Poliglotti4.eu, a project co-funded with the support of the European Commission would like to announce its closing conference One continent, many tongues: a spotlight on Europe´s linguistic wealth in Parma/Italy, 15-16th of November.
Bringing together experts and multilingual talents from across Europe, the conference will highlight the outcome of Poliglotti4.eu´s project achievement and will also raise the voice of Europeans who live and work in multilingual Europe representing diverse fields such as science, art and culture, education, economics, politics and public spaces. The conference is part of the Parma Theatre Festival.
We cordially invite you to attend the conference and to join us for a lively debate throughout the two exciting conference days. The voice of civil society will be raised to take an active part in the policy making process on how Europe's linguistic rich diversity will be enhanced as asset of Europe's citizens.
Please consult our Conference Page for practical details, a draft conference programme and in order to register for the event. Participation is free of charge.
The long-term goal of the Poliglotti4.eu project is to put multilingualism on the agenda so that appropriate multilingual policies are developed and implemented everywhere in Europe at the grass-roots level. Consult our comprehensive website www.poliglotti4.eu for a wealth of information in the area of multilingualism in Europe.
Join the cause to promote multilingualism in Europe by supporting our project! You can also get involved by actively contributing to our Facebook and Twitter pages and by leaving a comment or an example of best practice and the different sub sections on our website. For more information on the project and on how you can get involved please contact us!
More information on the Poliglotti4.eu project in the dedicated page of the EAEA website.
Europe has a world-wide reputation as a centre of excellence in learning. Year after year, European universities rank prominently among the top 100 in the world. And only Europe can offer state-of-the-art facilities and cutting-edge research opportunities together with the chance to walk in the footsteps of so many of the world's most influential thinkers.
Value for money
These high academic standards are achieved without breaking the bank. Tuition fees and daily costs are reasonable, the education sector being a top priority for Europe's competitiveness.
Europe boasts many centuries of academic excellence. A rich academic heritage is based around many landmarks in human knowledge, and today's European higher education institutions benefit from this lasting legacy.
Diversity - Choice - Tradition and innovation - Multicultural.
There are thousands of higher education institutions in Europe to choose from, offering a great variety of degree programmes. From leading research universities to small, friendly teaching colleges, you're sure to find what you're looking for.
Tradition and innovation
Immerse yourself in a continent with a wealth of traditions and a history as rich and varied as its many peoples and landscapes. At the same time, Europe is a hotbed of research and innovation, home to first-class resources and top scientists working in fields ranging from medicine to space travel, from nanotechnology to polar research, and from ICT to nuclear fusion.
Europe offers a unique cultural experience in a dynamic, multinational environment. Besides earning a world-class qualification, you'll have the chance to learn new languages and intercultural skills that are of great value to future employers and an essential advantage in an ever-changing world.
Europe is a destination that welcomes diversity of opinion and offers you the freedom to create, to experiment and to innovate.
Opportunity - World-renowned - Opening doors - Portable skills - Springboard for your travels.
Studying in Europe gives you a top-quality education which will be respected the world over. Moreover, you can take advantage of the many scholarships that European universities offer.
Employers won't only be impressed by your education; they'll also appreciate the other skills you will have acquired. Your time in Europe will prepare you for the global economy, developing assets such as self-reliance, independence and intercultural and linguistic abilities that will set you apart from the competition.
Many countries encourage the best and brightest students to remain after their studies. Alternatively, you can take your newly acquired skills back home to use there. A European higher education will increase your mobility - across Europe and the rest of the world.
Springboard for your travels
Always wanted to explore Europe? Studying here provides the perfect launch-pad for your travels. Take the chance to visit our great cities, bathe on our beautiful beaches, ski in the Alps or join in the fiesta.
Europe is modern, open, sophisticated and fun. Enjoy the freedom and the excitement that Europe has to offer.
En savoir +.
