The Lifelong Learning Programme in Poland - Report 2009

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Comenius • Erasmus • Leonardo da Vinci • Grundtvig • Study Visits • the

lifelong learning programme in poland

Report 2009 Report 2009 Report 2009

• eTwinning • European Language Label • Eurydice • Europass Foundation for the Development of the Education System Warsaw 2010

Title THE LIFELONG LEARNING PROGRAMME IN POLAND – REPORT 2009

Concept and editing

Tadeusz Wojciechowski Ewa Kolasińska Ewa Koźbiał The report was drafted in cooperation with teams from the following Programmes: Comenius, Erasmus, Leonardo da Vinci, Grundtvig, Wizyty Studyjne, eTwinning, European Language Label, Europass, Eurydice

Graphic and technical editing Jan Andrzej Nicał Graphic design, typesetting and composition Michał Gołaś Printing Production & Service Enterprise ZAPOL Dmochowski Sobczyk Registered Partnership Publisher

Foundation for the Development of the Education System (FRSE) National Agency for the Lifelong Learning Programme ul. Mokotowska 43 00-551 Warszawa e-mail: kontakt@frse.org.pl www.frse.org.pl www.llp.org.pl

Circulation 3000 copies ISBN 978-83-60058-00-2 The publication was funded with the support from the European Commission under the Lifelong Learning Programme.

The European Commission cannot be held responsible for any use which may be made of the information contained herein.

Free copy

r e p o r t

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lifelong learning programme in poland

warsaw 2010

Introduction to the Report 2009

3

The Lifelong Learning Programme in Poland

4

Comenius

8

Erasmus

16

Leonardo da Vinci

24

Grundtvig

30

Study Visits

36

eTwinning

40

Europass

44

Eurydice

46

European Language Label

48

Events

52

The European Year of Creativity and Innovation in Poland

64

Dissemination and exploitation of results in the Lifelong Learning Programme

66

Recommended publications

68

Useful links

71

Dear Readers,

W

e present to you the annual report on the Lifelong Learning Programme for 2009. The aim of this publication is to familiarise the beneficiaries, Programme supporters and policy-makers in the field of education with the most crucial activity areas of the Foundation for the Development of the Education System (FRSE) pursued by us in recent months. We not only present the results of the actions taken by the professional staff of the Foundation, but we also specify certain directions of the Programme development at the mid-term of its functioning in the European Union and in Poland. Following three years of Programme implementation, its contribution to the process of strengthening the transitions within the education system is unquestionable.

As the institution which implements the Programme, the Foundation for the Development of the Education System not only conducts a variety of extensive information and publicity activities, as was indicated in our report, but we also perceive the dissemination of the results of already-completed projects as one of our priorities. Without efficient dissemination of information on interesting and very often highly-innovative project results, we cannot fully exploit the possible ways of implementing educational programmes, or even inspire any further improvement in their attractiveness. The examples of good practices included in the report prove that the Programme creates an array of opportunities for educational institutions to internationalise their activities and improve the quality of education. The Programme contributes to a more open attitude within the educational sectors towards common initiatives, e.g. those undertaken by the higher education sector in cooperation with general and vocational education institutions, and also emphasises the role of language teaching as one of the principal tools supporting educational mobility.

In 2009, the Foundation supported the Ministry of National Education in its activity undertaken as part of the European Year of Creativity and Innovation, which also allowed us to introduce a wide variety of projects implemented by diverse institutions, reflecting the potential, inventiveness and positive energy of their authors.

The area of work concerning project quality, implemented mainly through training courses and consultation, is especially worth stressing. The Foundation has developed its own cooperation networks with strategic partners in various regions – e.g. with local education authorities and craft chambers. The Foundation for the Development of the Education System is also cooperating with training groups, which contribute to the gradual improvement in the quality of the applications submitted, and to more extensive dissemination of project work methods among educational institutions.

We hope you will find this report interesting and we kindly invite you to actively participate in the lifelong learning process, which may prove a great adventure and inspiration and a valuable element in your personal and professional development.

Marcin Rolnik Director of The Lifelong Learning Programme, Leonardo da Vinci, Grundtvig, Europass

Anna Atłas Director of The Lifelong Learning Programme Comenius, Erasmus, Study Visits and European Language Label

report 2009

The Lifelong Learning Programme

The Lifelong Learning Lifelong Learning Pr Learning Programme The Programme The Lif The Lifelong Lifelong Learning Programme

The Lifelong Learning Programm

Participants in the conference organised by the National Agency of the Lifelong Learning Programme 4

The Lifelong Learning Programme

Lifelong Learning

report 2009

in Poland

As one of the EU Member States, Poland participates in the implementation of the Community Lifelong Learning Programme (LLP), established pursuant to Decision No. 1720/2006/EC of the European Parliament and Council dated 15 November 2006. The LLP implementation period is from 2007 to 2013. The Foundation for the Development of the Education System (FRSE), which is a foundation of the State Treasury, acts as the National Agency for the Programme in Poland. The key priority of the Foundation for the Development of the Education System is to support Programme The on a large scale any educational development-oriented activities in Poland, which is attained by coordinating educational programmes and initiatives of the European Union. www.llp.org.pl comenius erasmus School Higher www.frse.org.pl education education

g Programme The Programme The Lifelong e Lifelong Learning felong Learning g Learning Programme

me

Leonardo da Vinci Vocational education and training

The Structure of the Lifelong Learning Programme

The Lifelong Learning Programme comprises the following sectoral programmes: • Comenius – school education, • Erasmus – higher education, • Grundtvig – adult education, • Leonardo da Vinci – vocational education and training, • Study Visits – action within the Transversal Programme addressed to policy-makers in charge of general, vocational and lifelong education, to social partners and any people responsible for human resources development.

Furthermore, cross-sectoral activities cover all the transversal programmes mentioned above, aiming at the dissemination and exploitation of the Lifelong Learning Programme results.

grundtvig Adult education

Study Visits Decentralised action within the Transversal Programme

Programmes and initiatives supporting the implementation of the Lifelong Learning Programme objectives European Language Label (ELL), eTwinning, Europass, EURYDICE , Bologna Experts Team

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report 2009

The Lifelong Learning Programme

Programmes/initiatives supporting the implementation of the Lifelong Learning Programme objectives:

community with information about the European Higher Education Area (EHEA), established with a view to harmonising structures, and increasing the mobility of students and academic workers, as well as facilitating the recognisability of the qualifications acquired.

• European Language Label (ELL) – the European mark of innovation in the field of teaching and learning foreign languages. The ELL competition in Poland is organised by the Foundation for the Development of the Education System – the National Agency for the Lifelong Learning Programme, and by the Ministry of National Education; • eTwinning Programme promotes European cooperation between schools in the use of information and communication technologies (ICT). The Foundation for the Development of the Education System acts as the National Contact Office for the eTwinning Programme; • Europass is an initiative of the European Commission, which enables each citizen of Europe to present his/her occupational qualifications and skills more effectively. The initiative was adopted pursuant to a decision of the European Parliament and Council, and has been in force since 2005.

The Foundation for the Development of the Education System acts as the National Europass Centre; • EURYDICE – the Information Network on education in Europe. It comprises a number of national offices, established by the ministries of education in particular countries, and the European office (EACEA P9), established by the European Commission. The Foundation for the Development of the Education System runs the Eurydice Office in Poland; • The Bologna Experts Team promotes solutions concerning European higher education reforms, referred to as the Bologna Process. It also provides the Polish academic

•

The National Agency for the Programme

The Foundation for the Development of the Education System – the National Agency for the Lifelong Learning Programme – has implemented decentralised action programmes pursuant to an agreement concluded with the European Commission, and other agreements concluded with the Ministry of National Education and Ministry of Science and Higher Education. The decentralised action programmes within the LLP are administered directly by the Executive Agency of the European Commission in Brussels.

The Programme aims to contribute ‘through lifelong learning to the development of the EU as an advanced-knowledge society, with sustainable economic development, more and better jobs, and greater social cohesion, the effective protection of the natural environment for future generations’. As part of attaining its specific objectives, the LLP Programme seeks: • to develop quality Lifelong Learning, to promote high performance, innovation and a European dimension in systems and practices in this field, and to support the realisation of a European area for Lifelong Learning; • to improve the quality, attractiveness and accessibility of the opportunities for Lifelong Learning available within Member States, and to reinforce the contribution of Lifelong Learning to social cohesion, active citizenship, intercultural dialogue, gender equality and personal fulfilment; • to promote creativity, competitiveness, employability and the growth of an entrepreneurial spirit; • to increase the participation in Lifelong Learning by people of all ages, including those with special educational needs and disadvantaged groups, regardless of their socio-economic background; • to promote language learning and linguistic diversity; • to develop innovative ICT-based content, services, pedagogies and practices for Lifelong Learning; • to reinforce the role of Lifelong Learning in creating a sense of European citizenship based on understanding and respect for human rights and democracy, and encouraging tolerance and respect for nations and culture; • to cooperate on quality assurance in all sectors of education and training in Europe; • to use results, innovative products and processes, and to exchange good practices in the field covered by the Lifelong Learning Programme, in order to improve the quality of education and training.

Information about the activity of the National Agency for the Programme is published on an ongoing basis in the Newsletters sent by e-mail, and in the printed version of the bulletin entitled “Get to know the Lifelong Learning Programme”, issued every two months.

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The Lifelong Learning Programme Budget implementation 2009 Sectoral programme Sectoral programme budget – decentralised actions in EUR Comenius 12 098 868 Erasmus 37 505 000 Leonardo da Vinci 16 308 798 Grundtvig 2 550 175 Study visits 255 000 Total 68 717 841

Number of applications submitted 3007 296 733 493 257 4786

Number of applications accepted 1427 282 231 305 163 2408

report 2009

Funding granted in EUR 12 231 812 37 505 000 16 183 798 2 599 179 248 887 68 768 676

Data source: the Foundation for the Development of the Education System, own data for 2009

The Budget

The Main accomplishments of the Polish National Agency for the Lifelong Learning Programme in 2009:

The budget for the Lifelong Learning Programme for 2009 amounted to EUR 853 481 519 for all 31 countries covered, of which the budget for Poland was EUR 68 717 841. The allocation of funds for individual sectoral programmes for EU Member States at the level of the European Commission was made according to the minimum allocation of funds principle, in the following amounts: Comenius 16.8%, Erasmus 55.6%, Leonardo da Vinci 23.8%, Grundtvig 3.4%, and Study visits 0.4%. The Member States may move the funds between particular sectoral programmes, though this option was not exercised by the Polish National Agency in 2009.

• achieving a high level of interest in the Programme (reflected in the number of applications submitted in respect of institutional projects and beneficiary mobility, as a result of large-scale publicity, information and training activities; • the successful implementation of new actions within the Grundtvig Programme; • the active cooperation of the Polish National Agency at the European level – e.g. participation in partnership projects implemented by other National Agencies for the Lifelong Learning Programme; • the successful identification of the examples of good practices; • a gradual improvement in project quality; • the development of the professional team dealing with the programmes and initiatives of the European Commission; • reinforcing the synergies between the programmes and initiatives implemented by FRSE; • the efficient coordination of activities related to the European Year of Creativity and Innovation

Information, publicity and training activities

The National Agency for The Lifelong Learning Programme conducts information, publicity and training activities on a large scale.

In 2009, these activities covered 20 000 people, including over 15 000 people directly interested in decentralised actions within the Lifelong Learning Programme, and 5000 people interested in other programmes and initiatives.

Additionally, several thousand leaflets, brochures, guides and studies were developed, presenting the examples of good practices in the decentralised actions within the Lifelong Learning Programme.

The National Agency has also regularly organised open days and individual consultations for beneficiaries and anyone interested in the Programme.

The accounts of the Foundation for the Development of the Education System were uploaded onto YouTube and Facebook in the summer of 2009. As a result, information and publicity materials concerning the National Agency for the Lifelong Learning Programme will be available to a larger number of recipients

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report 2009

Comenius

Giorgia Bassani (Italy) participating in the Comenius Assistantship in the TĘCZA Municipal Nursery School No. 54 in Sosnowiec.

8

Comenius

report 2009

Comenius is one of the four sectoral

programmes of the Lifelong Learning Programme.

It aims to improve the quality and reinforce the European dimension of education in Europe by expanding knowledge of the cultural and linguistic diversity of Europe, and assisting young people in acquiring the basic skills and competences indispensable to personal development, future employment and active European citizenship. Thanks to participation in the Programme, students and teaching staff from different Member States improve their skills which are crucial to both active and successful participation in their professional life. www.comenius.org.pl Comenius

Comenius Comeni Comenius Comenius ComeniusComenius Comenius Comenius ComeniusComenius Comenius Comenius Comenius

School Partnerships

Multilateral School Partnerships

Comenius

The Polish School Partnerships usually involve Science and foreign language learning, with as many as 112 projects indicating this specific subject matter in 2009. 101 projects relate to Cultural heritage, 97 deal with Studies on European countries, and another 96 will be implemented in the Intercultural education area. The most frequently chosen topics/educational fields (Regio projects are not covered) include foreign languages (267), new technologies (173), arts and crafts (101), history (88) and environmental science (87).

Multilateral School Partnerships are oriented towards the cooperation of at least three partner schools. They focus on the general issues related to teaching programmes or student interests, and on the topics of school administration, and teaching techniques or methods. Partner projects constitute the value added to the traditional learning and teaching systems through a new and creative approach. This multi-directional programme, integrated with the traditional programme of teaching the participating students, is

Comenius

Come

Results of the call for proposals in 2009 for the Comenius programme Number of Number of Item Decentralised action applications submitted applications approved 1.

Multilateral projects 852 389 2.

Bilateral projects 169 34 3.

Regio projects 42 26 4.

Teaching Staff Mobility 1339 748 5.

Assistantship – assistants 230 95 6.

Assistantship – host schools 154 24 7.

Preparatory visits 221 111

Total 3 007 1 427

ComeniusComenius Comenius Comenius ComeniusComenius

Comenius

Funding granted in EUR 8 177 000 753 000 806 670 1 818 556 557 967 0 118 619 12 231 812

Data source: FRSE, own data for 2009

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Comenius

report 2009

Preparatory Visits and Contact Seminars

the biggest success in this respect. The Comenius partnerships produce tangible results in the form of brochures, leaflets or DVD/ CD-ROMs. Sometimes the students themselves prepare exhibitions of local products and crafts, give performances, or make films.

852 applications for the implementation of Multilateral School Partnerships were submitted in the call for proposals in 2009. 368 applications were approved and 10 were included on the waiting list.

Preparatory Visits and Contact Seminars play a significant role in the creation of many projects. Participants discuss the issues of interest, develop the thematic scope, and define the objectives and scheme of project activities, and the project implementation mode.

Results of the call for proposals in 2009 for preparatory visits and contact seminars Approved for funding • preparatory visits – 80 • contact seminars – 28 • preparatory visits not implemented – 4 Applications rejected Total number of applications

Bilateral School Partnerships

The Bilateral School Partnerships entail cooperation between two schools from two different countries, comprising visits of at least 10-days by groups of at least 10 students aged 12 or over. Projects of this type were created with the aim of establishing close cooperation between two schools, which increases students’ motivation and their ability to communicate in a foreign language. The students should be actively involved in the planning, observation and evaluation stages. The objective of these projects is to create the conditions in which the students will speak a foreign language in everyday and common situations, thereby improving their linguistic skills and stimulating their willingness to learn foreign languages. 169 applications for the implementation of Bilateral School Partnerships were submitted in the call for proposals in 2009, 34 of which were approved.

112

109 221

Data source: FRSE, own data for 2009

Teaching Staff Mobility

Teaching Staff Mobility promotes activities related to improving the professional qualifications of teaching staff by financing individual study tours abroad. The qualified individuals may participate in three forms of professional training, i.e. training courses, seminars/ conferences, or vocational placement; more commonly referred to as ‘job shadowing’. Training courses may be organised in the EU Member States, as well as in Iceland, Norway, Liechtenstein and Turkey. Particular forms of professional training may last from one day (conferences and seminars) or five days, to a maximum of six weeks (training courses). Training courses involve various fields of education. They may also serve the purpose of improving purely linguistic skills, in the field of foreign languages. Funding covers the reimbursement of travel expenses (including the costs of obtaining a visa where necessary), subsistence costs, course fees, and additional costs related to linguistic training and covering special needs, where necessary. The aim of the Teaching Staff Mobility is to create the appropriate conditions for teaching staff to deepen their knowledge, to improve their own qualifications and competences, to familiarise themselves with modern and innovative pedagogical methods, and to establish international cooperation with European educational establishments. Course participation exerts a positive impact, not only on the professional and personal development of the beneficiary, but also on his or her home institution, and in many cases on other cooperating institutions. The biggest number of applications in 2009 (63% of the total number of applications) was submitted as part of the first call for proposals, i.e. from 16 January 2009. This period involved courses organised from 1 April to 31 August 2009, thus covering also the summer holiday period.

For this reason, a number of applicants (mostly teachers, who constitute the largest target group of the Comenius programme – Teaching Staff Mobility) were given the chance to benefit from the funding. Going out on a study tour during the school year is impossible for many teachers, given their professional duties.

Regio Partnerships

These projects reinforce the European dimension of education by promoting cooperation between local and regional educational authorities in Europe. These partnerships offer the participants various opportunities to learn from each other, to exchange best practices, and to develop the structures of international cooperation, especially in the border zone. The subject matter may refer to any issue related to school education, which is crucial both to regions cooperating within the project, including school administration, cooperation between schools and local partners, reducing the premature abandonment of education, entrepreneurship, and the integration of students of migrating parents. 42 applications for the implementation of Regio Partnerships were submitted in the call for proposals in 2009, 26 of which were approved.

Number of applications submitted and funded by submission period of applications for the School Teaching Staff Mobility in 2009 Application Applications Applications submission in % submitted approved period Submission 848 551 74% period I Submission 269 91 12% period II Submission 222 106 14% period III Total 1 339 748 100% Data source: FRSE, own data for 2009

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Comenius

report 2009

Number of applications and funds granted for the implementation of Comenius partnerships as part of the Lifelong Learning Programme 2009 (by Voivodeship) Number of beneficiaries of partner school projects

Voivodeship

Funds in EUR

Multilateral

Bilateral

Regio Projects

Total

mazowieckie

23

3

1

27

624 000

świętokrzyskie

13

0

1

14

339 350

podlaskie

14

0

0

14

282 000

wielkopolskie

36

6

7

49

1 078 190

zachodniopomorskie

15

3

3

21

440 000

pomorskie

14

1

1

16

358 050

łódzkie

15

0

2

17

387 600

małopolskie

33

4

1

38

810 500

106

8

7

121

2 623 900

lubelskie

20

0

0

20

405 000

podkarpackie

25

4

2

31

663 580

6

0

0

6

126 000

dolnośląskie

25

3

0

28

606 000

opolskie

13

1

0

14

288 000

kujawsko-pomorskie

11

0

1

12

263 500

warmińsko-mazurskie

20

1

0

21

441 000

389

34

26

449

9 736 670

śląskie

lubuskie

Total

Data source: FRSE, own resources involving the Lifelong Learning Programme

Teaching staff and student mobility in the Comenius programme in 2009 (by beneficiary plan) 167 in Bilateral Projects

719 in Bilateral Projects

531 in Regio Projects

4251 in Multilateral Projects

26 in Regio Projects

4104 in Multilateral Projects

Number of staff mobility

Number of student mobility

Data source: FRSE, own data for 2009

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Comenius

report 2009

Comenius Assistantship – assistants and host schools

Information about Comenius

Any information about Comenius – its goals, addressees, funding application procedures, partner searching methods and examples of good practices – can be found on the programme website at www. comenius.org.pl. In 2009, new tools were made available through the programme website, including the Comenius newsletter, in which the National Agency provides information about current events, and the Comenius Assistantship blog, in which assistants speak about their activities undertaken during the project on an ongoing basis. This is where the examples of good practices can be presented and promoted in a highly effective way. The Comenius forum has also been extremely popular, with nearly 1 500 active users registered. In 2009, the Comenius website was visited more

Comenius Assistantship is a pedagogical and vocational placement of future teachers in European schools, which lasts from 13 to 45 weeks. The action is addressed to future teachers (students or graduates in teaching majors who have not taught at school before) and to schools which intend to host a Comenius assistant from another European country. Two calls for proposals are organised as part of the action, namely “Comenius Assistantship – Assistants” and “Comenius Assistantship – Host Schools.” Comenius assistants receive funding according to the rates established by the European Commission. Host schools do not receive any funds, but they benefit from the presence of the assistant.

