Beyond economic integration, the EU operates as a unique political union based on shared values and some centralized governance. Programs like Erasmus student mobility have facilitated
Eurydice promotion leaflet 2013 ΑΠΟΣΤΟΛΗ ΕΝΗΜΕΡΩΤΙΚΟΥ ΥΛΙΚΟΥ ΓΙΑ ΤΟ ΕΥΡΩΠΑΙΚΟ...dakekavalas
The Eurydice Network is a long-established European network that aims to provide an accurate picture of the European education landscape by describing the organization of 40 European education systems and producing comparative studies and key data on education topics. It collects information on national education laws, policies, and statistics to identify common trends and support work on the Europe 2020 strategy and Bologna Process in higher education. The Eurydice Network consists of a European unit that coordinates publications and 40 national units based in the 36 countries participating in the EU's Lifelong Learning programme.
The document discusses the European Commission's funding programs that support education and training projects across Europe. The flagship program is the Lifelong Learning Programme, which runs from 2007-2013 with a budget of €7 billion. It consists of four sub-programs called pillars that support different levels of education, as well as a transversal program that focuses on areas like language learning and innovative technologies. Other programs mentioned include Tempus, which supports cooperation in higher education in central and eastern Europe.
The European Year of Intercultural Dialogue (EYID) in 2008 aims to promote mutual understanding between European cultures and celebrate the EU's cultural diversity. The EYID will focus on raising awareness, particularly among youth, of the benefits of intercultural dialogue. A budget of €10 million will fund information campaigns, flagship projects, and national projects supporting intercultural dialogue. Preparations are underway, including identifying best practices, recruiting cultural ambassadors, and launching a website to coordinate activities. Civil society groups see the EYID as an opportunity to engage citizens across Europe in developing approaches for diverse cultural groups to interact peacefully.
Proposición para modificacion tipo gravamen ibiUPyD Getafe
El Grupo Municipal de Unión Progreso y Democracia propone reducir los tipos impositivos del Impuesto sobre Bienes Inmuebles para 2012 a fin de compensar el incremento estimado del 10,5% en las bases liquidables y congelar efectivamente la cuota pagada por los contribuyentes. La propuesta busca aliviar la carga tributaria hasta que el Ministerio de Hacienda realice una nueva valoración colectiva de los inmuebles en el municipio de Getafe.
Paloma Ruiz hizo su primera presentación en línea sobre su perro. El perro parecía ser de otro mundo y la presentación fue brevemente descrita con un par de frases y emojis.
La remodelación del edificio de Sant Josep en la Vall de Núria ha ganado el premio European Steel Design Award por su uso creativo del acero en la estructura interna del edificio. La construcción de la estructura de acero comenzó desde el tejado y fue transportada en piezas hasta el sitio, donde se montó como un rompecabezas. Este proyecto innovador también ganó previamente un premio a la eficiencia energética por su uso de energía geotérmica.
This poster is promoting a new crime thriller film from the director of two well-known UK crime films. The poster depicts three characters, with two having shadows over half their faces to represent their darker sides. It also shows the London skyline in gritty colors, meant to look undesirable. An AK-47 rifle sits alone, signaling the violence in the film. The gritty colors and blending of the characters continue the theme that the film will be dirty and gritty. The poster follows conventions of the genre with its layout and inclusion of a weapon to indicate the film's subject matter.
Eurydice promotion leaflet 2013 ΑΠΟΣΤΟΛΗ ΕΝΗΜΕΡΩΤΙΚΟΥ ΥΛΙΚΟΥ ΓΙΑ ΤΟ ΕΥΡΩΠΑΙΚΟ...dakekavalas
The Eurydice Network is a long-established European network that aims to provide an accurate picture of the European education landscape by describing the organization of 40 European education systems and producing comparative studies and key data on education topics. It collects information on national education laws, policies, and statistics to identify common trends and support work on the Europe 2020 strategy and Bologna Process in higher education. The Eurydice Network consists of a European unit that coordinates publications and 40 national units based in the 36 countries participating in the EU's Lifelong Learning programme.
The document discusses the European Commission's funding programs that support education and training projects across Europe. The flagship program is the Lifelong Learning Programme, which runs from 2007-2013 with a budget of €7 billion. It consists of four sub-programs called pillars that support different levels of education, as well as a transversal program that focuses on areas like language learning and innovative technologies. Other programs mentioned include Tempus, which supports cooperation in higher education in central and eastern Europe.
