The document discusses guidelines for implementing the LikeHome framework in Sweden to recognize migrants' prior learning and help with social and educational integration. It describes tools used in Sweden like portfolios and criterion-based interviews to assess migrants' qualifications and map them to the Swedish education and employment systems. It also outlines Sweden's introduction program which provides newly arrived migrants language training, employment preparation, and civic orientation to help them establish in Sweden.
The document outlines an agenda for a session on Marie Skłodowska-Curie Individual Fellowships, including presentations on the fellowships, proposal writing, and exercises on understanding the objective and writing different sections of the proposal. It also provides background information on the Marie Skłodowska-Curie Actions and Individual Fellowships.
Dr Louise Byrne, Research Executive Agency (European Commission) MSCA Present...IrishHumanitiesAlliance
The Marie Skłodowska-Curie Actions (MSCA) are European Union funded programmes that support researcher training, mobility, and career development. The MSCA offer prestigious career opportunities with competitive salaries, full social security, and chances to work with top researchers across Europe and the world. Funding is available for researchers at all career levels in all domains through individual fellowships, innovative training networks, and other programs. Over 10,600 projects have been funded with over 50,000 researchers from 141 countries participating in the 2007-2013 period.
Marie Skłodowska-Curie Actions (MSCA) in Horizon 2020SRTD _ II
MSCA Objective
Ensure the optimum development and dynamic use of Europe’s intellectual capital in order to generate new skills, knowledge and innovation
The document discusses best practices for assessing the prior learning of migrants to help with their educational and social integration. It outlines 7 best practices from different countries: 1) procedures for recognizing prior knowledge without formal qualifications certificates, 2) developing qualifications databases, 3) pre-migration screening and exams, 4) providing information to migrants, 5) improving recognition procedures, 6) bridging programs to support competency-based assessment, and 7) host country language training. Each best practice is then explained in more detail with examples from countries like Australia, Sweden, and Denmark.
The document discusses best practices for assessing the prior learning of migrants to help with their educational and social integration. It outlines 7 best practices from different countries: 1) procedures for recognizing prior knowledge without formal qualifications certificates, 2) developing qualifications databases, 3) pre-migration screening and exams, 4) providing information to migrants, 5) improving recognition procedures, 6) bridging programs to support competency-based assessment, and 7) host country language training. Each best practice is then explained in more detail with examples from countries like Australia, Sweden, and Denmark.
This deck presents funding opportunities for researchers under the Marie Sklodowska-Curie programme. It is open to all nationalities and all career stages who want to undertake an individual project abroad or create a training network. This presentation also shows statistics from 2014 calls, as well as a few hints as to "how to prepare a winning proposal".
An Innovative Study Abroad Program: A Model for Professional Fields in Study ...CIEE
Presenters in this session will outline how a small liberal arts college, partnering with a third-party provider, has implemented a successful semester-long study abroad program for nursing majors in Barcelona, Spain. The session will offer perspectives from the faculty, the university’s study abroad office, and the on-site provider. This program is offered as a model for how traditional study abroad programs can be adapted to serve students in other professional disciplines where the curriculum requirements are rigid, or often tied to state licensure requirements (e.g., accounting, education).
The document outlines an agenda for a session on Marie Skłodowska-Curie Individual Fellowships, including presentations on the fellowships, proposal writing, and exercises on understanding the objective and writing different sections of the proposal. It also provides background information on the Marie Skłodowska-Curie Actions and Individual Fellowships.
Dr Louise Byrne, Research Executive Agency (European Commission) MSCA Present...IrishHumanitiesAlliance
The Marie Skłodowska-Curie Actions (MSCA) are European Union funded programmes that support researcher training, mobility, and career development. The MSCA offer prestigious career opportunities with competitive salaries, full social security, and chances to work with top researchers across Europe and the world. Funding is available for researchers at all career levels in all domains through individual fellowships, innovative training networks, and other programs. Over 10,600 projects have been funded with over 50,000 researchers from 141 countries participating in the 2007-2013 period.
Marie Skłodowska-Curie Actions (MSCA) in Horizon 2020SRTD _ II
MSCA Objective
Ensure the optimum development and dynamic use of Europe’s intellectual capital in order to generate new skills, knowledge and innovation
The document discusses best practices for assessing the prior learning of migrants to help with their educational and social integration. It outlines 7 best practices from different countries: 1) procedures for recognizing prior knowledge without formal qualifications certificates, 2) developing qualifications databases, 3) pre-migration screening and exams, 4) providing information to migrants, 5) improving recognition procedures, 6) bridging programs to support competency-based assessment, and 7) host country language training. Each best practice is then explained in more detail with examples from countries like Australia, Sweden, and Denmark.
The document discusses best practices for assessing the prior learning of migrants to help with their educational and social integration. It outlines 7 best practices from different countries: 1) procedures for recognizing prior knowledge without formal qualifications certificates, 2) developing qualifications databases, 3) pre-migration screening and exams, 4) providing information to migrants, 5) improving recognition procedures, 6) bridging programs to support competency-based assessment, and 7) host country language training. Each best practice is then explained in more detail with examples from countries like Australia, Sweden, and Denmark.
This deck presents funding opportunities for researchers under the Marie Sklodowska-Curie programme. It is open to all nationalities and all career stages who want to undertake an individual project abroad or create a training network. This presentation also shows statistics from 2014 calls, as well as a few hints as to "how to prepare a winning proposal".
An Innovative Study Abroad Program: A Model for Professional Fields in Study ...CIEE
Presenters in this session will outline how a small liberal arts college, partnering with a third-party provider, has implemented a successful semester-long study abroad program for nursing majors in Barcelona, Spain. The session will offer perspectives from the faculty, the university’s study abroad office, and the on-site provider. This program is offered as a model for how traditional study abroad programs can be adapted to serve students in other professional disciplines where the curriculum requirements are rigid, or often tied to state licensure requirements (e.g., accounting, education).
