Internationalization of Higher Education. NetworksAnabela Mesquita
Workshop held on the 6th November 2015 in the International Conference on Knowledge Society - challenges for the XXI century, at the Constantin Brancoveanu University, Pitesti, Romenia.
This document discusses virtual exchange programs under Erasmus+ that aim to promote intercultural awareness and skills development through technology-enabled communication between geographically separated individuals. It describes the goals of virtual exchange, target groups which include students and youth workers, and how virtual exchanges are conducted through online facilitated dialogues and interactive open online courses. The document also outlines training opportunities for becoming a facilitator and for educators to develop international virtual exchange projects integrated into their courses. It provides examples of existing virtual exchange partnerships between countries and fields of study. Recognition for participants includes open badges endorsed by universities and employers.
The document discusses potential areas of focus for a Comenius new proposal project, including: improving motivation for learning, key competences, digital education, school management, socio-economic disadvantages, early school leaving, sports, teaching diverse groups, and early learning. Specific inputs are provided around differentiated instruction, dealing with different learning styles, sustainability, using digital tools, and sharing best practices.
Sub Products of Global Citizen and EP Profiles in AIESEC Czech Rep.Šárka Skopalová
The document describes a Global Citizen program that provides international volunteering experiences. The program allows young people to develop themselves while working on projects with social impact in another country for 6-8 weeks. Some key benefits of the program include developing leadership, communication, networking, and entrepreneurial skills. Participants must pay registration and travel fees, while accommodation is usually covered. The program seeks self-aware, motivated, culturally sensitive, and communicative participants.
The document then outlines several sub-programs within Global Citizen, including Cultural, Entrepreneur, and Languages. The Cultural program aims to spread cultural understanding through work with schools and organizations. The Entrepreneur program develops skills like management and workshop facilitation. The Languages
The internationalization of a higher education institution: The case of ISCAP...Anabela Mesquita
The internationalization of ISCAP/IPP began in 2004 with the creation of an International Office. Since then, student and teacher mobility has increased significantly. ISCAP/IPP has developed international joint programs and double degrees. They have also offered English language courses and some programs entirely in English. Participation in the European university network SPACE helped provide contacts and build ISCAP/IPP's international reputation. While internationalization requires resources, ISCAP/IPP has found that a strategic, inclusive approach supported by leadership can help higher education institutions integrate international activities and dimensions.
This document provides information about the University of Helsinki winning the 2013 Institutional Award for Innovation in Internationalisation from the European Association for International Education (EAIE). It discusses the University of Helsinki's approach of "embedded internationalisation", where internationalization is integrated into all core university activities and strategy, rather than being centralized in a single office. Some examples of innovative international programs discussed include the International Staff Services office, English-taught master's programs, and partnerships with other universities through organizations like the League of European Research Universities.
The document discusses EntreComp, a European framework for entrepreneurial competencies. It was created to establish a common understanding of entrepreneurship and identify competencies that can be developed through education. EntreComp defines entrepreneurship as acting on opportunities and ideas to create value for others in the form of financial, cultural, or social value. It provides a conceptual framework organized around three competence areas with five competencies in each area to help mainstream entrepreneurial learning.
Internationalization of Higher Education. NetworksAnabela Mesquita
Workshop held on the 6th November 2015 in the International Conference on Knowledge Society - challenges for the XXI century, at the Constantin Brancoveanu University, Pitesti, Romenia.
This document discusses virtual exchange programs under Erasmus+ that aim to promote intercultural awareness and skills development through technology-enabled communication between geographically separated individuals. It describes the goals of virtual exchange, target groups which include students and youth workers, and how virtual exchanges are conducted through online facilitated dialogues and interactive open online courses. The document also outlines training opportunities for becoming a facilitator and for educators to develop international virtual exchange projects integrated into their courses. It provides examples of existing virtual exchange partnerships between countries and fields of study. Recognition for participants includes open badges endorsed by universities and employers.
The document discusses potential areas of focus for a Comenius new proposal project, including: improving motivation for learning, key competences, digital education, school management, socio-economic disadvantages, early school leaving, sports, teaching diverse groups, and early learning. Specific inputs are provided around differentiated instruction, dealing with different learning styles, sustainability, using digital tools, and sharing best practices.
