ESF Transnational Cooperation and the Common Framework

Size: px
Start display at page:

Download "ESF Transnational Cooperation and the Common Framework"

Transcription

1 ESF Transnational Cooperation and the Common Framework Paper for the meeting of the ESF Committee, Vilnius, 26 September 2013 Table of contents 1 General Summary of the Common Framework Participation Common themes EU-level platform Coordinated calls General timetable for the Common Framework until Matrix - proposed roles and responsibilities of the actors involved in TNC Attachment Draft Rules of Procedure for a Common Framework for implementing Transnational Cooperation under ESF GENERAL Between May 2011 and September 2013, ESF practitioners have met on a regular basis 1 to develop ideas on the shape of ESF transnational cooperation (TNC) in the programming period and more detailed proposals on related implementation modalities. The original forum comprised a Working Group on TNC post 2013, which was established under the auspices of the Ad-hoc Group on Innovation and Transnational Cooperation (Ad-hoc Group). 2 Once the Working Group came to an end in 2012, the baton was passed to the newly established Learning Network on ESF TNC ; 8 Member States (MSs) are formally represented in this network, 3 while personnel from others regularly attend meetings on an informal basis. 4 Deliberations have focused on addressing the weaknesses identified in TNC implementation during the current programming period, while avoiding the drawbacks perceived in the preceding EQUAL Community Initiative. 5 In the first case, the lack of institutionalised coordination 6 across MSs with regard to the TNC agenda has meant that project promoters have found it hard to identify TNC partners in other MSs and establish partnerships. In addition, the situation has been exacerbated by the fact that costs related to partner search, necessarily incurred by applicants prior to signature of contract, are 1 9 times in total 2 The core of the Working Group was made up of members of the TNC Learning Network (which ran from 2010 to 2012), though representatives of MSs not participating in this network were welcome to attend as well. 3 Czech Republic (network lead), Finland, Belgium (Flanders), Germany, Poland, Spain, Sweden, UK (England and Northern Ireland separately) 4 Italy, Lithuania 5 EQUAL concerned TNC actions to promote new means of combating discrimination and inequalities in connection with the labour market. 6 For example, calls across MSs have almost always not been coordinated. 1 of 7

2 usually not allowed as eligible expenditure; further, a similar common restriction on costs incurred by TNC partners has not encouraged foreign organisations to partner with domestic applicants (since they would either have to work for free or arrange for their own source of funding). In the second instance, the rigidity of the mechanism established for the implementation of EQUAL has been generally viewed negatively by national administrations, since it did not allow sufficient room for manoeuvre. The thinking and suggestions of the Working Group on TNC post 2013 fed into the development of the TNC-related sections of the EC s proposal for the new ESF Regulation, published in October Since that time, work has involved discussing and designing a mechanism for TNC in the new programming period which will be neither too loose nor too restrictive. In order to gauge and build interest and tailor the mechanism to meet the needs of Managing Authorities (MAs), input and feedback was solicited on a regular basis. To this end increasingly detailed proposals have been presented to the Ad-hoc Group (in October 2011, June and December 2012, June 2013), while a wider audience was consulted during 2 so-called TNC Learning Seminars (September 2011, September 2012) which brought together representatives from over half the MSs; in all cases, the response has been positive. Most recently, an informal canvassing of MSs indicated that 100% of those that responded would consider participating in the system put forward. Work on the design of a mechanism for TNC for the programming period is now approaching an end. Based on the relevant articles of the draft ESF Regulation, proposals essentially foresee optional institutionalised collaboration (informally termed the Common Framework ) between MAs in different MSs around a limited number of common themes; in the case that MAs cannot or are unwilling to participate in the Common Framework, they can always implement TNC as during the current programming period (informally termed the flexible approach ). 7 It is intended that Rules of Procedure for the Common Framework, including the common themes on which it is to be based, are proposed by the EC and endorsed by the ESF Committee at its first meeting in The sections below set out 1) a summary of the Common Framework, 2) the general timetable for the Common Framework until 2015, and 3) a matrix sketching the roles and responsibilities of relevant actors. A preliminary draft of the Rules of Procedure for the Common Framework is attached for consideration; it should be consulted for further details on how the Common Framework is to operate. 2 SUMMARY OF THE COMMON FRAMEWORK In brief, optional institutionalised collaboration under the Common Framework is proposed to comprise the synchronised development, launching and administration of calls (including project selection) by participating national/regional MAs/IBs, such calls being based around a number of pre-selected common themes. Support for the system would be provided by an EU-level platform, to be made up of bodies with pre-defined roles and responsibilities (notably Thematic Networks established for each common theme), as well as tools to facilitate the identification of TNC partners by project promoters and the subsequent formalisation of partnerships. 2.1 Participation Participation in the Common Framework will be entirely optional, though once an MA has opted in, it will be bound by the Common Framework s Rules of Procedure; however, it will also be able to opt out whenever it wishes to do so. In addition, no preconditions shall be set on participation (e.g. the Common 7 Additionally, MAs will be able to follow both options simultaneously in relation to a single Operational Programme. 8 This is the procedure foreseen in Article 10(2) of the draft ESF Regulation for formalising TNC common themes; it is proposed that it is also employed to formalise Common Framework implementation modalities. 2 of 7

