WE ARE OPENING SCHOOLS: a school for Ukrainian refugees in an office building (Warsaw, Poland)
Due to the war in Ukraine more than 7.4million refugees had to leave their homeland. As Poland was a first choice for many of women and children, we needed extra spaces to help them regain the sense of security. We focused on children and the need and right for education. Since the pandemic has changed the way we work, there were empty spaces available in office buildings. We combined the need with the opportunity and in only 2months we created a 1240sqm school for 300 children and 30 teachers.
National
Poland
{Empty}
Mainly urban
It refers to a physical transformation of the built environment (hard investment)
No
No
Yes
As an individual in partnership with other persons
First name: Magda Last name: Garncarek Gender: Female Nationality: Poland Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: Walfdorffa 41A m.86 Town: Warsaw Postal code: 01-494 Country: Poland Direct Tel:+48 506 003 906 E-mail:magda.garncarek@gmail.com Website:https://otwieramyszkoly.pl/
First name: Magda Last name: Garncarek Gender: Female Nationality: Poland Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: Walfdorffa 41A m.86 Town: Warsaw Postal code: 01-494 Country: Poland Direct Tel:+48506003906 E-mail:magda.garncarek@gmail.com Website:https://otwieramyszkoly.pl/
Together with architects, almost 50 companies and over 200 volunteers we created the Ukrainian school for refugees where children can meet peers, continue their education in a familiar system and rebuild their sense of belonging. Teachers from Ukraine can also find work here (unlike in Polish schools, where it is unfortunately very complicated). It took us only 2 months. The school has been operating since May 2022.
Our intention was to support Ukrainians refugees in the process of adaptation in the field od education (inclusiveness). Knowing how the built environment impacts human behaviors, social interactions, even cognitive abilities we aimed to create high quality learning space for children and their teachers (aesthetics). We wanted to make the school not only people-friendly but also environment-friendly. Due to the low budget we couldn’t afford the most innovative solutions available on the market. However we stayed sustainable anyway: we applied a zero waste attitude. We reused anything we could. As few companies were moving to the new location, they donated old office furniture. Otherwise, in accordance with applicable regulations, these desks and armchairs should be… scrapped (?!). We used them to arrange classrooms for older children. It was a win-win situation: children have a pleasant school, the planet is less littered (sustainability).
We are sincerely proud of our resourcefulness and ability to use existing resources, to combine the old with the new. As we wanted to make it well visible, it resulted in a specific aesthetics of the school. For example instead of patching up the holes in the floor left by the demolition of one of the walls, we filled them with colored scraps and samples (also donated, of course). The final effect is both aesthetically pleasant and… meaningful (space tells its own story).
redefining learning places
design and architecture for social impact
zero waste approach (sustainability)
solidarity with Ukraine
education in refugee crisis
Although we could not afford the most innovative solutions available on the market, we decided to practice sustainability by reusing what already exists and repurposing part of the building.
The school was largely arranged with gifts from donors. Our ambition was to use every single piece of furniture and the material donated. For example, as few companies were moving to the new location, we were donated with their office furniture. Otherwise these desks and armchairs would be… scrapped. We used them to arrange classrooms for older children. Thanks to the architects (xy studio) we managed to create a coherent whole out of a chaotic jumble of elements.
We were also donated with floor samples which we used with a visually pleasant effect in the relax corners. A local Polish manufacturer gave us plywood chairs from his old collection (being stored useless in the warehouse until then).
Post-pandemic changes in the office industry ask us to redefine their strategies and functions.
In this regard our Ukrainian school can be perceived as a prototype of some social innovations to be further developed and analyzed.
The quality of the space was a key issue for us from the very beginning. As a design promoter and strategist I was aware of how space affects our minds, bodies and interactions with others. In case of children fleeing the war, it can additionally help to rebuild their sense of security and belonging to the new place.
Art - posters, paintings, bespoken PL-UA labyrinth (on the wall) donated by local creators - is integral part of the school setting. It is here not only for a visual pleasure but also to integrate and to provoke reflections.
The hand-painted mural (fantastic pro bono work by Marcin Czaja, Ania Wardęga-Czaja) is the heart of the school. This is where common activities take place, where the community gathers during breaks and special events.
The school consists of 11 classrooms, 2 psychologists' offices, a common room, administrative rooms and bathrooms. Every room is different but the whole - thanks to architects - is coherent.
Respect for the diversity of children was the key. We have made every effort to ensure that the school is inclusive also in terms of the diversity of children's needs. We have provided space for joint fun and activities, as well as more intimate space formats where introverted minds can decompress.
