You are on page 1of 21



Interim I

Interim I
including quantitative and qualitative indicators


AGREEMENT NUMBER 2005-0098/001/001-SO2-1ADEC


CONTENT page 2
COMENIUS 1 - Introduction 4
Selection procedures 4
Quantitative indicators 5
Contracts 8
Evaluation of the projects 8
Monitoring of the projects 8
Control of receipts 8
Audit in situ 9
Results 9
Qualitative indicators 9
Activities undertaken by PL coordinating schools, incl. mobility activities 9
Projects results in term of products 10
Integration of the project activities into the curriculum 10
Influence on school practice 10
The impact of the school development projects on the school management 11
The impact of the school development projects on the teaching methodology 11
The impact on motivation and skills of the staff members 11
The impact on pupils’ motivation and abilities 12
Local community co-operation 12
The obstacles encountered 12
COMENIUS 2.2a 13
Quantitative indicators 13
Number of applicant institutions 13
Number of students mobilities planned 14
Number of students by age/sex 14
Subject of studies 15
Year of studies 15
Type of institution 15
Nature of mobility activity 15
Number of students sent by destination country 15
Type of host institution 15
Qualitative indicators 15
Integration into regular studies/form of recognition 16
Problems encountered 16
COMENIUS 2.2b 16
Quantitative indicators 16
Qualitative indicators 17
COMENIUS 2.2c 17

Quantitative indicators 17
Overall number of applications per region 17
Age of applicants 17
Sex of applicants 18
Handicapped person 18
Nationality of applicants/linguistic preparation 18
Country of course applied for 18
Category of staff 18
Number of years in position 18
Type of institution 18
Theme of course applied for 18
Course from course database 18
Overall number of grant applications per region 19
Location of home institution 19
Linguistic preparation 19
Theme of course applied for 19
Course from database 19
Language of tuition 19
Qualitative indicators 19
Improvements in staff skills/usefulness of acquired skills for classroom practice 19
Impact on institution’s organization 20
Recognition of course attendance by the home institution 20
Improvement in language and methodological competence 21
Contribution to linguistic diversity in the school 21
Impact on curriculum content 21




Polish National Agency applied the procedures for selection of applications, allocation of
grants, monitoring and the evaluation of projects, as well as the in-situ audits, in conformity
with the general guidelines defined in the agreement with the Commission.

Selection Procedures

NA has applied the following internal procedures:

Selection Committee consisting of the representatives of the Ministry of Education and Sport
and local educational authorities has been set up. The representatives of NA informed the
Committee about the selection of the application forms submitted on 01.02.2005 deadline,
which resulted in approval of the evaluation procedure by the Committee.
NA used its own evaluation tool (Project Evaluation Sheet).

During the project evaluation procedure, formal eligibility criteria and quality criteria were
taken into account.

Formal eligibility criteria were as follows:

Eligibility of applying institutions, complete set of relevant documents with appropriate
stamps and signatures, the deadline for submission of the application forms, the appropriate
construction of the project budget.

The quality criteria were as follows:

- The coherence between the project and the Comenius Plan of the school,
- Clarity of aims and expected impact of the project on pupils, teachers, school and local
- Coherence between the content and the aims of the project,
- Active involvement of pupils,
- Interdisciplinary measures of the project,
- Relevance of project products,
- Innovative use of new technologies,
- Effective measures to disseminate the results of the project,
- Coherence between the activities and curriculum at school,
- Coherence between the budget and activities

During the selection procedure, the following national priorities were taken into account:

Promoting participation of schools from rural and suburban areas – districts far from big
cultural centres; promoting participation of schools from Eastern and South-eastern parts of
Poland, which haven not established enough contacts with the EU and candidating countries;
promoting participation of schools which were not involved in the project and institutions for
disabled persons/pupils.


1623 applications have been submitted to meet the deadline of 01.02.2005 (1047 for school
projects including 202 coordinating schools, 183 for school development projects including
14 coordinating schools and 106 for language projects including 71 coordinating schools).
The number of submitted applications has increased of about 13 % in comparison to 2004
year (940/130 school projects, 171/14 school development projects, 122 language projects)
The geographical spread was satisfactory, however the biggest number of applications was
obtained from the slaske (23% of all applications received), mazowiecke(11%) and
malopolske(9%) regions and the least number:2,3% from the podlaskie region (East part of
Poland);2,8% from zachodniopomorski region(North-western part of Poland) and 2,9% from
lubelskie region (South-eastern part of Poland) [Table 1.1.1].

