THE LIFELONG LEARNING
Leonardo da Vinci
eraSMUS
eTwinning
eUropaSS
eUrydice
eUropean LangUage LabeL
STUdy ViSiTS
coMeniUS
grUndTVig
REPORT 2010
Pr
og
ra
mm
E
Foundation For the development oF the education SyStemLeonardo da Vinci
eTwinning eUropaSS
eUrydice eUropean LangUage LabeL
STUdy ViSiTS coMeniUS
6
THE LIFELONG LEARNING PROGRAMME 8 COMENIus 16 ERAsMus 24 LEONARdO dA VINCI 32 GRuNdVIG 40 sTudy VIsITs 46 ETwINNING 50 EuROPAss 52 EuRydICE 54
EuROPEAN LANGuAGE LAbEL 58
EVENTs 70
dIssEMINATION ANd EXPLOITATION OF REsuLTs 72
THEMATIC NETwORKING PROJECTs 76
RECOMMENdEd PubLICATIONs 80
usEFuL LINKs
Mirosław Marczewski
General director of the Foundation for the development of the Education system
The year 2010 saw further
expansion of FRSE’s
programme offer. We have
launched activities aimed
to support Swiss-Polish
Research Programme. In
cooperation with the Ministry
of Regional Development
and Swiss Embassy in
Warsaw, we have launched
Fellowship Fund Office
to support fellowships by
Polish doctoral students
and junior researchers in
Switzerland. Aside from
well-known Erasmus, EEA/
Norway Grants Scholarship
and Training Fund, a new
programme to support
mobility in higher education
has appeared.
The year 2010 was a special time for LLP sub-programmes, as we have reached their halfway point.That’s right. It is a good time to re-exam-ine our achievements. I believe that the most important fact is that unlike other countries we have no difficulty with acquiring the sufficient number of qual-ity projects. Our major challenge is to obtain enough funds to finance all valu-able initiatives. The end result is such that in many categories we have become European leader in the implementation of LLP sub-programmes, which trans-lates not only to prestige, but also to notable benefits. Last year, we obtained 5% more funds that had been earmarked for Poland at the beginning of the year.
This would not have been possible if not for the commitment of beneficiaries, i.e. students, teachers, academic staff, NGO employees and the Foundation officers. I am pleased that our work is highly rated by supervisory bodies, that is the Ministries and the European Commis-sion. In 2010, 22 inspections and audits were carried out at the Foundation and they have come out very well. we consistently work to improve the quality and effectiveness of our activities to the benefit of our beneficiaries. In the weeks to come, we intend to launch IsO 9001 certification process, which will crown our activities to this end.
The year 2010 is not only the halfway point, but also a groundbreaking period for the future of the programmes. The Commission has launched Youth on the Move initiative. What changes will it bring after 2013?
youth on the Move is one of seven flagship initiatives of the EC related to Europe 2020 strategy. The principles of the strategy relate to educational challenges faced by the European union. As its name indicates, the leitmotif of the initiative is boosting educational mobility of young people by removing obstacles and increasing opportunities for taking up education abroad. due to growing requirements that employees need to satisfy, we need to ensure that possibly the largest number of students complete higher education studies. university education graduates who complete a part of their studies abroad stand a fair chance of being easily employed. On the other side,
Marcin Rolnik
director of the Lifelong Learning Programme
It is of paramount importance
for us to ensure that our
programmes are efficiently
implemented and that
beneficiaries feel they have
our support. We did attain
that in 2010, which has been
proven by external audits
conducted by the European
Court of Auditors and the
European Commission.
What has been the subject of the audit?
Our functional and organisational capacity for the implementation of Eu programmes have been audited. The National Agency has obtained positive assessment, both from the Court of Au-ditors and the Commission. As a result, we are positive that that our method of implementing the programmes is cor-rect, and this is a vital piece of informa-tion for us. Obviously, we also provide information and deal with promotion, but it is the programme implementa-tion that is the key responsibility of the Agency. It is our role to select and support projects, which in the best way meet Eu goals, such as the development and modernisation of the education system, improving its effectiveness, enhancing mobility, building key compe-tencies and developing organisations and institutions that operate in the educa-tion sector. And we do succeed in that.
Apart from satisfaction, are there other benefits of the positive assessment?
yes, absolutely. we obtain more funds from the union. Thanks to efficient selection of projects, smooth signing
of contracts and well-organised grant settlement, Poland is in the lead in terms of the number of project ap-plications. Only last year, we obtained more than EuR 3 million in additional subsidies. Other countries have not managed to use these funds.
You can efficiently manage funds, but apart from accountancy, you should also evaluate the actual impact of a given programme on the development of education. Are attainments in this field measured and assessed?
It is difficult to prove direct impact of Agency’s operations on the system of education, to mention legislation in this field, although we regularly give our opinion in this respect. you can, however, assess the programme’s impact on the development of key competencies in its participants. And this impact is indeed profound, which has been proven by a report prepared at the halfway point of the Lifelong Learning Programme im-plementation. I believe that thousands of programme participants who have left abroad did benefit from this. students better fare in the labour market and education staff have acquired new skills. what is also important, the programme have proven supportive for individual organisations and institutions, and their development stands for the development of the education system as a whole.
the strategy raises the question of poorly educated school drop outs. It is expected that by 2020, the number of higher education graduates will grow up to 40% and the number of school drop outs will decrease to 10% as a result of strategy implementation. European programmes, both the Lifelong Learning Programme and youth in Action that are currently implemented, as well as their successors to be launched after 2013 will support the Europe 2020 strategy and youth on the Move initiative. The European Commission together with experts and National Agencies work on possible changes in the new perspective. discus-sions are held to decide whether the two programmes should be combined into one initiative and included in the youth on the Move or should stay as independ-ent beings in the years 2014-2020.
Mirosław Sielatycki
secretary of state, Ministry of National Education
Last year, we launched two
interesting projects; we have
staged seminars for language
teachers presenting broad
opportunities offered by LLP
and we have taken steps to
establish LLP networks, which
will link various institutions
that are vital from the point of
view of educational offer users,
that is HEIs, private
compa-nies and training centres.
What are you particularlyproud of when you look at the accomplishments of LLP in 2010? we should boast our expert and quality driven activities. Regardless of supporting our beneficiaries in the implementation of top quality projects, officers at our agency partici-pate in the development and provide advice on various education-related initiatives. we care that programmes managed by FRsE become an inherent part of European and national strat-egy. we have taken an active part in the preparations for Polish presidency, during which we will emphasise the role our programmes play in the promotion of educational mobility and the impact they have on improving linguistic competencies. As far as my area is concerned, I would like to em-phasise the fact that we have launched two interesting projects; we have staged seminars for language teachers presenting broad opportunities offered by LLP and we have taken steps to establish LLP networks, which will link various institutions that are vital from the point of view of educational offer
Anna Atłas
director of the Lifelong Learning Programme
users, that is HEIs, private companies and training centres. Moreover, we are recognised experts. we have partici-pated in works on the document enti-tled Lifelong Learning Perspective and provided expert knowledge thereto.
Do you receive many invitations to cooperation?
