Reimagining Democratic Societies: a New Era of Personal and Social Responsibility has just been published as volume 18 in the Council of Europe Higher Education Series. Edited by Sjur Bergan (Council of Europe), Ira Harkavy (International Consortium for Higher Education, Civic Responsibility and Democracy) and Hilligje van’t Land (International Association of Universities), the book makes the case for why democratic reimagination and innovation cannot succeed without higher education and why higher education cannot fulfill its educational, academic and societal missions without working for the common good. Authors from both Europe and the United States show that as societies change, our understanding of democracy must evolve and aim to develop democratic culture and democratic innovation. Educated, committed citizens deeply involved in creating and sustaining diverse democratic societies are essential for human progress and advancing the quality of life for all.
Cultural learning can take the form of culture specific knowledge and general knowledge, cultural self-awareness, culture learning skills, and intercultural development. Based on advances in theory, research, and programme design over the past 10–15 years, we now have a much better understanding of how cultural learning in education abroad can be successfully facilitated.
If you’re interested to learn more about this subject, take a look at the following presentation to discover more about facilitating cultural learning. This presentation comes from a forthcoming EAIE Academy course in Birmingham, 15-17 April 2013.
The Higher Education Academy (HEA) has this week launched a publication which offers valuable insights and ideas for colleagues on the topic of education for sustainable development (ESD).
Enhancing education for sustainable development in Business and Management, Hospitality, Leisure, Marketing, Tourism has been written by academic staff involved in incorporating ESD to enhance the student learning experience. The 15 chapters, each published in a separate document to ensure readers can select the most appropriate areas for their study, focus on themes including ethics and the Principles for Responsible Management Education (PRME) initiative, reducing environmental impact, ensuring social legacy, and widening understanding in practice. Many discuss practical approaches to ESD such placements, working abroad, problem-based learning, service learning, and ‘stepped case study’.
John Craig, Assistant Director and Head of Social Sciences at the HEA said: “We hope this publication will be of great benefit to colleagues right across the HE sector as they develop their plans for ESD. Each of its chapters focuses on one area of ESD, helping readers to get the most benefit from the publication in areas of greatest interest to them. The chapters also describe activities to enhance students’ understanding and application of ESD in various whole-school, programme and module initiatives, at undergraduate and postgraduate levels. I’m sure it will be a valuable document for all those involved in ESD.”
The publication was officially launched by Professor Daniella Tilbury, Director of the International Research Institute in Sustainability at the University of Gloucester. She said: “Congratulations on the new book. It reflects the importance of ESD at so many levels and I will be alerting colleagues to this useful resource.”
The publication, including a summary report along with the 15 chapters, can be found here.
EUATC is an umbrella organisation for national associations of translation companies throughout Europe, without being limited to the EU. Among other things, EUATC provides a united voice for translation companies. It promotes the highest standards of quality and business practice and helps to improve the training of translators across Europe.
EUATC is a well esteemed partner in various projects of the Directorate-General for Translation (DGT). Among these, we mention the following:
- LIND-Web Platform
- European Master's in Translation (EMT)
- OPTIMALE (Optimising Professional Translator Training in a Multilingual Europe)
- AGORA (International traineeship scheme for translation students of EMT universities)
- TransCert (Trans-European Voluntary Certification for Translators)
- QUALETRA (Quality in Legal Translation)
EUATC recently became an associated partner of the Civil Society Platform on Multilingualism. The European translation industry is facing many challenges. Whether it is how to meet low price competition from across the globe, selecting the right solution from increasingly complex machine translation options, or finding the right talent and strategy to drive the business forward, the choices made can determine success or failure. That is why the continuous participation of EUATC in DGT projects is seen as a fundamental element for the future of the translation industry and the employability of translators.
The new ranking, launched by Commissioner Vassiliou and the Irish EU Presidency in January, will rate university performance in five areas: reputation for research, quality of teaching and learning, international orientation, success in knowledge transfer and contribution to regional growth.
During the visit, Commissioner Vassiliou will also give her backing to CERES (Cartographie des établissements d’enseignement supérieur et de recherche), an initiative led by French universities to map the country's higher education system, and welcome France's support for the new 'Erasmus for All' programme. Eight EU Higher Education Ministers (France, UK, Italy, Spain, Sweden, Luxembourg, Cyprus and Portugal) have sent letters to the President of the European Parliament expressing their preference for the Erasmus for All name.
Au programme, conférences plénières et ateliers, aux cours desquels quatre thèmes seront traités:
- l’évaluation du Projet Personnel et Professionnel,
- l’évaluation des enseignements, des formations et démarche qualité,
- l’évaluation des étudiants: formes et spécifités en IUT et place du numérique,
- les aspects multidimensionnels de l’évaluation dans le cadre des stages, de l’alternance et de la VAE.
Le colloque sera ainsi l’occasion de s’interroger sur les liens entre pédagogie, professionnalisation, technologie et évaluation des étudiants, dans le cadre des nouveaux programmes de DUT. Si l’on a pu conclure des précédents colloques à une spécificité de la formation en IUT alors il convient d’en interroger les implications en terme de pratiques évaluatives.
Le colloque Pédagogie et Professionnalisation, organisé par l’ADIUT se propose d’être un espace de réflexions et d’échanges sur des thématiques à la fois fondamentales et en prise avec l’actualité du monde éducatif et des IUT. Pour l’édition 2013, l’Assemblée Régionale des IUT (ARIUT Rhône-Alpes) a été choisie pour accueillir ce colloque, sous le pilotage de l’IUT Lumière Lyon 2.
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