EPALE and Adult Learning in Europe

This document discusses questions institutions should consider regarding mobility and cooperation outside of the European Union based on lessons from higher education. It suggests asking what is in it for students, institutions, and countries. For students, mobility can provide relevant skills, generic skills, and recognition of learning outcomes. Institutions benefit from added reputation, international networks, and long-term gains. Countries and the EU gain a better skilled workforce, relevant skills for workers, and international degree holders who act as ambassadors. Cooperation works in both directions between institutions.

Opening up Education: a Support Framework for Higher Education Institutions b...

Mainstreaming OER - policies, strategies and initiatives

This document discusses strategies and initiatives for mainstreaming open educational resources (OER). It summarizes the findings of the POERUP research project, which studied over 500 OER initiatives worldwide. The project found that while OER repositories exist in many countries, uptake by teachers and learners remains limited. It analyzed OER policies in Europe and other regions, finding few national policies and more institutional policies. Barriers to OER adoption include copyright, training, and issues of certification and accreditation. The document advocates for policies that reduce these barriers and link OER to open access. It also argues that high-level initiatives can promote OER when partnered with grassroots initiatives that change educational culture.

What Skills learners say_GP_v4_Leicester

The document summarizes findings from 12 focus groups with 123 learners across various locations and providers in the UK. The focus groups aimed to understand what digital skills learners say are important. Key findings included: - Learners said basic ICT skills like using search engines, email and office software were most important. - Access to fast WiFi and personal devices were also highly valued. - Learners wanted experience with workplace technologies to feel confident in future jobs. - Safety and ethical use of the internet received mixed opinions on importance. - Learners responded positively to having input into digital technology use in their education.

Open & Distance Learning Reflections on Trends by Richard Garrett (OBHE)

Cross national collaboration in promoting and delivering MOOCs

Päivi Kananen

In the European Higher education sector, various forms of cross-national collaborations are expected and encouraged when developing quality online education. We report on the early development of collaborative practices of two European universities. As a result of the collaboration a set of MOOCs titled "The Success Factors Behind the Finnish Education" produced at the Open University of the University of Jyväskylä, Finland have been embedded into the Distance Learning Postgraduate Certificate in Education (PGCE) at Leeds Beckett University, United Kingdom. Both institutions have a strong emphasis on emerging modes of teaching and pedagogies.

- The Finnish higher education reform aims to help universities react faster to changes, diversify funding, compete internationally, and ensure quality education and research. - As part of this reform, three universities - Helsinki University of Technology, Helsinki School of Economics, and University of Art and Design Helsinki - will merge to form Aalto University. - The goal of Aalto University is to become one of the leading institutions in the world in research and education in its specialized fields by 2020 by combining the expertise of the three universities and increasing resources.

Organizing lll opportunities and obstacles guest lecture

Luís Tinoca

This document discusses opportunities and obstacles for lifelong learning (LLL) in higher education. It provides context on policy frameworks supporting LLL and defines LLL as continued education throughout adulthood, whether formal, non-formal or informal. Obstacles to LLL include lack of government investment, inadequate course offerings from higher education institutions, and competition from private providers. Successful LLL programs consider student needs, offer flexible learning models using technology, and promote collaboration. Examples provided are teacher professionalization programs, open universities and use of tools like blogs, wikis and social bookmarking to connect learners. Implications discussed are balancing transparency with privacy and how assessment culture and digital competencies present ongoing challenges to expanding LLL opportunities.

Higher education And Diversity, Maurice Crul

This document discusses diversity in higher education in Amsterdam. It notes that many refugees already hold bachelor's or master's degrees and should be treated as international students who can enter English master's programs. It also mentions that orthodox Islamic student organizations and native Dutch students with racist or Islamophobic views have both become more polarized on campuses. The document then presents data showing lower completion rates for migrant versus non-migrant students at universities and universities of applied sciences in Amsterdam. It outlines an approach by Vrije Universiteit Amsterdam to form a taskforce to address these issues through collecting student data, implementing interventions around student support, staff training, and conducting research to develop evidence-based solutions.

The Future of Tertiary Education in the Digital Era by Jamil Salmi

AVAILABILITY AND FEASIBILITY OF OER IN ADULT LEARNING

The document summarizes research on the use of open educational resources (OER) in adult education across eight European Union countries. It finds that while OER can provide benefits like more effective and lower-cost education, adoption of OER in adult education varies substantially between EU states. Some countries like Spain and Germany have made progress in developing national OER policies and platforms, while others like France, Hungary, and Latvia have seen little OER activity directed toward adult education. Barriers to greater OER use include restrictive copyright laws, lack of quality assurance processes for OER, limited OER training for educators, and low digital skills among adult learners.

Sanna-Katja Parikka - Digital education and university alliances

EADTU

The document discusses the Una Europa university alliance and its efforts in digital education. It provides an overview of the alliance which includes 8 European universities. It describes the focus areas and types of courses being developed through pilot programs. It also discusses the flexible support services provided to academics, including specialist clusters and an "ABC Course Design Method" workshop. Finally, it discusses challenges around designing open online courses that provide credits and solutions being tested through Una Europa pilots.

European virtual schools innovative practice

Virtual schools in Europe are more common than previously thought, with around 70 identified across the continent. The VISCED project mapped and studied these schools, finding that most have small enrollments but serve important niches like expatriates. Virtual schools offer cost savings over traditional schools, but face policy barriers in some countries. The project recommends governments support virtual schools for both children and adults to improve access to education.