As far as the location of the schools is concerned, we can noticed that all areas are represented
but the majority of applications were submitted by schools from urban regions (1243-more
than 76%) [Table 1.1.1b]. The reason is that schools from cities and towns usually have better
access to information resources. In order to increase the participation of rural schools, NA not
only has made wide-spread promotion through organizing seminars, fairs and workshops but
also gave priority to schools from rural and suburban areas in selection for the contact

After interagency consultation period 1071 projects have been approved including 858
school projects, 76 language projects and 137 school development projects. Totally 552
applications have been rejected including 391 school projects, 60 school development projects
and 101 language projects.[Table 1.1.2a] These numbers show that schools are still mostly
interested in multilateral projects, but we have also noticed the increasing number of language
projects(plus more than 12% in comparison to 2004). The number of language projects is still
unsatisfactory for NA, but the main reason of it are difficulties with students’ and pupils’
accommodation during class exchanges in Poland and abroad. The National Agency is very
concerned and frustrated about the results of interagency consultations as for the language
projects. We underline, that over 50% of approved applications on national level was rejected
after interagency consultation by other NA’s.

As far as the geographical spread is concerned, the most involved regions are the following
voivodships: slaskie (252 projects), mazowieckie (115 projects) and malopolskie (100
projects). The least represented regions are: podlaskie (23 projects) zachodniopomorskie (23
projects), lubelskie (32 projects) and opolskie (37 projects). It is necessary for the Agency to
continue the efforts to involve the schools from the Eastern, North-eastern, South-eastern
parts of Poland and zachodniopomorskie voivodship. It shows that we have the biggest
number of Comenius projects in central and Southern parts of Poland and the least number of
projects in West-Northern and Eastern parts. This division illustrates the level of socio -
economical development of certain regions of our country. As a result of the selection
procedure of our Agency and the matching procedure of an inter-agency consultation only
65,9% of all projects was accepted. The proportion of accepted projects to the number of all
applications obtained is similar in every region, which means that the quality of applications
was comparable. Reasons of rejection were mainly lack of funds and formal matters. As for
the school projects Polish schools were co-ordinators of the group in 149 cases and partners in
709 cases. As for the school development projects only 12 Polish schools acted as a co-
ordinating school of the group [Table 1.1.2a].

As for the school level and school type per type of project, the most numerous are the lower
and upper secondary schools (56%) and primary schools (36,7%) for school projects, school
development projects and linguistic projects.
The difference is well seen depending on the sort of the project. Upper secondary schools are
the most numerous as for the language projects and school development projects. Concerning
the Comenius school projects they are the most popular among lower secondary schools and
primary schools. Even few kindergartens took part in this kind of projects (39 approved
Secondary schools are represented mostly by the general education secondary schools,
whereas vocational schools and schools for children with special needs are less numerous (we
observe growing process in this type of institution). We can identify two reasons of such
situation: in the first, lower language proficiency and in the second, huge interest in the
Leonardo da Vinci programmes within this group of schools.
We can notice the same tendency in other two groups of schools of different background: very
numerous group of schools from the cities and less numerous, but visible growing up group of
schools from socio-economically or geographically disadvantaged regions. For this reason we
apply the rule of giving priority to the schools from the second group every year [Table
1.1.2b, table 1.1.2c].

As for the number of schools with associated partners and the number of associated
partners, 515 Polish schools indicated and declared in the application forms cooperation with
1990 different associated partners, mainly with the local educational authorities, public or
private, local or state enterprises and churches.

Subject area of projects was very heterogeneous. The most numerous subject areas in
Comenius school projects were: foreign languages, history, new technologies, mother tongue,
geography. The less represented subject areas were: vocational subjects, physics, economics
and business. As for the school development projects the most numerous subjects were:
foreign languages, new technology, mother tongue and geography. For language projects the
most popular subjects were: foreign languages, new technologies, history and geography
[Table 1.1.2fSP, table 1.1.2fDP, table 1.1.2fLP). In spite of information and promotion
campaign about thematical diversity including violence at school, school management,
science and technology/mathematics, the NA observes still not satisfactory results. The most
numerous themes/topics in school Comenius projects were:history and tradition, cultural
heritage. As for the school development projects the most popular were:quality of education,
pedagogical methods and comparing educational systems. The data of theme/topic of
projects are given in tables: 1.1.2gSP, 1.1.2gDP and 1.1.2gLP.

In language projects the target language is usually English, German and French. As a
communication languages - English and German were the most often used working
languages, as they are the most popular foreign languages taught at Polish schools [Table
1.1.2hLP, table1.1.2iLP].

Taking into consideration the Comenius plan, only in school projects the most numerous
group of schools is described as schools from socio-economically disadvantaged regions, and
in the second place there are schools with substancial number of pupils with special
educational needs. On the third place in all 3 types of projects are schools located in
geographically disadvantaged areas and with substancial number of pupils at risk of exclusion
[Table 1.1.2jSP, table 1.1.2jDP, table 1.1.2jLP].

Taking into consideration the number of schools with increased standard and/or variable
amounts for disadvantage, the National Agency has increased the variable amount for 21

As far as educational staff is concerned there are mostly women taking part in all types of
projects (almost 5 times more than men), this is due to the feminisation of the teaching
profession in Poland.
As far as pupils are concerned, we can notice the same tendency: there are more girls than
boys taking part in all types of projects. The probable explanation of this fact might be that
girls are more willing to learn general education subjects whereas boys tend to choose rather
vocational or technical schools, which are more rarely represented in projects.

