The Open Discovery Space (ODS) will offer a pre-conference workshop at the International LINQ and EIF Conference 2014. The European Workshop on Opening Up Education in Schools will focus on success stories of innovative teaching practices. More...
The Web Literacy Learning Pathways map is a supplement to the Mozilla Web Literacy Standard. It helps users explore the skills they should work on next to improve their web literacy, based on their current competences. Web Literacy Learning Pathways. More...
The European Multiple MOOC Aggregator (EMMA) aims to showcase excellence in innovative teaching methodologies and learning approaches through the large-scale piloting of MOOCs on different subjects and in different languages. European Multiple MOOC Aggregator. More...
Recognition of professional qualifications
This briefing prepared by the EPRS aims at giving an overview of how Directive 2005/36/EC on the recognition of professional qualifications has been implemented but also highlighting the important issue of extending the scope of the system to more professions.
In November 2013 was published the Directive 2013/55/EU amending Directive 2005/36/EC. This modernisation is one of the twelve levers for growth set out in the Single Market Act and aims at further facilitating professional mobility across the EU. More...
‘Through systematic research over many years, Cedefop has been analysing how qualifications are awarded and used across Europe and how they support the needs of individuals for lifelong learning, recognition and employability,’ the Centre’s Deputy Director told a European Training Foundation (ETF) conference on making better qualifications, at the European Parliament in Brussels. Christian Lettmayr noted that ‘the overall role of qualifications in our society can be described through two main, but contradictory, trends. More...
By . Transforming education requires pedagogical, organisational and technological innovation. Increasing use of the Internet brought in a new era in course design and delivery to the mainstream model of traditional education. That is particularly so for open educational resources.
Background
Open educational resources (OERs) first appeared within the wider ‘Openness’ movement in the mid 1980s, based on the assumption that knowledge should be disseminated and shared freely through the Internet for the benefit of society as a whole. OERs consist of teaching, learning or research materials that are in the public domain or released with an intellectual property licence that allows for free use, adaptation, and distribution. More...
The IAU 2014 International Conference on Blending Higher Education and Traditional Knowledge for Sustainable Development took place in Iquitos in March. The IAU thanks the Universidad Cientifica del Peru, host to this important event, and most specifically Professor Saldaña, Rector UCP and IAU Deputy Board Member, and his staff, for their invaluable contributions to the success of this event.
In preparation for the Conference, the IAU drafted a first version of the IAU Iquitos Statement on Higher Education for Sustainable Development. The second Draft prepared on the basis of debates at the Conference is published online for broad consultation. Comments and suggestions can be voiced through the IAU global portal on HESD.
Once finalized, the Statement, designed as one of the Association’s contributions to the UN - Decade for Education for Sustainable Development, will be presented at the UNESCO 2014 World Conference on ESD in Aichi Nagoya, Japan, in November 2014, along with the IAU Global Portal on HESD. The Conference presentations and related documents are now available on the Conference web pages. Presentations from speakers from around the world debated key issues pertaining to the broader theme of how to better blend HE and TK for SD. The outcomes of the Conference help define IAU’s position with regard to the Post-2015 Agenda.
This latest edition of the IAU Global Survey drew completed questionnaires from 1,336 higher education institutions in 131 countries – thereby making this report the largest and most geographically comprehensive collection and analysis of primary data on internationalization of higher education ever undertaken.
By assessing internationalization trends over time and comparing development across regions, the 4th Global Survey provides unique insights on the internationalization process, its benefits, drivers and also underlying values.
IAU benefited from the support of the European Commission, NAFSA: Association of International Educators, European Association For International Education (EAIE) and the British Council.
Read more about the Survey and what others are highlighting about the results click here.
To order your copy, which includes a complimentary electronic copy of the executive summary, please complete the order form available here, and return it to Morgane Baillargeant.
2. The guidance forms part of HEFCE’s work to support postgraduate education at a time when PGT education in the UK is experiencing shifts in international and home demand. At this point, too, it is unclear what the impact of higher undergraduate tuition fees in England will be on the numbers continuing to postgraduate study.
3. The guidance also links to a wider programme of work on the provision of information for students which HEFCE and the other UK higher education funding bodies are leading in collaboration with the sector. More...
The ‘State of the Relationship’ report by the National Centre for Universities and Business, sets out the important and varied relationships between universities and businesses. More...
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