Nikolai Grundtvig was an influential Danish thinker who advocated for lifelong learning opportunities for all. The document discusses Grundtvig's ideas and their influence on the development of folk high schools in Nordic countries. It also summarizes the Socrates program, the European Union's education initiative that aims to promote lifelong learning, access to education, and skills development through transnational cooperation projects. Several specific Grundtvig projects are highlighted that brought together partners from multiple European countries to develop resources and increase understanding around topics in adult education.
Petra Ciprić participated in the youth initiative "CAMPUS SPACE JOURNEY" from June to November 2014 in Croatia. The initiative aimed to promote lifelong learning among youth. Activities included meetings, educational materials, and a 3-day workshop on astronomy. Petra helped with promotion, data analysis, and developing skills in communication, teamwork, initiative, and digital competence. She gained a greater appreciation for other cultures through interacting with youth from different areas. The experience supported Petra's personal and professional development.
This article summarizes an eTwinning project called "Nutri Fit Cruise" carried out by schools in Catalonia, Greece, and Poland. The project involved students living aboard a virtual ship, learning about healthy habits as they visited different islands. Students improved their English, developed ICT skills, and learned about nutrition, physical activity, and respect for other cultures. The collaborative project was supported by various web tools and received several awards. It helped students develop key skills while having fun learning about health and working with peers in other countries.
Nuorisotyön tunnustaminen on Euroopan laajuinen prosessi. Rita Bergstain Saksan SALTO Training & Cooperation -resurssikeskuksesta kertoi, millaisia eurooppalaisia prosesseja on meneillään nuorisotyön tunnustamiseksi ja kuinka nuoret voivat hyötyä osallistumisestaan eri aktiviteetteihin. Voiko nuorisotyön kautta opituilla asioilla esim. korvata kursseja tai saada lisäpisteitä kouluun pääsemiseen? Samalla kerrotaan Youthpass-työkalusta, jonka avulla Youth in Action -ohjelman hankkeissa opitut asiat voidaan tehdä näkyviksi ja esitellä esim. työnhaussa.
CEMEA is a non-profit organization that promotes democratic values through non-formal education. It began in France in 1936 and now operates in 29 countries. CEMEA del Mezzogiorno is the Italian branch based in Rome, working with disadvantaged youth through activities like international mobility projects, training, and community development. It aims to provide opportunities for self-improvement to all individuals and support participation, intercultural exchange, and active citizenship, especially for those with fewer opportunities.
IRZL is a non-profit organization in Poland that promotes education, employment, culture, and the environment. It organizes language and vocational courses for adults and unemployed individuals. IRZL also partners with schools and provides career counseling. The organization has received grants from the European Commission and Polish Structural Funds to support its education, training, and anti-unemployment programs. It collaborates internationally on projects related to lifelong 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.
Youthpass - mobility of youth workers - essentials of advanced interpersonal ...Ádám Rahmi
Adam Rahmi, a youth worker from Hungary, participated in a training course called "Essentials of Advanced Interpersonal Skills" from March 12-20, 2016 in Felsőtárkány, Hungary. The training course aimed to improve communication techniques and lobbying skills for 25 youth workers from various European countries. Through activities focused on interpersonal skills and communication styles, Adam developed his sense of initiative, entrepreneurship, and cultural awareness of other European youth. He assessed gaining experience in non-formal education techniques and applying concepts like Nonviolent Communication.
Mariachiara Poggi participated in a European Voluntary Service project in Faro, Portugal from March 2015 to March 2016. During her time there, she helped organize environmental events and workshops, conducted scientific fieldwork, and created educational materials. She gained experience in project management, improved her communication skills in Italian, English, and Portuguese, and enhanced her digital and intercultural competencies. The voluntary service helped Mariachiara develop personally and professionally, allowing her to better understand her role as a citizen in Europe.
Petra Ciprić participated in the youth initiative "CAMPUS SPACE JOURNEY" from June to November 2014 in Croatia. The initiative aimed to promote lifelong learning among youth. Activities included meetings, educational materials, and a 3-day workshop on astronomy. Petra helped with promotion, data analysis, and developing skills in communication, teamwork, initiative, and digital competence. She gained a greater appreciation for other cultures through interacting with youth from different areas. The experience supported Petra's personal and professional development.
This article summarizes an eTwinning project called "Nutri Fit Cruise" carried out by schools in Catalonia, Greece, and Poland. The project involved students living aboard a virtual ship, learning about healthy habits as they visited different islands. Students improved their English, developed ICT skills, and learned about nutrition, physical activity, and respect for other cultures. The collaborative project was supported by various web tools and received several awards. It helped students develop key skills while having fun learning about health and working with peers in other countries.
Nuorisotyön tunnustaminen on Euroopan laajuinen prosessi. Rita Bergstain Saksan SALTO Training & Cooperation -resurssikeskuksesta kertoi, millaisia eurooppalaisia prosesseja on meneillään nuorisotyön tunnustamiseksi ja kuinka nuoret voivat hyötyä osallistumisestaan eri aktiviteetteihin. Voiko nuorisotyön kautta opituilla asioilla esim. korvata kursseja tai saada lisäpisteitä kouluun pääsemiseen? Samalla kerrotaan Youthpass-työkalusta, jonka avulla Youth in Action -ohjelman hankkeissa opitut asiat voidaan tehdä näkyviksi ja esitellä esim. työnhaussa.
