A nine-day Cornish Festival will be organized between 25th of February and 5th of March in Penzance, Cornwall (UK). The festival will celebrate the Cornish language, culture and heritage and will include various academic and entertainment events at the Acorn in Penzance. More...
The ECMI’s project on Bridge Building and Integration in Diverse Societies is now finalized with a report titled “Dynamics of Integration in the OSCE Area: National Minorities and Bridge Building”. The report investigates how national minorities contribute to bridge building in international relations, and identifies some good examples of initiatives across the OSCE area. More...
The lecture and presentation will focus on the legal status of the Basque language, the Protocol of Donostia 2016 to ensure language rights, and minority languages in education in Europe (particularly the cases of Catalonia in Spain and Sorbian education in Saxony and Brandenburg in Germany). More...
This text discusses the structure and content of diversity policy in the so -called Transnistrian Moldovan Republic (TMR), an unrecognized state that broke away from Moldova during the collapse of the Soviet Union. The case of Transnistria is particularly useful as an example for analyzing the origins, structure, contents and effects of the post-Soviet ethno-cultural policy in a comparative perspective. Moreover, the model of Transnistrian state- and nation-building, since it is not explicitly based on privileging a core ethnicity, differs from nearly all countries and de facto states of the post communist space. More...
Following the deadline for applications to Year Two of the Teaching Excellence Framework (TEF) on 26 January 2017, a total of 299 universities, colleges and alternative providers of higher education have chosen to participate. More...
The report, ‘Implementation of the Prevent duty in the higher education sector in England: 2015-16’ (HEFCE 2017/01), shows that more than four-fifths of higher education providers (84 per cent) have put robust policies and processes in place in response to the duty [Note 2]. These findings draw on HEFCE’s assessment of evidence submitted by 321 providers between April and August 2016. This covers a wide range of providers, including HEFCE-funded providers, alternative providers, and the autonomous colleges, schools and halls of Oxford, Cambridge and Durham. More...
HEFCE will fund 33 higher education museums, galleries and collections which provide a unique and significant contribution to research and scholarship. More...
HEFCE, on behalf of the four funding bodies [Note 1], is pleased to announce the first appointments to the team that will develop and implement the next Research Excellence Framework (REF) [Note 2]. More...
Imperial College London and the London School of Economics are the first universities to receive funding for their research projects in the fifth round of the UK Research Partnership Investment Fund. The two outstanding projects will receive £52 million of investment in 2018-19 and 2019-20, to drive innovation and support the UK’s economic growth. More...
Premièrement, on constate que, dans tous les domaines de compétences, plus le niveau d'études est élevé, plus les exigences relatives au niveau de compétence tendent à augmenter. Cette tendance s'accompagne toutefois de trois exceptions notables : les compétences exigées en fonctionnement et entretien techniques n'augmentent généralement pas avec la hausse de la scolarité; les compétences en gestion des ressources exigées des titulaires d'un doctorat sont considérablement moindres que celles que doivent posséder les autres diplômés universitaires; les titulaires d'un grade professionnel occupent des emplois qui requièrent des compétences moindres en mathématiques comparativement aux emplois occupés par les autres diplômés universitaires, bien que cette situation soit entièrement attribuable aux diplômés en droit. En outre, les compétences exigées sont presque toujours plus élevées dans le cas des titulaires d'un baccalauréat et des diplômés de l'enseignement collégial dans des disciplines précises, comparativement aux titulaires d'un diplôme d'études secondaires. Voir l'article...
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