Project Mobility of the school education staff, POWER 2014-2020, co-financed by the European Social Fund, project no. POWERSE-2016-1-PL01-KA101-023302, project title: " Staff mobility as development incentive”, Project Beneficiary: City of Lodz ,Name of beneficiary organization: Centre no 6 for Blind and Visually Impaired Students in Lodz

Malaga, Helsinki, Brighton –Project implementation at our Centre

The school year of 2016/2017 in the Centre no 6 for Blind and Visually Impaired Students in Lodz again abounds in projects funded by the European Union. We would like to share our experiences we gained through cooperation with English Mattersand ELC Brighton organizations. Thanks to structural visits and courses to Spain, Finland and UK we not only improved our language skills, but more importantly we got an opportunity to exchange our experiences with the teachers from all over Europe.

First of all- Malaga

Already in March, the first group of our teachers started their Erasmus adventure in Spanish Malaga.With Andalusia it was the love at first sight- beautiful beaches, crystal water, palms- we simply felt like in paradise.

However, we went there in order to learn new things; we were particularly interested in the education of disabled pupils, focusing on the problemsof visual impairment.It turned out at our first meeting that the teachers from Croatia Germany, France, Italy, Slovenia, Bulgaria and Lithuania also participated in the project thusfor us this visit became a great chance forexchanging professional skills. Furthermore, the course combined very interesting lectures on Spanish educational system, visits at schools and also exploring the landmarks of Andalusia.

What we noticed at the beginning was that Polish and Spanish schools are similar. The number of pupils in a form or school equipment do not diverge from

Polish standards. Moreover, public education is free, but as it is in Poland, the parents have to pay for books and other school materials.

The fact that did not escape our notice was that Spanish education is inclusive. There are no separate schools for pupils with special educational needs,yet the talks with Spanish teachers proved that the system is not perfect. They agree that the number of support teachersis not adequate and in overcrowded classrooms it is impossible to focus on the disabled.

The lecture depicting system of work with a talented student made a really positive impression on us. Spanish people have developed special protocols which aim is to recognize talented pupils just at the beginning of their education and provide them with special educational programs from this very moment. Those programs focus on the development of pupil’s interests. At each and every stage of their education the test results are verified by a number of specialists in order ensure optimal conditions of pupils’ development.

As aforementioned, our group was mainly interested in the education of visually impaired pupils, hence the hosting organization arranged a special visit in ONCE foundation- the biggest NGO in Spain, which helps the blind. These are the members of ONCE who educate support teachers for visually impaired and blind pupils, prepare materials, adapt school books and most importantly fit the schools with specialized equipment. This meeting was undoubtedly one of the most important experiences of our visit.

Our stay in Andalusia focused not only on learning about educational system but also on exploring the charm of this part of Europe. We will for sure remember Granada and beautiful XIII century Alhambra palace, a fortress complex built by Moors which is a symbol of a fusion between European and Moorish influences. The Great Mosque of Cordoba, or picturesque towns of Ronda and Frigillana will for sure remain in our memory. Leaving Spain we already knew we want to return there one day.

Classes in Malaga.

Secondly- Helsinki

A month later a group of 5 teachers went on a course to Finland. Like in the case of Malaga, our stay included school visits, lectures on educational system and cultural projects. We were extremely interested in learning about supposedly the best educational system in the world.

Finnish education is considered national treasure and is available absolutely for free. The costs of books, lunches, materials is entirely covered form the state budget. The pupils start their adventure with education in primary schools at the age of 7 and finish it at the age of 16. They spend at school 5 hours on average, they do not get homework, and their holidays and school break are the longest in Europe. Number of children in one group does not exceeded 20 pupils. In the lowest grades the teachers have support of volunteers or teacher consultants. The groups for the kids with special needs have not more than 10 students depending on the level of their dysfunctions.

After graduating from primary school the pupils choose further educational path, they can choose between a regular high-school- which ends with matriculation exam- the only standardized test in Finnish education, technical school or vocational school. Educational paths in Finnish system are interchangeable. Students can cover at the same time the curricula of two schools, assigning the main and extra one. Student’s learning program is highly individualized along with the extended and basic subjects. Practical skills are the most important, theoretical subjects constitute only 20% of all.

School rankings as well as after school tutoring are illegal. The teacher is considered an expert, and his work is not limited by hourly plans and National Curriculum. The teachers workload depends on the subjects they teach, for example teachers of Finnish work 15 didactic hours a week, art teachers- 20 and PE teachers 24.

(space for individual work and relaxation)

Due to the fact that each and every school is treated as an independent educational institution, it is the principal who decides how long one lesson unit last (between 45-90 min) or if to introduce special therapy to the school curriculum (for example kynotherapy). School does not report to any organs of control. And the teachers themselves spend 2 obligatory hours on self-education and development, such as foreign language learning- which is also funded by state.

Finnish schools are extremely well-equipped and very often renovated. Their design has all adjustments and adaptations for the disabled, and even a special part of the budget is dedicated to interior design.


(kynotherapy class)

The hosting institution invited us on a tour around the city in order to show us what their country is all about. Thanks to this half-day sightseeing we had a chance to see the city landmarks such as Senate Square, National Bank, Stockman department store or Presidential Palace. However dark and gloomy the country seemed to us, the use of light, wide windows, roof skylight in public buildings made us feel comfortable and happy.

(University Library ceiling)

What surprised us the most was the pervasive silence. During the day Fins may hide in many places destined for relaxation. One of the examples is the Chapel of Silence, built in the city centre at one of the busiest crossroads. Anyone regardless of their confession may enter the place and give themselves up to meditation under the sole condition of remaining quiet.All of the temples are open to the public as the places of cult, architecture or religion. Another place which impressed us immensely was the Rock Church, built in 1969.

(Chapel of Silence)

Due to the fact that Helsinki’s city partneris Estonian Tallinn, the organizers invited us to this place. Beautiful and medieval city reminded us that up there in the North the sun shines too, and the cruise across the Baltic sea gave us some time for resting and contemplation.

(our team)

Thirdly :Brighton

In July two representatives of our pedagogical staff (director and English teacher) will participate in English language training, methodology and British culture course. The training will be conducted at the renowned English Language Center in Brighton. These trainings will for sure have a positive impact on our English language skills, teaching quality and management in our Centre.

What have we gained?

In a nutshell, thanks to the project we gained new experience and knowledge, we improved out team work skills. The contacts we established with the teachers from all over Europe gave us the opportunity of learning from each other.

Completing the project not only influenced us and our Centre, but also developed our professional and language skills. We hope that the use of gained knowledge will contribute in a positive way to our teaching methods, making them more attractive and effective. Perhaps new international connections will result in interesting educational projects not only for the teachers but also for our pupils. We do encourage you to take part in such projects, it is worth it!

Authors:

Monika Marciniak
Gabriela Walenta-Czerniejewska
Paulina Maślakiewicz
Translation:

Paulina Maślakiewicz

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