Przemysław Czarnek weighs in on homework debates in Polish education policy
Professor Przemysław Czarnek criticized the idea floated by Barbara Nowacka, the Minister of National Education, to remove homework from the curriculum during the program “Śniadanie Rymanowskiego” on Polsat News. At the same time, the former minister highlighted that he supports introducing more reasonable, well-thought-out approaches to the issue rather than sweeping bans. He framed the discussion as one of balancing educational integrity with practical classroom realities, signaling a nuanced stance rather than outright opposition to all reform.
“Homework for volunteers? I mean what? Who wants, will read the book, and if he or she does not want, he or she will not read it? Someone who doesn’t want to prepare for the test, and if he doesn’t want to, he doesn’t prepare for the test?”
– asked Prof. Czarnek, reflecting the deeper questions that often surface when policy discussions touch on student motivation, parental involvement, and the role of teachers in guiding independent study. The exchange highlighted a persistent tension between reducing homework burdens and ensuring that students develop disciplined study habits and mastery of material outside school hours.
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A complex issue
Despite the lively debate, the former head of the Ministry of Education and Science acknowledges that the current system is not without shortcomings. He argues for a thoughtful approach that weighs the benefits of homework against the burden it can place on students and families alike. The discussion invites questions about when homework is most effective, how it should align with the core curriculum, and what adjustments might accommodate diverse learning paces and needs across schools.
I would like to know the details. I agree that you should be reasonable in assigning homework, and perhaps not on public holidays, and that the test should not take place on Monday.
– emphasized Prof. Przemysław Czarnek, underscoring the practical considerations that often accompany policy proposals. His point about reasonable assignment practices points to a broader aim: ensuring that educational work supports learning without becoming an unnecessary burden on families and students who already juggle multiple responsibilities.
However, he stressed that any new solution could potentially limit teachers’ freedom. The balance between policy constraints and classroom autonomy is a familiar challenge in education governance, where lawmakers seek to promote consistency across schools while teachers tailor assignments to their students’ needs. This conversation reflects ongoing concerns about how rules should shape daily teaching without dampening professional judgment.
There is no universal directive today to assign homework, so why a ban? The question captures a core debate about administrative overreach versus teacher discretion in implementing the core curriculum. The discussion suggests that a blanket prohibition might overreach, whereas a flexible framework could offer guidance that respects teachers’ professional judgment while aiming to enhance student learning outcomes. The underlying issue remains: how to support effective study habits outside the classroom while avoiding rigid mandates that stifle classroom innovation and adaptation.
Overall, the exchange reveals a spectrum of viewpoints within the policy community, from calls for minimal interference to proposals that emphasize structured expectations for homework and assessment. The conversation continues to unfold as educators, parents, and students weigh the potential benefits of any reform against the realities of everyday schooling. The goal remains clear: to foster a learning environment where students engage with material meaningfully, develop independent study skills, and maintain a healthy balance between school demands and personal development.
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