3 Framework will not need to be indicated in Operational Programmes (OPs); TNC will not have to be implemented under a dedicated priority). 2.2 Common themes The 6 common themes around which it is proposed that the Common Framework is based are listed in the table below, together with example issue areas each would cover. This list has been developed on the basis of information received from MSs on which investment priorities are most likely to appear in their OPs; in addition, a wide variety of stakeholders were consulted as described in section 1 above. The following should be noted: The number of common themes is limited in order to correspond to the finite resources available and what is workable (a proliferation of common themes will make the institutional architecture of the Common Framework difficult to manage). In this context, it should be borne in mind that the Common Framework primarily targets project promoters through the coordination of calls across participating MSs; consequently, while there will be space for MAs/IBs to learn from each other and exchange best practice, subjects which do not address project promoters directly (such as those addressed via Learning Networks in the current programming period - e.g. results based management) would not be appropriate for the Common Framework. 9 The wording of the common themes deliberately does not match related investment priorities, since MAs requested that it was made clear that participation in the former was not to be limited by the restrictions imposed for the latter (which might discourage participation in the Common Framework). Some common themes are extremely broad; it is expected that the relevant Thematic Networks (see below) will narrow their scope in line with member s mutual interests. Issue areas relevant to more than 1 or all common themes are repeated in the table. Common theme Active Labour Market Policy Inclusion Youth employment Learning and skills Adaptability Social economy Example issue areas Employability and labour integration; Labour mobility; Employment services improvement of and access to; Gender equality; Social innovation Active inclusion in the labour market; Access to services (e.g. transport, health, welfare, housing, etc.); Combating discrimination, such as Roma; Fighting against poverty; Local community development; Gender equality; Social innovation NEETs; Recent graduates; Mobility measures; Apprenticeships; Gender equality; Social innovation Combating/addressing early school leaving; Vocational Education and Training; Apprenticeships; Accreditation (of prior learning); Lifelong learning; Transitions within and between school and work; Gender equality; Social innovation Active ageing; Quality of working life (including work-life balance); Work organisation (e.g. flexible forms of employment); Anticipation (e.g. of future structural changes); Investment in employees (e.g. upskilling/reskilling); Green jobs; Gender equality; Social innovation Social entrepreneurship (including outreach, start-up support, coaching/mentoring, social franchising); Financial instruments to support social entrepreneurship; Gender equality; Social innovation 9 If there are issues which should be addressed at EU level by bringing together MAs/IBs, thought should be given to mechanisms other than the Common Framework (e.g. classic Learning Networks). 3 of 7

4 2.3 EU-level platform An EU-level platform is mentioned in Article 10(3) of the draft ESF Regulation. It is proposed that it comprises a number of bodies and tools. Its primary concern will be ensuring that the Common Framework operates effectively and efficiently; however, it will also concern itself to a limited extent with the flexible approach and TNC in general. 10 The bodies shall include: The EC, to be responsible overall for the establishment, implementation and oversight of the Common Framework. Technical assistance hired by the EC (EC TA), to support the EC, Thematic Networks, the TNC Advisory Group and MAs with regard to TNC in general and the Common Framework in particular. It should be operational over the full implementation period of the Common Framework (i.e. from 2014 to 2021/2022). Thematic Networks, to be established for each common theme and provide policy input for their themes, including the design of coordinated calls (see below). They should cover the full implementation period of the Common Framework (i.e. from 2014 to 2021/2022) and meet twice a year. They should be led, convened and chaired by the EC TA (on behalf of the EC), which will also provide the secretariat function; strategic oversight and decision making will be ensured by participating MSs. Membership should be compulsory for MSs participating in a given theme (a representative from an MA and 1 expert), with other MSs attending if they wish, though with restricted decision making power; other relevant personnel and/or organisations could be invited (e.g. external experts, social partners). Thematic Networks should be funded under the contract the EC concludes with a contractor for the EC TA, including travel related costs for MSs participating in a given theme. A TNC Advisory Group, to cover the full implementation period of the Common Framework (i.e. from 2014 to 2021/2022). It should be led, convened and chaired by the EC, with the EC TA supplying the secretariat. Membership should be compulsory for all MSs involved in the Common Framework; other MSs could attend if they wished, though with restricted decision making power. Costs, including those related to members travel, should be funded under the contract the EC concludes with a contractor for the EC TA. The Advisory Group should have an overview of the whole of TNC (Common Framework and flexible approach) and should provide advice to the EC, EC TA and TNs, particularly on issues of a horizontal nature (e.g. partner search, eligible expenditure). Participating MSs: MSs would be responsible for launching national and/or regional calls in the context of a coordinated call, selecting projects, concluding and monitoring contracts; in addition, they would attend Thematic Networks and the TNC Advisory Group. The tools shall include: An EU-level partner-search database to be established and maintained by the EC TA. It should be simple, clear and comprehensive. Its primary focus should be the project proposals initially selected by MAs or Intermediate Bodies (IBs) in the context of coordinated calls, since these should form the basis for developing TNC partnerships. However, it should also cater for the needs of project promoters under the flexible approach, and should therefore allow space for relevant information to be uploaded (e.g. project ideas). 10 This will apply in particular to the EC s technical assistance, the TNC Advisory Group and the EU-wide partner search database and central website. 4 of 7

