A Polish lawmaker from the 2050 cohort, Michał Gramatyka, sparked debate after a radio appearance on Trójka where he expressed support for a Polish school system that operates without grades and homework. The question now is whether such a model could become a reality if the current opposition gains power.
Gramatyka stated his desire for an educational environment that emphasizes natural skill development over formal testing and repetitive assignments.
“I would like a school without grades, without homework, a school that nurtures the inherent talents of students,” he said.
What advantages might accompany a school that does not rely on traditional grading?
The host, editor Beata Michniewicz, pressed for details about the potential benefits and drawbacks of removing grades from the learning process.
According to Gramatyka, a school without grades allows attention to shift away from ranking students as better or worse and focuses on growth, curiosity, and individual progress instead.
The interviewer asked whether that would be a problem for motivation or equity among students.
The MP argued that education should remain a space where young people can develop calmly and progressively. He noted that the current trend in many places is a chase for the highest possible average, the most points, and the best results, a race he considers unnecessary.
He emphasized that motivation in schools should stem from genuine interest and personal development rather than the pressure to outperform peers. The broader question remains: would removing grades change the way students are inspired to study, and would those who already invest effort be on equal footing with those who do not?
For context, the discussion happened on Trójka and drew attention from readers across various outlets. As debates about curriculum, assessment, and school culture continue, many observers note that policy shifts could reshape how students experience their education and how teachers assess progress.
Additional coverage has highlighted other related conversations about schools and values, including debates about ethics, religion, and inclusivity within Canadian and American education conversations. Critics warn that changes to assessment systems must be paired with robust supports for learning, ensuring that all students have access to meaningful feedback, opportunities to demonstrate growth, and clear pathways to future study or training.
In terms of policy discourse, observers stress the importance of transparency, evaluation, and evidence when considering reforms that alter how student achievement is measured. The conversation underscores how education policy can influence classroom practices, teacher autonomy, and the everyday experiences of students across different regions and systems. The ongoing dialogue reflects broader questions about how schools can cultivate curiosity, resilience, and lifelong learning while maintaining fairness and accountability. The discussion continues to unfold across media and academic platforms, inviting communities to weigh the potential impacts on learning outcomes and social equity. The discussion is part of a larger public conversation about how best to prepare young people for a rapidly changing world and a diverse, interconnected society. Attribution: wPolityce.