Education Minister Barbara Nowacka outlined on Polsat News the new directions proposed by Donald Tusk’s coalition, arguing that the changes would noticeably reduce the burden on students. She questioned whether every aspect must be judged, suggesting a move toward a lighter touch in evaluation and expectations.
Nowacka confirmed that there will be no homework for grades 1 to 3 in primary school, noting that this was a response to students wanting an easier start. The administration emphasized that agreements were made with the younger generation and that those agreements would be honored, describing the measures as a way for students to catch their breath after school years.
She highlighted the long-standing grievance many parents faced with time-consuming scrapbooks or last-minute feeder projects. The system, she argued, often rewarded parents who had more time or manual skills, while hardworking parents with less time drew the short straw. This, she claimed, was deeply unfair to families.
In practice, under the new approach, students in primary school grades 4 to 8 would not be required to complete homework, and it would not be graded. Teachers could assign work, but there would be no grading of such tasks or penalties for non-completion. The focus, according to Nowacka, is to motivate students through other means and to understand how to assess their progress without traditional homework signals.
She cautioned that the broader reform would further ease academic demands. Beginning in September, a slimmer core curriculum would be introduced, which Nowacka described as a gain that would ensure knowledge is well learned and consolidated. The plan signals a shift away from routine grading and toward a broader set of learning outcomes.
Rethinking the role of testing and reading lists
Under the new framework, students would not be required to read textbooks in all cases. Textbooks would still exist theoretically, but reading them would not be mandatory or graded. Nowacka said that in discussions with methodologists, the traditional practice of handing out grades for everything was questioned, arguing that continuous grading had obscured the actual retention of knowledge and essential skills.
The reading list would likewise be adjusted, with an emphasis on contemporary texts rather than a fixed canon of classics. The administration suggested that modern literature would be more accessible to students and that they would have greater freedom to choose reading materials aligned with their interests and the needs of the 21st century.
When asked about teacher compensation, Nowacka referenced recent debates in the Polish education community. The Polish Teachers’ Union had critiqued pay increases that did not meet the target of at least 1,500 PLN gross per teacher. Nowacka framed the issue as a long-term investment in the teaching profession, presenting a plan for future pay growth that would recognize educators’ work and provide a clear, progressive path for new entrants into the field. She indicated that initial steps would involve sizable increases for new teachers, followed by broader adjustments as the system evolves, with a hoped-for synchrony in pay adjustments by March.
Nowacka also addressed political commentary around presidential decisions, referring to remarks about pardons and the health of participants in related events. She expressed concern over perceived inconsistencies in leadership decisions and suggested that mixed signals could undermine public confidence in the process, calling for clarity and accountability in such matters.
She concluded by reflecting on how to motivate students when homework is optional and reading beyond the assigned texts is not always required. The question remains whether these changes will raise the overall level of education in Poland or produce unintended consequences. Observers are invited to consider the practical implications and seek factual answers from policymakers as this reform moves forward.
– This report summarizes coverage of these developments as reported by Polsat News and other outlets, with ongoing discussion across educational and political spheres. Citations reflect attribution to the reporting outlets that have covered the topic.
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Source: wPolityce