Comenius Assistants in 2009

18 16 14 12 10

Comenius Assistants in 2009 by placement country

Number of outgoing assistants

20

8 6 4 2 Country of placement

Fi Th e N nlan d et he rla nd s Gr ee ce Th B elg eC iu ze m ch Re pu bl ic No rw ay Po rt ug al Sw ed en Sl ov en ia Li th ua ni a Au st r ia De nm ar k H un ga ry Ro m an ia

lan d

ly

Ire

Ita

Sp ain Gr ea tB r it ain Fr an ce Ge rm an y

0

Data source: FRSE, own data for 2009

Foreign Comenius Assistants in 2009 8 7 6 5 4 3

Foreign Comenius Assistants in 2009 by country of origin

Number of incoming assistants

9

2 1

Po rt

y ga r H un

ain r it Gr ea tB

ain Sp

an y rm Ge

ly I ta

Fr an ce

12

ug al

Country of origin

0

Data source: FRSE, own data for 2009

Comenius than four million times. Functioning since 2004, the European Shared Treasure database (www.est.org.pl), which constitutes an extended documentation of projects implemented by Polish schools as part of the Comenius programme, was also enriched with new examples. In 2009, this database was transformed with the aim of increasing its functionality and to make the information stored available to a wider group of recipients. A new graphic design was created for all language versions, thereby making the database adjusted to the requirements set by the beneficiaries of sectoral

report 2009

programmes (Comenius, Leonardo da Vinci, Grundtvig). The Comenius programme team translated and developed the Polish language version, including the guide for beneficiaries, which also comprised updating the Polish website www.est.org.pl. Six projects exemplifying good practices have been submitted to the European Committee as “EST Star Projects,” with a view to promoting and publicising the achievements of Polish teachers at the European level (also through the European EVE database – http://ec.europa. eu/dgs/education_culture/eve/about_en.htm).

comenius | Example of good practice

Keys to Success The project entitled “Keys to Success” was implemented in the period from 2007-2009 by the Bohaterów Września Junior High School in Szczucin (Małopolskie Voivodeship), acting as the project coordinator (e-mail: gimn_szczucin@poczta.onet.pl). Ms. Marta Kupiec coordinated the project at the school level. The following countries participated in the project implementation: France, Spain, Greece, Sweden and Turkey. Use was made of both the English and Polish languages.

Activities and final results

Utilising project results

As the name of the project relates to the key competences of Lifelong Learning, its objectives included developing linguistic, interpersonal, computer and entrepreneurial skills. As part of the actions taken, both students and teachers implemented a range of activities and developed final products. These included creating a common website for all schools participating in the project, http://www.gymnasium.bastad.se/ABG/Comenius/index. htm, and the school website, http://www.socratesszczucin.ubf. pl/news.php; designing and making the project logo; developing a PowerPoint presentation entitled “Who we are”; creating art and literary works, as part of an art and literary competition entitled “All are different – All are equal”; implementing a project on renewable energy in Poland; developing the rules of integration games and plays, as well as a dance choreography; organising a trip to partner countries for both teachers and students; preparing the students to participate in video conferences; and keeping a showcase devoted to project activities.

A collection of brochures, newspapers, and CDs with presentations, developed by all partner countries during working visits, can be found in the school library and is available to anyone interested.

As part of their teaching and educational practice, the teachers may use the innovative elements observed during their visits to partner schools. They also have the opportunity to contact their new acquaintances via the Internet to exchange their experiences and jointly solve their problems.

Opinions of students participating in the project

What I like about the project is that any student can participate. This is an excellent way to develop our English skills. For many students, this is the only opportunity to go abroad, to see the sights and monuments, to visit cities and museums, and to learn the history of other countries.

Agnieszka Bełzowska Comenius is fantastic! I’m really happy I could participate in this programme. I contributed to its implementation with a variety of crazy ideas and a great deal of work, which – I must admit – gave me a lot of satisfaction.

Karol Dzięgiel

Project impact on the school

The project has made students recognise the significance of learning foreign languages and information technologies. They learned how to work in a group and combat stress, and they became more self-reliant, as a result of public performances.

They also realised how important it is to be aware of unique cultural nuances. They established friendships with students from other countries. During the partner visits, the teachers exchanged their observations and work methods, widening their horizons and developing their skills and tools. The relationships created between the teachers have been maintained to this day.

I met a number of nice people in Sweden, with some of whom I’m still in touch via e-mail. I spent a wonderful week, visiting interesting places and getting to know Swedish culture. The opportunity to use my English skills in practice was also very important. This trip gave me the chance to travel by plane for the first time in my life. I think I will never forget this experience and I will cherish my recollections of that week.

Mateusz Starzec

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Comenius

comenius | Example of good practice

Comenius Assistantship – Anna Kotuła The Comenius Assistantship at the Etone Technology Language & Vocational College, Nuneaton, Warwickshire, Great Britain, from October 2008 to June 2009.

As the Comenius Assistantship was bound to be one of the most formative periods in my teaching career, I decided to prepare my mobility period in a diligent and professional way, while still in Poland. Before I submitted my application, I had participated in the Open Days in Warsaw to learn the details of the project. This was when I started gathering useful materials; including books, albums, tourist guides, maps, provisions, photos, magazines and the Polish flag. During my very first days in Etone, I was met with great kindness on the part of the entire teaching staff. At my first meeting, I was officially introduced to other teachers by the headmaster and asked to elaborate on the goals of my assistantship, my expectations, and the projects I would like to carry out. This was a promising start to our cooperation. I was given my own school e-mail address and an intranet account valid on all computers, printers and multimedia equipment. I was also offered the assistance of an IT specialist in connecting my personal computer to the Internet. I could use the school library and any on-line materials used by foreign-language teachers. Fulfilling the tasks entrusted to me by the school in Etone was the most significant aspect of my assistantship. It was decided that one of my duties would be to teach my native language (Polish), as a foreign language, and to provide students with information about Poland. My lessons illustrated a variety of cultural issues and combined certain elements of knowledge on Polish history, geography, religion, tradition, and tourism, based on the students’existing knowledge in these fields, concerning their own country or the whole of Europe.

While talking about Poland, the students had the chance to see for themselves the similarities and differences between our countries.

Apart from the regular classes, I tried to participate in other events organised by the school. Among other things, I had the chance to participate in a special performance prepared by the students before Christmas, presented in an Anglican church in Nuneaton. Reading a fragment of the Bible in the Polish language was a really interesting experience. The Comenius Assistantship enabled me to familiarise myself with the educational system and teaching methods used in an English educational establishment. I could experience the organisation of the GCSE and compare it to the final Junior High School exams in Poland. I could compare and evaluate the solutions applied in English schools, and recognise the value of Polish teaching standards. I came across a variety of valuable ideas which I would like to use in my future work in a Polish school.

Anna Kotuła, Linguistic Assistantship of the Comenius programme – Final report

The most important achievements during my assistantship included:

• teaching my native language – I managed to teach English students many aspects of the Polish language. Some of them had the chance to use their new skills in practice, as their neighbours or friends come from Poland; • familiarisation with the Polish culture – I had the opportunity to present the culture of my nation and the beauty of Poland to English students in an interesting way. Throughout all the lessons on Polish history, geography, traditional cuisine, customs and rites, the students got to know Poland and it became closer to them. This was reflected in the willingness to visit our country in the future, which was expressed by many students; • teaching methods and practices – The assistantship gave me the opportunity to test myself as a teacher and to use my own creativity in the teaching process. I experimented a lot, making use of untypical materials and innovative techniques, which I found in English magazines, such as “Secondary Teachers”, “Learning World” and “ELT Spectrum,” and on the following websites: www.mflresources.org.uk, www.ocr.org.uk, www.tes.co.uk, www.teachernet.gov.uk.

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Comenius

The impact of the assistantship on my linguistic competences and teaching skills

Realisation of my personal objectives

report 2009

Leaving for the Comenius Assistantship, I planned to achieve not only the formal project objectives, namely teaching the Polish language and culture, but also certain personal goals, which could contribute to my future professional career. These included advancing my language skills and acquiring valuable professional experience. The school in Etone enabled me not only to fully realise all these objectives, but also to integrate with the English, to acquire knowledge going beyond the scope of teaching, and to familiarise myself with English culture and traditions. I am deeply satisfied with my stay in Great Britain, and I believe I implemented the project objectives to the highest extent possible. Furthermore, I am of the opinion that projects in the field of Teacher Professional Training are extremely useful. At all times I have sought to promote any activities in this field and to inform other students and teachers about the opportunities created by this programme. I think foreign study tours should be promoted, as they constitute a source of valuable experience for future teachers.

Acquiring professional experience, so valuable these days, is the greatest benefit of my assistantship. I am deeply convinced that familiarising myself with the educational system and teaching methods in Great Britain will help me become a better teacher. Learning new teaching techniques and efficient ways of dealing with educational problems has also been valuable experience for me. Other important aspects of my placement include advancing teaching competences, enriching vocabulary and improving linguistic fluency. In my opinion, any philologist wishes to become confident in using a foreign language.

After these eight months which I spent working with English children and using English as the main teaching language, I am proud to say I now feel this confidence. Encountering the diverse cultures and traditions, and facing the problems related to these diversities, were great challenges for me. I became convinced that teaching students to be tolerant, to accept other people, to be open to cultural diversity and to respect it, should be the priority and it should form part of every school subject.

15

report 2009

Erasmus

Foreign students in Poland participating in the Erasmus Forest planting project.

16

Erasmus

2009

report 2009

Erasmus is a EU programme

addressed to higher education institutions.

It fosters student and teaching staff mobility, and encourages cooperation between higher education institutions from various countries participating in the programme. www.erasmus.org.pl Opportunities for particular target groups

Erasmus in the Lifelong Learning Programme

Higher education institutions cooperating within the Erasmus programme may carry out student and teacher exchanges, organise intensive courses, e.g. a series of interactive workshops for international groups of students, and implement projects in various fields jointly with institutions from various countries. For a higher education institution, participation in Erasmus means the possibility to make their studies more international and consequently more attractive to prospective students.

In order to participate in the programme, a higher education institution must hold an Erasmus University Charter granted by the European Commission, under which this institution becomes

In 1995-2007, Erasmus formed part of a bigger (and already completed) SOCRATES programme, and since 2007 it has been part of a complex EU programme in the field of education, entitled Lifelong Learning.

Upon activating the Lifelong Learning Programme, several modifications were introduced to Erasmus, with respect to its previous stage. The most important change involved increasing student and teacher mobility at higher education institutions. Apart from studying abroad, students were also offered the opportunity for a placement abroad, and teaching staff were also given the chance to participate in training courses.

13 379

12 854 11 219 9 974

10 000 8 388

8 000 6 000

6 278

5 419 4 322

3 691

4 000

2 813

2 000

1 426

00

8 20

07

/2

00

7 20

06

/2

00

6 20

05

/2

00

5 20

04

/2

00

4 20

03

/2

00

3 20

02

/2

00

2 20

01

/2

00

1 20

00

/2

00

0 19

99

/2

00

9 99 /1 98 19

9

Academic year

0

/2

12 000

Polish outgoing Erasmus students in 1998-2009

08

14 000

20

16 000

Outgoing students

Polish outgoing students

Data source: FRSE, own data for 2009

17

Erasmus

report 2009

eligible for funds to finance particular mobility and international cooperation related actions.

Students constitute the largest target group in the Erasmus programme. Erasmus enables students to study at a foreign higher education institution for a period of three months to one academic year, or to do a placement in a foreign enterprise (3-12 months).

The participation of his or her home university in the programme is the principal prerequisite to be satisfied by the student applying for an Erasmus mobility placement.

Students are also offered other opportunities as part of mobility and international cooperation. They can take part in an intensive Erasmus programme, provided that their department participates in this kind of a project, and that the programme involves their field of study. They can further attend guest lectures or other classes conducted by foreign Erasmus teachers.

As for teaching staff, academic teachers can spend a teaching period, usually nearly one week, at other partner higher education institutions. All the staff of higher education institutions can also apply for training in a foreign higher education institution or other institutions. Finally, academic staff can take part in, among other things, various projects, such as intensive programmes and multilateral projects, and in Erasmus networks in which their home unit is involved.

2009

The number of higher education institutions holding the Erasmus University Charter The total Public Non-public number Academic higher higher of higher year education education education institutions institutions institutions 2008/2009 270 118 152 2009/2010 288 128 160 Data source: FRSE, own data for 2009

support being provided by the Education, Audiovisual and Culture Executive Agency, appointed by the Commission) include: • Multilateral projects (where higher education institutions act as partners) concerning: – curriculum development, – modernisation for higher education, – cooperation between higher education institutions and enterprises, – creation of “virtual campuses”, • Networks, • Accompanying measures.

List of activities financed within the Erasmus programme

Erasmus in Poland

Poland has participated in Erasmus since 1998. Currently, nearly 250 Polish higher education institutions (both public and nonpublic) are actively participating in this programme. From the beginning of Poland’s participation until the 2008/09 academic year, nearly 80 000 Polish students and almost 15 000 academic teachers benefited from Erasmus, in 2008/09 joined by other staff.

The number of incoming students and staff coming from abroad to Polish higher education institutions has been growing each year. Between 1998 and 2009, more than 23 000 students and 9 000 teachers from other participating countries came to Poland.

The activities coordinated by National Agencies for the programme in particular countries include: • Student exchange (mobility for a given period of study, or placement abroad), • Teaching staff exchange (a teaching period or staff training in a foreign higher education institution), • Intensive Programmes (IP), • Erasmus Intensive Language Courses (EILC).

The activities coordinated by the European Commission (technical

3 730 3 063

3 000

2 332

2 000

1 459

1 000

466

220

996

750

614

00

8 20

07

/2

00

7 20

06

/2

00

6 20

05

/2

00

5 20

04

/2

00

4 20

03

/2

00

3 20

02

/2

00

2 20

01

/2

00

1 20

00

/2

00

0 19

99

/2

00

9 99 /1 98 19

9

Academic year

0

/2

4 000

Erasmus foreign students incoming to Poland in 1998-2009

08

5 000

4 809

4 446

20

6 000

Incoming students

Incoming foreign students

Data source: FRSE, own data for 2009

18

Erasmus

2009

Student mobility

Spending an integrated period of study in a higher education institution or placement in a foreign enterprise not only enables students to acquire new skills, to develop their knowledge, to widen their horizons, and to improve their linguistic skills educationally, but also to get to know a foreign country, meet people from all over the world, and experience different cultures.

Staying abroad also contributes to the development of a set of skills valuable for future employment (e.g. teamwork, problem solving and other skills). For higher education institutions, student exchange is one of the most important aspects of international cooperation.

In the 2007/08 academic year, EUR 27.4 million from the Erasmus programme was spent by Polish higher education institutions on student mobility for studies and placements. A total of 12 854 students from 182 higher education institutions benefited from the Erasmus programme.

Higher education institutions with the largest number of outgoing students for studies and placements are the following: University of Warsaw, Jagiellonian University, Adam Mickiewicz University in Poznań, University of Wrocław, University of Łódź, Nicolas Copernicus University in Toruń, Warsaw University of Technology, Technical University of Łódź, University of Silesia in Katowice, and Warsaw School of Economics.

report 2009

At the same time, Poland hosted 4 446 foreign Erasmus students, including 4 135 students coming for studies, and 311 for placements.

According to preliminary data, in 2008/09, 1 191 Polish higher education institutions sent 13 379 students on the Erasmus programme (including 11 784 mobility for studies and 1 595 mobility for placements).

Mobility for studies In 2007/08, 11 879 students from 182 Polish higher education institutions spent an integrated study period in foreign higher education institutions. In 2008/09, the number of mobility for studies was maintained at a similar level (11 784 students), whereas the number of mobility for placements considerably increased.

As regards incoming students, in 2007/08, our higher education institutions invited 4 135 students, and in 2008/09 – around 4 800 Erasmus students.

Mobility for placements Erasmus mobility is a real school of life. The participant gets the chance to acquire not only valuable professional experience, but also an array of useful skills contributing to a future career, including resourcefulness, independence, and the ability to deal with problems and unusual situations, as well as nurturing openness to other people and their views.

Erasmus outgoing Polish students to particular destination countries – the total number in 1998-2008 Outgoing students

0

2 000

4 000

6 000

8 000

19

10 000

12 000

14 000

16 000

18 000

Data source: FRSE, own data for 2009

Germany France Spain Italy Great Britain Denmark Belgium The Netherlands Finland Portugal Sweden Austria Greece The Czech Republic Ireland Turkey Slovakia Norway Lithuania Hungary Slovenia Bulgaria Latvia Estonia Romania Cyprus Iceland Malta Luxembourg Liechtenstein

Destination country

Outgoing Polish students

Erasmus

report 2009

2009

Academic staff mobility for training Mobility for training organised at foreign higher education institutions and other institutions has enjoyed growing popularity among academic staff, especially those working in administration offices, which did not have the opportunity to participate in Erasmus mobility until 2007/08.

651 departures for training abroad were co-funded in 2007/08, with EUR 557 659 from the Erasmus programme budget being used for that purpose. The staff from 136 Polish higher education institutions benefited from this form of mobility. Poland was first in Europe in terms of the number of mobility for training.

In 2008/09, 1 262 individuals from 163 higher education institutions participated in mobility for training, which corresponds to a growth of 94% in relation to the preceding year.

Student placements are a new form of student mobility in the Erasmus programme, introduced in the 2007/08 academic year.

In the initial year, 975 students from 97 Polish higher education institutions participated in this form of mobility. In the following year, there were as many as 1 595 students from 126 higher education institutions. As we can note, student mobility for placements has become more and more popular over the years.

Staff mobility

Staff mobility contributes to improving teaching standards and facilitates cooperation between higher education institutions.

Mobility creates a range of opportunities related to the personal and professional development of teaching staff. It also contributes to a better command of foreign languages, to the exchange of expertise and pedagogical and vocational experience, as well as to advancing their own abilities. For students, it brings the opportunity to benefit from the expertise of foreign teachers who conduct guest lectures or other classes.

100% implementation of the Erasmus budget

Poland used 100% of the initial budget allocated for 2007/08.

Similar results were only achieved by Latvia and Iceland. However, given that Poland was sixth in Europe in terms of the amount of funds in the budget, whereas Latvia and Iceland disposed of considerably lower funds (24th and 28th position, respectively), the result obtained by our country is a tremendous collective success for all the people involved in the programme’s implementation.

The amount transferred to higher education institutions by the National Agency, for the purpose of implementing student and staff mobility in 2007/08 was nearly EUR 32 million. These funds enabled 12 854 students and 3 111 academic staff to participate in the programme.

In 2007/08, the number of academic staff engaged in mobility for training was also the highest among all the participating countries.

Furthermore, Poland was rated third in terms of the number of outgoing teachers who spent a teaching period at higher education institutions in partner countries.

The preliminary domestic data for 2008/09 reveal that the budget implementation was effective also in that year, as a result of which Poland may be the example to follow for other participating countries.

Teaching staff mobility for teaching at higher education institutions in other participating countries In 2007/08, 2 460 academic teachers from 173 Polish higher education institutions participated in this type of mobility, with EUR 1.8 million from the Erasmus programme budget being spent for that purpose. In 2008/09, the number of academic staff mobility increased to 3 079, and this opportunity was offered to teachers at 196 Polish higher education institutions.

In 2007/08, Poland was third among the countries participating in Erasmus, in terms of the number of outgoing academic teachers.

This testifies to the activity of our teachers in this programme, to the high quality of their classes, and to the warm welcome they receive at foreign higher education institutions.

As regards incoming academic teachers, 1 596 teachers from other countries conducted guest lectures at our higher education institutions in 2008/09.

