Informational folder of the CEKIN project

INFORMATIONAL FOLDER OF THE CEKIN PROJECT

Human – the best investment

The project Fostering key initiative and entrepreneurship competencies among students of agricultural schools in Poland – CEKIN is implemented by:

Partnership leaderNational Centre for Agricultural Education (KCER)

in Brwinów

United Nations Development Programme

IInstitute of Rural and Agricultural Development (IRWiR PAN)

Empowered lives. Resilient nations.

The publication is co-fi nanced by the European Union under the European Social Fund.

Introduction

About the CEKIN Project

CEKIN Teaching Curriculum

Partnership

Directions of education development and the level of key competences among agricultural school students in Poland - results of the survey

Schools participating in the CEKIN Project

References

4

5

6

7

9

16

28

Table of content

S ince the accession to the European Union Poland

has been covered by EU rural development

policy and agricultural schools have become the

main learning center, where students can acquire

professional skills, necessary to stay active on

the labour market in the European Union. The

circumstances bring several challenges for the

agricultural education, including: diffi cult

situation on the local labour market and the

need to make the most of the great and unused

potential of youth from the rural areas. In order to

meet these challenges, it is necessary to develop

new competencies of students and teachers as

well as ensure innovativeness of agricultural

schools and the adequacy of the education

system to the needs of Polish economy in the era

of globalization.

At the same time the potential of young

people in rural areas consists of the high level

of economic activity and greater diversity in terms

of employment status compared to the young

people in the cities. Every twelfth representative

of the young generation in the country runs

a business, every eighth is involved in running

a family business and almost eight out of ten

people are wage workers (Stanny, 2011: 31).

These circumstances result in the need to shift

the emphasis in the education system from

hard competencies and skills related closely to

agriculture towards non-agricultural skills and

ability place oneself in the changing conditions

of the local and regional labour market.

Project “Fostering key initiative and entrepreneurship competencies among students of agricultural schools in Poland – CEKIN” reaches out to meet the challenges of

the Polish system of agricultural education. Its

primary aim is to develop competencies in the

fi eld of entrepreneurship and initiative among

students of vocational agricultural schools.

What are key competencies?In the Recommendation of the European Parliament and of the Council of the European Union from December 18, 2006, the European Commission stated the need to develop key competencies defi ned as a combination of knowledge, skills and attitudes necessary for a personal fulfi llment and development, active citizenship, social inclusion and employment.

Eight key competencies are: ● communication in the mother

tongue,● communication in foreign

languages,● mathematical competencies and

basic competencies in science and technology;

● digital competence,● learning to learn,● interpersonal, intercultural and

social competencies and civic competence

● sense of initiative and entrepreneurship,

● cultural awareness and expression

4

Introduction

CEKIN project focuses mainly on the development

of students’ competencies in the fi eld of

initiative and entrepreneurship defi ned as the

ability to turn ideas into action. Among these

competencies one can fi nd knowledge, skills and

attitudes such as creativity, innovation, ability to

plan and manage projects, risk-taking, social and

professional activity. A teaching curriculum in the

fi eld of Development of Rural Areas was created

within the project and has been implemented in

48 schools that provide vocational education in

the agricultural sector.

Following actions have been completed:

● Diagnosis of the level of key competencies among agricultural school students in Poland and analysis of education development directions in agricultural schools in Poland. Two studies were

conducted, results of which are presented

in the publication „Tasks and functions of

agricultural schools in Poland from the

perspective of key entrepreneurship and

initiative competencies of students” published

by the Institute of Rural and Agricultural

Development of the Polish Academy of

Sciences.

● Development of guidelines for pilot teaching curriculum in the field of development of rural areas and lesson plans for students and

teachers.

● Trainings for teachers participating in the

Project. Every teacher underwent at least 54

training hours.

● Study visits abroad for three groups of

teachers (70 hours per person). The subjects

of study visits included the following areas:

introduction to rural development strategy,

work in a project method, practical examples

of rural areas development, project teaching

methods. The teachers learnt practical

examples of the organization and functioning

of organic farms, bottom-up methods of how

to support rural areas and models of education

in agricultural schools in the European Union,

particularly in Germany.

Currently implemented activities include:

● Trainings for students. Within the project it

is planned to conduct a total amount of 4050

hours of trainings in 12 subject areas by the end

of 2013. Furthermore, the participants of the

project take part in educational tours around

Poland and expert visits in their schools, which

aim to extend and enhance their knowledge

in the project subjects.

● In the summer of in 2012 and 2013 internships

for minimum of 210 students each year were

organized in local companies, institutions or

initiative groups (such as local action groups

or groups of village renewal) based on the

Individual Training Programme. Each

participant of the internship was to prepare

individually or in groups a concept of a project

aiming to improve the living standards in

their community and develop their own key

competencies.

● Promotion and dissemination, including

information about the project published in the

local and regional press as well as electronic

publications about current development

opportunities in rural areas. E-publications

complement and enhance the knowledge

transmitted to the students during the classes

within CEKIN project by interactive and visual

media, such as animations, infographics1,

games and quizzes, videos and examples of

good practices in the fi eld of rural development

in the country, e.g. interviews with successful

entrepreneurs coming from rural areas. The

purpose of the e-publication is to encourage

51 According to the simplest defi nition, infographic is a plain and clear visual representation of data. It can be described as “explaining graphic”, as it aims not to

inform, but to explain graphically the presented information (source: http://www.infografi ka.co/co-to-jest-infografi ka.html)

About the CEKIN Project

young people to study the rural development

by themselves and initiate their own local

projectsi Project activities have been carried out

since 2010 and will be completed in December

2013. 48 agricultural schools, 48 teachers and

more than 1000 students are participate in the

project.