As representatives of LLP, we are invited to various expert teams. we participate in many working groups appointed by the European Com-mission. At present, we implement several interesting thematic network-ing projects. we are invited to act as advisors to several ministries. Contri-bution of LLP is broadly appreciated for its practical dimension and the fact that Poland implements specific European strategies and guidelines at the project level. A growing number of high level decision makers become aware of the potential of LLP. we are visible not only thanks to the funds that are earmarked for project implementation, but also thanks to the results of projects we finance and their contribution to the develop-ment of the system of education.
You have talked about external aspects of your work, but LLP has undergone internal changes.
It is true. Last year, we have worked to streamline the organisation and to improve procedures and team management. we have introduced a new distribution of tasks between the administrative and financial teams. we work to improve the consist-ency of our procedures. It should be
emphasised that the status of our administrative teams, which deal with programme implementation, has been raised, and today they play a leading role in project life cycle management.
In the future, European
programmes should become
an element of relationship
building with our eastern
neighbours, Ukraine and
Georgia for example. This
will be one of our postulates
in the debate on the shape of
Union’s educational
initia-tives in the years to come. The
fact that prior to launching
the discussion and on the
eve of Polish presidency we
can boast excellent results
of the Lifelong Learning
Programme
implementa-tion makes Poland even
more credible partner in the
debate. This may help us
convince others to our ideas.
What has been the largest achievement of the Lifelong Learning Programme in 2010?
This is a difficult question, as the programme is a long-term process, the success of which each year is based on individual attainments of persons committed to individual sector programmes; Erasmus, Grundtvig, Comenius and Leonardo da Vinci. And each of these programmes has achieved its major goals last year and as a result contributed to the development of edu-cation in our country. I draw satisfac-tion from the fact that Comenius Regio has been successfully introduced in Poland. This is a new initiative that fills a gap and includes local governments and non-governmental institutions in the structure. The programme has
conveyed an impulse for the establish-ment of partnerships between local governments, NGOs and schools, which results in streamlined cooperation.
How can our successes in the Lifelong Learning Programme implementation strengthen Poland’s position in the European Union?
Promotion of mobility is one of Eu’s and Polish presidency’s priorities. due to the fact that we have rapidly learnt how to use the opportunities offered by the programmes, we can act as a reliable expert to others. This facili-tates finding support for our point of view. we will learn about this during Polish presidency when the debate on the future of programmes addressed to youth is launched. we will attempt to show that these programmes and youth in Action initiative can form
a major part of cooperation within the Eu and with our eastern neighbours.
If the Foundation for the Development of the Education System was to cease to exist, what would you miss most?
but that’s impossible! The Foundation is a highly efficient operator, which is indispensable for the implementation of Eu programmes in the field of educa-tion. It attracts top experts, thanks to whom the Foundation plays a pivotal role as an institution responsible for the development of Polish system of education. And here I mean not only sectoral programmes, but also other in-itiatives. For example, the role of Eury-dice network cannot be overestimated. I am convinced that the year 2011 will once again prove my words true.
LiFeLong Learning prograMMe in poLand
being a Member state of the European un-ion, Poland participates in the implementation of Community Lifelong Learning Programme (LLP) established pursuant to the decision
No. 1720/2006/EC of the European Parliament and Council of 15 November 2006. LLP implementation period is forecasted for the years 2007-2013. The Foundation for the development of the Education system (FRsE), which is a state treasury founda-tion, acts as the National Agency of the Programme in Poland. FRsE implements LLP decentralised ac-tions under an agreement signed with the European Commission and agreements concluded with Polish Ministry of National Education and Ministry of sci-ence and Higher Education. LLP centralised actions are managed by Executive Agency of the European Commission seated in brussels.
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 Pro-gramme addressed to policy-makers in charge of general, vocational and lifelong education, as well as social partners and executives responsi-ble for human resources development.
Programmes/initiatives supporting the imple-mentation of the objectives of the Lifelong Learn-ing Programme:
European Language Label (ELL) - is a European label awarded in recognition of innovations in the field of foreign language teaching and learn-ing.
eTwinning - eTwinning promotes European co-operation between schools with the use of informa-tion and communicainforma-tions technology (ICT). Europass is an initiative of the European
Commis-sion, which makes it possible for all European citi-zens to present their qualifications and vocational skills in a more effective manner.
EuRydICE - Information Network on Education in Europe. It comprises national units established by ministries of education in individual states, and the coordinating unit (EACEA P9) established by the European Commission.
goaLS oF THe LiFeLong Learning prograMMe
a) to support the implementation of European area of lifelong learning;
b) to improve the quality, attractiveness and ac-cessibility of Lifelong Learning opportunities available within Member states;
c) to reinforce the contribution of Lifelong Learning to social cohesion, active citizen-ship, intercultural dialogue, gender equality and personal fulfilment;
d) to promote creativity, competitiveness, em-ployability and the growth of entrepreneurial spirit;
e) to increase participation in lifelong learning by people of all ages, including those with special educational needs and disadvantaged groups, regardless of their socio-economic background;
f) to promote language learning and linguistic diversity;
g) to develop innovative ICT-based content, services, pedagogies and practices for lifelong learning;
h) to reinforce the role of lifelong learning in creating a sense of European citizenship based on understanding and respect for hu-man rights and democracy, and encouraging tolerance and respect for nations and culture; i) to cooperate on quality assurance in all
sec-tors of education and training in Europe; j) 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.
The budget of the Lifelong Learning Programme for 31 countries covered by the programme in 2010 amounted to EuR 889,899,940.00. budget allocation for Poland amounted to EuR 71,357,000.00. The European Commission allocated funds for individual sectoral programmes to individual Eu member states based on the rule of minimum allocations, and the percentage for individual programmes amounted to: Comenius 16.66%, Erasmus 50.10%, Leonardo da Vinci 28.75%, Grundtvig 4.04%, study Visits 0.45%.
inForMaTion, pUbLiciTy and Training acTiViTieS
FRsE conducts information, publicity and training activities on a large scale. In 2010, as it was the case in 2009, these activities were addressed to 20,000 recipients.
Moreover, several thousand leaflets, brochures, guides and studies presenting good practices in decentralised actions of the Lifelong Learning Programme were published and distributed.
FRsE also regularly organised open days and individual consultations for beneficiaries and all persons interested in the Programme. Representa-tives of FRsE participated in numerous conferenc-es, seminars and meetings, where they presented the achievements of the programme.
Main accoMpLiSHMenTS oF THe FoUndaTion For THe deVeLopMenT oF THe edUcaTion SySTeM in 2010 incLUde:
• achieving a high level of interest in the pro-gramme (reflected in the number of submitted applications for implementation of institutional projects and beneficiary mobilities) thanks to a broad-scale publicity, information and training activities;
• participation of National Agency representatives in working groups of the European Commission on the future of the Lifelong Learning Pro-gramme;
• committing all Foundation employees to the preparations for events organised as part of Polish presidency of the Council of the European union in 2011;
• participation of National Agency representatives in advisory teams on the national and European level;
• active cooperation of Polish National Agency on the European level, including the participation in interagency projects;
• successful identification of good practice examples in the projects implemented as part of decentralised actions aimed at consistent improving the quality of implemented projects under the programme;
• commencing cooperation with coordinators of centralised projects implemented in Poland;
• reinforcing synergies between the programmes and initiatives implemented by FRsE, also by staging preparations for the certification of qual-ity management system.