The document provides statistics and evaluations on participation in the Marie Curie Actions (MCA) under the Seventh Framework Programme (FP7) by organizations in the North-East region. It shows that over 100 organizations from the region participated in various MCAs, receiving over 32 million Euros in funding. The MCAs achieved over 60,000 researchers financed and over 10,000 PhDs supported under FP7. Evaluations of the MCAs found that they strengthened collaborations and career development opportunities for researchers.
Attracting top talent in teaching and research at UH_Kirsi Korhonen_2015Kirsi Korhonen
The University of Helsinki aims to attract top teaching and research talent from around the world. It seeks to recruit skilled researchers with international experience to enable excellence in research and teaching. The university has over 35,000 students and 8,300 staff across its four campuses and 11 faculties. It emphasizes developing an attractive work environment and support services to recruit and retain top talent.
HERMES: University Integration Project for ImmigrantsEADTU
María Teresa Bendito Cañizares from UNED gave a presentation about HERMES: University Integration Project for Immigrants as part of the online events by expert pool Insitutional Support within EMPOWER.
This document provides an overview of the Marie Curie Actions funding program. It discusses the UK National Contact Point which provides advice on applying for Marie Curie grants. It describes the different types of Marie Curie grants including Intra-European Fellowships, International Incoming Fellowships, and International Outgoing Fellowships. The document also summarizes the eligibility criteria, evaluation process, and financial aspects of the Marie Curie grants.
Introduction the Erasmus+ programme for UK organisations interested in applying for funding in 2017. This presentation covers opportunities in the field of Adult Education. For slides with an overview of the programme and for other sector-specific sessions (vocational education and training, schools, higher education and youth), please visit our clipboard: http://www.slideshare.net/ErasmusPlusUK/clipboards/2017-call-erasmus-information-sessions
The International Baccalaureate (IB) aims to develop inquisitive, knowledgeable students who help create a more peaceful world through cultural understanding. It offers challenging academic programs and assessments to encourage lifelong learning and an appreciation of multiple perspectives. The IB Diploma Program is a two-year curriculum for students aged 16-19 that balances exams in six subject groups with projects in theory of knowledge, service, and research. Assessments are criterion-based to evaluate skills rather than compare students, and curricula are reviewed regularly to maintain relevance. Universities widely recognize the diploma for admissions advantages.
This document provides an overview of the Master's in Economics program at Tilburg University. It discusses what economics is, the types of jobs that economists have such as consultant, analyst, and policy advisor. It outlines the structure of the program which involves courses in the first semester, followed by courses and a thesis in the second semester. Students can specialize in tracks like international economics and finance, pensions and aging, or development. The program emphasizes applying economic theory and data analysis skills to the real world. An example is given of a student's positive experience doing an internship with the United Nations in Beirut.
Erasmus+ Key Action 1 is all about mobility. Take a look at our presentation for more information about applying for Key Action 1 funding in 2019. This presentation was first delivered during our autumn Information Sessions. For more information visit our website: https://www.erasmusplus.org.uk/apply-for-funding
The document provides an overview and guide for students in the BA International Studies program at Leiden University, outlining the curriculum, opportunities for study abroad, internships, and minors; it also provides information on support services, university policies and procedures, life in The Hague, and practical matters including insurance, healthcare, and transportation.
The Youth Support Project provides counseling and educational services to unemployed youth in North Karelia, Finland. The project is administered by the North Karelia Municipal Education and Training Consortium and aims to help youth gain work experience, education, and life skills to avoid marginalization. Services include an Open College which provides individualized and flexible study programs, and a Counseling and Guidance Center that offers career counseling, support for education transitions, and connections to other services. Between 2010-2014, over 800 youth have participated in long or short-term counseling through the project.
This document provides an overview of the International Baccalaureate Diploma Programme computer science guide. It outlines the purpose and structure of the guide, introduces the nature and key concepts of the computer science subject, and distinguishes between the requirements for Standard Level and Higher Level. The guide is intended to support teachers in planning, teaching and assessing the computer science course.
The document discusses guidelines for recognizing the qualifications and skills of migrants in Austria. It outlines 7 key areas: 1) Austria's qualifications framework for assessing formal and informal learning, 2) plans to develop a database of qualifications from different countries, 3) pre-migration screening for highly qualified migrants, 4) information provision for migrants, 5) improved recognition procedures such as competence checks, 6) bridging programs to provide training and integration, and 7) host country language training through examinations and courses. The goal is to better recognize migrants' existing skills and provide pathways to social and economic integration in Austria.
This document outlines guidelines for implementing the LikeHome framework to improve recognition of prior learning for migrants in Spain. It discusses several areas in need of improvement, including the fragmented recognition process, lack of information available in multiple languages, and need for bridging programs and language training. Recommendations are provided such as engaging NGOs, developing a national database, pre-migration screening, coordinating information provision, advocating for faster recognition procedures, and ensuring sustainable funding for relevant initiatives.
This document outlines guidelines for implementing the LikeHome framework to improve recognition of prior learning for migrants in Spain. It discusses several areas in need of improvement, including the fragmented recognition process, lack of information available in multiple languages, and the need for bridging programs and host country language training. Recommendations include developing a national recognition system, creating a database of education information in different languages, conducting pre-migration screening, improving coordination of information provision, recognizing qualifications through faster validation processes, and ensuring sustainable funding for related programs and services.
In close cooperation with 28 large corporations, Mitt Liv runs a successful mentor program connecting qualified non-Swedish individuals with mentors from our partner companies. The program, ”Mitt Livs Chans”, which includes both individual mentoring and structured educational aspects , has been proven to bridge the gap into the labour market, by guiding and preparing participants for working life in Sweden.
This document provides an overview of the International Baccalaureate Diploma Programme and the role of philosophy within it. The Diploma Programme is a rigorous two-year pre-university course that encourages students to make connections between subjects and develop critical thinking skills. It comprises six academic subjects, a central core involving theory of knowledge, creativity/action/service, and an extended essay. The philosophy guide outlines the purpose, nature, aims and assessment of the philosophy course, which examines key questions about knowledge, reality, ethics and logic.