The teaching curriculum CEKINClasses with students are carried out on the

basis of the educational programme developed

specifi cally for participants of the project.

Teaching curriculum consist of twelve cards

(teaching plans) that include topics such as:

● better understanding of one’s place of residence,

● functioning of local organizations and institutions,

● local and regional products,

● cultural heritage and spatial order of rural

areas,

● rural tourism and agro-tourism,

● renewable energy sources,

● the principles of sustainable development

of rural areas, the state of environment and

environmental protection, the impact of

agriculture on the environment,

● information and communication technologies

in the country,

● development of entrepreneurship competencies,

running a business, sources of fi nancial

support and the basic marketing concepts, the

ability to negotiate,

● support programmes aimed at rural

communities

● specifi city of the LEADER2 approach as

a method to support rural development,

● Local Action Groups (LAGs) in the students’

place of residence

● refl ections on the future of rural areas,

including trends of changes in the country

and their expected results in twenty years

perspective, the implementation of Axis 4

LEADER on the example of a local action group

and examples of projects that infl uence the

changes in the village.

Lesson plans were prepared in the form of loose-

leaf binders in two versions – for students and

teachers. The educational programme consists

not only of substantial knowledge content, but

also active working methods during the classes,

such as discussions, debates, brainstorming, group

work, Oxford debates, Venn diagrams or role-

playing games.

2 LEADER is derived from the French term “Liaison Entre Actions de Développement de l’Economie Rurale” - ‘Links between the rural economy and development actions’. The publication FDPA “Polish village 2008. The report on the state of the country”. Urszula Budzich-Szukała explains that “speaking of the ‘Leader approach’ we mean a method of local development in rural areas, which has been developed in the framework of the Community Initiative LEADER, though in many places is carried out without the participation of EU funds.6

About the CEKIN ProjectCEKIN teaching curriculum

CEKIN project is implemented in partnership

which brings together three institutions:

National Centre for Agricultural Education (Krajowe Centrum Edukacji Rolniczej, KCER) in Brwinów - Project leader CEKIN

The institution, established in 2007, is the

national budgetary unit led by the Minister

of Agriculture and Rural Development

The Centre pursues the following goals and tasks:

● enhancing the qualifi cations of teachers

of vocational subjects in agricultural schools;

● organizing cooperation and exchange

of experiences, including workshops, conferences

and seminars;

● supporting initiatives and self-study methods

of education for teachers of vocational

subjects in agricultural schools;

● developing and implementing educational

projects that support education for teachers of

vocational subjects in agricultural schools and

for the management personnel of agricultural

schools;

● diagnosing the eff ects of vocational trainings

and providing methodological support for the

teachers of vocational subjects in agricultural

schools;

● initiating and supporting programme changes

in vocational education in agricultural schools;

● creating and developing multimedia centers

of pedagogical information designed for the

needs of agricultural education, and pursuing

publishing activities in this respect.

In CEKIN Project National Centre for Agricultural Education in Brwinów as

a leader of the partnership is responsible for the

formal-fi nancial management of the project,

organization of study visits and trainings for

teachers as well as classes and internships for

students.

U n i t e d N a t i o n s D e v e l o p m e n t Programme (UNDP) Project Offi ce in Poland

UNDP is United Nations specialized programme

that creates a global development network in 177

countries worldwide. UNDP works with nations

on solutions to global and national development

challenges. UNDP supports the exchange

of experiences, skills, knowledge and resources

between countries. In each country, UNDP also

coordinates the UN development activities. UNDP

Project Offi ce in Poland is responsible for the

implementation and coordination of international

UNDP projects and projects fi nanced by European

Union funds. Structurally, the Warsaw Project Offi ce

is a part of UNDP Bratislava Regional Centre for

Europe and the Commonwealth of Independent

States3.

Empowered lives. Resilient nations.

73 http://europeandcis.undp.org

Partnership

UNDP’s activities in Poland are focused on the

implementation of the Social Innovation in Europe

and CIS programme, which main objective is to

enhance social involvement in development

initiatives as well as to create a knowledge

exchange platform in the region (Europe and the

Commonwealth of Independent States) in respect

of social innovation. UNDP Project Offi ce in Poland

coordinates the Global Compact, initiative of the

UN Secretary General that promotes corporate

social responsibility, which is the largest initiative

of the kind in the world.

UNDP was the initiator of the CEKIN project and

invited to cooperation partners from the Institute

of Rural and Agricultural Development of the Polish

Academy of Sciences and the National Centre for

Agricultural Education in Brwinów. Within the

CEKIN Project UNDP is responsible, in particular, for

promotional, communication and popularization

activities. UNDP communicates directly with the

project participants via Internet (Website, blog),

during the monitoring visits in schools and creates

electronic publications for the students including

e-learning elements.

