I would be honoured if your organisation could respond to this survey. The objective is to identify the state of play of the implementation of ERA and the areas where progress is both possible and necessary. It is important that all organisations involved in Research and Innovation contribute to the survey to ensure that the results accurately reflect the situation on the ground in each country. Máire Geoghegan-Quinn, European Commissioner for Research, Innovation and Science
Research organisations and research funders are crucial for the daily implementation of the European Research Area (ERA).
Through this survey
The European Commission seeks to identify existing practices, needs and barriers where organisations believe further action is needed in order to complete a single market for researchers, knowledge and technology. The results will be aggregated at national level to reflect the overall state of play in each country. Data collected will not, in any circumstances, be used to report back at organisational level.
Download the questionnaire
The survey has been designed to accommodate different organisational profiles. Please select the relevant questionnaire according to the profile of your organisation:
- Organisation and/or agency that funds research or allocates research funding:
EN (2.02MB) | FR (1.92MB) | DE (1.65MB)
- Organisation that funds and performs research:
EN (3.30MB) | FR (2.78MB) | DE (2.89MB)
- Organisation that performs research:
EN (2.07MB) | FR (2.22MB) | DE (2.23MB)
ANSWER THE SURVEY ON-LINE
The survey will be active until the 25 January 2013
The questionnaire addresses different aspects of ERA, requiring the contribution of different departments or units within your organisation (e.g. Human Resources and Information Technology departments). Therefore, it is advisable to download and distribute the questionnaire prior to filling it in online. The European Commission would like to thank your organisation in advance for participating in the survey. It is an essential action to better understand the state of play concerning the ERA priorities.
ERA survey glossary
ERA Communication - A Reinforced European Research Area Partnership for Excellence and Growth: BG CS DA DE ET EL EN ES FR IT LV LT HU MT NL PL PT RO SK SL FI SV
European Research Council (ERC)
The principles for innovative doctoral training
The 2010 ESFRI roadmap
Structured innovative doctoral training programmes apply the principles for innovative doctoral training.
The European Charter for Researchers and the Code of Conduct for the Recruitment of Researchers
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.
Policy-makers at the meeting included experts from national ministries who regularly meet to exchange best policy practice within the thematic working group on mathematics, science and technology skills, set up by the Commission in 2010. The conference, which was also joined by business representatives and academics, was an opportunity to discuss how EU support can be used to develop innovative and transferrable ideas that help EU countries develop effective policies in support of basic skills.
Addressing the conference, Xavier Prats-Monné, the Commission's Deputy Director-General for Education and Culture said that this conference was a good example of what the EU should engage in to make sure that its education programmes have a systemic impact. He underlined the importance of evidence-based policies to ensure that the Euros spent on education are spent well, and effectively stimulate reform and modernisation of education systems across Europe.
Roberto Carneiro of the Portuguese Catholic University quoted Thomas Friedman from the New York Times who said that “the country that uses this crisis to make its population more innovative (...) is the one that will not just survive but thrive down the road.” Referring to the work of the High-Level Group of Experts on Literacy, he discussed the concept of multiple literacies – including digital literacy, science literacy, financial literacy and ethical literacy – describing a range of essential skills without which neither young people nor adults can function well in our modern society.
Peter Gray from the Norwegian University of Science and Technology underlined the need to focus not only on “achievement” as measured relative to benchmarks, but also to keep in mind the purpose of education – and make sure teachers and learners understand it and are aware of it. This can only be achieved by uniting all levels of the education system. He also stressed the importance of fostering innovative talent, pointing out that “more innovative scientists means more scientific entrepreneurs.”
Projects in support of basic skills
Among the projects showcased was On-Air: Effective use of Media for School Education,through which partner organisations from seven countries joined up to look into ways of helping teachers exploit the attractiveness of new media on young people in order to raise their interest and motivation when it comes to reading and writing. The project involved 70 teachers directly in its activities.
The STENCIL network offers science teachers and practitioners in science education from all over Europe a platform where they can exchange ideas and team up with others to contribute to the improvement of science teaching. STENCIL brings together 21 partners from nine European countries and aims to promote innovative methodologies and creative solutions that make science studies more attractive for students. Workshops at the conference looked at how ICT and digitisation impact on literacy skills, how collaboration between teachers can be supported and channelled towards addressing low achievement, how ICT can be used to address low achievement in maths and science and how didactics in mathematics and science need to react the increasing shift from knowledge to competences. A panel discussion with policy makers and business representatives strengthened the message of building networks between schools, industry, research and policy making on all levels.
EU policies on basic skills
Raising skills levels is one of the EU's priorities in the field of school education. With Rethinking Education the Commission has just presented a new strategy urging EU countries to take action for the supply of all the relevant skills to boost future growth. EU countries have pledged to reduce the share of 15 year-olds with insufficient skills in maths, science and reading to less than 15% by 2020. Earlier this year, the Commission's high level expert group on literacy highlighted an alarming situation: while the demand for advanced reading and writing skills is rapidly rising in the context of digitalisation and high-skills economies, literacy levels have stagnated in the European Union during the last decade. In their final report the group made policy recommendations to the Commission on the most effective and efficient ways of supporting reading literacy throughout lifelong learning.
To know more
Androulla Vassiliou, the European Commissioner responsible for Education, Culture, Multilingualism and Youth, said: "Improved skills and qualifications are key to boosting Europe's productivity and competitiveness. The EU Skills Panorama will provide a single access point to the most up-to-date European and national information sources. It will also help us to improve the response of education and training systems to changing skill trends and to ensure people are equipped for those areas where job demand is set to increase.”