3 111

2 500 2 000 1 394

1 500 1 000 359

500

885

810

738

629

605

2 030

1 740

Academic year

20

8 20

07

/2

00

7 20

06

/2

00

6 20

05

/2

00

5 20

04

/2

00

4 20

03

/2

00

3 20

02

/2

00

2 20

01

/2

00

1 00 /2 00 20

00 /2 99 19

19

98

/1

99

9

0

0

9

3 000

00

3 500

4 341

/2

4 000

Outgoing Erasmus staff from Polish higher education institutions in subsequent years

08

4 500

20

5 000

Outgoing teachers

Outgoing teachers from Polish higher education institutions

Data source: FRSE, own data for 2009

2009

Erasmus

Intensive Programmes (IP)

report 2009

application on behalf of the consortium, to the National Agency in its country. An IP can be a one-off activity or repeated over a period of a maximum of three consecutive years, each time for a different group of students. Very often it is organised in the form of a summer or winter camp, lasting around two weeks. By definition, the subject matter goes beyond the scope of standard courses available at the higher education institutions participating in the programme.

In 2008/09, 11 higher education institutions in Poland coordinated 12 Intensive Programmes, whereas in the current 2009/10 year Polish institutions are acting as coordinating institutions for 20 projects.

An Intensive Programme is a project implemented by a group of higher education institutions from various countries, which entails the development and implementation of a short cycle of studies concerning a specialist topic, or an interdisciplinary subject matter. The unique international character of the programme stems from the fact that both the teachers who conduct the course and participating students come from various countries.

One of the higher education institutions participating in the project acts as the coordinating institution, in charge of submitting the grant erasmus | EXAMPLE OF GOOD PRACTICE

Information for the People.

Public Information / E-government in EU countries The Intensive Programme entitled “Information for the People. Public Information / E-Government in EU countries” was coordinated by the Institute of Scientific Information and Book Studies at Warsaw University. It was implemented in the 2008/09 academic year in cooperation with St Clement of Ohrid University of Sofia, Vilnius University, Fachhochschule Hannover and Saxion Hogescholen in Enschede (the Netherlands).

The aim of the project was to advance the expertise, experience, and skills of students – future professionals in the field of information – as regards public information (e-Government). This was done through comparing different solutions, procedures, systems and public information tools used in different EU countries, working in international groups, using software and network applications in the field of public information and e-Government, and comparing teaching curricula implemented by partner institutions.

The programme lasted two weeks and was conducted in English. It was attended by 50 students, including two disabled people, and by 10 academic teachers from all participating institutions. The participants could also benefit from the cultural adaptation programme. Students and teachers presented the history and culture of their own countries during the national evenings, using unconventional presentation forms (e.g. presenting unique and specific skills), learned about the history of Polish statehood while visiting Gniezno, Biskupin and Poznań, and were familiarised with Polish alternative culture during the Rock Festival in Jarocin, where the programme was taking place.

Upon successful completion of the programme, students were given five ECTS points. A set of teaching materials regarding public administration and e-Government (e.g. Teaching Materials, lecture slides, and reports on student workshops), and a model teaching curriculum for information and book studies, in the field of public information, were developed as an outcome of the programme.

The project co-funding from the budget of the Lifelong Learning Programme – Erasmus amounted to EUR 47 080. Detailed information on the project is available at www.isss2009.pl.

21

Erasmus

report 2009

Erasmus Intensive Language Courses (EILC)

The activity of the Bologna Experts Team in Poland

Erasmus Intensive Language Courses are organised for the programme scholarship holders coming to countries where less common languages are spoken. Those courses are co-funded from the Erasmus budget.

The Polish language belongs to a wide group of rarely-taught languages, spoken in the countries participating in the programme, comprising 26 European languages, plus Turkish.

The principal objective of an EILC is to enable the students to use a given language in everyday life and to integrate with the local environment to the highest degree possible. Therefore, the EILC curriculum focuses especially on the practical aspects of a given language. The cultural aspect is also an important element of such courses, creating an opportunity for the students to acquire basic knowledge on the culture, history and customs of the country they have come to.

Several EILCs are organised in Poland in each year. Along with teaching the language, their curriculum also comprises lectures devoted to Polish culture and history, as well as sightseeing tours and cultural programmes, including movie screenings, theatre performances, musical or theatre workshops, and the like.

Each year more than 90% of participants express their positive, and even enthusiastic, opinions on these courses, teaching mode, results and the ambience created by the organisers.

In 2009, Polish language courses for foreign Erasmus students were conducted by eight academic centres of teaching Polish as a foreign language. A total of 203 students from 18 countries participated in such courses.

Erasmus has contributed to undertaking the initial steps in removing the barriers to international student and staff mobility in Europe. One of these steps entails the introduction of a credit transfer system (currently referred to as the European Credit Transfer and Accumulation System – ECTS), which facilitates the recognition of students’ studies between different institutions.

The introduction of this system was promoted and partially financed as part of Erasmus. At present, the ECTS is used by a vast majority of higher education institutions participating in Erasmus. The programme at issue has also contributed to shaping the idea of the European Higher Education Area, which fosters greater transparency and “compatibility” of educational systems in particular countries, and the application of a common credit system (ECTS), considerably facilitating the mobility of students and academic staff.

Creating the European Higher Education Area, facilitating mobility and improving the quality of education in Europe – these are the objectives of the aptly named Bologna Process, i.e. a set of activities jointly undertaken by European countries in the field of higher education. The Bologna Process commenced with the signing of the Bologna Declaration (in 1999) by European ministers of higher education, which proposes certain modifications to the educational system in Europe. The assumptions of the Bologna Process are currently being implemented by 46 countries which have declared their intent to create the conditions fostering the mobility of students, graduates and academic staff, and the provision of high-quality and modern education to students of higher educational institutions.

Bologna Experts Teams were set up in particular countries, functioning with financial support from the European Commission. The Bologna Experts promote reforms within the European higher education system, consistent with the objectives of the Bologna Process.

The Polish Team of Bologna Experts, currently having 19 members, closely cooperates with the units of the National Agency for the Lifelong Learning Programme (Erasmus, Erasmus Mundus, Tempus and Bologna Expert Teams). In 2009, the Bologna Experts Team focused on developing study programmes based on learning outcomes, multi-level studies, internal systems of quality assurance, and ECTS. Major activities undertaken by the Bologna Experts supported by the units of the National Agency included conferences and seminars (nearly 40 in 2009), consultancy, training and publications.

The activity of the Bologna Experts is highly appreciated by the Polish academic environment, as they seek to meet the demand among higher education institutions for consultancy facilitating the implementation of reforms in the Polish sector of higher education.

Bologna Process – it’s already been 10 years

The latest publication by Prof. Andrzej Kraśniewski, issued by FRSE

2009

The Bologna Process is a general European undertaking, which commenced in 1999 with the signing of the document entitled the Bologna Declaration, by the ministers in charge of higher education in 29 countries. Changes to the higher education systems in Europe constitute the essence of the Bologna Process, and its ultimate objective is to establish the European Higher Education Area by 2010, as a result of establishing a set of general principles concerning the organisation of education.

22

2009

Erasmus

report 2009

Erasmus participants include: 27 countries of the European Union; 3 countries of the European Economic Area (Iceland, Lichtenstein, Norway) and Turkey (EU candidate).

„Erasmus means getting to know…”

about all I experienced during the exchange, I think: For me Erasmus means When I think

getting to know. Especially getting to know myself and

becoming courageous, enough to stand face to face with a new and unknown reality (…). Someone once said that we are only afraid of what is unknown to us, and Erasmus makes us get to know a lot.

Bartek Woźniak Szczecin University of Technology (Erasmus scholarship holder)

The participation of Polish higher education institutions in Multilateral Projects

(activity directly supervised by the European Commission) Centralised actions within the Erasmus programmes mostly comprise of multilateral projects implemented by a group consisting of a number of institutions from various participating countries. Only one institution within the group can implement the accompanying measures for a given project. In 2008, Polish higher education institutions participated in 19 “central” projects, including 9 Erasmus networks. One of these projects was coordinated by the Polish institution, the University of Bielsko-Biała. This project aimed at

developing a study programme entitled: “Statistical Analysis of Measurement Data for the Evaluation of Measurement Uncertainty.”

It was implemented in cooperation with universities and institutions from Germany, Great Britain, Romania and Italy. 24 projects attended

by Polish higher education institutions were implemented in 2009, one of which was coordinated by the Polish party.

Detailed information concerning central Erasmus projects is available on the website of the Education, Audiovisual and Culture Executive Agency (EACEA): http://eacea.ec.europa.eu/index.htm.

23

report 2009

Leonardo da Vinci

Participants in the Polish-French Leonardo da Vinci Contact Fairs, French Embassy in Warsaw

I

nnovation, development and modernisation of lifelong learning systems constitute the objectives of the Leonardo da Vinci Multilateral Projects “Transfer of Innovation�, whereas the mobility on the European labour market is supported within the Exchange and Placement projects (also referred to as Mobility Projects).

Since 2008, a number of Partnerships have been implemented as part of the programme, enabling the realisation of common activities at the European level, in the field of vocational education and training. These are called small-scale projects, comprising also the mobility component.

Since 2009, there is the possibility of applying for a Mobility Certificate, which confirms that a given organisation has the experience and capacity to implement high-quality projects. Holding this certificate makes it easier to receive the funds for any subsequent projects.

Various types of entities, both public and private, can participate in the Leonardo da Vinci programme. These can be, among others, vocational schools, lifelong learning institutions, training companies, enterprises, social partners and their organisations, chambers of craft, chambers of commerce and other trade organisations, bodies providing vocational counselling, research centres, non-profit organisations, NGOs, as well as Government and local-Government administration bodies.

24

Leonardo da Vinci

report 2009

Leonardo da Vinci

operates in the field of vocational education and training. It promotes innovative approaches to vocational education and further training activities in order to make them more attractive, more efficient, and adaptable to labour market needs to the highest extent possible.

This programme also supports the transnational mobility of employees on the European labour market. www.leonardo.org.pl

Results of the call for proposals in 2009 Decentralised action within the Number of Leonardo da Vinci programme applications submitted Partnerships 120 Transfer of Innovation Projects 43 Professionals in Vocational Education 140 and Training – VETPRO IVT – Initial Vocational Training 359 PLM – People on the Labour Market 71 Preparatory Visits (PV) 100 / Contact Seminars Total 833

Number of applications approved 64 15

Funds granted in EUR 1 193 000 4 149 562

42

1 773 654

93 17

7 089 851 1 991 577

79

111 154

310

16 308 798 Data source: FRSE, own data for 2009

25

Leonardo da Vinci

report 2009

17 (8,0%)

Portugal

9 (4,2%)

Austria

6 (2,8%)

Ireland

6 (2,8%)

Belgium

5 (2,3%)

The Czech Republic

4 (1,9%)

Finland

4 (1,9%)

Slovakia

4 (1,9%)

Greece

3 (1,4%)

The Netherlands

3 (1,4%) 3 (1,4%)

Slovenia

2 (0,9%)

Turkey

2 (0,9%)

Hungary

2 (0,9%)

Cyprus

1 (0,5%)

Estonia

1 (0,5%)

Norway

1 (0,5%)

Romania

1 (0,5%)

Sweden

1 (0,5%)

0

The most popular partner countries in mobility projects approved in 2009

10

20

Mobility Projects – Vocational placements and experience exchange

30

The aim of these projects is to support the transnational mobility of individuals undergoing initial vocational training and those responsible for such training. The main assumption made for these projects is to combine theory with practice, thereby strengthening the relationship between the world of education and the labour market. Through these projects beneficiaries are offered the opportunity to establish international cooperation, to organise international placements, and to expand the skills and tools of teachers, trainers and instructors.

In 2009, 4 410 individuals participated in vocational placements and experience exchange as part of the projects submitted under the calls for proposals in 2007, 2008 and 2009. The most frequent host institutions included educational establishments or educationsupporting establishments (67.8%), and institutions conducting tourism, accommodation and food service activity (13.1%).

In the 2009/2010 school year, more than 4 000 participants (4 077 participants, including 3 269 students, 516 workers and individuals looking for a job, and 808 persons in charge of vocational education and training) will benefit from mobility projects (experience exchange and vocational placements), approved for implementation in the general call for proposals in 2009.

26

Number of projects (percentage share)

40

50

60

70

Data source: FRSE, own data for 2009

Participants in Preparatory Visits / Contact Seminars in 2009 (by voivodeship) 16

15

14 12

12 11

10 8 Number of participants

2 (0,9%)

6 4 2 0

7

7 6 5 4 3

3 2

2 1

1

Voivodeship

ol s ko ś kie l ą św ma sk ię zu ie to r po krz skie dk ys m arp kie az a wi ow ckie el iec za ko k ch po ie od l ni op skie op ol om sk o ie po rsk d i po las e ku m kie ja or ws ko lub skie -p el o s do mo kie ln rsk oś ie lą sk ie

Latvia Bulgaria

iń s

France

20 (9,4%)

ał op

Spain

28 (13,1%) 27 (12,7%)

m

Italy

m

Great Britain

61 (28,6%)

wa r

Germany

Destination country

The most popular partner countries

Data source: FRSE, own data for 2009

Leonardo da Vinci People on the Labour Market (PLM) and People in Initial Vocational training (IVT) A placement or vocational training is a form of work-related training which entails the acquisition of vocational experience in the workplace. Leonardo da Vinci placement projects consist of organising vocational training abroad in partner organisations located in other countries, as part of the cooperation between educational institutions and enterprises. Placements must constitute an integral part of vocational training. The general objective of these placements is to support the participants in the development of specific vocational skills and to facilitate the use of the acquired knowledge in practice, vocational qualification development, and better participation in the labour market. These placement projects are addressed to trainees in initial vocational training (IVT) and to people on the labour market (PLM).

A vocational placement abroad may last from 2 to 39 weeks for trainees in initial vocational training (IVT), and from 2 to 26 weeks for people on the labour market (PLM). In 2009, the IVT project participants usually opted for stays lasting from 3 to 5 weeks (51% of all participants), or for two-week stays – 46%. The PLM project participants usually decided on stays lasting from 14 to 26 weeks (35% of all participants), from 6 to 9 weeks – 29% and from 3 to 5 weeks – 25%.

report 2009

(including teachers of foreign languages), instructors, vocational counsellors, persons responsible for training courses, managers of HR departments, and managing staff of institutions and enterprises (especially in the small and medium-sized enterprise sector).

The experience exchange period may last from 1 to 6 weeks. In 2009, project participants usually opted for a one-week stay (64% of all participants), for a two-week stay – 21%, and for a three-week stay – 14%. No participant applied for a longer stay.

Partnerships

Partnerships are multilateral cooperation projects with a small scale of funding. They consist of establishing international partnerships involving various institutions, which undertake to cooperate in respect of common interests in the field of vocational education and training (VET). A set of tangible products developed by all project participants (the project team) constitutes the outcome of such projects. Partnerships assume the active participation of trainees, and they support the mobility and experience exchange between partners at the European level.

The following examples of topics are covered within LdV Partnerships: developing common content and concepts of training; reinforcing the links between education and working life; improving the qualifications of teachers and trainers in VET; testing and adopting common European approaches to VET; and integrating training needs on the labour market within VET. Within the framework of partnerships in 2009, Polish beneficiaries usually opted for cooperating with partner organisations from Germany and Italy (27 and 24 entities, respectively). Some partners also came from France, Turkey, Great Britain, Spain and Belgium.

The partnerships approved in 2009 are mostly implemented by vocational training organisations or centres (13), vocational and technical secondary schools (9), NGOs (8), higher education institutions (8), as well as small and medium-sized enterprises (7).

Professionals in Vocational Education and Training (VETPRO) These experience exchange-oriented mobility projects are addressed to people responsible for vocational education and training or development of human resources in training institutions and enterprises. Their objective is to learn and transfer interesting solutions, as well as to improve and modernise the methods and practices used in the field of vocational education. The target group in VETPRO projects comprises of individuals responsible for vocational education and training, or for human resources in various institutions.

This would include such groups as teachers of vocational subjects

śląskie małopolskie

Voivodeship

Beneficiaries of Partnerships

mazowieckie łódzkie dolnośląskie

zachodniopomorskie podlaskie pomorskie

Beneficiaries of the partnerships approved in 2009 by voivodeship

warmińsko-mazurskie lubelskie kujawsko-pomorskie

Number of projects

0

2

4

6

27

8

10

12

14

Data source: FRSE, own data for 2009

podkarpackie

report 2009

Leonardo da Vinci

Transfer of Innovation Projects

Total funds granted for such projects under the general call for proposals in 2009 amounted to EUR 4 149 562 – on average more than EUR 270 thousand for a project. Out of 14 beneficiaries, eight institutions implemented a multilateral cooperation project for the first time. TOI beneficiaries in 2009 represented the following types of institutions: higher education institutions (4), small and medium-sized enterprises (3), foundations and associations (5), research institutes (1), and vocational training centres (1). Polish beneficiaries usually chose partners from Great Britain, Germany, Bulgaria, Spain and Slovakia.

In 2009, TOI projects referred to, among other subjects, developing a model of certification and mutual recognition of the qualifications

Transfer of Innovation (TOI) Projects are multilateral cooperation projects which consist of transferring and adapting innovative solutions and products in new fields, with the aim of increasing the quality of vocational education and training. Within the framework of international cooperation, the partners adapt previous ideas, verified in terms of the content, as well as in linguistic, cultural and legal terms, and implement them in other countries and sectors, or for new target groups. This transfer may cover the results of pilot or thematic projects implemented in the previous phase of the Leonardo da Vinci programme, and any innovative solutions not related to this programme. leonardo da vinci | Example of good practice

The production and use of biofuels as a necessity for the European energy economy This experience exchange project (VETPRO) was implemented in 2008-2009 by the Agricultural Education Centre in Brwinów, with the DEULA Nienburg vocational education centre in Germany acting as their partner. The contact person is Barbara Krajewska (The Agricultural Education Centre in Brwinów), e-mail: basia.krajewska@gmail.com

1. The functioning of agriculture in Germany; 2. The functioning of the vocational education and training system in Germany, including the training of farmers and workers in the agricultural sector; 3. Different means of utilising biofuels; 4. Technologies of plant cultivation for energy-related purposes; 5. The economic analysis of production costs and capacities, processing and use of biofuels for energy-related purposes; 6. Technologies of producing energy from biofuels; 7. Development of the biofuels market in Europe, in Germany and in Poland.

The opportunity to meet the people who have a direct influence on vocational education in Poland, in the fields related to agriculture, constituted considerable value for host institutions in Germany.

Employees of German enterprises could verify their previous image of Polish workers and their skills, as well as their knowledge of the Polish labour and educational markets.

Project activities and results

The project was addressed to agricultural schools in the whole of Poland. The aim of the project was to acquire new expertise and experience in the field of producing and using biofuels as renewable sources of energy, and to familiarise the participants with technical and organisational solutions functioning in this field.

20 teachers of vocational subjects visited the German partner institution – the DEULA Nienburg vocational education centre.

Apart from agricultural farms, production plants and service enterprises, the participants could also see some of the vocational and lifelong learning centres in Germany. Additionally, during the study visits in German agricultural farms and work establishments, the teachers were familiarised with real conditions and requirements for particular work posts, as well as related risk factors.

Project results

The project implementation created the opportunity for the participants to improve their qualifications in the field of implementing biofuel production technologies. The exchange also offered them the chance to familiarise themselves with the German vocational education system. The training programme, including the materials distributed during the workshops conducted by project participants, constituted a tangible product of the project. The thematic scope of the materials developed as a result of the project covers:

Exploitation of project results

The experience acquired during the project finds its application in the teaching activity of the project participants. New information and project results will be disseminated by the participants to other teachers in their schools, thereby increasing the number of project beneficiaries. Students, graduates and owners of small and mediumsized enterprises, participating in various courses organised by those schools, are the ultimate beneficiaries of the project.

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Leonardo da Vinci of managers and construction engineers in the European Union, and to developing an international quality management system in the lifelong learning sector, and in particular in the institutions providing education to people with low qualifications, and to developing various courses and training programmes based on e-learning, e.g. for small and medium-sized enterprises, and for hotel and food sector, or foreign language courses for specialised purposes.

report 2009

visits within the Leonardo da Vinci programme. Contact seminars organised by National Agencies were attended by 15 people.

Participation in such seminars enabled them, among other things, to meet representatives of various institutions from other European countries and to establish a partner group.