As for the number and sex of staff participating in the project in the school and number of
persons with special needs in finalised projects, 16594 teachers and school staff participated
in finalised projects: 12682 in school projects (female:10473 + male:2209), 3198 in school
development projects (female:2745 + male:453), 714 in language projects (female:530 +
male:184). The number of persons with special needs was very low (only 29 persons in school
projects, 1 in school development projects and nobody in linguistic projects).
As for the number and sex of pupils participating in the project in the school and number
of pupils with special needs in finalised projects, 159152 pupils participated in finalised
projects: 131945 in school projects (female:69467 + male:62478), 23690 in school
development projects (female:12453 + male:11237), 3517 in language projects (female:2048
+ male:1469). The total number of pupils with special needs was 6722, 5261 participated in
school projects, 1320 in school development projects and 141 in linguistic projects [Table
1.1.3aSP, table 1.1.3aDP, table 1.1.3aLP].

Concerning data from final statistics reports as for the number and sex of staff participating
in transnational mobility in all types of finalised projects 4471 teachers (3575 in school
projects: female:2881 + male: 648, 643 in school development projects: female:496 +
male:147, 253 in linguistic projects: female:189 + male:63) took part in transnational project
meetings, teacher exchanges, head teacher study visits, teacher placements, class exchanges
and Comenius 3 network activities abroad. The most popular mobility was transnational
project meetings, the least numerously represented mobility was Comenius 3 network
activities abroad. The number of disabled persons participated in all types of mobility was
very low – only 4 teachers took part in transnational project meetings (3) and teacher
placements (1)[Table 1.1.3bSP, table 1.1.3bDP, table 1.1.3bLP].
As for the number of persons from associated partners, 47 persons took part in
transnational project meetings.

As for the number and sex of pupils participating in transnational mobility (transnational
project meetings and class exchange only) in all types of finalized projects 4863 pupils took
part in this kind of mobility (3185 in school projects: female:2102 + male:1083, 267 in school
development projects: female:179 + male:88 and 1411 in language projects: female:922 +
male:489). Most of them was in the age group between 13-19 years old (lower and upper
secondary education). As for school development projects only limited number of pupils
participated in mobility. The number of pupils with a disability participated in mentioned
above types of mobility was rather low – only 75 pupils (1% of all participating pupils) took
part in transnational project meetings [Table 1.1.3cSP, table 1.1.3cDP, table 1.1.3cLP].

The Polish National Agency always underlines the importance of pupils mobility in all types
of Comenius projects. While planning the working visits the director and the teachers rarely
took into consideration the possibility of taking pupils. During information meetings the
Polish NA continuously informs about such a possibility. Mobilities were strongly linked with
the implementation of the project, undertaking further steps and in the case of language
projects – the finals of them.
As for the number of projects taking specific concrete measures for Comenius 1
priorities in relation to coordinating schools, all the data are indicated in Table 1.1.4.

As for the number of projects in which ICT is used in relation to coordinating schools, all
the data are indicated in Table 1.1.5.


Contracts for all the grantholders have been prepared and 13 regional workshops (induction
meetings with head of the schools) concerning the appropriate implementation of the projects
were carried out.

Evaluation of the projects

With the use of evaluation tool, the NA evaluated the 2005 / 2006 school year projects on the
basis of the collected qualitative reports. The NA chose 10 very good qualities Comenius
languages projects for the sixth edition of a nation-wide competition “Europroduct” organized
by Polish pro-European institutions. The representatives of NA, together with the
representatives of the Ministry of National Education, will take part in the jury session
choosing 6 most interesting languages projects implemented by lower and upper secondary
schools (all types of schools including general and vocational/technical schools).

Monitoring of the projects

Concerning 2005 Comenius agreement we continue monitoring process which was made in
previous years. According to the contract requirements, 107 projects were monitored at
schools by local Comenius representatives up to now (final reports made by local
representatives in some cases are still in progress), who used the tool (Sheet of observation
and realisation of Comenius 1 projects) prepared especially for that purpose by the National
Agency taking into consideration the opinions of the representatives of Regional Educational
Authorities. Concerning the outcomes of the Observation Sheets, our regional representatives
prepared 15 regional reports, which mostly were sent to the National Agency.

Control of receipts

According to the Operational Handbook regulations, 86 schools (out of 856 approved

applications including one two years language project) is under control of receipts (on
desk), which is 10% of implemented projects. Mentioned control will confirm, that the
financial statements which had been sent to NA, are correct and eligible under existing
programme rules.
The NA had informed all its beneficiaries of 2004 contract that on desk or in situ monitoring
could take place so the schools are prepared. The list of monitored projects will be attached to
the final financial report.

