Espace de Tripoli, Libye.
Campus France prend en charge l’organisation et la gestion de certains programmes de mobilité financés par le ministère des Affaires étrangères et européennes ou de l’Enseignement supérieur et de la Recherche. Nous organisons et gérons les appels à candidatures en amont: à partir de notre site Internet, nous communiquons le contenu des programmes et les modalités de dépôt des candidatures. Nous pouvons compléter cette information par une campagne par voie de presse, mailing ou affichage.
Le site de Campus France constitue un point d'entrée unique pour les étudiants, chercheurs, universités ou grandes écoles, qui souhaitent s’informer des programmes et déposer une candidature.
Les dossiers de candidature sont téléchargeables à partir de ce site Internet. Nous centralisons ensuite les candidatures, opérons une première sélection basée sur la conformité des dossiers, préparons les commissions de sélection avec les experts des organismes concernés. Nous assurons ensuite la diffusion des résultats.
Programme de bourses d'excellence Eiffel: ces bourses ont pour objectif la formation des élites étrangères, des doctorants de haut niveau dans le cadre de l'action internationale des universités et des Grandes Écoles françaises.
Boursiers français à l'étranger: le dispositif de bourse concerne les étudiants et jeunes chercheurs français à l'étranger réalisant un cycle d’étude au sein du Collège d'Europe.
Partenariats Hubert Curien (PHC), COFECUB, Zhang Heng et Bernardo Houssay: ils concernent des programmes d'échanges entre laboratoires de recherche français et étrangers.
Πανεπιστημιούπολη Η Γαλλία υποστηρίζει την οργάνωση και τη διαχείριση ορισμένων προγραμμάτων κινητικότητας που χρηματοδοτούνται από το Υπουργείο Εξωτερικών και Ευρωπαϊκών Υποθέσεων ή Τριτοβάθμιας Εκπαίδευσης και Έρευνας. Αναλαμβάνουμε την οργάνωση και τη διαχείριση των προσκλήσεων για υποβολή αιτήσεων ανάντη: από την ιστοσελίδα μας, παρέχουμε περιεχόμενο του προγράμματος και τις διαδικασίες υποβολής αιτήσεων. Περισσότερα...
We are very excited to announce the keynote speakers who will be joining us in Dublin for the 2012 EAIE Conference: Sugata Mitri and Caroline Casey.
The Opening Plenary, taking place on 12 September, serves as a kick-off to conversations about the conference theme: ‘Rethinking education, reshaping economies’ and we are honoured to have Sugata Mitra, an individual whose notable achievements in education embody this theme.
Well-known for his ‘Hole in the wall’ project, Sugata’s experiments take a new perspective on the relationship needed between the educator and the student. In 1999 he dug a hole in a wall bordering an urban slum in New Delhi, installed an internet-connected PC and left it there (with a hidden camera filming the area). He then observed kids from the slum playing around with the computer and in the process, learning how to use it and then teaching each other.
Replicated in other parts of India, both urban and rural, with similar results, this project demonstrated that even in the absence of direct input from a teacher, an environment that encourages inquisitiveness, self-instruction, and peer-knowledge can generate incredible learning.
Sugata is credited with a number of other inventions and first-time applications in the areas of Cognitive Science, Information Science and Education Technology. He is currently Professor of Educational Technology at Newcastle University and Visiting Professor at MIT in the United States.
Caroline CaseyCaroline Casey
Closing the conference on 14 September, the Closing Plenary keynote speaker, Caroline Casey, is sure to motivate you to look beyond limits. One of Ireland’s own, Caroline Casey is a social entrepreneur whose leadership and vision is changing the way people think about disability.
Since she set up Kanchi (formerly The Aisling Foundation) in 2000, Caroline continues to deliver a deeper level of engagement with society, business, media and politics to affect change through positive solution-based thinking.
In 2004, Caroline launched the O2 Ability Awards to establish best practice for the employment and inclusion of people with disabilities within business. The success of this initiative has spurred international interest and created the opportunity for a corresponding programme in Spain.
Caroline is also co-founder of the London based charity, Elephant Family, as well as a board member of Sightsavers International.
Check out the Dublin conference programme and view the details of over 200 other engaging activities available at the 2012 EAIE Conference. If you haven’t done so already, be sure to register for the conference by the 22 August deadline!
See also EAIE keynote speaker in Nantes in 2010 wins 2011 Nobel Peace Prize.
Vacancy: Public Relations Specialist. The UNESCO Institute for Lifelong Learning (UIL) is currently seeking a Public Relations Specialist. The description of this vacancy can be found here.
