1 Inclusion in Higher Education A human rights perspective
2 Overview of presentation Introduction of the Agency Inclusion and Inclusive Education Systems Policy on Inclusion in general and on Higher Education in particular Data Access to information Outlook?
3 The Agency An independent organisation that acts as a platform for collaboration for the ministries of education in member countries Our mission is to help member countries improve all learners achievement at all levels of inclusive lifelong learning
4 What we do Help member countries improve their educational policy and practice in the field of education by: combining the perspectives of policy, practice and research providing member countries and stakeholders at the European level with evidence-based information and guidance on implementing inclusive education
5 Member countries
6 Currently 29 member countries: Austria, Belgium (Flemish and French speaking communities), Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland and United Kingdom (England, Northern Ireland, Scotland and Wales) Secretariat in Odense, Denmark and European Liaison office in Brussels, Belgium
7 Key activities Country policy review and analysis (CPRA) to provide information for member countries on their progress and developments with regards to inclusion Thematic projects focusing on priority topics identified by member countries Data collection and statistics (EASIE) Information dissemination via printed and digital media Organisation of special events, European Hearings, conferences, thematic seminars, workshops and meetings to raise awareness, share information and facilitate networking
8 Inclusion in Education A system Understood to concern a far wider range of learners vulnerable to exclusion than those identified as having disabilities or SENs Involves a curriculum for all that considers academic and social learning; curriculum goals and implementation should reflect this dual focus Inclusion is a process and not a state; educators will always need to move their work forward to enable the learning and participation of all learners
9 Position on Inclusive Education Systems The Agency member countries shared ultimate vision for inclusive education systems is that all learners of any age are provided with meaningful, highquality educational opportunities in their local community, alongside their friends and peers. This vision is the focal point of all Agency work.
10 Legislation directing inclusive education systems must be underpinned by the fundamental commitment to ensuring every learner s right to inclusive and equitable educational opportunities
11 Policy governing inclusive education systems must provide a clear vision for and conceptualisation of inclusive education as an approach for improving the educational opportunities of all learners. Policy must also clearly outline that the effective implementation of inclusive education systems is the shared responsibility of all educators, leaders and decision-makers.
12 Operational Principles guiding the implementation of structures and procedures within inclusive education systems must be those of equity, effectiveness, efficiency and raising achievements for all stakeholders learners, their parents and families, educational professionals, community representatives and decision makers through high-quality, accessible educational opportunities
13 Challenges for Inclusive Education Academic achievements (output) versus meeting individual needs Preparing all teachers for inclusive education Identifying and meeting the needs of out of school children Over 2% of pupils are being educated in separate settings (schools and classes) across Europe
14 Why is inclusion so relevant? UN figures half a billion people with disabilities worldwide WHO/World Bank estimate 15% of the world s population live with some form of disability (80 million in Europe) 2% - 18% of the total school population (temporary or permanent educational problems)
18 Inclusion impacts on everyone! Ubuntu!
19 Why is ICT so relevant for inclusion? ICT is increasingly seen as a major tool in meeting individual learning needs People with disabilities are at risk of being doubly disadvantaged if their access to appropriate ICT is not supported They risk becoming one of the main groups experiencing the growing digital divide
20 Why is ICT so relevant for inclusion? So while ICT opens up a multitude of educational and life opportunities for people with disabilities and/or special needs, It is also in danger of denying them these opportunities if the ICT is not: -Developed to be accessible and using universal design principles -Available for those that need to access it -Implemented in a way that it ties into learning processes
21 Do we have to be inclusive?
22 Policies supporting inclusion Access to (Higher) Education as a human right
23 Convention on the Rights of Persons with Disabilities The UN Convention on the Rights of Persons with Disabilities is a key driving force for change in the area. The Convention emphasises: the obligation to provide accessible information to persons with disabilities (Art.4); the need for the design, development, production and distribution of accessible ICT (Art.9); the right to education without discrimination and on the basis of equal opportunity for persons with disabilities (Art.24).