Audit in situ

According to the contract and Operational Handbook regulations, in situ financial and
qualitative audits of 2004/05 are planned and will be carried out in proper time (11 in-situ
audit visit which is a little bit more than obligatory 1 percent).
The National Agency is planning to apply the following criteria for the qualitative audit:
checking of accordance between the description of the project from the report and the actual
state observed in school, coherence between the implementation of the project and expected
aims, applied methods and content of the project, relevance of final products and the aims of
the project, influence of the project on the pupils, staff members, the school and local
environment, effectiveness of the project and its management.
For the qualitative audit the following methods will be applied: an interview with the
director, co-ordinator of the project, teachers and pupils taking part in the project; an analysis
of documents and final products. All schools chosen for in-situ audit are informed by mail
one month before the audit about requirements for audit.

Financial audit will control the consistence of the financial report presented by the
beneficiaries with the proofs of payments kept by the accountancy. The NA representatives
will also check the eligibility of the expenditures as well as the financial documents
(expenditures) prepared by the school.

Results will be known after the qualitative and financial audits.


The NA assessed the results achieved by the schools on the basis of the final reports and
monitoring visits.

Activities undertaken by Polish co-ordinating schools, including mobility activities

After Polish accession to the EU Polish co-ordinating schools became more active and self-
confidence. Co-ordinating schools undertook activities planned together with the partner
schools, listed in the application forms. Polish schools included Comenius projects into the
plans of development of schools and didactic - pedagogical plans. Activities planned in the
project were divided between certain teachers. Subject contents were widening by the content
of the project. Project work was included into lessons and extra curricular activities. Co-
ordinating schools divided tasks between all partners in the project as for the production of the
final products and exchange information and materials.
Activities to be realised during school work, working visits for school co-ordinators and
teaching staff and as well as study visits for school head-teachers were planned. Polish
National Agency advices participation of students in all sorts of visits and in all types of
projects including pupils exchanges in language projects.
Competitions on subjects concerning knowledge about the European Union, partner countries
and integration process of Poland with the European Union took place in Polish schools as
well as during working visits. Exhibitions of project products, language competitions
organised in schools were opened for all the students, their parents and local communities.

Projects results in terms of products

Polish NA has implemented European Shared Treasure On-line system for Comenius projects
to carry out in 2005 / 2006 school year. All schools were obligate to fill in on-line EST
database. We have collected description focusing on the most important features of the
project: objectives, themes, methodology, activities, results and benefits for the participants.

Polish NA will promote EST for diferent groups of end users:

• New project applicants to check on existing material and avoid repetition
• Teachers gain direct access to didactic materials developed within projects
• Decision makers can trace progress made by schools
• Politicians have an indicator of the Socrates’ contribution to the European dimension
in the field of education
School projects and language projects developed the following products: Schools
prepared multimedia presentations on CD’s, DVD’s and set up a web page’s as well as
printed materials – work of pupils in national languages of partner schools and in the working
language of the project, guides, cookery-books, calendars, artistic items such as; hand painted
pictures, stained glass, theatre performances. In each school either in co-ordinating or a
partner one, presentation or works were created, then the schools exchanged the materials and
analysed them. All products were presented to the partners and disseminated. At last the final
product in the form of a publication, an album or multimedia presentation was created. Each
of the participating school collected the information, documents about partner countries
according to the schedule approved.
School development projects have developed, in the case of numerously represented schools
for children with special educational needs, internal system of grading students’ behaviour
and their preparation for independent life. A guide to new methods of teaching pupils with
special educational needs was also prepared.
Other types of school prepared, among other things: training programmes against truancy,
training programmes for dyslectic pupils, evaluation tools diagnosing chosen aspects of
school life, work programmes for work with gifted children, tools for internal evaluation

Integration of the project activities in the curriculum –

We can observe development of different relations between project subjects and school
subjects. As far as the school projects and language projects are concerned, the schools
claimed that the content of the project was integrated with the basic compulsory curricula at
school. The project was included into the educational and didactic programme of the school,
content of the subject curriculum was enriched by the content of the project. Interdisciplinary
projects were carried out in the form of educational paths such as: European education,
regional education, education aimed at ecology and health, media, European profile. The
school enriched its educational offer by creating new profile of a language class aimed at the
trans-national projects.

Influence on school practice

Work on the project is a long- term activity. Every year methods and expected outcomes of
project work are similar, as a process of education lasts for many years.
In case when the whole class takes part in the project, project work is run during lessons
which are a part of interdisciplinary educational paths. Sometimes even two or three classes
are integrated into the project. In such case project is carried out simultaneously by several

teachers of different or the same subject. Additionally, teachers inspired by the projects
prepare innovations for different school subjects. School narrative reports confirm
interdisciplinary approaches in the projects. Final products, particularly multimedia products,
are more and more often used as didactic tools in the pedagogical process. Sometimes, all of
the project participants carried out all of the project tasks, but more often, the group of the
students was divided according to the assignments and each group was responsible for a
certain part of the project. The division of the duties is done on the basis of interests and
hobbies of the pupils. The above description is mainly adopted by primary and lower
secondary schools. It was noticed that in secondary schools, the projects were carried out by a
group of students from different classes who were interested in the same subject. If the
project did not involve the whole class, project-work was done mainly during extra school
activities. The schools asked about the changes of the work organisation answered that there
were none-except for small technical facilitation such as better classroom or computer access.
Information about the changes in the lessons plan connected with the pupils’ exchanges was
also provided.