The European Year of Intercultural Dialogue (EYID) in 2008 aims to promote mutual understanding between European cultures and celebrate the EU's cultural diversity. The EYID will focus on raising awareness, particularly among youth, of the benefits of intercultural dialogue. A budget of €10 million will fund information campaigns, flagship projects, and national projects supporting intercultural dialogue. Preparations are underway, including identifying best practices, recruiting cultural ambassadors, and launching a website to coordinate activities. Civil society groups see the EYID as an opportunity to engage citizens across Europe in developing approaches for diverse cultural groups to interact peacefully.
Proposición para modificacion tipo gravamen ibiUPyD Getafe
El Grupo Municipal de Unión Progreso y Democracia propone reducir los tipos impositivos del Impuesto sobre Bienes Inmuebles para 2012 a fin de compensar el incremento estimado del 10,5% en las bases liquidables y congelar efectivamente la cuota pagada por los contribuyentes. La propuesta busca aliviar la carga tributaria hasta que el Ministerio de Hacienda realice una nueva valoración colectiva de los inmuebles en el municipio de Getafe.
Paloma Ruiz hizo su primera presentación en línea sobre su perro. El perro parecía ser de otro mundo y la presentación fue brevemente descrita con un par de frases y emojis.
La remodelación del edificio de Sant Josep en la Vall de Núria ha ganado el premio European Steel Design Award por su uso creativo del acero en la estructura interna del edificio. La construcción de la estructura de acero comenzó desde el tejado y fue transportada en piezas hasta el sitio, donde se montó como un rompecabezas. Este proyecto innovador también ganó previamente un premio a la eficiencia energética por su uso de energía geotérmica.
This poster is promoting a new crime thriller film from the director of two well-known UK crime films. The poster depicts three characters, with two having shadows over half their faces to represent their darker sides. It also shows the London skyline in gritty colors, meant to look undesirable. An AK-47 rifle sits alone, signaling the violence in the film. The gritty colors and blending of the characters continue the theme that the film will be dirty and gritty. The poster follows conventions of the genre with its layout and inclusion of a weapon to indicate the film's subject matter.
O documento discute o conceito de anarquismo, incluindo seus objetivos de abolir o Estado e o capitalismo em favor de uma sociedade autogerida e sem hierarquias, as diferentes vertentes do anarquismo, e os principais pensadores anarquistas como Bakunin e Kropotkin.
Sudarat Sukloet is seeking a position where she can apply her skills and experience in international business management. She has a Master's degree in management science from Xi'an Jiaotong University in China and worked previously for USAID, where her responsibilities included financial analysis and administrative tasks. She is looking to join an organization where she can contribute her knowledge, experiences, and skills in areas like data analysis, financial reporting, and office administration.
El documento presenta la misión y visión de la Universidad Minuto de Dios, que busca ofrecer educación superior de calidad con acceso flexible para formar profesionales competentes y líderes de procesos de transformación social para construir un país justo y en paz. También establece los porcentajes de inasistencia permitidos antes de perder una asignatura y resume los diferentes capítulos del reglamento estudiantil.
The document summarizes the Puntland Second Five-Year Development Plan (PFYDP-2) for 2014-2018. Some key points:
1) The PFYDP-2 aims to prioritize development needs and set strategic plans to overcome barriers to development in Puntland.
2) The first five-year plan achieved around 45% of its targets. The PFYDP-2 will focus on continued security, infrastructure development, and protecting human rights.
3) Puntland is working to define its autonomy within Somalia's new federal system of government. Successful implementation of the PFYDP-2 depends on strengthening public institutions.
Beyaz eşyanızla alakalı sorun ne boyutta olursa olsun, bizler özel Beko servisi olarak bu problemleri alanında uzman kadromuz ve teknolojik donanımlı altyapımız sayesinde en mükemmel ve kaliteli şekilde çözmekteyiz. Problem çıkaran cihazlarınız için bakım ve onarım taleplerinizi bize iletmeniz de çok kolay. İster haftanın her günü, günün her saati hizmet veren çağrı merkezimizi arayın, ister internet sayfamızdan talep formunu doldurup gönderin. Not: Özel beyaz eşya servisi. Maarka tescilli olup ilgili firmaya aittir.
The document provides the closing remarks from the president of the International Association of Universities at the conclusion of their international conference in Alexandria, Egypt.
[1] The conference brought together approximately 160 participants to discuss cross-border higher education alongside a separate meeting of 79 representatives of associations. [2] Both gatherings achieved their objectives of facilitating outstanding presentations, discussions, and recommendations from working groups. [3] Going forward, IAU will disseminate the statements, address key issues, expand their website resources, and continue collaborating with partner organizations.