24 Signatories & Ratifications Convention Ratifications/Accessions: 166 (85%) Signatories*: 160 Italy Signed in March 2007 Ratified in May 2009 Optional Protocol Ratifications/Accessions: 90 (46%) Signatories*: 92
25 Conventions relevance for Higher Education Article 24: 4. employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education. 5. ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others. To this end, States Parties shall ensure that reasonable accommodation is provided to persons with disabilities.
26 Policies supporting equity in education Conclusions on Accessible Information Society (2009) Digital Agenda for Europe (2010) Post i-2010 Strategy (2010) Council Conclusions: Support of the implementation of the European Disability Strategy
27 Policies supporting access to appropriate ICTs Ministerial Declaration on ICT for an Inclusive Society (2006) Council Conclusions on Accessible Information Society UN Convention on the Rights of Persons with Disabilities ET 2020 Framework Opening up Education (2013)
28 Policies relating to Inclusion in HE Bologna Process Supporting growth and jobs (2011) an agenda for the modernisation of Europe's higher education systems UN Sustainable Development Goals for 2030 Goal 4 on Education: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education for the vulnerable, including people with disabilities. Europe 2020 Strategy The strategy aims to increase the share of the population aged having completed tertiary education to at least 40 %.
29 Inclusion/Access to education is a human right.
30 Available data?
32 Difficult to compare data in HE... If there is any available Within Europe: Differing definitions of disability and/or special needs Differing measures of financing and support Issue of labeling or disclosure
33 Barriers to accessing HE Physical barriers relating to travelling, studying and living Differences in ways of defining disabilities in countries Challenges in securing the necessary financial support Challenge of succeeding in a new community Lack of or lack of access to information for both the student and personnel in support services Access to accessible ICT and accessible information
34 What is currently being done at Higher Education for Inclusion? Counseling services Academic support Inclusion and participation in social activities Help in transition to active life High-level staff in charge of PwD Preparation of staff and faculty Adding Inclusion into missions of open universities; Research and study programmes.
35 Challenges for Inclusion in Higher Education Diversity is not yet reflected: - In achievement and success stories - In student body, staff, and academic populations. Awareness raising and training of the higher education community and beyond (schools, parents, labour market) is still needed. Rapid changes in assistive technology make improvements difficult to harness.
36 Challenges for Inclusion in Higher Education More students with disabilities are reaching HE level and universities are not prepared for this. Support to students with disabilities and/or special needs is mainly offered on an individual basis and hence very costly (and public support is receding, when and where available).
37 What can we do now? Mission statement or commitment from University management Department responsible for students with disabilities and/or special needs Provision of accessible learning material
38 Providing access to information ICT for Information Accessibility in Learning
39 What is accessible information? Accessible information is understood as information provided in formats that allow every user and learner to access content on an equal basis with others (UN). Accessible information is ideally information that: allows all users and learners to easily orientate themselves within the content; and can be effectively perceived and understood by different perception channels, such as using eyes and/or ears and/or fingers.
40 Why is accessibility so important? All educational organisations have a duty to make their information accessible for everyone. Access to information is a human right Providing accessible information has the potential to create synergies, which may equally benefit people with disabilities and special needs, the ageing population as well as all members of society.
41 Why is accessibility of information important? We believe the ability to access relevant information for and about education is a crucial prerequisite for learning. When learners have restricted access to information they have restricted access to learning opportunities and this barrier requires active solutions on the part of all stakeholders of lifelong learning to remove these restrictions.
42 ICT for Information Accessibility in Learning Network of partners : 1.European Agency (co-ordinator) 2.DAISY 3.European Schoolnet 4.Global Initiative for Inclusive ICTs (G3ICT) 5.International Association of Universities (IAU) 6.UNESCO
43 The ICT4IAL Journey Developing and Trialling of Practical Guidelines to support accessible information provision for learning materials Validation of Guidelines Dissemination and Exploitation of Results
44 Example: Implementation of Guidelines in Universities International Association of Universities (IAU) participated in developing the Guidelines and trialing them: At the organization s level Organisational documents, s, presentations At a university s level: Open University of Catalonia, Spain Learning materials, online courses
45 Example: Implementation of Guidelines in Universities Implementing the Guidelines in both the organisation and University was: Easier than imagined Less time consuming than expected And very rewarding
46 Is this image meaningful to you (if you can see it)?
47 Calvin and Hobbes Calvin (boy): The world is a complicated place, Hobbes. Hobbes (tiger): Whenever it seems that way, I take a nap in a tree and wait for dinner.