Sub Products of Global Citizen and EP Profiles in AIESEC Czech Rep.Šárka Skopalová
The document describes a Global Citizen program that provides international volunteering experiences. The program allows young people to develop themselves while working on projects with social impact in another country for 6-8 weeks. Some key benefits of the program include developing leadership, communication, networking, and entrepreneurial skills. Participants must pay registration and travel fees, while accommodation is usually covered. The program seeks self-aware, motivated, culturally sensitive, and communicative participants.
The document then outlines several sub-programs within Global Citizen, including Cultural, Entrepreneur, and Languages. The Cultural program aims to spread cultural understanding through work with schools and organizations. The Entrepreneur program develops skills like management and workshop facilitation. The Languages
The internationalization of a higher education institution: The case of ISCAP...Anabela Mesquita
The internationalization of ISCAP/IPP began in 2004 with the creation of an International Office. Since then, student and teacher mobility has increased significantly. ISCAP/IPP has developed international joint programs and double degrees. They have also offered English language courses and some programs entirely in English. Participation in the European university network SPACE helped provide contacts and build ISCAP/IPP's international reputation. While internationalization requires resources, ISCAP/IPP has found that a strategic, inclusive approach supported by leadership can help higher education institutions integrate international activities and dimensions.
This document provides information about the University of Helsinki winning the 2013 Institutional Award for Innovation in Internationalisation from the European Association for International Education (EAIE). It discusses the University of Helsinki's approach of "embedded internationalisation", where internationalization is integrated into all core university activities and strategy, rather than being centralized in a single office. Some examples of innovative international programs discussed include the International Staff Services office, English-taught master's programs, and partnerships with other universities through organizations like the League of European Research Universities.
The document discusses EntreComp, a European framework for entrepreneurial competencies. It was created to establish a common understanding of entrepreneurship and identify competencies that can be developed through education. EntreComp defines entrepreneurship as acting on opportunities and ideas to create value for others in the form of financial, cultural, or social value. It provides a conceptual framework organized around three competence areas with five competencies in each area to help mainstream entrepreneurial learning.
The document summarizes an education conference that took place in Brussels on March 6, 2012. It discusses the organization of the foundation that ran the conference, including its local partners across the Netherlands. It then outlines the activities of the foundation, which include providing education in weekend schools and for higher education, developing student talents through various clubs, hosting innovation events, and encouraging community involvement through things like fairs and conferences. It concludes by listing some of the foundation's results, such as its values around community involvement and attention to individual needs, and thanks listeners for their time.
The U4 network is an inspiring strategic partnership between Ghent University (BE), the University of Göttingen (DE), the University of Groningen (NL), and Uppsala University (SE). These four European universities, comparable both in profile and size, are living proof that strategic partnerships can add a lot of value to the institutions that embark upon them. This is an extract from the 2015 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Paper presented at the International Conference about Knowledge Society - challenges for the XXI century, held on the 5 and 6 November in Pitesti, Romenia
The Youth Economic Participation Inititiatve (YEPI) goals and activities
1. Support universities to expand innovative models enabling upper-year students and recent alumni to accelerate their transition to the work force.
1. Facilitate a global Community of Practice to promote the exchange of knowledge
An introduction to the Youth Economic Participation Initiative, as presented in March 2015 at the Comparative and International Education Society conference in Washington, DC. The presentation includes a look at critical institutional factors, strategies for supporting emerging entrepreneurs, engagement of key communities, and fostering of a community of practice.
This document outlines a vision for improving cultural and creative opportunities for young people in London over the next three years. It aims to ensure London has the best such opportunities in the world and that young people from all backgrounds can engage with and progress in their chosen cultural interests. It discusses how bridge organizations can help facilitate networks and access between schools, arts organizations, and cultural institutions. It also outlines specific programs and projects the organization delivers to train teachers, engage young people in heritage and the arts, and help young people gain entrepreneurship skills through a social enterprise qualification program run through several London schools.
This document summarizes a presentation given at a student success and retention conference on internationalization efforts at LBCC. The presentation introduced LBCC's international programs team and provided an overview of their international admissions statistics and success/retention programs. It also discussed dimensions of comprehensive internationalization, including articulating commitment, academic offerings, organizational infrastructure, and investment in faculty. Key takeaways were ways to increase international student retention, steps to provide global experiences for all students, and ideas for gaining support for internationalization initiatives.