CEMEA is a non-profit organization that promotes democratic values through non-formal education. It began in France in 1936 and now operates in 29 countries. CEMEA del Mezzogiorno is the Italian branch based in Rome, working with disadvantaged youth through activities like international mobility projects, training, and community development. It aims to provide opportunities for self-improvement to all individuals and support participation, intercultural exchange, and active citizenship, especially for those with fewer opportunities.
IRZL is a non-profit organization in Poland that promotes education, employment, culture, and the environment. It organizes language and vocational courses for adults and unemployed individuals. IRZL also partners with schools and provides career counseling. The organization has received grants from the European Commission and Polish Structural Funds to support its education, training, and anti-unemployment programs. It collaborates internationally on projects related to lifelong 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.
Youthpass - mobility of youth workers - essentials of advanced interpersonal ...Ádám Rahmi
Adam Rahmi, a youth worker from Hungary, participated in a training course called "Essentials of Advanced Interpersonal Skills" from March 12-20, 2016 in Felsőtárkány, Hungary. The training course aimed to improve communication techniques and lobbying skills for 25 youth workers from various European countries. Through activities focused on interpersonal skills and communication styles, Adam developed his sense of initiative, entrepreneurship, and cultural awareness of other European youth. He assessed gaining experience in non-formal education techniques and applying concepts like Nonviolent Communication.
Mariachiara Poggi participated in a European Voluntary Service project in Faro, Portugal from March 2015 to March 2016. During her time there, she helped organize environmental events and workshops, conducted scientific fieldwork, and created educational materials. She gained experience in project management, improved her communication skills in Italian, English, and Portuguese, and enhanced her digital and intercultural competencies. The voluntary service helped Mariachiara develop personally and professionally, allowing her to better understand her role as a citizen in Europe.
Youthpass for Youth Exchange "Developing youth work in post conflict countrys...Adina Halilović
This document certifies that Adina Halilovic participated in a Youth Exchange project organized by the British Red Cross from June 26-July 3, 2013 in Derry-Londonderry, United Kingdom. The exchange involved 31 young people from Bosnia and Herzegovina, Macedonia, Ireland, Serbia, and the UK. As part of the project, participants engaged in activities to promote human dignity and peacebuilding such as a community fun day and panel discussion on migration. Halilovic helped plan and lead activities during the exchange and developed skills in communication, initiative, and cultural awareness.
This document certifies José Maria Texeira Bastos Vaz e Gala's participation in a year-long European Voluntary Service project in Turin, Italy from September 2014 to September 2015. As a volunteer, he worked at two daily centers assisting people with disabilities. During the project, he gained skills in Italian language, digital competence through creating blogs and websites, learning to learn through overcoming challenges, and social and civic competence from working with people with disabilities. The document outlines his individual learning outcomes and is signed by his mentor to confirm his participation and learning.
Raluca Maria Mihaila participated in a project called Erasmus+ Funding Opportunities for Youth, which was a Massive Open Online Course (MOOC) that took place from April 5th to June 1st 2015 in Brussels, Belgium. The project aimed to teach participants about the Erasmus+ Youth in Action program, youth exchanges, European Voluntary Service, and how to develop youth and youth worker mobility projects. Over 3,700 people from over 50 countries worldwide participated in the online course.
Beyond School Projects – A Report On E Twinning 2008 2009guest7c5a7d
This report provides an analysis of usage data and surveys of the eTwinning online platform from 2008-2009. Key findings include:
1. Monthly visits to the eTwinning portal increased over 300% from the previous year following the launch of a new platform. Daily member registrations and project registrations also increased substantially.
2. Over 65,000 teachers from over 53,000 schools across Europe have registered as members on the platform. On average, 1.3 teachers per school are registered.
3. Over 12,000 projects have been registered since 2005 involving over 28,000 teachers and 500,000 students. Nearly 11,000 teachers are currently involved in active projects.
4. In
"Think Young. Think Europe" newsletter: Are you up for Europe?Eva Likar
"Think Young. Think Europe." is a EC trainees' subcommittee aiming to
encourage meaningful conversation among trainees using Participatory Leadership processes: this session, we decided to focus the initiative on engagement with the EU.
We organised a one full day inter-institutional participatory event, attended by 120 trainees and officials.
We cooperated with European Commission DG EAC's initiative New Narrative for Europe,
with the European Economic and Social Committee.
This document discusses ways that online learning can be used for teacher professional development. It provides 7 strategies: 1) Conducting projects using eTwinning; 2) Blogging; 3) Using tools for education; 4) Participating in online events from eTwinning and Future Classroom Lab; 5) Accessing resources on the School Education Gateway; 6) Taking MOOCs and online courses; 7) Engaging with education-focused social media like Twitter chats and Facebook groups. Specific websites, platforms and hashtags are provided as examples for each strategy.
Mariami Mitaishvili, born in 1991 in Tbilisi, Georgia, participated in a European Voluntary Service project called "Your Chances - 5" from April 2013 to March 2014 in Sigulda, Latvia. The project was hosted by the organization Aicinājums Tev. Through the project, Mariami helped organize workshops and activities for clients of the organization. She improved her English, Russian, and learned some Latvian. The document certifies Mariami's participation and outlines the skills she gained in areas like communication, social competence, initiative, and cultural awareness through her voluntary work.
eTwinning is a framework for schools to collaborate on the Internet with partner schools in other European countries.
