At a press conference in Białystok, Szymon Hołownia, the founder of Poland 2050, introduced a bold set of proposals aimed at rethinking the Polish school system. He spoke about reforming long-standing practices in a way that would change how students are evaluated and how achievement is celebrated. The centerpiece of his vision was to abolish the so-called conduct rate and to end the current practice of red stripes on academic certificates. Instead, he proposed introducing color stripes that would symbolize a student’s strengths and commitments in a more nuanced and positive manner, replacing a single, static indicator with a broader, more expressive symbolism.
During conversations with students and educators, Hołownia argued that behavioral grades have functioned as an instrument of repression. He asserted that such grading often labels young people in ways that can stifle initiative and creativity. His proposal calls for moving away from punitive measures toward a system that emphasizes self-reflection and personal growth. The plan would have students participate in a self-assessment process that is conducted in collaboration with a school pedagogue and their mentor. In this framework, the student actively engages in evaluating their own progress, goals, and areas for improvement, with professional guidance and support from educators who understand the learner’s unique context.
Hołownia outlined a switch to a multi-color stripe system on certificates, rather than a single red mark. Each stripe would recognize different domains of excellence. One color would honor outstanding contributions in the arts, with students who demonstrate creativity and dedication in music, theater, visual arts, or other artistic disciplines. Another color would celebrate athletic achievement and perseverance in sports. A separate stripe would honor environmental leadership, acknowledging students who have shown a sustained commitment to sustainability and ecological stewardship from elementary through high school. Collectively, these stripes would form a visible tapestry of a student’s diverse talents and efforts, serving as a tangible reward for voluntary service, personal sacrifice, and the willingness to invest in the community and the world at large.
According to the candidate, these changes would reposition education as a more humane and aspirational arena. By moving away from a binary ranking system to a spectrum of recognitions, schools could encourage students to pursue their genuine passions without fear of being labeled by a single metric. The proposed approach is meant to foster an atmosphere where learning is tied to curiosity, responsibility, and social impact rather than just academic performance or class standing. Hołownia criticized the current structure for potentially creating a competitive climate that discourages collaboration and authentic engagement with learning. He argued that education should allow for more air and room to breathe, enabling students to explore, dream, and contribute in meaningful ways.
In detailing the practical steps, he indicated that the self-assessment process would be designed to be fair, reflective, and guided by educators who know the students well. The mentor relationship would support students in setting personal learning goals, recording progress, and seeking help when needed. This system would include checks for equity and transparency to ensure that every student has equal opportunity to earn stripes that reflect their true efforts and achievements. Advocates say the approach could also help teachers tailor instruction to individual strengths, making the classroom a more inclusive space where varied talents are recognized and celebrated.
Supporters of the proposal describe the stripes as a meaningful form of recognition, not a ranking disguised as celebration. They emphasize that the goal is to honor the people who give of themselves to the community and the planet, including those who have demonstrated leadership in cultural, athletic, or environmental domains. The vision is to transform symbolic honors into lasting motivation—encouraging students to invest in their personal growth and to contribute positively to society. Critics, however, may raise questions about implementation, consistency across schools, and ensuring that the new system does not create confusion or unequal pressures. Nevertheless, the overarching aim remains to infuse the Polish school system with more air, more humanity, and a clearer path for students to become engaged, responsible citizens.