The Institute of Rural a n d A g r i c u l t u r a l Development, Polish Academy of Sciences (IRWiR PAN)

The Institute, established in 1971, conducts an

interdisciplinary studies on the development of

rural areas. Over recent years the Institute experts

have been employed by many international

organizations and by governmental institutions.

Governmental documents name the Institute

as an establishment that provides independent

assessment and monitoring of state policy

instruments in the fi eld of structural development

of agriculture and rural areas. The main focus of the

Institute’s activity is to elaborate on the alternative

concepts of rural development. Additionally the

Institute provides analyses and formulates expert

reports on current socio-economic processes in

rural areas. Within the CEKIN Project, the Institute

is responsible for the research component,

the diagnosis of the current condition of key

competencies among agricultural school students

as well as the supervision of teaching methods

and materials developed within the project.

Partnership

8

Directions of agricultural education development in PolandIn order to identify the future course of education

in agricultural schools in Poland a CATI test

(Computer Assisted Telephone Interview) has been

carried out. A total number of 342 interviews with

representatives of the schools have been conducted,

what corresponds to the number of secondary

agricultural schools in Poland, including technical

and vocational schools. These schools educate nearly

78.5 thousand students. Slightly more than half

of them take the faculty of agriculture. Almost 66

thousand students are taught in technical schools,

with a similar percentage of people enrolled at the

faculty of agriculture (Wasielewski, 2011: 34).

Do the agricultural schools diff er from non-agricultural schools?The survey showed that the agricultural schools

do not diff er from non-agricultural schools in

terms of social characteristics or educational

performance of students. However, one can

notice the decreasing trend in young people’s

interest in agricultural occupations and education

in secondary agricultural schools. Diff erences

between students of agricultural schools appear

primarily in the plans for further education and

career plans (Wasielewski, 2011:33).

Young people in rural areas are interested in

modern, versatile professions, which do not

limit the opportunities of getting a job after

graduating from high school and would give

them wider choice of professions and access

to higher education. Such faculties include:

science, economics, logistics, and construction

which unfortunately do not correspond with

faculties available at schools at the moment.

It must be noted that the faculty of agriculture

is implemented in 129 schools out of all surveyed

schools, and it is popular in only 50 of them.

The same applies to the rural tourism and

landscape architecture. Faculties, which interest

young people and at the same time are actively

implemented in the schools, are economics and

food technology (Wasielewski, 2011: 41-42).

How does the youth from agricultural schools diff er from others?The fi rst diff erence is a plan for further education.

Almost half of the agricultural schools students,

compared to 39 percent of non-agricultural schools

students, plan to complete their education at the

secondary level. Much more often the agricultural

schools students don’t have defi nite career plans

(48% compared to 18% in non-agricultural

schools). Moreover, students of these

schools were less likely to declare their willingness

to work in their profession, only one third of the

study group intends to work in the agri-food sector

in the future (Domalewski, 2011: 65-69).

Key competencies of agricultural schools students - entrepreneurship and initiativeDiagnosis of key competencies in entrepreneurship

and initiative was made at the end of 2010. 1101

second grade students from 48 agricultural schools

in 16 voivodeships in Poland participated in the

study. For the purpose of the research the method

of diagnostic poll was used, including application

of the auditorium questionnaire technique.

Entrepreneurial mindsets - strengths and weaknesses of the studentsAn entrepreneurial attitude includes the initiative,

motivation and determination to achieve personal

and social objectives. Respondents claim that they

possess the listed features. They are convinced

about their ability to work as a team, determination

and ability to plan ahead. To a lesser extent, they

believe they have knowledge in the fi eld they

want to engage themselves in. They have a rather

negative opinion on their creativity and ability to put

ideas into practice (Domalewski and Wasielewski,

2011: 74).

9

Directions of education development and the level of key competencies among agricultural school students in Poland – results of the survey

It should be noted that the highest scores on the

entrepreneurial attitudes scale were achieved

by students from families that run their own

business, but also the ones from families of services

employees and farmers. Students from families

of pensioners and unemployed families achieved

the lowest scores. There is a slight diff erence in the

attitudes depending on gender, fi nancial position

of the family or academic skills.

Previous work experience The labour market nowadays requires young

people to have educational background and

vocational skills developed in school, but also skills

acquired on the labour market or in social work.

Experiences from pursuing paid employment are

refl ected in the activity rate of agricultural schools

students. According to the survey, more than three

quarters of them (more than eight out of ten boys

and more than 60 percent of girls) were already

employed (see Figure 1). It should be also noted

that youth from rural areas and small towns

is a bit more active on the labour market than

young people from medium-sized towns and big

cities (Domalewski and Wasielewski, 2011: 81).

Students from agricultural schools did especially

casual jobs in agriculture and physical work in

non-agricultural sectors (see Figure 2). Less than

a quarter of respondents worked in services. Jobs

in agriculture were much more often undertaken

by boys (more than 49 percent) while girls were

more active in non-agricultural areas (over 72

percent). The jobs in agriculture were performed

mostly by young people living in the countryside

and coming from farming families, but also by

young people from big cities. The main purpose

of professional activity of the respondents was

the willingness to have income at their disposal in

order to spend it on any purpose (Domalewski and

Wasielewski, 2011: 83).

