EUROPEAN LANGUAGE LABEL (ELL) FOR INNOVATIVE INITIATIVES IN LANGUAGE TEACHING AND LEARNING GUIDELINES FOR IMPLEMENTATION
|
|
- Agnes Gilbert
- 1 years ago
- Views:
Transcription
1 EUROPEAN LANGUAGE LABEL (ELL) FOR INNOVATIVE INITIATIVES IN LANGUAGE TEACHING AND LEARNING GUIDELINES FOR IMPLEMENTATION Aim As explained in the General Background provided in Annex 1, the Commission will continue to implement the European Language Label initiative in the period While the organisation of an ELL competition and award are not a minimum requirement for the Erasmus+ National Agencies, they are nevertheless strongly encouraged to continue implementing the initiative at national level also in the period NAs can fund their ELL activities as part of their operating budget supported by the EU contribution to NA management costs. In order to ensure a highly qualitative and consistent implementation of the ELL at national level, participating National Agencies are expected to follow the guidelines set out hereafter. Scope of the European Language Label Over the years the aims of the ELL have become more and more ambitious: the ELL now concerns every level of education and training, aims to highlight and reward innovative initiatives in the field of language teaching and learning in any phase of education and training, functions as a stimulus to exploit and disseminate results of initiatives in the field, and promote public interest in improving language skills as well. The increasingly ambitious goals of the ELL are therefore perfectly in line with the increasing significance of multilingualism. The ELL may be awarded to any initiative in the context of the lifelong teaching and learning of the languages of the EU and of the participating countries, whether that initiative is taken by education and training establishments, local and regional authorities, employers or associations. The ELL can also be awarded to individuals who have distinguished themselves in the field of language teaching and learning. Management at European level The European Language Label is managed by the ELL working group, chaired by the Commission and including at least one representative of each country participating in the ELL initiative (so-called participating countries hereinafter). The working group will meet once a year in Brussels. The ELL working group interacts mainly on the ELL but also on general multilingualism issues. The EC coordinator organises the annual meetings in Brussels, manages the multilingual database and validates entries, coordinates activities for dissemination publications, conferences, European awards such as the European Language Label of the Label awards 2012 (see Annex 1), assures through regular contacts and information that the ELL members are kept up-to-date.
2 Management at national level The ELL can be implemented directly by an Erasmus+ National Agency or indirectly by a so-called "national implementing body". In the case of a "national implementing body", the NA shall establish the relevant subcontracting arrangements in so far as the EU contribution to NA management costs is used to support the implementation of the ELL. In countries where more than one Erasmus+ National Agency has been designated, the different NAs should agree on the implementation of the ELL between themselves in order to ensure a single coordinated national ELL initiative. Application and selection procedures Participating countries will select applications via an open call for proposals, issued at least two months before the deadline for applications, and publicised via the appropriate media. Expert juries set up by the National Agency - or the national implementing body in case the NA subcontracts the implementation of the ELL at national level - will select successful projects. National juries will always include at least one member from another participating country. The EC coordinator can also be invited as a member of national juries. Selection criteria In the process of selecting projects, all national juries will apply common European criteria agreed by the ELL working group. Labels will be awarded only to projects meeting all of the criteria (see Annex 2). Two European priorities for the ELL campaign are established on a two-year basis the year before the start and are proposed by the Commission in agreement with the working group (see Annex 3). NAs or national implementation bodies may add to the European criteria any national priorities that they deem appropriate, provided that these do not contradict the European criteria. They may, for example, choose in a given year to target a particular sector of language education, or an individual aspect of that education (for example, the use of new technologies). The Commission and the ELL working group will consider the scope for applying in certain years additional priorities at European level. Each participating country will determine the number of Labels it shall award in any given year, taking duly into account the need to keep this number within reasonable limits in order to maintain the prestige of the award and the character of excellence distinguishing both projects and individuals awarded. Timetable Participating countries will normally award Labels annually, although the smallest countries and regions may choose to do so bi-annually.