In 2009, 15 people participated in contact seminars as part of the funds received. The aim of these preparatory visits and contact seminars was to develop a common project, and to define the roles and tasks of the partners. The most frequent destinations for preparatory visits and contact seminars included Germany, Great Britain, Italy, France and Spain. Total funds allocated for this action within the Leonardo da Vinci programme amounted to EUR 125 000.

Preparatory Visits and Contact Seminars in the Leonardo da Vinci programme

Prior to submitting an application under the call for proposals, the institutions involved may participate in a preparatory visit.

In 2009, funds were provided to 64 participants of preparatory leonardo da vinci | Example of good practice

E-learning as a tool of knowledge transfer in the field of the protection and management of archaeological heritage Project results

This “Transfer and Innovation” project was implemented in 2007-2009. The Adam Mickiewicz University in Poznań acted as project coordinator, and universities from the Netherlands, Sweden, Latvia, Germany, and Great Britain acted as project partners. Project website: www.e-archaeology.org. Contact person: Prof. of AMU Arkadiusz Marciniak, Ph.D. hab., e-mail: arekmar@amu.edu.pl.

1. The development of key elements of the vocational training methodology in the field of the protection and management of archaeological heritage, with the application of e-learning modules.

2. The development of methodologies for creating multimedia e-learning courses, considering the need for multi-lingual versions.

3. The development of 15 course modules in the field of the protection and management of archaeological heritage.

4. The construction of an e-learning course comprising of 15 multimedia e-learning modules (distance training entitled Archaeological Heritage in Contemporary Europe). The courses were created in four language versions – English, Latvian, German and Polish.

Project activities and results

The project was methodology and didactics-oriented. It consisted of developing teaching content and materials related to the latest standards and European regulations regarding all aspects of protection and management of archaeological heritage.

The activities undertaken in the project led to developing a complex methodology of creating and conducting e-learning courses in the reference field. A total of 60 courses were developed, forming part of a consolidated training course, entitled Archaeological Heritage in Contemporary Europe. Each of these courses was recorded in the standard SCORM 1.2, which due to its popularity makes it possible to use it virtually in any computer system supporting e-learning modules.

Based on the e-learning courses developed, pilot training was conducted in partner countries for a group of 80 professionals in the sector of protection and management of archaeological heritage, and students of master and postgraduate studies.

Following the completion of the said pilot training, it was decided that the course materials would be distributed under the Creative Commons principle.

Exploitation of project results

Several European universities have expressed their interest in using the e-learning course in question. The availability of the course on the project website allows for its further application in the academic and lifelong learning domain, addressed to employees in the protection and management of archaeological heritage sector, both in Poland and abroad.

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report 2009

Grundtvig

Observation of the Sun by a participant in the Grundtvig Partnership Project “Aurora-Polaris�

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Grundtvig

report 2009

Grundtvig

The programme focuses on the European cooperation and experience exchange in the field of general, non-vocational adult education, whether formal, non-formal or informal.

This is the fourth, the smallest and the youngest sectoral programme forming part of the Lifelong Learning Programme. In 2010, it celebrates its 10th anniversary. www.grundtvig.org.pl

A

s the Grundtvig educational activities are especially aimed at adult learners who require special support, a range of education courses, including alternative educational paths, has been created to meet the needs of those learners. By creating the opportunity to learn, the programme is aimed at tackling the problems associated with Europe’s ageing population.

Apart from enhancing European cooperation in the field of nonvocational adult education, exchanging experiences and developing innovative education practices, the programme objectives also include increasing the mobility of the staff and adult learners to other European countries. The objectives of the Grundtvig programme are implemented through ten different actions,

seven of which are currently administered by the Foundation for the Development of the Educational System (FRSE), and the remaining three by the Executive Agency in Brussels. The year 2009 was extremely important for the programme, with four new actions being introduced to considerably extend its scope and opportunities. The new actions include bilateral Senior Volunteer Service Projects, Grundtvig Workshops, Visits and Exchanges for Adult Education Staff, and Grundtvig Assistantships. These were added to three previous actions administered by FRSE until 2009, namely Grundtvig Partnerships, individual in-service training for adult education staff, and Preparatory Visits for Grundtvig projects.

Results of the call for proposals in 2009 for the Grundtvig programme Decentralised action of Number of Number the Grundtvig programme applications submitted of applications approved Grundtvig Partnerships 165 89 Grundtvig Workshops 34 24 Senior Volunteer Service Projects 13 6 Preparatory Visits 91 76 In-service Training 146 73 Visits and Exchanges 35 31 for Adult Education Staff Grundtvig Assistantship 9 6 Total 493 305

Funding granted in EUR 1 670 000 536 941 92 613 67 355 145 185 44 075 43 010 2 599 179

Data source: FRSE, own resources for the Lifelong Learning Programme

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report 2009

Grundtvig

Applications submitted by applicant category – Grundtvig 2009 Non-Governmental and non-profit organisations Adult education organisations (including Universities of the Third Age) Other Public authorities (national, regional and local) Foundations Cultural institutions (e.g. museums, art galleries, libraries) Universities or higher education institutions Research centres Associations of adult education institutions Institutions for pupils/students with special needs Associations of local communities Private entities Professional associations Parent associations Secondary schools Teacher education institutions Entities providing job consultancy and counselling services Detention centres Total

132 116 33 32 30 29 26 22 11 11 11 9 2 7 7 6 5 4 493

Data source: FRSE, own resources for the Lifelong Learning Programme

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2009

Grundtvig Workshops

The aim of the Grundtvig Workshops is to enable adult learners in Europe to participate in thematic workshops c t i o taking place in a European country other than their own.

The workshops last from 5 to 10 days and are organised for 10-20 adult learners coming individually from abroad. The participants must represent at least three different countries (not including the organiser’s country), none of which may have more than one third of the participants. The workshop organiser applies for funding to the National Agency in its country. If its application is selected, an agreement is concluded with the National Agency, which covers, inter alia, participants’ recruitment costs, travel and subsistence costs, and workshop organisation-related costs. Learners willing to participate in the workshops select the workshops of most interest to them from a special catalogue, and then they directly contact the workshop organiser. They do not bear any related costs. The workshops may not refer to improving occupational qualifications, and they may not be addressed to any specific professional group. Although this action was organised in 2009 for the first time, the Grundtvig Workshops turned out to be a tremendous success. Unexpectedly many (34) applications for this action were submitted in Poland, 70% of which were approved. The range of topics of the Workshops in Poland in 2009 was extremely diverse, from Polish lessons for foreigners in astronomy, art, vocal, craft, parent workshops, to memory training for seniors and learning how to deal with violence at home.

a

These are two-year multilateral projects, the main objective of which is to exchange experience between partner organisations in the field of adult education. The typical subject matters include developing attractive educational courses and motivating to learn, especially for those adults who have not completed any school and who are threatened with social exclusion; developing key competences in adults (e.g. foreign languages, ICT, civic competences); inter-cultural issues and issues of combating xenophobia and intolerance; parent education; people learning in old-age; the special educational needs of the disabled: health education, consumer education; education in detention centres; educational courses for adults residing in rural areas; art, music and culture. Active involvement by adult learners in all project activities, including visits to partner organisations, constitutes the crucial aspect of these partnerships.

This is the largest action in the Grundtvig programme and it enjoys wide interest in Poland. In 2009, the number of applications submitted amounted to 165, whereas the preliminary budget allowed for approving less than half this number. However, since the quality of the projects attended by Polish organisations proved to be exceptionally high, an additional amount of funds from the European Commission’s reserves was granted, which allowed the approving of as many as 89 projects. In 2009, one of the priorities of the Grundtvig programme in Poland focused on senior education.

To this end, FRSE issued a publication entitled “Europe for Seniors – Seniors for Europe,” comprising a set of reflections shared by the entities implementing high-quality Grundtvig Partnership Projects, and organised a thematic seminar on the impact of European cooperation under the Grundtvig programme on senior education.

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Grundtvig Partnerships

Grundtvig Senior Volunteer Service Projects

develop the ability to create educational offers in this sector, or competences related to the management, supervision, and strategic issues in the field of non-vocational adult education. In 2009, this action enjoyed continuing popularity. The majority of course participants worked in the field of the non-profit non-formal or informal adult education.

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These projects are aimed at cooperation between two c t i o partner organisations from two different countries, oriented towards creating opportunities for people who are no longer economically active, aged 50 and over (50+), to participate in voluntary service projects abroad.

Partner organisations arrange mobility for seniors to partner countries lasting from 3 to 8 weeks, during which the participant performs voluntary work, and exchanges his or her experience, skills and expertise with the local community. Each of the two organisations simultaneously acts as sending and host organisation.

The cooperation period lasts two years and entails preparing seniors for the stay, organising the stay and the specific voluntary service topic. Volunteers may not perform any for-profit work or replace any professional employees. The range of topics may cover sharing one’s own skills and expertise in a given area with the local community, performing work for the benefit of other people who need to be taken care of, and other activities as defined by the partners. The volunteer service planned in the applications approved for 2009 concerns mainly two topics - senior work for orphaned children and inter-cultural education.

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2009

These are individual visits by representatives of adult education staff, and students in the final year of Master’s studies in the field of adult education. The visits are aimed at implementing educational objectives related to organising adult education abroad, including, in particular, seminars, conferences or “job shadowing” placements . Such a visit may last from 1 day to 12 weeks. Establishing this new action in 2009 resulted in an increased number of people opting for this form of educational mobility, not based on the call for proposals. What is worth stressing is the fact that although this action was insignificant in terms of the budget requirements, it proved to be the best when comparing the percentage of applications approved to the number of applications submitted; reaching nearly 90%. This stems from selecting particularly interesting educational events, and from the exceptionally high-quality of the applications submitted.

Beneficiaries of this new action include individuals working for the benefit of the disabled, employees of scientific centres for the general public, and family educators.

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Grundtvig Preparatory Visits and Contact Seminars

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Grundtvig Assistantships

Assistantships are longer visits by representatives of adult educational staff, and students in the final year of c t i o Masters studies in the field of adult education. They spend this period as Grundtvig assistants in a foreign country.

An assistant may either play an auxiliary role, assisting in the teaching process or organisation management, or act as an expert responsible for one or more training courses, or for a selected aspect of the organisation management. Grundtvig assistants should be fully involved in the life of their host organisation. The assistantship period lasts more than 12 weeks through to 45 weeks at the maximum. The purpose of such visits to foreign organisations dealing with adult education is to perform the following tasks: supporting adults in their learning processes or assisting with selected aspects of managing adult education; supporting people with special educational needs; providing information on the native country of the assistant, and assisting with teaching his or her native language; and initiating, developing and assisting the implementation of educational projects. In 2009, a relatively low number of people decided on this form of mobility. The group of beneficiaries comprised of five individuals with occupational experience, including a representative of the International Association of Esperanto-Speaking Scientists in Poland, a culture centre instruction, a teacher from a secondary school for adults, and one unemployed graduate. All these participants opted for very long visits, typically lasting nearly one year.

2009

a

This action entails individual visits by representatives of various organisations dealing with adult education, aimed at finding a foreign partner and developing a work plan for the project.

Such visits are organised in respect of Grundtvig Partnership Projects, Senior Volunteer Service Projects, Multilateral Projects, Grundtvig Networks and Accompanying Measures. Participation in a Contact Seminar or Preparatory Visit makes it possible to meet partner institutions, to develop specific objectives for future projects, and to define the roles and tasks among the partners. In 2009, representatives of the organisations dealing with people threatened with social exclusion and poverty constituted the most demanded and the most frequently invited group, in order to obtain as many related high-quality projects as possible in 2010, which is, the European Year for Combating Poverty and Social Exclusion.

Visits and Exchanges for Adult Education Staff

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2009

In-service Training for Adult Education Staff

This action aims at providing funding for individual in-service training for adult education staff, taking place abroad and lasting from 5 days to 6 weeks. Training courses may be selected from a special European catalogue of courses, but also from any other offers.

This action is addressed at educators, trainers, teachers, managing staff and other people acting in the field of non-vocational adult education. Its beneficiaries include the staff of various organisations operating in the non-vocational adult education sector, including representatives of Universities of the Third Age; organisations acting for the disabled; the staff of Lifelong Learning Centres; museum, library and culture centres staff; as well as labour and city office employees. A selected course does not have to directly improve the teaching skills of the educator of adults, but it may

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report 2009

report 2009

Grundtvig

grundtvig | Example of good practice

Europe’s Women – At the Centre of Life A Grundtvig Partnership Project entitled Europe’s Women – At the Centre of Life was implemented in 2006-2009 by the Zielona Góra University of the Third Age. It was coordinated by Ost-West-Europäisches Frauen Netzwerk e.V. from Berlin, with the Goettingen organisation dealing with similar issues and the NGO Preili Women’s Club from Latvia acting as partners.

English, German, Polish and Russian were the languages used in the project. On the Polish side, the project was coordinated by Zofia Banaszak, zutw.zgora@wp.pl.

Project website: www.ewcol.net. The funding granted from the LLP budget: EUR 29 000.

the project entitled Swing 50 plus – health for elder people, and the “Salutogenesis and Empowerment” documentation, translated into English, Polish and Latvian, was published on the Polish website of the project.

The Zielona Góra University of the Third Age organised a number of sports and recreational activities, attended by more than 400 learners. Several lectures were given on the issues of well regarded health prophylactics and natural medicines. Workshops on interpersonal communication were also organised.

Members of the Preili Women’s Club in Latvia participated in monthly meetings. A number of lectures were given, dealing with such issues as “Marketing for Business Women”, “How to Balance Business with Private Life”, “Colours In Our Lives”, “Women’s Image”, or “Women’s Health after 40…”. These lectures were also attended by representatives of other Latvian NGOs from small communities. Members of the Zielona Góra Club participated in the NGO’s workshops in Preili, Livani and Riga, learning from each other.

The project results included creating an international website, available in four languages, and developing a book illustrating holiday customs and providing characteristic national recipes for holiday dishes. Upon completion of the project, a summary of the project work was developed, including all the reports and reflections collected in the form of a publication, enriched with a number of photos, issued in the Polish and English language version.

The project results were disseminated to the Zielona Góra University of the Third Age, members of partner organisations, and in the local media.

Project actions and results

The project was addressed to women aged 45 and over (45+). It entailed developing new skills by learning from each other and deriving pleasure from life, based on the concept of Salutogenesis (health-oriented considerations and activities) and Empowerment (taking responsibility for oneself and taking decisions).

The partnership cooperation led to organising three “Silver Summer Schools” in Preili (Latvia), Berlin (Germany) and Karpacz (Poland).

They resulted in changing the attitude of many project participants who assumed the role of teachers or guides. The meetings of partners from various countries, lectures and workshops created the opportunity to exchange experience, to learn about the culture and traditions in the partner countries, to expand the knowledge and understanding of intercultural differences and similarities, and to make educational practices more diversified.

As an outcome, a number of plans for the future and scenarios for developing the competences of middle-aged people were created.

The meetings at German partners were linked to an exhibition of art works by female artists. The participants prepared a number of presentations devoted to such issues as “Aging – challenges and changes”, “Beauty”, or “Remembrance and Mourning”. Open lectures were organised to discuss such topics as “Gender – a Vision for the future” or “Salutogenesis”. There were also several discussions concerning the role of the woman in the family and society. Contacts were established with local and international organisations dealing with activation of senior citizens.

Finally, support was provided for

34

Grundtvig

report 2009

grundtvig | Example of good practice

Culture and arts as a means of supporting the disabled in being perceived as real persons actively involved in social life This project was implemented in 2006-2009 by the Polish Association for Persons with Mental Handicap, Szczecin Branch. The project was coordinated by the Centre d’Aide par le Travail “Les Ateliers de la Mée” from Chateaubriant (France) and its partners included institutions from Berlin, Hamburg and Worpswede (Germany). On the Polish section, the project was coordinated by Barbara Jaskierska, e-mail biuro@psouuszczecin.org.pl. Project website - www.psouuszczecin.org.pl (International Theatre Performance tab). The language spoken in the project was English. The funding granted from the LLP budget amounted to EUR 28 000.

Project actions and results

The primary focus of the project was on discovering and promoting the creative and cultural potential of people with mental disabilities to actively participate in social life; on disseminating educational practices addressed to adults with mental disabilities among the organisations operating in the following three EU countries: France, Germany and Poland; and creating educational opportunities based on theatre performances involving people with mental disabilities.

The activities undertaken included partner meetings in the project organiser’s country and abroad, meetings of learners (people with mental disabilities) and educators (supporting therapists), joint theatre workshops, performances given by three theatre groups, experience exchange in the field of educating people with mental disabilities through theatre, and the creation of a theatre performance, including the script, music and stage design.

A theatre performance entitled “The Contact – Lea’s Secret” was staged in France five times, attracting an audience of 1400 people. The theatre performers comprised people with mental handicap from three countries (19 people), therapists (9), and theatre directors (4). The performance was also staged in Germany – in Berlin, Worpswede, Bremen and Hamburg, gathering 1200 spectators to four performances, and in Poland – in Warsaw and Szczecin, gathering 400 spectators to two performances.

The activities undertaken on the national scale included English lessons, attended by 22 learners with mental disabilities, during which they learned English words and phrases necessary for everyday communication, and theatre workshops, attended by 10 people with mental disabilities and two supporting therapists.

The workshops were conducted twice a week by professional actors and theatre directors.

The project promoted those with mental disabilities as full and competent participants in local communities, thereby contributing to greater social inclusion among this group.

The project involved cooperation between organisations acting for the disabled in various European countries, which is a rare undertaking.

Through a fully-professional theatre performance, people with mental disabilities were presented as gifted creators of truly artistic values. The final results achieved in the project included: • creating a joint European theatre performance entitled “The Contact – Lea’s Secret”, • a recording the theatre performance on DVD, • a recording the performance music on CD, • a recording of a reportage promoting the project on DVD, • posting the theatre performance and the music on the Internet at www.psouuszczecin.org.pl, (International Theatre Performance tab), • a French-German-Polish dictionary.

The project results were disseminated through meetings of the disabled, people from their most proximate social environment and therapists; sharing the conclusions drawn from study visits; photographic exhibitions showing the project activities; project presentations at international conferences in Istanbul and Bordeaux; project information in the press, radio and television; and the project website and Polish website devoted to the disabled: www.niepelnosprawni.pl.

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report 2009

Study Visits

//Studienbesuche

//Visites d’étude

//Study visits Participants in the study visit “New trends in the training and development of civil servants” Warsaw, October 2009 36

Study Visits

report 2009

Study Visits

The programme belongs to the key actions in the transversal programme. It is aimed at developing cooperation and exchanging good practices related to the implementation of the Lifelong Learning strategy. Within the framework of this programme, visits for decision-makers and other specialists in the field of general education are combined with visits for other stakeholders involved in vocational education and training. The website can be located at www.sv.org.pl

T

he concept of study visits is based on a presentation of interesting solutions in a given educational field by the host institution, followed by active experience exchange and discussion. Study visits, apart from the issues concerning systemic solutions, cover selected interesting and innovative approaches to specific educational issues in the systems of Member States.

CEDEFOP – the European Centre for the Development of Vocational Training in Thessaloniki (Greece) –coordinates the programme’s activities at the European level, whereas National Agencies cooperate in creating the catalogue of study visits, selecting participants, and disseminating the results of particular study visits in their countries.

In 2009, study visits focused on such themes as developing key competences; improving access, quality and efficiency in vocational education and training; improving the attractiveness of education and quality of leadership; implementing common European tools and frameworks for lifelong learning; trends, challenges and strategies in lifelong learning; development of learning communities involving all participants in the lifelong learning process, and supporting transnational mobility in lifelong learning.

Each year 163 people selected through the call for applications

participate in study visits. Participants are selected from various occupational groups and regions in Poland. Participation in a study visit is financed by the European Union in the form of individual funding granted by the National Agency. The list of study visits is included in the catalogue of study visits published annually by the European Commission. The choice of a specific visit should be in line with the occupational profile of the person applying for participation.

