Education Minister Barbara Nowacka indicated that she does not plan to publish large financial declarations to teachers, arguing that the actual financial picture is far worse than it appears. She stressed that the reform cycle cannot realistically begin before 2026 at the earliest, outlining a cautious path forward amid fiscal pressures.
On Saturday, the Minister of Education participated in the 20th National Conference of Education Management Personnel held in Krakow.
She explained that she would not disclose substantial financial statements because the current state of Poland’s finances is harsh. She candidly noted that it is fortunate that others recognize the same reality, adding that the situation is significantly more challenging than public perception suggests. She pointed to a 200 billion złoty expenditure on laptops that lacked a clear strategic plan, and to 3D printers that have found their way into many schools without necessarily being utilized to their full potential. These observations highlighted substantial costs and reports of irregularities.
The minister emphasized that her overarching objective is to improve the educational landscape. In particular, she underscored the importance of strengthening the relationship between teachers and school staff as a foundational step toward reform.
Nowacka stated that she would ensure curriculum changes are developed with meaningful input from practicing teachers, not solely from external experts. This inclusive approach is intended to involve institutions like the Educational Research Institute and to ensure that reforms reflect classroom realities.
“The school won’t change without you”
Teachers’ perspectives will inform the planning and implementation of educational reforms. The minister reiterated that such reforms are not planned to roll out before 2026 at the earliest, signaling a deliberate and participatory process.
Without the engagement of teachers, she warned, schools would not evolve in ways that educators and students deserve. She cited a controversial history textbook project as an example of how input from educators can shape or challenge reform efforts.
Among other commitments, she announced support for kindergarten teachers, with plans to apply for funds from the National Recovery and Resilience Plan (KPO) to bolster early education. She also pledged continued investment in vocational education to strengthen practical pathways for students.
Speaking about the broader vision, Nowacka described Polish schools as good, modern places that are open to knowledge, capable of presenting history in ways that foster a sense of patriotism while embracing contemporary realities.
However, she acknowledged that the biggest challenge remains the availability of qualified teachers in classrooms. She asserted that investing in high-quality training and preparation for teachers is essential to achieving lasting improvements in schooling.
“A good school depends on good teachers, and it is the ministry’s priority that teachers feel valued and supported at work,” she stated.
During the Krakow ceremony, the minister formally confirmed the appointment of Gabriela Olszowska, who won the recent competition, as the education inspector for the Małopolska region, highlighting a step forward in regional governance of education.
Questions linger about the political climate and whether the prevailing stance on fiscal restraint could resurface in policy actions, especially under a new coalition dynamic. Observers note the recurring theme of limited budgets paired with ambitious reform goals, raising questions about the pace and scope of changes in the coming years.
In summary, Nowacka’s remarks centered on restraint in fiscal transparency, a cautious timeline for reform, a commitment to listening to educators, and a focus on strengthening teacher preparation, collaboration, and regional oversight as essential pillars for Poland’s schools in the years ahead.