The impact of the school development projects on the school management

Among many activities in the projects we have to underline those concerning eg. managing of
information, quality assessment of school work, cooperation with parents, implementation
“team-teaching” method and new approach to teachers self improvement.
The project aimed at the implementation of changes in the work plan of the school, purchase
of didactic equipment, and better equipped classrooms. Also teachers are motivated to use
ICT and improve their language and professional skills.

The impact of the school development projects on the teaching methodology

Following previous years we can observe fixed elements and similar tendency in the field of
impact of the school development projects on the teaching methodology
School development project in the field of teaching methodology gave the possibility to
analyse the teaching process and teaching methodology in the partner schools. The following
aspects were taken into account: creation of tools such as questionnaires for guide to methods
of teaching at school for pupils with special educational needs, improvement of teaching
methods, observing lessons by the teachers from partner schools, lessons presenting examples
of good practice, seminars concerning self education process, using computers, changes in
practical placements preparing pupils for future work, seminars for staff members concerning
the use of Internet in projects, didactic innovations in implementation of new methods of
science teaching, creation of new methods of acquisition of basic writing and reading skills by
pupils with special learning difficulties, work with gifted pupils, work with pupils having
difficulties during didactic activities, use of didactic materials and school equipment in the
educational process.

The impact on motivation and skills of the staff members

We can observe development of different activities take up by the teachers. More often
teachers participate in the in-service teachers training, particularly language courses.
The teachers were motivated by the possibility to exchange the teaching experience with
teachers from European countries, possibility to learn in situ about the work organisation of
partner schools during study and co-ordinators’ visits, making new contacts. Project work is
still relatively new to Polish schools. Teachers taking part in projects disseminated that
pedagogical innovation among other teachers. Projects enabled teachers to use to greater
extent new methods of teaching, use ICT in teaching different subjects, which made their
lessons more attractive. The project work developed new methods of language teaching – they

should aim at the development of communication skills through continuous exercises on
language pattern with the use of vocabulary connected with the project. Schools carrying out
international projects are more attractive for candidates, as they offer it develops bigger
educational opportunities, and are more prestigious.

The impact on pupils’ motivation and abilities

Pupils want to take part in a project because it creates possibility to meet new friends from
other counties, and work on subjects of international projects during lessons makes them more
attractive. Pupils have greater motivation for learning foreign languages, because of a
possibility of direct or e-mail contacts with pupils from other countries. Pupils acquired new
skills: foreign languages, computer literacy, and ability to search information and presentation
of achievements, development of interpersonal skills. All students, even the weaker ones,
were given the possibility to show their talents and abilities. Work in projects made pupils
more self-assured. For those from small village schools, a project is often the only chance to
spend their free time in an active and interesting way.

Local community co-operation

Polish schools are obliged to close cooperation with Self Government - Local Education
Authority, which legally represented schools. LEA’s monitor project progress and some times
support the project activities.
Involvement of parents, who supported projects with their knowledge, abilities and very often
finances, was considerable. They also hosted pupils from partner schools. Local and
educational authorities offered financial help and expressed their interest in the project.
Sometimes, depending on the project subject, we could observe cooperation or sponsoring by
local companies / institutions such as environmental protection company, culture organisation
or local enterprises. It also happened that the schools did not receive any support from the
local authorities because they had not asked for it. We were notified this year about help given
quite often to schools by the science- research institutions, cultural institution- museums and

The obstacles encountered

The Polish National Agency organized several information meetings (induction meetings)
with schools engaged in projects, misunderstanding of rules of managing of grant activities or
accounting for the money spent, was often a real problem.
In some cases, difficulties in partner school co-operation were signalised: establishing the co-
ordinators’ meetings, the dates for pupils exchanges, some teachers were dissatisfied due to
the exchanges as their pupils missed the classes, etc.
Sometimes foreign partner schools didn’t meet the deadline for sending project materials to
their Polish partners. It’s also concern Joint Activity Report (JAR). Polish schools often report
lack of JAR from the projects coordinator.
Lack of regular contacts with the pupils from partner schools – no flow of information needed
to carry out the project.
Technical obstacles: insufficient equipment in Polish schools (modern equipment like: digital
projector, digital cameras, etc.).
Sometimes staff members had insufficient command of foreign languages (except for
language teachers).
Co-operation between local state authorities (school owners) and public schools in the field of
delays in transferring funds for projects received from the NA.

The statistical data in relation to qualitative indicators are indicated in Tables: 1.1.6a, 1.1.7,
1.1.8, 1.1.9, 1.1.10, 1.1.11, 1.1.12.


