Topic: How to get knowledge abroad?

Author: Anna Rabiega

Addressee:

high school / technical school student

Core curriculum:

• old curriculum:

standard level:

4. Education and work in Poland and in the European Union.

The student:

4) presents the conditions for taking up the education by the young Poles in the European Union and searches for information on this subject related to the selected country.

extended level:

10. Education in the 21st century.

The student:

1) presents the role of the school and non‑formal education in today's information society.

• new curriculum:

standard level:

VI. Selected problems of public policy in the Republic of Poland.

The student:

4) presents the possibilities of continuation of education (first degree and uniform Master's studies, vocational training schools); explains the method of improvement of one's professional qualifications.

extended level:

XVI. Education and science.

The student:

6) presents the conditions for taking up education in the European Union and finds information on this subject related to the selected country.

The general aim of education:

The student develops his/her interests and plans further education.

Learning outcomes:

The student:

• analyses and characterises education in the European Union.

• explains the rules of the Bologna Declaration.

• explains the educational opportunities for school students and university students offered by the Member States of the European Union.

Key competences:

• communicating in a foreign language,

• digital competence,

• learning to learn,

• social and civic competences,

• sense of initiative and entrepreneurship,

• cultural awareness and expression.

Teaching methods:

• discussion,

• decision tree,

• source material analysis

• poster,

• teaching conversation using movies, interactive schemes, recording.

Forms of work:

• self‑learning,

• work in pairs,

• group work,

• whole‑class activity.

Material & equipment needed:

• computers with loudspeakers/headphones and internet access,

• multimedia resources from the e‑textbook,

• flipchart paper, markers,

• interactive whiteboard/blackboard, felt‑tip pen/a piece of chalk.

Lesson plan overview (Process):

Introduction:

1. The teacher presents the goal of the lesson: You will analyse the opportunities associated with studying abroad.

2. The teacher informs the students that they will work using the decision tree method and, if necessary, explains this method. The students' task will be to analyse the costs and benefits of studying abroad and in the home country. The teacher sets the time for completion of the task and appoints a moderator who writes the ideas of his/her colleagues on the board according to the following order:

a. Specification of the problem: To study in Poland or abroad?

b. Specification of objectives and values: What is important for me? What will influence my decision?

c. Giving solutions:

• studying in the home country,

• studying abroad.

d. Specification of positive effects of each solution.

e. Specification of negative effects of each solution.

f. Making the right decision (each student makes the decision independently on the basis of the developed information): a moderator may decide on voting to see the students’ opinions.

3. In order to summarize the introductory exercise, the teacher asks students to analyse and discuss Exercise 1 in pairs.

Implementation:

1. The teacher divides the students into groups of six. The task of each group will be to prepare a poster promoting the European dimension of education (e.g. for a school exhibition or educational fair). The teacher distributes large sheets of paper (e.g. flipchart) and markers to students. The teacher sets the time for the completion of the task. Before starting the work on a poster, students should analyse in groups the excerpts of the Treaty on the Functioning of the European Union and the Bologna Declaration contained in the abstract, and then use the information contained therein to create a poster. When the posters are finished, the students hang them up in a visible place in the classroom (e.g. on the walls or on the board), thus creating a gallery. Students look at their colleagues' works and choose the poster they like the most. Willing/selected students indicate a poster they think best illustrates the issue and justify their choices.

2. The teacher initiates a class discussion on the reasons for the involvement of the European Union in the development of the European dimension of education:

• What objectives does the European Union set itself in this respect?

• Are the changes it strives for desired?

Students present their arguments, the teacher comments and complements the students' statements. At the end, the teacher asks a willing/selected student to summarise the discussion.

3. The teacher asks the students to visit the EURYDICE website and find information that will be interesting to them or useful in planning further education. The teacher sets the time for completion of the task. After its elapse, the willing/selected students present the information they have found and justify their choices.

Summary:

1. The teacher discusses the course of classes, points out the strengths and weaknesses of the students' work, thus providing them with feedback.

2. Homework proposal:

a. Write a plan consisting of ten points, the implementation of which would enable you to study abroad the faculty and at the university of your choice.

b. Listen to the abstract recording to review the material and new vocabulary. Then do the vocabulary exercise at the end of the chapter.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

How to get knowledge abroad

We already know the fundamentals of the education system in Poland. However, our membership in the European Union opens up more opportunities for all who would like to study or supplement their education abroad. It is not difficult, you just need to know how and where you can study.

Educational policy of the European Union

Each of the European Union countries shapes its educational policy independently, but the Community supports them in this task, defining the common goals and disseminating good practices. Education systems in the EU countries differ in many respects, including management model, financing method, educational levels, age of starting and completing compulsory education.

The model of European education and national educational systems in Europe are subject to tough competition from American and Asian educational models. In such circumstances, the response to these changes in the European educational environment was the Bologna Declaration signed on June 19, 1999. According to the Declaration: „A Europe of Knowledge is now widely recognised as an irreplaceable factor for social and human growth and as an indispensable component to consolidate and enrich the European citizenship, capable of giving its citizens the necessary competences to face the challenges of the new millennium, together with an awareness of shared values and belonging to a common social and cultural space. The importance of education and educational co‑operation in the development and strengthening of stable, peaceful and democratic societies is universally acknowledged as paramount (...). The declaration also draws attention to the central role of the University in the cultural development of Europe. It emphasizes the importance of creating the European Higher Education Area as a key to increase the employability and mobility of citizens and the overall development of the continent.”

European Information Network on Education

In the case of labor migration of parents who are EU citizens, according to its law, children are entitled to free language learning in a new country, so that they can adapt to the new school environment more easily.

It should be remembered, however, that the education system in the new country may be very different from that in the country of origin. For example, in some countries you should choose between academic and professional education at a very early age. That is why the EU does not automatically recognize school certificates from other member states. In some countries, you should ask the appropriate national office to recognize your school certificate before being enrolled at your local school.

You can learn about educational systems in EU countries from the European Education Information Network – EURYDICE. The network was created in 1980 jointly by the European Commission and EU member states to exchange information on national education systems.

The Eurydice network consists of:

• the European Eurydice Unit, which coordinates the work of the network, analyzes the information collected and publishes studies;

• 40 national offices in 36 countries participating in the European Erasmus + programme that collect national information and take part in ongoing analyses

The modern world is changing very fast. Inventions, technological progress, development of knowledge - all this means that one should learn and educate throughout life to keep up with these changes. Currently, if we want to educate, we can choose a school in Poland as well as abroad. In both cases, we will gain a wealth of new knowledge and skills that can be used in the future in professional life.