YES75,9%

24,1%NO

Figure 1. Previous economic activity of students4


104 The source of all the data and tables included in this publication is the study “Key competencies of the students of agricultural schools” conducted within the

CEKIN Project.

Future education and professional career The young generation still values proper education.

More than 70 percent of the respondents, just like

their peers, are going to get vocational education

fi rstly, and later on start working professionally

(Domalewski and Wasielewski, 2011: 87).

What are the preferences of young people on future work? (See infographic 1a)

More people plan to try new professions and

occupations rather than to follow the track of learned

profession. The vast majority of respondents prefers

to work for only one employer. Moreover, more

girls than boys show readiness for occupational

mobility which may be caused by dissatisfaction

with the possibilities of the local labour market.

Additionally, nearly two thirds of young people

believe it is better to be an entrepreneur than

an employee. Attitudes of people from farmers’

families and business running families are similar

in this respect, probably because of the fact that

the farm can be treated as a business and people

from families who run their own business are

characterized by high rates of entrepreneurial

attitudes (Domalewski and Wasielewski, 2011:

91).

What types of positions would the respondents like to assume? (See infographic

1b)

As many as eight out of ten respondents would

prefer to hold management positions instead

of being an ordinary employee, what entails

the social prestige of this position (Domalewski

and Wasielewski 2011:93). Being a manager

is an indicator of successful career. The desire

to work as a manager may be an indication

of young people’s aspirations as well as high social

expectations.

Do they prefer individual or team work? (See

infographic 1a)

Students of agricultural schools often choose

to work in a group, which may be caused by

the fact that working alone is associated with

greater responsibility and risk. Individual work

is more often preferred by respondents from farm

owners and business running families (more than

30 percent in both cases) than the ones from

families of pensioners and unemployed people

(about 20 percent in each case) (Domalewski and

Wasielewski, 2011: 95).

30,7%

12,5%39,7%

10,1%7%

casual jobs in agriculture

casual jobs – service jobs in agriculturemanual work

job in services

intellectual work agricultural jobsnon-agricultural jobs


11

Figure 2. What was the type of the previous paid work of the students?


12

Stick to one’s own profession (in total)

Stick to one’s own profession

Try different activities and

professions (in total)

What is the best option?

38%

Stick to one’s own profession

51,1%

Try different activities and professions

62%

Try different activities and professions

48,9%

53,5% 46,5%


29,4% 70,6%

To work individually To work in a team

The most important work-related factors

6% 10% 12,7% 9,7% 15,5% 12,7% 18,3% 24%

47,5%

43,3%job

security

remunerationthe possibility of self-fulfillment

work time possibility of promotion

Infographic 1a. How do students imagine their future work?


13

To perform managerial functions

Being an ordinary employee


80,3%

19,7%


33,4%

19,4%

43,5%

46%

37,4%62,6%

54%

44,7%

56,5%

80,6%

66,6%

55,3%

Students from farm owners’ families

Students from entrepreneurs’ families

Students from workers’ families

Students from unemployed families

Students from pensioners’ families

in total

Being a worker

Being an entrepreneur

Infographic 1b. What type of positions do students prefer in their future work?

Ability to plan ahead

Planning is one of the entrepreneurship elements

necessary to implement one’s own enterprises. In

order to fi nd out, how much the participants of

the project know about planning, we asked them

to plan a holiday trip on a budget of 1000 zlotys

and to plan how to spend 1 million zlotys in case

of hypothetical lottery win. As it turned out, the

ability to plan ahead is one of the most important

skills that need to be taught within the CEKIN

project. Every fi fth person did not respond to the

questions about planning a holiday budget and

one out of four persons planned expenditures

below the limit or exceeding the given budget.

Only slightly more than half of the respondents

planned expenses in the correct amount, but only

every third person included the obvious necessary

expenditures such as food, transportation and

accommodation (Domalewski and Wasielewski,

2011: 98,102).

The educational status of parents, fi nancial resources

of the family or educational aspirations of students do

not have a signifi cant impact on the competencies.

People from business running families coped with

the task in the best manner. More than half of them

planned expenditures properly, whereas among

wage workers and farmers families it was only

every third person. Young people coped better with

planning the expenses from a hypothetical lottery

win. Nearly two thirds of them planned budget

properly, but less than half of them considered to

invest the lottery winnings which is an important

element of entrepreneurship (Domalewski and

Wasielewski, 2011: 103.105).

Figure 3 shows allocation of resources by gender.

0%

10%

20%

30%

40%

50%

education durable goods

investments needs of the

family

savings helping family

entertainmenthelping others

girls

boys

1,1% 0,8%

44,1%

35,9%

9,7%

34%

5,1%2,6%

19,7%16,6%

4,4%3,9%6,3%

2,3%

9,6%

3,9%

14

Figure 3. Expenditure structure of lottery winnings by gender [%]


Readiness to take risk and new challenges

The ability to take on new challenges is crucial

in the development of key initiative and

entrepreneurship competencies. This ability can

be refl ected in various aspects: the willingness

to take on new professional commitments and

responsibilities, ability to overcome one’s limits

or readiness for self-employment. The study

revealed the following trends among agricultural

schools students (Domalewski and Wasielewski,

2011: 114):

● 40% declare readiness for professional

promotion,

● 91% declare the ability to overcome their own

limitations,

● 72% declare the readiness to take on new

tasks,

● 71% declare the readiness to work on their

own account,

● 44% declare willingness to take risks

associated with the business credit. The

percentage remains low also when the

business idea seems to have a big chance

of being successfully implemented.