We tried to anticipate and address as many everyday needs and user experiences as possible.
For example: out of concern for children’s, teachers’ and office neighbours’ acoustic comfort, we have used a number of solutions to soundproof the space, such as panels, wall absorbers or acoustic ceilings.
The bathrooms have been equipped with stock of hygiene products for girls and women (to prevent menstrual exclusion).
We define social inclusivity as the process of improving the terms on which less privileged individuals and groups can take part in society, both Polish and the school community itself.
We designed the school with the diversity of children in mind. There are zones for extroverts (more sociable, encouraging activities) and corners for introverts (calming zones to decompress equipped with pouffes, armchairs and tables). Our intention was to create the environment where every child can be themselves.
To make their adaptation easier, school provides Polish lessons few times a week. During holidays, there were tours of Warsaw organized, too.
We made it possible for Ukrainian teachers to find a job in Poland (due to the laws it is complicated in Polish public schools). At our school, they can work, earn their living and feel useful again. Equally important, their presence gives children a substitute for what is familiar, homely, Ukrainian.
Inclusion means also offering the choice. Many of the refugees want to come back to Ukraine as soon as it is possible and safe. Out of respect for their diverse needs, we wanted to offer a choice such as possibility to continue education in Ukrainian system. We believe well educated Ukrainians will be an asset invaluable when the post war reconstruction of the country begins.
Also, there is also a group of children lost in between the systems - they have Polish ID numbers but they are not registered in Polish schools. Maybe they learn remotely, maybe they do not learn at all. In that case offering them the option of Ukrainian residential education simply means… not leaving them alone.
We have created the infrastructure, the framework for others’ independency and agency. Now the Ukrainian side is the daily operator of the school. This is exactly how we understand effective, long-term help: as the practice of providing access to opportunities and resources for people who might otherwise be excluded or marginalized.
The direct beneficiaries of the project are Ukrainian families (mainly women with children) who fled to Poland because of the war.
Our project gave children the rare opportunity to continue their full-time education in the Ukrainian system. Unfortunately Polish Ministry of Education allows learning in Ukrainian system only remotely. This isolates them at homes. They have limited contact with their peers, as well as the effectiveness of adaptation and integration decreases.
Also Ukrainian teachers (mainly women, again) were given the opportunity to work in Poland in accordance with their pedagogical education and experience. As for now, more than 300 children and 31 teachers benefits the school.
Civic society involvement was the foundation of our initiative! That would never can happen without more than 200 volunteers helping us at the construction site. It is also worth mentioning about 50 companies that partnered us throughout the process and 99% of their pro bono involvement was based on personal decisions of the CEOs or directors.
Also tenants from the office building, despite some concerns about their future neighbors (noise, children's liveliness, etc.), voluntarily supported us (materially or by labor).
With hindsight, I can see these 2 months as an unbelievable rush of compassion and generosity. It was also unforgettable collective experience. The human condition at its best.
The idea of creating a school for refugees in an office building required arrangements and contacts on many different levels - from very local (starting with the company managing the office building) to international.
We discussed the process with local municipalities in Warsaw (Office of Architecture and Spatial Planning of the Capital City of Warsaw, Office of Education, Mayor of the Mokotów District).
Design part was done by xy studio architects. At the same time students of Faculty of Architecture at the Warsaw University of Technology supported us in voluntary works.
When partnering with business, we often mobilized not only with local branches, but also international headquarters where decisions were made.
Along the works we were in regular touch with media in Poland. It helped us immensely to promote the initiative and attract more partners and friends.
Now, the school is being operated by an experienced Ukrainian principal, under the patronage of the Embassy of Ukraine in Poland and the Ministry of Education and Science of Ukraine. Formally it is a branch of a school in Kiev.
Olena Zelenska's, the first lady of Ukraine, visit in our school confirmed that we all managed to create together a place crucial for Ukrainian identity and culture today.
Of course, under time pressure temptation to go it „alone” is quite common but at the same time - ineffective. An old African proverb may serve as a point of reference here: If you want to go fast, go alone. If you want to go far, go together. Our case showed that in exceptional situations you can go together and… you can go fast.
I believe design and architecture are powerful tools that make our everyday experiences better (or worse). With this belief in mind I work on a daily basis at the intersection of business and creative industries to drive innovations and make social impact. I bring together people with different backgrounds to deliver wider views, new ideas and thoughtful solutions.