This document discusses strategies for managing expectations of international students considering studying at Rotterdam Business School (RBS) in the Netherlands. It notes that while the US remains the top destination for international students, the Netherlands is the 3rd most popular. The obstacles international students face include financial, practical, and social challenges. RBS should implement a "fanstrategy" using current international students as ambassadors to build awareness of what RBS and the Netherlands offer through shared personal experiences on social media and a website. This would position Rotterdam as representative of Dutch business culture while also fostering a vibrant campus community through various student clubs and events.
The document provides information about the Integrationcentre Foyer organization in Belgium. It discusses the organization's founding in 1969 in Brussels, Belgium to work on education, multilingualism, and interculturalism. It operates in the context of Belgium's three regions and three language communities. The main sections outline Foyer's principles of taking a positive approach and developing innovative projects. It also summarizes some of Foyer's specific projects, including its Cell for Multilingualism and Interculturalism founded in 1981 to promote multilingual and multicultural education through various activities, topics, and target groups.
Danish foundation for entrepreneurship presentationpesec
The Danish Foundation for Entrepreneurship - Young Enterprise is a partnership between 4 Danish ministries that aims to introduce entrepreneurship, creativity and innovation to students from primary school to PhD level. It provides teaching materials, training, funding, networking opportunities and competitions to encourage entrepreneurship among Danish students. It has 30 staff members located in Odense and Copenhagen and can be found online at www.ffe-ye.dk.
Panafric International Academy aims to build a school in Awassa, Ethiopia to provide quality education through grade 12. The public school system is broken, with overcrowded classrooms, lack of resources, poor attendance and high dropout rates. The goal is to build a school by 2012 with international standards and equal opportunity for all children. This will help reverse brain drain, reduce poverty and social problems, by raising a visionary generation that determines its own future. The strategy is a full day program with small class sizes, resources, trained educators, and parental involvement to transform lives through education.
This document provides biographical information about the author and outlines their involvement in adult education in the Netherlands since 1978. It also summarizes the vision, mission, activities and history of the Dutch Platform for International Adult Learning (Learn for Life), which aims to connect national and international developments in adult education, advocate for lifelong learning policies, and support local organizations through projects and dissemination of information. The organization coordinates European projects and a national award, and engages in discussions on topics like qualification frameworks and the European Agenda for Adult Learning.
The document discusses youth education in Denmark. It provides an overview of the Danish education system including pre-school, primary, secondary, and higher education. It notes that the goal is for 95% of youth to complete secondary education but currently only 80% do, with a 20% dropout rate. It then discusses experiences in the Zealand youth network which focuses on learning, involvement, and bringing youth perspectives into education. Finally, it outlines trends among young people regarding work, society, and policy recommendations to better support youth autonomy and participation.
The document discusses paintings from a gallery that represent participation in adult learning and asks which painting expresses the most about relevance, barriers, and solutions to barriers. It also asks if anything was remarkable or missing from the collection that deserves further discussion. The results showed a need for more systematic attention to internal and external barriers learners face, barriers in the system, and lack of resources, as well as more focus from the system and providers on the roles of different actors in adult learning.
Transit Week will take place from April 12-18th and encourages people to use public transportation in Nashville. The week includes signing a pledge to ride the bus on Monday, taking the Circuit route for lunch and shopping on Tuesday, watching a video about the Circuit online on Wednesday, attending a transportation event on Thursday, joining a progressive dinner along the Circuit route on Friday, visiting their booth at the Earth Day Festival on Saturday, and taking a shuttle to homes on the Downtown Home Tour on Sunday. The website www.transitnownashville.org has more details on events during Transit Week.
The document discusses the key elements of a thesis statement, including that it should identify the point of view, stick to the topic, and indicate the main arguments that will be used to support the point of view. Examples of effective and ineffective thesis statements are provided. The last part of the document provides guidance on developing a thesis statement, including deciding on a position, listing evidence, and asking if the evidence supports the point of view.
This document announces the release of new cookbooks from Quail Ridge Press, including:
1) A second set of six regional cookbooks in the "Best of the Best Regional Cookbook Series" that will be available exclusively through QVC in the fall of 2010 before general release in February 2011.
2) A new edition of "500 Fast and Fabulous Five-Star 5-Ingredient Recipes" by Gwen McKee and Barbara Moseley, with 500 additional simple recipes requiring five ingredients or less.
3) Quail Ridge Press continues to add to their popular "Best of the Best State Cookbook Series" covering recipes and cuisine from all 50 U.S. states.
