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Higher education student and staff mobility project
Start date: Jun 1, 2015, End date: Sep 30, 2016 PROJECT  FINISHED 

The Higher School of Foreign Languages in Szczecin participated for the second time in the mobility project for higher education students and staff in the framework of the Erasmus + Project 2014-2020. r. The School continues to conduct studies at one faculty - "philology", in the specialty of English philology and German philology in the form of part-time studies. Students have a choice of two paths of specialization: teacher or/and translator. The execution of the first contract in the context of the currently implemented Project contributed to the extension and modification of course catalogues in the field of cultural studies. The changes made have resulted in a more accurate definition of objectives for the current contract. It Is worth mentioning that the participation in the Project corresponds with the WSJO Strategy of Development, i.e. internationalization of studies, which contributed to the improvement of quality and adequacy of educational offer. The agreement, which originally was to end 31 May 2017 was limited to 30 September 2016 in connection with the termination of the School activity. In this situation, not all planned mobilities could be concluded. The project involved the mobility of 1 student for studies for 6 months, 3 student mobilities for traineeship for a total period of 9 months and 1 mobility of an employee in STA category for a period of five days and 3 for a total duration of 15 days in STT category. The School continues to regard as one of the fundamental objectives of the Project the opportunity to gain experience in an international environment and become familiar with other standards of work and different lifestyles. In connection with the execution of the mobilities of 3 employees in the category STT the School teamed up with the Education Scotland, an institution which is an agency of the Ministry of Education in Scotland. Familiarization with the scope of activity of Education Scotland, including, among others, development, implementation and supervision of new educational programs, including the reformed foreign languages instruction enabled the participants to understand fully the role of that institution in the education system of Scotland. Participants of the mobility also learned about the structure of Scottish system of education which, despite functioning within the United Kingdom, is independent and differs from other British countries. The training included a meeting with Education Scotland inspectors, teachers-specialists in foreign language methodology at the University of Glasgow and a practicing teacher, representative of the City Council in Edinburgh. The main topics of the training were: the scope of activity of Education Scotland, the structure of the system of education in Scotland and the reformed program of foreign language teaching in primary and secondary education. The participants learned the principles and rules of organization of the 1 + 2 Programme. The program provides for the teaching of foreign languages throughout the period of education combined with the mother tongue instruction. In addition to difficulties in financing the implementation the Programme associated with an increased number of teaching hours, the participants on the Scottish part reported difficulties related to the proper preparation of teachers, particularly at early school level. These problems have become an opportunity to exchange experiences with a view that the scope of education in WSJO includes preparing students to work as foreign languages teachers in kindergartens and primary schools. Participants of the mobility familiarized the Scottish partners with the Polish system of education and the form of organization of foreign language teaching in Poland. The participants of the meeting had both theoretical and practical training in foreign language teaching methodology, which allowed for the exchange of experiences on the effectiveness of methods used in teaching foreign languages. The training has contributed to increasing competence in terms of knowledge, methods, procedures used in the native system of teaching foreign languages. The training gave not only an opportunity to exchange good practices, but also to share comments related to the organization of the teaching of foreign languages in the system of education in Scotland and Poland. The priority in long-term benefits is undoubtedly an establishment of partnership with Education Scotland, an institution with such a unique scope of activities. The training received will allow participants to use the acquired professional and cultural experience in their work and their work for the School as well as for the local community.

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