THE LIFELONG LEARNING

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1 Pr og ra E m M THE LIFELONG LEARNING ERASMUS COMENIUS Leonardo da Vinci Grundtvig Study visits etwinning Foundation for the Development of the Educ ation System Europass Eurydice European Language Label REPORT 2010

2 ERASMUS COMENIUS Leonardo da Vinci Grundtvig Study visits etwinning Europass Eurydice European Language Label

3 3 6 THE LIFELONG LEARNING PROGRAMME Marcin Rolnik Mirosław Marczewski Director of the Lifelong Learning Programme General Director of the Foundation for the Development of the Education System 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 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 Auditors and the Commission. As a result, we are positive that that our method of implementing the programmes is correct, and this is a vital piece of information for us. Obviously, we also provide information and deal with promotion, but it is the programme implementation 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 competencies and developing organisations and institutions that operate in the education 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 applications. 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 implementation. 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 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-examine our achievements. I believe that the most important fact is that unlike other countries we have no difficulty with acquiring the sufficient number of quality projects. Our major challenge is to obtain enough funds to finance all valuable initiatives. The end result is such that in many categories we have become European leader in the implementation of LLP sub-programmes, which translates 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 Commission. 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, 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. Discussions 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 independent beings in the years 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 L i f e l o n g l e a r n i n g

4 4 5 Anna Atłas Mirosław Sielatycki Director of the Lifelong Learning Programme Secretary of State, 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 companies and training centres. What are you particularly proud 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 participate 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 strategy. 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 emphasise 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 users, that is HEIs, private companies and training centres. Moreover, we are recognised experts. We have participated in works on the document entitled 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 Commission. At present, we implement several interesting thematic networking projects. We are invited to act as advisors to several ministries. Contribution 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 development 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 consistency 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. Ministry of National Education 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 initiatives 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 implementation 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 education in our country. I draw satisfaction 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 establishment 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 facilitates 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 education. 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 initiatives. For example, the role of Eurydice network cannot be overestimated. I am convinced that the year 2011 will once again prove my words true. 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 L i f e l o n g l e a r n i n g

5 6 7 lifelong learning programme in poland Budget 2010 Implementation Sectoral programme - decentralised actions gramme budget ted applications Sectoral pro- Number of submit- Number of approved applications in EUR Funding granted Tabelka Comenius Erasmus Leonardo da Vinci Grundtvig Study Visits Total LIFELONG LEARNING PROGRAMME IN POLAND Being a Member State of the European Union, 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 LLP implementation period is forecasted for the years The Foundation for the Development of the Education System (FRSE), which is a state treasury foundation, acts as the National Agency of the Programme in Poland. FRSE implements LLP decentralised actions under an agreement signed with the European Commission and agreements concluded with Polish Ministry of National Education and Ministry of Science 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 Programme addressed to policy-makers in charge of general, vocational and lifelong education, as well as social partners and executives responsible for human resources development. Programmes/initiatives supporting the implementation of the objectives of the Lifelong Learning Programme: European Language Label (ELL) - is a European label awarded in recognition of innovations in the field of foreign language teaching and learning. etwinning - etwinning promotes European cooperation between schools with the use of information and communications technology (ICT). Europass is an initiative of the European Commission, which makes it possible for all European citizens 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 accessibility of Lifelong Learning opportunities available within Member States; c) to reinforce the contribution of Lifelong Learning to social cohesion, active citizenship, intercultural dialogue, gender equality and personal fulfilment; d) to promote creativity, competitiveness, employability 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 human rights and democracy, and encouraging tolerance and respect for nations and culture; i) to cooperate on quality assurance in all sectors 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, Budget allocation for Poland amounted to EUR 71,357, 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. comenius School education Leonardo da Vinci Vocational education and training erasmus Higher 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 FRSE also regularly organised open days and individual consultations for beneficiaries and all persons interested in the Programme. Representatives of FRSE participated in numerous conferences, 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 programme (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 Programme; 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 quality management system. 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 L i f e l o n g l e a r n i n g

6 8 9 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. Comenius 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. Aleksandra Długosz Deputy Director of the Lifelong Learning Programme for Comenius programme 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. 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 opportunities for expanding their skills. I think we carried out our tasks properly in We obtained nearly 1800 applications, out of which 850 Polish teachers obtained grants. This is a good result. 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 C o m e n i u s