Exactly the same thing happened when building the school. The project involved many specialists from disciplines such as: pedagogics, psychology, sociology, design, architecture, construction, HVAC installations, facility management, insurance, etc.
The main issues were discussed among architects (xy studio), facility management company, Ukrainian principal, intercultural assistant and myself, a sociologist as a project leader. Educators’ suggestions were translated into space plan and school design. We exchanged our point of views to determine what is needed and what is doable. What would be the best solution for children and their families.
Another multidisciplinary challenge was agile communication and cooperation with representatives of many different realms. In addition to those listed above our network also included local authorities and institutions, Embassy of Ukraine in Poland, national and international business and a group of >200 civic volunteers.
At the time, the most innovative part was the idea to create a school in an office building. That was unusual mix of the need (how to support quick access to education) and the opportunity (empty office spaces). Rapid influx of refugees to Poland forced us all to think outside the box and act unconventionally. We aimed to support people in traumatic momentum of live as soon as it was possible.
With hindsight I can see we touched on a few other topics along the way. They relate to not only refugees crisis itself but - in a wider perspective - to issues such as: (1) a need to update education system (Does school always have to be at school? How do the interventions in physical environment of learning spaces impact educational culture?), (2) changing roles of architects and designers (a paradigm shift towards social responsibility, social oriented missions), (3) post-pandemic recovery of real estate and office industry.
In this regard our Ukrainian school responds the specific challenge and can be perceived as a prototype of some social innovations at the same time.
In order to make our idea replicable in a larger scale, a legal framework should be updated on a least a governmental level. Unfortunately, there is no such political will in Poland. Of course, we will be happy to share our expertise in the field of non-standard solutions when the process of reconstruction Ukraine begins and many new schools need to be built in a short time. We do so whenever somebody want to replicate our initiative in another city. We also promote our idea and share our experiences during conferences.
But there is one an aspect of the "We are opening schools" initiative that has great potential for scalability. Namely the power of design and architecture in developing high quality learning spaces both for children (schools) and adults (workplace, #longlifelearning).
I believe they help us to successfully redefine and redesign education systems to meet demands of the future. Thus my next purpose is to update educational spaces in Poland to make them better places for children, teachers and local communities so they can learn and develop future competences such as: cooperation and communication, creativity, critical thinking.
Everything we have learned so far about aesthetics, inclusivity and sustainability will be used and developed in our future school projects.
I would define our methodology as follows: „Put People First and Embrace Change”. We mixed our professional experience and know how’s with creative problems solving methodologies and - last but not least - spontaneity necessitated by the war context.
Fun fact: I can confess that I have been a very orderly and overthinking person. I always had everything organized, planned, all consequences foreseen. This time it was completely different: things escalated so fast and changed so dynamically along the way that riding out the storm was the only option.
All team members used their best skills - design, communications, negotiations, strategy, management, etc. - for a good cause. Our purpose was to stay human centered and result oriented. Our approach was based on the previously mentioned values, such as: helping others regain a sense of security and belonging, ensuring children's right to education, embedding aesthetic experiences into everyday experiences, zero waste attitude.
The case of Ukrainian school in office building refers (and aims to prototype initial solutions) to at least 3 global issues: (1) educational challenges in the midst of refugees crisis, (2) a need to update education system (made through interventions in learning spaces), (3) post-pandemic recovery of real estate and office industry.
The school is finished and has been operating since May 2022.
Measurable effect include: 11 classes (all grades, 6-17 yo) for 300 children, job for >30 teachers, mostly women. Initiative was powered by >50 companies, co-created by > 200 volunteers in only 2 months with 0 euro budget at the beginning. We were featured in media about 40 times. Children can meet their peers, regain the daily routine, sense of security and sense of belonging. Their mums can go to work and earn for living.
Indirect benefits include: (1) promotion of design and architecture as the tools to make social impact.
We used design and architecture to enhance people experiences in a very traumatic time of their lives. Despite the tragic context, I am glad to provide another proof that the function of design is not only to impress others, but also to make the world a little better place to live.
(2) it encourages to re-imagine what school could be like.
As we are not the daily operator of the Ukrainian school, we do not have impact on the curriculum. However we are aware how important green transition is and we integrated sustainability issues into the building process (zero was approach). We hope that the solutions we have applied such as re-use of furniture, creative use of samples and materials, patching holes in the floor with colored scraps, creating a coherent space from donated elements, etc. will encourage school users to think outside the box for the sake of the environment.