5 A central EU-level website to be established and maintained by the EC TA. Bringing together all relevant information (e.g. from previous programming periods, from different MSs), it should serve as a 1-stop shop for any party interested in TNC. 2.4 Coordinated calls It is proposed that 2 coordinated calls are launched over the programming period, to cover all common themes. They would actually comprise a number of individual national and/or regional level calls launched by MAs (or IBs on behalf of MAs) participating in the Common Framework during an agreed window; a timetable and parameters would be agreed at EU level. For those proposals selected by MAs/IBs, support for project promoters with regard to finding TNC partners would be provided via the EU-wide partner search database and partner search events. Once applicants had formalised a satisfactory TNC partnership, the relevant MA or IB would either extend the initial contract concluded into an implementation phase or sign a follow-on contract. 11 EU-level monitoring, dissemination/mainstreaming and evaluation of resulting TNC partnerships would be the responsibility of the EC TA with oversight and direction from Thematic Networks. 11 This system entails a de facto or de jure 2-step selection procedure firstly proposals would be selected on the basis of the quality of the project, after which an initial contract would be signed; subsequently, successful applicants would identify partners and formalise TNC partnerships, whereupon the initial contracts would be extended or followed up. However, since many MAs might not be able to adopt such a system, either due to legal or capacity constraints, its use is not compulsory. MAs, for example, could participate in coordinated calls using a 1-step procedure, in which TNC partners have to be indicated in proposals; in this case, however, MAs and IBs would have to make the arrangements necessary on their side to allow their project promoters to benefit from the Common Framework. 5 of 7

6 3 GENERAL TIMETABLE FOR THE COMMON FRAMEWORK UNTIL 2015 The general timetable for the preparation and implementation of the Common Framework until 2015 (i.e. related to the first coordinated call) is presented in the table below. It should be noted that: Where the EC is indicated as responsible, it will usually be supported by the EC TA; Thematic Networks and the TNC Advisory Group will meet regularly over the period; the chair for the former and the secretariat for both will be provided by the EC TA. For an indicative timetable for coordinated calls covering the whole programming period, see the draft Rules of Procedure for the Common Framework. Target By end Q Q-3Q Q 2014 Tasks/responsibilities Common themes and implementing modalities for Common Framework prepared by the Learning Network on ESF TNC (LN) Tender for EC TA launched Common themes and implementing modalities for Common Framework proposed by the EC and endorsed by the ESF Committee. Organization of launching event in conjunction with the larger event anticipated by the EC for launching ESF in the next programming period. To present the Common Framework in a plenary session, convince the unconvinced, finalise membership of Thematic Networks, present a detailed implementation timetable for coordinated synchronized calls and lessons learnt from the Mobility Network; to include capacity building workshop(s) on technical issues. EC and LN responsible for content, presentation and facilitation. Preparation of coordinated calls (Thematic Networks responsible for content, TNC Advisory Group for common parameters) EC TA if not operational, contracted (by end June 2014) Preparation of the partner search database and updating of TNC website by EC TA EC sends letters to MSs inviting them to take part in the first round of coordinated calls, with information on the content of calls, timing etc MSs launch individuals calls and select projects Selected projects upload information into the partner search database (structure of information prepared by LN), MSs may validate information uploaded Partner search events held for each common theme and for a maximum of 100 people each; priority to be given to orphans (i.e. projects without partners) Applicants identify partners and formalise TNC partnerships; MSs extend or follow up initial contracts. EC TA to monitor MSs launching individual calls (role to be proactive and reactive), report to EC and TNC Advisory Group, advise MAs/IBs if needed, update of website, technical maintenance of TNC database, preparation of partner search events (prematching projects, preparing agendas and facilitating the events (together with the thematic networks), organising logistics, registration, premises) post 2015 MSs monitor projects, take part in meetings of Thematic Networks EC TA to 1) help with dissemination and mainstreaming of projects results (e.g. organisation of events/round tables, inviting thematic experts in this to be guided by Thematic Networks on use of knowledge, dissemination of information outside the ESF circle, research); 2) help Thematic Networks to promote mutual learning; 3) monitor/evaluate (based on data from MSs ) e.g. simple technical monitoring of projects twice a year, conducting case studies on/evaluating results of projects suggested by MAs, on-going evaluation of projects in order to improve the 2 nd round of coordinated calls 6 of 7

