Wpływ międzynarodowych programów edukacyjnych na doskonalenie kompetencji językowych uczniów i pracowników szkoły Jan Kamiński Wrocław 2006

FOREIGN LANGUAGE EDUCATION In 1995 the European Commission’s White Paper "Teaching and Learning – Towards the Learning Society", stated that "upon completing initial training, everyone should be proficient in two Community foreign languages". Mother tongue + two foreign The Lisbon Summit of 2000 defined languages as one of the five key skills.

EDUCATION AND TRAINING WITHIN THE FRAMEWORK OF THE LISBON STRATEGY PROGRAMMES AND INITIATIVES EU · Eurydice: Education Information Network · Lifelong Learning Programme · Erasmus Mundus · Socrates: Comenius, Erasmus, Grundtvig, Lingua, Minerva · eLearning · Leonardo da Vinci (Phase I & II) · Tempus III ( ) · Programme to promote bodies active at European level and support specific activities · Executive Agency Europe

SOCRATES SOCRATES is based on Articles 149 and 150 of the EC Treaty. Article 149 provides that the Community «shall contribute to the development of quality education by encouraging cooperation between Member States» through a range of actions, such as promoting mobility, exchanges of information or the teaching of the languages of the European Union. The Treaty also contains a commitment to promote life-long learning for all the Union's citizens. Decision No 253/2000/EC of 24 January 2000 of the European Parliament and of the Council establishing the second phase of the Community programme in the field of education "SOCRATES" [Official Journal L 28 of ]

COMENIUS - European Cooperation on School Education Comenius focuses on the first phase of education, from pre-school and primary to secondary school, and it is addressed to all members of the education community in the broad sense – pupils, teachers, other education staff, but also local authorities, parents' associations, non-government organisations, etc. It aims to enhance the quality of teaching, strengthen its European dimension and promote language learning and mobility.

ERASMUS MUNDUS The Erasmus Mundus programme is a co- operation and mobility programme in the field of higher education which promotes the European Union as a centre of excellence in learning around the world. It supports European top-quality Masters Courses and enhances the visibility and attractiveness of European higher education in third countries. It also provides EU-funded scholarships for third country nationals participating in these Masters Courses, as well as scholarships for EU-nationals studying in third countries.

GRUNDTVIG The European Commission provides funding to promote exchanges of experiences and the development of a European dimension in all sectors of adult education. The Grundtvig action addresses a great variety of subject areas and educational providers. It is open to all kinds of institutions and organisations, whether working in formal, non-formal or informal adult education. It complements and interacts with other actions within Socrates and with other programmes, such as Leonardo da Vinci, to cover the whole spectrum of lifelong learning.

LINGUA ACTION Promotion of language teaching and learning designed to encourage and support linguistic diversity throughout the Union; contribute to an improvement in the quality of language teaching and learning; promote access to lifelong language learning opportunities appropriate to each individual ’ s needs.

Lingua 1 is intended to: raise citizens’ awareness of the Union’s multilingual wealth, encourage people to learn languages throughout their lifetime, and improve access to foreign language learning resources across Europe; develop and disseminate innovative techniques and good practices in language teaching. Lingua 2 aims to: ensure that a sufficiently wide range of language learning tools is available to language learners.

SOCRATES - MINERVA (ODL and ICT in Education) Open and Distance Learning (ODL) Information and Communication Technology (ICT) The development of open and distance education, including the use of information and communication technologies in education, is a key factor enabling citizens of the European Union to take advantage of an open European area for cooperation in education.

The Minerva Action under Socrates II ( ) seeks to promote European co-operation in the field of Open and Distance Learning (ODL) and Information and Communication Technology (ICT) in education. The Action has three main objectives : to promote understanding among teachers, learners, decision-makers and the public at large of the implications of ODL and ICT for education, as well as the critical and responsible use of ICT for educational purposes;

LEONARDO DA VINCI The European Programme for Vocational Education and Training The support of governments for European cooperation in vocational training was secured earlier, and perhaps more readily, than in the case of education. The Council of Ministers established CEDEFOP, the European Centre for the Development of Vocational Training, in 1975, and a number of initiatives in the 1980s were precursors to what is now the Leonardo da Vinci programme, adopted in 1994.

LEONARDO DA VINCI provides funding for six types of projects: Mobility (Work placement and trainer exchanges) Pilot Projects (Production of vocationally-specific learning materials) Transnational Networks (Facilitating the transfer and exchange of experience and good practice) Language Competences (Production of training materials to develop innovation & quality in training - incl. Thematic Actions ) Reference Materials (Research and statistics) Joint Actions (Collaborative projects with Socrates and Youth)

THE TEMPUS PROGRAMME The Trans - European Mobility Scheme for University Studies enables universities from EU Member States to cooperate with those in Western Balkans, Eastern Europe and Central Asia, and the Mediterranean partner countries in higher education modernisation projects. Established in 1990 following the fall of the Berlin Wall, Tempus has been renewed three times (Tempus II, Tempus IIbis and Tempus III – 2000 to 2006). Today, more than ever, there is need to enhance understanding between cultures, and for the European Union to work together with its partner countries in the field of higher education.

EUROPASS Europass brings together into a single framework several existing tools for the transparency of diplomas, certificates and competences. Helping citizens to better communicate and present their qualifications and skills throughout Europe. It aims to help three million citizens make their qualifications and skills easily understood throughout Europe by 2010.