The European Expert Network on the Economics of Education (EENEE)
The European Expert Network on the Economics of Education (EENEE) is a network of internationally renowned education economists that the Commission has been working with since early 2004. The network advises and supports the Commission in the analysis of education policies and reforms and of their implications for future policy development at national and European level. EENEE complements the work of the social sciences and education network NESSE and of the Centre for Research on Lifelong Learning (CRELL). The network supports policy development activities, such as the preparation of the Commission’s influential Communication on ‘Efficiency and equity in European education systems’. In addition, EENEE supports peer-learning activities in which policy-makers from several Member States exchange information and share knowledge on good policy practice.
The Network of Experts on Social aspects of Education and Training (NESET)
NESET is an independent network of researchers working on social aspects of education and training. It supports the Commission in analysing education policies and reforms. Equality and inclusion in and through education and training is a central concern in all NESET work. Besides scientific co-ordinator Professor Sally Power from Cardiff University (UK), several scholars and researchers from several European countries make up the core group of NESET, which is supported by a wider group of affiliated experts from across the world. NESET has succeeded the NESSE network of experts which concluded its work in February 2011. To know more: NESET website, NESSE website.
NESSE is a network of scholars working on social aspects of education and training. It was set up in 2007 after a Call for Tenders by European Commission's . The Institut National de Recherche Pédagogique ( ) is responsible for the coordination of the network. Professor Roger Dale (Bristol) is currently the network's scientific coordinator. NESSE's mission is to advise and support the European Commission in the analysis of educational policies and reforms, and to consider their implications at national, regional and European level. NESSE also contributes to the dissemination of knowledge on social aspects of education and training.
The Centre for Research on Lifelong Learning (CRELL) was established in 2005 in order to provide expertise in the field of indicator-based evaluation and monitoring of education and training systems and their contribution to the achievement of Community objectives specified in the Lisbon Agenda and more recently in the EU2020 agenda as regards this domain. CRELL combines expertise in the fields of economics, econometrics, education, social sciences and statistics in an interdisciplinary approach to research.
More than 100 European personalities from the worlds of education, art, literature, economics, philosophy and sport have signed an open letter to EU heads of state and government in support of the threatened Erasmus student exchange programme.
The signatories come from every Member State of the EU and include the Spanish film director Pedro Almodovar, the president of FC Barcelona Sandro Rosell, Nobel Prize winner Professor Christopher Pissarides and several Olympic champions. They are responding to concerns that student places on the scheme, as well as grants, may have to be severely reduced due to wrangling over the 2012 and 2013 EU budgets. The programme already faces a €90 million shortfall this year and it is feared the situation will worsen in 2013. Over the past 25 years, Erasmus has enabled nearly three million young Europeans to study abroad. More recently, it has also supported job placements in companies abroad. A whole generation has learned what it means to live and work alongside people from another culture, and to develop the skills and versatility which are vital for the modern labour market.
The letter warns that unless the 2012 and 2013 EU budgets are sufficient to meet pledges already made to students on the basis of previously agreed commitments, "thousands could miss out on a potentially life-changing experience".
The threat to the programme could not come at a worse time for Europe's young people. Youth unemployment among 15 to 24-year-olds has increased by half since the start of the crisis and, today, one in five young Europeans – more than five million – are without a job.
The letter calls for investment in education and training to be at the heart of Europe's response to the crisis. It also highlights the Commission's plans to increase opportunities for young people to boost their skills and employability under the new 'Erasmus for All' programme, due for launch in 2014.
The letter concludes: "Erasmus for All will cost less than 2% of the total EU budget. In the coming weeks, you, the EU's government leaders, will have a once-in-a-lifetime opportunity to endorse the new programme and give it the resources it needs. Our youngsters deserve it. Our future depends on it."