7 4 MATRIX - PROPOSED ROLES AND RESPONSIBILITIES OF THE ACTORS INVOLVED IN TNC Membership/constitution EC EC TA Thematic Networks TNC Advisory Group MSs EC staff responsible for External contractor hired Participation obligatory for Participation obligatory for TNC by EC those in CF, open to those in CF, open to others Funding EC s ESF TA budget Included in the budget for the external contractor hired by the EC for TA Timetable Coordinated calls Partner search database Considers, approves and issues Considers, approves and issues parameters Considers, comments and approves specifications Partner search for a Issues invitations; attends Summarises proposals and preliminary partner matching; organisation (e.g. logistics) Central website Considers and approves Proposes specifications, specifications Establishes and maintains Thematic Networks Attends Leads, convenes and chairs (on behalf of EC); secretariat TNC Advisory Group Leads, convenes and Performs role of chairs secretariat others MSs to cover their own costs (e.g. travel); EC TA finances remainder Develops and proposes to EC Supports EC, TNC Define scope and content Develops and proposes Advisory Group and MSs parameters to EC Establishes and maintains Develops and proposes specifications to EC Facilitation and provision of experts Developing and launching national/regional calls respecting agreed parameters; select projects; conclude contracts Forwards proposals selected and other information to EC TA and/or data entry Attend Considers and comments specifications Attend and contribute Attend and contribute; led, convened and chaired by an MS 7 of 7

SOCRATES PROGRAMME GUIDELINES FOR APPLICANTS

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 information

Council of the European Union Brussels, 4 November 2015 (OR. en)

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

More information

Referencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework

Referencing 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 information

3 of Policy. Linking your Erasmus+ Schools project to national and European Policy

3 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 information

2 di 7 29/06/

2 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 information

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College

Higher 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 information

Post-16 transport to education and training. Statutory guidance for local authorities

Post-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 information

Statewide Strategic Plan for e-learning in California s Child Welfare Training System

Statewide Strategic Plan for e-learning in California s Child Welfare Training System Statewide Strategic Plan for e-learning in California s Child Welfare Training System Decision Point Outline December 14, 2009 Vision CalSWEC, the schools of social work, the regional training academies,

More information

Proposal for the Educational Research Association: An Initiative of the Instructional Development Unit, St. Augustine

Proposal for the Educational Research Association: An Initiative of the Instructional Development Unit, St. Augustine Please send comments to: The Instructional Development Unit Sir Frank Stockdale Building The University of the West Indies St. Augustine Email: caribteachingscholar@sta.uwi.edu The University of the West

More information

Guidelines for Mobilitas Pluss top researcher grant applications

Guidelines for Mobilitas Pluss top researcher 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 top researcher grant applications 1. Scope The guidelines

More information

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction

More information

VOCATIONAL EDUCATION AND TRAINING PROGRAMME FOR OIC MEMBER COUNTRIES (OIC-VET)

VOCATIONAL EDUCATION AND TRAINING PROGRAMME FOR OIC MEMBER COUNTRIES (OIC-VET) VOCATIONAL EDUCATION AND TRAINING PROGRAMME FOR OIC MEMBER COUNTRIES (OIC-VET) PROGRAMME DE FORMATION PROFESSIONNELLE POUR LES PAYS MEMBRES DE L OCI (OCI-PFP) STATISTICAL ECONOMIC AND SOCIAL RESEARCH AND

More information

DEPARTMENT OF SOCIAL SCIENCES

DEPARTMENT OF SOCIAL SCIENCES Department of Social Sciences Operations Manual 1 (12) DEPARTMENT OF SOCIAL SCIENCES Operations Manual 1.0 Department of Social Sciences Operations Manual 2 (12) CHANGE PAGE This is the change page of

More information

Summary and policy recommendations

Summary 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 information

COMMISSION OF THE EUROPEAN COMMUNITIES RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL

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

More information

D.10.7 Dissemination Conference - Conference Minutes

D.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 information

Stakeholder Engagement and Communication Plan (SECP)

Stakeholder Engagement and Communication Plan (SECP) Stakeholder Engagement and Communication Plan (SECP) Summary box REVIEW TITLE 3ie GRANT CODE AUTHORS (specify review team members who have completed this form) FOCAL POINT (specify primary contact for

More information

National Pre Analysis Report. Republic of MACEDONIA. Goce Delcev University Stip

National 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 information

Guidelines for Mobilitas Pluss postdoctoral grant applications

Guidelines 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 information

BYLAWS of the Department of Electrical and Computer Engineering Michigan State University East Lansing, Michigan

BYLAWS of the Department of Electrical and Computer Engineering Michigan State University East Lansing, Michigan BYLAWS of the Department of Electrical and Computer Engineering Michigan State University East Lansing, Michigan 48824-1226 ADOPTED 9-24-71 AMENDED 2-3-72 5-31-77 4-26-83 2-10-88 6-7-90 5-5-94 4-27-95