This document provides an introduction to the International Baccalaureate Diploma Programme. It outlines the core components of the programme including Theory of Knowledge, Creativity, Action, Service, and the Extended Essay. It describes the six academic areas that students study and explains the flexibility in subject choices. The document emphasizes developing approaches to teaching and learning that empower students and teachers.
Erasmus+ is a European Union program that runs from 2014 to 2020 to provide opportunities for staff, students, and learners in education, training, youth, and sport to experience studying, training, and volunteering abroad. The program allows organizations in these fields to engage in international partnerships and mobility activities. It is implemented through various Key Actions that provide funding for activities like mobility exchanges, strategic partnerships, and structured dialogue in youth. The document outlines the structure and opportunities of Erasmus+ and provides guidance and deadlines for UK organizations to participate.
Erasmus+ provides opportunities for schools through three key actions: mobility projects for learners and staff under Key Action 1; strategic partnerships to share best practices under Key Action 2; and youth participation projects under Key Action 3. Schools can apply individually for staff training and exchanges or as part of a consortium. Projects last 1-2 years and support activities like language courses, observation visits, and joint teaching assignments abroad. Strategic partnerships involve international collaboration on issues like early school leaving and last 2-3 years.
Opening pathways for access, inclusion, flexibility and quality dublin irelan...Ebba Ossiannilsson
This document discusses open educational resources (OER) advocacy in different regions. It provides information on:
1) The current status of OER in China, including how OER was initiated in 2012 by the Ministry of Education to improve access and equity in education across regions.
2) The current status of OER in Europe, noting a lack of strategic policy support and awareness/concerns around copyright and quality. It then discusses specific initiatives and policies regarding OER in Germany, Slovenia, Sweden, and the UK.
3) The current status of OER in the United States, highlighting increased access through open textbooks and degree pathways without commercial content, as well as initiatives to increase inclusion and success through
This document provides information about the Languages Interdisciplinary Project, which is a unit within the Scottish Baccalaureate. It can be taken at Higher or Advanced Higher level and involves an independent project that allows students to apply language skills in a practical context outside of school. The project focuses on developing skills for learning, life and work such as research, planning, problem solving and self-evaluation. Examples of student projects and quotes from students and business leaders supporting the value of language skills are also provided.
The document provides statistics and evaluations on participation in the Marie Curie Actions (MCA) under the Seventh Framework Programme (FP7) by organizations in the North-East region. It shows that over 100 organizations from the region participated in various MCAs, receiving over 32 million Euros in funding. The MCAs achieved over 60,000 researchers financed and over 10,000 PhDs supported under FP7. Evaluations of the MCAs found that they strengthened collaborations and career development opportunities for researchers.
Attracting top talent in teaching and research at UH_Kirsi Korhonen_2015Kirsi Korhonen
The University of Helsinki aims to attract top teaching and research talent from around the world. It seeks to recruit skilled researchers with international experience to enable excellence in research and teaching. The university has over 35,000 students and 8,300 staff across its four campuses and 11 faculties. It emphasizes developing an attractive work environment and support services to recruit and retain top talent.
HERMES: University Integration Project for ImmigrantsEADTU
María Teresa Bendito Cañizares from UNED gave a presentation about HERMES: University Integration Project for Immigrants as part of the online events by expert pool Insitutional Support within EMPOWER.
This document provides an overview of the Marie Curie Actions funding program. It discusses the UK National Contact Point which provides advice on applying for Marie Curie grants. It describes the different types of Marie Curie grants including Intra-European Fellowships, International Incoming Fellowships, and International Outgoing Fellowships. The document also summarizes the eligibility criteria, evaluation process, and financial aspects of the Marie Curie grants.
Introduction the Erasmus+ programme for UK organisations interested in applying for funding in 2017. This presentation covers opportunities in the field of Adult Education. For slides with an overview of the programme and for other sector-specific sessions (vocational education and training, schools, higher education and youth), please visit our clipboard: http://www.slideshare.net/ErasmusPlusUK/clipboards/2017-call-erasmus-information-sessions
The International Baccalaureate (IB) aims to develop inquisitive, knowledgeable students who help create a more peaceful world through cultural understanding. It offers challenging academic programs and assessments to encourage lifelong learning and an appreciation of multiple perspectives. The IB Diploma Program is a two-year curriculum for students aged 16-19 that balances exams in six subject groups with projects in theory of knowledge, service, and research. Assessments are criterion-based to evaluate skills rather than compare students, and curricula are reviewed regularly to maintain relevance. Universities widely recognize the diploma for admissions advantages.
This document provides an overview of the Master's in Economics program at Tilburg University. It discusses what economics is, the types of jobs that economists have such as consultant, analyst, and policy advisor. It outlines the structure of the program which involves courses in the first semester, followed by courses and a thesis in the second semester. Students can specialize in tracks like international economics and finance, pensions and aging, or development. The program emphasizes applying economic theory and data analysis skills to the real world. An example is given of a student's positive experience doing an internship with the United Nations in Beirut.
Erasmus+ Key Action 1 is all about mobility. Take a look at our presentation for more information about applying for Key Action 1 funding in 2019. This presentation was first delivered during our autumn Information Sessions. For more information visit our website: https://www.erasmusplus.org.uk/apply-for-funding
The document provides an overview and guide for students in the BA International Studies program at Leiden University, outlining the curriculum, opportunities for study abroad, internships, and minors; it also provides information on support services, university policies and procedures, life in The Hague, and practical matters including insurance, healthcare, and transportation.
The Youth Support Project provides counseling and educational services to unemployed youth in North Karelia, Finland. The project is administered by the North Karelia Municipal Education and Training Consortium and aims to help youth gain work experience, education, and life skills to avoid marginalization. Services include an Open College which provides individualized and flexible study programs, and a Counseling and Guidance Center that offers career counseling, support for education transitions, and connections to other services. Between 2010-2014, over 800 youth have participated in long or short-term counseling through the project.
This document provides an overview of the International Baccalaureate Diploma Programme computer science guide. It outlines the purpose and structure of the guide, introduces the nature and key concepts of the computer science subject, and distinguishes between the requirements for Standard Level and Higher Level. The guide is intended to support teachers in planning, teaching and assessing the computer science course.
