91滴滴

Termin aplikowania: do 19 kwietnia 2024 r.

Regulamin aplikowania o Stypendium Santander znajdziesz poni偶ej:

Termin aplikowania: do 16 kwietnia 2023 r.

Regulamin aplikowania o Stypendium Santander znajdziesz poni偶ej:

W pierwszej kolejno艣ci udaj si臋 do Koordynatora Wydzia艂owego.

List臋 aktualnych Koordynator贸w mo偶esz znale藕膰 poni偶ej.

wyjazdy-zagraniczne/koordynatorzy-wydzialowi

Najbli偶sza rekrutacja odb臋dzie si臋 27 stycznia i potrwa do 3 marca 2025. Rekrutacja dotyczy膰 b臋dzie wyjazd贸w w roku akademickim 2025/2026.

Rekrutacja odbywa si臋 raz w roku i dotyczy wyjazd贸w na kolejny semestr zimowy lub letni. Sk艂ada si臋 z kilku etap贸w:
Etap pierwszy
Z艂o偶enie wniosku o przyj臋cie do programu przez USOSweb.
Etap drugi
Rozmowa z Wydzia艂ow膮 Komisj膮 Rekrutacyjn膮. 
Na co zwraca uwag臋 Komisja?
- znajomo艣膰 j臋zyka obcego;
- 艣rednia minimum 3,7 z ca艂ego okresu studi贸w;
- brak przedmiot贸w do nadrobienia;
- dodatkowe kryteria ustalone przez Wydzia艂.
Etap trzeci
Rozpatrzenie kandydatury przez uczelni臋, do kt贸rej aplikujesz.
Etap czwarty
Wys艂anie wymaganych dokument贸w do zagranicznej uczelni.
Etap pi膮ty
Wizyta w BWZ w celu dope艂nienia ostatnich formalno艣ci oraz podpisania umowy na wyjazd.
 

O wyjazdy mog膮 ubiega膰 si臋 osoby studiuj膮ce w U艁 (r贸wnie偶 doktoranci szk贸艂 doktorskich), niezale偶nie od posiadanego obywatelstwa, z zachowaniem r贸wnych szans os贸b ka偶dej p艂ci oraz os贸b z niepe艂nosprawno艣ciami.

Mo偶esz wyjecha膰 do jednego z 26 pa艅stw UE (nie licz膮c Polski), a tak偶e Liechtensteinu, Islandii, Norwegii, Republiki Macedonii P贸艂nocnej lub Turcji. Spis uczelni partnerskich U艁 mo偶esz sprawdzi膰 w systemie USOSweb.

Nie tracisz do niego prawa, jest ono nadal wp艂acane na Twoje konto.

Tak. Dofinansowanie unijne jest wyp艂acane w kilku ratach - zar贸wno w przypadku studi贸w, jak i praktyk/sta偶u. Stypendium UE jest form膮 dop艂aty do koszt贸w utrzymania i pobytu podczas wymiany za granic膮, nie pokrywa jednak 100% wszystkich wydatk贸w.

Tak. Osoby ko艅cz膮ce studia mog膮 skorzysta膰 z oferty sta偶贸w lub praktyk na zagranicznych uczelniach, kt贸re s膮 posiadaczami Europejskiej Karty Erasmus+ dla Szkolnictwa Wy偶szego albo w firmach, kt贸re prowadz膮 dzia艂alno艣膰 w krajach z programu Erasmus+. O wyjazd mo偶esz stara膰 si臋 b臋d膮c studentem ostatniego roku, a sta偶 lub praktyk臋, kt贸ra trwa od 60 dni do 12 miesi臋cy, mo偶esz odby膰 w ci膮gu maksymalnie roku od obrony pracy dyplomowej.

Mo偶esz ubiega膰 si臋 o dofinansowanie koszt贸w podr贸偶y. Jego wysoko艣膰 okre艣la co roku Dziekan Twojego Wydzia艂u. Wyp艂ata dofinansowania nast臋puje po rozliczeniu si臋 z wyjazdu w BWZ U艁 na podstawie z艂o偶onego O艣wiadczenia o poniesionych kosztach podr贸偶y i dowod贸w p艂atno艣ci/bilet贸w/rachunk贸w.