3 The awarded Labels may be valid for the duration of a calendar year or an academic year, as decided by the participating countries. The nature of awards Successful projects will receive a certificate which will always have 2 signatures: the signature of the EC Commissioner in charge of multilingualism (who puts at the disposal of the National Agencies the own scanned signature for this purpose), and the signature of the relevant minister at national level. NAs and national implementing bodies may, at their discretion, also award prizes in money or in kind. However, the Commission will not provide extra funding or prizes for this purpose. National Agencies are not allowed, either, to use EU funds for grant support under the Erasmus+ Programme, or its predecessor programmes to cover the costs of prizes in money or in kind. Information activities The Commission and the national implementation bodies will constantly aim to raise the profile of the European Language Label awards and give to it more visibility. Initiatives in this sense may take place at European level, in so far as financial and administrative circumstances allow. The Commission will publicise the initiative via appropriate publications, providing information to journalists and via its presence at major international events in the field of education and training. It will also set up and maintain pages within the Europa Internet server, and include in these pages links to Internet sites managed by national implementing bodies. Dissemination activities The Commission manages a multilingual ELL database where information and the description of all projects and individuals awarded the European Language Label will have to be introduced by the NA of the participating countries once the ELL competition has taken place. The data in the ELL database shall be made available at least in English and the national language 1 and validated by the Commission. For these actions, access to the database is limited to the members of the NAs who introduce the relevant data and the EC coordinator who validate them. Once these internal actions are carried out, data are publicly available online. National implementing bodies cannot access the ELL database directly. To increase visibility of the ELL, participating NAs can also flag ELL awarded projects (not individuals) that are funded under the Erasmus+ Programme in the Erasmus+ Dissemination Platform. For that purpose, a dedicated ELL flag will be established in the Erasmus+ Dissemination Platform. 1 The concept of "national language" is synonymous with "language community" and does not imply the mandatory introduction of data and description in the remaining national language/s, which however is considered most welcome.
4 NAs and National implementing bodies shall use all means they see fit to disseminate information within their countries. In particular, they will: produce publications and advertisements aimed at target groups within their country; notify general and specialist journals of calls for proposals and of awards; invite representatives of the media to award ceremonies; in so far as they have the technical means available, set up and maintain Internet sites with links to the Commission s site and multilingual database and to other relevant national sites (such as the Erasmus+ Programme website of the National Agency).
5 Annex 1 A brief history Following the recommendations of the 1995 White Paper on Teaching and Learning (Objective 4: Innovative ways to learn languages), the European Commission (EC) launched in 1998 a pilot project called European Label. Its initial aims were to identify and disseminate innovative projects in language teaching and learning at a European level. Nearly 150 projects were awarded the Label in the very first year of the competition (1999). This bears witness to the great potential of this initiative, which led to the decision, in 2001, to transform the European Label in a Europe-wide initiative in its own right called European Language Label (ELL). The following year (2002) marked an important milestone in the field of multilingualism: in the conclusions of the European Council held in Barcelona, the ambitious objective of Mother Tongue + 2 was proclaimed: all citizens should have the opportunity to acquire knowledge and skills in two foreign languages, in addition to their mother tongue. Since 2002, the ELL has contributed enormously to the multilingualism agenda throughout Europe, with around 2000 projects awarded in the countries that have joined the initiative; currently 28 EU countries (Belgium involving three language communities: Dutch, French and German) + Iceland, Liechtenstein, Norway, Switzerland and Turkey. The Action Plan for language learning and linguistic diversity, approved by the Commission in 2003, proposed that the Label initiative be extended by introducing in each country or region an annual prize for the individual having made the most progress in foreign language learning, and the best language teacher 2. The aim of these two new activities (which were launched in about one third of the participating countries) was to acknowledge and publicise success stories related to language learning or teaching. The countries are free to define the nature of these awards: i.e. whether they are granted to renowned personalities acting as ambassadors for language learning or in order to recognize a particular contribution to languages and language learning. There is a significant amount of work, engagement, commitment and enthusiasm behind the success of the European Language Label. Although implemented at national level, the European dimension of the projects has been fostered. Therefore, in 2012 the year marking the tenth anniversary of the Barcelona objective the Commission deemed it appropriate to highlight this dimension by creating the European Language Label of the Labels award, a competition organized at European level in which each country nominated one project among those awarded the label in the last decade that was considered the most apt to represent excellence and best practice. This award also meant EU recognition for all nominees by acknowledging the work done at national level to promote multilingualism, as well as added value for the prestige and visibility of the ELL initiative. Several multilateral projects and networks that have been awarded the ELL have been co-financed within the framework of the consecutive EU funding programmes, most recently the Lifelong Learning Programme (LLP) and in particular its transversal programme called Key Activity 2 Languages. It is however important to underline that not all awarded projects are funded by the European Commission. With or without financial support, ELL projects have contributed substantially to promoting language teaching and learning in innovative ways. 2
6 Annex 2 EUROPEAN LABEL FOR INNOVATIVE INITIATIVES IN LANGUAGE TEACHING AND LEARNING EUROPEAN CRITERIA All projects awarded the European Label, in all participating countries, must meet the following criteria: Initiatives should be comprehensive. All elements involved learners, teachers, methods and materials should contribute to ensuring that the needs of the learners are identified and met. Creative use should be made of the resources available to stimulate language learning. These might include, for example, the presence of native speakers, language practice organised with twinned towns or institutions, or cooperation with local business. Initiatives should provide added value, in their national context. They should lead to a quantitative and qualitative improvement in the teaching and learning of languages. In quantitative terms, this might mean involving several languages, and particularly those which are less widely used. In qualitative terms, it might mean the use of a better methodology than before. Initiatives should provide motivation, for learners and teachers. Initiatives should be original and creative. They should explore previously unknown approaches, appropriate to the learners concerned. Initiatives should have a European dimension. They should be based upon the reality of the European Union and its linguistic diversity and use the potential which that offers (for example, contacts across national borders, language learning between the neighbouring countries, etc.) to improve understanding of other cultures by means of language learning. Initiatives should include innovation which is transferable. They should be a potential source of inspiration for others in different countries and contexts. They might, for example, be adaptable to the learning of other languages or to learning by different age groups than those originally involved.
