TEXT WRITTEN BY THE AEC FOR THE PUBLIC CONSULTATION ON THE EUROPEAN UNION EDUCATION, TRAINING AND YOUTH PROGRAMMES AFTER 2006.
|
|
- Barrie Reynolds
- 5 years ago
- Views:
Transcription
1 TEXT WRITTEN BY THE AEC FOR THE PUBLIC CONSULTATION ON THE EUROPEAN UNION EDUCATION, TRAINING AND YOUTH PROGRAMMES AFTER Which of the types of action supported by our current programmes will still be appropriate for the period beyond 2006? Which - if any- new ones should be added? Which - if any- should be dropped? The AEC is an association of almost 200 institutions for professional music training in all European countries. Its aims are to promote the collaboration between member institutions and to represent the interests of the professional music training sector. These aims are achieved by various activities, such as an Annual Congress, an annual meeting of SOCRATES coordinators in the field of music, various regular publications and EU funded projects with specific themes. One of the AEC s recent activities has been a survey on the use of European programmes by the AEC member institutions. Through this survey, which had an unusually high response rate, several trends have become visible (a more detailed analysis is currently being made): Although several excellent music projects have been realised in the framework of SOCRATES, including a growing number of institutions participating in the exchange of students and teachers, these activities are usually initiated by a small group of active institutions. Virtually all conservatoires have international contacts, but often these contacts are not structured and do not make use of the possibilities in the European programmes. Some examples: in Spain only 3 out of 24 eligible conservatoires were active in the ERASMUS programme in 2001/2002, in France 2 out of 36 eligible conservatoires, in Italy 10 out of 57, in the Netherlands 5 out of 11, in Germany 14 out of 24, in Hungary 2 out of 6, while in Greece, Luxembourg and the French part of Belgium none of the conservatoires can participate in ERASMUS because of problems of eligibility. In many institutions with an ERASMUS Institutional Contract, there seems to be a serious difference between the number of student and teacher mobility grants applied for and those actually realised. There is a low number of ERASMUS Intensive Programmes and Curriculum Development Projects in the field of music. The same applies to COMENIUS and SOCRATES Observation & Analysis, while no music projects in GRUNDTVIG or MINERVA have been identified. Obviously, many institutions still have not found their way to the European programmes. This may be due to the following reasons: Lack of information or awareness of the benefits that participation in these programmes can bring. The individual character of music education, in which one-to-one teaching is still the most effective method of training, implying an unusually strong connection between teacher and student. This makes exchanges in professional music training a more complicated matter in terms of practical arrangements. The specific artistic and educational intensity of the studentteacher relationship is one of many educational practices that distinguish music from all other disciplines; it is therefore crucial for the music institutions to address such issues in terms of music itself. Problems of eligibility for participation in SOCRATES of institutions for professional music training in several European countries seem to complicate this situation even further. Some small institutions find it difficult to find administrative staff to deal with the practical organisation of the European programmes. Based on these facts the following proposals regarding future actions can be made, relative to the professional music training sector: 1. Mobility seems to be the strongest component of the European activities in the field of professional music training. However, a certain inflexibility of the rules for mobility activities seems to create problems for institutions in music, especially in relation to the minimum length of mobility periods. - In relation to student mobility, study periods for student mobility with the minimum duration of three months of study periods can pose problems for both teachers and students, due to the highly individual character of training. It would therefore be helpful, if the European programmes would also have the possibility to send students (or small groups of students) to another European country for shorter mobility periods, for example 5 days - 2 weeks. In a way, this activity could be seen as a short Intensive Programme, but not necessarily with more than two partner institutions and for a shorter period of time. Such an action would undoubtedly increase the number of students with a European learning experience. - Regarding the mobility of teachers, the flexibility in relation to the minimum duration has been increased by adding a minimum of eight teaching hours to the original minimum duration of one week. It is vital that this flexibility is maintained: teachers in professional music training institutions work usually only part time and will therefore, due to many other professional obligations as performing musicians, often not be able to visit a host institution for more than two to three AEC
2 days. Still, within this short period, it is normal practice for music teachers to teach a high number of hours per day, which means the minimum of eight hours will easily be realised. It is also our opinion that institutions should be encouraged to see teacher mobility not only as "sending a teacher abroad", but also as a unique opportunity for continuing professional development for teaching staff, especially for young teachers and/or teaching assistants, who will experience the period abroad as an effective way to update existing and gain new skills. - Many institutions indicate that the main obstacle to both student and teacher mobility are the extremely low mobility grants. It is important to understand that in some countries institutions do not have the financial capacity to add own funding to the EU mobility grants. The AEC would especially draw the attention to the position of small institutions (these can be both independent institutions or faculties/departments of larger educational conglomerates) with limited resources in terms of finances and personnel. It would be therefore advisable to take the specific situation of small institutions into account in the selection procedures and allocation of mobility grants. Not only students are hesitant to start a study period abroad with the current low level of financial support, but for teachers it can be problematic as well: again, this is connected to the individual character of professional music training, in which teachers usually have parttime contracts and are paid by the hour. As no teaching fees can be funded through the mobility grants, often teachers have to realise the visit abroad in their free time, which is not something many musicians can afford to do. Whenever teachers do ask for fees, only the larger and richer institutions are in the position to solve this problem. Some flexibility on how the mobility grants can be spent would therefore be advisable to address this issue. 