Belgia
17 鈥� 20 = bdb
16 鈥� 15 = db+
14 鈥� 13 = db
12 鈥� 11 = dst+
10 鈥� 9 = dst
poni偶ej 9 = ndst

Cypr
8,1 鈥� 10,0 = bdb
6,5 鈥� 8,0 = db+
5,5 鈥� 6,49 = db
5,0 鈥� 5,49 = dst
poni偶ej 5,49 = ndst

Finlandia
5 = bdb
4 = bdb
3 = db
2 = dst+
1 = dst
0 = ndst

Francja
17 鈥� 20 = bdb
14 鈥� 15 = db+
12 鈥� 13 = db
11 鈥� 12 = dst+
10 鈥� 10,9 = dst
0 鈥� 9,8 = ndst

Hiszpania
10 = Matricula de honor = bdb
9 = Sobresaliente = bdb
8 鈥� 8.9 = Notable = db+
7 鈥� 7.9 = Notable = db
6 鈥� 6.9 = Aprobado = dst+
5 鈥� 5.9 = Aprobado = dst
0 鈥� 4.9 = Suspenso = ndst

Holandia
9 鈥� 10 = bdb
8 鈥� 8.9 = db+
7 鈥� 7.9 = db
6 鈥� 6.9 = dst+
5.5 鈥� 5.9 = dst
Poni偶ej 5.5 = ndst

Islandia
9-10 = bdb
8.0 鈥� 8.9 = db+
7,0-7,9 = db
5,1 鈥� 6,9 = dst+
5,0 = dst
0-4,9 = ndst

Litwa
10-9 = bdb
8 = db plus
7 = db
6 = dst plus
5 = dst
Poni偶ej 5 = ndst

艁辞迟飞补
10 鈥� 8 = bdb
7 = db plus
6 = db
5 = dst plus
4 = dst
3 鈥� 1 = ndst

Niemcy
13 鈥� 18 lub 1,0 鈥� 2,0 = bdb
12 lub 2,3 = db+
9 鈥� 11 lub 2,7 鈥� 3,0 = db
8 lub 3,3 = dst+
4 鈥� 7 lub 3,7 鈥� 4,0 = dst
0 鈥� 3 lub 5,0 = ndst

Szwajcaria
5,25 鈥� 6 = bdb
4,75 鈥� 5 鈥� db+
4,5 = db
4,25 = dst+
4 = dst
Poni偶ej 4 = ndst

Turcja
81%-100% = bdb
76%-80% = db+
66% 鈥� 75% =db
61%-65%= dst+
51%-60%= dst
0%-50%= ndst

奥臋驳谤测
5 = bdb
4 = db+
3 = db
2 = dst
1 = ndst

奥艂辞肠丑测
29 鈥� 30 oraz 30 Lode = bdb
27 鈥� 28 = db+
26 鈥� 24 = db
23 鈥� 22 = dst+
21 鈥� 18 = dst
0 鈥� 17 = ndst

The long-term aim of the modernisation strategy of the 91滴滴 is to educate the citizens of Europe that are skilled and live in an inclusive, democratic and responsible European society, as well as to maintain the unity of science, teaching and upbringing in the spirit of the European academic tradition. In the globalisation era, the development of university-level education and the implementation of scientific research requires cooperation going beyond the borders of individual universities and countries, in which these universities operate. The 91滴滴 strongly supports the European Union鈥檚 programme for education, training, youth and sport, and the Erasmus Charter for Higher Education is integral to the realisation of the university strategies and aspirations.

The values underlying the mission of the 91滴滴 relate to community, innovation for development, openness and unity in diversity. They represent the attitude of European citizenship and responsibilities, fostering social and research innovation, as well as expanding regional cooperation across the clusters of local government, civil society actors and cultural life. The community of the UL believe that higher education has a power to make a significant intellectual, cultural and economic contribution to the world and is committed to international excellence through mobility and creation of world-changing projects within research and inspirational teaching.