EUROPEAN COMMISSION Directorate-General for Education and Culture Life Long Learning: Education and Training policies Multilingualism policies EXP LG/13/2004 IMPLEMENTATION OF THE EDUCATION AND TRAINING 2010 WORK PROGRAMME WORKING GROUP “LANGUAGES” PROGRESS REPORT DECEMBER 2004

Remarks English is the language taught most often at lower secondary level in the EU. 93% of children there learn English. At upper secondary level, English is even more widely taught. French is taught at lower secondary level in all EU countries except Slovenia. A total of 33% of European Union pupils learn French at this level. At upper secondary level the figure drops slightly to 28%. German is taught in nearly all EU countries. A total of 13% of pupils in the European Union learn German in lower secondary education, and 20% learn it at an upper secondary level.

SOME OBSTACLES Many countries [Austria, Finland, Germany (Länder), France, Ireland, Italy, Poland and Sweden] mentioned a lack of motivation for learning languages other than English. Lithuania referred to a lack of teaching materials, Ireland, Slovenia, UK (England) to a lack of a coherent, integrated policy, Luxembourg to the need of integrating immigrants. Concerning the initiatives to overcome these obstacles, some countries [Cyprus,Czech Republic, Denmark, France, Ireland, Malta, the Netherlands, Norway, Poland, Spain] gave little or no information.

IMPORTANT OBSTACLES A cumulative effect is the lack of availability of teachers competent to teach languages other than English, where demand is not meeting supply, cited as a problem at all levels of education [Czech Republic, Finland, Ireland, Poland, Slovenia and Sweden]. Poland, on the other hand, cited a lack of available teachers of English

COUNTRY SPECIFIC OBSTACLES French-speaking Belgium (mobility of pupils and freedom of school choice; lack of coordination between schools), difficulties in coordination between primary and secondary schools (Cyprus), lack of adequate assessment measures (France), lack of lock-step materials (France), lack of commitment (Ireland), recruitment obstacles (Italy), recruitment in rural areas (Romania), low target levels and lack of co-operation in transition stages (Sweden). The Czech Republic, France, Greece, Hungary, Ireland, Lithuania, Norway, Poland and Spain provided no response to the question on the proposed initiatives to overcome country specific obstacles.

RECOMMENDATIONS FOR EARLY LANGUAGE LEARNING The key factors of success identified for early language learning include the following: • sufficient funding • parental involvement • pedagogic continuity • increased time allotment to languages • improved teacher competence • research and innovation in primary and pre-school learning • continuity of linguistic choice • co-operation between primary and secondary teachers and schools should be enforced • promotion of linguistic diversity

RECOMMENDATIONS FOR LANGUAGE LEARNING IN SECONDARY EDUCATION • All aspects of language learning and teaching are changing rapidly. • Motivation is at the heart of language learning. • Students, teachers, parents, head teachers and policy makers – must be firmly committed to a clearly stated objective. • The practical relevance of foreign languages and their potential for enhancing one's employment and study opportunities should be compellingly demonstrated.

RECOMMENDATIONS • give students a feeling of the economic value of foreign languages, • visible links with the world of work should be established or reinforced, • improve the linguistic competence of students without creating excessive pressure on the curriculum, • qualified and competent teachers and appropriate teaching materials, • use of communications technologies as part of a coherent methodological and didactical framework in language teaching and learning, • language teachers should be trained in the use of information and communications technologies.

THE KEY FACTORS FOR THE SUCCESSFUL TRAINING OF LANGUAGE TEACHERS On the basis of the examples of good practice provided by the experts, the key factors for the successful training of language teachers include the following: • Linguistic training in the target language(s) • Specific pedagogic skills for teaching the relevant language(s) to the particular target group • A period of study abroad • Familiarity with the related culture(s) • A broader competence, including metalinguistic, intercultural and sociocultural competencies • ICT skills • Joint programmes for teacher education • Dual or multiple recognition of teaching certification.

A new EU Action programme in the field of lifelong learning On 14 July 2004, the Commission adopted a proposal for the next generation of an EU programme in the field of lifelong learning. The new proposal is built on experience gathered with the existing generation of programmes, such as Socrates (education) and Leonardo da Vinci (vocational training).

Based on this experience, and taking into account new policy developments, the Commission proposes major changes. These changes are mainly the result, on one hand, of critical remarks offered in the mid-term evaluation reports on Socrates and Leonardo da Vinci, and, on the other, of a public consultation process launched in November 2003 and concluded at the end of February 2004, in which all major stakeholders in the field of education and training had the opportunity to participate.

The new Integrated Action Programme in the field of lifelong learning comprises sectoral programmes on - school education (Comenius), - higher education (Erasmus), - vocational training (Leonardo da Vinci), - adult education (Grundtvig). Focusing on European integration the proposed budget is € billion for the total period

As regards the four sectoral programmes, quantified targets have been set in order to ensure a significant, identifiable and measurable impact for the programme. These targets are as follows:

For Comenius: To involve at least one pupil in twenty in joint educational activities, for the period of the programme; For Erasmus: To contribute to the achievement by 2011 of three million individual participants in student mobility under the present programme and its predecessors;

For Leonardo da Vinci: To increase placements in enterprises to 150,000 per year by the end of the programme; For Grundtvig To support the mobility of 25,000 individuals involved in adult education per year, by 2013.

Overall responsibility for implementing Programmes lies with the European Commission (Directorate-General Education and Culture: Directorate A; Unit 2) Dziękuję za uwagę