It promotes school collaboration in Europe through the use of Information and Communication Technologies (ICT) by providing support, tools and services to make it easy for schools to form short or long term partnerships in any subject area
EuroPeers. Young people share their thoughts on EuropeEuroPeers
The document discusses the EuroPeers project, which involves young people who have participated in EU youth programs sharing their experiences of Europe with peers. EuroPeers organize over 100 events annually in Germany to bring Europe to life for others. They aim to inspire youth participation in European opportunities and demonstrate how cultural diversity and social commitment can enrich lives. The premise is that those who have experienced Europe firsthand can best encourage others to do the same.
Ecole des Etoiles is a free, non-denominational kindergarten and primary school with branches in Brussels and Charleroi, Belgium. It was established in 2005 and 2006 respectively and currently has around 250 pupils in Brussels and 191 in Charleroi. The student body is diverse, with 54% Belgian or other backgrounds, 29% Moroccan, and 17% Turkish. The school aims to educate students to live harmoniously in a multicultural society through developing their intellectual, personal, and social skills. It focuses on language learning, sports, technology, and promoting its values of collaboration between parents, teachers, and students.
The document summarizes the key aspects of the e-Twinning program on its 5th anniversary. It provides definitions for each letter of the alphabet related to e-Twinning, including its aims, origins, concepts, duration, encouragement of cultural exchanges, friendship between schools, grants, hosts, innovation, joy, kits, quality labels, modules, news, ordinary announcements, participation benefits, resources, subjects covered, opportunities for teacher blogging, ways projects can be useful, opportunities for virtual tours, use of the wordle program, and focus on youth.
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.
Veselin Mihaylov, a citizen of Bulgaria, participated in a youth exchange from March 21-28, 2016 in Stenløse, Denmark with 65 young people from Bulgaria, Denmark, Greece, Hungary, Lithuania, Poland, and Romania. The exchange allowed participants to jointly design and carry out workshops, debates, and activities to develop skills and discuss socially relevant topics like hospitality and inclusion of refugees. Erasmus+ funded the exchange, which is an EU program aimed at improving youth employability, participation, and policy through education and training activities. Veselin contributed to group discussions on European models of hospitality and presented ideas to help include immigrants in communities. He developed communication, learning, social, initiative,
The document discusses eTwinning, a program that allows schools to collaborate online with partner schools across Europe. It promotes using technology to form short or long-term partnerships between students and teachers in any subject area. eTwinning helps develop digital skills and encourages international educational exchange. The document provides examples of how eTwinning is being used successfully in Sicily to connect students in different countries and cultures.
Nasza wolontariuszka Aleksandra spędziła przeszło 9 miesięcy na wolontariacie w ramach Programu Europejski Korpus Solidarności. Projekt pt. "Socially Engaged:Learn-Teach,Get-Give" finansowany był ze środków Komisji Europejskiej. Aleksandra realizowała działania w organizacji RATO-ASSOCIACAO PARA A DIVULGACAO CULTURAL E CIENTIFICA w Portugalli od sierpnia 2020 do maja 2021.
Education 2.2i - Before and After-moment for EducationHKITF
This document discusses the impact of technology on education and identifies a potential "before and after" moment with learning platforms. It notes that while technology has changed how people acquire knowledge and learn privately, it has not changed how education teaches in schools. The document advocates that digital learning platforms can help glue together educational technology investments and enable more personalized, learner-led education. It argues that choosing a learning platform should be led by cities rather than individual schools.
Marta Bilska participated in a year-long European Voluntary Service project in Opatija, Croatia from February 2015 to February 2016. She contributed to the Association Žmergo's mission of environmental preservation by managing social media, organizing ecological events, and assisting with other promotional activities. Through this experience, Marta developed skills in foreign languages, digital competence, social and civic engagement, and cultural awareness by living and working with an international team. She gained valuable experience in project management, teamwork, and community involvement.
This document summarizes a 2-year Erasmus+ project involving 4 schools from different European countries. The project aimed to help students become aware of cultural differences and develop skills for interacting across cultures. Students communicated in English and participated in exchanges to Sweden, Bulgaria, Italy, and within Catalonia. Teachers also participated in job shadowing exchanges. The project utilized various online platforms like Twinspace, blogs and wikis to collaborate and share resources like critical incidents describing cultural experiences. Mobility exchanges involved over 30 students and assessments found Twinspace useful but needing design and usability improvements.
Youthpass for Youth Exchange "Developing youth work in post conflict countrys...Adina Halilović
This document certifies that Adina Halilovic participated in a Youth Exchange project organized by the British Red Cross from June 26-July 3, 2013 in Derry-Londonderry, United Kingdom. The exchange involved 31 young people from Bosnia and Herzegovina, Macedonia, Ireland, Serbia, and the UK. As part of the project, participants engaged in activities to promote human dignity and peacebuilding such as a community fun day and panel discussion on migration. Halilovic helped plan and lead activities during the exchange and developed skills in communication, initiative, and cultural awareness.