7 Annex 3 EUROPEAN LABEL FOR INNOVATIVE INITIATIVES IN LANGUAGE TEACHING AND LEARNING EUROPEAN PRIORITIES In the Communication from the Commission to the Council, the European Parliament, the Economic and Social Committee and the Committee of the Regions - Promoting Language Learning and Linguistic Diversity: an Action Plan (COM/2003/0449 final) 3 it is mentioned that The successful European Language Label will be re-focused [ ] by using targeted annual European priorities to focus on good practice. The aim of defining European priorities is to highlight the European dimension of the initiative. As mentioned above in the Selection criteria, national priorities can also be added, provided they are in line both with the European priorities and the general European criteria. In 2005 the Commission proposed for the first time two European priorities with two-year duration ( ). Since then, the Commission has proposed every two years during the annual meeting with the ELL working group two European priorities with two year duration starting the following year. 3
LLP-2011-KA2-KA2NW NATIONAL REPORT ON THE IMPLEMENTATION OF THE EUROPEAN LANGUAGE LABEL GERMANY
NATIONAL REPORT ON THE IMPLEMENTATION OF THE EUROPEAN LANGUAGE LABEL GERMANY 1 AUTHORS: Frank Heyworth EAQUALS, UK fheyworth@gmail.comt 2 INDEX 1 Introduction P. 4 2 The European Language Label in Germany
NATIONAL REPORT ON THE IMPLEMENTATION OF THE EUROPEAN LANGUAGE LABEL CZECH REPUBLIC
NATIONAL REPORT ON THE IMPLEMENTATION OF THE EUROPEAN LANGUAGE LABEL CZECH REPUBLIC 1 AUTHOR: Raya Stanachkova KU TU Ltd., Bulgaria q2_liman@fastbg.net 01 October2012 2 INDEX 1 Introduction P. 4 2 The
(Announcements) ADMINISTRATIVE PROCEDURES EUROPEAN COMMISSION
28.10.2014 C 382/1 V (Announcements) ADMINISTRATIVE PROCEDURES EUROPEAN COMMISSION CALL FOR PROPOSALS EACEA/31/2014 Erasmus+ Programme, Key Action 3 Support for Policy Reform Civil Society Cooperation
Council of the European Union Brussels, 31 October 2017 (OR. en)
Council of the European Union Brussels, 31 October 2017 (OR. en) Interinstitutional File: 2017/0100 (NLE) 13361/17 NOTE From: To: General Secretariat of the Council EDUC 372 JEUN 124 EMPL 490 SOC 649 Permanent
A practical guide for beneficiaries
Annex II Dissemination and exploitation of results ANNEX II DISSEMINATION AND EXPLOITATION OF RESULTS A practical guide for beneficiaries INTRODUCTION Activities serving the dissemination and exploitation
Council of the European Union Brussels, 3 November 2017 (OR. en)
Council of the European Union Brussels, 3 November 2017 (OR. en) 13593/17 NOTE From: To: General Secretariat of the Council JEUN 133 EDUC 385 SPORT 84 EMPL 517 SOC 674 Permanent Representatives Committee/Council
Guidance Promotion of Regional and Minority Languages in Europe
Guidance Promotion of Regional and Minority Languages in Europe Overview of important documents and chronological development. Aims and demands for the regional and minority languages Introduction The
European Training Strategy
E+-016-2015 Agenda item 12 European Training Strategy in the field of Youth Supporting the development of quality youth work in Europe through capacity building Table of Contents 1. Context... 3 2. ETS:
COMMISSION OF THE EUROPEAN COMMUNITIES
COMMISSION OF THE EUROPEAN COMMUNITIES Brussels, 24.07.2003 COM(2003) 449 final COMMUNICATION FROM THE COMMISSION TO THE COUNCIL, THE EUROPEAN PARLIAMENT, THE ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE
JOINT ENIC/NARIC CHARTER OF ACTIVITIES AND SERVICES
Strasbourg/Bucureşti, 9 June 2004 DGIV/EDU/HE (2004) 37 ED-2004/UNESCO-CEPES/LRC. Orig. Eng THE COMMITTEE OF THE CONVENTION ON THE RECOGNITION OF QUALIFICATIONS CONCERNING HIGHER EDUCATION IN THE EUROPEAN
Lifelong learning programs of the european union and their impact on the Macedonian educational system