2. As the Bologna process is gaining speed, it is becoming clear that measures have to be taken beyond simple mobility activities. As the mobility outside EU programmes in the field of professional music training is traditionally high (mainly mobility of students following a full degree course abroad), more attention should be given to joint curriculum development, the use of ECTS, the development of a joint quality assurance approach and measures for the recognition of diplomas and study periods. For a sector where the use of ECTS is still limited, joint curriculum development is practically non-existent and problems with the recognition of diplomas in study periods occur frequently, the EU should make funding available to specific sectors to deal with these problems. One way to address this could be to strengthen the Thematic Network component of SOCRATES or to give financial support to sectorial European associations willing to develop solutions for these issues. 3. One EU action that has been seen as the major disappointment for the sector, are the so-called "Joint Actions". These "Joint Actions have been aiming at connecting SOCRATES, LEONARDO and YOUTH, but have failed to include a cultural component. Unfortunately no follow-up has been developed of the highly successful CONNECT Initiative, which was meant for projects connecting education and culture. The connection between education and culture (symbolised by the DG for Education and Culture) is a natural one, as it has been demonstrated that the arts provide a unique form of learning that enhances life skills and builds confidence in diverse communities and situations. We are therefore strongly in favour of implementing a strong cultural component in all European educational programmes. This also corresponds with article of the EU treaty, which states The Community shall take culture into account in its actions under other provisions of this Treaty ( ). 2. How can our programmes more efficiently complement action at national, regional and local levels (e.g. mobility grants)? The complementarity to national, regional and local action levels can be ensured by a strong focus on multilateral co-operation projects (possibly by increasing the minimum number of participating countries) and sufficient support to sectorial "vertical" Thematic Network actions on European level, giving subject areas the possibility to develop initiatives across all levels of education and training (see question C.1). 3. How can our programmes better encourage innovation and its transfer into mainstream activity? The programmes can encourage innovation and a stronger connection to mainstream activity by: 1. Promoting multilateral partnerships with partners from various backgrounds (educational institutions, professional organisations, research institutes, social partners, etc.) 2. Supporting projects with well-developed dissemination strategies. Although dissemination activities should always be an integral part of any EU funded project, the Commission could consider supporting "top-level" projects as "showcases of European collaboration" for additional dissemination actions. 3. Giving more attention in the new programmes to initiatives regarding the content and quality of teaching, not just mobility. AEC
3 4. What sorts of programme action will best support the adaptation of our education, training and youth systems to meet the common policy challenges facing European countries in the coming years? In order to be able to face the future common policy challenges, it is important that institutions are able to discuss and respond to these challenges within their own sector, but also in the larger context of higher education. Platforms need to be supported on European level therefore, which would give institutions the possibility to discuss these challenges in "vertical" and "horizontal" ways. This could be done by strengthening the Thematic Network component or by supporting active sectorial European associations. 5. What types of action in education, training and youth are most relevant for co-operation with "third countries"? Music is such a highly international subject area, that any division of actions into "EU-specific" and "collaboration with third countries" seems to be unnatural to the dynamic international reality of the sector. We are therefore strongly in favour to increase possibilities for the inclusion of third countries in EU programmes. However, the following remarks could be made: A distinction could be made between "third countries in Europe" and "third countries outside Europe". As some "European third countries" (the Balkans and former Soviet Union states) have educational and musical cultures, which are closely connected to the overall European cultural heritage, these regions should therefore never be excluded from participation in EU programmes and should receive greater attention. A distinction could also be made between "simple" mobility programmes, which play a role in the creation of mutual understanding cultural diversity, and programmes that are targeting development of educational programmes and policies, which would enable the EU to operate better in a highly competitive globalized sector of education. The latter kind of programmes would be restricted to European (including "European third countries") participation, thus symbolising the unity of the European continent in the rapidly developing trend of globalisation. A greater attention to projects with cultural components would be advisable. Culture in general and music in particular are perfect vehicles for cross-cultural understanding and multi-cultural development. Exclusion of cultural subject areas, as has been the case in TEMPUS and some of the other cooperation programmes with third countries, should be avoided at all times. 6. SOCRATES and LEONARDO essentially reflect the needs of Europe's own citizens; but TEMPUS (and other Community activities) use education to build relation between the EU and third countries, even as a tool for development aid. Do we currently have to balance right between these two types of action? Should the EU promote more links between its own education and training institutions and the rest of the world, or should it concentrate on intra-european links? See answer to question Should we retain separate programmes broadly targeting (1) EU, EEA and Candidate countries, and (2) the rest of the world? Or should third countries be included in the main education, training and youth programmes? If so, how? See answer to question 5. AEC
4 8. Up to now we have had separate programmes for education, training and youth work. Is it better to keep these separate programmes, which can reflect the specificity of the areas they deal with; or would it be better to have fewer programmes covering the whole lifelong learning process, within which education, training and youth would each find its place? Usually both professional and non-professional musicians are active in music education for all their lives. In order to be able to learn a musical instrument, it is often necessary to start at very early age because of the various musical, physical, psychological and intellectual dimensions of music education. It is highly unusual for a professional musician to start studying music seriously after the age of 18. Being a musician (both professional and non- professional) therefore seems to be the perfect example of a truly lifelong learning situation, starting to learn at a very early age and continuing up to or well after retirement. Despite this fact, professional music training is organised differently in the various European countries: sometimes professional music training is organised in national systems for education (university level music academies), sometimes in national systems for training (non-university higher education institutions). Based on this situation, from the perspective of the professional music training sector it is not necessary to create divisions between education and training or between the various levels of education, as is the case in the current EU programmes. Especially the possibility to implement activities on European level across the various levels in education would be seen as a major improvement in the flexible use of the European programmes. 