More information

Interview on Quality Education

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

More information

WELCOME WEBBASED E-LEARNING FOR SME AND CRAFTSMEN OF MODERN EUROPE

WELCOME WEBBASED E-LEARNING FOR SME AND CRAFTSMEN OF MODERN EUROPE WELCOME WEBBASED E-LEARNING FOR SME AND CRAFTSMEN OF MODERN EUROPE Authors Helena Bijnens, EuroPACE ivzw, Belgium, Johannes De Gruyter, EuroPACE ivzw, Belgium, Ilse Op de Beeck, EuroPACE ivzw, Belgium,

More information

University of Essex Access Agreement

University 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 information

Marketing Committee Terms of Reference

Marketing Committee Terms of Reference Marketing Committee Terms of Reference The fundamental role of the committee is to support and work collaboratively with the Principal and the Business Development Officer, to offer suggestions and formulate

More information

Lifelong Learning Programme. Implementation of the European Agenda for Adult Learning

Lifelong 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 information

I set out below my response to the Report s individual recommendations.

I set out below my response to the Report s individual recommendations. Written Response to the Enterprise and Business Committee s Report on Science, Technology, Engineering and Maths (STEM) Skills by the Minister for Education and Skills November 2014 I would like to set

More information

Teaching Excellence Framework

Teaching Excellence Framework Teaching Excellence Framework Role specification: Subject Pilot and Year Three Panel members and assessors 13 September 2017 Contents Background... 2 Introduction... 2 Application process... 3 Subject

More information

Institutional review. University of Wales, Newport. November 2010

Institutional review. University of Wales, Newport. November 2010 Institutional review University of Wales, Newport November 2010 The Quality Assurance Agency for Higher Education 2011 ISBN 978 1 84979 260 8 All QAA's publications are available on our website www.qaa.ac.uk

More information

VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009

VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Requirements for Vocational Qualifications VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Regulation 17/011/2009 Publications 2013:4 Publications 2013:4 Requirements for Vocational Qualifications

More information

Improving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Held in Brasilia

Improving 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 information

School Inspection in Hesse/Germany

School Inspection in Hesse/Germany Hessisches Kultusministerium School Inspection in Hesse/Germany Contents 1. Introduction...2 2. School inspection as a Procedure for Quality Assurance and Quality Enhancement...2 3. The Hessian framework

More information

Research Update. Educational Migration and Non-return in Northern Ireland May 2008

Research Update. Educational Migration and Non-return in Northern Ireland May 2008 Research Update Educational Migration and Non-return in Northern Ireland May 2008 The Equality Commission for Northern Ireland (hereafter the Commission ) in 2007 contracted the Employment Research Institute

More information

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference.

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference. Curriculum Policy Independent Boarding and Day School for Boys and Girls Royal Hospital School November 2017 ISI reference Key author Reviewing body Approval body Approval frequency 2a Director of Curriculum,

More information

Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd

Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd June 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about Kaplan International Colleges UK Ltd...

More information

2007 No. xxxx EDUCATION, ENGLAND. The Further Education Teachers Qualifications (England) Regulations 2007

2007 No. xxxx EDUCATION, ENGLAND. The Further Education Teachers Qualifications (England) Regulations 2007 Please note: these Regulations are draft - they have been made but are still subject to Parliamentary Approval. They S T A T U T O R Y I N S T R U M E N T S 2007 No. xxxx EDUCATION, ENGLAND The Further

More information

The European Higher Education Area in 2012:

The 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 information

EQF meets ECVET comes to an end by late November!

EQF meets ECVET comes to an end by late November! E-letter 4 October 2015 EQF meets ECVET comes to an end by late November! http://www.eqfmeetsecvet.eu Dear readers, welcome to the final EQF meets ECVET Newsletter! After two years of intensive work we

More information

Special Educational Needs Policy (including Disability)

Special Educational Needs Policy (including Disability) Special Educational Needs Policy (including Disability) To be reviewed annually Chair of Governors, Lyn Schlich Signed January 2017 East Preston Infant School SPECIAL EDUCATION NEEDS [SEN] POLICY CONTENTS

More information

The Survey of Adult Skills (PIAAC) provides a picture of adults proficiency in three key information-processing skills:

The Survey of Adult Skills (PIAAC) provides a picture of adults proficiency in three key information-processing skills: SPAIN Key issues The gap between the skills proficiency of the youngest and oldest adults in Spain is the second largest in the survey. About one in four adults in Spain scores at the lowest levels in

More information

Assessment and national report of Poland on the existing training provisions of professionals in the Healthcare Waste Management industry REPORT: III

Assessment and national report of Poland on the existing training provisions of professionals in the Healthcare Waste Management industry REPORT: III Assessment and national report of Poland on the existing training provisions of professionals in the Healthcare Waste Management industry REPORT: III DEVELOPING AN EU STANDARDISED APPROACH TO VOCATIONAL

More information

The recognition, evaluation and accreditation of European Postgraduate Programmes.