This document certifies José Maria Texeira Bastos Vaz e Gala's participation in a year-long European Voluntary Service project in Turin, Italy from September 2014 to September 2015. As a volunteer, he worked at two daily centers assisting people with disabilities. During the project, he gained skills in Italian language, digital competence through creating blogs and websites, learning to learn through overcoming challenges, and social and civic competence from working with people with disabilities. The document outlines his individual learning outcomes and is signed by his mentor to confirm his participation and learning.
Raluca Maria Mihaila participated in a project called Erasmus+ Funding Opportunities for Youth, which was a Massive Open Online Course (MOOC) that took place from April 5th to June 1st 2015 in Brussels, Belgium. The project aimed to teach participants about the Erasmus+ Youth in Action program, youth exchanges, European Voluntary Service, and how to develop youth and youth worker mobility projects. Over 3,700 people from over 50 countries worldwide participated in the online course.
Beyond School Projects – A Report On E Twinning 2008 2009guest7c5a7d
This report provides an analysis of usage data and surveys of the eTwinning online platform from 2008-2009. Key findings include:
1. Monthly visits to the eTwinning portal increased over 300% from the previous year following the launch of a new platform. Daily member registrations and project registrations also increased substantially.
2. Over 65,000 teachers from over 53,000 schools across Europe have registered as members on the platform. On average, 1.3 teachers per school are registered.
3. Over 12,000 projects have been registered since 2005 involving over 28,000 teachers and 500,000 students. Nearly 11,000 teachers are currently involved in active projects.
4. In
"Think Young. Think Europe" newsletter: Are you up for Europe?Eva Likar
"Think Young. Think Europe." is a EC trainees' subcommittee aiming to
encourage meaningful conversation among trainees using Participatory Leadership processes: this session, we decided to focus the initiative on engagement with the EU.
We organised a one full day inter-institutional participatory event, attended by 120 trainees and officials.
We cooperated with European Commission DG EAC's initiative New Narrative for Europe,
with the European Economic and Social Committee.
This document discusses ways that online learning can be used for teacher professional development. It provides 7 strategies: 1) Conducting projects using eTwinning; 2) Blogging; 3) Using tools for education; 4) Participating in online events from eTwinning and Future Classroom Lab; 5) Accessing resources on the School Education Gateway; 6) Taking MOOCs and online courses; 7) Engaging with education-focused social media like Twitter chats and Facebook groups. Specific websites, platforms and hashtags are provided as examples for each strategy.
Mariami Mitaishvili, born in 1991 in Tbilisi, Georgia, participated in a European Voluntary Service project called "Your Chances - 5" from April 2013 to March 2014 in Sigulda, Latvia. The project was hosted by the organization Aicinājums Tev. Through the project, Mariami helped organize workshops and activities for clients of the organization. She improved her English, Russian, and learned some Latvian. The document certifies Mariami's participation and outlines the skills she gained in areas like communication, social competence, initiative, and cultural awareness through her voluntary work.
eTwinning is a framework for schools to collaborate on the Internet with partner schools in other European countries.
It promotes school collaboration in Europe through the use of Information and Communication Technologies (ICT) by providing support, tools and services to make it easy for schools to form short or long term partnerships in any subject area
EuroPeers. Young people share their thoughts on EuropeEuroPeers
The document discusses the EuroPeers project, which involves young people who have participated in EU youth programs sharing their experiences of Europe with peers. EuroPeers organize over 100 events annually in Germany to bring Europe to life for others. They aim to inspire youth participation in European opportunities and demonstrate how cultural diversity and social commitment can enrich lives. The premise is that those who have experienced Europe firsthand can best encourage others to do the same.
Ecole des Etoiles is a free, non-denominational kindergarten and primary school with branches in Brussels and Charleroi, Belgium. It was established in 2005 and 2006 respectively and currently has around 250 pupils in Brussels and 191 in Charleroi. The student body is diverse, with 54% Belgian or other backgrounds, 29% Moroccan, and 17% Turkish. The school aims to educate students to live harmoniously in a multicultural society through developing their intellectual, personal, and social skills. It focuses on language learning, sports, technology, and promoting its values of collaboration between parents, teachers, and students.
The document summarizes the key aspects of the e-Twinning program on its 5th anniversary. It provides definitions for each letter of the alphabet related to e-Twinning, including its aims, origins, concepts, duration, encouragement of cultural exchanges, friendship between schools, grants, hosts, innovation, joy, kits, quality labels, modules, news, ordinary announcements, participation benefits, resources, subjects covered, opportunities for teacher blogging, ways projects can be useful, opportunities for virtual tours, use of the wordle program, and focus on youth.
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.
Veselin Mihaylov, a citizen of Bulgaria, participated in a youth exchange from March 21-28, 2016 in Stenløse, Denmark with 65 young people from Bulgaria, Denmark, Greece, Hungary, Lithuania, Poland, and Romania. The exchange allowed participants to jointly design and carry out workshops, debates, and activities to develop skills and discuss socially relevant topics like hospitality and inclusion of refugees. Erasmus+ funded the exchange, which is an EU program aimed at improving youth employability, participation, and policy through education and training activities. Veselin contributed to group discussions on European models of hospitality and presented ideas to help include immigrants in communities. He developed communication, learning, social, initiative,
The document discusses eTwinning, a program that allows schools to collaborate online with partner schools across Europe. It promotes using technology to form short or long-term partnerships between students and teachers in any subject area. eTwinning helps develop digital skills and encourages international educational exchange. The document provides examples of how eTwinning is being used successfully in Sicily to connect students in different countries and cultures.
