australians. Some students are the children of Polish school graduates.
Some children, at the time of enrolment, are already fluent in Polish – these are children who have recently arrived in Australia or those who converse in Polish at home. There are also children who do not speak Polish at all, as typically only English is spoken in their homes. Classes or groups in schools are generally formed with children of a similar age; however, division often also considers the level of proficiency in the Polish language.
Educational Institutions
Social Polish schools have a grassroots character and primarily operate thanks to the commitment of local Polish community groups. Their functioning largely relies on volunteer work as well as funding from tuition fees, grants, and fundraising efforts. Teachers usually do not receive full remuneration – they are only entitled to reimbursement of costs.
In community schools:
The classes are small (5–12 students), which facilitates the individualisation of teaching.
Schools may independently tailor their curriculum to meet the needs of students – sometimes they base it on the Polish core curriculum or their own original plans.
Classes are conducted on Saturdays (morning or noon), typically held in rented or freely provided venues (such as Polish Houses or community centres).
Community schools frequently serve as hubs of social integration, organising ceremonies, gatherings, communal celebrations, and fundraising initiatives.
They have considerable freedom in decorating spaces, showcasing student work, and creating a welcoming learning environment.
Community schools are typically funded through tuition fees, grants, donations, and state budgets. If institutions meet certain criteria, they may receive a 3-year accreditation to teach the Polish language within the ethnic education system and the associated grant.
Accredited community schools receive government grants calculated per student, provided they meet the requirement of at least 70% attendance, among other conditions. The grant amounts vary by region: Victoria: 245 AUD, New South Wales: 200 AUD, South Australia: 153 AUD, Western Australia: 120 AUD, Tasmania and Queensland: approximately 100 AUD, ACT:
up to 80 AUD.
In some states, additional requirements apply – for example, in Tasmania, a school must provide a certificate from the day school confirming that the student is enrolled.
The second principal source of income is the tuition fees paid by parents, which also vary based on the number of children and region – ranging from 100 to even 850 AUD per year.
Schools also acquire funds from: local and international grants (e.g., from Poland), the Perpetual Fund of the Polish Community Council of Australia, fundraising activities such as lotteries, picnics, or garage sales.
Public schools are part of the official education system in Australia and operate under educational law regulations. They are funded by federal and state budgets. Teachers receive salaries according to the rates applicable in the respective state.
In public schools:
The classes are large (with a minimum of 20 students), often combined – for instance, children aged from 5 to 15 years learn together.
The instruction is conducted in accordance with the general curriculum guidelines.
It is possible to teach various ethnic languages within a single school, but the scope and method of conducting the classes are strictly defined.
Classes are conducted both during the week (in the afternoon or evening) and on Saturdays, often on the premises of a public school.
Students and teachers have access to school infrastructure, equipment, and educational aids, although access to materials in ethnic languages (e.g., Polish)
can be limited.
Public schools have limited autonomy - they are not permitted to organize religious holiday celebrations, display student works, or organize field trips as part of school activities. Class integration meetings may generally only take place outside the school.
The Challenges and Initiatives of the Polish Community
In recent years, there has been a noticeable slight decline in the number of schools and students, caused, among other things, by the outflow of graduates and a reduced number of new enrolments. In response, Polish communities are undertaking active measures: organizing cultural and educational events, promoting the study of the Polish language as a family heritage, emphasizing the value of bilingualism and pride in Polish roots.
A strong emphasis is placed on the education of young children, as primary schools 'prepare' students to continue their education at the secondary level and for future graduates in the Polish language.
READ MORE
Polish Education Today
Contemporary Polish education in Australia operates within the framework of ethnic schools, which are currently supervised and co-funded by the Departments of Education across the various states and territories. This signifies that since the 1970s, when Australia implemented its multicultural policy, there has been formal governmental support for the education of minority languages, including the Polish language.
Additionally, Polish community schools are part of a nationwide structure supported by organizations such as Community Languages Australia (CLA) and the Australian Federation of Ethnic Schools Associations Inc. These organizations:
represent the interests of all ethnic schools in the country,
standardise curricula for levels 0–12,
they organise the professional development of teachers,
support collaboration among minority communities,
Promote the value of ethnic languages, including through initiatives such as National Community Language School Day.
In every state, there are also local institutions or associations (e.g., ethnic school councils) that manage schools, coordinate their activities, and align curricula with the requirements of the respective state education system.
As a result, Polish community education in Australia today combines the community character and engagement of the Polish community with the institutional support of educational authorities, creating a balanced system of education in the Polish language.
The Polish Community in Australia
According to the latest census conducted by the Australian Bureau of Statistics in 2021, the largest groups of Poles are located in Victoria (14,202 individuals), New South Wales (13,830 individuals), Queensland (5,740 individuals), and Western Australia
(5,569 individuals).