The 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 information

USC VITERBI SCHOOL OF ENGINEERING

USC VITERBI SCHOOL OF ENGINEERING USC VITERBI SCHOOL OF ENGINEERING APPOINTMENTS, PROMOTIONS AND TENURE (APT) GUIDELINES Office of the Dean USC Viterbi School of Engineering OHE 200- MC 1450 Revised 2016 PREFACE This document serves as

More information

OECD THEMATIC REVIEW OF TERTIARY EDUCATION GUIDELINES FOR COUNTRY PARTICIPATION IN THE REVIEW

OECD THEMATIC REVIEW OF TERTIARY EDUCATION GUIDELINES FOR COUNTRY PARTICIPATION IN THE REVIEW OECD THEMATIC REVIEW OF TERTIARY EDUCATION GUIDELINES FOR COUNTRY PARTICIPATION IN THE REVIEW JUNE 2004 CONTENTS I BACKGROUND... 1 1. The thematic review... 1 1.1 The objectives of the OECD thematic review

More information

Dakar Framework for Action. Education for All: Meeting our Collective Commitments. World Education Forum Dakar, Senegal, April 2000

Dakar Framework for Action. Education for All: Meeting our Collective Commitments. World Education Forum Dakar, Senegal, April 2000 Dakar Framework for Action Education for All: Meeting our Collective Commitments Text adopted by the World Education Forum Dakar, Senegal, 26-28 April 2000 Dakar Framework for Action Education for All:

More information

Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND

Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Bewdley Primary School is committed to safeguarding and promoting the welfare of children and young people and expects

More information

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUGUST 2001 Contents Sources 2 The White Paper Learning to Succeed 3 The Learning and Skills Council Prospectus 5 Post-16 Funding

More information

TABLE OF CONTENTS. By-Law 1: The Faculty Council...3

TABLE OF CONTENTS. By-Law 1: The Faculty Council...3 FACULTY OF SOCIAL SCIENCES, University of Ottawa Faculty By-Laws (November 21, 2017) TABLE OF CONTENTS By-Law 1: The Faculty Council....3 1.1 Mandate... 3 1.2 Members... 3 1.3 Procedures for electing Faculty

More information

WP 2: Project Quality Assurance. Quality Manual

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:

More information

INSTRUCTION MANUAL. Survey of Formal Education

INSTRUCTION MANUAL. Survey of Formal Education INSTRUCTION MANUAL Survey of Formal Education Montreal, January 2016 1 CONTENT Page Introduction... 4 Section 1. Coverage of the survey... 5 A. Formal initial education... 6 B. Formal adult education...

More information

The Referencing of the Irish National Framework of Qualifications to EQF

The Referencing of the Irish National Framework of Qualifications to EQF The Referencing of the Irish National Framework of Qualifications to EQF National Qualifications Frameworks in an International perspective Brussels 30 November 2009 Dr Jim Murray National Qualifications

More information

St. Mary Cathedral Parish & School

St. Mary Cathedral Parish & School Parish School Governance St. Mary Cathedral Parish & School School Advisory Council Constitution Approved by Parish Pastoral Council April 25, 2014 -i- Constitution of the St. Mary Cathedral School Advisory

More information

Business. Pearson BTEC Level 1 Introductory in. Specification

Business. Pearson BTEC Level 1 Introductory in. Specification Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory

More information

Program Change Proposal:

Program Change Proposal: Program Change Proposal: Provided to Faculty in the following affected units: Department of Management Department of Marketing School of Allied Health 1 Department of Kinesiology 2 Department of Animal

More information

GREAT Britain: Film Brief

GREAT 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 information

The EQF Referencing report of the Kosovo NQF for General Education, VET and Higher Education

The EQF Referencing report of the Kosovo NQF for General Education, VET and Higher Education EQF Referencing Report of the Kosovo Qualifications Framework Editor: Teuta Danuza Authors of the report: Teuta Danuza, Furtuna Mehmeti and Blerim Saqipi Authors of the 2014 version: Teuta Danuza, Anton

More information

The development of ECVET in Europe

The development of ECVET in Europe European Centre for the Development of Vocational Training WORKING PAPER No 14 The development of ECVET in Europe (2011) Luxembourg: Publications Office of the European Union, 2012 The development of

More information

Information Sheet for Home Educators in Tasmania

Information Sheet for Home Educators in Tasmania HOME EDUCATION ASSOCIATION, Inc. PO Box 245 Petersham NSW 2049 1300 72 99 91 www.hea.edu.au admin@hea.edu.au Information Sheet for Home Educators in Tasmania How the Draft Tasmanian Education Bill 2016

More information

Raj Soin College of Business Bylaws

Raj Soin College of Business Bylaws Raj Soin College of Business Bylaws Approved October 8, 2002 Amended June 8, 2010 Amended January 30, 2013 These bylaws establish policies and procedures required by the Collective Bargaining Agreement.