Androulla Vassiliou, European Commissioner for Education, Culture, Multilingualism and Youth, welcomed the publication of the letter. "The Erasmus programme has been changing lives and opening minds for 25 years. Long may that continue! Young people have had to bear the brunt of the crisis. They need our support more than ever now. I am proud and moved that so many people, from different walks of life, have come forward to declare their support for Erasmus."
Press release "European personalities urge EU leaders to back Erasmus" (IP/12/1192)
How openness of resources can bring new possibilities of learning to on-campus students and also beyond the walls of the institutions?
The OportUnidad project explores the adoption of strategies and channels that embrace the principles of openness and reusability within the context of educational institutions. The project intends to foster the adoption and pilot of open educational practices (OEP), and open educational resources (OER) in Latin America as a bottom-up approach to develop a common Higher Education Area. The initiative also opens the possibility to provide free educational resources for self-learners, in terms of informal and lifelong learning. The OportUnidad project is co-funded with support by the European Commission under the EuropeAidALFA III Programme.
Compendium of European Union – Latin America Open Educational Resource’s practices, based on European Union and Latin America experiences: at least 5 European Union OER and 3 Latin-American practices will be analysed and at least 5 interviews will be carried out with OER experts. Open Educational Resources: higher education study cases in Europe and Latinamerica (spanish) (13.09 MB).
Roadmap(s) of open educational practices, as a declination of the Agenda to the local, cultural and institutional framework of the 60 Latin-America Higher Education Institutions selected. Based on the Agenda, each university (i.e. partner and non-partner universities involved in the project) defines an institutional roadmap. It is a mid-term strategic plan for the implementation of one or more items of the Agenda that must be considered as a local-contextualised plan in a global strategic plan.
What is a MOOC?
A MOOC is a massive open online course, which means it’s a course format that has a lot of social media in it. It is based on a lot of dialogue, on discussions, on connecting to each other. There is currently a heavy debate about what is really a MOOC because the first MOOCs were connectivist MOOCs from George Siemens and Stephen Downes, focusing on peer-to-peer interactions at their centre. In one of their courses – the CCK2008, the name actually arouse. Now, platforms like Udacity and Coursera are hosting courses but this type of MOOCs are much more behaviourist, or more teacher oriented. So there’s a debate between these two types of MOOCs and their approaches.
How does a MOOC concretely work?
The MOOC format isn’t cut in stone at the moment but I focus on the connectivist MOOC, which is the “authentic” MOOC if you look at it from an educational point of view. As a student, you enter in a MOOC, and depending on who is setting up the MOOC you either have content prepared for you to watch (multimedia, audio, text), or a request to produce content. The major thing in the MOOC is actually the dialogue and the personal content creation. As a student, you can look at things but you can also decide: “Look, I have expertise on my own, I have specific needs”, so you start creating your own content and providing it to the other participants in order for them to enter in a dialogue with you. This makes it ideal for expert or adult training, building on existing expertise.
So this creates a new relationship between teachers and students?
Yes, in fact, in a MOOC you can eliminate the teacher factor. So you do have some experts, but they are more guides on the side. They don’t say: “come to me, I know what I’m talking about”. They rather say: “come to me, you can look at these papers or articles or videos and if you want to discuss about something, I might be able to put you in some direction that might be useful for you, but I’m sure that other peers will be able to add something”. So it’s much more learner-centred.
What are the advantages of MOOCs compared to traditional university courses?
In my view, it’s more an addition to traditional education and training. I see it as a model that can be used in the corporate world as well as the non profit and academic sphere. The main difference is that it is learner-driven but also that it can be used for expert learning or life-long learning for example. At a certain point, you have reached a certain level of expertise and the best way for your learning to develop is by connecting to people that know pieces of the subject matter that you are looking for as well. It’s a gathering of resources from which the participant can pick what is needed for their own context.
What is the interest of MOOCs for universities?
One of the advantages is the marketing, because all of sudden, you can say: “Come to us, we provide you free courses, on easy-to-follow subjects most of the time, you can test our courses and our teaching expertise”. It’s also a new situation as learners from all around the globe are now potential students: the global learner so you must profile yourself.
