ABET provides world leadership in assuring quality and in stimulating innovation in applied science, computing, engineering, and technology education. They serve the public through the promotion and advancement of education in applied science, computing, engineering, and technology.
The link address is: http://www.abet.org/
The European Consortium for Accreditation (ECA) has been founded in 2003 with the primary aim of mutual recognition of accreditation decisions. Twelve mutual recognition agreements between ECA members were signed in 2007. ECA was renewed in 2008. The ENIC/ NARICs of ECA member countries have been involved in the project in order to strengthen the link between accreditation decisions and recognition of qualifications.
The link address is: http://www.ecaconsortium.net/.
The GUNi Higher Education Innovation Observatory (GUNi.HEiOBS) promotes innovation and knowledge exchange in society and higher education institutions (HEIs) by identifying and disseminating global, regional and local higher education good practices and current projects through an ongoing web platform.
GUNi.HEiOBS is aimed at contributing to the deployment of innovation and transformation of curriculum, research, outreach and institutional management and operations within Higher Education Institutions, by means of sharing ongoing projects and practices, by offering a compilation of good practices and ongoing projects and other useful materials, by strengthening South-South, North-South and South-North collaborations as a vehicle for change at HEIs. Summing up, GUNi.HEiOBS is a toolbox reflecting the experiences of various HEIs and other stakeholders focusing on innovation which is key to transforming Higher Education Institutions.
In this interview, Daniel Mato presents the Project “Cultural Diversity, Interculturality and Higher Education" of the International Institute of UNESCO for Higher Education in Latin America and the Caribbean (IESALC), which analyzes the current demands and access conditions of Indigenous and Afro-Descendant students within the different types of Latin American Higher Education Institutions, and assesses their impact, responsibilities and challenges in regards to intercultural education, amongst other issues.
What is the “Project on Cultural Diversity, Interculturality, and Higher Education" about?
The Project “Cultural Diversity and Interculturality in Higher Education in Latin America” of the Instituto Internacional de la UNESCO para la Educación Superior en América Latina y el Caribe (IESALC) was created to identify, document and analyze experiences of higher education that are committed to meeting the needs, demands and proposals for higher education among indigenous and Afro-descendant communities in Latin America. The Project thereby seeks to lay the necessary groundwork to inform policy recommendations, generate criteria for the production of statistics and indicators on the field’s development, identify topics of interest for new research projects, and contribute to the development of sustainable collaboration mechanisms between the institutions studied and others with similar interests. More...
- Aboriginal women's trajectories and perspectives on homelessness: a collaborative research project
- Julie Cunningham
- Community-university engagement in social economy, the Quebec's experience
- Sylvie Boucher De Grosbois, Vincent Van Schendel
- The Indigenous Intercultural University Network - a place for dialogue on knowledge
- Roberto Alulima, Homayra Condarco, Claudia Stengel
- Health and society, community participation for action
- César García Balaguera, Alba Yise Rojas Caballero
- Rural Women's Action Research Programme
- Dee Smythe, Aninka Claassens
- Strategies for Engagement in Regional Development
- Edward Jackson, Katherine Graham, Todd Barr, Andre Spitz
- Women from indigenous communities researching food shortages: Towards methodological advancement of community research
- Neeta Hardikar, Janki Andharia
- Student Community Engagement in a Changing Economic Context
- Dr. Juliet Millican
- Balancing indigenous and western research paradigms in a community-based participatory research project
- Melissa Daniels, Lola Baydala, Natasha Rabbit, Barb Mclean. More...
- Siem Smun'eem: The Indigenous Child Welfare Research Network
- Leslie Brown, Qwu l'sih'yah'maht (Robina Thomas)
- Engaged Partnership Transforms Academic Practice: Authentic Engagement with a Metis Settlement in Alberta, Canada
- Fay Fletcher, Alicia Hibbert, Fiona Roberston
- Engaged Partnership Transforms Academic Practice: Authentic Engagement with a Metis Settlement in Alberta, Canada
- Alicia Hibbert, Fiona Robertson, Susan Ladouceur, Fay Fletcher
- Engaging the community: Activate and The BA Community Development at the university of Glasgow
- Helen Martin, Margaret Layden
- OPEN ODYSSEY
- Ismael Sene
- Dare to dream: Creating an international centre for community engagement and scholarship
- Heather McRae, Katy Campbell
- The Interuniversity Framework Programme for Equity and Social Cohesion Policies in Higher Education
- María Manuela Guilherme, António Teodoro, José Beltrán, Alejandra Montané
- The UGA Tunisia Educational Partnership: A Holistic Global engagement Paradigm
- Takoi Hamrita
- Engaging with communities - an empowerment approach to university-community engagement
- Pierre Viljoen. More...