48 Outcomes of ICT4IAL activities For Practitioners: Guidelines for the Implementation of Information Accessibility in Learning Available in 27 languages (EU languages, Arabic, Chinese and Russian) For Organisations: Making your Organisation s Information Accessible for All Recommendations for organisations on steps to providing more accessible information Includes a self-audit tool Available in 24 EU languages
49 How can change happen? Top down: National and organisational policies on inclusion, to which each staff member commits and is given the support and resources needed to implement. Bottom up: Individual staff members being aware of where there is exclusion and working towards inclusion. Inclusion is not a state but a journey!
50 Thank you!
51 More information European Agency for Special Needs and Inclusive Education Østre Stationsvej 33 DK-5000 Odense C Denmark
Inclusive Education: An International Perspective on Policies and Practices Stockholm, September 2009 Dr. Cor Meijer, director www.european-agency.org Member countries of the Agency Presently, the Agency
European Centre for the Development of Vocational Training Key messages in relation to inclusive and special needs education: A comparative point of view in European countries Contributor: Amanda Watkins
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
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
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
Table I. and Public Enrolment in EU Higher Education (009) Government- Dependent /Total Countries Total Public (%) /Total (%) European Union 9,86,56 6,0,0,984,5 684,343,300,0 5.6.0 (7 countries) 8 4 44
Key Principles for Promoting Quality in Inclusive Education Recommendations for Practice KEY PRINCIPLES FOR PROMOTING QUALITY IN INCLUSIVE EDUCATION Recommendations for Practice European Agency for Development
Erasmus+ 2018/2019 Information about the exchange Who can go? All students (BA, MA, PhD) except from the first year students of BA studies, and the last year students of MA studies. Each student for 12
1 Building a High-Quality Teaching Profession Lessons from around the world Andreas Schleicher Special advisor to the Secretary-General on Education Policy Head of the Indicators and Analysis Division,
ECVET and the links to other European lifelong learning initiatives Thessaloniki 12 February 2007 Jens Bjornavold European centre for development of vocational training (Cedefop) Lifelong learning in Europe;
CME-CPD IN EUROPE and TRENDS FOR THE FUTURE Edwin Borman UEMS Secretary General Declaration of potential conflict of interest Edwin Borman Medical Director and Consultant Anaesthetist (paid) Shrewsbury
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN EDUCATION FOR PEOPLE WITH DISABILITIES Practice Review Executive Summary The UNESCO Institute for Information Technologies in Education (UNESCO IITE) and
TECHNICAL REPORT RAPPORT TECHNIQUE TECHNISCHER BERICHT CEN/TR 15753 June 2008 ICS 11.120.99; 11.180.30 English Version Packaging - Package leaflets for medicinal products - Braille and other formats for
Shaping Literacy Policies in Europe - The European Literacy Policy Network ELINET Prof. Dr. Christine Garbe, University of Cologne, ELINET - Coordinator International Conference Literacy and Contemporary
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
European Universities Diversifying Income Streams Maria da Graça Carvalho Financially Sustainable Universities 22 February 2011, Brussels EUA European University Association Content of Presentation Public
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:
CALL FOR APPLICATIONS Open Learning Initiative - University Preparatory Program (OLIve - UP) Fully Funded Higher Education Opportunity for Refugees in Europe at Central European University, Budapest Are
European developments in designing and delivering outcome-oriented curricula in VET: trends and challenges Julian Stanley and Andrew McCoshan Centre for Education and Industry, University of Warwick Thessaloniki,