Will the MOOCs replace the traditional university courses?
I don’t think so because universities really have strategies to attract more learners and by doing that, they are also expanding their teacher resources. But the traditional model from the industrial age, based on the expert teacher who gives all the knowledge in the first four years of the career, is not sufficient. The technology evolves so quickly, that by the time you pass your master exam, the technology will have evolved beyond the course. In those cases, the MOOC offers a solution because you can organize it immediately and with people that are experts in the latest technology.
Do MOOCs have the potential to help democratize the education?
A connectivist MOOCs is absolutely contributing to the democracy among learners because, even if you’re 16 years old and you have a specific interest but you don’t have the money to travel, you can set up a MOOC. You can ask people who are experts in the field you’re interested in to join and share their knowledge with the group. Because it’s free, people can join in. You don’t need any degree, you just need an internet connection and critical thinking.
How can MOOCs apply to the corporate world?
You can create an expert-learner environment. If you have top management or top level of engineers, it’s difficult for them to stay on top of their fields because it’s constantly changing. So you need to create in some way a learning environment which fits your needs and adds authentic learning, some kind of tailored learning. That’s where the MOOC model enters as a great contender. But make sure to ask MOOC experts to set up your first course, it can be very challenging organizing it for the first time.
On behalf of the Organising Committee we are glad to invite you to take part in the fifth Annual Edition of ICERI2012 (5th International Conference of Education, Research and Innovation) that will be held in Madrid (Spain) on the 19th, 20th and 21st of November, 2012.
ICERI2012 will be an International Forum for those who wish to present their projects and innovations, having also the opportunity to discuss the main aspects and the latest results in the field of Education and Research.
The general aim of the conference is to promote international collaboration in Education and Research in all educational fields and disciplines. The attendance of more than 700 delegates from 70 different countries is expected.
We invite you to submit your abstracts and to attend in order to share your achievements in the fields of education and collaborative research. The deadline for submitting abstracts is July 30th.
There will be three presentation modalities: Oral and poster presentations (in-person) and virtual (for those who can not attend in person)
Two ISBN publications will be produced with all the accepted abstracts and papers that will be included in our digital library database of innovation projects in Education and Research.
In addition to the technical aspects of the programme, our website provides you with useful information on the beautiful city of Madrid, with an enormous cultural richness and lovely places of interest.
We look forward to seeing you in Madrid!
Education, Research and Globalization
Barriers to Learning (ethnicity, age, psychosocial factors, ...)
Women and minorities in science and technology
Indigenous perspectives and Diversity issues
Government Policy issues
Organizational, legal and financial aspects
Leadership and University Administration
Increasing affordability and access to the Internet
Student Support in Education
Ethical issues in Education
Intellectual Property Rights and Plagiarism
Education practice trends and issues
Experiences in Undergraduate education
Experiences in Post-graduate education
Experiences in Primary and Secondary Education
Life-long learning education
Academic Advising and Tutoring
Assessment of student learning
Examination Policies and Grading methods
Student Selection Criteria in interdisciplinary studies
Academic Research Projects
Research on Technology in Education
Links between Education and Research
New Challenges in the Higher Education Area
New challenges for the European Higher Education Area
The Bologna Process and its implementation
Erasmus and Exchange experiences in universities
Students and Teaching staff Exchange programmes
Pre-service teacher experiences
In-service training and Professional development of teachers
School experience of student teachers
Human Resource Development
New Experiences for Curriculum Design
Strategies, Principles and Challenges
Integration of cross-cultural studies in curriculum
Analysing the skill needs of Labour Market
Generic skills and their development
Courses, Tutorials and Labs
Academic experiences and best practice contributions
Quality processes at National and International level
Evaluation and Assessment
Life-long learning experiences
Workplace learning and Collaborative Learning
Patent Registration and Technology Transfer
University spin-off companies
New experiences for the International cooperation
Project outcomes and conclusions
Joint Education and Research programmes
Learning and Teaching Innovations
ICT Skills Education
Advanced classroom applications and technologies
m-Learning: mobile applications and technologies
Training the e-Trainer
Building Virtual Communities
Web 2.0 and Social Networking: Blogs, Wikis, …
Virtual Learning Environments (VLE)
Learning Management Systems (LMS)
Educational/Serious Games and Software
Videos for Learning and Educational Multimedia
Animation, 3D, and Web 3D Applications
Virtual and Augmented Reality
Digital Libraries and Repositories
Digital Rights Management
E-content Management and Development. Open Content
Security and Data Protection
Can the global OER community design a world map of Open Educational Resources initiatives and build it together? An international online conversation will take place from 12 – 30 November 2012 to explore this possibility.