The document discusses guidelines for recognizing the qualifications and skills of migrants in Austria. It outlines 7 key areas: 1) Austria's qualifications framework for assessing formal and informal learning, 2) plans to develop a database of qualifications from different countries, 3) pre-migration screening for highly qualified migrants, 4) information provision for migrants, 5) improved recognition procedures such as competence checks, 6) bridging programs to provide training and integration, and 7) host country language training through examinations and courses. The goal is to better recognize migrants' existing skills and provide pathways to social and economic integration in Austria.
This document outlines guidelines for implementing the LikeHome framework to improve recognition of prior learning for migrants in Spain. It discusses several areas in need of improvement, including the fragmented recognition process, lack of information available in multiple languages, and need for bridging programs and language training. Recommendations are provided such as engaging NGOs, developing a national database, pre-migration screening, coordinating information provision, advocating for faster recognition procedures, and ensuring sustainable funding for relevant initiatives.
This document outlines guidelines for implementing the LikeHome framework to improve recognition of prior learning for migrants in Spain. It discusses several areas in need of improvement, including the fragmented recognition process, lack of information available in multiple languages, and the need for bridging programs and host country language training. Recommendations include developing a national recognition system, creating a database of education information in different languages, conducting pre-migration screening, improving coordination of information provision, recognizing qualifications through faster validation processes, and ensuring sustainable funding for related programs and services.
In close cooperation with 28 large corporations, Mitt Liv runs a successful mentor program connecting qualified non-Swedish individuals with mentors from our partner companies. The program, ”Mitt Livs Chans”, which includes both individual mentoring and structured educational aspects , has been proven to bridge the gap into the labour market, by guiding and preparing participants for working life in Sweden.
This document provides an overview of the International Baccalaureate Diploma Programme and the role of philosophy within it. The Diploma Programme is a rigorous two-year pre-university course that encourages students to make connections between subjects and develop critical thinking skills. It comprises six academic subjects, a central core involving theory of knowledge, creativity/action/service, and an extended essay. The philosophy guide outlines the purpose, nature, aims and assessment of the philosophy course, which examines key questions about knowledge, reality, ethics and logic.
This document provides an introduction to the International Baccalaureate Diploma Programme. It outlines the core components of the programme including Theory of Knowledge, Creativity, Action, Service, and the Extended Essay. It describes the six academic areas that students study and explains the flexibility in subject choices. The document emphasizes developing approaches to teaching and learning that empower students and teachers.
Erasmus+ is a European Union program that runs from 2014 to 2020 to provide opportunities for staff, students, and learners in education, training, youth, and sport to experience studying, training, and volunteering abroad. The program allows organizations in these fields to engage in international partnerships and mobility activities. It is implemented through various Key Actions that provide funding for activities like mobility exchanges, strategic partnerships, and structured dialogue in youth. The document outlines the structure and opportunities of Erasmus+ and provides guidance and deadlines for UK organizations to participate.
Erasmus+ provides opportunities for schools through three key actions: mobility projects for learners and staff under Key Action 1; strategic partnerships to share best practices under Key Action 2; and youth participation projects under Key Action 3. Schools can apply individually for staff training and exchanges or as part of a consortium. Projects last 1-2 years and support activities like language courses, observation visits, and joint teaching assignments abroad. Strategic partnerships involve international collaboration on issues like early school leaving and last 2-3 years.
Opening pathways for access, inclusion, flexibility and quality dublin irelan...Ebba Ossiannilsson
This document discusses open educational resources (OER) advocacy in different regions. It provides information on:
1) The current status of OER in China, including how OER was initiated in 2012 by the Ministry of Education to improve access and equity in education across regions.
2) The current status of OER in Europe, noting a lack of strategic policy support and awareness/concerns around copyright and quality. It then discusses specific initiatives and policies regarding OER in Germany, Slovenia, Sweden, and the UK.
3) The current status of OER in the United States, highlighting increased access through open textbooks and degree pathways without commercial content, as well as initiatives to increase inclusion and success through
This document provides information about the Languages Interdisciplinary Project, which is a unit within the Scottish Baccalaureate. It can be taken at Higher or Advanced Higher level and involves an independent project that allows students to apply language skills in a practical context outside of school. The project focuses on developing skills for learning, life and work such as research, planning, problem solving and self-evaluation. Examples of student projects and quotes from students and business leaders supporting the value of language skills are also provided.
The document discusses the internationalization of education in Norway according to a 2009 government report. It outlines current efforts to internationalize primary, secondary, non-university tertiary and higher education as well as research. This includes promoting international perspectives, mobility programs, and strategic partnerships. The main measures proposed are increasing quality, attracting international students and academics, involving entire institutions, developing international campuses, and encouraging cooperation between Norwegian institutions. Financial support for students studying abroad is also addressed.
The Mammaforum project is a collaboration between Mammaforum (an NGO), student-teachers at the University of Gothenburg, and the Department of Swedish as a Second Language. The project aims to enhance the Swedish language skills of newly arrived mothers not eligible for Swedish for Immigrants (SFI) classes and provide experience for student-teachers. Student-teachers lead twice-weekly Swedish classes for mothers from diverse backgrounds. The project benefits both the mothers and student-teachers, giving the mothers language practice and the students experience teaching adults in a collaborative setting under faculty supervision. The project has expanded with interest from other NGOs and universities.
The DI4all project aims to promote digital inclusion and tackle disinformation through education. Led by Ossiannilsson Quality in Open Online Learning Consultancy in Sweden and Lithuanian College of Democracy, the project will train educators on digital inclusion best practices and develop teaching materials over 2022-2024 with €60,000 in funding. Expected outcomes include training of trainers, an educator guide, studies of best practices, and events to share learning around digital inclusion for students, educators, and schools.
Single Nation Curriculum- an introductionAhmed Bilal
The document provides an overview and orientation for the Single National Curriculum (SNC) in Pakistan. Some key points:
- The SNC aims to create a unified education system across Pakistan with common curriculum, instruction, and assessments to provide equal opportunities for all students.