Tabelka Leonardo da Vinci Vocational education and training comenius school education 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
erasmus Higher education
budget 2010 implementation
sectoral programme - de-centralised actions sectoral pro-gramme budget Number of submit-ted applications Number of ap-proved applications Funding granted in EuR Comenius 12 115 000 3645 1652 12 115 000 Erasmus 39 207 000 331 309 39 207 000 Leonardo da Vinci 17 364 00 927 362 17 364 00 Grundtvig 2 419 000 619 281 2 419 000 study Visits 252 000 339 163 252 000 Total 71 357 000 5861 2767 71 357 000
LIfELONg LEARNINg
PROgRAMME
IN POLAND
f O U N D A T I O N f O R T H E D E V E L O P M E N T O f T H E E D U C A T I O N A L S Y S T E M R E P O R T 2 0 1 0 | L I f E L O N g L E A R N I N gAleksandra Długosz
deputy director of the Lifelong Learning Programme
for Comenius programme
COMENIUS
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 all
eU member states. comenius helps pupils and teachers acquire and raise skills and competences that are indispensable for personal development, successful professional life and active european citizenship.
www.comenius.org.pl
Frankly, I have wondered what I would feel if my child was to leave for abroad. However, I am confident that it is worth it. It is a formidable challenge for any child, which may change them for the better and even beyond recognition.
Not only pupils, but also teachers leave abroad with Comenius.
That’s right. If we are to expect top quality education, it is of paramount importance that we provide our teachers with the best opportuni-ties for expanding their skills. I think we carried out our tasks properly in 2010. we obtained nearly 1800 applications, out of which 850 Polish teachers obtained grants. This is a good result.
How many young Poles will participate in the new action in the upcoming school year?
Twenty, in the least. However, schools which have not yet decided to join the action may do so at any time. The applications we have approved envisage mobilities to France, spain, slovenia, sweden, Italy and Lithuania. Polish pupils will stay at local families and attend local schools along with their peers. we hope that this will help them learn the language, become independent, open to the world, discover other cultures and become acquainted with different teaching methods. Individual Pupil Mobility action is our ‘small Erasmus’.
How long can participants stay abroad?
Mobilities last 3-10 months, so actually you can leave for the whole school year. I wonder what parents will say to this proposal. In fact, the success of our action rests in their courage.
Our greatest success last year was joining the Individual Pupil
Mobility action. This initiative aims at boosting mobility
of young people and encourage them to use similar opportunities
in the future under the Erasmus or Leonardo programme.
Launching a new venture was a serious challenge for us.
This is a difficult action and only some EU countries participate
in it. We have decided to give it a try before it becomes
compulsory. First pupils from Poland will leave abroad later this
year. We are very excited about that and look forward to this
moment. For any 14-year old going abroad on one’s own will
definitely be a formidable challenge.
Photo from FRsE’s archives
comenius programme call for proposals 2010 results
decentralised Action Number of submit-ted applications
Number of ap-proved
applica-tions
Funding granted in EuR
Multilateral Projects 952 434 8 088 000
bilateral Projects 101 40 705 000
Regio Projects 33 21 678 785,63
Individual Pupil Mobility 7 6 Information on allocated budget will be available in May
Teaching staff Mobility 1798 889 1 891 580
Assistantship – assistants 351 95 666 884
Assistantship – host schools 161 27 0
Preparatory Visits 225 141 The final amount of awarded funding is not yet known, as some of the visits are still under way.
number of grant applications submitted and approved under Teaching Staff Mobility as per each submission deadline in 2010
submission deadline submitted Applications Approved Applications (%)
deadline I 509 57
deadline II 210 24
deadline III 170 19
Total 889 100
MULTiLaTeraL ScHooL parTnerSHipS
Multilateral school Partnerships support interna-tional cooperation of at least three partner schools focused on teaching programmes and methods, students’ interests, and general school administra-tion. development of new, creative approach to teaching and learning constitutes added value of the projects. The multi-directional programmes, which are integrated with traditional teaching pro-grammes are of special importance and have proven extremely successful.
Comenius partnerships produce tangible results in the form of brochures, leaflets, and dVds/Cd-ROMs. Very often, students themselves prepare exhibitions of local products and crafts, give performances, and make films. Project results also include experiences gained by pupils and teach-ers committed to cooperation. The year 2010 saw project results of superior quality. Out of 397 com-pleted multilateral cooperation projects, 72 were ranked as good practice examples. Co-financing was granted for 434 new multilateral school partner-ships.
biLaTeraL ScHooL parTnerSHipS
bilateral school Partnerships consist in cooperation between two schools from two different countries, which comprises visits of at least 10-days by groups of at least 10 students over the age of 12. Projects of this type aim at establishing close cooperation be-tween schools, and providing opportunities for using a foreign language in real-life situations. As a result, project participants improve their language skills and their motivation for further language learning is boosted. students should be actively involved in the planning, observation and evaluation stages. In 2010, based on presented final reports, seven bilateral school Partnerships were ranked as good practice examples. In 2010-2012, 40 bilateral school Partnerships are implemented thanks to co-financing under the Comenius programme.
regio parTnerSHipS
Regio Partnerships consist in cooperation be-tween local or regional educational authorities and schools, nursery schools, and organisations operating in the education sector. Projects are implemented by two consortia coming from different countries participating in the Lifelong Learning Programme. At least one local govern-ment agency or education authority and school or educational organisation must be consortium partners.
Regio Partnerships should aim at strengthening European dimension in education, and as a result enrich educational offer for pupils. Comenius Regio Partnerships provide opportunities for peer learning, exchange of best practices, and develop-ment of structures for international cooperation.
Regio Partnerships may focus on any issue re-lated to school education, which is of importance to the partners. so far, the most popular topics have included school management, cooperation between schools and local partners, entrepre-neurship and integration of pupils coming from migrant families. In 2010, 33 applications were filed for the co-financing of Comenius Regio Part-nerships, 21 of which were approved.
number of applications for participation in preparatory Visits and contact Seminars submitted to national agency under 2010 call for proposals
Rejected
(not approved for funding) 84 Approved for funding:
including: – Contact seminars – Preparatory Visits 141 31 110 Total 225 Table no 2.
data source: FRsE, own data of 2010
preparaTory ViSiTS and conTacT SeMinarS
Contact seminars are meetings devoted to individ-ual thematic areas and organised by National Agen-cies. They are organised for representatives of schools and organisations interested in establishing partner-ships and project implementation. during a training lasting a few days, the participants become acquaint-ed with one another, exchange experiences and work on projects, which they intend to implement.
Preparatory Visits are offered to representatives of schools and organisations who already have a concept for cooperation and have found partners willing to implement it, and who wish to meet in order to fill in the application form together prior to submitting it.
Preparatory Visits and Contact seminars play a significant role in the creation of many school Part-nership and Regio PartPart-nership projects. Participants discuss issues of common interest, agree the thematic scope, and define the objectives and time schedule for project activities, as well as project implementation mode.
indiVidUaL pUpiL MobiLiTy
new acTion!
This action provides opportunities for lower and higher secondary school pupils to attend a school abroad. during a stay abroad, which lasts from 3 to 10 months, young people learn along with their peers, which broadens their understanding of the diversity of European cultures and lan-guages and helps them to acquire the skills they need for their personal development.