What do young people know about possible actions for the local community?

The willingness to cooperate and support local

community workers was demonstrated by the

half of the respondents what does not diff er from

the general rates in the Polish population. More

people declare previous participation in social

work – two thirds of people compared to 50

percent of the total number of youth in Poland.

Slightly more than 30 percent of respondents

declare participation in voluntary organizations.

Importantly, more than three quarters of

students surveyed cannot indicate specifi c

sources of fi nancial support for their village

(Kaminski, 2011: 142).

Summing up, the students questioned share

a great entrepreneurship potential and a high

level of professional activity. However, their

ability to plan and their creativity, innovation

and willingness to take on new challenges and

risk require special emphasis in the process

of key competencies development. Declared

attitudes towards entrepreneurship are often

not related to the actual competence in this

area, and the willingness to run their own

business is not closely associated with a higher

level of the entrepreneurial attitude. In order to

release a full potential of agricultural schools

students, specifi c resources should be mobilized,

such as activity in the local community and

diversifi cation of planned forms of professional

activity.

15


Dolnośląskie Voivodeship1. Agricultural Education Centre School Complex in Mokrzeszów (Zespół Szkół Centrum Kształcenia

Rolniczego im. Wincentego Witosa w Mokrzeszowie)

Adress: Mokrzeszów 111, 58-160 Świebodzice

Phone: (074) 850 87 36; e-mail: [email protected]

Website: http://www.mokrzeszow.edu.pl/

Kujawsko-Pomorskie Voivodeship2. Agricultural Education Centre School Complex in Bydgoszcz (Zespół Szkół Centrum Kształcenia

Rolniczego w Bydgoszczy)

Adress: ul. Filmowa 1, 85-836 Bydgoszcz

Phone: (052) 372 62 65; email: [email protected]

Website: http://zsogrodniczych.edupage.org/

3. Agricultural Education Centre School Complex in Kowal (Zespół Szkół Centrum Kształcenia

Rolniczego im. Kazimierza Wielkiego w Kowalu)

Adress: ul. Kazimierza Wielkiego 9, 87-820 Kowal

Phone/fax: (054) 284 22 19; e-mail: [email protected]

Website: http://www.zskowal.edu.pl/

4. Agricultural Education Centre School Complex in Stary Brześć (Zespół Szkół Centrum Kształcenia

Rolniczego im. Jadwigi Dziubińskiej w Starym Brześciu)

Adress: Stary Brześć, 87-880 Brześć Kujawski


Website: http://www.starybrzesc.pl/

Wrocław

1

Bydgoszcz

2

4 3

16

48 secondary agricultural schools participate in the project. 39 schools are run by the Ministry of Agriculture and Rural Development and 9 schools by the local governments.

Schools participating in the projectDolnośląskie Voivodeship and Kujawsko-Pomorskie Voivodeship

Lubelskie Voivodeship5. Agricultural Education Centre School Complex in Korolówka (Zespół Szkół Centrum Kształcenia

Rolniczego im. Ireny Kosmowskiej w Korolówce)

Adress: Korolówka-Osada, 22-200 Włodawa

Phone: (082) 571-72-20; e-mail: [email protected]

Website: http://zsr-korolowka.pl/serwis/index.php

6. Agricultural Education Centre School Complex in Leśna Podlaska (Zespół Szkół Centrum Kształcenia

Rolniczego im. Wincentego Witosa w Leśnej Podlaskiej)

Adress: ul. Bialska 7, 21-542 Leśna Podlaska


Website: http://www.zsckr.edu.pl/

7. Agricultural Education Centre School Complex in Okszów (Zespół Szkół Centrum Kształcenia Rolniczego

im. Józefa Piłsudskiego w Okszowie)

Adress: ul. Szkolna 2, 22-105 Okszów

Phone: (082) 569-07-22, 569-07-23; e-mail: [email protected]

Website: http://www.zsckr.okszow.edu.pl/

8. Agricultural Education Centre School Complex in Potoczek (Zespół Szkół Centrum Kształcenia

Rolniczego w Potoczku)

Adress: Potoczek 43, 23-313 Potok Wielki


Website: http://zsr_pot.republika.pl/

Lublin

109

8

7

6

5

17

Schools participating in the projectLubelskie Voivodeship

Lubelskie Voivodeship9. Practical Education Centre Agricultural School Complex in Pszczela Wola (Zespół Szkół Rolniczych

Centrum Kształcenia Praktycznego w Pszczelej Woli)

Adress: Pszczela Wola 9, 23-107 Strzyżewice


Website: http://www.pszczelawola.edu.pl/

10. Agricultural Education Centre School Complex in Siennica Różana (Zespół Szkół Centrum Kształcenia

Rolniczego w Siennicy Różanej)

Adress: 22-304 Siennica Różana 266A


Website: http://www.zssiennica.edu.pl/

Lubuskie Voivodeship11. Agricultural Education Centre School Complex in Bobowicko (Zespół Szkół Centrum Kształcenia

Rolniczego im. Zesłańców Sybiru w Bobowicku)