- It is being developed in three phases from 2021-2023, starting with grades 1-5 and expanding to higher grades. Extensive consultation was conducted with education stakeholders.
- The SNC focuses on developing 21st century skills, using inquiry/activity-based learning, integrating technology, and aligning with international standards like TIMSS.
- Key subjects outlined include Islamiat, English, Urdu, mathematics, science
EU Project TAU's Seminar 1 material - Part 2
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Guidelines for implementation sweden-it
1. LikeHome
Assessing and Recognising the Prior Learning of Migrants.
Bridging the Gap and Paving the Road to Educational and
Social Integration
Guidelines for the correct
implementation of the LikeHome
framework in Sweden
2. 1. Recognition of prior knowledge
for migrants
Responsible institution: The Swedish National Agency for HVE
Collaboration, among others, with:
• The Swedish Public Employment
Service
• The Swedish Council for Higher
Education
• The Swedish National Agency for
Education
3. A collection of assessed materials that demonstrate
an individual’s achievements
Tools that are used in Sweden: The Portfolio
1. Recognition of prior knowledge
for migrants
The portfolio has to be:
• Tracked against an individual
• In a clearly structured format
• Available at one place and one
time
4. Through the process, individuals develop:
• Self – assessment skills
• Writing and communication skills
• Responsibility
• Self – awareness
Tools that are used in Sweden: The Portfolio
1. Recognition of prior knowledge
for migrants
5. The process
Tools that are used in Sweden: The Portfolio
1. Recognition of prior knowledge
for migrants
The individual
identifies levels of
acknowledgement in
education and work
The individual gathers
evidence on this
knowledge
The individual relates
knowledge to the
formal demands
The material is
gathered in a
portfolio
One or more
professionals
assess the
application/kn
owledge
6. • Empowers people undergoing validation
• Helps them obtain jobs or choose appropriate further
education
• Can help disadvantaged people out of social exclusion
or into employment
1. Recognition of prior knowledge
for migrants
Tools that are used in Sweden: The Portfolio
• Provides individuals with
comprehensive insights into
their achievements
7. • It’s time consuming
• It may lack in focus and thus be inefficient
• It’s dependent on good written documentation of the
individual’s skills
1. Recognition of prior knowledge
for migrants
Tools that are used in Sweden: The Portfolio
• Undocumented or tacit knowledge
is harder to be identified through
the process
8. It consists of a series of questions that
relate to the applied job
Each question looks for specific
examples of how an individual would
behave in certain situations
The information is gathered and
weighed against criteria relevant to the
applied position
1. Recognition of prior knowledge
for migrants
Tools that are used in Sweden: Criterion –
based interview
9. • Search education or school (Sök utbildning)
Information about the different levels of the education system in
Sweden
• Choose and plan (Välj och planera)
Web – based career programme that includes pedagogical texts,
exercises, examples etc. to support career choices
• The Swedish school system (Utbildningssystemet)
A map of the Swedish schools system that provides an overview of the
structure and the connection of different parts of the education system
• My folder (Min mapp)
In My folder, an individual can shape his/her own content (e.g. writing a
CV, making a plan and gathering contacts)
2. Database development
Sources of information
10. 2. Database development
The Swedish Council for Higher Education
(UHR)
Evaluation of foreign qualifications
Evaluates foreign qualifications of
Upper Secondary, Post Secondary, and
Academic levels and compares them
to Swedish qualifications
International cooperation and mobility
Via UHR’s programmes, schools,
higher education institutions, VET and
adult centre are able to apply for
funding for projects conducted in
partnership with other countries
Information about higher education
UHR helps applicants make well –
considered education and career
choices
11. The pre – migration screening and examination
system refers only to high skilled migrants who leave
their country for financial reasons
3. Pre – migration screening and
examination
Since refugees in Sweden are mainly
asylum seekers, usually low-
qualified, the adaptation of such a
system would be very difficult to
implement
12. If an individual
• Is over 20 years old and under 65, and
• Has a residence permit as a refugee, quota
refugee, person in need of protection or are a
close relative to one of these
If an individual
• Is over 18 years old and under 20, and
• Does not have parents in Sweden
4. Information provision to
migrants
Establishment of newly arrived refugees
He/she is
entitled to an
introduction
plan and
introduction
benefit
He/she is
entitled to
assistance
13. The Swedish Public Employment Service’s case workers
meet with migrants entitled to an establishment plan
and help them on the way to get a job
4. Information provision to
migrants
Introduction Plan
14. Activities must include:
• Swedish for Immigrants (SFI)
• Employment preparations
• Civic orientation
4. Information provision to
migrants
Introduction Plan
Time spend on these activities should be equivalent to a full –
time job (40h/week)
The establishment plan typically extends over 24 months
15. 4. Information provision to
migrants
Networks and job search in Sweden
Introduction guide:
An individual contracted to guide
newly arrived immigrants during
their first years in Sweden
His/her role:
• Providing support and career
guidance
• Advising on social matters
• Providing access to networks
16. 5. Improved recognition
procedures
Validation
“A process of a structured assessment, valuing, documentation
and recognition of knowledge and competences that an
individual has gained, irrespective of how they have been
acquired”
17. 5. Improved recognition
procedures
Validation
This means an assessment of an individual’s knowledge
and competences regardless if these were acquired:
• Through the formal or non formal educational system
• In Sweden or abroad
• Recently or a long time ago
18. 5. Improved recognition
procedures
Is primarily used in three contexts:
As a part of an ongoing education aiming to identify an
individual's level of knowledge
As a way to define the starting point for further
education for an individual
In order to document real knowledge and
competences prior to a work application or in
connection with employee competence development at
a working place
Validation
19. 6. Bridging programmes
An initiative of the Swedish Public Employment Service
and Swedish universities
Korta vägen
Aims to help foreign
academics establish
themselves professionally
as soon as possible after
arriving in Sweden
To join the initiative you
need to have an academic
degree or at least three
years of academic studies
20. 6. Bridging programmes
The programme is held in 20 cities in Sweden, it lasts 26
weeks and it includes modules such as:
Korta vägen
Mapping and assessment
Professional coaching with a focus on vocational education
Civic orientation and Swedish working life
On – the – job training
Language training for specific professions
21. 6. Bridging programmes
Foreign teachers and preschool teachers who want to
work in Sweden should have a relevant degree and
know Swedish
Teachers and preschool teachers
The National Agency for Education
evaluates the degrees and other
qualifications of applicants, and
issues a relevant certificate that
allows them to teach in Sweden
22. 7. Host country language training
Municipalities are obliged to offer SFI for municipal
residents who lack basic knowledge of Swedish
Swedish for Immigrants (SFI)
SFI, also, aims to give
illiterate immigrants the
opportunity to learn to read
and write, communicate in
Swedish, and maybe
prepare them for further
studies
23. 7. Host country language training
1. At basic level (Komvux)
2. For those with learning disabilities (Särvux)
These programmes aim to give adults the knowledge
they need to take part in society and the labour market
as well as to prepare them for further study
Municipal adult education
The municipal adult education corresponds
to upper – secondary education level
24. 7. Host country language training
Newly arrived students older than 15 years end up in LIP,
at upper secondary school level
Language Introduction Programme (LIP)
LIP is specially designed for individuals
with no previous knowledge of Swedish,
aiming to prepare them for transition to
other individual, vocational or university
preparation programmes
Editor's Notes
Sweden has the most severe refugee crisis since World War II and has taken greater responsibility than any other country in the Western world. More people than ever before are seeking asylum in Sweden. Government Offices and other agencies are working intensively to increase the capacity of the reception and the establishment of new arrivals and solve the great challenges that exist.