Mobilities are organised between lower and higher secondary schools, which have been involved in Comenius school Partnerships. Partner schools must be located in the countries participating in the action, and pupils must be at least 14 on the departure date. Contact teacher appointed by the sending school is responsible for the organisation of mobility. Host school, on the other hand, appoints a mentor who supports pupils during their stay abroad. Incoming pupils stay at host families whose child or children at-tend the host school.
ScHooL parTnerSHipS
In 2010, initiatives taken in Poland as part of the school Partnerships action of the Comenius programme were mainly devoted to European Citizenship and European dimension in Educa-tion, as 148 projects were devoted to these topics. Next in the popularity rating were science and Foreign Language Learning, as well as Cultural Heritage. The two topics were included in 132 applications. Also European Community were selected by 99 project authors. As many as 92 projects provided for activities related to Envi-ronment and sustainable development. In the previous years this thematic area was not as popular, although it is still no match for Inter-disciplinary studies, which in 2010 ranked fifth
(with 98 schools and nursery schools implement-ing them).
In total, in 2010, 1053 applications for co-funding of Comenius school partnership projects were filed with the Agency. secondary schools filed 488 applications, primary schools filed 335, vocational schools filed 109, special needs schools filed 26, nursery schools filed 26, and other educational institutions filed 69. Finally, 422 projects were implemented; 215 at second-ary schools, 156 at primsecond-ary schools, 12 at special needs schools, 9 at , nursery schools, and 30 at other educational institutions.
Table no 1.
data source: FRsE, own data of 2010
Table no 3.
data source: FRsE, own data of 2010
Photo from FRsE’s archives
Number of School Partnership beneficiaries as of January 2011
Voivodeship Multilateral school
Partnerships
bilateral school
Partnerships Total Funds in EuR
mazowieckie 40 3 43 800 000 świętokrzyskie 16 3 19 325 000 podlaskie 19 0 19 340 000 wielkopolskie 22 5 27 500 000 zachodniopomorskie 14 2 16 295 000 pomorskie 16 2 18 335 000 łódzkie 21 3 24 465 000 małopolskie 29 3 32 605 000 śląskie 129 10 139 2 558 000 lubelskie 22 1 23 445 000 podkarpackie 32 2 34 635 000 lubuskie 10 1 11 210 000 dolnośląskie 11 2 13 250 000 opolskie 13 1 14 245 000 kujawsko-pomorskie 23 2 25 465 000 warmińsko-mazurskie 167 0 17 320 000 Total 434 40 474 8 793 000
number of regio partnership beneficiaries as of January 2011
Voivodeship Number of projects Minimum number of mobilities Funds in EuR
mazowieckie 1 24 41 896 świętokrzyskie 3 72 109 403 podlaskie 0 0 0 wielkopolskie 4 96 126 522 zachodniopomorskie 0 0 0 pomorskie 0 0 0 łódzkie 0 0 0 małopolskie 1 24 38 750 śląskie 7 125 196 957,13 lubelskie 0 0 0 podkarpackie 2 48 69 550 lubuskie 1 24 23 750 dolnośląskie 0 0 0 opolskie 1 24 38 750 kujawsko-pomorskie 0 0 0 warmińsko-mazurskie 1 24 33 207,50 Total 21 480 678 785,63
of teaching related studies who have not taught at school before and to schools willing to host a Comenius assistant coming from another Europe-an country. Two calls for proposals are orgEurope-anised as part of the action; Comenius Assistantship – Assist-ants and Comenius AssistAssist-antship – Host schools. Comenius assistants receive funding in accordance with rates established by the European Commis-sion. Host schools do not receive any funds, but they benefit from the presence of the assistants.
proMoTion and diSSeMinaTion oF THe coMeniUS prograMMe reSULTS
Information on the Comenius programme, its goals, addressees, funding application procedures, partner searching methods and good practice ex-amples can be found on the programme’s website at www.comenius.org.pl. The website features Comen-ius newsletter, where National Agency provides information on current events, and Comenius As-sistantship blog, where assistants describe activities and initiatives taken as part of project implementa-tion. This is where the examples of good practices can be presented and promoted in a highly effective way. Comenius forum, where nearly 1500 active users are registered, also enjoys great popularity. In 2010, the Comenius website was visited more than four million times.
The European shared Treasure database (www. est.org.pl), which has operated since 2004 and which forms a vast archive of projects imple-mented by Polish schools under the Comenius programme, has also been expanded. A new graphic layout created for all language versions, which Prior to pupil’s departure, the two schools and
the pupil sign a learning agreement and the sending school is obliged to recognise the studies the pupil carries out during the stay abroad based on a report consistent with the provisions of the learning agreement.
The year 2010 was the first year of action imple-mentation in Poland. seven schools filed applica-tions for co-financing and six projects have been ap-proved. As a result, at least 18 pupils will leave for France, spain, Latvia, slovenia, sweden and Italy.
TeacHing STaFF MobiLiTy
Teaching staff Mobility promotes activities related to improving professional qualifications of teaching and education staff by financing individual study tours abroad. Eligible individuals may participate in three different forms of in-service training; seminars/ conferences, training courses, and work placements, which are referred to as ‘job shadowing’. The dura-tion of specific forms of in-service training is varied. Conferences and seminars last one or two days, and duration of training courses and job shadowing may vary from five days up to six weeks. Training courses are devoted to various aspects of professional qualifications raising. They include language courses, methodology and language training, and thematic courses. The profile of the training must be consist-ent with professional profile of the applicant. Job shadowing is a form of work placement, the goal of which is to become acquainted with work in a given position by observing the tasks performed by col-leagues employed in the education sector abroad.
Training can be staged in Eu member states,
as well as Norway, Iceland, Lichtenstein, and Turkey. Co-financing covers the reimbursement of travel expenses (including costs of obtaining a visa where necessary), subsistence costs, course fees, as well as additional costs related to linguistic training and special needs, where necessary.
Teaching staff Mobility aims to provide conditions for teaching staff to deepen their knowledge, raise qualifications and competences, become acquainted with modern and innovative pedagogical meth-ods, and establish international cooperation with European educational institutions. Participation in the course positively impacts not only the profes-sional and personal development of the beneficiary, but also their home institution, and in several cases other cooperating institutions as well.
The European Commission has set three dead-lines for filing applications. The first round enjoyed the greatest popularity. National Agency received 1251 applications, 509 of which (57%) obtained co-financing. This large number of applications is not surprising, as this round allowed for staging mobility during the holidays, which was of great importance for teachers who formed the largest group of benefi-ciaries of Comenius Teaching staff Mobility action. To many of them going abroad during the school year is virtually impossible.
coMeniUS aSSiSTanTSHipS – aSSiSTanTS and HoST ScHooLS
Comenius Assistantships are pedagogical and vocational placements for future teachers held at European schools and lasting from 13 to 45 weeks. The action is addressed to students and graduates
also adjusted the database to the requirements of sectoral programme beneficiaries (Comenius, Leonardo da Vinci, Grundtvig) has proven effective at the stage of making entries by beneficiaries who completed the implementation of their projects in 2010.
As part of promotional and dissemination activities, ten good practice examples have been submitted to the European Commission as EsT star Projects, which will facilitate the promotion and dissemination of Polish teachers’ achievements on the European arena (also via European EVE data-base – http://ec.europa.eu/dgs/education_culture/ eve/about_en.htm).
