EPS eng


I.A. The AWF strategy, objectives and priorities for its Erasmus activities (mobility, multilateral projects and thematic networks, etc.) and any other actions in the context of the lifelong Learning Programme (2007-2013).

On the basis of Bologna Process the Erasmus strategies, aims and priorities have been constructed since 1999. The effects are already visible: Akademia Wychowania Fizycznego (AWF) in Poznań is the leading Polish sports school in Socrates activities. Student mobility in 2000 had just 13 outgoing and 4 incoming, while in 2006 it was 50 outgoing and 45 incoming. Other Soctrates projects included: three IP applications; IP partnership in Connection between wellness, technology and physiotherapy project; two COMENIUS projects (Healthware - promoting health prevention strategies to EU schools and Development of intercultural competence and skills through sport in the context of UE expansion); two other projects (Aligning a European higher education structure in sports science and Non-formal education through outdoor activities). The main priority for the years 2007-2013 is permanent improvement of education quality for the realisation of LLP. It means implementing the three level system of education (3+2+4 years), improving the quality of education on all those levels through participation in various ERASMUS activities.

Improvement of education quality takes place on two levels: improving professional qualifications of academic teachers (e.g. modern research and teaching facilities, evaluation of teachers every two years, additional points to career for participation in Erasums activities), and through better qualified staff - improving the quality of students education (e.g. creating new courses and specialisations, employing foreign teachers, increasing the number of foreign languages classes, obligatory practical placements).

I.B. Specific Actions are planned to give visibility to Eramsus activities and type of publicity which will be given to the EPS

Visibility given to Erasmus activities starts already with the candidates for AWF students during the so called "Open Door" event and on the school website. The information for students of all levels is displayed on special Erasmus boards; students may always ask for it in the Socrates Office or participate in meetings with the Institutional Coordinator; the information is also sent to the students self-government. Staff members also receive the information through the website and the school Bulletin, as well as in the annual reports of the Rector (also sent to the Ministry of Science and Higher Education).
The AWF makes it one of its top priorities to be open for all candidates, irrespective of her/his sex (the same rules for men and women alike), religious affiliation (the school is denomination neutral), or race (there are students from many countries and cultures). Because of the AWF specificity, physical fitness is obviously preferred, but at the same time it is the only sports higher school in Poland which accepts students with some degree of disability. It is also the only one where classes on Sport for the disabled is run by a teacher on wheelchair who has a doctoral degree. He also introduced a new course on Active rehabilitation.

II. Quality of academic mobility activities

The task of increasing the quality of education at the USPE in Poznań is implemented using a number of ways.

1. for incoming/outgoing students:

   - full accessability of study curricula for all faculties and courses (school website, current information on the study offer for the given semester and the ECTS);
   - every incoming student has a Polish "guardian" student who helps her/him around;
   - meetings with institutional and faculty coordinators, explaining the rights and obligations of the USPE students and establishing the final versions of the LA;
   - ogranising a course of the Polish language to make living in Poland easier;
   - accommodation in the USPE students' dormitory to help integrating with Polish students;
   - specialised language courses for outgoing students with stress on using the language for studying at a foreign university;
   - ensuring full professional administrative assistance with application procedures;
   - monitoring visits of staff members to evaluate the quality of study periods at partner institutions;
   - financial assistance provided by the USPE for various activities connected with student mobility;
   - full recognition of the study period, incorporating the grades from the foreign university in local diploma appendix on graduation;
   - students fill questionnaires after returning home and evaluate their foreign study periods.

2. for incoming/outgoing teachers:

   - ensuring proper recruitment of academic teachers;
   - organising the stay of incoming teachers both at school and during their free time;
   - organising the travel and stay abroad of outgoing teachers;
   - offering additional foreign language preparation for outgoing teachers;
   - additional points for teachers involved in mobility activities during teacher evaluation;
   - additional financial assistance from the school budget for teacher mobility;
   - reports required from teachers on their return to provide feedback and opinion on their teaching experiences at partner institutions.

III. Quality of student placement activities

Student placements are an integral part of study programmes at all USPE faculties. Their high quality is ensured by:

1. verification of the target institutions - only those with the best qualified staff and modern equipment are accepted;
2. verification of the academic teachers who supervise the placements, accept their place and programme, monitor the students' progress (including on-site visits), and give formal recognition of fulfilling all requirements;
3. appointing a mentor at the placement institution who takes care of the student and helps her/him with their work;
4. obligatory placement diary in which the student registers and analyses every day, with each entry signed by the mentor;
5. final recognition of the placements is based on the placement diary, opinion from the placement institution and opinion of the supervisor.

Target institutions for the placements differ depending on the course of studies:

1. physical education students have their placements (4 weeks at each level) at primary and secondary schools;
2. physiotherapy students have clinical placements (3 weeks every semester and one block of 15 weeks in the nineth semester) at medical clinics, orthopedic hospitals, social care institutions, etc.;
3. tourism and recreation students have their placements (4 weeks) depending on specialisation: in hotels (hotel management), tourist agencies and organisations (organisation and service of tourist mobility), fitness clubs, sport and recreation centres (recreation), and local government institutions (tourism policy).