The programme further provides the opportunity to host European decision-makers and specialists in the field of vocational education and training in Poland. In 2009, the organisers of study visits in Poland included the Primary School in Rydzyn, Local Education Authorities in Gdańsk, Katowice and Rzeszów, the Teacher Training Centre in Sieradz, the Mayor of Szczecinek, the Regional InService Teaching Training Centre Metis in Katowice, Anna Szywala Training & Advisory Centre s.c. [civil partnership], the College of Enterprise and Administration in Lublin, the National School of Public Administration (KSAP), ZIARNO Ecological-Cultural Association, CREATIVE Training & Advisory Platform s.c., the University of Humanities and Economics in Łódź, and the Institute of Rural Tourism at Poznań University of Life Sciences.

The key study visit themes chosen by beneficiaries in 2009/2010 The development of learning communities involving all active participants in education and training Education and training for employability Implementing common European tools, principles and frameworks for lifelong learning Improving access, equity, quality and efficiency in education and training Keeping teaching and training attractive and improving leadership Key competences for all Promoting mobility in lifelong learning Trends and challenges in lifelong learning strategies Total

8 17 2 30 24 76 1 5 163

Data source: FRSE, own resources for the Lifelong Learning Programme

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Study Visits

report 2009

Study visit participants by Voivodeship, divided into calls for proposals 2008 and 2009

 

80

Languages of study visits

Call for proposals 2009 Call for proposals 2008

70 32

200

50

125

26 150

40 30

100

1 1

8

10

9

7

11

5

5 3

9

7

1 4

ku

23 14

0

an rm Ge

13 17

2

Data source: FRSE, own data for 2009

sh

6

9

gli

5

4

7

En

2

50

Fr en ch

10

138

16

4

d jaw oln sk ośl o- ąs po kie m or s lu kie be lsk lu ie bu sk ł ie m ódz ał o kie m pol az sk ow ie iec ki po opo e dk lsk ar ie pa po ckie dl po ask m ie or sk ie wa św rm ięt śląs iń ok kie sk rz o- ys m k za wi azu ie ch el rsk od ko ni po ie op lsk om ie or sk ie

8

5

ish

6

36

14

an

18

43

Sp

20

0

Call for proposals 2009 Call for proposals 2008

250

60

10

 

300

Data source: FRSE, own data for 2009

Study visit countries to which participants of study visits were sent 60

 

50

Call for proposals 2009 Call for proposals 2008

40

23

13

30

8 16

20 15

1

25

10

1

11 1 2

2

6

14

4 1 1

1

1

7

10 11

28

20

8

1

1

4

3

11 2

4

1

1

4

2 4

25 2

3

1

3

16

5

Au st r B e ia lg i Bu um Th lg ar eC z e Cy i a ch p Re r us pu De blic nm a Es rk to n Fi i a nl an Fr d a Ge nce rm an Gr y e H ece un ga Ic ry el an Ir d el an d It al La y Li tv i th a ua Th ni a eN et Mal he ta rla n N ds or w Po ay rt u Ro gal m a Sl nia ov en ia Sp a Sw in ed e Gr Tu n ea rk t B ey r it ai n

0

9

Data source: FRSE, own data for 2009

38

Study Visits

report 2009

of curricula for RT professionals at the level of higher education institutions. The discussion led to determining the fields in which similar or identical solutions can be applied. Since all the participants were actively involved in the implementation of rural tourism actions in their countries, as many as 13 examples of good practices were presented, all worthy of being disseminated on a large scale.

The schedule of this five-day visit in Poland was extremely busy, comprising a number of discussions and presentations. Two days were entirely devoted to visiting the most interesting facilities related to rural tourism in the area of Poznań. The high-quality professional background of the participants, and the wide variety of specialties represented, made it possible to determine the areas of interest to the participants in this study visit and to arrange for future cooperation. The host institution – the University of Life Sciences – ensured excellent working conditions for the participants, which contributed to the success of this undertaking.

Study Visits | Example of good practice

Local treasure – European value The participants in the study visit entitled “Education for rural tourism at college and university levels,” organised by the Institute of Rural Tourism at Poznań University of Life Sciences in 7-11 September 2009, became convinced that rural centres might outclass large enterprises in terms of organisation and creativity.

The visit was attended by eight specialists from Estonia, Greece, Spain, the Netherlands, Turkey, Hungary and Italy.

The programme of this study visit comprised of visits to agricultural schools and ecology education centres, as well as meetings with people running agricultural households or working in the rural tourism sector. The participants were acquainted with the structure

nursery schools and primary schools, to secondary schools and universities. Visits to those schools created the opportunity to confront various theories with practical applications. The visit to London University, which trains future teachers, added great value, providing an insight into the assumptions behind the new teacher education system, taking into consideration the special educational needs of students. The meeting with the coordinator in charge of implementing tasks related to special educational needs was especially valued by all the participants.

This study visit created the opportunity to learn about various methods of working with students having special educational needs, e.g. establishing task groups, supporting teachers in the work with such students, advancing their linguistic competences and breaking the barriers in using English abroad. Having returned to this country, the Polish participant disseminated his experience gathered from the visit among other secondary school headmasters in the region, and the contacts established during the study visit served the purpose of establishing cooperation in new projects.

Study Visits | Example of good practice

Students with dysfunctions in mainstream schools This study visit was organised in March 2009 by Haringey Children and Young People’s Service, the Professional Development Centre in London. It was attended by the headmaster from a secondary school in Kielce. The visit was about providing equal opportunities to students with dysfunctions in mainstream and vocational education.

12 representatives from Greece, Latvia, Norway, Germany, Romania, France, Italy, Spain and Hungary participated in this visit, using English as their working language. The visit featured presentations of proposed changes and assumptions to the reform concerning the attitude to students with special educational needs, with particular emphasis being put on presenting these practices in everyday situations. The participants attended lectures and seminars, and also visited various types of schools and establishments – from

problem and to jointly consider new challenges. The participants became acquainted with the work and accomplishments of KSAP, which plays a significant role in the Polish system of education and training of public administratio workers. The visitors discussed the functioning of civil services and the work of offices in their countries. They also became familiar with good practices and a range of experience, applied and gathered by various countries and institutions. Some time was also devoted to meetings with Polish specialists from the Civil Services in the Chancellery of the Prime Minister, the National Bank of Poland and the Ministry of Finance. The study visit organised

by KSAP was inspiring both for the participants and organisers, and the knowledge acquired will have a positive impact on the functioning of their offices. In turn, this will bring real value added benefits to all citizens.

Study Visits | Example of good practice

New trends in the training and development of civil servants This study visit took place in Warsaw from 19 to 21 October 2009 in the National School of Public Administration (KSAP). It was attended by nine administrative workers from Europe, including representatives from Hungary, Bulgaria, Germany, France, Great Britain, Turkey and Portugal, as well as specialists from the host institution. The main purpose of this study visit was to exchange experience, i.e. to present various solutions and visions of the functioning of civil services in visitors’ countries. This was combined with a discussion during which the participants were encouraged to suggest innovative ways to solve a certain

39

report 2009

eTwinning

Students of the Robert Schuman Non-Public Lower Secondary School No. 9 in Warsaw Participants in the eTwinning programme: Learning French by translating national fairy tales and legends 40

eTwinning

report 2009

eTwinning

The programme promotes European cooperation among schools using Information and Communication Technologies (ICT). The programme expands the scope of educational opportunities offered to both students and teachers, creating incentives to learn, and engendering greater openness to Europe. eTwinning provides teachers and students from school establishments with the online tools necessary to find a partner and to implement educational projects.

Inspiring others to use the latest achievements in technology, it implements its principal objective, which is to develop technological, linguistic and intercultural competences. www.etwinning.pl

e

Implementation of eTwinning projects by school level (ISCED classification)

Twinning makes it possible to include the school subjects covered by the curricula in the projects, e.g. mathematics, physics, history and others, by applying innovative and creative teaching methods, while at the same time stimulating the student’s motivation to learn. Communication via the Internet enables participants to get to know the everyday aspects of exotic cultures. During the project implementation, the participant’s interest in his or her own culture and tradition increases, and so do his or her tolerance, openness and ability to communicate. The exchange of experience, methods and observations contributes to the work of teachers, making it more innovative and diversified, and facilitating the intellectual and professional development of teachers. Detailed information about eTwinning can be found at: www.etwinning.pl.

At the end of 2009 the number of Polish schools registered in the eTwinning programme amounted to 7591, which corresponds to an 18% increase in comparison with the previous year. As regards teachers, this was an increase of 31%, with the number of teachers registered as at 31 December 2009 amounting to 9650. Nearly every second teacher established partnership with at least one European country, as a result of which 4780 projects were registered in the eTwinning programme. In 2009 alone, as many as 1608 projects were created. Poland is unquestionably first in terms of the number of schools, teachers and projects registered in eTwinning. France comes second in terms of the number of schools (7480) and projects (3464) registered. Other countries show considerably lower numbers of establishments and activities registered.

(Upper) secondary school 1033 (ISCED 3)

Pre-primary school 334 (ISCED 0)

Lower secondary school 1405 (ISCED 2)

Primary school 1956 (ISCED 1)

Data source: FRSE, own data for 2009

In Poland the eTwinning programme enjoys the greatest popularity in the Śląskie and Mazowieckie Voivodeships (with 1 381 and 758 schools registered, respectively). The number of schools registered in other voivodeships ranges from 392 to 213 (with Podlasie being the least active region). The Śląskie Voivodeship, with 1052 projects registered, is unquestionably in the leading position in terms of the number of partnerships established, followed by Mazowieckie Voivodeship with 316 projects. The number of projects in Dolnośląskie, Kujawsko-Pomorskie, Lubelskie, Lubuskie, Łódzkie, Małopolskie, Opolskie, Podkarpackie, Podlaskie, Pomorskie, Świętokrzyskie, Wielkopolskie and Zachodniopomorskie Voivodeship ranges from 215 to 120. Less than 100 projects are implemented in Warmińsko-Mazurskie Voivodeship.

41

eTwinning

report 2009

Technologies used in the eTwinning projects

So

un d

co nf er en ce

ar ni ng Ele

co nf er en ce

P3

Vi de o

M

Fo ru m

at Ch

ub lic at io ns

nlin ep O

sa nd

im

ag es

Po in t Pi ct ur e

Po we r

Vi de o

Em

ail

5 000 4 500 4 000 3 500 3 000 2 500 2 000 1 500 1 000 500 0

Data source: FRSE, own data for 2009

shortest line joining these sites (the travelling salesman problem), structures in the GeoGebra package: a triangle with given side lengths, a circle circumscribed over and inscribed within a triangle, the centre of gravity; comparing the geometry on a sphere and a plane, colouring the map (four-colour map theorem), analysing the Earth’s shape as a sphere, and calculating its radius. The activities performed by the teachers focused on planning the scheme and student tasks. They communicated via e-mail, via Skype and, most of all, via the Ning social network service, which was also used by the students. In this large-scale project, a number of on-line tools and freeware were used, including GoogleEarth, GoogleDocs, Ning, GeoGebra and Skype; drawings and structures – WIRIS http:// www.wiris.com/; coordinates and distance calculation: APSalin http://www.apsalin.com/convert-geodetic-to-cartesian.aspx; travelling salesman problem – solution, image editing software, games: TSP http://www.tsp.gatech.edu/index.html.

The students not only worked with computers but also performed some field measurements and participated in educational trips, whose content was connected with the project theme. Polish students visited Kraków, while French students went to Paris. The schools answered an invitation made by a school in Cambados (Spain) and took part in measuring the gnomon shadow, making it possible to calculate the circumference of the Earth. These calculations related to the project theme and were a replication of the calculations performed by Eratosthenes in 200 BC.

etwinning | Example of good practice

Maths and Earth The project implemented by Urszula Utnicka in the John Paul II Lower Secondary School in Krempachy (Małopolskie Voivodeship), in cooperation with schools in France and Spain, won the first prize in the 5th Competition “Our eTwinning Project” in 2009, in the 13-15 age category.

Project activities

The project was developed by maths teachers. The students used and advanced their skills, mostly in the field of maths, geography, physics, computer science and English. The project tasks made it possible to exploit the knowledge covered in the curriculum. The main objective was to show the significance of maths in exploring the Earth, as well as in other branches of science and in everyday life. At the beginning, twelve sites in Europe were selected. Then their coordinates were determined and treated as points in a threedimensional space or on a plane. Three out of twelve sites were partner schools, whose coordinates were calculated using GPS. Three other sites were selected by the teachers, and the remaining six by the students, based on the UNESCO W§orld Heritage List at http:// whc.unesco.org/en/list. This gave the students the chance to gather information about various places in Europe considered as having outstanding universal value. Having determined the coordinates, the students prepared maps, based on GoogleEarth, with all twelve sites. The best map was selected by way of competition. The presentation of the sites marked was edited on-line in GoogleDocs by students from three countries, and then posted at http://docs. google.com/Present?docid=dgbjfq5x_26ggjx28gq&skipauth=true.

The maths-related tasks performed by the students comprised converting geographical coordinates into the Cartesian coordinate system, calculating the distance between particular sites, finding the

Project results

The project enabled the teachers to familiarise themselves with new software and unconventional methods of teaching maths.

The students applied maths to solve various problems, and through playing and experiencing they learned new and often challenging issues in maths. A detailed description of the tasks carried out in the project can be found at http://gwb.bw.lo-net2. de/mathsearth.pl/.ws_gen/index.htm.

42

eTwinning

report 2009

Communication languages 3 980 800 681

Communication languages in the projects implemented

by Polish schools

700 600 500

452

400

371

300 200

133 139 150

100 7

9

10

11

14

14

20

21

23

29

37

48

58

70

71

No rw eg

ian Da ni s Fi h nn is M h alt es Sw e ed i Es sh to ni a H un n ga r ia n La tv ian D Li utch th ua n Sl ian ov en i Bu an lga r ia n Gr e Po r t ek ug ue se Sl ov ak Cz Ro ech m an ia Sp n an ish Ita lia n Fr en ch Po lis Ge h rm an En gli sh

0

17

Data source: FRSE, own data for 2009

etwinning | Example of good practice

Colours of Life This project was carried out by Ewa Kurzak in the Public PrePrimary School No. 5 in Głogów (Dolnośląskie Voivodeship), in cooperation with schools from Malta, Spain, Romania and Italy. It won the first prize in the 5th Competition entitled “Our e-Twinning Project” in 2009, in the 3-6 age category.

their creative skills, they discovered the relationship between shape, form and colour. They became aware of European cultural diversity.

The teachers exchanged and worked through teaching-related issues, while also discussing the issues of a healthy diet.

The partners delivered a variety of outstanding examples of good teaching practices. For instance, Spain drew inspiration from the geometric abstractions by Piet Mondrian, and from the famous Sunflowers by Vincent van Gogh. Malta enraptured other partners with the idea of colouring flowers, combining the shades of a crystal clear sea, fairy-tale and butterfly-like sandwiches, and a variety of fruit and vegetable colours. The project enriched the aesthetic senses of the children and expanded the scope of general knowledge in both children and teachers. The teachers became more conversant with the ICT world. Substantial involvement by service workers and parents in the project was also visibly demonstrated.

A website with the results of the children’s work, arranged thematically, is an outcome of the project, available on http:// coloursoflife.wikispaces.com/ These include PowerPoint presentations, short cartoons with children’s comments, drawings, reports from the studies and experiments conducted, art works made by the children, e-cards created and sent, and the Colourful Day workshop, combined with a video conference.

During the project implementation, use was also made of the exceptional eXe software.

Project activities

Through creative games children learned and discovered the relationship between shape, form and colour. The cooperation was conducted on two planes: 1) Between project coordinators - analysing pre-primary school curricula, determining themes and task schemes, preparing documents and sending them to partners, and publishing the project results on the project website; 2) In each partner pre-primary school - integrating the plans with the pre-primary school curriculum, dividing and organising tasks in groups, involving non-teaching staff in cooperation, searching for information sources under the teacher’s supervision, organising games and documenting them, passing the results to the coordinator, and presenting materials received from the partners to children and parents.

Project results

The children acquired observation skills, learning to appreciate the environment and to protect natural resources. Building on

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report 2009

Europass

Europass – Diploma Su Europass, Europass, Europass Europass Europass – Mobility, Eur – Europass – Mobility, E Europass – Diploma Su is an initiative developed by the European Commission, which helps the citizens of Europe in making their skills and qualifications clearly and easily understood, thereby increasing their competitiveness on both domestic and European labour markets, as well as providing new opportunities to learn and gain experience abroad. Europass was established by the Decision of the European Parliament and the Council of 15 December 2004 and has been in force since 1 January 2005. www.europass.org.pl

Europass, Europass, Europass 44

Europass

report 2009

Europass – CV Europass – Language Passport Europass – Mobility Europass – Diploma Supplement Europass – Certificate Supplement

upplement Europass – M s Europass – Diploma S uropass, Europass, , Europass E E Europass, Europass, Europass upplement Europass – M uropass consists of five documents functioning in the same format in the area of the European Union, EFTA/EOG and EU candidate countries. Each of these documents may function separately, though by collecting them all, you can create a complete portfolio of documents related to your professional career. Europass is composed of: (1) Europass CV, (2) Europass Language Passport – presenting the level of language proficiency in line with the Common European Framework of Reference for Languages, binding in the entire EU, (3) Europass Mobility – confirming the European learning paths, (4) Europass Diploma Supplement, (5) Europass Certificate Supplement (confirming vocational qualifications).

In 2009, representatives of the National Europass Centre conducted 44 presentations of the Europass Initiative countrywide, and implemented workshops displaying the possible ways of using the Europass documents when looking for a job. These were addressed to various target groups, including representatives of educational institutions and the labour market, educational and local-Government authorities at all levels, employers, job consultants, students of higher education institutions, upper secondary school students, and the unemployed.

As part of large-scale information activities in 2009, a publicity campaign for the Europass initiative was conducted in electronic media (on-line portals for people looking for a job, educational

portals, and youth portals), in the national, local, and specialised press, as well as on YouTube and in the Warsaw underground. CDs (11 000 pcs) were disseminated, with data including Europassrelated materials, blank templates, useful websites and links, and information leaflets (30 000 pcs) for various recipient groups were distributed during information meetings, fairs and conferences.

5 190 applications for Europass Mobility were submitted in 2009, out of which 3 893 documents were approved. At the same time, in 2009, District Examination Boards issued 147 384 Certificate Supplements. In 2009, the website of the National Europass Centre was accessed 186 493 times. More information about the Europass Initiative can be found on the website of the National Europass Centre, available on www.europass.org.pl.

Europass is very popular among the citizens of Poland. In 2009, Poland was among the top ten EU countries in terms of the use of the Europass CV and the Europass Language Passport.

Furthermore, the value of Europass documents has already been recognised by employers.

Owing to the Europass portfolio, employers can easily compare the qualifications and job experience of candidates coming from various countries, get acquainted with their abilities to communicate in foreign languages, and precisely understand the level and type of education and vocational qualifications of these candidates.

s, Europass

45

raport 2009

Eurydice

46

Eurydice

report 2009

Eurydice, i.e. Information on Education

Systems in Europe, working for the education policymakers and for the whole world of education, compiles and issues thematic publications, comparative analyses of education systems, thematic studies devoted to specific topics of Community interest, and indicators concerning various educational levels. www.eurydice.org.pl

EURYDICE

of Science and Higher education, research institutions, libraries, higher education institutions, the Office of the Committee for European Integration (UKiE), the Chancellery of the Sejm, the Chancellery of the Senate, the Chancellery of the President of the Republic of Poland, local education authorities and Voivodeship pedagogic libraries. A total of 370 individual users interested in Eurydice publications were also registered, 120 of whom through direct contact and 250 via e-mail. The website of the Polish Office enjoyed wide popularity – in 2009 it was accessed 5-6 thousand times per month.

The Eurydice newsletter, i.e. the means of informing users on new Eurydice publications via e-mail, introduced in 2009, constitutes a new solution applied as part of publicity actions. Since May 2009, 10 newsletters have been sent, promoting the latest publications.

The address list comprises 200 entries, both institutions and individual users.

Further, the Eurydice Network contains the “Question and Answer Service” which makes it possible, in justified cases, to send to all Network Centres specific questions crucial to the education policy of a given country. In 2009, the Polish Eurydice Office compiled answers to 64 questions submitted through the “Q&A” service, based on literature and consultations with specialists from the Ministry of Education, and also developed and asked five questions concerning issues of interest to Polish education policymakers (the Ministry of National Education and the Central Examination Board). The answers received from the European Eurydice Offices were provided to the Ministry as complete reports. Detailed information about Eurydice is available on www.eurydice.org.pl, or via eurydice@ frse.org.pl.