- Culture as a manner of relation: the co-creation of a new city
- Richard Alonso Uribe Hincapié
- Beyond the third mission - the PASCAL PUMR Initiative
- James Powell
- Social enetrepreneurship LAB
- Luz Arabany Ramirez, Steffany Fisher, Julian Ramirez Nieto
- Community – University Engagement for Economic Empowerment: The Nigerian Experience
- Chineze Uche, Onyewuchi Akaranta, Joseph Ajienka, Bene Abbey
- External participation in university governance: the stakeholders in the Universidad Nacional de Río Negro (Argentina)
- Juan Carlos del Bello, Graciela Giménez
- Professional Development Diagnostic Tool for Business and Community Engagement
- Simon Whittemore, Bob Bell, Anne Craig, Linda Baines, Marc Dobson, Carl Vincent, Anthony Gladdidh
- Strategic Initiatives to Impact the Institutionalization of Community Engagement at a Public, Research University
- Andrew Furco
- How the University of Chicago forms reciprocal relationships with the community through the arts and humanities
- Joanie Friedman, Erika Dudley. More...
Science Shop and CBR
- Innovation in Science Shop practices: A case study from Queen’s University Belfast
- Emma Mckenna
- The role of the University in the transformation of a territory of poverty
- Paulo Speller, Sofia Lerche Vieira
- Community Based Research and Innovative Practice; Mental Health and Cultural Diversity
- Joanna Ochocka
- Science Shop at University of Groningen
- Henk A.J. Mulder
- Citizen Science
- Joy McManigal, Erin Cannan
- Building a new understanding of ESD through community university engagement in Catalonia
- Jesús Granados Sànchez, Josep Bonil, Genina Calafell, Mercè Junyent , Rosa Maria Tarin
- Arts-based adult education, research and knowledge mobilisation with homeless/street-involved women in Victoria
- Darlene Clover
- Community based research and post secondary vocational training in indigenous and afrocolombian communities in Colombia
- Sandra Frieri, Maria Clara Van Der Hammem
- Setting internationally shared research agendas by CSOs and research institutes through a science shop case
- Jozefien De Marrée, Audrey Van Scharen, Nicola Buckley, Rachel Teubner, Halliki Voolma. More...
- Building research capacity for sustainable development
- Aurea Christine Tanaka, Christopher Doll, Zinaida Fadeeva
- Taking the Pulse of the New Saskatchewan: A Case of Community Engaged Scholarship
- Harley Dickinson, John Agnew, Rob Mclaughlin
- Mukondeni Ceramic Water Filter Business
- John Mudao, Rachel Schmidt, Jim Smith, Rebecca Dillingham
- The UK Community Partner Summit
- Sophie Duncan, Sharon Court, Kim Aumann
- Chance 2 Advance programme
- Genevieve James, Unisa
- Collaborative Campaign of Community, Civil Society and Academia to end Female Foeticide and Sex Selective Abortion
- Martha Farrell, Namita Kumari
- The IDEA Portal – Innovative Approaches to Doctoral Education in Africa
- Hilligje van’t Land, Nadja Gmelch. More...
- Servers, Not the Served
- Mary Pat Zebroski, Cyntia McCauley
- Macheo Achievement Programme
- Roselyne Mwangi, Strathmore University
- Miquel Marti i Pol garden
- Salvador Simo, Maria Kapanadze, Ivan Cano
- The Tawasol Project - A case study of EU and Arab World Universities through Civic Engagement and Service Learning
- Lorraine McIlrath, Michele Lamb, Rhanda Mahasneh, Mounir Mabsout
- The Environmental Law Clinic at Universitat Rovira i Virgili
- Maria Marquès, Aitana de la Varga Pastor
- Visualizing Community and Justice
- Nicholas Longo, Eric Sung
- Integrating A Youth-based Stigma and Discrimination Reduction Curriculum in Higher Education
- Lancelot D'Cruz, S.J., Sebastian Vadakken Antoney
- Educational change for social justice: A service-learning experience in teacher education
- Pilar Aramburu-Zabala. More...