The UNESCO Institute for Lifelong Learning (UIL) is an international research,
capacity-building and documentation centre based in Hamburg (Germany), and is
currently seeking a half-time.
Public Relations Specialist
Duties for this post include:
Coordinating of all press and public relations activities (e.g. the UIL newsletter, the UIL Annual Report as well as taking care of visitor groups and the organization of events).
Compile and provide contributions to UIL website.
Publication and dissemination of UIL programme outcomes on an international level including the provision of information upon request.
Pursue the communication strategy related to the follow-up of the 6th World Conference on Adult Education (CONFINTEA VI).
Networking with Member States, UNESCO units, NGOs and other stakeholders within programme activities. Cooperation with the Frankfurt Book Fair as well as advocacy activities around the International Literacy Day.
- University degree at BA/MA level in Education, Social Sciences or Public Relations
- Competence in the field of Public Relations of at least five years.
- Excellent command of English, French and German (both written and spoken).
- Flexibility to adjust work schedules and priorities.
- You are communicative and have good interpersonal skills
- Very good command of MS-Office 2010
- Flexibility to work in a team as well as autonomously.
Terms & conditions: The salary for this local post is based on the German Tariffs Agreement for Public Service (TVöD), salary group 11. The salaries of the staff of UIL are exempt from direct taxation.
Applications, accompanied by full curriculum vitae, references and copies of relevant certificates, must be submitted by 10 August 2012 to the following address: UNESCO Institute for Lifelong Learning, Ms Claudia Brandt, Feldbrunnenstrasse 5820148 Hamburg, firstname.lastname@example.org.
There are more than four thousand higher education institutions in Europe, from top-level research establishments to small, teaching-focused colleges. Europe itself is no less diverse, extending from the Arctic Circle to the coast of Africa. Study in Europe provides up-to-date information on thirty-two European countries, their universities and what it takes to live and study in them.
European Higher Education
Europe has many hundreds of higher education institutions, renowned as centres of excellence around the world. However, higher education systems have traditionally been formulated at the national level. Increasing European integration is changing that, with the development of the European Higher Education Area (EHEA) helping to reinforce the attractiveness of higher education in Europe.
The EHEA is a region with a world-class knowledge base and cutting-edge research facilities in internationally-renowned centres of excellence. This is what attracts hundreds of thousands of foreign students each year to study in Europe.
Increasing mobility and links between national higher education systems serve to reinforce this attraction. Foreign students coming to Europe can see for themselves the amazing diversity available to them (both inside and outside the university), while taking advantage of the smooth transferability of coursework, qualifications and research opportunities.
Universities and Regional Innovation: From Policy to Practice Building Capacity for Collaborative Partnerships
This is the third conference organised by the EU-DRIVERS European regional innovation platform. EU-DRIVERS is a three-year EU-funded structural project in the EU Lifelong Learning Programme developed under the leadership of the European Centre for the Strategic Management of Universities (www.esmu.be), in a consortium of 10 partner European associations, networks, universities active in regional development and 9 regional pilot partnership projects initiated by EU-DRIVERS.
The positive impact of effective regional innovation on economic growth, employment and social stability is recognised everywhere. Yet many European regions are lagging behind and seem unable to "catch up" or engage in a process of full innovation as a critical success factor for their development. Different regional settings, contextual factors and more (or less) local opportunities undeniably play a role. Yet the ability to build capacity for collaborative partnership and to exercise strong leadership in order to bring together a variety of regional stakeholders behind a common regional strategy is "the" critical step for regional success.
This one-day conference will focus on the challenges involved in building and sustaining successful cross-sectoral partnerships between academic, business and public agencies to support regional innovation. The conference will draw on lessons learned from the EU-Drivers for a Regional Innovation Platform project, which involved the development of tri-partite partnerships and an international community of practice to support strategically important and transformational projects in a range of European countries, including Spain, Denmark, Greece, England, Finland, Turkey, Portugal and Belgium.
The conference format will be highly interactive, with expert international keynote speakers and panelists including participants from the European Commission, academe, business and public authorities committed to fostering the development of real collaboration between sectors to support regional development. With practical interactive sessions it will provide participants the opportunity to try out "on the ground" the lessons learnt from the EU-Drivers project; every participant will receive a copy of the EU-Drivers toolkit with good practices to support effective transformational regional innovation.
In our pre-conference reception, networking breakfast and poster sessions the conference will provide ample opportunities for direct exchange between regional, university and business leaders as well as access to EU policy-makers. As such you can keep ahead on the latest information on EU policy and programme developments such as the Smart Specialisation Strategy, Horizon 2020 (and its links to the structural funds) as well as the new Erasmus for All programme.
