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An analysis of foreign students’ expenses while studying at universities: Interstate comparison

100%
Alieksieiev I., Mazur A., Alieksieiev V.
Annales Universitatis Mariae Curie-Skłodowska, sectio H – Oeconomia
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2019
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vol. 53
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issue 3
EN
Theoretical background: The focus of this article is to study and compare the indicators that are implemented to evaluate the quality of the educational activities of universities in Poland, Germany and Ukraine. The investigation is exercised, in particular, by the proposed indicator of comparing the annual students’ costs during their studies for a bachelor’s degree with the average annual incomes of these services for consumers in related countries. Because of the differences in remuneration across the regions of each country, the authors used statistical data from these regions. Regarding average annual incomes, the authors used the average wage level in the provinces of Poland, the federal lands of Germany, and the regions of Ukraine.Purpose of the article: The research objective of the article is a substantiation of methodological and applied recommendations for interstate comparisons of foreign students’ expenses while studying at universities based on the experience of Poland, Germany and Ukraine. The object of this paper is the analysis of annual costs of a foreign student while studying at domestic and foreign universities.Research methods: During the research, the following methods were used: the dialectical method and methods of analysis and synthesis – to study the features of the comparison of educational activities of domestic and foreign universities, the characteristics to compare the costs of the training period within universities of different countries; statistical method – to analyse the average annual wage and the costs of international students during the training period at universities in Poland, Germany and Ukraine; structural and logical analysis – to develop theoretical and methodological principles to determine the indicator for "the ratio of the student’s annual expenses while studying at the university to the average wage in the region".Main findings: The ratio of the annual costs of students during the studying period and average annual wages allows different categories of stakeholders to determine the real level of expenses. For applicants, primarily Ukrainians, such an indicator will allow them to navigate, not only the absolute amount of annual expenses, but also the comparison of costs with the remuneration for possible part-time work that is allowed to students in Germany and Poland. Moreover, the part-time work allowed for students correlates to a certain extent with the level of average wages. For university authorities, the proposed indicator may allow a comparison of the competitiveness of their higher education institutions, taking into account the solvency of educational services users. For business circles and local governments (in the provinces of Poland, the federal lands of Germany and regions of Ukraine), this indicator can be useful in assessing the competitiveness of their territories to attract students. Student youth and local residents act as consumers of goods and services, contribute to the development of local business and, thus, can be a source of filling local budgets.
2

Nadzieje i obawy studentów ukraińskich podejmujących studia w Polsce

71%
Łukasiewicz J., Paśnikowska B.
Roczniki Teologiczne
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2016
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vol. 63
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issue 11: Katechetyka
235-248
EN
A growing number of Ukrainian students at Polish universities encourages to look at their expectations and attitudes. For this purpose, some studies were performed using a questionnaire constructed by the authors of the article. It concerned the hopes and fears of Ukrainian students entering education in Poland in relation to their gained education, relationships with others in the majority – foreigners, declared values, the degree of mastery of Polish language and the more distant life plans. The article also attempts to emphasize the psychological aspect of hopes and fears, and to draw attention to the educative and educational importance of hope.
PL
Coraz większa liczba studentów ukraińskich na polskich uczelniach skłania do przyjrzenia się ich oczekiwaniom i postawom. W tym celu zostały przeprowadzone badania za pomocą ankiety skonstruowanej przez autorów artykułu. Dotyczyła ona nadziei i obaw studentów ukraińskich rozpoczynających naukę w Polsce w odniesieniu do zdobywanego wykształcenia, relacji z innymi osobami – większości obcokrajowcami, deklarowanych wartości, stopnia opanowania języka polskiego oraz bardziej odległych planów życiowych. W artykule starano się również uwypuklić psychologiczny aspekt nadziei i obaw oraz zwrócić uwagę na wychowawcze i edukacyjne znaczenie nadziei.
3

Jak uczyć języka? Piosenka w pracy na lektoracie języka polskiego jako obcego.