7 Decentralised Action Comenius programme Call for Proposals 2010 results Number of submitted applications Number of approved applications Funding granted in EUR Multilateral Projects Bilateral Projects Regio Projects ,63 Individual Pupil Mobility 7 6 Information on allocated budget will be available in May Teaching Staff Mobility Assistantship assistants Assistantship host schools Preparatory Visits Table no 1. Data source: FRSE, own data of 2010 Number of applications for participation in Preparatory Visits and Contact Seminars submitted to National Agency under 2010 Call for proposals Rejected 84 (not approved for funding) Approved for funding: including: Contact Seminars Preparatory Visits Total 225 Table no 2. Data source: FRSE, own data of 2010 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 Education, 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 Environment and Sustainable Development. In the previous years this thematic area was not as popular, although it is still no match for Interdisciplinary Studies, which in 2010 ranked fifth (with 98 schools and nursery schools implementing them). In total, in 2010, 1053 applications for cofunding 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 secondary schools, 156 at primary schools, 12 at special needs schools, 9 at, nursery schools, and 30 at other educational institutions. The final amount of awarded funding is not yet known, as some of the visits are still under way. Multilateral School Partnerships Multilateral School Partnerships support international cooperation of at least three partner schools focused on teaching programmes and methods, students interests, and general school administration. 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 programmes 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 teachers committed to cooperation. The year 2010 saw project results of superior quality. Out of 397 completed multilateral cooperation projects, 72 were ranked as good practice examples. Co-financing was granted for 434 new multilateral school partnerships. 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 between 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 , 40 Bilateral School Partnerships are implemented thanks to co-financing under the Comenius programme. 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 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 Deadline II Deadline III Total Table no 3. Data source: FRSE, own data of 2010 Regio Partnerships Regio Partnerships consist in cooperation between 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 government 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 development of structures for international cooperation. Regio Partnerships may focus on any issue related 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, entrepreneurship and integration of pupils coming from migrant families. In 2010, 33 applications were filed for the co-financing of Comenius Regio Partnerships, 21 of which were approved. Preparatory Visits and Contact Seminars Contact seminars are meetings devoted to individual thematic areas and organised by National Agencies. They are organised for representatives of schools and organisations interested in establishing partnerships and project implementation. During a training lasting a few days, the participants become acquainted 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 Partnership and Regio Partnership 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 languages 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 attend the host school. R e p o r t C o m e n i u s

8 Number of School Partnership beneficiaries as of January 2011 Voivodeship Multilateral School Partnerships Bilateral School Partnerships Total Funds in EUR mazowieckie świętokrzyskie podlaskie wielkopolskie zachodniopomorskie pomorskie łódzkie małopolskie śląskie lubelskie podkarpackie lubuskie dolnośląskie opolskie kujawsko-pomorskie warmińsko-mazurskie Total Table no 5. Data source: FRSE, own data of Number of Regio Partnership beneficiaries as of January 2011 Voivodeship Number of projects Minimum number of mobilities Funds in EUR mazowieckie świętokrzyskie podlaskie wielkopolskie zachodniopomorskie pomorskie łódzkie małopolskie śląskie ,13 lubelskie podkarpackie lubuskie dolnośląskie opolskie kujawsko-pomorskie warmińsko-mazurskie ,50 Total ,63 Table no 4. Data source: FRSE, own data of 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 implementation in Poland. Seven schools filed applications for co-financing and six projects have been approved. 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 duration 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 consistent 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 colleagues 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 methods, and establish international cooperation with European educational institutions. Participation in the course positively impacts not only the professional 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 deadlines 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 beneficiaries 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 of teaching related studies who have not taught at school before and to schools willing to host a Comenius assistant coming from another European country. Two calls for proposals are organised as part of the action; Comenius Assistantship Assistants and Comenius Assistantship Host Schools. Comenius assistants receive funding in accordance with rates established by the European Commission. 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 examples can be found on the programme s website at The website features Comenius newsletter, where National Agency provides information on current events, and Comenius Assistantship blog, where assistants describe activities and initiatives taken as part of project implementation. 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 implemented by Polish schools under the Comenius programme, has also been expanded. A new graphic layout created for all language versions, which 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 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 database eve/about_en.htm). 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 C o m e n i u s

9 1 4 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 Comenius Assistantship is a unique opportunity for acquiring knowledge and starting a teaching career. The popularity of this form of placement 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 methodological 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 staying in touch with other teachers (my room mate also worked in the education 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 vocational education. Montse, my mentor, was wonderful. Already on the first day, she introduced me to all school employees, made sure that I have accommodation, 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, linguistic, social and personal one. I have learnt about the culture, history, arts, cuisine, traditions, customs and the language of Spain and the Canary Islands. Comenius good practice example Freedom and Support Creative Methods for Teaching English OF COMENIUS ASSISTANTSHIP PROGRAMME DESCRIBES HER STAY IN SPAIN. 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 teaching Polish as a foreign language, and brochures promoting Poland, which would prove helpful when presenting 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 individual 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 context and learn several new elements. I believe that I have aroused enthusiasm 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 celebrations. I have staged a Polish cuisine 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 country, 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 teaching methods, i.e. methodology of teaching. However, I have learnt a lot about Physics and Chemistry, i.e. subjects covered by a CLIL (Content and Language Integrated Learning) 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 Profesorado (Teacher Training Centre). It lasted 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 1 5 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 professions. 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 organised in a form of an interactive seminar, at the end of which participants presented 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 physical movement and performing specific tasks and were complementary to the school curriculum. However, knowledge in individual subjects was also verified. Thanks to the project, I have not only learnt how to implement practical, 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 examination at the Superior level, which is the highest one. Comenius good practice example IN-SERVICE TRAINING AT ANY AGE 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. Course participants were teachers of mathematics, physics, chemistry, information and communications technology, and vocational subjects. I teach ICT vocational subjects 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 intelligence, 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 native language in CLIL. Various methods were used during practical training: 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 practical use of theoretical 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 effectiveness and attractiveness of classes. I think that the experience gained during 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 landscapes. 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! R e p o r t C o m e n i u s

10 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 , Erasmus constituted an element of a larger and already closed SOCRATES programme. Erasmus 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. Beata Skibińska Deputy Director of the Lifelong Learning Programme Coordinator of Erasmus, Erasmus Mundus and Tempus programme 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 expect 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 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 organisation. 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. 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 E r a s m u s

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