Quail Ridge Press is celebrating its 30th anniversary with a new cookbook featuring over 400 party food recipes. The document discusses this new cookbook as well as other Quail Ridge Press titles, including a 30th anniversary edition of their first published cookbook, "The Twelve Days of Christmas Cookbook". It provides an excerpt and recipe from the new party foods cookbook and highlights some of their other state-focused cookbook titles.
Cookbook Ladies Make It Fast And Fabulous | ACCENT Southern Mississippi Artic...Gwen McKee
This guest column discusses the traditions of Southern family gatherings in Mississippi. It describes the smells of homemade cornbread baking, cousins playing football in the backyard, and children laughing and playing without a care. When the food arrives, there are mouthwatering dishes like pulled pork, brisket, potato salad, and casseroles. Paper plates and napkins are used to keep things casual. Conversations are genuine as family catches up on weather, news, and compliments the food. These gatherings are an important part of Mississippi culture where comfort and family are emphasized over formality.
The document summarizes an education conference that took place in Brussels on March 6, 2012. It discusses the organization of the foundation that ran the conference, including its local partners across the Netherlands. It then outlines the activities of the foundation, which include providing education in weekend schools and for higher education, developing student talents through various clubs, hosting innovation events, and encouraging community involvement through things like fairs and conferences. It concludes by listing some of the foundation's results, such as its values around community involvement and attention to individual needs, and thanks listeners for their time.
The U4 network is an inspiring strategic partnership between Ghent University (BE), the University of Göttingen (DE), the University of Groningen (NL), and Uppsala University (SE). These four European universities, comparable both in profile and size, are living proof that strategic partnerships can add a lot of value to the institutions that embark upon them. This is an extract from the 2015 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Paper presented at the International Conference about Knowledge Society - challenges for the XXI century, held on the 5 and 6 November in Pitesti, Romenia
The Youth Economic Participation Inititiatve (YEPI) goals and activities
1. Support universities to expand innovative models enabling upper-year students and recent alumni to accelerate their transition to the work force.
1. Facilitate a global Community of Practice to promote the exchange of knowledge
An introduction to the Youth Economic Participation Initiative, as presented in March 2015 at the Comparative and International Education Society conference in Washington, DC. The presentation includes a look at critical institutional factors, strategies for supporting emerging entrepreneurs, engagement of key communities, and fostering of a community of practice.
This document outlines a vision for improving cultural and creative opportunities for young people in London over the next three years. It aims to ensure London has the best such opportunities in the world and that young people from all backgrounds can engage with and progress in their chosen cultural interests. It discusses how bridge organizations can help facilitate networks and access between schools, arts organizations, and cultural institutions. It also outlines specific programs and projects the organization delivers to train teachers, engage young people in heritage and the arts, and help young people gain entrepreneurship skills through a social enterprise qualification program run through several London schools.
This document summarizes a presentation given at a student success and retention conference on internationalization efforts at LBCC. The presentation introduced LBCC's international programs team and provided an overview of their international admissions statistics and success/retention programs. It also discussed dimensions of comprehensive internationalization, including articulating commitment, academic offerings, organizational infrastructure, and investment in faculty. Key takeaways were ways to increase international student retention, steps to provide global experiences for all students, and ideas for gaining support for internationalization initiatives.
This document discusses strategies for managing expectations of international students considering studying at Rotterdam Business School (RBS) in the Netherlands. It notes that while the US remains the top destination for international students, the Netherlands is the 3rd most popular. The obstacles international students face include financial, practical, and social challenges. RBS should implement a "fanstrategy" using current international students as ambassadors to build awareness of what RBS and the Netherlands offer through shared personal experiences on social media and a website. This would position Rotterdam as representative of Dutch business culture while also fostering a vibrant campus community through various student clubs and events.
The document provides information about the Integrationcentre Foyer organization in Belgium. It discusses the organization's founding in 1969 in Brussels, Belgium to work on education, multilingualism, and interculturalism. It operates in the context of Belgium's three regions and three language communities. The main sections outline Foyer's principles of taking a positive approach and developing innovative projects. It also summarizes some of Foyer's specific projects, including its Cell for Multilingualism and Interculturalism founded in 1981 to promote multilingual and multicultural education through various activities, topics, and target groups.
Danish foundation for entrepreneurship presentationpesec
The Danish Foundation for Entrepreneurship - Young Enterprise is a partnership between 4 Danish ministries that aims to introduce entrepreneurship, creativity and innovation to students from primary school to PhD level. It provides teaching materials, training, funding, networking opportunities and competitions to encourage entrepreneurship among Danish students. It has 30 staff members located in Odense and Copenhagen and can be found online at www.ffe-ye.dk.