Available online at www.sciencedirect.com Procedia - Social and Behavioral Sciences 46 ( 2012 ) 2451 2456 WCES 2012 Lifelong learning programs of the european union and their impact on the Macedonian educational
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,
COMMISSION OF THE EUROPEAN COMMUNITIES
EN EN EN COMMISSION OF THE EUROPEAN COMMUNITIES Brussels, 18.9.2008 COM(2008) 566 final COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE
DETAILED PROJECT DESCRIPTION
Application Form Call: 2014 Jean Monnet activities Jean Monnet Networks Jean Monnet Projects Erasmus+ 2014 Call for proposals DETAILED PROJECT DESCRIPTION (To be attached to the eform) Page 1 of 13 PART
Council conclusions on the contribution of quality youth work to the development, well-being and social inclusion of young people (2013/C 168/03)
14.6.2013 Official Journal of the European Union C 168/5 Council conclusions on the contribution of quality youth work to the development, well-being and social inclusion of young people (2013/C 168/03)
EUROPEAN 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
EU policies regarding the promotion of key competences for lifelong learning
EU policies regarding the promotion of key competences for lifelong learning 1. Introduction Lifelong learning and civic competences are essential for each individual in modern European societies. The
Mobility within Education Systems
One of the central goals of the European Union (EU) has been to create a common or internal market based on the free movement of goods, persons, services and capital. However, while significant progress
Council 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
UNIVERSITY REGULATIONS FOR THE SELECTION OF VISITING PROFESSORS AND VISITING RESEARCHERS.
UNIVERSITY REGULATIONS FOR THE SELECTION OF VISITING PROFESSORS AND VISITING RESEARCHERS. Art. 1 Objective 1. The Università degli Studi di Perugia hereinafter referred to as University is determined to
Two templates were produced to facilitate the exchange of data.
Network of Experts on Student Support in Europe (NESSIE) REPORT OF THE NETWORK OF EXPERTS ON STUDENT SUPPORT IN EUROPE (NESSIE) 2009-2011 Summary Following on from the deliberations of the Bologna Working
Citizenship Education
RYDICE EURYDICE EURYDICE EURYDICE EURYDICE RYDICE EURYDICE EURYDICE EURYDICE EURYDICE YDICE EURYDICE EURYDICE E EURYDICE EURYDICE EURYDIC E ERYDICE EURYDICE EURYDICE EURYDICE EURYD YDICE EURYDICE EURYDICE
CALL FOR PROPOSALS EACEA/03/2018. Erasmus+ Programme KA1 Learning Mobility of Individuals Erasmus Charter for Higher Education Selection year 2019
CALL FOR PROPOSALS EACEA/03/2018 Erasmus+ Programme KA1 Learning Mobility of Individuals Erasmus Charter for Higher Education Selection year 2019 GUIDELINES FOR APPLICANTS 1 Table of Contents PRESENTATION
Virtual Campus on post-master Studies in Architecture
Erasmus Multilateral Projects 134516-LLP-1-2007-1-GR-ERASMUS-EVC Virtual Campus on post-master Studies in Architecture First Progress Evaluation Report 1. Introduction The following progress report on
COUNCIL OF THE EUROPEAN UNION. Brussels, 22 April /13 JEUN 38 EDUC 112 SOC 253
COUNCIL OF THE EUROPEAN UNION Brussels, 22 April 2013 8575/13 JEUN 38 EDUC 112 SOC 253 NOTE From: Council General Secretariat to: Permanent Representatives Committee (Part 1) / Council No. prev. doc.:
MEDICAL EDUCATION IN EUROPE 2
MEDICAL EDUCATION IN EUROPE 2 Progress Report Public Part 155731-LLP-1-2009-1-UK-ERASMUS-ENWA Project information Project acronym: MEDINE2 Project title: Medical Education in Europe 2 Project number: 155731-LLP-1-2009-1-UK-ERASMUS-ENWA
VALORISATION CONCEPT
VALORISATION CONCEPT for the project Learning Community Immigrants as Educational Facilitators Pave the Way for Immigrants to Access Lifelong Learning 1 Content 1 Valorisation... 3 1.1 What is valorisation?...