Nasza wolontariuszka Aleksandra spędziła przeszło 9 miesięcy na wolontariacie w ramach Programu Europejski Korpus Solidarności. Projekt pt. "Socially Engaged:Learn-Teach,Get-Give" finansowany był ze środków Komisji Europejskiej. Aleksandra realizowała działania w organizacji RATO-ASSOCIACAO PARA A DIVULGACAO CULTURAL E CIENTIFICA w Portugalli od sierpnia 2020 do maja 2021.
Education 2.2i - Before and After-moment for EducationHKITF
This document discusses the impact of technology on education and identifies a potential "before and after" moment with learning platforms. It notes that while technology has changed how people acquire knowledge and learn privately, it has not changed how education teaches in schools. The document advocates that digital learning platforms can help glue together educational technology investments and enable more personalized, learner-led education. It argues that choosing a learning platform should be led by cities rather than individual schools.
Marta Bilska participated in a year-long European Voluntary Service project in Opatija, Croatia from February 2015 to February 2016. She contributed to the Association Žmergo's mission of environmental preservation by managing social media, organizing ecological events, and assisting with other promotional activities. Through this experience, Marta developed skills in foreign languages, digital competence, social and civic engagement, and cultural awareness by living and working with an international team. She gained valuable experience in project management, teamwork, and community involvement.
This document summarizes a 2-year Erasmus+ project involving 4 schools from different European countries. The project aimed to help students become aware of cultural differences and develop skills for interacting across cultures. Students communicated in English and participated in exchanges to Sweden, Bulgaria, Italy, and within Catalonia. Teachers also participated in job shadowing exchanges. The project utilized various online platforms like Twinspace, blogs and wikis to collaborate and share resources like critical incidents describing cultural experiences. Mobility exchanges involved over 30 students and assessments found Twinspace useful but needing design and usability improvements.
This document is an invitation to journey inward toward spiritual wholeness and outward to serve others. It discusses the Christian tradition of pilgrimage as a journey of faith. At the center of God's vision is the restoration of all creation to harmony and relationship. As disciples of Christ, we are called to lay down self-centered lives and journey toward God's presence through spiritual transformation and acts of service.
Dis - E-learning in the language classroomMartin Sankofi
The document discusses using e-learning tools in language classrooms. It introduces various web 2.0 tools like polls, surveys, mind mapping, blogging, Flickr, and Moodle that can be used for collaboration, project-based learning, and communication. Examples are given for how each tool can be implemented, such as using polls to decide class readings or blogs for students to document field trips. The goal is to inspire language educators to incorporate technology and reduce anxiety around digital tools.
This short document introduces Wayne Rooney and provides 3 brief details about him: he won an award in 2007 for a Seoul drama, the title of the drama was "My loneliness", and Kim Tae hee also starred in the drama.
The document provides information about advertisements and logos. It discusses how logos help distinguish companies from their competitors by creating a strong and recognizable visual identity. Logos are symbols that often include a company's name or initials. They establish a visual identity for a company just as groups express identities through fashion and style. Logos need to consider different cultural meanings of colors. Famous logos like Coca-Cola are instantly recognizable worldwide. Logos can inspire loyalty by influencing the subconscious and are used in advertising campaigns to promote a company's image.
Ever hire someone and have it “just not work out”? How long did that take to figure out? Weeks? Days? Before your morning coffee?
Hiring, firing and retention are some of the most difficult tasks that a business faces. And we all make mistakes. The tech industry is currently in the middle of a competitive hiring bubble and it’s really hard to find good people. It’s even harder to retain them. So how do you find good people, and keep them?
We’ll show what mistakes we’ve made in our combined 30 years in open source and tech.
This document discusses computational complexity and simulation of rare events in Ising spin glasses using hierarchical Bayesian optimization algorithm (hBOA). It analyzes running times of hBOA on different classes of spin glasses with varying coupling distributions and dimensions in a statistical manner. The analysis shows that hBOA scales up well for all tested classes, with running time growing polynomially with system size. A smooth transition is observed as the coupling distribution is varied.
Oolinnguaq and Knud Peter are from Illorsuit, Greenland. They attend school in Uummannaq and enjoy listening to music by Enok Poulsen. Their favorite film is about Greenlandic Inuit wrestling.
Search engines are designed to help users find information on the internet and other systems by reducing search times and limiting results to relevant information. They work by querying information sources, ranking results by relevance, and indexing accumulated data. The most popular search engines today are Google, Yahoo, MSN, AOL, and Ask. Search engines have changed how people research by providing convenient access to information online and saving users time compared to traditional library research.
This document discusses interactive installation art and the use of software engineering in such artworks. It provides examples of interactive art installations that utilize digital technology and software to control sensors, incorporate environmental parameters into music/light, maintain archives, and present the artwork online. Developing the software for these complex interactive artworks requires involving programmers and addressing software engineering issues like requirements, architecture, validation, and tools. The document also gives simple code examples in Processing and discusses how software engineering can be useful in education, fostering innovation, and tailoring existing SE theories and methods to the needs of the art domain.