Concerning the refugee crisis, there is a growing expectation from politics and the public that companies should also take social responsibility.
The government aims are that more new arrivals should enter the labour market or education within two years. To reach this goal, the newcomers' knowledge and skills need to be utilized in a better way. The opportunity to have their prior learning assessed, their skills validated and if necessary be able to take part in further training is essential to quickly get a job. Establishment efforts also need to be more effective by increasing the quality and personalization in order to contribute to a shorter establishment time. So the Likehome project is one way for integration and inclusion in the society.
The integration of migrants – both new arrivals and those who are established in Sweden – involves a wide number of stakeholders both at the national and the municipal level. The public employment service is responsible for coordinating the introduction programme; drawing-up a customised plans; assessing and granting introduction allowance; procuring introduction guides; and organising settlement and accommodation for those migrants who are eligible for the introduction plan but who have not been able to find accommodation by themselves. There are, however, many other actors involved:
Municipalities are responsible for arranging SFI, offering civic orientation, and providing access to schools and making accommodation available to PES. Municipalities are also responsible for providing childcare for newly arrived immigrants with children (a critical pre-requisite to enable job search and work), and for providing social assistance for migrants who require it following the end of the two-year introduction period.
The Swedish Migration Board is responsible for the settlement of quota refugees and new arrivals who are not entitled to an introduction programme (those asylum seekers who are resident in Migration Board facilities and have not yet been granted permits). In addition, it is responsible for the compensation to municipalities and county councils for the reception of new arrivals.
The county administrative boards are in charge regarding readiness and capacity of municipalities to receive new arrivals. They sign reception agreements with municipalities, as well as bringing about a regional collaboration between municipalities.
The Swedish Social Insurance Agency is responsible for the housing allowance and payment of the introduction benefit on the basis of information provided by the PES.
Additional agencies are involved in the process of the recognition and validation of foreign qualifications and skills
In general, an APL procedure focuses on a certain qualification. The acquired competences, gained through informal and non-formal learning, are compared with the learning outcomes of a formal qualification. The aim of an APL is to accelerate formal learning programmes or to enhance the employability and mobility of the applicant/employee.
The following documents and items may be accepted as proof of acquired competences:
Reports, diplomas, certificates and reports of assessment interviews. Methods of assessing the competences may include: the portfolio, assessment, criterion-oriented interviews, workspace observation or other forms of testing. Usually a mix of methods is applied, depending on the aim, the target group and the competences to be assessed
In principle, the final product of an APL procedure is the APL certificate. The proven competences are weighed against the learning outcomes of a qualification for vocational education or another standard which employers and employees regard as relevant
Once recognised, prior learning can be used by students to gain credit or exemption from parts of a study programme they already have learned. It can also be used for personal and career development.
Higher Vocational Education (HVE)
The Swedish Public Employment Service is divided into 68 labour market regions. This division is based on the commuting patterns of employed persons, and on the regional preferences of the companies in connection with staff recruitment. The labour market regions are in turn brought together in four market areas.
The Swedish Council for Higher Education (UHR) is a Swedish government agency with many different tasks in the education sector. It has 300 employees who are located in Stockholm and Visby.
The Swedish National Agency for Higher Vocational Education is responsible for Higher Vocational Education in Sweden (HVE) and the key function is to ensure that HVE programmes meet the labour market's needs for qualified workforce.
A mechanism must be in place to ensure the individual has done the work in the portfolio. Work could be signed off by the assessor.
The most common way of documenting experience based knowledge/learning is by using the portfolio model. To create a portfolio for assessment is described as a strict and demanding process. During this process the learners develop not just their self-assessment skills, but also skills in writing and communication.
Those who complete the portfolio usually have a clearer idea about what they really know, what they do not know and what they want to know. The portfolio process is also a way to develop responsibility, hence this process should in itself be regarded as a learning process.
Portfolios are one of the most complex and frequently used methods to document evidence for assessment purposes. Portfolios aim to overcome the risk of subjectivity by introducing a mix of instruments to extract evidence of individuals’ competences and can incorporate assessments by third parties. They provide the audience with comprehensive insights into the achievements and successes of the learner.
Portfolios can include evidence extracted through a combination of methods. It is argued that the kind of reflection and investigation associated with portfolio methods empowers people undergoing validation, which helps them obtain jobs or choose appropriate further education. Portfolios can be developed to help disadvantaged people out of social exclusion or into employment by considering their specific characteristics.