In Australia, there are 45,884 individuals born in Poland who identify with Poland and Polish heritage. In the survey, 209,277 individuals responded that they have Polish roots. Among all Poles and individuals of Polish descent in Australia, 45,884 use the Polish language at home.
The Need for Polish Diaspora Education
Children attending Polish community schools come from Polish families or ethnically mixed families. The families of students in Polish schools identify not only with Polish heritage but also with the heritage of other nations (e.g., Australian, Greek, Russian, Hungarian, or South African). We educate the second and third generation of Polish Australians. Some students are the children of Polish school graduates.
Some children, at the time of enrolment, are already fluent in Polish – these are children who have recently arrived in Australia or those who converse in Polish at home. There are also children who do not speak Polish at all, as typically only English is spoken in their homes. Classes or groups in schools are generally formed with children of a similar age; however, division often also considers the level of proficiency in the Polish language.
Educational Institutions
Social Polish schools have a grassroots character and primarily operate thanks to the commitment of local Polish community groups. Their functioning largely relies on volunteer work as well as funding from tuition fees, grants, and fundraising efforts. Teachers usually do not receive full remuneration – they are only entitled to reimbursement of costs.
In community schools:
The classes are small (5–12 students), which facilitates the individualisation of teaching.
Schools may independently tailor their curriculum to meet the needs of students – sometimes they base it on the Polish core curriculum or their own original plans.
Classes are conducted on Saturdays (morning or noon), typically held in rented or freely provided venues (such as Polish Houses or community centres).
Community schools frequently serve as hubs of social integration, organising ceremonies, gatherings, communal celebrations, and fundraising initiatives.
They have considerable freedom in decorating spaces, showcasing student work, and creating a welcoming learning environment.
Community schools are typically funded through tuition fees, grants, donations, and state budgets. If institutions meet certain criteria, they may receive a 3-year accreditation to teach the Polish language within the ethnic education system and the associated grant.
Accredited community schools receive government grants calculated per student, provided they meet the requirement of at least 70% attendance, among other conditions. The grant amounts vary by region: Victoria: 245 AUD, New South Wales: 200 AUD, South Australia: 153 AUD, Western Australia: 120 AUD, Tasmania and Queensland: approximately 100 AUD, ACT:
up to 80 AUD.
In some states, additional requirements apply – for example, in Tasmania, a school must provide a certificate from the day school confirming that the student is enrolled.
The second principal source of income is the tuition fees paid by parents, which also vary based on the number of children and region – ranging from 100 to even 850 AUD per year.
Schools also acquire funds from: local and international grants (e.g., from Poland), the Perpetual Fund of the Polish Community Council of Australia, fundraising activities such as lotteries, picnics, or garage sales.
Public schools are part of the official education system in Australia and operate under educational law regulations. They are funded by federal and state budgets. Teachers receive salaries according to the rates applicable in the respective state.
In public schools:
The classes are large (with a minimum of 20 students), often combined – for instance, children aged from 5 to 15 years learn together.
The instruction is conducted in accordance with the general curriculum guidelines.
It is possible to teach various ethnic languages within a single school, but the scope and method of conducting the classes are strictly defined.
Classes are conducted both during the week (in the afternoon or evening) and on Saturdays, often on the premises of a public school.
Students and teachers have access to school infrastructure, equipment, and educational aids, although access to materials in ethnic languages (e.g., Polish)
can be limited.
Public schools have limited autonomy - they are not permitted to organize religious holiday celebrations, display student works, or organize field trips as part of school activities. Class integration meetings may generally only take place outside the school.
The Challenges and Initiatives of the Polish Community
In recent years, there has been a noticeable slight decline in the number of schools and students, caused, among other things, by the outflow of graduates and a reduced number of new enrolments. In response, Polish communities are undertaking active measures: organizing cultural and educational events, promoting the study of the Polish language as a family heritage, emphasizing the value of bilingualism and pride in Polish roots.
A strong emphasis is placed on the education of young children, as primary schools 'prepare' students to continue their education at the secondary level and for future graduates in the Polish language.
READ MORE
Polish Education Today
Contemporary Polish education in Australia operates within the framework of ethnic schools, which are currently supervised and co-funded by the Departments of Education across the various states and territories. This signifies that since the 1970s, when Australia implemented its multicultural policy, there has been formal governmental support for the education of minority languages, including the Polish language.
Additionally, Polish community schools are part of a nationwide structure supported by organizations such as Community Languages Australia (CLA) and the Australian Federation of Ethnic Schools Associations Inc. These organizations:
represent the interests of all ethnic schools in the country,
standardise curricula for levels 0–12,
they organise the professional development of teachers,
support collaboration among minority communities,
Promote the value of ethnic languages, including through initiatives such as National Community Language School Day.