The reflection on deep internationalization, the value of the united diversity of European languages and cultures and cross-border cooperation for a more inclusive and digitally enhanced academic experience have allowed to formulate the primary goals for the participation in the Erasmus Programme. These goals are interlinked, complement each other and rely on one another in many ways.

1. Extended Cooperation 鈥� cooperation is the foundation of the internationalisation strategy and is reflected in:

• Participation in European University initiative to provide a pan-European space for the mobility of people and ideas to integrate the new generation of creative Europeans collaborating in different languages, across the borders of states and disciplines, in order to rise to major social challenges and address the shortages of qualified staff in Europe.
• Forming consortia and networks with international partners to boost mobility and implement projects that develop innovation and improve the quality of education and research.
• Collaboration with other sectors of education, reaching out to schools, institutions of vocational training, as well as providing lifelong learning opportunities for the community.
• Setting alliances with business and local industry to better adjust the study offer to the changing requirements of the labour market, as well as transfer to academia the best practices from the world of work.
• Partnership with the city of Lodz, local NGOs, associations and groups to work jointly for the development of the region, fostering social projects, charity work, volunteering initiatives, as well as to develop the social innovation projects.

2. Quality of Education:

• Development and modernisation of educational offer by the introduction of new study programmes on Bachelor and Master level instructed in foreign languages on the basis of a thorough market research and in response to the global challenges.
• Continuous training of academic staff in teaching methodologies, with particular focus on the creation of online courses.
• Expended offer of elective subjects in foreign languages (also online) to provide international exchange students with greater flexibility in designing their study plans. They will be able to better match the subjects they attend to their personal interests, future career choices, as well as the requirements of the home institution, which will support recognition.
• Establishment of international joint degree programmes and double diploma programmes with international partners.
• Elaboration of new teaching formats and methodologies, as well as online and blended pedagogies, also in cooperation with the partners universities to benefit from a combined potential of academic expertise and offer didactics of high quality.
• Provision of knowledge based on the cutting-edge research that is fostered by the development of personal skills and attitudes much sought on the labour market but also stimulate social sensitivity, active engagement with community and environmental awareness.
• Create conditions for the acquisition of two languages except for the mother tongue among students and staff by offering language courses and developing language teaching pedagogies.
• Personalisation of students鈥� and doctoral students鈥� training, understood in terms of an individual approach, is a core objective of the university. It is intended to identify and foster their potential and develop academic passions from the very beginning of studies.

3. Digital Transformation:

• Digitisation of a mobility process starting from the application, through selection and contractual procedures, as well as during mobility and after mobility, including the process of recognition.
• Implementation of Erasmus Without Paper initiative to simplify the procedures related with mobility of students and staff.
• Adaptation of administrative processes to the requirements of a digital era.
• Provision of tool and methodologies for the elaboration of e-learning and blended learning courses, also in different languages.

4. Mobility for All:

• Active advocating for University employees to undergo mobility periods abroad, especially the academic and administrative staff that haven鈥檛 benefited from Erasmus+ mobility so far.
• Simplification of procedures connected with the mobility.
• Organisation of international staff weeks to maintain relations, establish new partnerships and form networks across boarders.
• Establishment of new directions for mobility to offer more diverse mobility opportunities to students and staff members.
• Design and implementation of a targeted promotional campaign to attract more students to undertake a semester period abroad, with a particular focus on faculties and programmes underrepresented in mobility.
• Full recognition of learning outcomes attained abroad.
• Support for the students and staff in less favourable conditions and coming from vulnerable backgrounds to undergo mobility, also in a virtual form, introduction of more flexible mobility formats, such as shorter forms of mobility, making additional grants available and provision of individualised institutional support for these students, active promotion of mobility opportunities, improvement of digital skills of students and staff through trainings and provision of tools that support remote work and virtual mobility.