- Service learning in universities. Description of an experience in the Faculty of Pedagogy at the University of Barcelona
- Anna Escofet, Mariona Graell, Josep Puig, Montse Freixa, Xus Martín, Laura Rubio, Maribel de la Cerda, Mireia Páez
- SFU Public Square
- Philip Steenkamp, Andrew Petter, Shauna Sylvester
- Free Aid: Business students for Not-for-profits
- Irena Descubes
- IKD Gazte: self-managed learning to develop the sense of initiative within the curriculum in Higher Education
- Julieta Barrenechea, Idoia Fernández
- Reviving Community Engagement: Teaching Cardiopulmonary Resuscitation to Primary School Children- A Special Study Module in Community Based Service Learning
- Aoife Jackson, Lorraine McIlrath, Gerard Flaherty, Mauren Kelly
- Service Learning as a successful methodological strategy in training social responsible professionals
- Gracia Navarro, Gladys Jiménez, Margarita Baeza, Manuel Ardiles
- Community Based Experience and Services: An Innovative Medical Education of the University of Ilorin, Nigeria
- Temidayo Oladiji, Abdul Ganiyu Ambali, Olugbenga Mokuolu
- Intergenerational Service-Learning: Elder Academy at Lingnan
- Carol Ma HokKa
- A Campus-Community-School Transformational Partnership
- Robert Bringle, Starla Officer, James Grim. More...
- CommunITy: Putting IT in the community
- Pat Byrne
- Shere Rom: A learning service programme for minority empowerment
- José Luis Lalueza, Marta Padrós
- Acquiring and evaluating transversal competencies through solidarity activities: The practical case of the UdG
- M. Rosa Terradellas, Sílvia Lloveras, Martí Casadesus
- Service-Learning as a Bridge from Local to Global communities
- Sook-Young Ryu, Sulggy Park
- Teaching –Learning the Practice of Empowerment: Reflections on ANANDI as a ‘field placement’ for students
- Jahnvvi Andaharia
- Universities and their environments: Engagement, partnerships, and conditions of mutual relationships
- Margo Fryer, Hans G. Schuetze
- Community Engagement with Service Learning: a community development approach
- Julia Preece, Desiree Manicom
- Catalyst! Citizens Transforming Society: tools for change
- Jon Whittle Pi, Debbie Stubbs. More...
1. Learning to read reality
We need to re-invent all systems that organize life: economic, political, environmental and social, to respond to new needs, overcoming the limitations and undesirable side effects of the models that we have used up to date. We should urgently and seriously consider the priorities in the generation and use of knowledge in our societies. What is at stake is the very concept of the idea of progress. [ + ]
- 2. Building the world we imagine
This session will explore the vision of the world we want. We need to re-invent all systems that organize life: economic, political, environmental and social, to respond to new needs, overcoming the limitations and undesirable side effects of the models that we have used up to date. What is at stake is the very concept of the idea of progress. The session will present fresh and innovative ideas and visions of students, practitioners and scholars with the aim to share everyone’s imagined world. Education has a big intergenerational responsibility in building the world we imagine. [ + ]
- 3. Why is engagement critical for social change?
Engagement necessarily entails struggles for change and transformation that require altering the current social structures and power relations. Engagement is key in breaking the conformity of thought by proactively criticizing the world of ideas and transforming those paradigms and beliefs established in the social systems about how we organize our community. With this key idea we want to discuss how community engagement is central for the creation of a new citizenship. [ + ]
- 4. Building partnership: making cooperation mainstream
Partnership is the central aspect in developing community engagement initiatives that deal with the issues of people. A partnership is a way of being and a way of working with others that implies mutual understanding, common good, reciprocity, collaboration in decision making and transparency regarding outcomes. [ + ]
- 5. Enlarging the conception of knowledge
In this session we will discuss what we understand by knowledge and its role in society, and how engagement contributes to make all cosmologies of knowledge count. [ + ]
- 6. Redefining political frameworks and structures for making engagement to happen
Adapting and creating appropriated structures at all levels is key for the mainstreaming of community-university engagement. The session will examine inspiring institutional design examples, the most relevant national policies, political frameworks and the role of networks, and how they have contributed to a scholar’s cultural change. [ + ]
- 7. Engagement with added value and collective impact
This session is about quality assurance of engagement. The session will discuss the need of a system of indicators that measures the quality of engagement, and how it can be generated in ways that is consistent with the spirit of engagement and that engages all actors together. The session will also explore ways in which the system of indicators of engagement can be defined collectively and be introduced in the international agenda. [ + ]
Budd Hall, Canada. UNESCO Chair in Community-Based Research and Social Responsibility in Higher Ed
Poem by Budd Hall based on a poem by Lawrence Ferlinghetti, presented at the 6th International Barcelona Conference on Higher Education 2013
We have seen the images, the flames.