In the contract year 2005 we received 152 application forms all together - for preparatory
visits (66) and contact seminars (86) for all the three types of Comenius 1 projects.

The number of approved applications was 8 for preparatory visits and 84 for contact

The biggest number of applications was traditionally received from: the slaskie (46),
mazowieckie (15) and ludzkie (13) regions, and the smallest number of applications from the
lubuskie (2) and opolskie (3) and swietokrzyskie (3) regions. In general, participants from all
16 regions (voivodships) were represented.

Most of the accepted applications were sent by secondary schools (53), primary schools were
in the second position (39). As for the participation of different school types, most of the
applications were received from the general education schools (84), as for the technical and
vocational schools we received less (8) applications.
The National Agency applied a rule of accepting only one teacher per school for the
participation in every contact seminar (84 teachers participating). In preparatory visits we
accepted participation of one teacher from one school in this sort of a visit.

Most (68) of the school representatives were usually young or middle aged people, at the age
of 20-39, the probable reason for this is better knowledge of foreign languages in this group of
teachers, but also better knowledge of NICT and involvement of this group of young teachers
in the school life and in Comenius 1 projects.

All data related to questions answered above are given in tables: 2.1.1, 2.1.2a., 2.1.2b.,
2.1.2c., 2.1.2d., 2.1.3a., 2.1.3b.

The National Agency did not approve the participation of pupils in the preparatory visits or
contact seminars.
There were no disabled persons or persons with special needs taking part in the preparatory
visits or contact seminars.
Pre-selection for the contact seminars took part in Local Educational Authorities, and the final
selection in the National Agency.
The priority was given to rural schools, to schools from small towns located far from the
cultural centres and to establishments for pupils with special needs which applied for
participation in Comenius first time, as it is far more difficult to find partners for the
Comenius 1 projects for such institutions.

COMENIUS ACTION 2.2.a Initial Teacher Training

Quantitative indicators

The number of received applications was equal to the number of approved applications.
Also the number of student mobilities planned was equal to number od mobilities approved.

We received three applications from three institutions for different numbers of mobilities in
different countries. The applying institutions were from three regions of Poland:
1. Lubuskie,
2. Wielkopolskie,
3. Warmińsko- Mazurskie.

Number of student mobilities approved by destination country (equals number of

planned mobilities)

Number of
Number of
student mobilities
Destination applications Type of home Region of
planned and
country received and institution Poland
Higher Education
Germany 1 1 Lubuskie
institution (EDU4)
United Kingdom 1

France 2 Institution for

1 initial teacher Wielkopolskie
Sweden 1 training (EDU7)

Netherlands 1

Spain 1
Institution for
Turkey 1 1 initial teacher
training (EDU7)
Netherlands 1

Number of students by age / sex / disability / linguistic preparation

age 20 21 22 23 24 25 28 42
male 3 1 2 4 1
female 5 6 2 2 2 3 1
total 5 9 3 4 6 3 1 1

disability NO


Number of students by subject of studies / year of studies / type of home institution
/nature of mobility activity

Subject of Year of Type of home
of Nature of mobility activity
studies studies institution

6 IV Higher Education
Physical Attending courses, teaching
training practice, observation
1 III (EDU4)

English 5 II
2 III Institution for
Workshops, seminars, class
initial teacher
4 III training (EDU7)
5 II
Attending courses,
3 II Institution for
English conferences, observation,
initial teacher
philology exchange information on
6 II training (EDU7)
local educational issues

Number of students by destination country / type of host institution

Number of
Host country Type of host institution
Germany 7 Higher Education institution (EDU4)
3 Higher Education institution (EDU4)
France 9 Inst. for in- service teacher training (EDU8)

Sweden 2 Higher Education institution (EDU4)

2 Inst. for in- service teacher training (EDU8)

3 Higher Education institution (EDU4)

Spain 3 Higher Education institution (EDU4)

Turkey 3 Higher Education institution (EDU4)

Total 32 -------------------------------------------

Qualitative Indicators

------------------------- Number of students Form of recognition

Integration of 16 NO
mobility into regular
studies 16 ECTS

Total 32 ---------------------

We received no information on any problems or obstacles encountered during the mobilities.



Within the framework on the Language assistantship program the vast majority of
applications came from Silesian region. The regional distribution - each region was
All types of schools are interested in hosting foreign language assistants but the majority of
applications were submitted by secondary schools.
We can notice that all regions were represented but the majority of applications were
submitted from c areas but National Agency applied a rule witch gives the priority to the
schools from less popular or disadvantaged areas.

The overall number of language assistantship grants was allocated to those regions which
submitted highest number of applications, slaskie, malopolskie and lubuskie region.
Taking the age of applicants into consideration, we can notice the fact that the average age of
the future assistants was between 21 and 23 years what means that all of them had already
completed 2 years of study at the higher education level leading to a career as a foreign
language teacher.
As in a previous year, there were mostly woman taking part in the action it is due to the fact
that the teaching profession is feminised and woman is overrepresented among the foreign
language teachers.