Table no 4.
data source: FRsE, own data of 2010.
Table no 5.
data source: FRsE, own data of 2010.
Comenius Assistantship is a unique opportunity for acquiring knowl-edge and starting a teaching career. The popularity of this form of place-ment is so huge probably due to its supranational character, which helps participants not only to become acquainted with the education system of the host country, but also improve the knowledge of foreign languages, establish international cooperation and develop pedagogical and meth-odological skills. Having the above mentioned factors in mind, I have decided to use the opportunity and acquire new skills or rather boost my self-esteem in spain.
during my Assistantship, I have fully immersed in the local culture. I have attended several cultural events, taken an active part in the life of local community, and socialised with other teachers after work. Thanks to stay-ing in touch with other teachers (my room mate also worked in the educa-tion sector), I have learnt a lot about spanish system of education, both at and outside the school, and most of all about lower secondary education, as well as secondary, higher and voca-tional education.
Montse, my mentor, was wonderful. Already on the first day, she intro-duced me to all school employees, made sure that I have accommoda-tion, found me a room mate and took me to a supermarket to shop for bare necessities. Little by little, we have improved my work. If I felt something went not quite well, I could always count on her feedback. I was free to act and was supported at the same time. And I have learnt a lot in every respect; be it professional, linguis-tic, social and personal one. I have learnt about the culture, history, arts, cuisine, traditions, customs and the language of spain and the Canary Islands.
It was of great help to me that prior to my assistantship I had read many books on methodology and teaching. It took me four weeks to collect at libraries and bookshops materials on foreign language teaching, also teach-ing Polish as a foreign language, and brochures promoting Poland, which would prove helpful when present-ing our culture. I also contacted other assistants and future assistants to exchange ideas with them.
MaJor SUcceSSeS oF My aSSiSTanTSHip incLUde:
• Teaching Polish: I have taught Polish as part of a course attended by students and teachers. A group of 12 have regularly attended my classes and learnt to read phonetically indi-vidual words written in Polish. They have become acquainted with basic communication strategies. Language games and plays have helped them consolidate their knowledge, practice the language in communicative con-text and learn several new elements. I believe that I have aroused enthusi-asm in course participants for further
learning of Polish, which is quite an exotic language for them!
• promoting Polish Culture: I have gradually, but consistently introduced information about Poland, not only during my Polish classes and Multi-Kulti Club, but also made it visible and accessible for other students and teachers at the school. My activities were related with national holidays in Poland, such as the anniversary of Poland’s regaining independence, and holidays, to mention Christmas cel-ebrations. I have staged a Polish cui-sine workshop and a competition on the knowledge of Poland with prizes in the form of T-shirts with Polish symbols imprinted on them. Other activities included a Polish week with an exhibition devoted to our coun-try, artistic workshop, Polish food sampling, screening of the Pianist film and presentation of Polish music.
• Learning and Improving Teaching Methods: I have taught English, German and Polish. Knowledge that I have acquired does not relate to an individual subject but general teach-ing methods, i.e. methodology of teaching. However, I have learnt a lot about Physics and Chemistry, i.e. subjects covered by a CLIL (Con-tent and Language Integrated Learn-ing) mini-project I have implemented.
iMpacT oF aSSiSTanTSHip on THe aTTainMenT oF perSonaL goaLS, pedagogicaL SKiLLS and LangUage coMpeTencieS
during the Assistantship, in order to maximise development opportunities, I have enquired about training available for teachers and applied to participate in it. I have completed two specialist courses.
One training was staged in Las Palmas de Gran Canaria and was organised by CEP – Centro de Educaccion de Profeso-rado (Teacher Training Centre). It lasted i HaVe Learnt a Lot in eVery resPect; Be it ProFessionaL, Linguistic, sociaL and PersonaL one. But most oF aLL, i HaVe FuLLy immersed in tHe LocaL cuLture, tHis is HoW nataLia BanasiK, a BeneFiciary
oF comenius assistantsHiP Programme descriBes Her stay in sPain.
i HaVe Become acQuainted WitH many innoVatiVe and crea-tiVe WorK tecHniQues and metHods. i HaVe Learnt to aPPLy actiVation metHods, WHicH Boost eFFectiVeness and attrac-tiVeness oF cLasses, says eWa ruŁan, BeneFiciary oF comenius teacHing staFF moBiLity Programme and ParticiPant oF CLIL - TEACHING OTHER SUBJECTS THROUGH ENGLISH course HeLd
in canterBury.
FreedoM and SUpporT
– creative Methods for Teaching english
CoMenius | gooD PrACTiCe exAMPLe CoMenius | gooD PrACTiCe exAMPLe
three days and was devoted to the use of creative methods in teaching English. I believe that apart from new ideas and development of creativity in language teaching, I have learnt that it is worth to continue education and establish contacts with people working not only in your own, but also in related profes-sions. you can always learn something new and attractive, which will not only improve our work, but also help our students learn more efficiently.
The other training, which lasted six weeks was staged in Puerto del Rosario and was devoted to CLIL. It was organ-ised in a form of an interactive seminar, at the end of which participants pre-sented their projects consisting in CLIL teaching modules. when I attended the course, I had already been in the course of staging my CLIL project at the IEs school in Puerto del Rosario. Together with chemistry and physics teachers, we have staged lessons in English, which were devoted to laboratory equipment and homogenous and heterogeneous mixtures. The lessons involved physi-cal movement and performing specific tasks and were complementary to the school curriculum. However, knowledge in individual subjects was also veri-fied. Thanks to the project, I have not only learnt how to implement practi-cal, interdisciplinary ideas, but also had an opportunity to initiate a project and inspire my co-workers to similar activity. This has been a very beneficial experience!
Thanks to teaching, experimenting, implementing my own ideas and these found in the guide for assistants, books, and on Internet for, as well as these provided by other assistants, I have learnt to adapt inspiring ideas to the needs of individual student groups in a creative and interesting manner, and with taking into consideration their educational needs and other elements. I have become proficient in the use of teaching materials coming from various sources and materials which have not been originally intended as such.
upon my departure for spain, my knowledge of spanish was roughly on the b1 level. Today, I can say that my skills have been improved to C1 and I think about taking the dELE examina-tion at the superior level, which is the highest one. Course par-ticipants were teachers of math-ematics, phys-ics, chemistry, information and communications technology, and vocational sub-jects. I teach ICT vocational sub-jects in English at No. 1 General
and Technical school Compound in warsaw.
why have I decided to attend the course? because it was a language and methodology course focused on the needs in the scope of English and vocational subject teaching and it was staged by CLIL experts. It concerned content and language integrated learning, which is recommended by the European Commission as part of its activities aimed at the promotion of language learning and linguistic diversity.
Course programme included group work methods, tasks that provided for different types of students’ intel-ligence, learning through various sensory channels, application of source materials adequate for CLIL teaching, vocabulary indispensable at any CLIL lesson, and the use of foreign and na-tive language in CLIL. Various meth-ods were used during practical train-ing: group teaching, team work, and workshops. ICT, video presentations, music and images were also used. work was conducted mainly in pairs and in groups. Training mainly took the form of workshops, which allowed for
practi-cal use of theoret-ical knowledge. How have I benefited from the course? I have become acquainted with many innovative and creative work techniques and methods. I have learnt to apply activation methods, which boost effec-tiveness and attraceffec-tiveness of classes. I think that the experience gained dur-ing the course will help me draw even more satisfaction from my work and face new challenges.