The global Open Educational Resources movement reaches its ten years with more and more OER initiatives, in more and more countries. The vision of increasing access to the world’s knowledge through making resources open and accessible is beginning to be realized.
But there is still a problem: there is a lack of a comprehensive overview of OER projects in the world – how do I know what is going on in my own country? And how do I find contacts in other countries, or contacts working in my own language?
A map would give us the big picture of the global OER movement. It would help us communicate the story of OER. Furthermore, it could be enhanced with information such as OER initiatives by language, and with links to other maps. And it would help us connect.
An international conversation will take place from 12 – 30 November 2012, send an email to email@example.com and type subscribe in the subject line.
For more information, click here.
A world map of Open Educational Resources initiatives: Can the global OER community design and build it together?
First, an International discussion 12 – 30 November 2012
* Next, local discussions – organized locally
An international online conversation – The objective is to explore whether the OER community worldwide could work together to design and build an OER world map – starting with institutional initiatives and basic information.
A definition – Open Educational Resources are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. They may be full courses or course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge (William and Flora Hewlett Foundation).
Now a decade of development – a global movement with more and more OER initiatives, in more and more countries. The vision of increasing access to the world’s knowledge through making resources open and accessible is beginning to be realized.
But we still have a problem – we do not have a comprehensive overview of OER projects in the world – how do I know what is going on in my own country? And how do I find contacts in other countries, or contacts working in my own language?
An OER world map – A map would give us the big picture of the global OER movement. It would help us communicate the story of OER. Furthermore, it could be enhanced with information such as OER initiatives by language, and with links to other maps. And it would help us connect.
Community collaboration – Working together the OER community could design and build the map, and then regularly update it. With time, energy and collaboration, the map could become a door to the OER world, helping us communicate with stakeholders and connect with each other.
Week 1: What could an OER world map look like? 12- 16 November
Why map the OER landscape
Essential information and visual presentation
Week 2: Could a world map be built collaboratively? 19-23 November
Organizational approach for collaboration
Ensuring the quality of the information
Week 3: Reflection and next steps - 26-30 November
Design of an “OER World Map”
Join the international conversation
Send an email to firstname.lastname@example.org and type subscribe in the subject line.
Share this announcement with your colleagues and networks.
* Plan a parallel or follow up discussion in your own language and network and give your feedback for the final report of all the discussions. Contact: Susan D’Antoni at email@example.com.
Standards and Guidelines for Quality Assurance in the European Higher Education Area - 3rd edition.
ENQA has produced, in co-operation and consultation with its member agencies and the E4 Group (ENQA, EUA, EURASHE and ESIB), this important report that was submitted to the European Ministers of Education meeting in Bergen in May 2005. The report was also presented to the Bologna Follow-Up Group on 1 March 2005.
The 3rd edition's Table of Contents numbering system has been restored for practical reasons; however, the text remains identical to the 2nd edition.