As in previous years the most popular subject of study was English, German and French as
the third language.
In 2005/2006 there were not handicapped peoples among student applying for a Comenius
Language Assistantship.

The most popular type of institutions chosen for assistantship was primary schools and
general secondary schools. We can notice that assistants demanded to have their assistantship
also in education providers’ institutions.
English, German, French, Italian, Spanish are the most widely taught languages.

In the academic year 2005/2006, the majority of assistants came from slaskie, malopolskie
and podkarpackie region.

The vast majority of assistants taught: English, Polish German and French.
Among other subjects taught in Polish and foreign languages there were such as: cultures of
their home country, history, and mathematics.
The choice of type of school was important or very important. The assistantships were carried
out at the primary and secondary school. The most common length of Comenius language
assistantship in the period under review was 8 month. This maxi time gives students gain
more possibility to teaching and improving their knowledge about the language and education
system of a host country.
The highest number of students went to Germany, United Kingdom, Italy, France, Spain, and
the Netherlands.


Thanks to the assistantship students had a chance to improve their teaching skills as future
teachers by trying to be a teacher. For the majority of them it has their first professional
experience. It is a very good opportunity to apply their theoretical knowledge in practice.
They have possibility to know a different education system. This experience allowed
assistants to make a comparison with their own school system and draw conclusions. Some of
them initiated the cooperation between host school and schools from home country.

As in previous year Teaching Training Colleges or universities gave assistants the dean’s
leave for the period of their assistantship. Most of HEIS have recognised assistantship as the
part of obligatory teaching practice (teacher training) that students are obliged to perform and
carry out at Polish schools during their study.

Suitable accommodation has the main problems mentioned by the students. Some areas are
not so well connected to the public transport system, which makes travel to the host school
and visit friends more difficult. There are not language courses or other leisure opportunities
in small towns or rural areas. Lack of knowledge of the national language ruled out close
contacts with the local population made integration impossible.
Some students complained about lack of support or insufficient support from teachers at the
host school.

COMENIUS ACTION 2.2 c In Service Teacher Training


Received Applications

Overall number of applications per region

In the 2005 we received altogether 1100 applications. As usual two regions were the most
active: slaskie (173) and mazowieckie (169), these regions are highly populated with
traditions of international cooperation. Podlaskie (32) and lubuskie (15) regions were the least
active- the situation similiar to the last year, however, the number of received applications in
comparison with the last year increased.

Age of applicants
Age of applying candidates’ shows that the age group between 26 and 46 is the most active
(84% of received applications) teachers undertake in service training in order to refresh their
knowledge and gain higher levels of professional career.

Sex of applicants
We received 1011 (91%) applications from women teachers and 89 (9%) applications from
men teachers. Feminization of education is well visible through those numbers.

Handicapped person
We did not receive any applications from disabled persons.

Nationality of applicants
There were no applications from teachers of other than Polish Nationalities.

Country of course applied for

United Kingdom with 691 applications is as always is in the first place (63%) English
language is the most commonly taught language in Polish schools. In the second and third
place there was Ireland (115) and France (102).

Category of staff
We received the biggest number of applications from upper secondary teachers (460
applications 42%), on the second place there were lower secondary teachers (243 applications
22%) and in the third place- primary teachers (227 applications 9%). Generally, the main
stream of applications comes from teachers of general education. We receive little number of
not eligible applications, probably thanks to very serious and detailed information given to
candidates and because Comenius programme is more widely known between teachers year
by year.

Number of years in profession

Data on number of years in position again shows the general rule that the younger teacher, the
more active he is and more often he undertakes in service training.

Type of institution
As for the type of institution we should underline that the type: general secondary schools
(473 applications) includes lower secondary and general secondary schools, and that one
teacher sometimes works in two or even three different types of schools. The main stream of
applications comes from teachers of general education.

Course type
The biggest number of applications to language courses shows high interest of language
teachers in refreshing their language skills and methodology. Much less number of
applications to other than language- methodology courses shows that knowledge of languages
is still not satisfactory between subject teachers.

Course from course database

We can see that the majority of courses was out of the Comenius- Grundtvig Catalogue. The
reason for this is that catalogue contains little number of language- methodology courses, and
majority of candidates to Comenius in service training courses in Poland are language

Approved applications

Overall number of grant applications per region

When we compare percentage of received/approved applications in different regions, we can
see that the number of received applications is proportional to approved applications. It seems
that the quality of received applications is similar, and it does not depend on the region.

Location of home institution

Most of the home institutions of applying teachers were situated in the city, which is not
surprising as after the reform of the education system in Poland, little country schools are

Linguistic preparation
We did not receive any requests for linguistic preparation, there were no funds allocated for
this activity.

Country of the course applied for

We accepted 57% of applications to courses run in United Kingdom, 85% of applications to
courses run in France, 50 % of applications to courses run in Austria, 66% of applications to
courses run in Ireland and only 39% of applications to courses run in Germany.