5. Community Outreach:

• Engagement of students, also incoming ones with charity work, volunteering for the community, gaining experience in non-governmental sector.
• Promotion of social and civic engagement of outgoing students during their mobility and recognition of their involvement as examples of best practice.
• Organisation of events that promote engagement and bring together students across disciplines and from various faculties to work jointly in order to generate a social impact.
• Cooperation with Erasmus Student Network and support for their social projects.
• Advocating for the environmental issues, engagement in projects that foster the environmental awareness, provide tools helpful in mitigating the negative side of mobility, as well as abiding green practices when it comes to the marketing efforts of the University.

The above mentioned goals are aligned with the institutional strategy and are supported by the relevant objectives and activities to stimulate a process of a meaningful change in accordance with the 鈥淔ree your mind鈥� motto of the 91滴滴. They also respond to the objectives set by the challenges outlined in the strategic EU documents, such as the renewed agenda for HE that are faced by broadly understood education in Europe. They are meant to foster job creation, economic growth and improved social cohesion and respect for the European identity in its entire diversity. Tackling skills mismatches for better employability, building inclusive and connected higher education systems for equity and solidarity, fostering innovation and the reform for more effective and efficient higher education systems the 91滴滴 will contribute to the development of a stable and competitive European Education Area in relation to the rest of the world.

International programmes are among priorities in the scientific and educational activity of the 91滴滴 (UL). This  has been indicated by the participation in the 6th and 7th Framework Programme, and in the Erasmus Programme (as part of the Lifelong Learning Programme), as well as the former Socrates and Tempus programmes. All the UL Faculties have been recently involved in actions targeted at internationalization, and the idea has been expressed in the documents pertaining to the University鈥檚 mission and strategy.

Academic partners of the 91滴滴 are mostly HEI鈥檚 from European countries (both EU members and non-EU). The contacts are based on framework bilateral agreements as well as the Erasmus programme agreements. The UL holds also partnership with HEI鈥檚 from other parts of the world, ie. Asia, North and South America, through the means of framework agreements on teaching and research cooperation. Among non-EU European countries, priority is given to Ukraine, while Kazakhstan is the priority non-European country. A number of cooperation agreements with HEI鈥檚 of these two countries have been recently signed, which will enable exchange of teaching staff and students, as well as joint educational and research projects.

The assumptions of the UL international cooperation policy include the fulfillment of several primary goals related to the increase of internalization of the actions conducted at the University.

The goals are below:

1. To increase the mobility of students of all levels and fields of study 鈥� this is reflected by the increase in the number of bilateral agreements signed by the 91滴滴, and by the variety of academic disciplines available for mobility.
2. To promote the development of study programmes instructed in foreign languages. The present offer comprises interdisciplinary modules and course modules for foreign students on a 1- or 2- semester mobility, as well as full-time I and II cycle programmes aimed at those who intend to pursue a UL degree (the English-instructed programmes developed to date include: management, modern philology, economics, informatics and econometrics, ecohydrology, computer science, administration, international marketing, gender studies). In near future, programmes held in Spanish and Russian, as well as III cycle studies in certain fields, are planned for start.
3. To make the UL academic offer appeal to non-European students seeking admission for I, II, and III cycle programmes.
4. To develop the student placement system, whether for fields of study with obligatory placement, or the remaining fields of study.
5. To increase the teaching staff mobility through maintaining the existing educational cooperation, and develop new contacts, which includes cooperation in the scope of organization of joint courses for international participants, and, if possible, joint/double degrees.
6. To include teacher mobility as a factor in the staff periodic evaluation system: the mobility will be weighted high as an assessment factor.
7. To increase the existing non-teaching staff mobility as a way to improve functioning of the University鈥檚 administration.
8. To learn from the experience gained by the participation in the Erasmus programme to date, as well as other educational programmes, and to maintain the existing good practice in implementing guidelines for international cooperation. The range of tasks related to international programmes includes: the constant improvement of rules and procedures of recruitment, monitoring the quality of instruction the student receives abroad, recognition of study outcomes achieved at partner universities, integration of incoming students through the system of mentors and the orientation programme, integration of incoming teachers into the UL study curricula, maintaining international contacts in the scope of mobility, and managing the programmes at the University.
9. To make use of international cooperation in the Erasmus programme to date as a basis for joint educational programmes, as well as for joint science and research projects