See also: Universities improving their strategic interactions with regional stakeholders - Brussels, 1 December 2011.
Higher education is currently experiencing what has been described as a period of disruptive change. The significant forces from the external environment including the financial crisis and globalisation are impacting substantially on higher education. As well as these external factors higher education institutions are experiencing numerous disruptive forces including dilution of funding sources, changing student demographics, questions regarding the quality and value of qualifications as well as increased competition within the sector. It has even been suggested that globally higher education is enmeshed in a crisis which some commentators have likened to the recent economic bubbles and which threaten the long term sustainability of higher education institutions and systems in their current form.
This conference looking at the impact of disruptive change on higher education institutions and the broader higher education sector internationally will feature keynote addresses by three respected international higher education experts, each with a different perspective on the challenges faced. The conference will feature interactive sessions examining how the forces of disruption are impacting the steering, governance, management and operation of institutions and systems of higher education.
As well as this conference there will also be:
A 10th anniversary dinner at 7.30pm on September 17th.
A DBA(HEM) Students, Alumni and Staff Seminar on September 18th.
There has been international agreement on frameworks and instruments. Based on the feasibility study findings to date, there are genuine and sound indications that much of AHELO is feasible. An interim feasibility report has now been released, which shows that:
- It is possible to define and agree on discipline-specific learning outcomes internationally, as proven by the development and international validation of the Economics and Engineering Assessment Frameworks and instruments.
- In terms of developing tests that can be applied cross-nationally, cross-culturally and cross-linguistically, there is evidence that the AHELO tests for generic skills, economic and engineering have been translated, adapted and verified independently to international standards in a transparent process and completed in all participating countries.
- The fieldwork phase, which is currently underway, shall provide more insights into test adaptation and translation, as well as other issues related to the feasibility of sampling students and faculties, participation rates, test systems, scoring etc.
In November 2012, the OECD will receive the final feasibility study results as to whether or not it is feasible to test students across cultures and languages. An OECD Report will be issued in December 2012 to report the results and findings. The findings will also be discussed at a conference entitled, “Skills for life: Can we test students globally, and how?” to be held on 14-15 March 2013 in Utrecht (Netherlands). During this conference, broader lessons, implications and ways to take these findings forward will also be debated.
Related documents: Testing student and university performance globally - OECD’s AHELO.
Payback clauses are a legal instrument that encourages companies to invest in training. Companies provide training, but in return bind employees to the company for a certain period of time. In fact, employees are free to move to another company; they may however be expected to reimburse the cost, or part of the cost, of the training they received.
This Cedefop report examines whether, and how, payback clauses for employer-financed training are regulated in 33 European countries. In-depth analysis is carried out for eight countries: Germany, Italy, Luxembourg, the Netherlands, Romania, Slovakia, Sweden and the UK.
The analysis of legal framework covers aspects such as: the level of regulation (national law, collective/sectoral level agreements and individual/company level agreements) and the conditions laid down in law (contractual retention period, types of training and categories of employees/contracts that payback clauses may apply to, costs to be reimbursed by employees, redemption form, etc.).
The results of research show that there is relatively little information on the practical use of payback clauses: their implementation (the extent to which the payback clauses are actually included in employment contracts and training agreements) and enforceability (when reimbursement of training costs was indeed requested by employer).
On the basis of information collected, the strengths and weaknesses of the instrument are discussed. Finally, recommendations for policy, research and practice are formulated.
This publication is available in pdf form and as eBook, optimised for tablets and smartphones.
Many and very diverse qualifications, diplomas, certificates and licences are awarded outside the jurisdiction of public authorities, including by multinational companies, so there is a need to analyse further the character and typology of these qualifications, their credibility and value on the labour market, both for individuals and employers.
While international qualifications can be of relevance for the labour market they are also important in national and European perspectives as they promote common trust and cooperation at operational level. International qualifications feed in the context of the development and implementation of two European initiatives; the European qualifications framework (EQF) and the European classification of skills/competences, qualifications and occupations (ESCO).
The EQF 2008 recommendation also specifies the need to increase transparency of qualifications awarded at international level, a challenge still not addressed systematically by the EQF. On the other hand, international qualifications are part of ESCO work in the qualifications pillar illustrating how awards influence the right to access and practise an occupation or task.
From experience gained from EQF/NQF (national qualifications framework) developments and ESCO work we observe there is high complexity in purpose, type, coverage, currency and competent bodies involved. This booklet is a first attempt to work on a typology of international qualifications, to present examples from various sectors and occupations, and finally to contribute to their better understanding to provide a basis for future EQF and ESCO developments. Christian F. Lettmayr, Acting Director of Cedefop. Download International qualifications.