Eurydice has adopted the following objectives:

• exchanging information on education systems, showing their diversity and searching for common elements, though without forming any opinions or making any assessments.

It complies with the principle of respect for diversity, and its principal objective is to provide reliable information; • at national level, the objective of each national Eurydice Office is to inform the education policy- and decision-makers, education administrators and researchers, as well as anyone concerned with education, about solutions applied in other countries.

Eurydice publications

provide detailed descriptions of education systems in Europe, including the Polish education system, available on-line at http://eacea.ec.europa.eu/portal/page/portal/ Eurydice, and in printed form. These include comparative studies, Key Data Series, which provide a number of indicators, diagrams and figures, and reference materials (glossaries, Thesaurus). Six publications in English and five in Polish were issued in 2009.

Furthermore, the Eurydice Office compiled and published an edition of 500 copies of four issues of the bulletin entitled “New Eurydice Publications.” Another two issues were developed for printing and appeared on line as a summary entitled “Press Information of the Eurydice Office.”

In 2009, publications in Polish and English (including a summary in Polish) were sent to approximately 250 addressees, including the officials of the Ministry of National Education and the Ministry

47

report 2009

European Language Label

48

European Language Label

report 2009

European Language Label

‒ European Language Label (ELL) is a European quality label for innovative projects in language teaching and learning, awarded in all countries participating in the Lifelong Learning Programme.

ELL is awarded in a competition for projects. In Poland, the ELL competition is managed by the Foundation for the Development of the Education System (FRSE), which is the National Agency of the Lifelong Learning Programme, and by the Ministry of National Education. The laureates of the competition receive prestigious certificates, thereby obtaining the right to mark their products and services with the European Language Label. www.ell.org.pl

I

n 2009, the European Language Label in language learning and teaching was awarded in three categories: Competition for Institutions, Competition for Individual Teachers, and Competition for Learners under the banner “Languages are My Passion”.

All the projects submitted for the ELL competition must satisfy the criteria defined by the European Commission. They should be comprehensive in their approach, i.e. provide added value to the previous national practices in the field of language teaching and learning. They should promote the linguistic diversity of the EU, be innovative, and constitute a source of inspiration for other language initiatives, as well as be adaptable to teaching a range of age groups in various cultural contexts.

Descriptions of award-winning projects are published on the Polish website of ELL on www.ell.org.pl, and in the publications issued

by FRSE. These projects are also presented as examples of good practices in an international database of award-winning projects on the European Commission’s portal: www.ec.europa.eu/education/ language/label/index.cfm.

More information about the competition, application submission periods, and priorities for a given year and examples of the initiatives awarded can be found on www.ell.org.pl.

49

The number of applications submitted to the 8th edition of the European Language Label competition Institutions Teachers Students Educational level Pre-primary schools 1 0 6 Primary schools 4 1 Lower-secondary schools 3 7 1 Upper-secondary schools 3 6 1 Higher education institutions 3 3 0 Other institutions 11 3 0 Total 26 25 3

Photos taken during the European Language Label 2009 Award, The Ministry of National Education

Data source: FRSE, own data for 2009

The 8th edition of the European Language Label programme

language does not boil down to merely familiarising oneself with the grammar of this language, but also with learning and describing various events, problems and phenomena of the contemporary world, even from one’s early years.

The use of modern communication technologies in language teaching and learning was another feature of the award-winning projects in 2009. At the pre-primary and primary school level, this included communicating in a foreign language with peers living in foreign countries, using Skype or e-mail. At the university level, this involved, for example, distance learning of English, with the use of the latest technologies and e-learning methods, taking into consideration the new generation of students, referred to as the Net Generation.

Promoting foreign-language learning and teaching among local communities by various institutions not directly related to the education system, such as libraries, NGOs and local authorities, was a very interesting feature revealed through the analysis of the awardwinning projects in 2009. Although the leading project languages are still English, German, French and Spanish, some projects were devoted to the teaching and learning of national minority languages, e.g. the Kociewie dialect, and less frequently used and taught languages, such as Hebrew, Japanese and Chechen. Teachers of various languages have cooperated within several projects.

In October 2009 the 8th edition of the European Language Label competition for innovative projects in language teaching and learning was concluded. Out of 54 projects, the jury awarded ELL’s to 13, including seven institutional projects and six individual teacher projects. The jury did not award the Label to any project in the category of student projects. The laureates included one pre-primary school, four primary schools, three upper secondary schools, one university, one library and three private language education centres. The laureates of the competition received certificates signed by EU Commissioner for Multilingualism and the Minister of National Education, during a gala event organised in the Ministry of National Education on 11 December 2009.

The 8th edition of the European Language Label Competition was of a special nature, given that 2009 was pronounced by the European Commission as the Year of Creativity and Innovation.

When assessing the projects submitted, the jury paid special attention to their innovative and interdisciplinary features.

Foreign language teaching has ceased to be the exclusive domain of language teachers. In line with the European Commission’s recommendations, they cooperated with teachers of history, geography, natural sciences, physics and art. Learning a foreign

50

European Language Label

report 2009

european language label | Example of good practice

E-Learning English Courses for Part-time Students Teacher project – B2/C1 Modules; project language – English; coordinators – Agnieszka Dremza, Małgorzata Świerk; institution – The Centre for Foreign Language Teaching at the University of Warsaw.

of-the-art technologies on the other, the course constitutes an attempt to meet the demands that higher education institutions face today, as it is expected that they should help students to acquire the skill of obtaining information with the use of modern technologies. Due to the fact that all the knowledge is stored on an e-learning platform, the content included in the e-learning course can be easily assessed, controlled and improved. The course focuses on the development of self-education ability, which involves the independent acquisition, processing and selection of information, and cooperation within the web-based community.

The course programme is adapted to the new student profile, i.e. the Net Generation or Millennials, characterised by the ability to perform several tasks simultaneously, and who prefer to learn through visual stimuli and interactive cooperation. The course was intended as a continuation of the courses previously implemented by the Centre for Open and Multimedia Education at the University of Warsaw, designed for A2-B2 students.

Project objective

The aim of the course was preparing students for proficient use of foreign languages at the C1 level in accordance with the Common European Framework of Reference for Languages, and the Framework Curriculum at the University of Warsaw, Centre for Foreign Languages.

Project description

The language course developed as part of the project consists of 120 contact hours and has been divided into two 60h modules - B2/C1 and C1. Due to the innovative form of e-learning based on the use of the Moodle educational platform on one hand, and on the latest trends in language teaching with the use of state-

fast-food bars and Hollywood.

Students learn English through American literature workshops, where American books are read in the original, and through creative writing classes in this language. Due to the limited number of participants that the workshop may accommodate, and to the need to ensure that participants are at the same proficiency level, the workshops are closed – the participant selection was conducted in cooperation with secondary schools from the Wejherowo Region.

Moreover, in order to advance linguistic competences, an English course for library workers from the Wejherowo County was held from February to June. A forum for fans of American literature and culture has been launched on the library website. As part of the theatre classes, a theatre workshop was held for primary school children who attend the English Club in Wejherowo.

The project will end with the 4th Wejherowo Literary Competition entitled Powiew Weny (Puff of Inspiration). Accompanying measures will include the launch of an audio and video room at the library where readers will be given the opportunity to listen to audio books in English.

european language label | Example of good practice

Made in America Institutional project: project languages - English and Polish; implementing institution - the County and Municipal Public Library in Wejherowo.

Project objective

The project was aimed at making the recipients familiar with American culture, improving their linguistic competences, and better preparing secondary school students for their final examinations (Matura).

Project description

The project entitled Made in America is a result of efforts on the part of the County and Municipal Public Library in Wejherowo, aimed at strengthening its educational potential. The workshop part of the project is addressed to primary and upper-secondary school students from Wejherowo and to library workers from Wejherowo County. The target group of the lecture section includes residents of Wejherowo County, whom the project aids in their endeavours to become more familiar with American culture.

The title Made in America relates directly to the culture of the country which young people mainly associate with pop stars,

51

report 2009

Events

T

he National Agency of the Lifelong Learning Programme engages in many activities enforcing the effectiveness of the programme for the improvement of the quality of education in Poland. Each year we plan and implement information, training, dissemination and promotional activities for the programme. We organise conferences, seminars, training,

workshops, competitions, exhibitions, campaigns and other media actions. Often the projects are undertaken alongside entities taking

part in the programme implementation, with social partners, and local and regional bodies. From among the many events organised by the National Agency of the Lifelong Learning Programme, there are numerous ones worth drawing attention to. Herein we present some to you, with the intention of demonstrating the scope and scale of our actions. comenius | Competition

comenius | Conference

Comenius in the Internet

Comenius Week

This was the second round of a Polish nationwide competition for the most interesting websites documenting the implementation of School Partnerships within the Comenius programme. It was aimed at publicising Polish educational establishments within the Comenius programme; promotion and dissemination of the most interesting educational ideas prepared within the implementation of Comenius School Partnerships; motivation for the professional use of ICT (information and communication technologies); promotion of the idea of learning foreign languages, and developing attitudes of openness and respect for the cultural distinctness of inhabitants of Europe. The content and technical solutions were also evaluated by their creators.

Prizes and distinctions were granted to 19 websites in four categories: pre-schools, primary, lower-secondary and secondary schools. Their addresses were published on the website www.comenius.org.pl.

Information and promotion conferences of the Comenius Programme in Katowice, Opole and Kraków took place in April 2009, and were included in the April celebrations of the Comenius Week at European level. A press release concerning these was published on the website of the European Commission http:// ec.europa.eu/education/comenius/doc1206_en.htm, and the incumbent beneficiaries attending the meetings were asked to prepare exhibitions presenting the products developed during the implementation of these projects. The conferences were attended by approximately 150 people in total – the potential beneficiaries of the programme and the representatives of numerous leading bodies.

52

Events

report 2009

comenius | Meetings

Comenius Assistants 2009 Within the Comenius Assistantship a cycle of meetings was organised for the purpose of preparing beneficiaries – Polish students and mentors of foreign assistants and students – for the purpose of implementing mobility projects. The cycle started with an organisational and informational meeting for Comenius assistants participating in mobility, who will take part in placements in European schools in the 2009/2010 school year. During the meeting in Warsaw in July 2009 assistants had the opportunity to familiarise themselves with the most important rules of the Comenius Assistantship and attended a lecture on the methodology of teaching foreign languages. A very important aspect of the programme was a series of stories from the previous Comenius assistants, who shared their experiences with the participants in the meeting. The meeting enabled assistants not only to gather valuable information but also to meet other participants in the programme. The meeting for mentors of Comenius assistants hosted in Polish schools took place in September in the Regional Education Authority in Katowice and in Warsaw. In November, foreign Comenius assistants were received at the Warsaw meeting. It was an opportunity for getting to know the assistants who came to Poland a little better. During the meeting the information and advice of the assistants who are hosted in schools in the whole of Poland proved to be extremely valuable.

Blog of the programme participants Comenius Assistantship www.asystentura.comenius.org.pl/

The conference “A creative approach to technology in school education” combined with the prize giving ceremony for the Polish nationwide competitions of the Comenius programmes and eTwinning became a part of the celebrations of the European Year of Creativity and Innovation. Their objective was to carry out an analysis of the current level of applying modern technologies in education practice and broadening the possibilities of their further use. The conference organised in Wrocław in June 2009 benefited from the participation of approximately 200 teachers, representatives of national and local education authorities, ministries, higher education institutions and vocational training centres. The competition of the Comenius and eTwinning programmes perfectly fits the strategy of the development of the information society in Poland, and projects entered in the competition are very interesting, innovative, and at the same time, very diverse. The use of modern technologies during subject lessons contributes to the great variety of these classes, improves motivation and inspires the activity of students, and makes it possible to check their knowledge. One particularly special event was a lecture on the influence of electronic reality on linguistic imagination, delivered by Professor Jan Miodek, PhD.

COMENIUS eTWINNING | Conference

A creative approach to school education

53

report 2009

Events

ERASMUS | Fair

ERASMUS | Social campaign

“Poland – Higher Education”

Campaign for mobility

The European Association for International Education (EAIE) links several thousand employees of universities and other institutions operating in the sector of higher education. Annually the association organises a conference on the internationalisation of education and the development of cooperation between higher education institutions from different countries. The objective of the conference is not only to enable the participants to improve their qualifications by participating in sessions and workshops, but also to enhance and broaden cooperation between higher education institutions due to contacts with foreign partners.

In 2009, an annual conference was held in Madrid (16-19 September).

It was attended by over 3 600 participants from 80 countries, of which 33 came from Poland. The conference was accompanied by a prestigious educational fair, which gathered nearly 140 exhibitors representing higher education establishments from the whole world.

The team from the Erasmus programme was the organiser of the “Poland – Higher Education” stand gathering 23 higher education institutions in total, with a division into regional consortia: the Gdańsk-Toruń consortium – “Study in Gdańsk” and “Study in Toruń”; the Silesian consortium – “Study in Silesia”; the Kraków consortium – “Study in Krakow”; the Poznań and Łódź consortium – “Study in Łódź” and “Study in Poznań”; the Warsaw consortium – “Study in Warsaw”, and the Wrocław consortium – “Study in Wrocław”. The stand attracted many visitors, who could obtain information and promotional materials from individual higher education institutions, the National Agency of the Lifelong Learning Programme (Erasmus), and the Ministry of Science and Higher Education, as well as the Conference of Rectors of Academic Schools in Poland (KRASP), whose representatives were also present at the stand. The stand promoting the group of Polish higher education institutions turned out to be a very successful initiative, as it does every year. It made it possible for Polish HEIs to present their educational offers, establish new contacts, and conduct discussions with foreign partners. The stand was approached with great interest by the participants in the conference and the fair – representatives of higher education institutions from the whole world – inter alia due to the modern projects and the use of interesting photographs from Poland from the competition for students organised by the Erasmus Student Network Poland Association.

In the autumn of 2009 the National Agency of the Lifelong Learning Programme Erasmus in Poland organised a general Polish campaign for mobility, whose objective was to improve the quality of student exchanges. In six Polish cities in different higher education institutions debates took place, which were attended by representatives of the institution’s authorities, academic teachers, experts on higher education and students. Within this large group, the benefits of transnational exchange were discussed, together with problems connected with their effective implementation and ways of solving these problems. The largest problem of students coming back after the exchange at present is connected with recognising the period of studies undertaken abroad. At the meetings attempts were made, with the participation of all the involved parties, to develop methods enhancing this process. The issues of transferring achievements and the proper application of the ECTS system by higher education institutions participating in the programme, both from Poland and from abroad, were also mentioned. During the debates the role of students themselves in efficient recognition of studies taken abroad was also emphasised. The rights and responsibilities of grant holders were reiterated because without being familiar with them, students cannot take the full responsibility for their participation in the programme.

The campaign took place under the patronage of the Minister of Science and Higher Education, Professor Barbara Kudrycka, the Rector of the University of Warsaw, Professor Katarzyna Chałasińska-Macukow, President of the Conference of Rectors of Polish Vocational Schools, Professor Waldemar Tłokiński, President of the National Representation of Doctoral Students, Piotra Koza, and the President of the Student Parliament of the Republic of Poland, Bartłomiej Banaszak. The campaign was also joined by the student organisation Erasmus Student Network, supporting the development of transnational programmes of student exchanges. „Poland – Higher Education” – on the Fair in Madrid

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Events ERASMUS | Conference

ERASMUS | Project

Erasmus already sent two million students abroad!

Erasmus Forest planted

report 2009

The idea of the Erasmus Forest came into being in 2008 together with the 10th Anniversary of the Erasmus programme in Poland – when all the sections of Erasmus Student Network throughout the whole of Poland celebrated 10 years of getting to know other countries, cultures, languages and teaching methods, i.e. everything that the Erasmus programme stands for.

The Erasmus Forest is a three-stage project, whose first part consists of planting trees. The second involves classes conducted by Erasmus participants from the series Europe at school, - “How it’s done in your country, i.e. daily environmental protection”. The third stage of the project consists of developing, together with the State Forests, a common publication promoting ecological bases among children and youth. The publication is distributed free of charge to students during lessons.

The first stage of the project has already ended. During the action on 22 October in Celestynów near Warsaw, with the joint efforts of Polish and foreign students, and due to the support of the State Forests and the National Agency, 1 000 trees were planted. Students from France, Italy, Poland, Romania, Slovakia, Spain, Taiwan and Turkey participated in the planting of the first Erasmus Forest.

Similar actions will be repeated in the spring in different regions of Poland. The Erasmus Forest constitutes a part of the Social Erasmus Project, which involves foreign students in actions for the benefit of local communities.

Within the project, meetings are organised in pre-schools, secondary schools, and orphanages, as well as ecological and cultural actions.

The creation of the Erasmus Forest is a sign that the activity of the Erasmus Student Network operation is entering a new decade, whose symbol will be Social Erasmus and the initiatives of foreign Erasmus students for Polish society.

The Erasmus Programme leaves a trace, not only on students who directly participated in an exchange, but also on the environment.

Each of the thousand planted trees within 24 hours will produce oxygen for three people, and in three years in the ESN young growth it will be possible to pick boletus.

On 5 October 2009 in Lund, Sweden, a conference co-organised by the European Commission took place, devoted to the development of higher education and the role of the Erasmus programme in this development. During the evening gala which accompanied the conference the achievements of the programme were celebrated – as many as two million young Europeans have already benefited from the scholarship. Students appeared as special guests of the gala; one from each of the countries participating in the programme, who symbolised the two-millionth Erasmus student undergoing part of their studies abroad.

This festival of European mobility for educational purposes would not be possible without the participation of Poland in the programme, since it has been one of the European countries sending the largest number of students on exchanges (for several years it has been ranked 5th). Since the beginning of participation in the programme Polish higher education institutions have sent over 82 500 students on foreign scholarships, studies or placements. The number of students participating in mobility is growing on a year-on-year basis, which is best demonstrated by an increase in the degree of mobility of 25% in the 2007/2008 academic year in comparison with the previous year. Therefore, it can certainly be stated that the involvement of Polish higher education institutions, as well as the openness of Polish students to new challenges and getting to know foreign cultures has considerably influenced the achievement of this result.

The whole world. 1000 trees. One forest.

The Erasmus Forest, The first forest its kind in Europe.

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report 2009

Events Leonardo da Vinci | Art Competition

Art Competition “Leonardo Placement through the Eyes of Participants” The National Agency of the Leonardo da Vinci Programme concluded the art competition announced at the end of the previous year for the participants in exchange and placement projects. Experiences, impressions and opinions on mobility within Leonardo da Vinci projects could be expressed in any literary form - a report, article, commentary, essay, poem, or in a different artistic form photography, cartoon, film, or multimedia presentation. They show the influence which mobility has had on the life and immediate environment of the participants as a result of the new skills acquired, life experience gained, increased familiarity with other cultures and the choosing of a professional career path.

Over 40 works were submitted for the competition, and the most interesting are presented on our website http://leonardo.org.pl/s/p/wspolne/leonardo_publikacja_www.pdf and in the publication: “The Way it Was! Leonardo Placements through the Eyes of Participants.”

Leonardo da Vinci | Event

Leonardo da Vinci | Workshops

Leonardo-Cup Sport Games 2009

Workshops for representatives of botanical and zoological gardens

On 4-6 June 2009 in Miętno near Garwolin an interesting outdoor event took place – the Leonardo-Cup Sport Games 2009, organised for our beneficiaries. This is already the second event of a promotional and integrative nature after last year’s regatta, to which we invited project initiators of the Lifelong Learning Programme – Leonardo da Vinci. The winner of this year’s Sport Games and the lucky owner of the Leonardo Cup 2009 was the Voivodeship Police Department in Bydgoszcz. 26 teams and over 130 competitors took part in the Sport Games. The representatives of our beneficiaries, experts of the programme and employees of the Foundation for the Development of the Education System (FRSE) were all participants in the meeting.

They participated in sports games in nine disciplines, and engaged in common entertainment while painting totems. They also enjoyed a barbecue ,accompanied by singing and guitar playing. During the event there was also a display of works and a special award of prizes to the winners of the art competition ”Leonardo Placements through the Eyes of Participants, in which project participants took part – i.e. people who went abroad for vocational placements within the Leonardo da Vinci programme.