Adress: ul. Międzyrzecka 7, 66-300 Międzyrzecz


Website: http://zsr-bobowicko.miedzyrzecz.pl/

12. Agricultural Education Centre School Complex in Szprotawa (Zespół Szkół Centrum Kształcenia

Rolniczego w Henrykowie)

Adress: Henryków 54, 67-300 Szprotawa


Website: http://www.rolniczak-henrykow.pl/

Lublin

109

8

7

6

5

Gorzów Wlkp

11

12

13

Schools participating in the projectLubelskie Voivodeship and Lubuskie Voivodeship

18

Lubuskie Voivodeship 13. Agricultural Education Centre School Complex in Kamień Mały (Zespół Szkół Centrum Kształcenia

Rolniczego w Kamieniu Małym)

Adress: Kamień Mały 89, 66-460 Witnica


Website: http://zsrkm.pl/

Łódzkie Voivodeship14. Senior Secondary School Complex in Biała Rawska (Zespół Szkół Ponadgimnazjalnych w Białej Rawskiej)

Adress: 96-230 Biała Rawska


Website: http://www.zspbr.rawa-maz.pl/

15. Agricultural Education Centre School Complex in Dobryszyce (Zespół Szkół Centrum Kształcenia Rolniczego

im. Wł. St. Reymonta w Dobryszycach)

Adress: ul. Szkolna 4, 97-505 Dobryszyce

Phone: (044) 681 11 91, 681 11 82; e-mail: [email protected]

Website: http://zsckrdobryszyce.pl/

16. Agricultural Education Centre School Complex in Mieczysławów (Zespół Szkół Centrum Kształcenia

Rolniczego im. Macieja Rataja w Mieczysławowie)

Adress: Mieczysławów, 99-314 Krzyżanów


Website: http://www.mieczyslawow.pl/

Łódź

16

17

20

1819

15

14

Schools participating in the projectLubuskie Voivodeship and Łódzkie Voivodeship

19

Gorzów Wlkp

11

12

13

Łódzkie Voivodeship17. Agricultural Education Centre School Complex in Widzew (Zespół Szkół Centrum Kształcenia Rolniczego

w Widzewie)

Adress: Widzew ul. Szkolna 12, 95-054 Ksawerów


Website: http://www.zsckr.pl/

18. Continued Education Centre Agricultural School Complex in Wojsławice (Zespół Szkół Rolnicze Centrum

Kształcenia Ustawicznego w Wojsławicach)

Adress: Wojsławice 118, 98-220 Zduńska Wola

Phone: (48)(43) 825 14 91; e-mail: [email protected]

Website: http://wojslawice.ksiezyc.pl/

19. Continued Education Centre Agricultural School Complex in Wolbórz (Zespół Szkół Rolnicze Centrum

Kształcenia Ustawicznego im. Andrzeja Frycza Modrzewskiego w Wolborzu)

Adress: ul. Modrzewskiego 107, 97-320 Wolbórz


Website: http://zswolborz.pl/

20. Agricultural Education Centre School Complex in Zduńska Dąbrowa (Zespół Szkół Centrum Kształcenia

Rolniczego im. Jadwigi Dziubińskiej w Zduńskiej Dąbrowie)

Adress: Zduńska Dąbrowa 64, 99-440 Zduny

Phone/fax: (046) 838 74 95; e-mail: [email protected], [email protected]

Website: http://www.zspzd-technikum.pl/

Łódź

16

17

20

1819

15

14

Schools participating in the projectŁódzkie Voivodeship

20

Małopolskie Voivodeship21. Agricultural Education Centre School Complex in Bystra (Zespół Szkół Centrum Kształcenia

Rolniczego w Bystrej)

Adress: Bystra 156, 38-300 Gorlice

Phone/fax (018) 35 13 169; e-mail: [email protected]

Website: http://zsabystra.com.pl/

22. Agricultural Education Centre School Complex in Hańczowa (Zespół Szkół Centrum Kształcenia

Rolniczego w Hańczowej)

Adress: 38-316 Wysowa Zdrój


Website: http://www.zsr-hanczowa.pl/

23. Agricultural Education Centre School Complex in Nowy Targ (Zespół Szkół Centrum Kształcenia

Rolniczego im. Augustyna Suskiego w Nowym Targu)

Adress: ul Kokoszków 71, 34-400 Nowy Targ


Website: www.zsr.nowytarg.pl

24. Economic and Comprehensive School Complex in Tarnów (Zespół Szkół Ekonomiczno-Ogrodniczych

im. Tadeusza Kościuszki w Tarnowie)

Adress: ul. Sanguszków 28, 33-100 Tarnów


Website: http://zseo-tarnow.neostrada.pl/

Kraków

212223

24

Schools participating in the projectMałopolskie Voivodeship

21

Mazowieckie Voivodeship25. Agricultural Education Centre School Complex in Golądkowo (Zespół Szkół Centrum

Kształcenia Rolniczego im. Jadwigi Dziubińskiej w Golądkowie

Adress: Golądkowo 41, 06-120 Winnica

Phone/fax: (023) 691 40 73, 691 40 83 ; e-mail: [email protected]

Website: http://www.zsgoladkowo.eu/

26. Agricultural Education Centre School Complex in Gołotczyzna ( Zespół Szkół Centrum

Kształcenia Rolniczego im. A. Świętochowskiego w Gołotczyźnie)