Panafric International Academy aims to build a school in Awassa, Ethiopia to provide quality education through grade 12. The public school system is broken, with overcrowded classrooms, lack of resources, poor attendance and high dropout rates. The goal is to build a school by 2012 with international standards and equal opportunity for all children. This will help reverse brain drain, reduce poverty and social problems, by raising a visionary generation that determines its own future. The strategy is a full day program with small class sizes, resources, trained educators, and parental involvement to transform lives through education.
This document provides biographical information about the author and outlines their involvement in adult education in the Netherlands since 1978. It also summarizes the vision, mission, activities and history of the Dutch Platform for International Adult Learning (Learn for Life), which aims to connect national and international developments in adult education, advocate for lifelong learning policies, and support local organizations through projects and dissemination of information. The organization coordinates European projects and a national award, and engages in discussions on topics like qualification frameworks and the European Agenda for Adult Learning.
The document discusses youth education in Denmark. It provides an overview of the Danish education system including pre-school, primary, secondary, and higher education. It notes that the goal is for 95% of youth to complete secondary education but currently only 80% do, with a 20% dropout rate. It then discusses experiences in the Zealand youth network which focuses on learning, involvement, and bringing youth perspectives into education. Finally, it outlines trends among young people regarding work, society, and policy recommendations to better support youth autonomy and participation.
The document discusses paintings from a gallery that represent participation in adult learning and asks which painting expresses the most about relevance, barriers, and solutions to barriers. It also asks if anything was remarkable or missing from the collection that deserves further discussion. The results showed a need for more systematic attention to internal and external barriers learners face, barriers in the system, and lack of resources, as well as more focus from the system and providers on the roles of different actors in adult learning.
Transit Week will take place from April 12-18th and encourages people to use public transportation in Nashville. The week includes signing a pledge to ride the bus on Monday, taking the Circuit route for lunch and shopping on Tuesday, watching a video about the Circuit online on Wednesday, attending a transportation event on Thursday, joining a progressive dinner along the Circuit route on Friday, visiting their booth at the Earth Day Festival on Saturday, and taking a shuttle to homes on the Downtown Home Tour on Sunday. The website www.transitnownashville.org has more details on events during Transit Week.
The document discusses the key elements of a thesis statement, including that it should identify the point of view, stick to the topic, and indicate the main arguments that will be used to support the point of view. Examples of effective and ineffective thesis statements are provided. The last part of the document provides guidance on developing a thesis statement, including deciding on a position, listing evidence, and asking if the evidence supports the point of view.
This document announces the release of new cookbooks from Quail Ridge Press, including:
1) A second set of six regional cookbooks in the "Best of the Best Regional Cookbook Series" that will be available exclusively through QVC in the fall of 2010 before general release in February 2011.
2) A new edition of "500 Fast and Fabulous Five-Star 5-Ingredient Recipes" by Gwen McKee and Barbara Moseley, with 500 additional simple recipes requiring five ingredients or less.
3) Quail Ridge Press continues to add to their popular "Best of the Best State Cookbook Series" covering recipes and cuisine from all 50 U.S. states.
Quail Ridge Press is celebrating its 30th anniversary with a new cookbook featuring over 400 party food recipes. The document discusses this new cookbook as well as other Quail Ridge Press titles, including a 30th anniversary edition of their first published cookbook, "The Twelve Days of Christmas Cookbook". It provides an excerpt and recipe from the new party foods cookbook and highlights some of their other state-focused cookbook titles.
Cookbook Ladies Make It Fast And Fabulous | ACCENT Southern Mississippi Artic...Gwen McKee
This guest column discusses the traditions of Southern family gatherings in Mississippi. It describes the smells of homemade cornbread baking, cousins playing football in the backyard, and children laughing and playing without a care. When the food arrives, there are mouthwatering dishes like pulled pork, brisket, potato salad, and casseroles. Paper plates and napkins are used to keep things casual. Conversations are genuine as family catches up on weather, news, and compliments the food. These gatherings are an important part of Mississippi culture where comfort and family are emphasized over formality.
Patty Roper's book Easy Parties and Wedding Celebrations | Madison County Her...Gwen McKee
The document provides tips and recipes for hosting a memorable holiday buffet. It recommends preparing hearty but simple dishes that can be made in advance, such as shrimp pasta, pork tenderloin with apricot sauce, mini tomato tarts, and green beans. Dessert options include snowflake sugar cookies, bread pudding, and brownie truffles presented in creative ways. The key is putting guests at ease so they can enjoy tasty food and each other's company during the festive gathering.