9. What could be the most effective mode of organisation for future programmes? By type of organisation? By type of activity? By groups of potential beneficiaries? To reach maximum flexibility in relation to collaboration and participation, it would be easier to organise future programmes according to activity. Other modes of organisation (type of organisation, groups of potential beneficiaries) might lead to problems with accessibility of organisations from various levels of education and from the professional world. The types of activities could be organised as follows: 1. Physical mobility schemes, with the possibility to exchange students, teachers and managerial staff across all levels of education, training and the profession. 2. Multilateral projects: - Intensive Programmes, but without limitations regarding the participation of institutions with various backgrounds and levels. - Joint curriculum development, but without limitations regarding the participation of institutions with various backgrounds. - Innovative research/pilot projects to improve the European dimension ( Bologna issues!) and the quality of education and training. - Thematic Networks, offering specific subject areas a platform for discussion and development. 3. Thematic programmes: short term programmes for multinational projects with specific themes, connected to important policy issues developed by the European Union. Examples could be elearning, lifelong learning, the connection between education and culture, joint European masters, etc. 10. Some of the existing programme actions, such as individual mobility grants, are managed decentrally via the National Agencies in the participating countries. Other actions, such as large multinational projects, are managed centrally by the European Commission with the help of its Technical Assistance Office. What are the advantages and disadvantages of these two approaches? Can they be improved? According to feedback the AEC has received from its member institutions, it seems that the opinions of most institutions about the decentralised management of the mobility grants by the National Agencies are mixed. Some institutions report that National Agencies can be easily approachable for information and assistance, having developed an efficient tool for the management of the grants, while others report that the NAs have not lowered or, in some cases, even have increased the bureaucratic workload, including delays in payments. The following remarks can be made: The National Agencies should give greater attention to the setting of deadlines. Deadlines for reporting to the National Agencies should not coincide with the deadlines set by the European Commission in Brussels to avoid unequally divided workloads. European multilateral projects should remain the responsibility of the European Commission in Brussels. Obviously many managerial aspects of these multinational projects could be improved, especially in relation to the financial management (see question 13). AEC
5 In relation to the application procedures for some of the multinational projects, closer attention should be given to the procedures with pre-proposals. An example of good practise could be taken from the procedure with pre-proposals in the LEONARDO programme, although it must be said that the LEONARDO pre-proposal itself already constitutes a sizeable amount of work. However, in this procedure the pre-proposal is judged on national level, whereas the full proposals are judged in Brussels with a high level of probability for approval. The same procedure application could be applied to projects in other components of future EU programmes. It appears that the opinion of the National Agencies regarding preproposals in the MINERVA and GRUNDTVIG were hardly taken into account in the Brussels phase of the procedure in the past, which is an unfortunate situation. Differences in the amounts of the mobility grants used by the various National Agencies for the same destination should be avoided. An exception could be made for the poorer countries of the EU and the pre-accession countries, but there is no reason for a student from the UK to have a substantially higher mobility grant then a French one for the same destination in Austria. Some co-ordination in this matter seems to be necessary. 11. Are any potential participants in the program excluded because of the way it is designed or run? Are all the main stakeholders in education, training and youth suitably involved in the programmes (on European, National, regional and local levels)? What are the barriers that keep out those who currently do not take part or are under represented, such as SMEs and the social partners, and how can they be lifted? The exclusion of certain potential participants in the future programmes can be avoided by: Developing a flexible framework as described in question 8. For the establishment of a programme without borders between education and training or between the various levels in education, a maximum accessibility for organisations with various backgrounds will be insured. Avoiding the exclusion of certain subject areas in certain programmes. The exclusion of culture as an eligible subject area in TEMPUS, some of the other programmes with third countries and the Joint Actions serve as an example of bad practise related to these issue. 12. How to build sufficient flexibility into the programme design and the definition of its component actions to permit it to respond to the common policy challenges facing European countries in the common years? See answer the question What have been the best and the worst features of the existing programmes? What elements would you like to see reinforced, what introduced, and what dropped? How can the program be made more user friendly? If you have not taken part in our programmes so far, why not? In relation to the management of the programmes, the following issues will have to be addressed: The assessment of project proposals should take less time and should be more transparent with regards to reasons of approval or rejection. A greater flexibility in financial procedures: no endless delays of payment of grants, no strict rules regarding original signatures on bank identification forms, no absurd rules for financial control. The introduction of the TCP forms in the application procedure for the ERASMUS Intensive Programmes means a serious obstacle for the development of applications. ERASMUS Intensive Programmes are among the most dynamic components of SOCRATES in the professional music training sector. A decrease of applicants (and therefore projects) due to the considerably higher workload of the application procedure is to be expected. Greater attention to the position of small subject areas and institutions with special needs and characteristics. AEC Office 25/2/2003 AEC
SOCRATES PROGRAMME GUIDELINES FOR APPLICANTS
SOCRATES PROGRAMME GUIDELINES FOR APPLICANTS The present document contains a description of the financial support available under all parts of the Community action programme in the field of education,
More informationThe recognition, evaluation and accreditation of European Postgraduate Programmes.