Adress: ul. Ciechanowska 18b, 06-430 Sońsk


Website: http://bratne.republika.pl/

27. Senior Secondary School Complex in Nowa Wieś (Zespół Szkół Ponadgimnazjalnych

im. Tomasza Nocznickiego w Nowej Wsi)

Adress: Nowa Wieś 70A, 05-660 Warka


Website: http://zspnowawies.pl/

28. School Complex in Płock (Zespół Szkół im. Leokadii Bergerowej w Płocku)

Adress: ul. Kutnowska 30, 09-402 Płock


Website: http://zsberg.edu.pl/

Warszawa

2526

28

27

31

29

30

Schools participating in the projectMazowieckie Voivodeship

22

Mazowieckie Voivodeship29. Agricultural Education Centre School Complex in Sokołów Podlaski (Zespół Szkół Centrum Kształcenia

Rolniczego im. Wł. St. Reymonta w Sokołowie Podlaskim)

Adress: ul. Oleksiaka Wichury 3, 08-300 Sokołów Podlaski


Website: http://zs2.sokolowpodl.pl/

30. Agricultural Education Centre School Complex in Komorów (Zespół Szkół Centrum Kształcenia Rolnic-

zego im. Szkoły Podchorążych Piechoty w Komorowie)

Adress: Stare Lubiejewo, ul. Klonowa 4, 07-300 Ostrów Mazowiecka


Website: http://www.lubiejewo.republika.pl/

31. Agricultural Education Centre School Complex in Studzieniec (Zespół Szkół Centrum Kształcenia Rolnic-

zego w Studzieńcu)

Adress: Studzieniec 30, 09-200 Sierpc

Phone/fax: (024) 275 08 10

Website: http://zszstudzieniec.home.pl/

Opolskie Voivodeship32. Agricultural Education Centre School Complex in Głubczyce (Zespół Szkół Centrum Kształcenia Rolnic-

zego im. Władysława Szafera w Głubczycach)

Adress: ul. Niepodległości 2, 48-100 Głubczyce


Website: http://cku_zsr_glubczyce.wodip.opole.pl/

Warszawa

2526

28

27

31

29

30

Opole

32

Schools participating in the projectMazowieckie Voivodeship and Opolskie Voivodeship

23

Podkarpackie Voivodeship33. Agricultural Education Centre School Complex in Nowosielce (Zespół Szkół Centrum Kształcenia

Rolniczego im. II Czechosłowackiej Brygady Spadochronowej w Nowosielcach)

Adress: Nowosielce 206, 38-530 Zarszyn

Phone/fax: (013) 465 39 80/81; e-mail: [email protected]

Website: http://zsckr-nowosielce.pl/

34. Agricultural Education Centre School Complex in Rzemień (Zespół Szkół Centrum Kształcenia Rolniczego

im. prof. Wł. Szafera w Rzemieniu)

Adress: Rzemień 243, 39-322 Rzemień

Phone: 17 7748130; e-mail: [email protected]

Website: http://zsckr.rzemien.eu/

Podlaskie Voivodeship35. Practical Education Centre Agricultural School Complex in Białystok (Zespół Szkół Rolniczych Centrum

Kształcenia Praktycznego w Białymstoku)

Adress: ul. Ks. St. Suchowolca 26, 15-566 Białystok


Website: http://www.zsrckp.pl/

36. Agricultural Education Centre School Complex in Janów (Zespół Szkół Centrum Kształcenia Rolniczego

w Janowie)

Adress: ul. Białostocka 22, 16-130 Janów


Website: http://zsrjanow.edu.pl/

Rzeszów34

33

Białystok35

36

37

38

3940

Schools participating in the projectPodkarpackie Voivodeship and Podlaskie Voivodeship

24

Podlaskie Voivodeship37. Agricultural Education Centre School Complex in Marianowo ( Zespół Szkół Centrum Kształcenia

Rolniczego im. chor. Jana Szymańskiego w Marianowie)

Adress: Marianowo 7, 18-421 Piątnica


Website: http://marianowo.neostrada.pl/

38. Agricultural Education Centre School Complex in Rudka (Zespół Szkół Centrum Kształcenia Rolniczego

im. K. Kluka w Rudce)

Adress: Ossolińskich 1, 17-123 Rudka


Website: http://www.zsrudka.edu.pl

39. Agricultural Education Centre School Complex in Sejny (Zespół Szkół Centrum Kształcenia Rolniczego

im. Stanisława Staszica w Sejnach)

Adress: ul. Konarskiego 23, 16-500 Sejny


Website: http://www.zstrsejny.internetdsl.pl/

40. Agricultural Education Centre School Complex in Suwałki (Zespół Szkół Centrum Kształcenia Rolniczego

im. Wincentego Witosa w Suwałkach)

Adress: ul. Ogrodowa 49, 16-400 Suwałki


Website: http://www.zs7.edu.pl/

Białystok35

36

37

38

3940

Schools participating in the projectPodlaskie Voivodeship

25

Pomorskie Voivodeship 41. Practical Education Centre Agricultural School Complex in Bolesławowo (Zespół Szkół Rolniczych Centrum

Kształcenia Praktycznego w Bolesławowie)

Adress: Bolesławowo 15, 83-250 Skarszewy


Website: http://www.boleslawowo.pl/

Śląskie Voivodeship42. Agricultural Education Centre School Complex in Nakło Śląskie (Zespół Szkół Centrum Kształcenia Rolniczego im.