The National Agency of the Lifelong Learning Programme – Leonardo da Vinci organised a meeting of representatives of botanical and zoological gardens as well as scientific centres of industry. Workshops entitled “Cooperation between zoological and botanical gardens and research and scientific centres in the European Union – obtaining funds from the Leonardo da Vinci programme for foreign employee training” were held in the Centre of Natural and Forest Education in Rogów near Łódź on 26-28 August 2009.

The aim of the training was to encourage the representatives of botanical and zoological gardens to implement projects within the Leonardo da Vinci programme in the field of partnerships, foreign placements for employees, management and trainers.

Participation in the Leonardo da Vinci programme provides the possibility of organising foreign training for employees or trainees in similar institutions (such as zoological and botanical gardens, scientific centres, research centres) operating in other European countries, by financing placements or employees’ experience exchange.

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Leonardo da Vinci | seminar

Leonardo da Vinci | Conference

Supporting older workers and women in improving their vocational skills

Polish-French cooperation in the area of vocational education and training

Over 60 people participated in the seminar entitled “Supporting older workers and women in improving their vocational skills” organised on 23 November 2009 in Warsaw. During Session 1 representatives of the Team of Strategic Advisors of the President of the Council of Ministers and three ministries – of education, labour and social policy, and regional development presented prognoses and analyses, as well as programmes supporting the vocational activities of employee groups which the seminar dealt with. During Session II selected projects were implemented both within the LLP and outside of it. The summary comprised a very interesting discussion with the participation of the project implementers. The discussion was conducted by an expert from the Polish Confederation of Private Employers, Piotr Sarnecki. The seminar was organised within the project “Keeping On Track – upgrading the skills of migrants, women and older workers in the healthcare, service and social sectors in Europe”, an initiative financed by the European Commission, whose objective was to promote the results of projects associated with improving the qualifications of migrants, older workers and women in the healthcare, service and social sectors in Europe. The Project “Keeping On Track” was implemented within the cooperation of National Agencies of the Lifelong Learning Programme from 12 countries: Austria, Bulgaria, the Czech Republic, Finland, Hungary, Iceland, Lithuania, Norway, Poland, Slovakia, Slovenia and Spain, as well as the Nordic Network for Adult Learners organisation.

FRSE – the National Agency of the Lifelong Learning Programme – Leonardo da Vinci, together with the Embassy of France in Poland and the Polish-French Cooperation Fund, organised a conference promoting Polish-French cooperation in the area of vocational training. The conference was held 23 October 2009 in Warsaw, in the French Embassy.

During the conference many topics were discussed. These included the opportunities offered by the Leonardo da Vinci programme and the Polish-French Cooperation Fund to local government institutions, small and medium-sized enterprises, vocational and technical schools as well as other institutions in the field of vocational education and training. Moreover, several projects of international cooperation were aimed at increasing the attractiveness and effectiveness of vocational training, the partners of which are institutions from Poland and France. The conference was attended by 110 people from Poland and France. Many attendees utilised the opportunity of direct meetings and establishing contacts during the unofficial part of the conference, referred to as the Partner Contact Fair. The conference was received with great interest, and the number of applications from Poland was twice as high as the number of places at the conference. This shows the high interest in cooperation with entities from France and the possibilities of financing such cooperation.

Participants in the conference in the French Embassy Warsaw, October 2009

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Events

grundtvig | Promotional and Informational Meeting

grundtvig | Promotional and Informational Meeting

Senior Voluntary Service projects

New opportunities of the Grundtvig programme

The meeting of the Grundtvig programme on the Senior Voluntary Service action, which was held on 2 March 2009 in Kraków, was attended by representatives of organisations interested in arranging foreign mobility for people aged 50+ in order to provide voluntary service, especially if the organisation has experience in organising voluntary service. Voluntary service organisations and Third Age Universities were treated with priority.

During the meeting the representatives of the National Agency of the Programme presented the rules of participation in the action Senior Voluntary Projects and gave practical tips concerning the preparation of the application. They also discussed the possibilities of support from the Agency.

The meeting was attended by 31 people.

The informational meeting of the Grundtvig programme in January 2009 in Warsaw was devoted to the offer of the Grundtvig programme, which in 2009 was extended to seven decentralised actions. Particular attention was drawn to the largest action – Grundtvig Partnerships (approx. 80% of the budget of the Grundtvig programme in Poland), and presenting new possibilities.

The invitation for participation in the informational meeting was directed especially at representatives of organisations with educational offers for the following adult groups - people who have not completed secondary education, the elderly, and the disabled. 95 individuals participated in the meeting. During the meeting the representatives of the National Agency presented the rules of participation in the Grundtvig programme, together with some practical tips concerning the preparation of the application and a discussion on the possibilities for support from the Agency.

Participants in the “Aurora-Polaris” Grundtvig partnership grundtvig | New Action

Grundtvig Workshops In February 2009 a meeting was held in Warsaw for the purpose of promoting a new action of the Grundtvig programme. The invitation to the meeting was addressed to representatives of organisations which plan to hold Workshops in Poland for adult course participants from the whole of Europe, especially those with experience in preparing workshops in the field of general (nonvocational) education for adults in cooperation with foreigners,

for participants from different countries and for organisations interested in conducting workshops for people from groups requiring particular support. During the meeting representatives of the National Agency presented the rules of participation in the Grundtvig Workshops action, together with some practical tips concerning the preparation of the application and a discussion of the possibilities for support from the Agency.

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Events

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Participants in the thematic seminar “The influence of European cooperation on senior education” grundtvig | Contact Seminar

grundtvig | Thematic Seminar

“Active Senior” Partnership

The influence of European cooperation on senior education – Grundtvig programme experience in Poland

The Contact Seminar of the Grundtvig programme, which was held from 28 September to 2 October 2009 in Gdańsk, was a five-day event which gathered people from the whole of Europe who were interested in adult education and developing projects, as well as meeting potential partners. Due to the fact that Europe is inevitably ageing, there is an urgent need for extending educational offers for the elderly. In order to remain active citizens and family members, and not to become excluded from society, seniors must preserve not only a positive attitude to life but they also need to have certain knowledge and skills necessary for life in modern society. In Europe there are many organisations whose everyday activity encompasses helping the elderly to learn and remain active, which translates into a better quality of life for seniors.

The seminar was attended by approximately 40 representatives of organisations working in the area of education of the elderly from 12 countries. The seminar included plenary sessions, presentation of examples of good practices, and workshops during which outlines of common projects were prepared.

On 27 November 2009 a thematic seminar took place in Warsaw which focused on a discussion of the influence of European cooperation within the Grundtvig programme on the improvement of educational offers for adults, the influence on the development of seniors directly participating in projects, and training teaching staff in respect of senior education.

The following were invited to the panel discussion: the previous beneficiaries of the Grundtvig programme aimed at financing actions in the area of adult education, representatives of the Ministry of Labour and Social Policy and the Ministry of National Education, Third Age Universities, regional and local authorities. During the seminar the beneficiaries of the Grundtvig programme presented the benefits of European cooperation for adult education and talked about the experience gained during the implementation of their projects.

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Events

Study Visits | Meeting

Study Visits | Meeting

Social partners in the Study Visits programme

European civil servants and experts on a visit to Poland

On 26-27 February 2009 in Thessaloniki in Greece, a meeting promoting the increase in the involvement of social partners in the programme was held. The meeting was organised by the European Centre for the Development of Vocational Education (CEDEFOP) in cooperation with the European Commission, with the participation of trade unions of employees and employers, private enterprises operating in the area of education, and chambers of crafts, commerce and industry from the whole of Europe. They were accompanied by representatives of National Agencies and employees of CEDEFOP and the European Commission. The meeting was aimed at finding an answer to the question of how to increase the involvement of social partners in the Study Visits programme. During the meeting common European tools were presented which are designed to contribute to a greater recognition of qualifications in the field of vocational education and training, and to encourage the greater mobility of workers. Representatives of institutions and organisations representing social partners, who successfully engaged in the Study Visits programme, both as participants and organisers of visits, presented examples of good practice. It was emphasised that the beneficiaries of the Leonardo da Vinci programme can be good hosts of study visits addressed to the social sector and vocational training.

CEDEFOP and the European Commission are planning to organise a similar cyclical meeting in order to increase the participation of poorly-represented groups in the Study Visits programme.

“New trends in training and development of civil servants” was the subject of the study visit which took place in Warsaw on 1921 October 2009 in the National School of Public Administration (KSAP). 9 civil servants from the whole of Europe participated in it, and among them were representatives of Bulgaria, France, Germany, Great Britain, Hungary Portugal and Turkey, together with experts from the host institution. The main point of the visit was experience exchange, i.e. presentation of solutions and visions of the functioning of the civil service in guests’ home countries. It was accompanied with a discussion in which there was a possibility of proposing innovative solutions to a given problem and considering new challenges together. Study visits are extremely important because they give people a chance to share their experience, talk about their challenges, or simply talk about what is important for them – as noted by one of the participants. The participants in the visit were familiarised with the work and achievements of KSAP – an important institution in the Polish system of civil servants’ training and development. The guests discussed the functioning of the civil service and the work of offices in their countries. They also had a chance to learn about good practices from various countries and institutions; in all, a whole range of various experiences. There was also time for meetings with Polish experts from the Civil Service in the Chancellery of the President of the Council of Ministers, the National Polish Bank and the Ministry of Finance. The study visit organised by KSAP was inspiring both for participants and organisers, and the knowledge which civil servants obtained during the meetings will have an influence on the improvement of the functioning of their respective offices. This, in turn, will constitute a benefit for each citizen group.

Study Visits | Training

Institutions training On 8 June 2009 training for representatives of Polish institutions wishing to organise the study visit in the 2009/2010 year was held.

During the training representatives of institutions got familiar with the specific details of the programme, which is addressed to people responsible for developing policy in the area of education and training at the local, regional and national level. Study visits for specialists in the area of vocational education and training constitute one of the key actions of the Transversal Programme which is aimed at supporting the development of policy and cooperation at the European level in the domain of Lifelong Learning. The participants were also presented with the rules of organisation and financing of such visits. The participants of the meeting, coming from various institutions, inter alia from regional education authorities, higher education institutions, teacher training centres, associations, and training companies also had an opportunity to be shown examples of good practice presented by experienced organisers of visits from the previous years. The main objective of the training was to improve the quality of study visits organised in Poland and ensuring content support for organisers.

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Events eTWINNING | Actions

eTWINNING | Vocational Development Workshops

eTwinning Weeks 2009

eTwinning in pre-school education

report 2009

In October each year all countries participating in the eTwinning programme take part in various actions planned within the celebrations of eTwinning Weeks at the European and national level. For a whole month in the new school year teachers can join various educational competitions, training and projects aimed at encouraging teachers and students to work on new tasks within eTwinning.

Among the actions undertaken during the eTwinning Weeks in Polish schools and pre-schools; meetings, seminars, presentations, symposia, art competitions, raffles, exhibitions, picnics, and quizzes on eTwinning took place. Guests connected with eTwinning were also invited. The National Contact Office of the eTwinning programme prepared and carried out nationwide lotteries, meetings and workshops, polls and questionnaires. It also announced national competitions. Moreover, within the celebrations of eTwinning Weeks there was a nationwide conference for teachers of the sciences, which was attended by teachers of mathematics, physics, chemistry, Information Technology and nature.

Within the European Year of Creativity and Innovation, in May the eTwinning programme organised Vocational Development Workshops held in Warsaw under the title “eTwinning in preschool education.”

The Vocational Development Workshops are international meetings of teachers taking place in different European countries and aimed at people who want to find out more about the eTwinning programme. The workshops were addressed to teachers interested in developing their skills in terms of European cooperation with the use of information and communication technologies (ICT).

The meeting was attended by teachers of pre-school education from Poland and other European countries. The objective of the workshops was to allow participants to become acquainted with information and communication technology and its application in pre-school education, as well as searching for a partner for European cooperation. The workshops made it possible for teachers to exchange pedagogical experience and provided an opportunity to become acquainted with information and communication technology tools useful for teachers of pre-school education.

Participants in the workshops also found out in what way one can apply innovation and creativity in working with children. Teachers with experience in implementing eTwinning projects presented examples of good practice and shared their impressions on European cooperation among schools. In the interactive session teachers had a chance to undertake preliminary work on the project, and to develop the subject, objectives and the expected end product of the project.

eTWINNING | Seminar

The meeting of teachers from Poland and Great Britain Primary school teachers from Poland and Great Britain met in September in Gdańsk during the contact seminar organised by the National Contact Office of the eTwinning Programme. The seminar was an opportunity to search for an eTwinning partner in order to start on-line cooperation in the area of the implementation of common educational projects in the field of history, culture and tradition. During the workshops teachers registered themselves on the programme; they also familiarised themselves with ICT tools which are useful in carrying out eTwinning projects. Teachers got to know eTwinning modules, on-line cooperation tools and ready project sets. Examples of good practice were presented and networking activities took place. The meeting enabled experience exchange and the comparing of skills and tools. It also provided an opportunity for reflecting upon the idea of the eTwinning programme.

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Events

European Language Label | End of the Competition

European Language Label | Fair

8th edition of the European Language Label programme concluded

International European Language Label Project Fair in Estonia The winners of the national ELL competitions are also distinguished at the international level. In April 2009 representatives of two projects awarded in 2008 in Poland, “Educational T-shirt” (implemented by the Jan Kochanowski University of Humanities and Sciences, Pedagogy and Art Department, Institute of School Education, and Local Government Pre-School no. 40 in Kielce) and ”Oneness: On-line less used and less taught language courses – Polish” (carried out by the Jagiellonian University School of Polish Language and Culture) had an opportunity to present their achievements in Tallinn during the conference “Language Teaching for Creativity”. The event also provided a perfect chance for finding partners interested in the implementation of international language projects.

In October 2009 the 8th edition of the European Language Label competition closed. The ELL is the European innovation label in the area of foreign language teaching and learning. The ELL selection committee chaired by Prof. Hanna Komorowska gave awards to 7 institutional projects and 6 teachers. The jury did not grant any prizes in the category of pupil projects. The winners obtained certificates signed by the EU Commissioner for Multilingualism and the Minister of National Education. The certificates were handed to them on 11 December 2009 during the celebration organised by the Ministry of National Education.

The ceremony was held under the patronage of Minister Katarzyna Hall.

The use of modern communication technologies in learning foreign languages is another feature of projects given awards in 2009. At the level of pre-school and primary school it can mean communicating in a foreign language via Skype or e-mail with peers living in other countries. At the university level this means, for example, learning English from a distance with the use of the most recent technological developments and e-learning methods including a new profile of students, commonly referred to as the “Net Generation”. A very interesting observation resulting from the analysis of projects awarded in 2009 was about promoting learning foreign languages in local communities by institutions not connected directly with the education system, such as libraries, non-Governmental organisations and local authorities.

Europass | Campaign

Programme promotion on the Warsaw metro In 2009, the National Europass Centre carried out a promotional campaign for the Europass Initiative on the coaches of the Warsaw Metro.

The campaign, consisting of broadcasting an advertising spot and including information on the Europass-CV, was directed at everyone using this means of transport, in particular to young people, mainly students of Warsaw higher education institutions. The campaign was received with great public interest.

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European Language Label | Event

European Day of Languages Warsaw, 24 September 2009

In 2009, the celebration of the European Day of Languages in Warsaw was prepared by FRSE in cooperation with the European Union National Institutes for Culture – EUNIC, the Representation of the European Commission, the Education Bureau of the City Office and Złote Tarasy. The event was held under the honorary patronage of Katarzyna Hall, the Minister of National Education and Hanna Gronkiewicz-Waltz, the Mayor of the Capital City of Warsaw with the participation of ambassadors and representatives of cultural institutes of fourteen European countries. The inauguration of the Day of Languages took place in the Złote Tarasy shopping mall. All official guests delivered short welcome speeches in their respective national languages.

A British show for children Lippy & Messy, a Polish-German concert

by Anna Nova, the Portuguese Fado, Italian jazz, workshops of Greek and Cypriot Dance – these attractions awaited guests visiting Złote Tarasy. Great interest was evoked by object lessons of European languages – principally German, English, and also some less popular ones, i.e. Greek, Estonian and Portugese. All those interested obtained free information materials concerning the possibility of learning languages and educational programmes of the European Union supporting language education.

Europass | Campaign

Europass | New Opportunities

You’re planning to return to On-line CV the website https://europass.cedefop.europa.eu/ an improved your country – use Europass! On tool for filling in Europass-CV documents appeared. Each person Under this slogan the National Europass Centre in 2009 encouraged using Europass documentation by people working abroad and planning to return to their home country. Materials giving information on the rules of functioning of the Europass portfolio, institutions issuing particular documents and the benefits connected with having them were aimed at making it easier for a given country’s citizens to find employment in their country, and enabling documentation of vocational skills and experiences obtained abroad. Promotion of the Europass initiative was carried out on the website http://www.powroty.gov.pl/ administered by the Ministry of Labour and Social Policy. The website is a place where Polish people returning to the country can find practical information, inter alia on regulations, and procedures making it possible to return to the country, find a job or launch economic activity. The website works within the Governmental informational programme “Masz plan na powrót?” (“Have you got a plan to return?)”.

using Europass documents can start by filling in a Europass-CV. The document facilitates presenting one’s skills and qualifications.

The improved tool is compatible with several different web browsers.

It allows saving the file in many formats and updating an already-created document. It includes comprehensive tips and context clues useful in filling in particular entries. The tool is convenient to use and very popular among European Union citizens.

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report 2009

European Year of Creativity and Innovation

Leaders of the European Year of Creativity and Innovation 2009 in Poland.

The year 2009 was announced by the European Parliament and the European Council as the European Year of Creativity and Innovation.

The objective of the Year was to support actions aimed at promoting creative attitudes resulting in the innovativeness of projects, through lifelong learning, as factors for the development of personal, vocational and social competences.

The Foundation for the Development of the Education System (FRSE) was delegated the task of organising the celebrations of the Year by the Minister of National Education, who is the national coordinator of the Year in Poland.

The patronage of the European Year of Creativity and Innovation

Conference promoting the objectives of the European Year of Creativity and Innovation On 31 March 2009 FRSE organised a conference opening the celebrations of the Year in Poland. In the Palace of Culture and Science in Warsaw there was a meeting of five hundred participants from the whole of Poland - representatives from the realms of education, science, culture and business.

The website of the European Year of Creativity and Innovation

FRSE launched the website of the Year, http://innowacje2009.pl, which included, inter alia, documents of the Year, a downloadable application form for being granted patronage, the calendar of events with the Year’s logo, and the gallery of creative and innovative projects with a description and the submitted materials and pictures.

Polish projects on the European website

Every month the team of the European Year of Creativity and Innovation selected from the projects with patronage those to be published in English on the European website of the Year: http://create2009.europa.eu/projects/participating_countries/ polska_poland.html.

50 Polish creative and innovative projects were published there, which is the greatest number in comparison to projects submitted by other countries.

B

y taking the role of the organising entity, FRSE undertook a number of stages associated with the actions of the Year. A team was created within FRSE which spent the year preparing and conducting the action of granting the patronage of the European Year of Creativity and Innovation, together with an interdepartmental team consisting of representatives of several ministries and offices.

The team evaluated the received applications, and also announced a competition for the best creative and innovative projects which were undertaken under this patronage.

The Patronage of the European Year of Creativity and Innovation was granted to 261 projects implemented by institutions, organisations, schools, associations, enterprises and private individuals.

Polish projects at the European conference

The team selected Polish projects for presentation at the European conference closing the celebrations of the year in Stockholm on 15-17 December 2009. At the exhibition two Polish projects were displayed: “Didactic and organisational innovations in Polish schools – benefiting

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European Year of Creativity and Innovation

report 2009

The closing gala of the celebrations of the European Year of Creativity and Innovation in Poland

from the experience of »School with class«” – a project carried out by the Institute for Interdisciplinary Studies Artes Liberales of the University of Warsaw, and the project entitled “A room with a kitchen” carried out by the Centre of Modern Art in Toruń.

