A senior Polish politician, Professor Przemysław Czarnek, commented on the latest moves by the Minister of Science. The former head of the Ministry of Education drew attention to concerns about a policy advocate named Dariusz Wieczorek and questioned the direction of several cultural and educational initiatives.
In a post on social media, Czarnek warned about what he called the liquidation of the GovTech Center, a flagship institution under government supervision that focuses on digital governance, innovation, and technology in education.
He framed the situation as a disturbing collapse reminiscent of children lost in fog. The accusation centered on the current minister removing GovTech from the center of national science policy and appointing a private intermediary as liquidator. A deputy minister and another academic figure were named in the narrative, with the claim that the Chancellery and the Ministry of Education and Science played roles in realigning GovTech’s status. Critics were urged to consider that the center had been reassigned within the government structure, leaving only a small number of officials in the Prime Minister’s Chancellery. The implications of such shifts were described as potentially destabilizing for ongoing efforts in governance modernization and scientific advancement.
– This is how Czarnek framed the situation.
Impact and consequences
He proceeded to outline what the minister’s actions might mean for the workforce behind GovTech. The liquidation, he argued, would affect a team of many young professionals who do not share political alignments but rather bring fresh expertise and a vision for modernizing how government, education, and science operate. The disappearance of GovTech, in his view, would erase a crucial engine of innovation at a time when modern governance demands rapid adaptation and digital skills.
The potential dissolution would also undermine a program known as the Mobile Laboratories of the Future. This initiative deployed multiple mobile outreach teams, including dozens of experts and educators, to schools across the country to support hands-on learning and STEM engagement. Before the move, the program reached tens of thousands of students and connected with thousands of schools through daily workshops, reinforcing practical knowledge and problem-solving among younger generations.
According to Czarnek, the fate of the program would be a setback for a broad slate of initiatives designed to foster future competencies, including STEAM education. He cited investments that helped equip thousands of primary schools with modern teaching tools such as 3D printers and education technology aimed at programming, digital media, and collaboration. The broader portfolio included projects like robotics competitions, advanced knowledge exchanges, and digital learning platforms intended to expand access to cutting-edge resources for students and teachers alike.
The conversation extended to the wider initiative set, including the Deputy Minister’s Office and related bodies. Czarnek asserted that the transformation would reduce the capacity for innovation and the readiness of the education system to adapt to emerging technologies, with potential long-term consequences for students preparing for a technology-driven economy.
#LaboratoriesoftheFuture and related programs were described as the largest single investment in modern schooling. The aim was to develop future skills and competencies across the education spectrum. In the narration, substantial funding had supported the deployment of thousands of devices and tools across tens of thousands of classrooms. Beyond equipment, the narrative highlighted programs in robotics, knowledge networks from CERN, and advanced educational experiments that sought to bridge theory with practical application in everyday learning and future careers.
– the explanation continued.
Additionally, Czarnek raised concerns about the potential liquidation of the website rekrutacja.gov.pl, a portal tied to educational opportunities and recruitment. He broadened the critique to encompass a suite of digital platforms and services, including education portals, knowledge resources, and digital credentials that were part of a broader digital transformation effort worth tens of millions of PLN over recent years. The tone emphasized disappointment and a sense of lost momentum in public digital innovation.
– this portion of the discussion was echoed by a member of parliament from the ruling party, presenting the case as a broader disruption of digital education infrastructure.
The narrative referenced various national sources and commentaries to underline the perceived misalignment between political decisions and the strategic goals of science, education, and technology. The central concern remained that abrupt changes could derail ongoing modernization projects and diminish the capacity for large-scale, future-oriented learning initiatives. The discussion also touched on the potential impact on public perception and the morale of professionals who contribute to these ambitious programs.
The conversation closed with a call to consider the broader implications of policy shifts for innovation ecosystems in Poland, while inviting readers to reflect on how governance choices shape the resources allocated to education and scientific research. The tone remained critical of what was described as hasty reorganization without thorough consultation and assessment of long-term effects on students, teachers, and the communities served by GovTech and related programs. The source of the report was cited as wPolityce.