The course has helped me overcome barriers in communicating in a foreign language, discover the culture and spoken language and, allowed for intercultural dialogue. I have become acquainted with a country, its history, architecture, traditions and land-scapes.
The course abroad was of great value to me not only in professional terms. It was pleasurable and I derived a lot of satisfaction from it. being a chartered teacher, I have noticed that many of my peers lack motivation for further development and skill improvement. I believe that regardless of one’s age, you can and you should improve your qualifications. Pro-active approach of a form teacher affects the shaping of open and active attitudes of students and boosts the prestige of the school and teaching profession in Poland. I encourage all teachers to apply for a Comenius grant and participate in mobility. It is truly worth it!
in-SerVice Training
aT any age
Photo from FRsE’s archives
Photo from FRsE’s archives
Beata skibińska
deputy director of the Lifelong Learning Programme
Coordinator of Erasmus, Erasmus Mundus and Tempus programme
ERASMUS
erasmus is an eU programme addressed to higher education institutions. it fosters student and teaching staff mobility and cooperation between higher education
institutions originating from various countries participating in the programme. Since, 2007 erasmus has formed a part of the Lifelong Learning programme. in the years 1995-2007, erasmus constituted an element of a larger and already closed SocraTeS programme.
www.erasmus.org.pl
students who left abroad for traineeship or placement has grown by 50% to 2,400! And these are relatively new actions, which have been implemented since academic year 2007/2008.
As funds allocated to Erasmus are limited, you must distribute them well. How do you do that?
we can attribute our success to work organisa-tion. we collect from HEIs information on the use of funds and spend the amounts they have not managed to use up. As a result, despite quite sophisticated rules for Eu grant settlement, each year, we manage to expend nearly 100% of funds allocated for mobility. Not all the countries can do that, as many of them pay back 3%, 5% and even 10% of attributed funds. And I am very proud that we manage the funds so well.
It seems that enthusiasm for Erasmus is lost in Europe. Are we facing the same trend in Poland?
Erasmus in Poland undergoes changes, but does not sink into apathy. It is true that the number of mobilities for studies does not grow as strongly as we could observe it in the previous years, but this results mainly from the fact that we do not receive more funds for the programme, so you cannot ex-pect that any records will be set. However, there are other actions, which observe spectacular growth.
Any examples?
The year 2010 has shown that young people would rather leave abroad for traineeship or placement than for studies. They want to verify skills they acquire, as they know that work experience gained during studies will boost their prospects for being offered a good job after graduation. In academic year 2009/2010, the number of
The year 2010 has once again shown that Poles are anything but
passive, at least some of them. I am proud that we have so many
enthusiasts at HEIs who are proponents of the mobility concept.
All the employees of the National Agency are also promoters
of mobility. It is thanks to its supporters that Erasmus in Poland
has been even more successful than previous year and has used
almost 100% of funds allocated for mobility.
We should also emphasise the fact that we have observed
a 50% growth in student placement mobility.
Not all the countries may boast such a spectacular result.
Photo from FRsE’s archives
eraSMUS oFFer
Higher education institutions. Higher education institutions cooperating within the Erasmus programme may carry out student and teacher exchanges, organize intensive programmes, i.e. courses for international groups of students, and implement educational projects in various areas together with insti-tutions coming from various countries. For a higher education institution, participation in Erasmus stands for a possibility to make their studies 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 Euro-pean Commission, under which this institution may apply for funds.
students. students constitute the largest tar-get group of the Erasmus programme. Erasmus offers students mobilities for placements or studies at a higher education institution abroad. both mobilities may last from three months up to one academic or calendar year.
The participation of home university in the Er-asmus programme is a prerequisite for applying for an Erasmus grant.
students are also offered other opportunities to participate in mobility and international co-operation. They can attend an Erasmus intensive programme, provided that their department par-ticipates in the project, and that the programme relates to their field of study. They can also at-tend guest lectures and other classes conducted by foreign teachers and professionals who visit the university under the Erasmus programme. Higher education institution staff. Academic teachers can visit partner higher education institutions abroad to teach there. Other higher education institution staff can apply for train-ing staged at higher education institutions or other institutions abroad. Higher education institution staff can also participate in intensive programmes, multilateral projects, and Erasmus networks in which their home institution is involved.
acTionS SUpporTed Under eraSMUS prograMMe
Actions supported under the Erasmus programme can be divided into two groups; these coordinated by National Agencies and those coordinated by the European Commission, for which technical support is provided by the Education, Audiovisual and Culture Executive Agency.
Actions coordinated by national Agencies:
• student Mobility (mobility for studies or place-ment abroad),
• staff Mobility (teaching period or staff training in a higher education institution abroad),
• Erasmus Intensive Programmes (IP),
• Erasmus Intensive Language Courses (EILC).
Actions coordinated by the european Commission:
• Multilateral Projects (where higher education institutions are partners) concerning:
• development of cooperation between higher education institutions and enterprises, organi-sations, professional associations, chambers of industry and commerce, social partners, etc;
• enhancing accessibility of higher education, espe-cially to defavourised groups;
• mobility development, removal of barriers to mobility;
• modernisation of curricula and institutional solu-tions at higher education institusolu-tions;
• development of teaching and research potential of HEIs, boosting innovativeness and improv-ing the quality of teachimprov-ing, strengthenimprov-ing links between education and research;
• Networks,
• Accompanying measures.
eraSMUS in poLand
Poland has participated in Erasmus since 1998. so far, nearly 94,000 Polish students and approx. 18,000 academic teachers have benefited from Erasmus mobilities.
The number of incoming students and staff is also impressive. Poland has been visited by almost
28,000 students and 11,000 teachers from abroad. since 2007/08, 1,913 higher education staff train-ings have been staged. At present, nearly 260 Polish higher education institutions take an active part in the programme.
due to the reporting schedule in the Erasmus programme, information presented below relates to 2008/09 academic year, as these statistics have been approved in 2010. data for 2009/10 are of preliminary character.
STUdenT MobiLiTy
Mobility for placement in an enterprise or spend-ing an integrated period of study in a higher educa-tion institueduca-tion abroad not only allows students to acquire new skills, develop their knowledge, widen their horizons, and improve their linguistic skills, but also serves as a splendid opportunity for dis-covering a foreign country, experiencing other cul-tures and meeting people from all over the world. students leaving for mobility acquire new skills and competencies which allow them to easily find employment. For higher education institutions, student exchanges is one of the most important aspects of international cooperation.
In 2008/09 academic year, funds allocated for student mobilities constituted as much as 81% of the total Erasmus budget paid to the National Agency for the coordination of its actions. Polish higher education institutions spent EuR 28.7m on student mobility for studies and placements, which constituted 99.8% of the total allocation for the purpose. They paid further EuR 1.7m for that purpose from their internal funds or from other sources.
In 2008/09, 13,402 Polish students left for mobili-ties for studies and placements. An approx. 4% growth in the number was observed as compared to the previous year, which resulted from a greater interest in placements (a 66% growth). At the same time, 4,928 foreign students came to Poland; 4,528 for studies, and 400 for placements. Accord-ing to preliminary data, in 2009/10 Polish HEIs sent more than 14,000 students abroad under the Erasmus programme.