Do s and Don ts for Applicants Strategic Partnerships for Higher Education in Erasmus+ Version 1.4 (November 2016)
Do s and Don ts for Applicants Strategic Partnerships for Higher Education in Erasmus+ Version 1.4 (November 2016) Content KA2 Strategic Partnerships for Higher Education Do s and Don ts... 3 What is this
NATIONAL REPORT IMPLEMENTATION OF THE BOLOGNA PROCESS
HIGHER EDUCATION UNIVERSITIES, DEPARTMENT OF EDUCATION & SCIENCE, MARLOROUGH STREET, DUBLIN 1, IRELAND. WWW.EDUCATION.IE CONTACT DETAILS Mr Ian McKenna Phone: 00 353 1 889 6408 Fax: 00 353 1 874 6409 Email:
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,
EUROPEAN PARLIAMENT COUNCIL
6.5.2008 C 111/1 I (Resolutions, recommendations and opinions) RECOMMDATIONS EUROPEAN PARLIAMT COUNCIL RECOMMDATION OF THE EUROPEAN PARLIAMT AND OF THE COUNCIL of 23 April 2008 on the establishment of
The EU lifelong learning programme and the enhancement of engineering education in Europe and on the global scale
The EU lifelong learning programme and the enhancement of engineering education in Europe and on the global scale Giuliano AUGUSTI ENAEE Brussels, Belgium giuliano.augusti@gmail.com Claudio BORRI Università
Interview 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
COMMISSION 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
The European Higher Education Area - Achieving the Goals
The European Higher Education Area - Achieving the Goals Communiqué of the Conference of European Ministers Responsible for Higher Education, Bergen, 19-20 May 2005 We, Ministers responsible for higher
Erasmus Charter for Higher Education LA RO-E4AKA1-ECHE-1
Erasmus Charter for Higher Education 2014-2020 Application Form Call: 2014 Note: The data of this application form will be used by the European Commission/ Executive Agency EACEA and National Agencies
FREQUENTLY ASKED QUESTIONS
FREQUENTLY ASKED QUESTIONS Marie Skłodowska-Curie Actions Innovative Training Networks (ITN) Call identifier: H2020-MSCA-ITN-2018 Closing Date: 17 January 2018 at 17:00:00 (Brussels local time) All questions
Bildung and EU benchmarking
Bildung and EU benchmarking EUNEC seminar Bildung in a lifelong learning perspective Budapest May 2011 Richard Deiss, European Commission, DG Education and Culture ecdc.europa.eu Looking back (programme
Follow-up of the Action Plan on language learning and linguistic diversity National Report Template
EUROPEAN COMMISSION Education and Culture Lifelong Learning: Education and Training policies Multilingualism policy EXP LG 5/2006/EN Annex FIN Follow-up of the Action Plan on language learning and linguistic
COMMISSION 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,
CUSTOMER SATISFACTION SURVEY Participating target group: MUSEUMS. By Svenja Pokorny (Amitié) December 2010
CUSTOMER SATISFACTION SURVEY Participating target group: MUSEUMS By Svenja Pokorny (Amitié) December 2010 eten Euromuse.net is co-financed by the European Commission in the framework of the eten programme.
Training strategy. European Agency for the Management of Operational Cooperation at the External Borders of the Member States of the European Union
Training strategy European Agency for the Management of Operational Cooperation at the External Borders of the Member States of the European Union Plac Europejski 6 00-844 Warsaw, POLAND T +48 22 205 95
Skills Agenda for Europe
Skills Agenda for Europe Wageningen, The Netherlands 21 October 2016 Joao SANTOS, European Commission, Directorate General for Employment, Social Affairs and Inclusion Unit E3, Vocational training, Apprenticeships
COMEM Policy paper on Recognition of non-formal education: Confirming the real competencies of young people in the knowledge society
Policy paper on Recognition of non-formal education: Confirming the real competencies of young people in the knowledge society Adopted by the European Youth Forum / Forum Jeunesse de l Union européenne
EN Official Journal of the European Communities. (Information) COUNCIL
14.6.2002 EN Official Journal of the European Communities C 142/1 I (Information) COUNCIL Detailed work programme on the follow-up of the objectives of Education and training systems in Europe (2002/C
GETTING THERE... Working together to
GETTING THERE... Working together to establish a common ground for a medium- and long-term co-ordinated strategy towards recognition of youth work and non-formal learning in Europe with the involvement
Capacity Building in the field of Higher Education
Capacity Building in the field of Higher Education 2018 Call for Proposals Regional Information Event Dorina ANGELESCU Education, Audiovisual and Culture Executive Agency Vienna, Austria 20-21 September
Leonard Orban. European Commissioner for Multilingualism. Multilingualism What does it mean in today s European Union?