Course type
We accepted only 58% of applications to language- methodology courses and 62% of
applications to other types of courses. We try to activate other than language teachers to take
part in subject courses.

Course from database

When we compare received and approved applications, we notice that 46% of applications for
courses from database were approved and 63% of applications for courses out of database.
However, this data may be misleading, as we faced lots of problems, caused by too rare
updating database in soc-link. In some cases we were not able to find in Soclink courses,
which could be easily found in the Comenius-Grundtvig Catalogue on-line.

Language of tuition by course type

In every type of courses (general, languages, new technologies) English is the most common
language of tuition. Only in the type “specific” we can see that many courses were run in
French language. It is due to several groups of bilingual French- subject teachers who took
part in courses specially prepared for them. It was possible thanks to the cooperation between
the cultural Unit of French Embassy in Poland with the Polish National Socrates Agency.


All courses

Improvements in staff skills/usefulness of acquired skills for classroom practice

• Development of evaluation skills
• Development and gaining skills in CLIL

• Skills of recognition of needs of pupils and adjusting teaching methods and materials
to their needs
• Skills of choosing proper methodology depending on different kinds of pupils’ mind
• Skills of designing web-pages
• Use of internet programmes (e.g. power point) to sum up lessons and through such
method teaching students reading with understanding, ability of recognizing the most
important information.
• Development of language skills between non-language teachers
• Use of audiovisuals in a new, more creative way
• New methods of teaching: use of drama, brainstorming, team work, competition,
• New approach to students as to individuals and partners for work and learning.
• Increase of awareness of necessity of knowing at least one European language
between non- language teachers.

Impact on home institution

Many teachers planned the implementation of changes in the work plan and organisation of
the school:
1. Plans of creating new computer rooms
2. Plans of creating of European Clubs at school
3. Plans of more often use of computers in subject and language lessons
4. Plans of introduction of extra school activities
5. Plans of introduction of easy access to internet for teachers and students.
6. Plans of the beginning of the international co-operation between schools.
7. Plans of organization of lessons for colleague- teachers presenting use of some new
acquired during the course method of teaching.
8. Plans of designing of web-sites sacrificed to certain school subject: as a forum of
exchange information between teacher and his students.
9. Beginning of ICT communication between students and teachers from different
countries as a preparation to international project.
10. Recognition of a course as a chance to find partners for international cooperation for a
11. Head teachers present plans for use of the knowledge gained by their teachers during
the course in school practice. In 2005, we had two different specific sorts of courses
designed specially to help in development of two different areas of school life:
• Bilingual teaching- for teachers of French - in some cases, the participation of a
teacher in a specially designed CLIL course was a necessary condition to open o
bilingual unit at school
• Organization of “green schools” for teachers of different subjects.

Recognition of course attendance at national level in the grantholder’s country

• Course attendance is used in the process of gaining higher levels of professional
• Regional Comenius co-ordinators from local educational authorities receive lists of
participants from their regions in order to use them in teachings and workshops.
There were no teachers who notified the Polish National Agency on any problems

Language courses only

Improvement in language and methodological competence
New skills gained during the courses mentioned in reports received from language teachers:
1. Communicative and socio-linguistic approach in language teaching.
2. Animation techniques in language teaching.
3. Use of literature for language teaching.
4. Early language teaching methods.
5. Skills of using of ICT in language learning: power point, hot potatoes, dyktogloss,
6. Practical use of multiple intelligences for teaching languages in school practice.
7. Creative methods of teaching and testing of vocabulary and grammar: games, drama,
competition, video, workshops.
8. Methods of teaching of phonetics.
9. Methodology of work in big, mixed ability groups.
10. New teaching techniques and methods: Neuro Linguistic Programming, Task Based
Learning, Cuisenaire Rods, Total Physical Response, CLIL.
11. Skills of creative correction of the language mistakes.
12. Updating of lexical knowledge: for instance new words used by young people in
different countries.
13. Knowledge on new books for use in the classroom on certain level, for development of
different language skills.
14. Knowledge on authentic materials to use in the classroom: newspapers, magazines,
pictures, songs, poetry, maps, tickets, brochures.
15. Skills of teaching professional language (business language).

Contribution to linguistic diversity in the school

• Plans of diversification of language teaching – addition of civilization elements, slang
used by young people, updated and more interesting subjects.
• Introduction of new languages (e.g. French as a fourth language taught at school) into
school curriculum.
• Introduction of awareness of existence of different dialects of the same language used
in different countries of Europe.

Impact on curriculum content

• Introduction of new methods of teaching using internet tools changes the approach to
any language and gives the possibility of widening of every subject discussed during
language lessons. It also gives the possibility of updating every language area.
• Plans of teaching of foreign languages by teaching general knowledge through the
mean of foreign language.
• Widening of subject areas by introduction of authentic materials.
• Introduction of CLIL