MobiLiTy For STUdieS
In academic year 2008/09, 11,784 students of 191 Polish higher education institutions spent an integrated study period at higher education institutions abroad. In 2009/10, the number has slightly dropped (11,614 students of 202 HEIs), whereas the number of mobility for placements has significantly grown. As for incoming students, in 2008/09, our higher education institutions hosted 4,528, and in 2009/10, nearly 5,800 Erasmus students.
The largest number of students were sent by large universities, universities of technology, and univer-sities of economics, and understandably the HEIs that have been committed to international coopera-tion and student exchanges for many years were in the lead. Top five of Polish HEIs features: warsaw university, Adam Mickiewicz university in Poznań, Jagiellonian university, university of wrocław, and university of Łódź.
MobiLiTy For pLaceMenTS
Erasmus mobility for placements lasts from 3 to 12 months and is closely related to the field of study of a given student. Home higher education institutions recognise the mobility as compulsory or non-compulsory student practice, which is en-tered in diploma supplement.
Erasmus mobility for placements helps to acquire valuable professional experience, and also compe-tencies useful for a future career, such as self-reli-ance, problem solving and openness.
Erasmus mobility for placements was launched in the academic year 2007/08, and its popular-ity grows steadily. In 2008/09, 1,618 students of 125 HEIs, and in 2009/10, more than 2,400 stu-dents used this opportunity, which translated into a growth of nearly 50%.
STaFF MobiLiTy
In 2008/09, Poland boasted the largest in Europe number of higher education staff mobilities under Erasmus. As many as 4,341 Poles left abroad, which stands for 12% of the total number of programme participants. Poland was in the lead both in terms
A growing number of young Europeans benefits from mobilities for studies. ‘Erasmus
generation’ proves that mobility is beneficial for scientific and personal development
and facilitates finding a job after graduation. As part of the Youth on the Move initiative,
we intend to expand this successful European project so that each young person has
an opportunity to participate in it.
androuLLa VassiLiou
commissioner For education, cuLture, muLtiLinguaLism and youtH, 2010
Erasmus mobility was one of the greatest experiences in my life. A true school of life. I have
had an opportunity to meet wonderful people and get to know myself.
It was an unforgettable experience to spend six months in a country, about which I had
learnt for two years.
oLa, student oF adam micKieWicz uniVersity in Poznań
WHo in academic year 2009/10 studied at PaisiJ cHiLendarsKi uniVersity in PLoVdiV, BuLgaria.
of HEI teacher and staff training mobilities. staff mobility contributes to improving teaching standards and facilitates cooperation between higher education institutions. Mobility offers a range of opportunities for personal and professional devel-opment of HEI staff. It contributes to improving language skills, facilitates exchange of teaching and professional experience, and helps improve indi-vidual skills and competencies. It is also of benefit to students who profit from expertise of foreign teach-ers who give guest lectures and classes.
TeacHing STaFF MobiLiTy For TeacHing aSSignMenTS
In 2008/09, 3,079 teachers of 186 Polish higher education institutions left for teaching assignments abroad. This was the best result in Europe, which not only proves the activity of Polish teachers and the quality of their work, but also that they are welcome at institutions abroad. In total, Polish HEIs spent EuR 2.5 million from Erasmus programme budget for that purpose.
In 2009/10, the number of teaching staff mobili-ties dropped to 2,975, which may be attributed to the growing popularity of training mobilities.
As for incoming teacher mobilities in 2008/09, 1,676 teachers from abroad gave guest lectures at higher education institutions in Poland.
STaFF Training MobiLiTy
Mobility for staff training staged at higher educa-tion institueduca-tions and other institueduca-tions abroad has enjoyed growing popularity, especially among admin-istration staff who in 2007/08 were offered opportu-nity to participate in Erasmus training mobilities.
In 2008/09, Poland ranked first in Europe in terms of the number of staff training mobilities; 1,265 employees of 155 HEIs participated in mobili-ties, which cost Erasmus EuR 1.1m. It is on the cards that in academic year 2009/10 this result was beaten by 17%, as 175 HEIs sent 1,476 employees for training abroad.
eraSMUS inTenSiVe LangUage coUrSeS (eiLc)
Apart from promoting mobility, Erasmus supports foreign language learning. It provides co-financing of cultural and linguistic preparatory courses of-fered to grant holders by host institutions (with the use of funds earmarked for the organisation of mobility) and provides financing of Erasmus Intensive Language Courses (EILC) organised for grant holders coming to countries where less widely used and taught languages are spoken.
The main objective of an EILC is to enable students to speak a language in everyday situa-tions, and therefore course programme focuses on practical language usage. However, integra-tion with local environment is also considered an important element. This is why EILC incorpo-rates lectures on culture and history of the host country, music classes, sightseeing tours, movie screenings, and theatre performances in order to provide programme participants with basic knowledge on the host country.
In 2010, Polish courses for Erasmus students from abroad were offered by ten centres special-ising in teaching Polish as a foreign language. In total, 345 students from 23 different countries participated in Polish courses, the cost of which amounted to EuR 442,205.00.
eraSMUS inTenSiVe prograMMeS (ip)
Intensive Programme is a project implemented by a group of higher education institutions com-ing from at least three different countries, which entails the development and implementation of a short programme concerning a specialist topic or an interdisciplinary subject matter. One of higher education institutions participating in the project acts as a coordinating institution and is responsible for submitting a grant application on behalf of the consortium to the National Agency in its country.
An IP can be a one-off activity or be repeated over a period of a maximum of three consecutive years, each time for a different group of students. usually, it is organised in the form of a summer or winter camp lasting 14 days on average. by defini-tion, the subject matter goes beyond the scope
of standard courses available at higher education institutions participating in the programme.
In academic year 2009/10, 17 higher education institutions in Poland coordinated 20 Intensive Programmes, and these were as follow:
1. summer school on good governance in the Context of european integration: institutions-rights-societies (coordinating institution: stanisław staszic College of Public Administration in białymstok).
2. Computational nanotechnology (Conan) (coordinating institution: Gdańsk university of Technology; partner institutions in Poland: st. wojciechowski Higher Vocational state school in Kalisz, west Pomeranian university of Tech-nology).
3. sensing the City – Designing urban experi-ence (coordinating institution: Gdańsk univer-sity of Technology).
4. understanding eu enlargement / europe-anisation and the eu enlargement (euen) (coordinating institution: Jagiellonian univer-sity).
5. PoreMuss - Planning of the regional Mu-nicipal solid Waste systems (coordinating institution: Cracow university of Technology). 6. student Partnership for reduction of
Waste-water Treatment Contribution to global Warming (coordinating institution: Cracow university of Technology).
7. Facing impact of the second World War: urban Design in Contemporary european Cities (coordinating institution: Cracow univer-sity of Technology).
8. The european Dimension of international entrepreneurship (coordinating institution: Cracow university of Economics).
9. Defining Human rights – social, Legal and Political Dimensions of the european Dialogue (DHr-eD) (coordinating institution: Andrzej Frycz Modrzewski Krakow university). 10. narration and Migration: an
interdiscipli-nary study (coordinating institution: state Higher Vocational school in Krosno, partner institution in Poland: Jagiellonian university).