El concejal David Ortega Guitérrez del partido Unión, Progreso y Democracia presenta una pregunta al Pleno del 28 de septiembre de 2011 sobre la indemnización acordada con el Real Madrid por la rescisión del contrato de uso de la Caja Mágica y los eventos previstos en la instalación hasta diciembre de 2012. No se adjunta ninguna documentación adicional.
The document discusses the relationship between love and hate, arguing that love is more powerful than hate. It notes that unhappy love can turn into deep hate, and that a person in love spreads positive energy while a person in hate spreads destructive energy. Finally, it claims love is more powerful because it transforms people for the better, creates meaningful experiences, and leads to kindness, while hate invites loneliness, ruins personalities, and results in violence.
Addressing Global Citizenship Education In Adult Learning And Education Ress...Don Dooley
This document provides an overview of conceptual considerations regarding global citizenship education (GCED) and its role in adult learning and education (ALE). It defines GCED as developing the knowledge, skills, values and attitudes to enable individuals to act collaboratively and responsibly to address global challenges. While GCED has focused on schools, this report argues it also has an important role in ALE to support sustainable development goals. The report examines how GCED relates to concepts like citizenship education and outlines UNESCO's framework, which emphasizes a lifelong learning approach to GCED beginning in childhood and continuing into adulthood.
Te european consensus on development the contribution of development educatio...Dr Lendy Spires
The document discusses the European Consensus on Development and the role of development education and awareness raising in implementing its goals. It notes that poverty eradication and sustainable development are key 21st century challenges. It argues that development education helps citizens understand these issues and how local actions connect to global challenges, while awareness raising has increased public support for development efforts. The document seeks to provide a framework for future strategies to deepen understanding, integrate development topics into education, and collaborate across sectors to increase the impact and quality of development education.
This document provides information about an international project on inclusive education. The project involves partnerships between educational institutions in several European countries, including Turkey, Macedonia, Poland, and Romania. The objectives of the project are to strengthen teachers' professional skills, increase success in inclusive education, reduce dropout rates, and foster intercultural understanding among students. The project activities include establishing teams, information meetings, selecting participants, study visits, dissemination activities, pilot trainings, and a final report. The expected benefits are improvements in teaching methods, school cooperation, language skills, and awareness of other cultures. Meeting agendas and topics are also outlined for the participating countries.
The document provides background information on the Common European Framework of Reference (CEFR). It discusses how the CEFR was developed from earlier documents like Threshold Level to standardize language learning across Europe. It describes the objectives of the CEFR in promoting cooperation in language education and its key components like reference levels, descriptive schemes, and the European Language Portfolio. The CEFR aims to provide a common basis for designing curricula and assessing language skills throughout Europe.
The document presents results from a youth opinion poll on EU integration conducted in Montenegro in July 2010. It identifies four main postures among young people: pro-European, anti-global euro scepticism, non-European statism, and cultural ethnocentrism. Most respondents reported feeling happy but neither satisfied nor dissatisfied with the position of youth in Montenegro. Over half believe conditions will improve in the next five years. When identifying geographically, most said their primary identity is the place they live, while their secondary identity includes Montenegro as a whole or their region.
The document provides an overview of the European Union, its history and purpose. It describes the EU as a family of democratic European countries committed to cooperation for peace and prosperity. Key points include:
- The EU was conceived after World War 2 to prevent future conflicts and promote cooperation.
- It has expanded beyond economic cooperation to include policies on security, justice, environment and many other issues.
- Major EU institutions include the European Parliament, Council of the EU, European Commission, European Court of Justice, and European Central Bank.
- The EU aims to promote unity while preserving diversity, and make decisions as close to citizens as possible.
This document provides an executive summary of a report on investing in early childhood education for sustainable development. It argues that early childhood education is crucial to prepare young citizens to engage with complex issues and develop scientific literacy. While initiatives like the UN Decade of Education for Sustainable Development recognize the importance of early childhood, progress has been slow. The summary calls for greater investment in early childhood education for sustainable development based on children's rights and its benefits to learning and long-term development. It outlines some existing programs and organizations supporting this area.
This document summarizes the key points of a European Commission communication on building a European Research Area to support growth through knowledge. It outlines four main objectives for the EU's seventh research framework program: 1) Gain leadership in key scientific areas through international cooperation. 2) Reinforce excellence through "frontier research" funded competitively. 3) Strengthen researchers' careers and mobility. 4) Develop and exploit EU research capacities through large infrastructures, regional clusters, and innovating SMEs. The program will build on past successes while adding new emphasis on themes like security and space to better meet industry needs. It will support public-private technology initiatives and pool national efforts to reinforce links between EU and national research.