1 The recognition, evaluation and accreditation of European Postgraduate Programmes. Sue Lawrence and Nol Reverda Introduction The validation of awards and courses within higher education has traditionally,
More informationNA/2006/17 Annexe-1 Lifelong Learning Programme for Community Action in the Field of Lifelong Learning (Lifelong Learning Programme LLP)
Lifelong Learning Programme for Community Action in the Field of Lifelong Learning (Lifelong Learning Programme LLP) Guide for Applicants 2007-2013 1 First level (page 1) NA/2006/17 A What the LLP offers
More informationCouncil of the European Union Brussels, 4 November 2015 (OR. en)
Council of the European Union Brussels, 4 November 2015 (OR. en) 13631/15 NOTE From: To: General Secretariat of the Council JEUN 96 EDUC 285 SOC 633 EMPL 416 CULT 73 SAN 356 Permanent Representatives Committee/Council
More informationEUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009
EUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009 Copyright 2009 by the European University Association All rights reserved. This information may be freely used and copied for
More informationMODERNISATION OF HIGHER EDUCATION PROGRAMMES IN THE FRAMEWORK OF BOLOGNA: ECTS AND THE TUNING APPROACH
EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM (ECTS): Priorities and challenges for Lithuanian Higher Education Vilnius 27 April 2011 MODERNISATION OF HIGHER EDUCATION PROGRAMMES IN THE FRAMEWORK OF
More informationQuality in University Lifelong Learning (ULLL) and the Bologna process
Quality in University Lifelong Learning (ULLL) and the Bologna process The workshop will critique various quality models and tools as a result of EU LLL policy, such as consideration of the European Standards
More informationThe Bologna Process: actions taken and lessons learnt
Bologna Ministerial Anniversary Conference 2nd Bologna Policy Forum - Information session Vienna,12 March 2010 The Bologna Process: actions taken and lessons learnt Introduction Pavel Zgaga University
More informationInterview on Quality Education
Interview on Quality Education President European University Association (EUA) Ultimately, education is what should allow students to grow, learn, further develop, and fully play their role as active citizens
More informationModern Trends in Higher Education Funding. Tilea Doina Maria a, Vasile Bleotu b
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Scien ce s 116 ( 2014 ) 2226 2230 Abstract 5 th World Conference on Educational Sciences - WCES 2013 Modern Trends
More informationCOMMISSION OF THE EUROPEAN COMMUNITIES RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL
EN EN EN COMMISSION OF THE EUROPEAN COMMUNITIES Brussels, 9.4.2008 COM(2008) 180 final 2008/0070 (COD) RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL on the establishment of the European
More informationNational Pre Analysis Report. Republic of MACEDONIA. Goce Delcev University Stip
National Pre Analysis Report Republic of MACEDONIA Goce Delcev University Stip The European Commission support for the production of this publication does not constitute an endorsement of the contents
More informationIntroduction. Background. Social Work in Europe. Volume 5 Number 3
12 The Development of the MACESS Post-graduate Programme for the Social Professions in Europe: The Hogeschool Maastricht/ University of North London Experience Sue Lawrence and Nol Reverda The authors
More information3 of Policy. Linking your Erasmus+ Schools project to national and European Policy
1 2 3 of Policy Linking your Erasmus+ Schools project to national and European Policy 1 2 what is policy? Policy is the set of values and objectives that guide the work of organisations or bodies. This
More informationDeliverable n. 6 Report on Financing and Co- Finacing of Internships
TRANSNATIONAL PLACEMENT SCHEME FOR TRANSLATION STUDENTS Agreement Number: 2012-3831/001-001 - Project Number: 526642- LLP- 1-2012- 1- IT- ERASMUS- ECUE Deliverable n. 6 Report on Financing and Co- Finacing
More informationTen years after the Bologna: Not Bologna has failed, but Berlin and Munich!
EUROPE BULDING POLICY IN GERMANY: THE BOLOGNA PROCESS Ten years after the Bologna: Not Bologna has failed, but Berlin and Munich! Dr. Aneliya Koeva The beginning... The Bologna Declaration of 19 June 1999
More informationPROJECT DESCRIPTION SLAM
PROJECT DESCRIPTION SLAM STUDENT LEADERSHIP ADVANCEMENT MOBILITY 1 Introduction The SLAM project, or Student Leadership Advancement Mobility project, started as collaboration between ENAS (European Network
More informationConditions of study and examination regulations of the. European Master of Science in Midwifery
Conditions of study and examination regulations of the European Master of Science in Midwifery Midwifery Research and Education Unit Department of Obstetrics and Gynaecology Hannover Medical School September
More informationDeveloping ICT-rich lifelong learning opportunities through EU-projects DECTUG case study
Developing ICT-rich lifelong learning opportunities through EU-projects DECTUG case study 1997-2003 Anna Grabowska Head of Distance Education Centre at Gdansk University of Technology, G. Narutowicza 11/12,
More informationCALL FOR PARTICIPANTS
CALL FOR PARTICIPANTS TRAINING OF TRAINERS FOR EUROPEAN ERASMUS+: YOUTH IN ACTION PROJECTS 2017/18 CALL FOR PARTICIPANTS YOU HAVE...already gained experience as a trainer within the field of Non-Formal
More informationMarie Skłodowska-Curie Actions in H2020
Marie Skłodowska-Curie Actions in H2020 Paris 23 May 2014 Oscar Barreiro Research Executive Agency European Commission Date: in 12 pts Horizon 2020 Why a People programme? Industry? Academia? Who produces