Fabries, nienke rotterdam south mentor project

The document discusses the Mentors of Rotterdam program run by Rotterdam University of Applied Sciences. The program aims to engage students as mentors for youth in Rotterdam South. It provides three speakers to discuss the program: 1) Nienke Fabries, program manager, will discuss the who, what, why, where, when and how of the program; 2) Annelou Molendijk and Adeel Khan, former student mentors, will share their experiences and reflections; 3) The program trains student mentors to coach pupils one-on-one in schools to improve outcomes for Rotterdam South youth. It aims to expand from 400 student mentors currently to 2000 mentors by

Alternative archetypes of formal education provision

Diversity, equity and inclusion at European higher education institutions

The document summarizes the key findings of a survey conducted as part of the INVITED project. The survey received responses from 159 higher education institutions across Europe. It found that most institutions have diversity, equity and inclusion strategies in place at the central level. Common measures address outreach, access and retention of students from underrepresented groups. While leadership support and stakeholder involvement are important for success, a lack of resources presents an ongoing challenge. Respondents said additional external support is still needed, and a holistic approach connecting different levels is important to further progress.

National initiatives in learning and teaching in Europe

Bacsich presentation-valladolid-2009

The document discusses the successful use of Web 2.0 tools like blogs, wikis, and social networking for professional development. It summarizes the Re.ViCa project, which reviewed virtual campuses across Europe to identify lessons learned and critical success factors. Some key findings include: the importance of leadership and management support for e-learning initiatives; addressing issues like language, sustainability, and quality assurance; and tailoring offerings to market needs. The project wiki and upcoming handbook aim to provide best practices and recommendations for virtual campuses based on analyses of real-world examples.

Linq 2013 session_blue_3_q4_i

LINQ_Conference

This document outlines the Quality for Innovation in European Schools (Q4I) project, which aims to develop a new approach for school innovation beyond quality compliance and enhance innovation, participation, and excellence. The project will map existing successful school innovation models, develop and validate a new model in 25 schools across 5 countries, and establish a sustainable network committed to supporting institutional school innovation. Key goals of the new model are developing key lifelong learning competencies, integrating ICT and informal learning, and fostering creativity, innovation, and intercultural skills. Expected milestones include analysis reports, a validated Q4I model, and a network manifesto to guide future development. Interested parties are invited to participate in research and help shape the new

Development and progress of internal and external QA system of the private hi...

This document summarizes the development of internal and external quality assurance systems at private higher education institutions in Kosovo between 2008 and 2011. It notes that in 2008, none of the 30 private providers were accredited, and quality assurance was a weak point. A TEMPUS project from 2010 to 2012 helped establish quality assurance offices and train staff at 10 private institutions based on European standards. Key activities included developing self-evaluation guidelines and manuals, training management and staff, and promoting quality assurance practices across institutions. The project aimed to build quality assurance capacity and foster cooperation among private higher education providers in Kosovo.

The Victorian Regional Dual-Sector University Partnership - Todd Walker

The Victorian Regional Dual-Sector University Partnership is an Australian model that supports mass higher education through partnerships between the University of Ballarat and six regional TAFE Institutes in Victoria. This allows the University of Ballarat to offer bachelor's degree programs across regional Victoria through a dual-sector partnership model. The goal is to provide over 1,600 students access to degree-level programs by 2016 to build workforce skills and support regional development. Key aspects of the model include collaborative curriculum development, governance, quality control, blended learning, and capacity building between the higher education and TAFE partners.

Policies for oer uptake e ls ev2

The document summarizes the work and recommendations of the POERUP project, which investigated policies to promote open educational resources (OER) across Europe. It discusses findings related to OER availability and initiatives in schools, vocational education, and universities. It identifies barriers to OER adoption and provides recommendations in areas like communication, funding, licensing, quality assurance, and teacher training. These recommendations target both the European Commission and individual member states. The presenter then discusses OER priorities and initiatives underway in Romania and seeks input on how the recommendations apply in the Romanian context.

Using OER and MOOCs for education and training - leaders

This presentation provides a 12-slide snapshot in March 2016 of the D-TRANSFORM project funded under Erasmus+ to develop leadership training in e-learning (digital learning) for senior leaders (Rectors, Vice-Rectors, Board Directors) in universities and other higher education institutions across Europe. It was presented virtually to the workshop "Open Education - concepts, tools, resources, practices" in Timisoara, Romania, on 11 March 2016 - which was also streamed

Digitally enhanced learning and teaching in European higher education institu...

Erasmus+ UK National Agency

Summary of the "Digitally enhanced learning and teaching in European higher education institutions" survey report. The report maps the situation regarding digitally enhanced learning and teaching at European higher education institutions over the past seven years and is mainly based on data from a survey conducted between April and June 2020 via an online questionnaire to institutional leadership.

Erasmus+ international dimension credit mobility

This document summarizes an information day event about the international dimension of the Erasmus+ higher education program. The agenda outlines presentations on topics like the EU context of Erasmus+, international credit mobility, Erasmus Mundus joint master's degrees, capacity building in higher education, and Jean Monnet activities. It also provides facts about funding levels for international cooperation components under Erasmus+ and details about the Jean Monnet activities.

Monitor Education and Training 2014 . UE

eraser Juan José Calderón

This document summarizes the key findings and policy relevance of the 2014 Education and Training Monitor report. It finds that while 19 EU member states cut education spending in 2012, underinvestment risks undermining Europe's economic growth potential. It also notes that education systems need to better develop students' employability and address inequalities to fully realize their potential. Additionally, reducing early school leaving remains important to help more individuals complete qualifications and protect against poverty. The Monitor provides evidence to inform the European Semester process and help progress education targets.

Tackling Early Leaving from Education and Training in Europe: Strategies, Pol...

FLE Liberdade de Educação

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EADTU

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Fabries, nienke rotterdam south mentor project

Alternative archetypes of formal education provision

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Bacsich presentation-valladolid-2009

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