The document discusses the key elements of a thesis statement, including that it should identify the point of view, stick to the topic, and indicate the main arguments that will be used to support the point of view. Examples of effective and ineffective thesis statements are provided. The document also provides guidance on developing a thesis statement, such as deciding your position, listing evidence, and asking if the evidence supports the point of view. Finally, an example thesis statement is given that argues the journey is more important than the destination as one's identity is shaped by experiences and obstacles along the way.
The document provides instructions for writing a review in 3-4 sentences with the key elements of introduction, body paragraphs on purpose, themes, and techniques, and a conclusion. It includes a cloze passage template to fill in each section with specifics about the text being reviewed and the reviewer's analysis and impressions.
Across Michigan, the organization served over 2,373 girls through various programs. They delivered their Uniquely ME! program to 1,081 girls and their Living on My Honor program to 1,338 girls. They also benefited 40 girls through their OK2BU program and gave 36 community presentations. They set up 58 programs in low density areas and recruited over 100 volunteers. Outreach girls sold over 15,437 boxes of cookies and 932 girls attended council events. Higher education staff recruited volunteers and made programs aware of volunteer opportunities.
The film follows Joseph, a boy from Africa who moves to Ireland for school. At his school in Africa, Joseph clearly felt a strong sense of belonging as shown through his participation with his classmates. However, in Ireland Joseph struggles to connect due to cultural and language barriers. He feels isolated and is bullied. Over time though, Joseph begins to find common ground with some classmates, like imitating their teacher, and starts to feel a sense of belonging in his new community. The film demonstrates how a person's experience of belonging can change over time and vary between individuals and communities.
The document discusses the European Year of Creativity and Innovation (EYCI) which aims to:
1) Increase public awareness and interest in creativity and innovation.
2) Facilitate policy debate and identify good practices at all levels.
3) Build an evidence base for policymaking.
It highlights the importance of stakeholders in ensuring the EYCI addresses the right issues and opportunities, and that its objectives are endorsed in education policies. It also discusses definitions of creativity and innovation and some of the key drivers of the Year such as lifelong learning.
The document discusses the eTwinning program, which connects over 147,000 teachers across Europe through online collaboration. It provides benefits for both students and teachers, allowing them to work on partnership projects together across borders. For students, it improves language skills like English, develops digital skills, and fosters intercultural understanding. For teachers, it enables professional development through workshops and conferences, as well as opportunities to share resources and lessons plans online with other European educators. Overall, eTwinning promotes modern, technology-enabled forms of international educational cooperation.
The document discusses the eTwinning program, which connects over 147,000 teachers across Europe through online partnership projects. It provides benefits for both students and teachers, allowing them to collaborate internationally and develop important skills. For students, eTwinning helps improve language skills and digital literacy while fostering intercultural understanding. Teachers gain opportunities for professional development, training, and collaborating with colleagues in other countries. Overall, eTwinning is presented as a modern and effective way for schools to partner together online across Europe.
The document discusses the eTwinning program, which connects over 147,000 teachers across Europe through online collaboration. It provides benefits for both students and teachers, allowing them to work on partnership projects together across borders. For students, it improves language skills like English, develops digital skills, and fosters intercultural understanding. For teachers, it enables professional development and collaboration with other European educators. The program has been running since 2005 and provides a modern way for schools to partner online without bureaucracy.
Presented for a Comenius Study Visit group interested in social Cohesion, at the Department of Education. Catalan policy and Teacher Training Programs, for Languages and Social Cohesion, 2011.
Informal Learning: The Revolution of LearningKhaled Islaih
This document discusses informal learning and its importance in today's world. It notes that informal learning occurs through daily life activities rather than formal education, and involves learning new literacies through new technologies. The industrial revolution brought formal schooling, but today a focus on informal learning is needed to develop skills for a changing world. Informal learning helps immigrants and diverse communities adapt. The document encourages language teachers to engage in their own informal learning activities and integrate new practices to make learning relevant for students.
This document discusses non-formal education and the role of facilitators. It outlines that non-formal education plays an important role in reducing inequality and promoting democratic participation. As a planned and evaluated program with voluntary participation, non-formal education is designed to teach knowledge, skills, attitudes and values outside of formal education. Facilitators lead non-formal education programs and focus on ethical values like tolerance and human rights. The document poses questions about defining non-formal education and how young people learn most effectively through experience-based and learner-centered approaches.