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
1 (PISA) How the world s school systems perform - and why this matters OECD s 2006 PISA survey of the knowledge and skills of 15-year-olds Paris, 20 February 2008 Barbara Ischinger OECD Directorate for
T E A CH I N G A N D LEARNING INT E RNAT IONAL S URV E Y TALIS 2018 SURVEY John Nordahl We need to attract the best and brightest to join the profession. Teachers are the key in today s knowledge economy,
QCF Apprenticeships for centres based in England, Wales and Northern Ireland Apprenticeship title IAM Level 2 Apprenticeship (Intermediate Apprenticeship Package) IAM Level 3 Apprenticeship (Advanced Apprenticeship
Marie Skłodowska Curie Actions (MSCA) Global Fellowships Bring your research partner from Europe to ASEAN at no cost to your employer What are the Marie Skłodowska Curie Actions? An EU-funded researcher
Adult Education and Training Widening Access to Learning Opportunities in Europe Eurydice Report Education and Training Adult Education and Training in Europe: Widening Access to Learning Opportunities
Nov 211 Electricity Generation Potential related to in the year 25 Results generated at DLR with the model REMix, developed by Yvonne Scholz (email@example.com). In the following, some examples of the
Records from European Medical Schools at ECFMG Programme by Country: Performance Data of Applicants to ECFMG James A. Hallock, MD President and Chief Executive Officer Educational Commission for Foreign
Education at a Glance OECD Indicators Annex 3: Sources 1 SOURCES IN UOE DATA COLLECTION 2008 UNESCO/OECD/EUROSTAT (UOE) data collection on education statistics. National sources are: Australia: - The Commonwealth
Glasgow 07.06. WS07 developed from the 2 What is our goal? There is a need for a European recognition of lab specialization in our filed to enable for individuals to work in other / all European countries.
OECD Test For Schools January 15, 2015 PRESENTATION TO THE SCHOOL COMMIT TEE Talking Points Develop a deeper understanding of the OECD Test for Schools and the type of questions tested Unpack the school
1 () Science competencies for tomorrow s world Seeing education in Norway through the prism of Oslo, 10 December 2007 Andreas Schleicher Head, Indicators and Analysis Division OECD Directorate for Education
The Polish Learning Curve: IALS PIAAC - 2020 Jerzy Wiśniewski Ministry of National Education, Poland HLG of Experts on Literacy The High Level Group of experts on literacy ACT NOW Set up in February 2011
ACADEMIC INFORMATION CENTRE bilde LATVIA ABOUT LATVIA Bilde Member of European Union Capital Riga 1,9 million inhabitants State language Latvian Currency EUR Maritime climate - warm in summer (20 o C),
THE CEFR & UNIVERSITY ENTRANCE TESTS a state of affairs in Europe Bart Deygers & Cecilie Hamnes Carlsen EALTA Copenhagen, 28 May 2015 RESEARCH QUESTIONS RQ1 RQ2 RQ3 What are the language demands in European
Financing of Inclusive Education Mapping Country Systems for Inclusive Education EUROPEAN AGENCY for Special Needs and Inclusive Education 1 FINANCING OF INCLUSIVE EDUCATION Mapping Country Systems for
In which countries and schools do disadvantaged students succeed? PISA in Focus #80 In which countries and schools do disadvantaged students succeed? Despite being from among the poorest 25% in their country,
EXCHANGE STUDIES AT THE JYVÄSKYLÄ UNIVERSITY SCHOOL OF BUSINESS AND ECONOMICS (JSBE) DURING THE ACADEMIC YEAR 2017-2018 APPLICATION In order to be admitted to the University of Jyväskylä, please read the
OECD Centres Germany Berlin (-0) Japan Tokyo (1-) 1 Mexico Mexico (-) 10 United States Washington (1-) AUSTRALIA AUSTRIA BELGIUM CANADA CZECH REPUBLIC DENMARK FINLAND FRANCE GERMANY GREECE HUNGARY ICELAND
APPLICATION FORM Master of European Legal Studies Master en études européennes Spécialité Droit de la construction européenne 2012-2014 European Institute of Public Administration European Centre for Judges