More informationEuropean Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process. 1. Introduction
European Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process. 1. Introduction The Bologna Declaration (1999) sets out the objective of increasing the international
More informationSummary and policy recommendations
Skills Beyond School Synthesis Report OECD 2014 Summary and policy recommendations The hidden world of professional education and training Post-secondary vocational education and training plays an under-recognised
More informationSetting the Scene: ECVET and ECTS the two transfer (and accumulation) systems for education and training
Setting the Scene: ECVET and ECTS the two transfer (and accumulation) systems for education and training Robert Wagenaar Director International Tuning Academy Content of presentation 1. Why having (a)
More informationWHAT IS AEGEE? AEGEE-EUROPE PRESENTATION EUROPEAN STUDENTS FORUM
WHAT IS AEGEE? AEGEE-EUROPE PRESENTATION EUROPEAN STUDENTS FORUM 1) What is AEGEE? 2) AEGEE s Identity 3) AEGEE s History 4) How we work 5) AEGEE s Impact CONTENT 6) Supporters and Memberships in Platforms
More informationFostering learning mobility in Europe
Be-TWIN This project has been funded with support from the European Commission. This presentation reflects the views of the author(s) and the Commission cannot be held responsible for any use which may
More informationNATIONAL REPORTS
towards the european higher education area bologna process NATIONAL REPORTS 2004 2005 Country: The Netherlands Date: 25 January 2005 Responsible member of the BFUG (one name only): Marlies Leegwater Official
More informationMemorandum of Understanding
Memorandum of Understanding between the member universities of the Erasmus Mundus Action 2 consortium Capacity Building in Higher Education for an improved co-operation between the EU and SA in the field
More informationThe European Higher Education Area in 2012:
PRESS BRIEFING The European Higher Education Area in 2012: Bologna Process Implementation Report EURYDI CE CONTEXT The Bologna Process Implementation Report is the result of a joint effort by Eurostat,
More informationThe AFR PhD and Postdoc Grant Scheme for Research Training in Luxembourg
The AFR PhD and Postdoc Grant Scheme for Research Training in Luxembourg 0 ENRC 18 May 2011, Brussels Presentation by Marie-Claude Marx (PhD) Contact: marie-claude.marx@fnr.lu The FNR s activities in brief
More informationMSc Education and Training for Development
MSc Education and Training for Development Awarding Institution: The University of Reading Teaching Institution: The University of Reading Faculty of Life Sciences Programme length: 6 month Postgraduate
More informationCOMMISSION OF THE EUROPEAN COMMUNITIES. COMMISSION STAFF WORKING DOCUMENT Accompanying document to the
EN EN EN COMMISSION OF THE EUROPEAN COMMUNITIES Brussels, 18.9.2008 SEC(2008) 2444 COMMISSION STAFF WORKING DOCUMENT Accompanying document to the COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT,
More informationImproving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Held in Brasilia
Image: Brett Jordan Report Improving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Thursday 17 Friday 18 November 2016 WP1492 Held in
More informationConventions. Declarations. Communicates
Conventions Declarations Communicates European Treaty Series - No. 165 CONVENTION ON THE RECOGNITION OF QUALIFICATIONS CONCERNING HIGHER EDUCATION IN THE EUROPEAN REGION Lisbon, 11.IV.1997 2 ETS 165 Recognition
More informationParticipant Report Form Call 2015 KA1 Mobility of Staff in higher education - Staff mobility for teaching and training activities
Participant Report Form Call 2015 KA1 Mobility of Staff in higher education - Staff mobility for teaching and training activities Fields marked with are mandatory. 1 Purpose of the participant report This
More informationLIFELONG LEARNING PROGRAMME ERASMUS Academic Network
SOCRATES THEMATIC NETWORK AQUACULTURE, FISHERIES AND AQUATIC RESOURCE MANAGEMENT 2008-11 LIFELONG LEARNING PROGRAMME ERASMUS Academic Network Minutes of the WP 1 Core Group Meeting (year 2) May 31 st June
More informationThe development of ECVET in Europe
European Centre for the Development of Vocational Training WORKING PAPER No 10 The development of ECVET in Europe Luxembourg: Publications Office of the European Union, 2010 The development of ECVET in
More informationMarie Skłodowska-Curie Actions (MSCA)
Education Marie Skłodowska-Curie Actions (MSCA) South Africa-European Union Space Dialogue Workshop on Scientific, Technical and Entrepreneurial Skills Development for the Space Sector 19 Nov. 2013 Pretoria
More informationImpact of Educational Reforms to International Cooperation CASE: Finland
Impact of Educational Reforms to International Cooperation CASE: Finland February 11, 2016 10 th Seminar on Cooperation between Russian and Finnish Institutions of Higher Education Tiina Vihma-Purovaara
More informationPROJECT PERIODIC REPORT
D1.3: 2 nd Annual Report Project Number: 212879 Reporting period: 1/11/2008-31/10/2009 PROJECT PERIODIC REPORT Grant Agreement number: 212879 Project acronym: EURORIS-NET Project title: European Research
More informationEU Education of Fluency Specialists
EU Education of Fluency Specialists C. Hylebos, Artevelde College, Gent, Belgium M. Leahy, Trinity College Dublin, Ireland Background Evolution in the field of SLT Broadening of SLT field More specialized
More informationEurope in gear for more mobility
EUROPEAN COMMISSION Education and training I Culture I Youth I Multilingualism I Citizenship Europe in gear for more mobility N 30 The Magazine SUMMARY Europe in gear for more mobility PG 3 Tempus flies