The document summarizes the work of the European Agency for Development in Special Needs Education, which works to promote inclusive education across European countries. The Agency collects and shares information on inclusive education practices, brings together stakeholders through conferences and seminars, and ensures countries' education policies are aligned with international agreements on inclusion. While inclusion has progressed in recent decades, challenges remain around academic outcomes, teacher training, funding models, and ensuring all learners have access to inclusive, quality education.
Creativity and Critical Thinking Skills in School – Gary O DonnchadhaEduSkills OECD
This presentation was given by Gary O Donnchadha at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The document discusses linking technical and vocational skills development (TVSD) to national strategic initiatives to fuel economic growth and job creation. It outlines key aspects of Finnish vocational excellence including its focus on image, quality, relevance, employability, governance, flexibility, and lifelong learning. The document advocates for collaboration between national strategic initiatives, educational planning, and institutional strategies with a common goal of ensuring jobs. It also discusses potential paradigm shifts for the future of TVSD, including recognizing informal learning, schools serving as regional development centers, authentic learning experiences, and awarding learning regardless of location.
The document summarizes the key points of the European Agenda for Adult Learning. It outlines the rationale for adult learning in Europe due to skills mismatches and an aging population. It identifies priority areas for adult learning including making lifelong learning a reality, improving quality and efficiency, promoting equity and active citizenship, and enhancing creativity. Progress toward EU benchmarks on issues like early leaving, tertiary education rates, and adult learning participation is mixed. The vision for adult learning by 2020 emphasizes access, awareness, responsibility, and learner-centered outcomes.
GEW European Meet-up / Hendrik Halbe, HOPE, Netherlands Presentation (1 - Era...Endeavor_Turkey
The Erasmus Centre for Entrepreneurship was founded in 2008 to stimulate entrepreneurship at participating universities in the Holland Program on Entrepreneurship (HOPE). It coordinates various entrepreneurship events, education programs including bachelor/master courses and a student entrepreneurs program, conducts research, and provides support to startups through its Startup Campus program. The Centre aims to inspire, educate and support future entrepreneurs through its diverse activities and collaboration with partners in Rotterdam, Holland and Europe.
Naace Strategic Conference 2009 - Personalisation by Pieces - Dan Buckley, Di...Naace Naace
The document discusses personalised learning and proposes a model called "Personalisation by Pieces" (PbyP). Some key points:
- PbyP aims to make student progression clear through skills ladders that show how skills can be developed.
- It emphasizes peer and collaborative learning. Students' work would be shared online and peer-assessed.
- PbyP structures learning around lifelong competencies rather than subjects. Student learning and assessment is competency-based.
- Teachers act as advisors/mentors rather than solely "delivering" knowledge. Students have autonomy and choice in their learning.
The document discusses how international school partnerships through the British Council can help raise educational standards. Such partnerships focus on professional development, curriculum collaboration, policy dialogues, and student/teacher exchanges. This provides improved learning outcomes for students and increases participants' global skills and outlook. The British Council website offers resources for schools to connect with international partners and gain recognition for their global engagement.
Finnish Core Curriculum: New Approach to LearningTiina Sarisalmi
Core Curriculum of Basic Education:
- basic values and principles
- transversal competences
- changes in school culture
- implementation: challenges and possibilities
- October 2016
Johannes Lindner, Head, eesi Entrepreneurship Education Center and Initiative for Teaching Entrepreneurship, Austria, on Entrepreneurship Education Curricula
Lango - contexts and challenges: intercultural competence and multilingualism...Alan Bruce
Outling the scope, context and challenges of the LANGO EU project. The project (Language on the Go) created a mobile platform for dfitally suported language learning in 4 lesser used languages (Greek, Bulgarian, Russian and Bulgarian). Paper presented at final project conference in Sofia, Bulgaria on 6 December 2013.
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 barriers to lifelong learning and challenges for providers in engaging adult learners. It outlines several barriers including physical barriers like lack of time and money, as well as attitudinal barriers like low self-esteem and negative perceptions of education. Structural barriers also make it difficult, such as limited local opportunities and lack of qualifications. For providers, it is challenging to overcome these barriers through strategic approaches, flexible options, outreach programs, and recognizing prior learning. Practical actions include various marketing methods, enabling supports, partnerships, and valuing alternative learning experiences.