In every state, there are also local institutions or associations (e.g., ethnic school councils) that manage schools, coordinate their activities, and align curricula with the requirements of the respective state education system.
As a result, Polish community education in Australia today combines the community character and engagement of the Polish community with the institutional support of educational authorities, creating a balanced system of education in the Polish language.
The Polish Community in Australia
According to the latest census conducted by the Australian Bureau of Statistics in 2021, the largest groups of Poles are located in Victoria (14,202 individuals), New South Wales (13,830 individuals), Queensland (5,740 individuals), and Western Australia
(5,569 individuals).
In Australia, there are 45,884 individuals born in Poland who identify with Poland and Polish heritage. In the survey, 209,277 individuals responded that they have Polish roots. Among all Poles and individuals of Polish descent in Australia, 45,884 use the Polish language at home.
The Need for Polish Diaspora Education
Children attending Polish community schools come from Polish families or ethnically mixed families. The families of students in Polish schools identify not only with Polish heritage but also with the heritage of other nations (e.g., Australian, Greek, Russian, Hungarian, or South African). We educate the second and third generation of Polish Australians. Some students are the children of Polish school graduates.
Some children, at the time of enrolment, are already fluent in Polish – these are children who have recently arrived in Australia or those who converse in Polish at home. There are also children who do not speak Polish at all, as typically only English is spoken in their homes. Classes or groups in schools are generally formed with children of a similar age; however, division often also considers the level of proficiency in the Polish language.
Educational Institutions
Social Polish schools have a grassroots character and primarily operate thanks to the commitment of local Polish community groups. Their functioning largely relies on volunteer work as well as funding from tuition fees, grants, and fundraising efforts. Teachers usually do not receive full remuneration – they are only entitled to reimbursement of costs.
In community schools:
The classes are small (5–12 students), which facilitates the individualisation of teaching.
Schools may independently tailor their curriculum to meet the needs of students – sometimes they base it on the Polish core curriculum or their own original plans.
Classes are conducted on Saturdays (morning or noon), typically held in rented or freely provided venues (such as Polish Houses or community centres).
Community schools frequently serve as hubs of social integration, organising ceremonies, gatherings, communal celebrations, and fundraising initiatives.
They have considerable freedom in decorating spaces, showcasing student work, and creating a welcoming learning environment.
Community schools are typically funded through tuition fees, grants, donations, and state budgets. If institutions meet certain criteria, they may receive a 3-year accreditation to teach the Polish language within the ethnic education system and the associated grant.
Accredited community schools receive government grants calculated per student, provided they meet the requirement of at least 70% attendance, among other conditions. The grant amounts vary by region: Victoria: 245 AUD, New South Wales: 200 AUD, South Australia: 153 AUD, Western Australia: 120 AUD, Tasmania and Queensland: approximately 100 AUD, ACT:
up to 80 AUD.
In some states, additional requirements apply – for example, in Tasmania, a school must provide a certificate from the day school confirming that the student is enrolled.
The second principal source of income is the tuition fees paid by parents, which also vary based on the number of children and region – ranging from 100 to even 850 AUD per year.
Schools also acquire funds from: local and international grants (e.g., from Poland), the Perpetual Fund of the Polish Community Council of Australia, fundraising activities such as lotteries, picnics, or garage sales.
Public schools are part of the official education system in Australia and operate under educational law regulations. They are funded by federal and state budgets. Teachers receive salaries according to the rates applicable in the respective state.
In public schools:
The classes are large (with a minimum of 20 students), often combined – for instance, children aged from 5 to 15 years learn together.
The instruction is conducted in accordance with the general curriculum guidelines.
It is possible to teach various ethnic languages within a single school, but the scope and method of conducting the classes are strictly defined.
Classes are conducted both during the week (in the afternoon or evening) and on Saturdays, often on the premises of a public school.
Students and teachers have access to school infrastructure, equipment, and educational aids, although access to materials in ethnic languages (e.g., Polish)
can be limited.
Public schools have limited autonomy - they are not permitted to organize religious holiday celebrations, display student works, or organize field trips as part of school activities. Class integration meetings may generally only take place outside the school.
The Challenges and Initiatives of the Polish Community
In recent years, there has been a noticeable slight decline in the number of schools and students, caused, among other things, by the outflow of graduates and a reduced number of new enrolments. In response, Polish communities are undertaking active measures: organizing cultural and educational events, promoting the study of the Polish language as a family heritage, emphasizing the value of bilingualism and pride in Polish roots.
A strong emphasis is placed on the education of young children, as primary schools 'prepare' students to continue their education at the secondary level and for future graduates in the Polish language.
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