This document discusses the benefits of mobility programs for vocational education and training (VET) students in Europe. It notes that spending time abroad encourages foreign language learning, personal development, and confidence. However, current rates of VET student mobility across Europe are low, below the 2020 target of 6% of students having international experience. The main challenges for VET students in mobility programs are learning foreign languages and developing intercultural skills to adapt to new cultural environments and workplaces abroad. Developing these skills is important for students' future careers and Europe's economy in an increasingly globalized and multiculturally diverse business world.
O documento discute o conceito de anarquismo, incluindo seus objetivos de abolir o Estado e o capitalismo em favor de uma sociedade autogerida e sem hierarquias, as diferentes vertentes do anarquismo, e os principais pensadores anarquistas como Bakunin e Kropotkin.
Sudarat Sukloet is seeking a position where she can apply her skills and experience in international business management. She has a Master's degree in management science from Xi'an Jiaotong University in China and worked previously for USAID, where her responsibilities included financial analysis and administrative tasks. She is looking to join an organization where she can contribute her knowledge, experiences, and skills in areas like data analysis, financial reporting, and office administration.
El documento presenta la misión y visión de la Universidad Minuto de Dios, que busca ofrecer educación superior de calidad con acceso flexible para formar profesionales competentes y líderes de procesos de transformación social para construir un país justo y en paz. También establece los porcentajes de inasistencia permitidos antes de perder una asignatura y resume los diferentes capítulos del reglamento estudiantil.
The document summarizes the Puntland Second Five-Year Development Plan (PFYDP-2) for 2014-2018. Some key points:
1) The PFYDP-2 aims to prioritize development needs and set strategic plans to overcome barriers to development in Puntland.
2) The first five-year plan achieved around 45% of its targets. The PFYDP-2 will focus on continued security, infrastructure development, and protecting human rights.
3) Puntland is working to define its autonomy within Somalia's new federal system of government. Successful implementation of the PFYDP-2 depends on strengthening public institutions.
Beyaz eşyanızla alakalı sorun ne boyutta olursa olsun, bizler özel Beko servisi olarak bu problemleri alanında uzman kadromuz ve teknolojik donanımlı altyapımız sayesinde en mükemmel ve kaliteli şekilde çözmekteyiz. Problem çıkaran cihazlarınız için bakım ve onarım taleplerinizi bize iletmeniz de çok kolay. İster haftanın her günü, günün her saati hizmet veren çağrı merkezimizi arayın, ister internet sayfamızdan talep formunu doldurup gönderin. Not: Özel beyaz eşya servisi. Maarka tescilli olup ilgili firmaya aittir.
The document provides the closing remarks from the president of the International Association of Universities at the conclusion of their international conference in Alexandria, Egypt.
[1] The conference brought together approximately 160 participants to discuss cross-border higher education alongside a separate meeting of 79 representatives of associations. [2] Both gatherings achieved their objectives of facilitating outstanding presentations, discussions, and recommendations from working groups. [3] Going forward, IAU will disseminate the statements, address key issues, expand their website resources, and continue collaborating with partner organizations.
El concejal David Ortega Guitérrez del partido Unión, Progreso y Democracia presenta una pregunta al Pleno del 28 de septiembre de 2011 sobre la indemnización acordada con el Real Madrid por la rescisión del contrato de uso de la Caja Mágica y los eventos previstos en la instalación hasta diciembre de 2012. No se adjunta ninguna documentación adicional.
The document discusses the relationship between love and hate, arguing that love is more powerful than hate. It notes that unhappy love can turn into deep hate, and that a person in love spreads positive energy while a person in hate spreads destructive energy. Finally, it claims love is more powerful because it transforms people for the better, creates meaningful experiences, and leads to kindness, while hate invites loneliness, ruins personalities, and results in violence.
Addressing Global Citizenship Education In Adult Learning And Education Ress...Don Dooley
This document provides an overview of conceptual considerations regarding global citizenship education (GCED) and its role in adult learning and education (ALE). It defines GCED as developing the knowledge, skills, values and attitudes to enable individuals to act collaboratively and responsibly to address global challenges. While GCED has focused on schools, this report argues it also has an important role in ALE to support sustainable development goals. The report examines how GCED relates to concepts like citizenship education and outlines UNESCO's framework, which emphasizes a lifelong learning approach to GCED beginning in childhood and continuing into adulthood.