71%
Kaczmarek M.
Roczniki Humanistyczne
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2014
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vol. 62
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issue 10: Glottodydaktyka
045-054
PL
Na efektywne nauczania języków, w tym polskiego jako obcego, ma wpływ wiele czynników. Przygotowując zajęcia, lektor każdorazowo musi więc dopasowywać materiały do celów, jakie sobie założy, poziomu studentów, ich potrzeb i ogólnie pojętych kompetencji. Powszechnie wiadomo, że dziś standardowy podręcznik jest niewystarczający, aby nie tylko nauczyć obcokrajowca polskiego, ale zainteresować go konkretnymi zagadnieniami, pokazać mu użyteczność form czy struktur gramatycznych. Wydaje się, że wykorzystanie piosenki na lektoracie wychodzi naprzeciw tym oczekiwaniom. W literaturze przedmiotu wyróżnia się najróżniejsze role utworów muzycznych w procesie dydaktycznym, wymienia się warunki, jakie owy utwór powinien spełniać, aby być wartościowym narzędziem glottodydaktycznym, proponuje się wiele ćwiczeń, które można zaproponować cudzoziemcom, podporządkowując je odrębnym celom i potrzebom. Poza wieloma kryteriami wyboru piosenki, jej aktualność powinna być jednym z warunków podstawowych. Niestety, w nauczaniu polskiego jako obcego można dostrzec, że to element drugorzędny, na który autorzy podręczników czy nauczyciele nie zwracają uwagi. Zwykle proponuje się utwory starsze, a tym samym obce tekstowo i muzycznie studentom, przyzwyczajonym do muzyki nowoczesnej. Warto więc każdorazowo na zajęcia przygotować, to co jest w danym momencie popularne wśród młodych ludzie, czego słuchają na co dzień i co da, cudzoziemcowi, poczucie, że język polski przyda mu się w codziennym życiu. Oczywiście, często są to utwory mało wartościowe pod względem muzycznym czy językowym, ale przy odpowiednim ich opracowaniu mogą stać się dobrym materiałem dydaktycznym. Na poziomach najniższych można zrezygnować z piosenek ambitnych, reprezentujących trudne nurty muzyczne, a zaproponować coś aktualnego, nawet jeśli będzie odbiegać to od gustu i poczucia estetyki samego lektora.
EN
The effective language teaching, Polish language teaching included, depends on a number of factors. Each time a teacher prepares his or her classes, he or she must adjust the teaching resources to the objectives, students’ proficiency level, their needs and general competencies. It is a common knowledge that a standard coursebook is not sufficient a tool to teach a foreigner Polish language and arouse his or her interest in particular issues, or to show the usefulness of grammar forms or structures. It seems that the use of songs in a language class is something that may do the trick. The specialist literature regarding the subject describes various roles of music in the learning process, enumerates the conditions which should be met by a piece of music to be a worthy language teaching tool, introduces a number of exercises for foreign students, adjusting them for different goals and needs. Apart from a vast number of criteria for the selection of a song, its topicality should be one of the most pertinent prerequisites. Unfortunately, as may be observed in Polish as a foreign language teaching, it is an element of lesser importance, overlooked by coursebook authors and teachers. Students used to modern music have to listen to older songs, which are obsolete in the manner of lyrics and musical styles. Thus it is worthwhile to select each time the music currently popular among the young students, the kind of which they usually listen to, which will assure them that Polish will be useful for them in everyday life. Obviously, such songs have often little artistic or linguistic value, however, with proper elaboration of exercises, they could prove themselves a worthy didactic tool. At the lower course levels a teacher may introduce current and well-known songs instead of numbers with ambitious lyrics and complex melodies, even though it may not agree with the teacher’s taste or the concept of aesthetics
4
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Integracja językowo-kulturowa ucznia z doświadczeniem migracji w szkole podstawowej

71%
Grudzińska K.
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
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2019
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vol. 10
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issue 285
277-288
EN
The intensification of migration processes observed throughout Europe poses new tasks also to the Polish educational system. The growing number of foreign students is a challenging multi-aspect challenge that modern education must and must face. The effective and full functioning of the foreign child at school is determined by the effectiveness of various activities: educational, educational, pedagogical and psychological. The main goal, of course, is to master the basics of the Polish language, first of all in the field of communicative competence and mastering the language of schooling (JES). However, taking into account the aspect of full integration of a foreign child with the school environment, it should also be included in the praxeological assumptions of action in the field of cultural education. After mastering the language of schooling, and maybe even in parallel with it, there should be training of the linguistic and non-linguistic competences needed by the child to function in the time of school and also free from school. It becomes necessary then to have a cultural code, thanks to which it will be able to communicate with peers. The aim would be to enable a child with experience of migrating participation in a shared cultural experience.
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