Laszlo Andor, European Commissioner for Employment, Social Affairs and Inclusion commented: "The EU Skills Panorama is the first European tool to give access with just a click to relevant information about trends in skills requirements in all EU countries. This online information tool presents comprehensive information on skills mismatches and will ultimately help to direct jobseekers to the most demanded occupations throughout Europe".
The Skills Panorama shows that the occupations with the most unfilled vacancies in the EU today are those of finance and sales professionals. Other shortages most frequently reported concern biologists, pharmacologists, medical doctors and related professionals, nurses, ICT computing professionals and engineers. The website indicates that the strongest mismatch between skills and labour market needs exists in Lithuania, Bulgaria, Belgium, Hungary and Ireland, whereas in Portugal, Denmark and the Netherlands the situation is much better. The EU Skills Panorama will be regularly updated with the latest data.
More information Read the full press release "Commission launches EU Skills Panorama to tackle skills mismatches".
Ya han transcurrido unos años desde que, en julio de 2009, se llevaron a cabo las primeras Jornadas de Campus Virtuales en Tenerife. La necesidad de mantener abierto un foro de estas características, donde compartir experiencias e inquietudes, ha hecho que, desde entonces, ya podamos hablar de un evento consolidado.
Nos complace, pues, tomar el relevo de Oviedo y celebrar en la Universitat de les Illes Balears las IV Jornadas Internacionales de Campus Virtuales.
Si la innovación ha sido una constante en la vida de los servicios de nuestras universidades, los especiales momentos que atravesamos no deben ser un obstáculo para que siga siendo un elemento que guie la práctica de todos los profesionales que los conforman. Por ello, consideramos que la celebración de estas jornadas cobra una especial significación y puede constituir, no solo un espacio de intercambio, sino también de unión en la búsqueda de soluciones que permitan mantener los estándares de calidad, pese a la merma de recursos que nos afecta de manera generalizada.
Nos gustaría invitaros a participar en las jornadas a todos los que estéis interesados en las temáticas abordadas.
Esperamos que sean de vuestro interés.
I Jornadas de campus virtuales (Tenerife 2009)
II Jornadas de campus virtuales (Granada 2010)
III Jornadas de campus virtuales (Oviedo 2012)
Among all Europeans between 24 and 65 years old who had a tertiary educational degree in 2010, 82.8% were working. In the same age group, 68.3% who completed secondary schooling were working. Only 46% of those who did not complete secondary schooling were working. It is apparent that if Europe wants to be working, higher education is the necessary foundation for being competitive in the labour market.
Since this is not only true for generations of future workers currently in school, but equally so for those who are in their 30s, 40s and 50s today, Lifelong Learning must be essential to continued employability, from an individual and economy wide point of view.
Lifelong Learning is important for businesses too. Facing increasingly volatile environments, quick technological change and fierce national and global competition, companies today more than ever depend on an educated and creative workforce to achieve success. As employees across developed countries work longer due to the increase in retirement age, and as young, skilled workers are increasingly hard to find because of demographic change, supplying high-quality Lifelong Learning opportunities is crucial for companies to ensure the optimal productivity of their ageing workforce. Furthermore, as the competition for talent intensifies and employee mobility continues to increase, Lifelong Learning offerings become more and more important in determining a company’s ability to attract and retain talented employees. Read more...
Overall, the EMOTE project aims to:
- Research the role of pedagogical and empathic interventions in the process of engaging the learner and facilitating their learning progress;
- Explore if and how the exchange of socio-emotional cues with an embodied tutor in a shared physical space can create a sense of connection and social bonding and act as a facilitator of the learning experience. Read more...
Teachers, students or other staff members can bring serious consequences that undermine the functioning of institutions, leading to high financial costs, loss of data and equipment and service disruptions all inconveniences can be avoided or mitigated by implementing the right policies. This article aims to explore the ever more pressing need of implementation of relevant policies and strategies to implement the protection of computer facilities in schools of all levels of education, drawing on the expertise an d strategies that have been implemented by the EU.
The internet security and its use can conscientiously avoid some unpleasantness. Despite the efforts of all the dedicated professionals responsible for network security at a school or university, the use or misuse by each individual can seriously undermine that work, and enhancing the risk network can be affected by.
What are the fundamental questions that should be driving ICT in education policy? This book is about the changing face of education in Hong Kong. It aims to provide a systematic study of the development and change in school practices, teacher practices, student practices, and student learning outcomes arising from the implementation of ICT in education since 1998, within the broader context of education policy changes in Hong Kong, particularly the comprehensive education reform initiatives that started in 2000.
This book by Nancy LAW, Allan YUEN, Man Wai LEE and Yeung LEE aims to understand the nature of the evolving changes and the impact these have made on teachers and students over this 12-year period (1998-2010), and to explore how far such changes have in fact brought about educational transformations. One of the distinctive features of this book is that it depicts the Hong Kong education changes from an international comparative perspective. This book is grounded on rigorous and systematic analysis of local and international studies in the past decade. Taking a comparative perspective, findings of various studies or projects related to ICT in education are presented to illustrate and illuminate the changing face of education in Hong Kong. By linking empirical research findings on practice with system and school level policies, this work aims also to reflect on the lessons that we can learn from Hong Kong’s first decade of ICT implementation in school education. This book has grown out of a substantial secondary analysis of the data collected from two research projects, the international comparative study SITES 2006 (http://sites.cite.hku.hk/sites2006) and the Phase II Evaluation of the Second IT in Education Strategy in Hong Kong (http://il.cite.hku.hk/). The former study seeks to understand the status of pedagogy and ICT implementation at classroom, school and system levels while the latter aims to investigate the impact of ICT implementation on student practices and student learning outcomes, in particular whether students are well prepared for the 21st century.