11. role of Agriculture in Territorial identity and Competitiveness of rural Areas (coordi-nating institution: university of Life sciences in Lublin).
12. nanosized Particles as Building Blocs for Creation of nanostructures (nAnosiZe) (coordinating institution: Adam Mickiewicz university in Poznań, partner institution in Poland: Poznań university of Technology). 13. ecology and safety as a Driving Force in the
Development of Vehicles (coordinating insti-tution: Technical university of Radom, partner institution in Poland: wrocław university of Technology).
14. Polish settlements in europe. Anthrop Visu-alisations of Cultural Phenomena – enclaves of Polish Culture in the region of Bukovina in romania (coordinating institution: univer-sity of szczecin, partner institution in Poland: university of wrocław).
15. The expanding Horizons in european ge-ography Teaching (exHegeT) (coordinating institution: Nicolaus Copernicus university). 16. Law and economy in a “global Village” of
Fi-nancial Crisis (coordinating institution: Toruń school of banking).
17. organic Food Production Chain (oFPC) (coordinating institution: warsaw university of Life sciences).
18. research Methods in Cognitive studies – an interdisciplinary Winter school (reMiCs) (coordinating institution: warsaw school of social science and Humanities, partner institu-tion in Poland: Jagiellonian university). 19. reduction of Co2 emission by
implemen-tation of renewable resources in Central europe regions in the Context of eu energy Policy (coordinating institution: wrocław uni-versity of Technology).
20. Qualität des Lebens und Qualität der schule (coordinating institution: university of Zielona Góra).
In 2009/10, 739 students and 232 teachers from 23 countries participated in intensive programmes.
Erasmus mobility opens you to the world, helps you understand that a European can feel at
home in any country of the Community. It helps overcome barriers and fear. It widens your
horizons. Thanks to mobility, you feel more self-confident, stronger and believe that you can
be successful in life. I recommend the programme to all students.
Bartosz z uniWersytetu im. adama micKieWicza W Poznaniu
WHo in academic year 2009/10 studied at uniVersity oF greiFsWaLd, germany
The mobility gave me a lot of positive energy. Now, I feel more self-reliant and self-confident.
The mobility has been an inspiration for me to discover new places. I am even more eager to
travel and meet new people.
KLaudia, student oF uniVersity oF WarsaW
WHo studied at uniVersity oF antWerP
In 2010/11, Polish HEIs acted as coordinating insti-tutions in 23 projects.
End products of programmes implemented in 2009/2010 included:
1. Teaching materials developed by academic teach-ers in paper, in the form of multimedia and video presentations.
2. Analyses, recordings, presentations, projects, reports and case studies developed by students. 3. Publications with the use of materials developed
by, among others, Technical university of Radom, wrocław university of Technology and university of Zielona Góra.
4. Information and promotion materials (informa-tion broadcasted in the media, photographs, doc-umentaries, brochures, posters, fliers, gadgets), to mention articles on the project coordinated by Cracow university of Technology Facing Im-pact of the second world war: urban design in Contemporary European Cities in three language versions, available at www.urbanwarimpacts.eu 5. E-learning platforms, such as this developed for
The Expanding Horizons in European Geogra-phy Teaching (ExHEGeT) project coordinated by Nicolaus Copernicus university, https://moodle. umk.pl/EXHEGET
6. websites, for example website of Research Meth-ods in Cognitive studies – an Interdisciplinary winter school project coordinated by warsaw school of social science and Humanities: www. remics2010.pl
parTicipaTion oF poLiSH HeiS in MULTiLaTeraL proJecTS
Centralised actions within the Erasmus programme, which are supervised by Education, Audiovisual and Culture Executive Agency (EACEA) on behalf of the European Commission are mainly multilateral projects implemented by a few, up to a dozen or so institutions from various countries participating in the programme. In 2010, projects approved in the 2009, 2008 and 2007 calls were implemented, as their duration may extend up to three years.
These projects comprised: a) Multilateral Projects,
b) Networks, whose activities covered all coun-tries participating in the programme, c) Accompanying Measures.
According to information provided by the Execu-tive Agency, in the second half of 2010, under 2009 call, whose actions were implemented in 2010, per 18 Erasmus centralised projects, Polish HEIs and other institutions (e.g. CRAsP) appeared on 42 oc-casions. some higher education institutions were represented by various organisational or administra-tion units, and as a result participated in more than one project (e.g. Jagiellonian university and war-saw university of Technology, which were active in three projects). In majority of cases, i.e. in 11 cases, one Polish institution participated in a multilateral project with the exception of LE:NOTRE TwO+ thematic network in landscape architecture, where 11 Polish HEIs were active.
In the projects under 2009 call, no Polish institu-tion played a role of a coordinating instituinstitu-tion. It was only Nicolaus Copernicus university who decided to coordinate the finances of a centralised project in curriculum development entitled European Mas-ters Programme for Rural Animators. The project
implemented by HEIs from eight different countries was devoted to the development of curriculum for interdisciplinary MA level studies.
In order to obtain more detailed information on centralised projects, please go to EACEA website at: http://eacea.ec.europa.eu/index.htm
acTiViTy oF boLogna experTS TeaM in poLand
student and staff mobility constitutes an important element of the bologna process of higher education reforms, which commenced with the signing of the bologna declaration in 1999 by 29 European states. Today, the scope of the process has been expanded to cover 47 countries, also form outside Europe, which have voluntarily reformed their higher education systems with the observance of common principles and guidelines.
The main achievements of the bologna Process are:
• introduction of two- and three-tier study system;
• introduction of European Credit Transfer system (ECTs);
• enhancing higher education student and staff mobility, among others, thanks to the Erasmus programme;
• introduction of education quality assurance sys-tems by many HEIs;
• issuance of diploma supplements for all graduates. works aimed at improvement of the solutions introduced in individual countries have been consist-ently conducted. However, having a considerable progress in the reform implementation in mind, in 2010 ministers of the countries participating in the bologna process announced the achievement of its goal and the establishment of the European Higher Education Area (EHEA). EHEA ensures broad access to quality higher education and adequate conditions
for student, graduate, and staff mobility. As a result, individual HEIs and participating countries cooperate in the scope of solutions developed so far.
At present, countries participating in EHEA focus on:
• promoting and enhancing mobility;
• promoting and building lifelong learning structures;
• social dimension of education, i.e. providing equal access to higher education;
• enhancing graduate employability, i.e. their ability to find and maintain employment and free move-ment in the labour market;
• introduction of qualifications framework;
• promotion of EHEA across the globe;
• synergy building between EHEA and European Research Area;
• changing approach to education, i.e. shift to stu-dent-centred (instead of teacher-centred) approach. Polish Team of bologna Experts is composed ob 20 members and is coordinated by Polish National Agency of the Lifelong Learning Programme.
In 2010, the team worked mainly on the organisa-tion of 30 seminars and conferences for representa-tives of Polish HEIs.
Experts discussed the development of curricula based on learning outcomes, qualifications frame-work, internal quality assurance systems in education, proper use of ECTs, mobility and graduate employ-ability.
Moreover, experts staged more than 20 meet-ings with teachers and students of upper secondary schools in order to demonstrate to them possibilities of studying in Poland and EHEA countries. Last but not least, in 2010, team of bologna experts staged a seminar attended by speakers from abroad, which was devoted to doctoral studies and constituted