Used by 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/grundtvig/success-stories_en.pdf
The document summarizes the activities of the Association "Marie Curie", a non-profit organization founded in 1997 that focuses on supporting disabled and disadvantaged groups through vocational training, counseling, tutoring, and research programs. It aims to promote social responsibility, disability awareness, equality, and positive attitudes towards people with disabilities. Some of its achievements include training programs tailored for target groups, national and EU campaigns and conferences, mentoring programs in the workplace, and lobbying for best practices. It has national and international partners across Europe and has participated in several EU lifelong learning programs to enhance education and training across member states.
Opening pathways for access, inclusion, flexibility and quality dublin irelan...Ebba Ossiannilsson
This document discusses open educational resources (OER) advocacy in different regions. It provides information on:
1) The current status of OER in China, including how OER was initiated in 2012 by the Ministry of Education to improve access and equity in education across regions.
2) The current status of OER in Europe, noting a lack of strategic policy support and awareness/concerns around copyright and quality. It then discusses specific initiatives and policies regarding OER in Germany, Slovenia, Sweden, and the UK.
3) The current status of OER in the United States, highlighting increased access through open textbooks and degree pathways without commercial content, as well as initiatives to increase inclusion and success through
This document provides information about international collaboration opportunities in Europe through various programs, including:
- The Erasmus program which facilitated over 200,000 student and teacher exchanges between 2009-2010.
- eTwinning, an online platform that connects over 200,000 teachers across Europe for collaborative projects.
- The Comenius program which invested €7 billion in European education and training between 2007-2013.
It then discusses the eTwinning program in more detail, outlining how it allows teachers and students to connect online, collaborate on projects, and develop international partnerships. Professional development opportunities for teachers through workshops and conferences are also summarized. Finally, it discusses other European programs that support vocational education and
This document provides information about international collaboration opportunities through various European Union programs, including Erasmus, eTwinning, Comenius, and programs in the United States. It then discusses the eTwinning program in more detail, including how it allows teachers and students to connect online, collaborate on projects, and share ideas across Europe. The presentation concludes with questions about similar programs in the US and opportunities for teacher recognition.
Oer camp 10dec2021_oer - a new social contract for learning throughout the li...Ebba Ossiannilsson
This document provides a biography and background information on Professor Ebba Ossiannilsson from Sweden. It outlines her extensive experience in open and online learning as an independent consultant working with organizations like the European Commission, UNESCO, and ICDE. It also briefly describes some of ICDE's work promoting open educational resources through initiatives like the Francophone Expert Working Group and ENCORE+ project.
The document summarizes activities from an eTwinning event held in Bologna, Italy on October 21, 2011. It discusses the hosting institution, Istituto di istruzione Superiore Aldini Valeriani, and thanks partners from Pinneberg. It also mentions an eTwinning project between the hosting school and a school in Wroclaw, Poland, involving teacher and student exchanges in electrotechnics and automation. Finally, it recognizes funding from the Emilia Romagna region that supported partnership activities through family collaboration.
My presentation at ESUD CIESUD2023, 23 October 2023 on Innovation and Quality in Online Learning within the Conference theme on
Quality Distance Education, Public Policies, Governance https://esud2023.ufms.br/?page_id=719https://esud2023.ufms.br/?page_id=719
Enabling legislation to support Open Education in European policyPaul Bacsich
Using recent experience from VISCED, the POERUP project proposes an approach of how to map OER/OEP policy recommendations into the structure of the EU's Rethinking Education policy document released in late November 2012
The document discusses a European strategy for implementing informal learning spaces for adults called the ALICE project. It summarizes that the project aims to:
1) Train trainers to develop educational innovations that promote lifelong learning opportunities for adults.
2) Use intergenerational learning through creative experiences like art, storytelling and games to help adults acquire key competencies and skills.
3) Empower alliances between organizations to create spaces for intergenerational creative activities that improve adult participation in learning.
This lecture is part of the HUMANE Winter School hosted by the Barcelona School of Management in March 2024.
HUMANE (https://www.humane.eu) is Europe’s international network of higher education professionals. It aims to build global networks of professionals, foster innovation in higher education services and drive professional excellence in higher education management.
This lecture addresses the following questions:
1. What are the drivers of the internationalisation of higher education?
2. What are the benefits of internationalisation?
3. How has internationalisation led to the commercialisation of higher education in Anglophone countries?
4. How are the factors shaping the internationalisation of higher education changing?
It uses the University of Limerick's new "Action through Partnership: Global Engagement Strategy 2023-28" to illustrate the challenges and trade-offs when trying to balance internationalisation with a commitment to sustainable development and global social justice.
The document discusses a multiplier event called DI4ALL.eu that will take place in February 2024 in Vilnius, Lithuania. It is an ERASMUS+ project coordinated by Ebba Ossiannilsson from Sweden and partners from the Lithuanian College of Democracy. The event will focus on improving key competencies and skills of young people through quality improvements and digital inclusion in education. It will also improve teacher competencies in promoting digital inclusion and tackling disinformation.