We have seen the anger and the confusion in the faces of our friends.
But, we are told that perhaps...
... perhaps is a special time.
And sometimes we even feel that the turning has begun.
But we are unsure of the nature of the turning,
and we are unsure of what it means for ourselves and even for our work.
And even more we ask how do we make the road together?
What are scholars and civil society leaders and public officials and funding agencies and artists and students for in this age?
What is the use of our power to read the world?
Do we have the skills to support the reenchantment of the earth.
If you would be a person for the turning, make your work capable of answering the challenge of apocalyptic times, even if this means sounding apocalyptic.
You are Gandhi, you are Martin Luther King, you are Mandela, you are Wangari Mathaai, you are Audre Lorde, you are Neruda, you are Pasolini, you are Walter Rodney, you are every voice from every part of the earth, you can conquer the conquerors with your words,
... and with your new knowledge.
If you would be a turner, write living works.
Be a scholar from outer space, sending articles to the journal of the new world rising, to a great new editor, an Indigenous woman, who cries out for contributions to this new reality and she does not tolerate academic bullshit.
If you would be a turner, experiment with all manner of words, all forms of representations of the new day dawning, of theatre and painting, of poetry, erotic broken grammars, ecstatic religions, heathen outpourings speaking in tongues, bombastic public speech, automatic scribbling’s, surrealist sensings, found sounds, rants and raves... to create your own limbic, your own voice.
If you would be a turner, don’t just sit there.
These are not the times of sedentary occupations; this is not a ‘take you seat’ time in history.
Stand up and let them have it.
Have a wide-angle vision, each look a world glance.
Express the vast clarity of the outside world, the sun that sees us all, the moon that strews its shadow upon us, quiet garden ponds, willows where the hidden thrush sings, dusk falling along the river banks, and the great spaces that open out upon the sea… high tide and the heron’s call…
And the people,
yes the people all around the world...
all around our wild and loving earth,
the people speaking Babel tongues.
give voice to all of them.
The Education, Training and Youth Forum aims at gathering various stakeholders once per year in order to discuss key policy developments linked to the Europe 2020 strategy, the strategic framework for European cooperation in Education and Training (ET2020) and the European Youth strategy.
This year´s forum takes place in Brussels on 17-18 October 2013 and promotes the idea of "Working together for Reforms". It emphasises the need for policy makers and key stakeholders to work in partnership, in order to foster the successful implementation of reforms at national and regional level, in particular through the opportunities offered by Erasmus+, the new EU education, training and youth programme 2014-2020.
The Forum comes at an important moment, with the imminent launch of the new programme. It is an opportunity for stakeholders to get together and reflect on how they can contribute, through the programme, in implementing initiatives for modernising education and training systems, increasing skills levels and enhancing youth participation in society.
To prepare an open and rich discussion at the Forum, the European Civil Society Platform for Lifelong Learning (EUCIS-LLL), of which EAEA is a member of, calls all stakeholders to take part in the online consultation and make their ideas for how they can contribute to reforms through the programme ahead of the Forum. The survey aims to collect answers from as many different stakeholders (education and training providers, companies, public authorities, social partners). The outcome will serve as an input during the Forum. Deadline to respond is 4 October.
EUCIS-LLL has also produced an infonote on new opportunities for Partnerships in Erasmus+. Read it on EUCIS-LLL website.
Text and picture: EUCIS-LLL
Adult and continuing education has the dual function of contributing to employability and economic growth, on the one hand, and responding to broader societal challenges, in particular promoting social cohesion, on the other.
Companies and families support important investments that have, to date, ensured important growth in both skills and the ability of the European population to innovate. Thanks to this commitment, Europe today has a wealth of organisations specialising in adult and continuing education. The sector has grown in importance, both as a increasingly significant player in the economy and in view of its capacity to respond to the demand for learning by the knowledge economy.
As the book Adult and continuing education in Europe: Using public policy to secure a growth in skills shows, adult and continuing education has a critical role to play in ensuring Europe copes with the phenomenon of education exclusion, which, repeated year after year, generation after generation, undermines social cohesion and the growth of employment. Public policies must respond to two strategic challenges: to encourage the propensity to invest in adult and continuing education and to guarantee the reduction of educational exclusion.
Download a free PDF copy of the book on the Commission's website.
Text via European Commission