More information

Parent Teacher Association Constitution

Parent Teacher Association Constitution Parent Teacher Association Constitution The purpose of this regulation is to clarify the Parent Teacher Association (PTA), its function, role, authority and responsibilities. This regulation takes into

More information

Business 4 exchange academic guide

Business 4 exchange academic guide Business 4 exchange academic guide KdG exchange programme for Business Academic year 2017-2018 Karel de Grote University College Campus of Business Management and Administration Nationalestraat 5 B-2000

More information

PROJECT DESCRIPTION SLAM

PROJECT 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 information

EDUCATION AND DECENTRALIZATION

EDUCATION AND DECENTRALIZATION EDUCATION AND DECENTRALIZATION Skopje, 2006 Education and Decentralization: User-friendly Manual Author: Jovan Ananiev, MSc. Project management: OSCE Spillover Monitor Mission to Skopje/Confidence Building

More information

California Professional Standards for Education Leaders (CPSELs)

California Professional Standards for Education Leaders (CPSELs) Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element

More information

WHAT IS AEGEE? AEGEE-EUROPE PRESENTATION EUROPEAN STUDENTS FORUM

WHAT 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 information

Exam Centre Contingency and Adverse Effects Policy

Exam Centre Contingency and Adverse Effects Policy Exam Centre Contingency and Adverse Effects Policy Contents 1. Aims of the Joint Contingency Plan 2. Communications 3. Background and ownership 4. Disruption of teaching time centre is closed for an extended

More information

to Club Development Guide.

to Club Development Guide. Club Development Guide Welcome to the Welsh Triathlon Introduction to Club Development Guide. With the continued growth and popularity of Triathlon we wish to support your club and volunteers to ensure

More information

Educational system gaps in Romania. Roberta Mihaela Stanef *, Alina Magdalena Manole

Educational 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 information

National Academies STEM Workforce Summit

National Academies STEM Workforce Summit National Academies STEM Workforce Summit September 21-22, 2015 Irwin Kirsch Director, Center for Global Assessment PIAAC and Policy Research ETS Policy Research using PIAAC data America s Skills Challenge:

More information

Summary results (year 1-3)

Summary results (year 1-3) Summary results (year 1-3) Evaluation and accountability are key issues in ensuring quality provision for all (Eurydice, 2004). In Europe, the dominant arrangement for educational accountability is school

More information

Curriculum for the Academy Profession Degree Programme in Energy Technology

Curriculum for the Academy Profession Degree Programme in Energy Technology Curriculum for the Academy Profession Degree Programme in Energy Technology Version: 2016 Curriculum for the Academy Profession Degree Programme in Energy Technology 2016 Addresses of the institutions

More information

Guidelines on how to use the Learning Agreement for Studies

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

More information

Educating for innovationdriven

Educating for innovationdriven New Delhi, 9 May 2012 Educating for innovationdriven societies! Stéphan Vincent-Lancrin Senior Analyst & Project Leader OECD Skills and education for innovation «21st Century Skills»! Education and training

More information

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 A report for Research Councils UK March 2016 FULL REPORT Report author: Ruth Townsley, Independent Researcher Summary

More information

Position Statements. Index of Association Position Statements

Position Statements. Index of Association Position Statements ts Association position statements address key issues for Pre-K-12 education and describe the shared beliefs that direct united action by boards of education/conseil scolaire fransaskois and their Association.

More information

Mahatma Gandhi Institute of Education for Peace and Sustainable Development. A joint initiative by UNESCO and the Government of India

Mahatma Gandhi Institute of Education for Peace and Sustainable Development. A joint initiative by UNESCO and the Government of India Mahatma Gandhi Institute of Education for Peace and Sustainable Development A joint initiative by UNESCO and the Government of India UNESCO and the Government of India in a major new partnership The United

More information

THE QUEEN S SCHOOL Whole School Pay Policy

THE QUEEN S SCHOOL Whole School Pay Policy The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.

More information

Higher education is becoming a major driver of economic competitiveness

Higher 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 information

LEARNING AGREEMENT FOR STUDIES

LEARNING 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 information

The development of national qualifications frameworks in Europe

The development of national qualifications frameworks in Europe European Centre for the Development of Vocational Training WORKING PAPER No 8 The development of national qualifications frameworks in Europe Luxembourg: Publications Office of the European Union, 2010

More information

A European inventory on validation of non-formal and informal learning

A European inventory on validation of non-formal and informal learning A European inventory on validation of non-formal and informal learning Finland By Anne-Mari Nevala (ECOTEC Research and Consulting) ECOTEC Research & Consulting Limited Priestley House 12-26 Albert Street

More information

PERFORMING ARTS. Unit 2 Proposal for a commissioning brief Suite. Cambridge TECHNICALS LEVEL 3. L/507/6467 Guided learning hours: 60

PERFORMING ARTS. Unit 2 Proposal for a commissioning brief Suite. Cambridge TECHNICALS LEVEL 3. L/507/6467 Guided learning hours: 60 2016 Suite Cambridge TECHNICALS LEVEL 3 PERFORMING ARTS Unit 2 Proposal for a commissioning brief L/507/6467 Guided learning hours: 60 Version 1 September 2015 ocr.org.uk/performingarts LEVEL 3 UNIT 2:

More information

Baku Regional Seminar in a nutshell

Baku Regional Seminar in a nutshell Baku Regional Seminar in a nutshell STRUCTURED DIALOGUE: THE PROCESS 1 BAKU REGIONAL SEMINAR: PURPOSE & PARTICIPANTS 2 CONTENTS AND STRUCTURE OF DISCUSSIONS 2 HOW TO GET PREPARED FOR AN ACTIVE PARTICIPATION

More information

M.S. in Environmental Science Graduate Program Handbook. Department of Biology, Geology, and Environmental Science

M.S. in Environmental Science Graduate Program Handbook. Department of Biology, Geology, and Environmental Science M.S. in Environmental Science Graduate Program Handbook Department of Biology, Geology, and Environmental Science Welcome Welcome to the Master of Science in Environmental Science (M.S. ESC) program offered

More information

CEN/ISSS ecat Workshop

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

More information

VI-1.12 Librarian Policy on Promotion and Permanent Status

VI-1.12 Librarian Policy on Promotion and Permanent Status University of Baltimore VI-1.12 Librarian Policy on Promotion and Permanent Status Approved by University Faculty Senate 2/11/09 Approved by Attorney General s Office 2/12/09 Approved by Provost 2/24/09

More information

Knowledge for the Future Developments in Higher Education and Research in the Netherlands

Knowledge for the Future Developments in Higher Education and Research in the Netherlands Knowledge for the Future Developments in Higher Education and Research in the Netherlands Don F. Westerheijden Contribution to Vision Seminar Higher education and Research 2030 Helsinki, 2017-06-14 How

More information

Contents. (1) Activities Units of learning outcomes and expert interviews... 2

Contents. (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 information

A GENERIC SPLIT PROCESS MODEL FOR ASSET MANAGEMENT DECISION-MAKING

A GENERIC SPLIT PROCESS MODEL FOR ASSET MANAGEMENT DECISION-MAKING A GENERIC SPLIT PROCESS MODEL FOR ASSET MANAGEMENT DECISION-MAKING Yong Sun, a * Colin Fidge b and Lin Ma a a CRC for Integrated Engineering Asset Management, School of Engineering Systems, Queensland

More information

Quality in University Lifelong Learning (ULLL) and the Bologna process

Quality 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 information

WITTENBORG UNIVERSITY

WITTENBORG UNIVERSITY WITTENBORG UNIVERSITY WITTENBORG University of Applied Sciences - Business School - Research Centre Wittenborg University 1 Founded in 1987, Wittenborg University is one of the most international and diverse

More information

Programme Specification. MSc in International Real Estate

Programme Specification. MSc in International Real Estate Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained

More information

MODERNISATION OF HIGHER EDUCATION PROGRAMMES IN THE FRAMEWORK OF BOLOGNA: ECTS AND THE TUNING APPROACH

MODERNISATION 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 information

University of Essex NOVEMBER Institutional audit

University of Essex NOVEMBER Institutional audit University of Essex NOVEMBER 2003 Institutional audit Published by Quality Assurance Agency for Higher Education Southgate House Southgate Street Gloucester GL1 1UB Tel 01452 557000 Fax 01452 557070 Email

More information

PROJECT 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 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 information

Cross-case Analysis of Measures in Alternative Learning Pathways

Cross-case Analysis of Measures in Alternative Learning Pathways This project has received funding from the European Union s Seventh Framework Programme for research, technological development and demonstration under grant agreement no 320223. Project Paper 7 Cross-case

More information

Kelso School District and Kelso Education Association Teacher Evaluation Process (TPEP)

Kelso School District and Kelso Education Association Teacher Evaluation Process (TPEP) Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) TABLE

More information

College of Business University of South Florida St. Petersburg Governance Document As Amended by the College Faculty on February 10, 2014

College of Business University of South Florida St. Petersburg Governance Document As Amended by the College Faculty on February 10, 2014 College of Business University of South Florida St. Petersburg Governance Document As Amended by the College Faculty on February 10, 2014 Administrative Structure for Academic Policy Purpose: The administrative

More information

CERTIFIED TEACHER LICENSURE PROFESSIONAL DEVELOPMENT PLAN

CERTIFIED TEACHER LICENSURE PROFESSIONAL DEVELOPMENT PLAN CERTIFIED TEACHER LICENSURE PROFESSIONAL DEVELOPMENT PLAN 2016-2017 DODGE CITY PUBLIC SCHOOLS USD 443 DODGE CITY, KANSAS LOCAL PROFESSIONAL DEVELOPMENT GUIDE Table of Contents 1. General Information -

More information

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained

More information

IAB INTERNATIONAL AUTHORISATION BOARD Doc. IAB-WGA

IAB INTERNATIONAL AUTHORISATION BOARD Doc. IAB-WGA GROUP A EDUCATION, TRAINING AND QUALIFICATION MINUTES OF THE MEETING HELD ON 28 AUGUST 2006 IN QUÉBEC CANADA 1. Welcome and Apologies Christian AHRENS opened the meeting welcoming everyone. Apologies had

More information