The ESG have been translated into 14 languages, as follows (in alphabetical order):
- Albanian (doc) by the Albanian Accreditation Agency for Higher Education
- Albanian (doc) by the Kosovo Accreditation Agency
- Bosnian (pdf) by the European Commission and Council of Europe
- Catalan (pdf) by the Agency for Quality Assurance in the Catalan University System (AQU)
- French (pdf) by the Comité National d'Évaluation of France (now AERES)
- Galician (pdf) by the Agency for Quality Assurance in the Galician University System (ACSUG)
- German (pdf) by the German Rectors' Conference
- Greek (pdf) by the Hellenic Assurance Agency for Higher Education (HQAA)
- Hungarian (pdf) by the Hungarian Accreditation Committee (HAC)
- Italian (pdf) by the Agenzia Nazionale Programma LLP/Erasmus
- Romanian (pdf) by the National Alliance of Student Organisations in Romania.
- Russian (pdf) by the National Accreditation Agency of the Russian Federation (NAA)
- Slovak (pdf) by the Slovak Rector's Conference
- Spanish (pdf) by the National Agency for Quality Assessment and Accreditation of Spain (ANECA)
- Ukrainian (pdf) by the British Council in Ukraine.
Please note that the translations have not been verified by ENQA and that the translating parties bear the responsibility of inaccuracies.
Occasional Papers |
Quality Procedures in the European Higher Education Area and Beyond – Visions for the Future (02. Apr. 2012)
The present publication is the result of the third ENQA survey on quality procedures of quality assurance agencies across Europe and beyond. This report presents a collection of current features of good practice in external quality assurance within the new priorities formulated by ENQA and following the ministerial Communiqués, highlighting the connection between the practices and the expected benefits for higher education institutions and stakeholders. In addition, the present report identifies practices that are expected to be implemented by quality assurance agencies, as well as areas where progress needs to be made, thus proposing a vision of the future of quality assurance procedures.
Workshop and Seminar Reports |
Quality Assurance and Qualifications Frameworks: Exchanging Good Practice (pdf) (20. Aug. 2012)
This report is based on the ENQA workshop “Quality Assurance and Qualifications Frameworks: exchanging good practice”, which took place in Dublin, Ireland, on 9-10 February 2012 and presents articles on themes such as the state of development of qualifications frameworks, the role of agencies in the self-certification process, and the meaning of qualifications frameworks in external quality assurance.
Internal Quality Assurance and Benchmarking (pdf) (23. May. 2012)
This report is based on the annual ENQA Internal Quality Assurance seminar on the theme of Learning from each other – using benchmarking to develop IQA that was held on 16-17 June 2011 in Helsinki, Finland. It presents a general overview of the benchmarking theme and discusses common features and differences of the benchmarked agencies’ IQA activities in terms of the selected three themes: performance indicators, follow-up on feedback and staff competence/development. The report also puts forward the benchmarking partners’ views on strengths, weaknesses and recommendations for development of each other’s activities, as well as the good practice they have identified on the selected theme.
Quality Assurance of Joint Programmes (pdf) (08. Mar. 2012)
This Report is based on the ENQA seminar on "Quality Assurance of Joint Programmes" that was held on 19 September 2011 in Vienna, Austria. The purpose of this seminar was to analyse the experience already gaind in quality assurance of joint programmes as regards specific issues and methodological approaches, and to make recommendations to the ministers responsible for higher education in the Euopean Higher Education Area.
Quality Assurance in Lifelong Learning (pdf) (14. Feb. 2012)
This report is based on the ENQA workshop on the theme “Quality Assurance in Lifelong Learning” that was held from the 16-17th of May 2011 in Bonn, Germany. The workshop provided a platform for discussion and exchange of experiences among the main stakeholders in quality assurance. The workshop aimed to contribute to joint understanding of the quality assurance in lifelong learning (LLL) between stakeholders, to disseminate information on good practice of external quality assirance in LLL, and to discuss standards and procedures for external quality ssurance in LLL.
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