Te european consensus on development the contribution of development educatio...Dr Lendy Spires
The document discusses the European Consensus on Development and the role of development education and awareness raising in implementing its goals. It notes that poverty eradication and sustainable development are key 21st century challenges. It argues that development education helps citizens understand these issues and how local actions connect to global challenges, while awareness raising has increased public support for development efforts. The document seeks to provide a framework for future strategies to deepen understanding, integrate development topics into education, and collaborate across sectors to increase the impact and quality of development education.
This document provides information about an international project on inclusive education. The project involves partnerships between educational institutions in several European countries, including Turkey, Macedonia, Poland, and Romania. The objectives of the project are to strengthen teachers' professional skills, increase success in inclusive education, reduce dropout rates, and foster intercultural understanding among students. The project activities include establishing teams, information meetings, selecting participants, study visits, dissemination activities, pilot trainings, and a final report. The expected benefits are improvements in teaching methods, school cooperation, language skills, and awareness of other cultures. Meeting agendas and topics are also outlined for the participating countries.
The document provides background information on the Common European Framework of Reference (CEFR). It discusses how the CEFR was developed from earlier documents like Threshold Level to standardize language learning across Europe. It describes the objectives of the CEFR in promoting cooperation in language education and its key components like reference levels, descriptive schemes, and the European Language Portfolio. The CEFR aims to provide a common basis for designing curricula and assessing language skills throughout Europe.
The document presents results from a youth opinion poll on EU integration conducted in Montenegro in July 2010. It identifies four main postures among young people: pro-European, anti-global euro scepticism, non-European statism, and cultural ethnocentrism. Most respondents reported feeling happy but neither satisfied nor dissatisfied with the position of youth in Montenegro. Over half believe conditions will improve in the next five years. When identifying geographically, most said their primary identity is the place they live, while their secondary identity includes Montenegro as a whole or their region.
The document provides an overview of the European Union, its history and purpose. It describes the EU as a family of democratic European countries committed to cooperation for peace and prosperity. Key points include:
- The EU was conceived after World War 2 to prevent future conflicts and promote cooperation.
- It has expanded beyond economic cooperation to include policies on security, justice, environment and many other issues.
- Major EU institutions include the European Parliament, Council of the EU, European Commission, European Court of Justice, and European Central Bank.
- The EU aims to promote unity while preserving diversity, and make decisions as close to citizens as possible.
This document provides an executive summary of a report on investing in early childhood education for sustainable development. It argues that early childhood education is crucial to prepare young citizens to engage with complex issues and develop scientific literacy. While initiatives like the UN Decade of Education for Sustainable Development recognize the importance of early childhood, progress has been slow. The summary calls for greater investment in early childhood education for sustainable development based on children's rights and its benefits to learning and long-term development. It outlines some existing programs and organizations supporting this area.
This document summarizes the key points of a European Commission communication on building a European Research Area to support growth through knowledge. It outlines four main objectives for the EU's seventh research framework program: 1) Gain leadership in key scientific areas through international cooperation. 2) Reinforce excellence through "frontier research" funded competitively. 3) Strengthen researchers' careers and mobility. 4) Develop and exploit EU research capacities through large infrastructures, regional clusters, and innovating SMEs. The program will build on past successes while adding new emphasis on themes like security and space to better meet industry needs. It will support public-private technology initiatives and pool national efforts to reinforce links between EU and national research.
This document discusses the benefits of mobility programs for vocational education and training (VET) students in Europe. It notes that spending time abroad encourages foreign language learning, personal development, and confidence. However, current rates of VET student mobility across Europe are low, below the 2020 target of 6% of students having international experience. The main challenges for VET students in mobility programs are learning foreign languages and developing intercultural skills to adapt to new cultural environments and workplaces abroad. Developing these skills is important for students' future careers and Europe's economy in an increasingly globalized and multiculturally diverse business world.
This PowerPoint was presented at the AVA expert seminar to explain the context of the AVA analysis and list the European Commission's main priorities both on adult education and on validation.
The document discusses the future of higher education in 2030 and priorities for global policy dialogue. It summarizes the history and growth of the European Higher Education Area (EHEA) from 29 countries in 1999 to 48 countries today. The EHEA aims to promote international understanding through connection and recognition of qualifications across borders. Looking ahead, the document envisions increased demand for non-traditional and online learning, and a need to recognize prior learning. It proposes discussing topics like new skills/employability, digital learning, mobility, inclusion and building trust at the upcoming Bologna Global Policy Forum in Rome in 2020. The key to cooperation is facilitating mobility by describing common frameworks for qualifications, quality assurance and recognition across regions.