The conference was preceded by an evaluative meeting of national coordinators of the Year from European countries, in which, as well as representatives of the Ministry of National Education, there were also representatives of FRSE.

At the conference – gala summarising the actions of the Year in Poland organised by FRSE in Warsaw on 25 February 2010 the authors of creative and innovative projects selected in the competition were awarded with statuettes and diplomas honouring their endeavours.

During the formal gala organised on 25 February 2010 in the Warsaw Philharmonic, 10 authors of the best projects submitted to the competition “Leaders of the European Year of Creativity and Innovation 2009 in Poland” received statuettes and distinctions from Krzysztof Stanowski – Under-Secretary of State in the Ministry of National Education, and Karel Bartak, representative of the European Commission.

The competition “Leaders of the European Year of Creativity and Innovation”

The competition “Leaders of the European Year of Creativity and Innovation 2009 in Poland”, organised by FRSE, received 103 projects, the most being in the field of education – 56 projects. On the basis of expert recommendation, the jury of the competition selected two winners in each of the five categories: education, science and technology, economy and business, culture and art, social initiatives. 10 winners obtained the title of “Leader of the European Year of Creativity and Innovation 2009 in Poland”.

Leaders of the European Year of Creativity and Innovation 2009 in Poland – awarded projects Social initiatives:

Culture and art:

Science and technology:

Alienated Parents Read for Children www.kpor.pl

Mega Total.pl – innovative music community MegaTotal.pl

Courses in Robotics and Information Technology for children- Robo Camp www.robonet.pl

The Position of Youth Councils in Poland www.mlodziezowerady.eu

Open Gardens Festival www.otwarteogrody.pl

Economy and business:

Computer magazine “Trącić myszką” www.myszka.org

Education:

New Folk Design www.nowyfolk.pl

To tame space – second edition www.autoportret.pl www.mik.krakow.pl

Creating an innovative network of information and interactive advertising - Digital Signage DSnet www.magit.pl/dsnet

I talk, although I don’t speak www.sps.szkola26.webd.pl

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The publication summarising the celebrations of the European Year of Creativity and Innovation in Poland, including descriptions of the projects, is available on the website of the Year www.innowacje2009.pl

report 2009

Valorisation

Dissemination and exploitation of results in the Lifelong Learning Programme is a planned process of

enhancing the value of results achieved within projects and programmes, their active exploitation and introduction into policy and practice on a local, regional, national and European level.

E

ncouraging the best use of results, innovative products and processes, and the exchange of good practice in the field covered by the Lifelong Learning Programme is aimed at improving the quality of education and training. It is specified by Art. 1 Par. 3 of the Decision establishing the Programme. As part of the dissemination and exploitation of the Lifelong Learning Programme results since 2007 the Polish National Agency has organised cyclical thematic conferences. The subject matter of many is related to key competences. At the end of 2008 (10 December 2008) a conference took place summarising actions in this regard undertaken up to then by the National Agency of the Programme and accepting the challenge to specify further strategies for encouraging the exploration of what Polish educational institutions are developing within sectoral programmes of the Lifelong Learning Programme and to inspire the transfer of their innovative solutions to the education system on a larger scale in 2009 and in subsequent years. The subject of the conference was Exploitation of the Lifelong Learning Programme results in the development of the educational policy and practice in Poland. The conference was of an international nature and was attended by the representatives of four National Agencies of the Lifelong Learning Programme and the representatives of the European Commission. The conference was held in the Ministry of National Education under the auspices of the Minister of National Education and the Minister of Science and Higher Education. A thematic booklet prepared for this conference was distributed in 2009. The booklet was prepared in two language versions – Polish and English. It described the experience of the National Agency in the field of dissemination and exploitation of programme results, and presented projects – examples of good practice – with a view to using their results in educational policy and practice in Poland. Having continued this initiative with reference to the European Year of Creativity and Innovation, the Foundation for the Development of the Education System, together with Poznań University of Economics, organised a conference entitled Innovative management in Polish education, which was held on 27 October 2009 in the Marriott hotel in Warsaw. The conference was held under the auspice of Katarzyna Hall, the Minister of National Education.

For the first time in Poland the conference was conducted in WEB 2.0. form, with the opportunity to participate live via the

Internet. The Foundation for the Development of the Education System presented the subject Between creativity and innovation in education – implementation of good practices in the Lifelong Learning Programme. The conference was preceded by the publication of a book with the same title and an introduction prepared by the Minister of National Education.

Conferences are connected with publications constituting thematic booklets especially prepared for this purpose. Booklets include descriptions of partner projects, these being examples of good practice and developing key skills necessary in a European knowledge-based economy. In 2009, another booklet was prepared and published in Polish and English entitled Best practices from the Lifelong Learning Programme – creativity and innovation in European cooperation projects. The booklet is devoted to good practices in terms of one selected feature. Creativity and the capability to innovate are desired features of all actions, in particular those conducted within European projects. Earlier, thematic booklets had been prepared describing good examples within a specified subject area: entrepreneurship, intercultural dialogue, language learning and teaching.

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Valorisation http://waloryzacja.llp.org.pl/

A special valorisation bookmark on the website of the Foundation for the Development of the Education System

In 2009, a special valorisation bookmark on the website of the Foundation for the Development of the Education System was developed.

The website includes, inter alia, all thematic booklets in electronic form and a database entitled Best practices from Lifelong Learning. The database presents valuable projects regarding leading subjects in the field of European cooperation.

Projects presented there are divided according to programmes (sectoral and programmes/ initiatives supporting the implementation of the objectives of the Lifelong Learning Programme) and subject areas. A user-friendly search engine (according to programmes and subject areas) and assistance in the form of an interactive map of Poland with the marked places of project implementation directly showing data on the project allow its effective use. The database is still being developed and expanded by further descriptions and subject areas.

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report 2009

report 2009

Recommended publications

selected publications

We recommend to you these published in 2009 by the National Agency of the Lifelong Learning Programme.

Every year we publish an array of publications, brochures, and leaflets concerning the principles and priorities of the programme and results achieved during projects, in order to disseminate the examples of good practice. All publications are available in an electronic format on the website of the programme and in the bookmark “Publikacje” (Publications) on www.llp.org.pl.

Around Europe with Comenius within the European educational Lifelong Learning Programme A compendium of knowledge regarding the possibilities to utilise EU funds within the Comenius programme on various educational projects. Reading this publication, familiarising oneself with the examples of the already-implemented projects, and extensive experience gained through work on the project, allows schools and teachers to choose http://comenius.org.pl/s/p/artykuly/14/147/Z%20 an appropriate educational offer within Comeniusem%20dooko%C5%82a_pdf.pdf international cooperation.

European Credit Transfer System A guide for users of the European Credit Transfer System (ECTS) presents basic documents and guidelines concerning the implementation of ECTS. The objective of the guide is to provide students, research, teaching and administrative staff of higher education institutions and other stakeholders with necessary information. http://erasmus.org.pl/

Erasmus in Poland in the academic year 2007/2008 The report presents results of the Erasmus programme in Poland. It describes the activity of Polish universities. Statistical http://www.erasmus.org.pl/s/p/artykuly/19/190/ compilations concern the academic year proces_bolonski_FINAL.pdf 2007/08.

Innovative management in Polish education This is a book with the objective of promoting innovative attitudes towards teachers and Polish education managers, to encourage and to give decision-makers the courage to undertake and support innovative actions within this area, and to specify directions of modern scientific research in Poland in the field of innovative management in education.

“Yes! GO! A Practical Guide to Designing Degree Programmes with Integrated Transnational Mobility” The publication is to assist in designing curricula of studies including mobility, concerning a practical organisation of the learning process, creating opportunities for mobility and methods of recognising http://www.erasmus.org.pl/s/p/artykuly/19/190/ the achieved education effects.

The Bologna process – it has already been 10 years A publication by Prof. Andrzej Kraśniewski aimed at discussing the Bologna process and its impact on the life of higher education institutions from the perspective of the passing decade, and at assessing several aspects of the implementation of the Bologna process in Poland.

yes_go_FINAL.pdf

“The compendium of projects of the Leonardo da Vinci programme” The compendium describes the projects accepted for implementation within the Leonardo da Vinci competition for 2009.

68 http://leonardo.org.pl/s/p/wspolne/

Recommended publications “Europe for Senior Citizens, Senior Citizens for Europe. Beneficiaries of the Grundtvig programme describing the benefits of European cooperation” The publication presents reflections of beneficiaries of the Grundtvig programme in Poland on their European cooperation in the area of senior citizen education. The authors of the texts are the representatives of organisations http://grundtvig.org.pl/s/p/artykuly/49/49/final_ implementing projects financed from Europa_seniorom-seniorzy_Europie.pdf the budget of the Grundtvig programme in the recent years. The publication was prepared in Polish and English versions.

report 2009

“The Way it Was! Leonardo Placements through the Eyes of Participants” This is a set of interesting works submitted for a contest by participants in placements and exchanges. The opinions of people who had an opportunity to participate in mobility within the Leonardo da Vinci programme are quoted in an attractive graphic format. They present their experiences from mobility and illustrate the benefits gained in various artistic forms.

“Best practices from the Lifelong Learning Programme – creativity and innovation in European cooperation projects” This publication presents a selection of best practices in the Lifelong Learning Programme this time not in terms of a selected subject but in the context of the European Year of Creativity and Innovation.

“Bulletin of E-learning in projects of the Leonardo da Vinci programme” This item presents the selected examples of projects using e-learning in vocational education and training.

Introduction includes also information on the conditions of the development http://leonardo.org.pl/s/p/wspolne/ biuletyn2009_1_web.pdf of e-learning in Poland and European research concerning its use in training.

“eTwinning - a way to education of the future” The 5th anniversary of the eTwinning programme inauguration provides an opportunity to sum up its results and is an attempt to plan locations of the eTwinning projects in education in the future.

The objective of this publication is to show phenomena occurring in the programme as exemplified by Polish education.The experiences of Polish schools and examples of good practice are presented. Further articles are devoted to selected types of actions within the programme. The publication was prepared in two languages: Polish (printed and as an e-book) and English (as an e-book).

A series of brochures “Chances, benefits, development…”

These brochures have examples of interesting projects of the Leonardo da Vinci programme. The brochures are addressed to specific groups of beneficiaries.

They include the examples of projects implemented by similar entities and present benefits that future beneficiaries can reap by implementing the projects. So far the brochures have been published for: • employers, their unions and associations, • non-Governmental organisations, • establishments for teacher training and development.

“eTwinning in Poland – it’s already been 5 years” – a selection of projects awarded with the National Quality Label.

The publication includes descriptions of good practice examples, where nine teachers/coordinators present five of their own projects, all awarded by the National Quality Label, prizes and distinctions. These examples illustrate how creative Polish teachers are and what a great social energy they can trigger in their communities by implementing educational http://www.ell.org.pl/files/ projects.

“European Language Label 2008 – 2009” The publication presents descriptions of projects awarded within the European Language Label contest in 2008 and 2009. The examples of good practice may encourage creative language teachers to apply for the European label of innovation in the field of foreign language teaching and learning, which confirms the contest motto that foreign language learning may be a real passion and not only a duty.

PUBLIKACJA_ELL_03_www.pdf

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report 2009

Recommended publications “Key Data on Education in Europe” The study presents systems of education and educational policy in European countries, from preschool establishments to higher education institutions, by means of 121 indicators prepared especially for its purposes. Individual fields of education are described including demographic context, such issues as financing education systems, teaching staff, its status and education, school autonomy and the process of ensuring quality in education. In many cases the latest data was compared with data presented in the sixth issue published in 2005, which allowed for the formulation of conclusions concerning some general trends in the rapidly changing educational reality of the 21st Century.

“Arts and Cultural Education at School in Europe” This report presents such issues as the time devoted to arts and cultural education in schools, the most popular arts subjects, cooperation with artistic and cultural circles, and the preparation of teachers of arts subjects. It describes the objectives of arts and cultural education, its organisation, the scope of extracurricular activities and other initiatives in the field of arts and cultural education. The report includes also information on the assessment of students within arts subjects and the education of teachers of these subjects.

The publication contributes to the celebrations of the European Year of Creativity and Innovation 2009.

“Early childhood education and care in Europe: tackling social and cultural inequalities” This study presents in detail solutions applied in preschool education and the care of children aged 0 to 6 in 30 European countries. It tackles the most important issues concerning almost one in eight households in Europe because this is the number of households in which a child – or children – below 6, are brought up. The publication presents actions undertaken to increase the participation of children from disfavoured groups in preschool education. The report refers to the Communication of the European Commission concerning the effectiveness and equal access to European systems of education and training in 2006.

“Integrating Immigrant Children into Schools in Europe” This publication presents research on the integration of immigrant students into schools in Europe. The document demonstrates two aspects that are of great significance for education and migration: improvements in communications between schools and the parents of immigrant students and mother tongue teaching to migrant chldren. Information included in this document concerns education at the level of kindergartens, and primary and secondary schools in 30 European countries.

“National Testing of Pupils in Europe: Objectives, Organisation and Use of Results” The study describes the context and organisation of national exams in 30 European countries and the methods for using the results of these exams to inform educational communities and impact upon the further education of students.

The report presents the variety of objectives, and the frequency and scope of national exams in Europe, and indicates significant European trends in this area.

“Higher education in Europe 2009: Development in the Bologna Process” The Eurydice report Higher Education in Europe 2009: Development in the Bologna Process presents the progress achieved in the field of the implementation of reforms in European higher education since the Bologna Declaration was signed.

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Useful links

report 2009

T

he Lifelong Learning Programme is implemented to a great extent in the world of modern technologies. The combination of knowledge, skills and attitudes appropriate for applying IT technologies is defined as key IT competences. They include the necessary skills for searching for, collecting and processing information placed on the websites and its use in a critical and systematic way.

Links to websites administered by the Foundation for Development of the Education System The Foundation for the Development of the Education System administers several websites. Moreover, those interested in the programme can access many useful links. Below we recommend websites expanding and deepening information included in this report, undoubtedly important for getting acquainted with the idea of lifelong learning. Learning about them certainly provides new perspectives, stimulates creativity in the implementation of one’s own projects, and ensures the exchange of experience.

Fundacja Rozwoju Systemu Edukacji

http://www.frse.org.pl

Youth in Action Programme

http://mlodziez.org.pl

Lifelong Learning Programme

http://www.llp.org.pl

Comenius Programme

http://www.comenius.org.pl

Erasmus Programme

http://www.erasmus.org.pl

Leonardo da Vinci Programme

http://leonardo.org.pl

Grundtvig Programme

http://www.grundtvig.org.pl

eTwinning Programme

http://etwinning.pl

European Language Label EUROPASS

http://www.ell.org.pl http://www.europass.org.pl

EURYDICE – European Education Information Network

http://www.eurydice.org.pl

Preparatory visits

http://www.pv.org.pl

European Year of Creativity and Innovation in Poland

http://innowacje2009.pl

Dissemination and exploitation of results in the Lifelong Learning Programme in Poland

http://waloryzacja.llp.org.pl

Useful links: Ministry of National Education

http://www.men.gov.pl

Ministry of Science and Higher Education

http://www.mnisw.gov.pl

The Education, Audiovisual and Culture Executive Agency

http://eacea.ec.europa.eu

The European Commission (Educational programmes) The official website of the Bologna Process

http://ec.europa.eu/dgs/education_culture http://www.ond.vlaanderen.be/hogeronderwijs/bologna

CEDEFOP (European Centre for the Development of Vocational Training)

http://www.cedefop.europa.eu

Europa – The official website of the European Union

http://europa.eu

The European Information Centre of the Office of the Committee for European Integration The Bureau for Academic Recognition and International Exchange

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http://www.cie.gov.pl

http://www.buwiwm.edu.pl

Useful links

report 2009

Sources of knowledge: This web portal includes current information on the eTwinning programme in all the official languages of the European Union. This portal’s tools allows the registration of a school or a kindergarten in the eTwinning programme, the search for a partner for cooperation, and then the registration of this partnership and the implementation of cooperation on a special platform prepared for this purpose. http://www.etwinning.net/en/pub/

Refernet – European Network of Reference and Expertise http://www.refernet.pl

European Schoolnet – This web portal presents current information addressed to schools in the whole of Europe on actions conducted over several years; for example, Spring Day in Europe, MyEurope, and also on new initiatives and actions, for example, eTwinning, Xplora, Insafe http://www.eun.org/portal/

The Grundtvig programme promoters http://grundtvig.org.pl/index.php/ ida/13/

The list of coordinators and voivodeship trainers cooperating with the LLP Comenius programme http://www.comenius.org.pl/index.php/ ida/56

EVE – includes information on the projects financed by the European Commission in the areas of education, training, culture, youth and citizenship http://ec.europa.eu/eve

eLearning Awards – The website devoted to the eLearning Awards contest that aims at selecting and awarding the best examples of the practical use of ICT technology in teaching. http://elearningawards.eun.org/ ww/en/pub/elearningawards/homepage. htm

ADAM – a web portal for the projects and results of the Leonardo da Vinci programme http://www.adam-europe.eu

Euroguidance – European Network of Careers Guidance Systems http://www.euroguidance.net/

The eLearningEuropa portal – includes information on teaching with the use of electronic technologies in the countries of the European Union. http://www.elearningeuropa.info

PLOTEUS – Portal on Learning Opportunities throughout the European Space http://ec.europa.eu/ploteus/

Scholaris Portal– The full range of information for teachers in primary schools, lower-secondary schools and secondary schools; curricula, guides, information on exams, school management, and current affairs from all the regions of the country. http://scholaris.pl/

European Shared Treasure (EST) http://www.llp.org.pl/est

Global Gateway – The international website of Global Gateway is helpful in searching for partners for cooperation between schools within the Comenius projects http://www.globalgateway.org.uk

The Erasmus Student Network – a European non-profit student organisation aiming at support and development of international student exchange programmes http://www.esn.pl

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EURYDICE

The report uses photos sent by the beneficiaries of the programme documenting actions carried out within projects, meetings with participants, and the final products generated. The authors of the other photographs are: Wojciech Wójtowicz (p. 4, 64, 65), Wojciech Andrzej Jurzyk (p. 36, 59), Krzysztof Kuczyk (p. 8, 30, 36, 50, 58, 60) and Jarosław Nogal (p. 17, 24, 55, 57, 63).

LTG

Erasmus Grundtvi Comenius Eurydice da Vinci Comeniu sabel European Language Europass European eTwinning smus Grundtvig Leona Label eTwin Vinci Comenius Eurydi Erasmus Grundtvig us Grundtvig Leonardo opass European Langu da Vinci Comeniu nci Comenius Eurydice Label eTwinning Europass European ass European Language Label eTwinn LabeleTwinning Erasmus Grundtvig Le Grundtvig Leonardo da Vinci Comenius Eu Comenius Eurydice rasmus Grundtvig Leon Europass European La European Language da Vinci Comenius Eury Label eTwinnin bel eTwinning Erasmus Grundtvig Le uropass European Lang Grundtvig Leonardo da Vinci Comenius Eu Label eTwinning Comenius Eurydice Europass European La EuropeanLanguage The Foundation for the Development of the Education System is a State Treasury foundation, the main goal of which is a wide-thought support of actions aimed at development of the educational system in Poland. The Foundation achieves its goal by conducting European Union educational programmes and other international programmes in the field of education. The Foundation deals with the coordination of the programmes: “Lifelong Learning Programme” and “Youth in Action”; it also supervises National Contact Points for the European Union Programmes: Erasmus Mundus and Tempus, the National Bureau of the Eurodesk programme and the SALTO EECA Eastern Europe and Caucasus Resource Centre. In Poland, the Foundation also implements the European Union’s initiative European Language Label and eTwinning action. The Polish Bureau of Eurydice – an information network on education in European countries - is also affiliated to the Foundation. Since 2007 the Foundation has been coordinating the Polish-Lithuanian Youth Exchange Fund, and - since 2008 - the Scholarship and Training Fund (in cooperation with EEA countries – Iceland, Liechtenstein and Norway) and the Scholarship Fund Sciex-NMSch (cooperation with Switzerland).

The Foundation for the Development of the Education System National Agency of the Lifelong Learning Programme ul. Mokotowska 43 00-551 Warszawa kontakt@frse.org.pl www.frse.org.pl www.llp.org.pl

ISBN 978-83-60058-00-2