BEST Events?! WHAT?! HOW?! Find out more with the NEVER ALONE GUIDE The guide that will accompany you in the beginning of an unforgettable experience the BEST Event of your life!! What to find in here:
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
Marie Skłodowska- Curie Actions Your research career in Europe "Destination Europe" Canada, 8-10 September 2014 What are the Marie Skłodowska Curie Actions? A European Union funded programme for structuring
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
Investing in Human and Social Capital: New Challenges ISSUES FOR DISCUSSION OECD Education Ministerial Meeting Paris, 4-5 November 2010 MATCHING SKILLS TO NEW NEEDS 5 Theme 2 Matching skills to new needs
NFER Education Briefings Twenty years of TIMSS in England What is TIMSS? The Trends in International Mathematics and Science Study (TIMSS) is a worldwide research project run by the IEA 1. It takes place
European Research Council ERC Consolidator Grants 2017 Outcome: Indicative statistics Reproduction is authorised provided the source 'ERC' is acknowledged. NB: In these graphs, 'grantee' refers to a candidate
CALL FOR APPLICATIONS FOR HUNGARIAN STATE SCHOLARSHIPS 2018/2019 Call for applications for foreigners to conduct partial/semester studies in Hungarian higher education institutions in the academic year
QLTT CERT OF ELIGIBILITY AND FREQUENTLY ASKED QUESTIONS Summary of questions 1. What is the Qualified Lawyers Transfer Test (QLTT)? 2. Which jurisdictions (countries) are covered by the QLTT regulations?
International Expert Meeting on ICT in Education Indicators, Busan, South-Korea, 7-9 July 2009 1 Conceptual Framework for Studying the Effects of ICT in Education Friedrich Scheuermann European Commission,
Education at a Glance 2014 OECD indicators 2014 Education at a Glance 2014: OECD Indicators For more information on Education at a Glance 2014 and to access the full set of Indicators, visit www.oecd.org/edu/eag.htm.
UNITED STATES The 2013 edition of Education at a Glance 1 offers a snapshot of how people who participate in and benefit from education, fared during the worst economic crisis seen in decades. The crisis
Our data about doctors with a European primary medical qualification in 2017 Working paper 3 - November 2017 Our data about doctors with a European primary medical qualification in 2017 Following the vote
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
Academic Ranking and Quality Assurance in Online Education Richard Yelland OECD Directorate for Education UOC, Barcelona, 22 September 2011 Presentation Part 1 The Enduring Value of Higher Education A.
ANNEX TO THE AGENCY POSITION ON INCLUSIVE EDUCATION SYSTEMS The wider policy and practice context for inclusive education systems This Annex to the Agency Position on Inclusive Education Systems highlights
Language teaching and learning in multilingual classrooms anguage teaching and learning in multilingual classrooms EUROPEAN COMMISSION Directorate-General for Education and Culture Directorate B Education
ERC Advanced Grants 216 Outcome: Indicative statistics Reproduction is authorised provided the source 'ERC' is acknowledged. NB: In these graphs, 'grantee' refers to a candidate selected for ERC funding.
Cross-national patterns associated with adult learning systems: Patterns of participation, outcomes and coordination RICHARD DESJARDINS UCLA Department of Education Singapore, November Overview What is
Recommended annual taught time in full-time compulsory education in Europe, 2010/11 EURYDICE Recommended annual taught time in full-time compulsory education in Europe, 2010/11 CONTENTS Part I: Explanatory
MASSIVE OPEN ONLINE COURSE ON ESSENTIALS OF YOUTH POLICY 1 st edition, 30 October - 11 December 2017 COURSE REPORT The opinions expressed in this work, commissioned by the European Union Council of Europe
France Strategie QUELLES PRIORITES EDUCATIVES POUR 2017-2027 Question: Que faut-il changer dans l École pour qu'elle fasse progresser l'ensemble des élèves et réduise le poids des déterminismes sociaux?