More informationFACULTY OF PSYCHOLOGY
FACULTY OF PSYCHOLOGY STRATEGY 2016 2022 // UNIVERSITY OF BERGEN STRATEGY 2016 2022 FACULTY OF PSYCHOLOGY 3 STRATEGY 2016 2022 (Adopted by the Faculty Board on 15 June 2016) The Faculty of Psychology has
More informationEUROPEAN STUDY & CAREER FAIR
3 rd of April 2013 MANNHEIM, GERMANY EUROPEAN STUDY & CAREER FAIR EUROPEAN STUDENTS FORUM Partners: The EUROPEAN STUDY AND CAREER FAIR, which takes place in Mannheim, Germany on 3rd of April 2012, brings
More informationAn International University without an International Office: Experiences in Mainstreaming Internationalisation at the University of Helsinki
An International University without an International Office: Experiences in Mainstreaming Internationalisation at the University of Helsinki Markus Laitinen Head of International Affairs University of
More informationRegional Bureau for Education in Africa (BREDA)
United Nations Education, Scientific and Cultural Organization Regional Bureau for Education in Africa (BREDA) Regional Conference on Higher Education in Africa (CRESA) 10-13 November 2008 Preparatory
More informationEUA Quality Culture: Implementing Bologna Reforms
UNIVERSITY OF TAMPERE FINLAND EUA Quality Culture: Implementing Bologna Reforms 1. What is my university s concept of a quality reform with respect to the Bologna process? Note: as for detailed specification
More informationinternational PROJECTS MOSCOW
international PROJECTS MOSCOW Lomonosov Moscow State University, Faculty of Journalism INTERNATIONAL EXCHANGES Journalism & Communication Partners IHECS Lomonosov Moscow State University, Faculty of Journalism
More informationWP 2: Project Quality Assurance. Quality Manual
Ask Dad and/or Mum Parents as Key Facilitators: an Inclusive Approach to Sexual and Relationship Education on the Home Environment WP 2: Project Quality Assurance Quality Manual Country: Denmark Author:
More informationEQF Pro 1 st Partner Meeting Lille, 28 March 2008, 9:30 16:30.
EQF Pro 1 st Partner Meeting Lille,, 9:30 16:30. Present: Michel Feutrie (MF); Danièle Pouliquen (DP), Maike Schansker (MS), Isabel Martins (IM), Joana Coutinho (JC), Doris Gomezlj (DG), Jean-Marie Dujardin
More informationBSc (Hons) Banking Practice and Management (Full-time programmes of study)
BSc (Hons) Banking Practice and Management (Full-time programmes of study) The London Institute of Banking & Finance is a registered charity, incorporated by Royal Charter. Programme Specification 1. GENERAL
More informationContents. (1) Activities Units of learning outcomes and expert interviews... 2
Contents (1) Activities... 2 Units of learning outcomes and expert interviews... 2 Allocation of ECVET-points and assessment of learning outcomes... 2 Meeting of EASYMetal advisory committee... 2 Meeting
More informationGuidelines for Mobilitas Pluss postdoctoral grant applications
Annex 1 APPROVED by the Management Board of the Estonian Research Council on 23 March 2016, Directive No. 1-1.4/16/63 Guidelines for Mobilitas Pluss postdoctoral grant applications 1. Scope The guidelines
More informationeportfolios in Education - Learning Tools or Means of Assessment?
eportfolios in Education - Learning Tools or Means of Assessment? Christian Dorninger, Christian Schrack Federal Ministry for Education, Art and Culture, Austria Federal Pedagogical University Vienna,
More informationGREAT Britain: Film Brief
GREAT Britain: Film Brief Prepared by Rachel Newton, British Council, 26th April 2012. Overview and aims As part of the UK government s GREAT campaign, Education UK has received funding to promote the
More informationReferencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework
Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 2011 Referencing the
More informationThe Netherlands. Jeroen Huisman. Introduction
4 The Netherlands Jeroen Huisman Introduction Looking solely at the legislation, one could claim that the Dutch higher education system has been officially known as a binary system since 1986. At that
More informationEducational system gaps in Romania. Roberta Mihaela Stanef *, Alina Magdalena Manole
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Scien ce s 93 ( 2013 ) 794 798 3rd World Conference on Learning, Teaching and Educational Leadership (WCLTA-2012)
More information5 Early years providers
5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special
More informationLearning Europe at School. Final Report - DG EAC
Final Report - DG EAC 11 April 2013 Learning Europe at School Final Report DG EAC A report submitted by ICF GHK Date: 11 April 2013 Job Number 30259028 Allison Dunne ICF GHK 5em Etage 146 Rue Royale Brussels
More informationD.10.7 Dissemination Conference - Conference Minutes
Project No. 540346-LLP-1-2013-1-GR-LEONARDO-LNW D.10.7 Dissemination Conference - Conference Minutes Effective Writers & Communicators Project September 2015 This project has been funded with support from
More informationMay 2011 (Revised March 2016)
PROTOCOL FOR THE MANAGEMENT OF ERASMUS AND STUDY ABROAD IN TSM TSM Management Committee - Sub-Committee on TSM Erasmus and Study Abroad 2015/16 May 2011 (Revised March 2016) Contents Protocol for the Management
More informationPUPIL PREMIUM POLICY
PUPIL PREMIUM POLICY 2017-2018 Reviewed September 2017 1 CONTENTS 1. OUR ACADEMY 2. THE PUPIL PREMIUM 3. PURPOSE OF THE PUPIL PREMIUM POLICY 4. HOW WE WILL MAKE DECISIONS REGARDING THE USE OF THE PUPIL
More informationDEPARTMENT OF SOCIOLOGY CONTACTS: ADDRESS. Full Professor Saša Boţić, Ph.D. HEAD OF THE DEPARTMENT. Assistant Professor Karin Doolan, Ph.D.