Leonard Orban European Commissioner for Multilingualism Multilingualism What does it mean in today s European Union? Konrad Adenauer Foundation Brussels, 8 April 2008 1 Speech at the Konrad Adenauer Foundation
European Diploma in Intercultural Competence
European Diploma in Intercultural Competence Progress Report I Public Part Project number: 504637-LLP-1-2009-1-FI-ERASMUS-ECDSP Project information Project acronym: Project title: Project number: EDICC
Open Access Policy Guidelines for Research Performing Organizations
Proposal for an Open Access Policy Open Access Policy Guidelines for Research Performing Organizations Authors: Victoria Tsoukala, Marina Angelaki (EKT) Reviewers: Alma Swan (EOS), Mafalda Picarra (Jisc),
Lifelong Learning Programme Centralised Actions
Lifelong Learning Programme Centralised Actions Ute Haller-Block Head of Unit Lifelong Learning: Leonardo, Grundtvig and Dissemination Executive Agency for Education, Audiovisual and Culture LLP Programme
6905/04 CF/JW/ms 1 DG I
COUNCIL OF THE EUROPEAN UNION Brussels, 3 March 2004 6905/04 EDUC 43 OUTCOME OF PROCEEDINGS of : The Council on: 26 February 2004 No. prev. doc.: 6236/04 EDUC 32 + COR 1 No. Cion prop. : 14358/03 EDUC
FUNDRAISING, PROJECT DESIGN AND PROJECT CYCLE MANAGEMENT FOR ADULT EDUCATION GRUNDTVIG IN-SERVICE TRAINING
FUNDRAISING, PROJECT DESIGN AND PROJECT CYCLE MANAGEMENT FOR ADULT EDUCATION GRUNDTVIG IN-SERVICE TRAINING CONTENTS Objectives 1) Familiarise on the EU funding opportunities in the current and future (2014-2020)
international PROJECTS moldova
international PROJECTS moldova Moldova State University, Faculty of Journalism and communication INTERNATIONAL EXCHANGES Journalism & Communication Partners IHECS Moldova State University, Faculty of Journalism
EU Programmes and Sport information and experiences. Auli Toiviainen Organisation and Role of Sport in the EU and Its Member States 28 May 2009
EU Programmes and Sport information and experiences Auli Toiviainen Organisation and Role of Sport in the EU and Its Member States 28 May 2009 Outline My background EU programmes and sport in general Preparatory
Eurydice Brief. Modernisation of Higher Education in Europe. Education and Training
Eurydice Brief Modernisation of Higher Education in Europe Education and Training Modernisation of Higher Education in Europe: Access, Retention and Employability 2014 The information in this Eurydice
Guidelines for filling in the Learning Agreement for Studies
Guidelines for filling in the Learning Agreement for Studies The purpose of the Learning Agreement is to provide a transparent and efficient preparation of the study period abroad and to ensure that the
The same sense of urgency was felt by EU Heads of State and Government when they met in Lisbon in 2000, to launch the Lisbon
Ján Figel Commissioner for Education, Training, Culture, and Multilingualism Opening Address Towards the European Higher Education Area Conference of European Ministers Responsible for Higher Education
The Bologna Process History & Governance. Dr. Marie Scot Sciences Po Paris France 2011 Shanghai Education Leadership Institute
The Bologna Process History & Governance Dr. Marie Scot Sciences Po Paris France 2011 Shanghai Education Leadership Institute Main Steps September 1988, roughly 80 universities gathered to adopt a Magna
Master thesis at EPL
Master thesis at EPL Objectives, rules and organisation François Glineur, EPL vice-dean (in collaboration with Bernard Nysten previous Vice-Dean) Université catholique de Louvain Louvain School of Engineering
Common European Principles for. Introduction. Background
EUROPEAN COMMISSION Directorate-General for Education and Culture Common European Principles for Teacher 1 Competences and Qualifications Introduction This text aims to support policy makers at a national
DECISION 13/2016/GB OF THE GOVERNING BOARD OF THE EUROPEAN POLICE COLLEGE
DECISION 13/2016/GB OF THE GOVERNING BOARD OF THE EUROPEAN POLICE COLLEGE AMENDING DECISION 11/2014/GB AND LAYING DOWN THE ADMINISTRATIVE RULES, Adopted by the Governing Board on 25 May 2016 THE GOVERNING
National system for quality assurance of higher education
National system for quality assurance of higher education Presentation of a government assignment REPORT 2016:15 Report 2016:15 National system for quality assurance of higher education presentation of
CONCURRENT SESSIONS Wednesday 8:30 12:30 KEMPINSKI HOTEL CORVINUS Erzsébet tér 7-8, Budapest V.