LOGIC - European perspective, lifelong learning strategiesLLL Platform
LOGIC is about implementing the lifelong learning concept in Southern Neighbouring Area: Responding to the changing needs of dynamic economies, TEMPUS. Presentation made by Audrey Frith, to give the European perspective on lifelong learning at the kick off meeting, 10 March 2014. More on: http://www.project-logic.eu/
The document outlines the agenda and goals of the E-CoP round table meeting. The round table will discuss innovative learning models for the future, with a focus on extra-curricular learning models that keep students engaged in school and improve academic performance. The E-CoP project aims to investigate successful approaches to education through an online community of practice. Over the course of nearly two years, partners from four European countries will share experiences and analyze different national models to identify best practices and develop guidelines for innovative and flexible learning methodologies.
The document is a joint declaration by European Ministers of Education establishing the European Higher Education Area. It aims to promote student and teacher mobility, employability, and cooperation between European higher education institutions. Key objectives include adopting easily comparable degree structures based on two main cycles (bachelor's and master's degrees), a credit system to facilitate student mobility, recognition of periods spent studying and teaching abroad, and cooperation in quality assurance. The ministers pledge to achieve these goals to consolidate a European higher education area.
Used by www.euxtra.com as information to its user. PDF file created by and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/erasmus/success-stories_en.pdf
1) The speech welcomes participants to the International Association of Universities' 13th General Conference in Utrecht, Netherlands and celebrates the IAU's 60 years of fostering international university cooperation and serving as a global platform for higher education institutions.
2) It discusses the challenges facing higher education institutions today, such as meeting national development objectives, responding to societal needs through lifelong learning, equipping students with employability skills, conducting relevant research, and finding alternative funding sources.
3) It previews UNESCO's upcoming 2009 World Conference on Higher Education, which will address the new dynamics shaping higher education and strategies for development, and notes that regional preparatory conferences will contribute issues and proposals.
The document provides information about the Euro-Mediterranean University (EMUNI). It discusses the establishment of EMUNI, including important dates. It outlines EMUNI's vision, mission, organization structure, activities and programs. EMUNI offers joint master's and doctoral programs through partnerships with universities in Euro-Mediterranean countries. The goal is to advance cooperation in higher education and research across the region.
Recruitment & Retention on the Education Sector, a Matter og Social DialogueJonas Nørholm Larsen
The document discusses recruitment and retention challenges in the education sector in Europe. It summarizes a project by ETUCE and EFEE examining these issues through surveys and case studies. Key challenges identified include an aging teaching workforce, shortages in certain subject areas and remote schools, and high attrition rates for new and male teachers. Recommendations call on member states to develop strategies to address job insecurity, enhance the attractiveness of the teaching profession through training and support, and strengthen the image and respect for the profession.
Education Exchanges Support Foundation is a Lithuanian national agency that manages the EU Lifelong Learning Programme and other EU and national education and training programmes. It was founded in 2007 through the merger of two previous organizations that coordinated EU education programmes from 1997 to 2006. The foundation aims to help Lithuanians take advantage of international education cooperation by providing guidance on programmes and activities in areas like Comenius, Erasmus, Leonardo da Vinci, and Grundtvig.
The document discusses the historical recreation as a pedagogical project and its connection to the Lisbon Strategy and Comenius program. It provides details on the Comenius program, which focuses on education from pre-school to secondary level. Comenius supports partnerships between schools, training for education staff, and school networks. The document argues that historical recreation can help develop skills related to active citizenship education, and links the goals of the project to objectives of the Lisbon Strategy to develop new teaching methods and promote active citizenship.
This document contains a single word - "GMA6PhotoAlbum" - which appears to be the title of an album or collection. In a very concise form, it relates to photos organized into an album potentially related to GMA6.
The Secretary General concludes the meeting by thanking the participants for their rich and productive conversation. She notes they focused on challenges and solutions for higher education to increase social innovation, including recognition in academia and interdisciplinarity. While some viewed universities negatively, discussions highlighted positive examples like supportive research funders in Canada and universities creating innovation labs. The diversity of participants enriched the discussions by providing contextual insights. All agreed new problems require new solutions and a paradigm shift is needed in learning, research and community engagement to better address social issues through social innovation. The Secretary General thanks all involved in organizing the successful meeting.
This document summarizes the findings of a global study on organizational structures that support community-university research partnerships (CURPs). The study included a global survey of 336 respondents from 53 countries as well as 12 case studies. Key findings include that most higher education institutions have created structures to support CURPs in the last 10 years, but there is still a large variation in how CURPs are conceptualized and practiced globally. National policies that explicitly include community engagement and research in higher education tend to encourage the institutionalization of CURPs. Specific funding programs and knowledge-sharing platforms at the national level also help strengthen CURPs. While many countries have made progress, true co-creation of knowledge and accountability to communities is still lacking in most partnerships.