DEPARTMENT OF SOCIOLOGY CONTACTS: HEAD OF THE DEPARTMENT NAME AND TITLE Full Saša Boţić, TEL./FAX Tel.: +385(0)23 200 681 E-MAIL ADDRESS sbozic@unizd.hr VICE-HEAD OF THE DEPARTMENT Assistant Karin Doolan,
More informationPost-16 transport to education and training. Statutory guidance for local authorities
Post-16 transport to education and training Statutory guidance for local authorities February 2014 Contents Summary 3 Key points 4 The policy landscape 4 Extent and coverage of the 16-18 transport duty
More informationQuestion 1 Does the concept of "part-time study" exist in your University and, if yes, how is it put into practice, is it possible in every Faculty?
Name of the University Country Univerza v Ljubljani Slovenia Tallin University of Technology (TUT) Estonia Question 1 Does the concept of "part-time study" exist in your University and, if yes, how is
More informationDepartment of Sociology and Social Research
Department of Sociology and Social Research International programmes www.sociologia.unitn.it/en The Department of Sociology and Social Research The Department of Sociology and Social Research develops
More informationStudy on the implementation and development of an ECVET system for apprenticeship
Study on the implementation and development of an ECVET system for apprenticeship Thomas Reglin Gabriele Fietz Forschungsinstitut Betriebliche Bildung (f-bb) ggmbh Nuremberg Isabelle Le Mouillour BIBB,
More informationAcademic profession in Europe
Current changes in Finnish academic profession Timo Aarrevaara Professor, HEGOM University of Helsinki Academic profession in Europe The academic profession is a critical part of the future of knowledge-based
More informationAbstract. Janaka Jayalath Director / Information Systems, Tertiary and Vocational Education Commission, Sri Lanka.
FEASIBILITY OF USING ELEARNING IN CAPACITY BUILDING OF ICT TRAINERS AND DELIVERY OF TECHNICAL, VOCATIONAL EDUCATION AND TRAINING (TVET) COURSES IN SRI LANKA Janaka Jayalath Director / Information Systems,
More informationCharles de Gaulle European High School, setting its sights firmly on Europe.
Charles de Gaulle European High School, setting its sights firmly on Europe. Since its creation in 1990, this high school has set itself the task of focusing on Europe. It is open to different cultures
More informationHigher education is becoming a major driver of economic competitiveness
Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls
More informationPROJECT RELEASE: Towards achieving Self REgulated LEArning as a core in teachers' In-SErvice training in Cyprus
PROJECT RELEASE: Towards achieving Self REgulated LEArning as a core in teachers' In-SErvice training in Cyprus Presentation made by Frosoula Patsalidou, researcher, University of Cyprus and Prof. Mary
More informationSEDRIN School Education for Roma Integration LLP GR-COMENIUS-CMP
SEDRIN School Education for Roma Integration 527611-LLP-1-2012-1-GR-COMENIUS-CMP www.sedrin.eu Empowering marginalised groups through education and training in the Danube Region Workshop 4 Awareness Raising
More informationPerioperative Care of Congenital Heart Diseases
CALL FOR APPLICATIONS DR 617/2017 II LEVEL MASTER Perioperative Care of Congenital Heart Diseases Academic Year 2017/2018 2018/2019 In collaboration with Fondazione G. Monasterio Regione Toscana CNR Article
More informationGuidelines on how to use the Learning Agreement for Studies
Guidelines on how to use the Learning The purpose of the Learning Agreement is to provide a transparent and efficient preparation of the study period abroad and to ensure that the student will receive
More informationCOMMISSION OF THE EUROPEAN COMMUNITIES
COMMISSION OF THE EUROPEAN COMMUNITIES Brussels, 29.05.1998 SEC(I 998) 909 final Commission Working document on bilateraland multilateral cooperation between the.1.\'lember States of the European Union
More informationNothing is constant, except change - about the hard job of East German SMEs to move towards new markets
INNOCASE, 2013-1-TR1-LEO05-47533 Gerd Zimmer Nothing is constant, except change - about the hard job of East German SMEs to move towards new markets -Teaching Note- The information and views set out in
More informationSTUDY ABROAD INFORMATION MEETING
STUDY ABROAD INFORMATION MEETING WHY ARE WE HERE TODAY? Are you ready to go? How can you go? When can you go? Qualifying for an exchange position Where to find information Where can you go? Practical considerations
More informationGrundtvig partnership project Empowering Marginalized Elders
Grundtvig partnership project Empowering Marginalized Elders Meeting Paphos, Cyprus November 2011 This project has been funded with support from the European Commission. This publication reflects the views
More informationGeneral rules and guidelines for the PhD programme at the University of Copenhagen Adopted 3 November 2014
General rules and guidelines for the PhD programme at the University of Copenhagen Adopted 3 November 2014 Contents 1. Introduction 2 1.1 General rules 2 1.2 Objective and scope 2 1.3 Organisation of the
More informationLeonardo Partnership Project INCREASE MOTIVATION IMPROVE EMPLOYABILITY
Leonardo Partnership Project INCREASE MOTIVATION IMPROVE EMPLOYABILITY Newsletter no. 2/June 2012 Short summary on entrepreneurship teaching Development in Europe For the last 15 to 20 years there has
More informationRethinking Library and Information Studies in Spain: Crossing the boundaries
Rethinking Library and Information Studies in Spain: Crossing the boundaries V IRGINIA O RTIZ- R EPISO U NIVERSIDAD C ARLOS III DE M ADRID D EPARTAMENTO DE B IBLIOTECONOMIA Y D OCUMENTACIÓN Barcelona,
More informationSelf-certification of the NQFs of the Netherlands and Flanders Mark Frederiks
Self-certification of the NQFs of the Netherlands and Flanders 27 November 2008 Mark Frederiks Content 1. Introduction 2. Higher education in the Netherlands and Flanders 3. Self-certification process
More information06-07 th September 2012, Constanta Romania th Sept 2012
Cerintele actuale pentru pregatirea specialistilor din industria alimentara din Europa si strategii pentru viitorul acestei cariere - rezultate ale proiectului european fp7 Track Fast Training Requirements
More informationHigher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College
Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...