June 22, 2011 (Wednesday) 55th EOQ Congress CONCURRENT SESSIONS Wednesday 8:30 12:30 KEMPINSKI HOTEL CORVINUS Erzsébet tér 7-8, Budapest V. SALON REGIOMONTANUS Wednesday 11:00 12:30 24.2. REFOCUSING QUALITY
ASEAN EU UNIVERSITY NETWORK PROGRAMME
asean ASEAN EU UNIVERSITY NETWORK PROGRAMME A CO-OPERATION PROGRAMME FOR EU AND ASEAN HIGHER EDUCATION INSTITUTIONS LEGAL NOTICE Neither the European Commission nor any person acting on behalf of the Commission
«ERASMUS FOR ALL» A Single Programme for Education, Training, Youth and Sport ( )
«ERASMUS FOR ALL» A Single Programme for Education, Training, Youth and Sport (2014-2020) Helsinki, 20 September 2012 European Commission: Ann Vanden Bulcke 1 EU 2020 - ET 2020 EU 2020 - Smart, inclusive,
The 6 th European Research Framework Program
The 6 th European Research Framework Program The New Instruments IP & NoE 11 March 2003 Bad Nauheim Dr. Gustav Kalbe European Commission 1 Content 6 th Framework Program (FP 6) n FP6 - Some Generalities
Towards a European Master in Official Statistics
Towards a European Master in Official Statistics Anne Kofoed, Marius Suciu and Markus Zwick European Commission Eurostat, Unit A3 Strategic Planning and Development BECH building L-2920 Kirchberg Anne.Kofoed@ec.europa.eu
mascil statement in preparation for the Policy Seminar
mascil statement in preparation for the Policy Seminar Scaling-up STEM teacher professional development: Overcoming challenges through a research-policy-practice dialogue This papers offers main theses
ECVET achievements and future developments. Looking towards higher qualifications levels
ECVET achievements and future developments Looking towards higher qualifications levels Isabelle Le Mouillour Cedefop 21 January 2011 Nuclear ECVET workshop in Cordoba 0 Roadmap 1. The current state of
Author: Rina Valeur, Head of Strategy and Operations Adopted by the Aarhus 2017 Board: INTERNATIONAL STRATEGY FOR AARHUS 2017
INTERNATIONAL STRATEGY FOR AARHUS 2017 Executive summary The Aarhus 2017 International Strategy outlines why we are working with international partners, whom we are working with and how we are planning
Guidelines 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
Commission des Titres d Ingénieur. Accreditation Criteria, Guidelines and Procedures
Commission des Titres d Ingénieur Accreditation Criteria, Guidelines and Procedures Document approved by CTI s plenary assembly the 10 July 2012 Introduction In 1934, the French law that created CTI (Commission
13540/17 UM/lv 1 DG E - 1C
Council of the European Union Brussels, 3 November 2017 (OR. en) 13540/17 EDUC 383 SOC 670 EMPL 513 NOTE From: To: General Secretariat of the Council Permanent Representatives Committee/Council No. prev.
Entrepreneurship Education at School in Europe
Entrepreneurship Education at School in Europe National Strategies, Curricula and Learning Outcomes EURYDICE Entrepreneurship Education at School in Europe National Strategies, Curricula and Learning
WP 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:
Participant Report Form - KA1 Learning Mobility of Individuals Mobility of staff in adult education
Participant Report Form - KA1 Learning Mobility of Individuals Mobility of staff in adult education Fields marked with are mandatory. 1 Purpose of the participant report This final report on your mobility
Bilateral Comenius school PARTNERSHIPS Common European quality assessment form 2013
GfNA-II-B-COM-bilat-school-partnership - version December 22 Comenius Name of evaluator: Bilateral Comenius school PARTNERSHIPS Common European quality assessment form 23 Partnership reference N : Name
11th European Quality Assurance Forum
11th European Quality Assurance Forum 17 19 November 2016 Quality in context embedding improvement Paper proposal form Deadline 25 July 2016 Please note that all fields are obligatory. For a detailed description
EUROSTUDENT VI DATA ON THE SOCIAL DIMENSION OF HIGHER EDUCATION
EUROSTUDENT VI DATA ON THE SOCIAL DIMENSION OF HIGHER EDUCATION 2 WHAT IS EUROSTUDENT? EUROSTUDENT is a network of researchers as well as data collectors, representatives of national ministries and other
Terms of Reference for a Mid-Term Comparative Review of The Queen s Young Leaders Awards
Terms of Reference for a Mid-Term Comparative Review of The Queen s Young Leaders Awards Background The Queen Elizabeth Diamond Jubilee Trust, in partnership with Comic Relief and The Royal Commonwealth
On the way to 2020: data for vocational education and training policies
RESEARCH PAPER No 45 On the way to 2020: data for vocational education and training policies 2014 update On the way to 2020: data for vocational education and training policies 2014 update Luxembourg:
Pharmacy Education in Europe. Thursday 28 January 2010