Similar to Education is the key to the 21st century (20)
This document discusses lifelong learning and aging. It notes that learning and aging are both processes that occur over time, not in space. It advocates moving beyond deficit views of aging and learning to more activating approaches. The document outlines Jumbo Klercq's work pioneering lifelong learning and active aging in Europe. It discusses innovations across generations and emerging competencies. Finally, it presents scenarios for the future of education, participation, and intergenerational connections depending on levels of government involvement, European integration, and attitudes toward aging.
This document discusses a project called 3C that aims to help older workers transition through different stages of their careers. It outlines the products created by the project, including a user manual and training guidelines. The manual contains exercises and is meant to be used in different learning contexts. The document describes piloting the manual in various partner countries and sectors. It also provides an outline for an upcoming conference to discuss the project and policy recommendations.
The document discusses intergenerational learning and projects. It notes that generations are defined by the decades they were born in and share histories and life experiences. Intergenerational projects aim to promote mutual understanding and knowledge sharing between generations. Such projects provide benefits to participating generations such as combating isolation, transferring skills and wisdom between age groups, and bringing communities together. The document explores potential topics and approaches for intergenerational learning projects.
The document discusses increasing participation in adult learning by removing barriers. It argues that all stakeholders have a role to play, but public authorities must lead the way by removing barriers, promoting demand, and focusing support on low-skilled individuals. This includes developing high-quality guidance systems with a learner-centered approach and targeted financial incentives to support local learning partnerships. Barriers to adult participation mentioned include cultural views of education, lack of family/social support, low self-esteem, prior education failures, lack of time, lack of motivation/awareness of benefits, lack of information, cost, and lack of learning support.
The document discusses several topics related to older workers on the Dutch labor market. It notes that the impact of an aging population will be felt starting in 2011, with certain sectors like care and education already experiencing staff shortages. The government has made early retirement less financially attractive to encourage more people to work until age 65, alleviating shortages. Employers see older workers as having advantages like experience while costing less in areas like training. Unemployment among older workers is rising due to the economic crisis.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
10. Need for lifelong learning Health, Wellbeing and Sport Education and Culture Social Affairs Decentralisation Learn & Work Formal learning Vocational training Non-formal learning
14. Adult learning + business development Intercultural Dialogue European Policy Generations together Digitalisation Profilation Visualisation Knowledge-management Inside and Outside The story behind practices
15. Decentralisation Health, Wellbeing and Sport Communities/ local authorities Housing, Planning & Sustainability Youth & Family Living, Work and Integration
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18. Learning as survival: finding the way out (Negt) By accident On the ground By experience By understanding
19. Why so many people are negative about learning? How to create good and no bad educators, how to avoid false control ? How to deal with learners and educators, who both experience the world in a different way?
26. Example of Practice Integration- project Curriculum active citizenship TTT homevisitsk TTT anit-agression TTT intercultural Taalguides Stimulating Active citizenship And VOLUNTARY WORK TTT Talentmanagement
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Editor's Notes
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12/05/10
12/05/10 The work is outlined by the members at the annual General Assemblies. The board works with influencing policy in the European Union. EAEA also trains project managers in coordinating skills, preparing managers to deal with European project work. This is done through annual training courses Another task is to act as a network between the members, enhancing european-wide cooperation, and offering information, training and other services EAEA is constantly involved in various projects, as a partner, coordinator or consultant. EAEA also works in cooperation with other european actors such as the social platform on various issues
12/05/10
12/05/10 EAEA works for the development of a lifelong learning society. According to us, learning is an activity you undertake throughout your life, both for professional and personal reasons. It includes improving your skills, improving your knowledge, and widening your understanding. We think that Europe cannot be sustained without a true inclusion of marginalised groups. It is not simply a question of compassion for the weak, but a question of the creativity level in a multicultural and diverse society To achieve this we need to improve access to learning spaces, develop outreach methods, challenge the traditional view on knowledge and learning, centering on the learner In the long rung this will provide the basis for active citizens, taking fate in their own hands, and participating in the building of a civil society
12/05/10 EAEA works with Adult Education, meaning education for anyone over the age of 16 EAEA works in the non formal sector, meaning education outside the Universities and the polytechnics The EAEA’s purpose is to link and represent European organisations, which are involved in adult learning. Its primary focus is NGOs whose principal aim is the education of adults, and it works where possible through national co-ordinating bodies for adult learning.