This document contains the opening remarks from the Secretary General of the International Association of Universities (IAU) at the 6th Global Meeting of Associations. The Secretary General welcomed participants and thanked partners for hosting the event in Montreal. Originally planned for Accra, Ghana, the meeting was relocated due to Ebola and the theme was changed to "Social Innovation". Over the two-day event, participants will discuss the role of universities and associations in social innovation through case studies and panels on defining social innovation, measuring impact, and engaging stakeholders. The Secretary General emphasized that while technology is important, social problems require social solutions and universities are well-positioned to contribute through learning, research, and outreach.
Rémi Quirion, Chief Scientist of Québec, discusses social innovation and the future of higher education. As Chief Scientist, he advises the government on research strategy and chairs boards that fund intersectoral research on major societal challenges. The three Fonds de recherche du Québec support research, training, and knowledge mobilization. Examples of knowledge mobilization centers focus on social issues. The FRQ also supports innovative social practices through strategic clusters, research teams, and Actions concertées programs that foster co-creation with partners. Looking ahead, Quirion suggests increasing social innovation training and focusing research on challenges like demographic changes, the labor market, sustainability, and measuring social impact. Key will be
This document discusses measuring the impact of higher education on social innovation. It notes that while impact has become a popular concept, universities have always aimed to serve society. Measuring impact is challenging as it involves both qualitative and quantitative factors. The workshop will discuss how higher education contributes to social innovation and how this is currently being measured and monitored within universities and their effects on society. The impact of universities is complex and involves things like research, teaching, culture, projects and generating trust.
The document summarizes a citizens' agenda for science, technology and innovation organized by UDUAL and various Mexican universities and government institutions. It describes a national consultation process held in Mexico from 2012-2013 that allowed citizens to vote on and discuss 10 proposed challenges. The top 3 voted challenges were to modernize education, ensure clean drinking water, and improve environmental protection. Over 70 organizations participated in the initiative. Following the consultation, 10 volumes of analysis and solutions were published. A university contest was also held asking students to propose innovative projects addressing the 10 challenges. The overall goals were to increase citizen participation in science policy and promote social innovation.
The document discusses social innovation at Kenyatta University in Kenya. It defines social innovation as novel solutions to socio-economic challenges. The benefits of social innovation include social outcomes like inclusion, education, and health, as well as workplace benefits like productivity and improved services. Universities can promote social innovation through programs, labs, and developing leaders to solve challenges. Kenyatta University engages in several social innovation initiatives including a business incubation center, funeral home, legal aid clinic, supporting orphans, student work programs, and building a teaching hospital. It emphasizes the importance of partnerships, leadership, and institutionalizing creativity to promote social innovation.
The document discusses social innovation and transformative change in higher education. It argues that social innovation often ignores power imbalances and fails to build community capacity for change. True social change requires higher education to challenge injustice, environmental degradation, and inequality through transformative knowledge that values multiple ways of knowing. It calls for universities to form equal partnerships with communities and social movements to co-create knowledge aimed at sustainable, inclusive development. The document recommends that higher education educate citizens committed to ethical values and social responsibility by linking teaching, research, and engagement to real-world problems through participatory learning.
The document discusses the establishment of the Inter-American Network of Co-Laboratories in Social Innovation (REDICIS) by the Inter-American Organization for Higher Education (IOHE). REDICIS aims to encourage knowledge sharing and partnerships between higher education institutions working in social innovation. It currently includes 14 universities and 5 organizations across 9 countries in the Americas. The network seeks to consolidate reference centers for social innovation, develop training in the field, and support decision-making around measuring, evaluating, and funding social innovation initiatives.
The document discusses social innovation at the University of Gothenburg. It notes that global challenges require new solutions and universities are well-positioned partners. The University of Gothenburg has strong interdisciplinary research and education, a focus on sustainable development, and a history of stakeholder collaboration. It provides support for social innovation projects that address societal problems through knowledge and are sustainable over time. An example success story is the University of Gothenburg Centre for Person-centred Care, which improved patient care while reducing costs through interdisciplinary research. Challenges include understanding societal problems and increasing investment in certain fields of study.