Demography Briefing: Global December 1, 15 Dr. Edward Yardeni 516-972-7683 eyardeni@ Please visit our sites at www. blog. thinking outside the box Table Of Contents Table Of Contents GLOBAL: Total Fertility
State of Assessment: How Does Texas Measure Up? PAUL GRAY CAMT 2017 SESSION 2222, JULY 11, 2017 @texmathguy #TXAlgReas Overview Texas Journey of Math Assessment National Story of Math Assessment International
Short Cycle Higher Education: An International Review Leon Cremonini January 2010 Introduction Talk about so called short cycle higher education (SCHE) is not new. Already in the 1970s it was discussed
Christmas & New Year Timetable - 2017 Theale Parcels - Parcelforce & DPD Tues 02-Jan Normal Wed 03-Jan Theale Pallets - Rawlings These will be no network deliveries on the 27th, 28th or 29th & Rawlings
English INFORMATION ABOUT THE PISA STUDY 2018 The PISA study PISA stands for Programme for International Student Assessment and is an international study conducted by the Organisation of Economic Cooperation
TALIS OECD Teaching and Learning Internatio nal Survey A new, international survey of teachers and school principals, exploring: The role and functioning of school leadership How teachers work is appraised
Higher Education and the Labour Market Adina Moise Titei Ovidius University of Constanta, Faculty of Economic Sciences firstname.lastname@example.org Abstract The purpose of the present paper is to highlight the
executive summary Career and Technical Education Five Ways that Pay September 2012 EMPLOYER-BASED TRAINING CERTIFICATES INDUSTRY-BASED CERTIFICATIONS ASSOCIATE S DEGREES APPRENTICESHIPS Along the Way to
Analysis of international experience in national and European Qualifications Framework issues Introduction to Qualifications Frameworks Dr Mike Coles Moscow 10 October 2006 National qualifications frameworks
Charter of the European Master s Programme in Human Rights and Democratisation (Charter of Venice) adopted on 26 July 1997, and revised on 15 September 2001, 23 September 2005, 23 September 2016 PREAMBLE
Training and research career development through mobility Manel Laporta Grau DG Education & Culture European Commission Re@ct event: KU Leuven 21.11.2016 As a researcher I want to undertake a project in
Developing a digital literacy scale & measuring digital divide using PIAAC data 4 th PIAAC International Conference Singapore 21-23 November 2017 Sheng Yee Zher Senior Researcher, Research & Innovation
EU Read European network for the promotion of reading Making meaning literacy in action 3rd Baltic Sea 17th Nordic Literacy Conference Turku 14-16 August 2016 Dr. Simone C. Ehmig & Dr. Jörg F. Maas Stiftung
Bulletin of the Transilvania University of Braşov Series V: Economic Sciences Vol. 10 (59) No. 2-2017 Education in Europe Sanda CONSTANTIN 1 Abstract: The paper presents some indicators used to analyse
EDUCATION AT A GLANCE OECD INDICATORS 2010 ANNEX 3: SOURCES, METHODS AND TECHNICAL NOTES Chapter C: Access to Education, Participation and Progression 1 CHAPTER C: ACCESS TO EDUCATION, PARTICIPATION AND
Background paper WORKSHOP Session 1 National strategies towards ECVET implementation 1 EUROPEAN POLICY DEVELOPMENTS The European strategic framework for European cooperation in education and training (
Benefits of International Accreditation Cooperation for Medical laboratories Christina Waddington Accreditation Manager, FINAS Why accreditation? Accreditation is a third party evaluation and demonstration
EURYDICE Education, Audiovisual & Culture Executive Agency Higher Education in Europe 2009: Developments in the Bologna Process European Commission EURYDICE Higher Education in Europe 2009: Developments
An Phríomh-Oifig Staidrimh Central Statistics Office 4 December 20 Quarterly National Household Survey Educational Attainment Thematic Report 20 Questions designed to measure the level of educational attainment
European Educational Research Journal, Volume 3, Number 4, 2004 REPORT Educational Research: what strategies for development in the European Research Area? ALAN BROWN University of Warwick, United Kingdom