Pharmacy Education in Europe 1 PHARMINE : Pharmacy Education in Europe Co-ordinator: Bart Rombaut Vrije Universiteit Brussel Farmaceutische Biotechnologie Laarbeeklaan 103 1090 Brussel Belgium brombaut@vub.ac.be
National Tempus Office in Palestine TEMPUS PROGRAM. PREPARED BY National Tempus Office Palestine 2009
TEMPUS PROGRAM PREPARED BY National Tempus Office Palestine 2009 1.OBJECTIVES: 1.1 Overall objective To contribute to an area of cooperation in the field of higher education involving the European Union
MOBILITY GUIDE TO RESOURCES
MOBILITY GUIDE TO RESOURCES www.eures.europa.eu Version - October 2009 Table of Contents Introduction 4 Europass Passport to Europe 5 Europass Curriculum Vitae 6 Europass Mobility 7 Europass Certificate
Germany: Through Reform and European Compatibility to Internationalization
Germany: Through Reform and European Compatibility to Internationalization Stefan Hormuth President Justus Liebig University (Giessen) Vice president for International Affairs (HRK) 19 September 2002 (Note:
EUA response to Consultation on funding on EU External Actions. Table of contents
EUA response to Consultation on funding on EU External Actions Table of contents A - Introduction/summary...1 B - The European University Association (EUA)...1 C General Principles: Higher Education and
FUTURE INTERNET PUBLIC PRIVATE PARTNERSHIP
FUTURE INTERNET PUBLIC PRIVATE PARTNERSHIP CONCORD DELIVERABLE D4.5 FI PPP PROGRAMME SUPPORT Author(s): Petra Turkama, Mikko Riepula Date of Delivery: March 31 st, 2011 Version: See revision history on
5556 ΕΝ - ECVET in Europe Monitoring report 2015
ECVET in Europe Monitoring report 2015 ECVET in Europe Monitoring report 2015 Luxembourg: Publications Office of the European Union, 2016 Please cite this publication as: Cedefop (2016). ECVET in Europe:
National report on the LLP implementation in Iceland
National report on the LLP implementation in Iceland 2007-2009 Mr. Unnar Hermannsson unnar.hermannsson@gmail.com in Iceland June 2010 Publisher: Ministry of Education, Science and Culture Sölvhólsgata
Report from the first study visit to the Europa Institute in Saarbrücken within the CABUFAL project 12 th July 16 th July 2017.
Report from the first study visit to the Europa Institute in Saarbrücken within the CABUFAL project 12 th July 16 th July 2017. From July 12 th to July 16 th representatives of the Faculty of Law University
KEY DATA. UNIVERSITY OF MANNHEIM Schloss Mannheim Germany ERASMUS CODE: D Mannhei01
KEY DATA UNIVERSITY OF MANNHEIM Schloss 68131 Mannheim Germany www.uni-mannheim.de ERASMUS CODE: D Mannhei01 INTERNATIONAL OFFICE University of Mannheim 68131 Mannheim Phone: +49 (0) 621 181 1151 Fax:
CEN/ISSS ecat Workshop
ISSS/WS-eCAT/02/001Rev. CEN/ISSS ecat Workshop Business Plan (v.10) Source: ISSS Secretariat and TermNet Status: Approved Date: 4 December 2002 1 1) Title of the proposed Workshop Multilingual Catalogue
DG Research and Innovation
DG Research and Innovation Researchers Report 2013 Final Report The report and its annexes are available at: http://ec.europa.eu/euraxess/index.cfm/general/researchpolicies Legal notice: This report has
UNICA Scholarly Communication Working Group and Seminars
UNICA Scholarly Communication Working Group and Seminars Report to the General Assembly Filippos Tsimpoglou Library Director, University of Cyprus Nicosia 26/10/2012 Scholarly Communication Working Group
A CHARTER ON QUALITY FOR LEARNING MOBILITY IN THE YOUTH FIELD
A CHARTER ON QUALITY FOR LEARNING MOBILITY IN THE YOUTH FIELD EUROPEAN UNION The opinions expressed in this work, commissioned by the EU-Council of Europe youth partnership, are the responsibility of the
Frequently Asked Questions (FAQs)
Frequently Asked Questions (FAQs) (for Canadian applicants) Eligibility for the award Q. What is the difference between a Fulbright student and a Fulbright scholar in the Fulbright Program? A. Fulbright
Inclusion in Higher Education. A human rights perspective
Inclusion in Higher Education A human rights perspective Overview of presentation Introduction of the Agency Inclusion and Inclusive Education Systems Policy on Inclusion in general and on Higher Education
Understanding China Training Programme. The Understanding China programme is co-funded by the European Commission
Understanding China 2012 Training Programme The Understanding China programme is co-funded by the European Commission Understanding China I Creating Business and Dialogue If I invest into a training of
Common European Principles for. Introduction. Background
EUROPEAN COMMISSION Education and Culture Lifelong Learning: Education and Training policies School education and higher education Common European Principles for Teacher 1 Competences and Qualifications