Building a portfolio is a time-consuming exercise from the point of view of the applicant, but is nevertheless a popular method as candidates have the possibility to show their competences in a flexible and authentic way. Portfolio assessment is often dependent on good written documentation of the individual’s skills. Undocumented or tacit knowledge is harder to identify through this method, a fact to be considered when deciding on the mix of tools to be applied in a validation process. The portfolio method can prove difficult for some and should be supported by relevant information and guidance. The most serious risk in preparing portfolios is lack of focus that can occur when applicants prepare them alone or with little mediation from a counsellor. Counsellor aid and sufficient time for self-reflection are, therefore, crucial to this method’s effectiveness and fairness. In the process of self-assessment against curriculum standards, guidance should be at hand to explain the theoretical concepts and help the transfer from theory to practice.
Every potential employee should take part in a criterion-based interview. It assesses a combination of your skills, knowledge, behaviour and personal qualities.
Criterion-based interview are a series of structured questions that relate to the job you’re applying for. Each question looks for specific examples of how you’ve behaved in different situations. This information is gathered and weighed against each 'criterion' relevant to the role.
The questions are directly related to the skills you’ll need to meet the role’s criteria. This type of interview also ensures objectivity, structure and consistency.
Sweden have not one place for a “Country Education Profiles” database but different websites with information about higher education, technical and vocational and post-secondary qualifications. Migration-relevant country education systems (structure, framework, governance, quality assurance procedures, public-private sector trends, and institutional status) are described in this webpages.
Utbildningsinfo.se is a web site for students, parents and professionals in the field of education. The site is a source for collected, current and neutral information about education in Sweden, which is financed or supervised/monitored by the state. The web site contains different parts: a search tool for educations in Sweden, a web-based career guidance tool, a description of the Swedish school system, a personal folder and a special section for guidance practitioners.
Search education or school (Sök utbildning)
Under Sök utbildning (Search education) there is information about education in Sweden. There are several ways to make a search: for comprehensive school, for upper secondary school, education for adults (including universities and university colleges, Advanced Vocational Education and Training, municipal schools for adults, The Swedish Folk High Schools) or Swedish for immigrants.
Choose and plan (Välj och planera) web-based career guidance support
Välj och Planera (Choose and plan) is a web-based career guidance program. It contains different tools, such as pedagogical texts, exercises, examples in a well-structured matrix and it supports raising awareness about different issues that are important in a career choice. The program can be used independently or with the assistance of a career counsellor. Additional information is provided in the accompanying guide.
The Swedish school system (Utbildningssystemet)
This map of the Swedish school system is providing an overview of the structure and the connection between the different parts of the Swedish education system, from preschool to university studies. With a single click one can quickly go to the form of education one would like to know more about and find information regarding the type of activities, the assessment procedure etc.
My folder (Min mapp)
In Min mapp (My folder) one can shape his/her own content by, for example, writing a CV, making a plan and gathering contacts. Search results and results from the "Choose and plan" section can also be saved here. Furthermore, the personal folder can be of help when one is searching for education.
Evaluation of foreign qualifications
To make it easier for someone with a non-Swedish qualification to study or look for work in Sweden, UHR evaluates foreign upper-secondary, post-secondary and academic qualifications and compares them to Swedish qualifications.
This work is important in helping jobseekers with foreign education onto the Swedish labour market, as well as making it possible to apply for Swedish higher education.
The evaluations are based on international agreements on qualifications’ recognition. UHR also provides information nationally about foreign qualifications and internationally about Swedish qualifications.
UHR is also the advisory centre for the Professional Qualifications Directive and provides information about work in regulated professions within the EU.
International cooperation and mobility
UHR works to improve standards in Swedish education by providing people with opportunities for participation in international exchanges and cooperation. Via UHR’s programmes, schools, higher education institutions, vocational and adult education programmes and others are able to apply for funding for projects conducted in partnership with other countries. Teachers, students and pupils are examples of groups which may participate in exchanges. UHR also offers opportunities for work exchanges for state employees and preparation for work and traineeships at EU institutions.
Information about higher education
UHR provides information about higher education so that applicants can make well-considered choices. We also work with career and study guidance counsellors in our information activities and provide inspiration about higher education, such as following websites.
The Australian system of screening skilled migrants are only for high skilled immigrant, not the low skilled immigrants. The procedure needs two 2 different systems, adapt the system for high skilled immigrants or develop a new system for low skilled immigrants.
This applies to Migrants that leave their country for financial reasons (often due to the economic crisis). To implement this approach, as a prerequisite stands the use of e-sources, supported by global regulatory body partnerships should be employed to facilitate pre-migration qualifications screening of skilled migrants in regulated fields, in addition to offshore administration of mandatory language and professional exams.
Since a great number of Refuges in Sweden are asylum seekers and many with low education, this system is not suitable for Sweden. The implementation of a pre-migration screening and examination will be very difficult to implement in Sweden. At the moment Sweden don’t have the system and resources for this screening system.
Arbetsförmedlingen (the Swedish Public Employment Service) is one of several agencies that help recently arrived refugees and immigrants get started in their new community. If the migrant are among those entitled to an establishment plan, they will have a meeting with an establishment case worker from Arbetsförmedlingen to talk about what they need to do in order to start looking for work. The establishment plan will consist of various activities to help the migrant on the way to getting a job.
What these activities are will depend on the needs, but they must include Swedish for Immigrants (SFI), employment preparations (e.g. traineeships or validation of education and work experience) and a civic orientation course intended to give a fundamental understanding of Swedish society. The time the migrant spend on these activities should be equivalent to a full-time job, which means 40 hours a week. The establishment plan should typically extend over 24 months. The aim of the establishment plan is to learn Swedish and find a job as quickly as possible so that migrants are able to support their self.
Since the 2010 reform, each participant of the introduction programme has the right to an “introduction plan”. This introduction guide is an individual contracted to guide newly arrived immigrants during their first years in Sweden.
The roles of the guide include: the provision of support in looking for work and career guidance; advice on social matters; and the provision of access to networks.
Introduction guide services are contracted out to private organisations or companies to whom the PES pays a monthly fee, which is supplemented on the basis of the employment results of the programme participant.