This document discusses social innovation and its relationship to social impact. It explores how social innovation can drive systemic change through four elements: being purpose driven, viewed as a new phenomenon, led by communities, and through developing equipped ecosystems. The document also examines challenges and perspectives for social innovation in higher education, including the need for theoretical and practical knowledge, motivation, transdisciplinary work, and strategic development. Finally, it poses questions about how institutions can transition towards new collaborations and whether they are currently part of the problem or solution regarding social innovation.
The document discusses measuring the impact of social innovation. It makes three key points:
1. Measuring the impact of social innovation is challenging due to its complex, long-term nature and dependence on social contexts.
2. Universities should better support the evaluation of social innovation through monitoring inputs/outputs, using relevant indicators, and developing new evaluation models like developmental evaluation.
3. Networks like OLTIS, CLT, and RQIS in Quebec help catalyze social innovation and support its evaluation through knowledge transfer between researchers and communities.
The document summarizes the 6th Global Meeting of Associations held in Montreal from 6-8 May 2015. It discusses GUNi's membership network and projects focusing on analyzing the dual responsibilities of universities at local and global scales. Key areas of focus include identifying best practices for universities to improve social, cultural, and economic impact locally and globally while addressing conflicts between local/global demands. International expert working groups will be formed among UNESCO chairs and city-university partnerships to test frameworks in Catalonia and make recommendations.
The document discusses social innovation, specifically regarding drone technology. It notes that drones have promising economic and social applications, and their use could create significant economic opportunities. However, several challenges around regulation, safety, privacy, and public acceptance must be overcome to realize the benefits of drone technology. Social innovation requires collaboration between government, academia, the private sector, and communities. Government can play various roles in supporting social innovation from regulating to enabling to endorsing.
The document discusses social innovation and its place in higher education for sustainability. It defines sustainability as meeting present needs without compromising future generations' ability to meet their own needs. Social innovation moves from an unsustainable model of separate disciplines to a transdisciplinary approach that provides a more comprehensive understanding. Higher education needs to become more future-oriented, challenge existing approaches, and focus on community through practices like social innovation to work toward a more balanced and sustainable model.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
1. Roger O'KEEFFE
Principal Administrator, Directorate General for Education and Culture, European
Commission
Speech
Regional Trade or Integration Agreements
Global Meeting of University Associations
Alexandria, Egypt
14-15 November 2005
Bionotes
Currently working in the European Commission’s Directorate-General for Education and
Culture, in the unit responsible for coordination of lifelong learning policies. Responsible inter
alia for promotion of cooperation between national administrations with a view to developing
their lifelong learning policies, and for relations with international organisations in the field of
education. Was responsible for the development of an EU position on education in what
became the World Trade Organisation’s Doha Development Round.
Has been working in the Commission on policy development in the field of education, training
and youth since 1993, and was a member of the team which organised the European Year of
Lifelong Learning in 1996.
Previously dealt with European regional policy and structural funds, both in the European
Commission, which he joined in 1989, and in the Irish Department of Finance, where he had
already been dealing from a national perspective with the administration and coordination of the
European structural funds (Regional, Social and Rural Development).
Abstract
The EU – A regional trade/integration agreement and an alternative to the GATS?
The European Union’s origins lie in the European Economic Community, colloquially known
as ‘The Common Market”. As such, it is committed to eliminating obstacles to circulation of
goods and services, as well as of persons and capital, between its Member States. It is also
an active partner in global trade negotiations. In the Uruguay Round it gave substantial
commitments on education services, to the extent that these are privately funded. In most
EU countries, however, there is a widespread political and popular commitment to education
as a mainly publicly provided service.
Beyond being a common market, the European Union is a sui generis political construct,
based on shared values and some pooling of sovereignty (the preamble to its founding
Treaty refers to an “ever-closer union” between the peoples of its Member States). Some of
its programmes, including the Erasmus programme based on mobility of students between
Member States, directly serve this purpose. Facilitating student mobility has given rise to
flanking measures such as cooperation on curriculum development, recognition of study
periods abroad etc. The powers formally shared at EU level in relation to education are
quite limited, but Member States are willing to cooperate informally.
The consensus among EU countries is that, while they have abided by the spirit of the GATS
in opening up privately funded education services, trans-frontier education provision is better
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2. dealt with by other means. The Commission has therefore actively supported several
international processes, which are centred on educational values rather than trade
considerations, including the Unesco/OECD draft Guidelines for Quality Provision in Cross-
Border Education or the follow-up to the Bologna Declaration. Through instruments like the
Jean Monnet chairs and the Erasmus Mundus programme, which exist alongside national
education cooperation programmes, the European Union also seeks to strengthen contacts
between the European education area and the wider world.
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