More informationREGULATIONS RELATING TO ADMISSION, STUDIES AND EXAMINATION AT THE UNIVERSITY COLLEGE OF SOUTHEAST NORWAY
REGULATIONS RELATING TO ADMISSION, STUDIES AND EXAMINATION AT THE UNIVERSITY COLLEGE OF SOUTHEAST NORWAY Authorisation: Passed by the Joint Board at the University College of Southeast Norway on 18 December
More informationLifelong Learning Programme. Implementation of the European Agenda for Adult Learning
Lifelong Learning Programme Implementation of the European Agenda for Adult Learning Peer learning activity on supporting adults into work by connecting European instruments EQF, ECVET and validation of
More informationThis Access Agreement covers all relevant University provision delivered on-campus or in our UK partner institutions.
UNIVERSITY OF HERTFORDSHIRE ACCESS AGREEMENT 2011/12 1 Overview The University of Hertfordshire has a strong track record of success in raising aspirations and thus in widening participation. This is amply
More information2001 MPhil in Information Science Teaching, from Department of Primary Education, University of Crete.
Athanasia K. Margetousaki Nikolaou Plastira 100, Vassilika Vouton GR 700 13 Heraklion, Crete Greece Phone. +302810391828 Fax: +30 2810 391583 e-mail amarge@iacm.forht.gr, amarge@edc.uoc.gr STUDIES 1995
More informationUniversity of Essex Access Agreement
University of Essex Access Agreement Updated in August 2009 to include new tuition fee and bursary provision for 2010 entry 1. Context The University of Essex is academically a strong institution, with
More informationSME Academia cooperation in research projects in Research for the Benefit of SMEs within FP7 Capacities programme
SME Academia cooperation in research projects in Research for the Benefit of SMEs within FP7 Capacities programme European Commission Research and Innovation DG Aim of the study Background of the study
More informationUniversity of Toronto
University of Toronto OFFICE OF THE VICE PRESIDENT AND PROVOST 1. Introduction A Framework for Graduate Expansion 2004-05 to 2009-10 In May, 2000, Governing Council Approved a document entitled Framework
More informationU N I V E R S I T E L I B R E D E B R U X E L L E S DEP AR TEM ENT ETUDES ET ET U IAN TS SER VICE D APPU I A LA G E STION DES ENSEIGNEMEN TS (SAGE)
INTERNSHIP AGREEMENT Note: The jury of which the student reports will not allow him to complete his PAE (Student Academic Program) with the internship credits while this student has not passed all the
More information2 di 7 29/06/
2 di 7 29/06/2011 9.09 Preamble The General Conference of the United Nations Educational, Scientific and Cultural Organization, meeting at Paris from 17 October 1989 to 16 November 1989 at its twenty-fifth
More informationBachelor of International Hospitality Management, BA IHM. Course curriculum National and Institutional Part
Bachelor of International Hospitality Management, BA IHM Course curriculum 2016-2018 August 2016 0 INDHOLD 1. curriculum framework... 4 1.1. Objective of the study programme... 4 1.2. Title and duration...
More informationInternational Partnerships in Teacher Education: Experiences from a Comenius 2.1 Project
International Partnerships in : Experiences from a Comenius 2.1 Project Per Sivertsen, Bodoe University College, Norway per.sivertsen@hibo.no Abstract Student mobility has had a central place in the Comenius
More informationLEARNING AGREEMENT FOR STUDIES
LEARNING AGREEMENT FOR STUDIES The Student Last name (s) First name (s) Date of birth Nationality 1 Sex [M/F] Academic year 20../20.. Study cycle 2 Phone Subject area, Code 3 E-mail The Sending Institution
More informationEuropeana Creative. Bringing Cultural Heritage Institutions and Creative Industries Europeana Day, April 11, 2014 Zagreb
Europeana Creative Bringing Cultural Heritage Institutions and Creative Industries Together @ecreativeeu Europeana Day, April 11, 2014 Zagreb What is Europeana Creative? Europeana Creative in a Nutshell
More information