The PES provides information on the guides from which participants can choose. The PES does not, however, make recommendations regarding the choice of guides. If the participant does not choose a guide, one is assigned on the basis of residential proximity.
Job-seekers who are not covered by the introduction act are referred by the PES to “complementary actors” who provide job-search support based on each participant's specific needs.
Validation is one way of improved recognition procedure in Sweden.
This means an assessment of an individual's knowledge and competence, regardless how, where or when they were acquired - in the formal education system or in some other way in Sweden or abroad, just recently or a long time ago.
Through validation the real knowledge and competences that an individual has gained, are being identified and documented. The knowledge and competences could have been acquired through formal learning (organized education within the official education system), through non-formal learning (education organized beside the official education system) or through informal learning (from working or of everyday life).
Another example is the Retail model
Retail model used for assessment/validation in the Swedish Trade Federation and is produced by trade expertise Agency in consultation with industry associations in trade. Retail competence agency task is to work with competence, of trade. The key words are the industry benefits, business benefits and ease of use. Retail skills agency responsible for validating the trading sector. The validation is carried out throughout the country in groups of 12 participants.
Information about the operator:
Working on behalf of the Swedish Trade to strengthen businesses by providing effective models and tools for the industries development and assessment of competence.
When to use it:
Retail model can be used in a variety of contexts depending on the steps in the model that are used.
Bridging courses (complementary education). The Swedish government has allocated additional resources to maintain the number of places on bridging courses for a selected number of regulated professions such as teachers, lawyers, doctors, nurses and dentists. This offer could be expanded beyond these regulated professions.
Korta vägen is an initiative of the Swedish Public Employment Service (Arbetsförmedlingen, AF) and Swedish universities. The aim is to help foreign academics establish themselves professionally as soon as possible after their arrival in Sweden. To join the initiative, you need to have an academic degree, or at least three years of academic studies. There can be exceptions if the migrant have 2 years or more of studies, and applying for jobs in sectors where there is a shortage of applicants and competence. The program is held in around 20 cities in Sweden. The program is 26 weeks, and includes studies in Swedish language, Swedish work life and job search in Sweden. An internship is normally included.
Since the start in 2010, 60% of the migrants taking part in the program has got an employment matching their education, or very close. 35% have decided to pursue academic studies to better their chances on the labour market.
The course includes modules such as:
Mapping and assessment
Professional coaching with a focus on study and vocational guidance
Civic orientation and Swedish working life
On-the-job training
Language training for your specific profession
Supplementary education and training
If the migrant have a foreign teaching degree they can also attend a bridging programme that makes you qualified to teach in Sweden.
The supplementary education varies in length depending on the previous education and professional experience. The education takes place at six centres: University of Gothenburg, Linköpings University, Malmö University, Stockholm University, Umeå University and Örebro University where Stockholm University has the co-ordination responsibility.
Knowledge of the host-country language is a key factor in determining the speed and success of integration – both economic and social. Language skills are an essential prerequisite in the ability of the foreign-born to form networks with the native-born population and search for a job. And, since both networks and employment are important routes through which to build further language skills, poor knowledge of the host country language can prompt a vicious cycle. In terms of the use of migrant skills, language abilities have not only a substantial impact on the transferability of skills, but are also a key component of further skill acquisition.
In 2010, only 13% of migrants to Sweden came from a country in which one of the main official languages was Swedish. This compares with over 45% of immigrants to Canada, France and the United Kingdom, and up to 76% of immigrants to New Zealand. Policy governing basic skills and language in Sweden o Language training in Sweden is a mandatory component of the introduction plan, co-ordinated by the public employment service. The provision of Swedish for Immigrants (SFI), however, is the responsibility of the municipality and as such can vary from one municipality to the next. Municipalities are obliged to offer SFI for municipal residents who lack basic knowledge of Swedish the quality, however, is variable, and while in some municipalities the offer is highly developed – even including language training tailored to particular professions – elsewhere the offer is more limited.
In addition to providing adult immigrants with a basic knowledge of the Swedish language, SFI aims to give illiterate immigrants the opportunity to learn to read and write, developing their ability to communicate in Swedish, both orally and in writing. SFI is also intended as preparation for further study.
Depending on their educational background and prior knowledge, students are placed within one of three programmes with varying degrees of intensity and ambition. SFI courses can be based within municipality-run schools or can be contracted out to external providers. In 2010, about 35% of the students were enrolled in courses offered by private institutions, adult educational associations (Studieförbund) and folk high schools (Folkhögskolor).
Beyond SFI, municipal adult education at basic level (Komvux) and for those with learning disabilities (Särvux) aims to give adults the knowledge they need to take part in society and the labour market as well as to prepare them for further study. Municipal adult education at upper-secondary level corresponds to the levels set for pupils at upper-secondary school
Newly arrived student older than 15 years will end up in Language Introduction Program (LIP) at upper secondary school level. 36,000 students (79 % male and 21 % female) attended the LIP in the autumn of 2016. The LIP is specially designed for newly arrived without previous knowledge in Swedish language, with the purpose of preparing them for a transition to other individual, vocational or university preparation programs (granting degree and for some eligibility to higher education). That, however, takes time: according to the SNAE (Skolverket, 2016b), only about 9 % of the students enrolled in the program in 2011 had successfully graduated from a national program five years on.
Asylum-seeking and undocumented children are eligible to enter the LIP until they turn 18, but when asylum is granted the age limit goes up to 20 (as for Swedish citizens). Thus, after they have turned 18, asylum-seeking children face legal obstacles in enrolling in upper-secondary education or getting transferred from the LIP to regular programs (Skolinspektionen, 2017a). Even worse, asylum-seeking and undocumented children must leave the program once they turn 18, although the legislation is not clear on this particular issue (Skolverket, 2017b). Beyond age 18, there are actually no legal educational options for asylum-seekers since adult education is closed for them. But, even if they do not have a right to further education through another program, there is no legislation that explicitly forbids municipalities and schools to allow them entrance. We simply do not know how many principals, school administrators, and study counsellors are aware of that possibility and make use of it.