Lifelong learning is the concept that learning should continue throughout a person's life across formal and informal contexts. International organizations like UNESCO, the OECD, and the EU have promoted lifelong learning as important for both personal and economic reasons. Lifelong learning encompasses learning from childhood through old age through formal education as well as informal learning experiences. Key aspects of lifelong learning include learning to know, learning to do, learning to live together, and learning to be as outlined in the Delors report. Information literacy is also closely related to lifelong learning as it enables people to learn independently throughout their lives.
This document discusses a workshop on information literacy in education and policy actions, with a focus on the school sector. It provides an overview of information literacy, its importance in education systems and lifelong learning. It recognizes that while some European countries have information literacy strategies, clearly formulated national policies are still needed. The document proposes recommendations for national information literacy development strategies, including establishing European standards, identifying stakeholder roles, and supporting efforts at the local level. It encourages participants to discuss and finalize the recommendations to stimulate further action in developing information literacy.
This document summarizes findings from study visits in 2008-2009 related to developing key competences in education and training, with a focus on communication in foreign languages and social/civic competences. Some common approaches identified across countries included early foreign language learning starting in pre-primary levels, using various models of language delivery (separate subjects, bilingual programs, CLIL), and recognizing the value of the Common European Framework of Reference. Challenges included the need for effective organization at all levels and well-trained teachers. Examples of good practices sharing experiences across practitioners and policymakers were identified.
A presentation made at the 4th COIL conference at SUNY, New York on 6-7 June 2012. The presentation about the European INTENT project was part of a joint session about online exchanges in education: The Expanding Globally Networked Landscape: Soliya, iEARN and INTENT
http://coil.suny.edu
Promoting public policies and multinational organizations for distance educat...icdeslides
Theme
The theme chosen for the Conference is “Mobilizing Distance Education for Social Justice and Innovation”, that is to say, contributing to mobilize Distance Education in its many modalities and forms, to build and transfer knowledge aimed at achieving valuable goals for societies that defend innovation and social justice.
The conference thus addresses one of the current priorities of international bodies such as the UNESCO’s “Education for All”, the OEI’s “Educational Goals XXI” and the European Union’s “Horizon Program 2020”, all of them geared to innovating to achieve intelligent, safe and inclusive societies.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Education Projects
1. Adult Education
the pathway to the
“Europe of Knowledge”
GRUNDTVIG
- a success story -
July 10, 2009 G & D Chirlesan
2. Who was Grundtvig?
• Nikolai Frederik Severin Grundtvig (1783-1872), a
Danish clergyman and writer, is regarded as the ideological
father of popular and adult education.
• He advocated 'life enlightenment', aimed at giving each
individual, regardless of age or background, the
opportunity to learn throughout life.
• The objective of learning was twofold, to give personal
fulfillment to the individual and to ensure the active
participation of all citizens in public life.
• As a learning method, Grundtvig advocated the use of
dialogue and the spoken word.
• He further believed that teaching should be based on and
relate to real-life experiences and not abstract matters.
• These ideas inspired the creation of the Nordic folk high
schools.
July 10, 2009 G & D Chirlesan
3. Today’s challenges
• In a world of relentless change, it is
increasingly important to build up
knowledge in order to acquire useful
skills, to get a job, or simply for personal
fulfillment.
• Education today is more and more a
lifelong process.
process
• Learning and training no longer means
only what goes on in school or university,
but also in less formal environments and
at any time of life.
July 10, 2009 G & D Chirlesan
4. European
added value
• A key feature of Europe, which is often
Europe
mentioned, is its diversity.
diversity
• This is particularly true in the area of
education, where systems and practices
vary enormously from one country to
another.
• This diversity is a source of enrichment
for everyone and offers fertile ground for
innovation and the quest for quality.
quality
• Together we can be stronger and more
creative.
July 10, 2009 G & D Chirlesan
5. The objectives of
Socrates
• Socrates is Europe’s education programme and
involves around 30 European countries.
• Its main objective is precisely to build up a
Europe of knowledge and thus provide a better
response to the major challenges of this new
century:
– to promote lifelong learning,
– encourage access to education for everybody,
– help people acquire recognised qualifications and skills.
• In more specific terms, Socrates seeks to
promote language learning, and to encourage
mobility and innovation.
July 10, 2009 G & D Chirlesan
6. Everyone is concerned…!
• Socrates targets all the members of the education
community, and this truly means everybody:
– pupils during compulsory schooling, students, people
– the young and the not so young alike wishing to return to
learning;
– teachers being trained or in service;
– ancillary, administrative and managerial staff involved in
education;
– educational establishments of all types;
• but also all external interested parties:
– civil servants and decision-makers;
– local and regional authorities;
– parents’ associations;
– the social partners;
– the business sector;
– associations and NGOs.
July 10, 2009 G & D Chirlesan
7. Common priorities
• Whatever the target groups and whatever the type of
project, Socrates sets out to stress the multicultural
character of Europe as one of the cornerstones of active
citizenship.
• It supports the education of the least advantaged groups of
people.
• It endeavors to counter social exclusion and
underachievement at school.
• It promotes equal opportunities for women and men
irrespective of circumstances.
• It sets great store by the new information communication
technologies (ICT).
• It encourages the learning of the different European
languages, and innovation in education.
July 10, 2009 G & D Chirlesan
8. Cooperation
• Socrates advocates European cooperation in all areas of
education.