1000lecia Państwa Polskiego w Nakle Śląskim

Adress: ul. Gustawa Morcinka 9, 42-620 Nakło Śląskie

Phone: (032) 381 32 22

Website: http://ckrnaklo.pl/

Świętokrzyskie Voivodeship43. Agricultural Education Centre School Complex in Chroberz (Zespół Szkół Centrum Kształcenia Rolniczego im.

Bolesława Chrobrego w Chrobrzu)

Adress: Chroberz 268, 28-425 Złota


Website: http://www.zsrchroberz.pl/

44. Agricultural Education Centre School Complex in Sandomierz (Zespół Szkół Centrum Kształcenia Rolniczego im.

Ziemi Sandomierskiej)

Adress: ul. Mokoszyńska 1, 27-600 Sandomierz


Website : http://www.mokoszyn.pl/

Gdańsk

41

Katowice

42

Kielce

43

44

45

Schools participating in the projectPomorskie Voivodeship, Śląskie Voivodeship and Świętokrzyskie Voivodeship

26

Świętokrzyskie Voivodeship45. Agricultural Education Centre School Complex in Sichów Duży (Zespół Szkół Centrum Kształcenia

Rolniczego w Sichowie Dużym)

Adress: Sichów Duży 89, 28-236 Rytwiany


Website: http://zsrsichow.strefa.pl

Warmińsko – Mazurskie Voivodeship46. Agricultural Education Centre School Complex in Dobrocin

(Zespół Szkół Centrum Kształcenia Rolniczego w Dobrocinie)

Adress: Dobrocin 3, 14-330 Małdyty


Website: http://zsckr.cba.pl/

Wielkopolskie Voivodeship47. Agricultural Education Centre School Complex in Powiercie

(Zespół Szkół Centrum Kształcenia Rolniczego w Powierciu)

Adress: Powiercie 31, 62-600 Koło


Website: www.powiercie.eu

Zachodniopomorskie Voivodeship48. Agricultural Education Centre School Complex in Bonin (Zespół Szkół Centrum

Kształcenia Rolniczego im. Wincentego Witosa w Boninie)

Address: 76-009 Bonin


Website: www.zsbonin.pl

Kielce

43

44

45

Olsztyn

46

Poznań

47

Szczecin

48

Schools participating in the projectŚwiętokrzyskie Voivodeship, Warmińsko-Mazurskie Voivodeship, Wielkopolskie Voivodeshipand Zachodniopomorskie Voivodeship

27

Budzich-Szukała U. (2008), Programme LEADER w Polsce – sposób na aktywizację wsi. In Polska wieś 2008 Raport o stanie wsi, FDPA, Warszawa

Domalewski J. (2011), Charakterystyki społeczne, środowiskowe i edukacyjne uczniów – w poszukiwaniu specyfi ki szkół rolniczych w Polsce.

In Domalewski J. (Ed.) Zadania i funkcje szkół rolniczych w Polsce z perspektywy kompetencji kluczowych uczniów w zakresie przedsiębiorczości

i inicjatywności, IRWiR PAN, Warszawa, p. 65-69.

Domalewski J., Wasielewski K. (2011), Kompetencje kluczowe uczniów szkół rolniczych w zakresie przedsiębiorczości i inicjatywności.

In Domalewski J. (Ed.), Zadania i funkcje szkół rolniczych w Polsce z perspektywy kompetencji kluczowych uczniów w zakresie przedsiębiorczości

i inicjatywności, IRWiR PAN, Warszawa, p. 73-118.

Frenkel I. (2010), Ludność wiejska. In Wilkin J., Nurzyńska I. Raport o stanie wsi. Polska wieś 2010, (Eds.), Wydawnictwo Naukowe Scholar,

Warszawa, p. 62.

Kamiński R. (2011), Kapitał społeczny uczniów szkół rolniczych. In Domalewski J. (Ed.), Zadania i funkcje szkół rolniczych w Polsce z perspektywy

kompetencji kluczowych uczniów w zakresie przedsiębiorczości i inicjatywności, IRWiR PAN, Warszawa, p. 142.

Stanny M. (2011), Wiejski rynek pracy oraz aktywność zawodowa mieszkańców wsi. In Domalewski J. (Ed.), Zadania i funkcje szkół rolniczych

w Polsce z perspektywy kompetencji kluczowych uczniów w zakresie przedsiębiorczości i inicjatywności, IRWiR PAN, Warszawa, p. 31.

Wasielewski K. (2011), System kształcenia rolniczego – stan i perspektywy. In J. Domalewski (Ed.), Zadania i funkcje szkół rolniczych w Polsce

z perspektywy kompetencji kluczowych uczniów w zakresie przedsiębiorczości i inicjatywności, IRWiR PAN, Warszawa, p. 33-34, 41-42.

Websites:

http://europeandcis.undp.org (Web. 20.03.2012)

http://www.infograifka.co/co-to-jest-infograifka.html (Web. 20.03.2012 )

Bibliografi a

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