• This cooperation takes different forms:
– mobility (moving around Europe)
– organising joint projects
– setting up European networks (disseminating ideas and good practice)
– conducting studies and comparative analyses.
• In practice, Socrates offers people grants to study, teach,
undertake a placement or follow a training course in another
country.
• It provides support for educational establishments to organise
teaching projects and to exchange experiences. It helps
associations and NGOs in organising activities on educational
topics, etc.
• One golden rule must be respected: only activities which have a
European dimension based on transnational cooperation
may receive financial assistance.
July 10, 2009 G & D Chirlesan
9. School
in the broad sense
• Socrates targets all forums of learning
irrespective of level, ranging from nursery
school to university.
• This includes adult education, which
education
often involves more informal pathways.
pathways
• Educational establishments cannot
fulfil their mission behind closed doors and
must open up to new ideas and
practices, e.g. by building up
practices
partnerships with establishments in other
countries or working with the various
players of civil society.
July 10, 2009 G & D Chirlesan
10. GRUNDTVIG
Adult education
and other
educational
pathways
July 10, 2009 G & D Chirlesan
11. What is GRUNDTVIG?
The purpose
of this action of Socrates is
to enhance
adult education provision
by means of European co-
operation.
July 10, 2009 G & D Chirlesan
12. A policy of
lifelong learning
• The Grundtvig action is part of the European
Commission’s aim of promoting a policy of lifelong
learning, at European level as well as in each of the
participating countries.
• It comprise all levels and sectors of adult learning
(general, cultural and social).
• In addition to learning that takes place within the formal or
non-formal system, it also comprise learning that takes
place on a more informal basis, such as autonomous
basis
learning.
• The Grundtvig action addresses a great variety of subject
areas and educational providers.
• It complements and interacts with other actions within
Socrates and with other programmes, such as Leonardo
da Vinci, to cover the whole spectrum of lifelong
Vinci
learning.
learning
July 10, 2009 G & D Chirlesan
13. Aims…
• Promoting the development of concrete
products and valid results which will be
of use in several participating countries (if
possible, throughout Europe)
• Promoting European co-operation
between bodies providing adult education
• Contributing to improving the quality of
teacher training relating to persons
involved in the teaching of adults
• Furthering the debate on lifelong learning
and contributing to the dissemination of
good practice.
practice
July 10, 2009 G & D Chirlesan
14. Implementation…
• Grundtvig 1 – Transnational
cooperation projects
• Grundtvig 2 - Learning partnerships
• Grundtvig 3 - Mobility for training of
educational staff
• Grundtvig 4 - Networks
July 10, 2009 G & D Chirlesan
15. Our experience…
• We started this exciting adventure in 1998
• We’ve been as “new born babies”,
coordinating a Grundvig 1 TCP – ENVIRAE
• Even the Commission representatives at
the time, have been curious how (if…?) we
will be able to develop and to implement
the project
• We’ve been…!!!
• It was a true success: all the tasks
fulfilled, in time, with good impact and
efficient use of the money.
July 10, 2009 G & D Chirlesan
16. ENVIRAE
DEVELOPMENT OF AN ADULT
EDUCATIONAL STRUCTURE
ABLE TO PROMOTE THE
PROTECTION OF THE
ENVIRONMENT.
A “SOCRATES - ADULT EDUCATION” PROJECT
71169-CP-1-1999-RO-ADULT EDUC-ADU
July 10, 2009 G & D Chirlesan
17. Curriculum…!!!
Short courses
booklets, folders
(leaflets), posters
Adults, give a clean world to your children !!!
Methodological VIP's
Guide
seminaries
About us… advertising
clips
Exhibition
Final Report
CD-ROM TV series
(*.pdf)
July 10, 2009 G & D Chirlesan
18. Growing fast…
• In the year of 2000 we’ve been
involved in another Grundtvig 1
project:
“The Way to United Europe”
• Coordinator: St. Cyril and St.
Methodius University of Veliko
Turnovo, Bulgaria
July 10, 2009 G & D Chirlesan
19. Outcomes of the
“Way to United Europe”
• better understanding of how the idea of a United
Europe emerged and what the European Union
is;
• the development of a sense of shared European
identity;
• knowledge of individual European cultures;
• higher educational standards and more
opportunities for professional fulfillment for the
two target fgroups;
• CD‑ROM materials with multimedia information
on all partner countries;
• a website;
• 15 trained adult learners;
• 15 2009 trained specialised teachers;
July 10,
fully G & D Chirlesan
20. 2001: a fruitful year…
• Two Grundtvig 1 TCP approved…!
• Both of them going deep inside the
background of Adult Education,
addressing ambitious aims
• Large partnerships, generous
budgets, “high level” outcomes
• Difficult tasks, “time-consuming”
management
July 10, 2009 G & D Chirlesan
21. EUPECO
• European Pedagogical College
in Adult Education and Training
• 90403-CP-1-2001-RO-GRUNDTVIG-G1
• 50387-IC-4-2000-1-RO-ERASMUS-
EPS-1
• General Aim: To develop an adult
education structure which to be able
to provide a Diploma with European
Recognition in ADULT Pedagogy.
Pedagogy
July 10, 2009 G & D Chirlesan
23. ECTS in LLL
• ECTS-LLL - European methodology
for accreditation of prior experiential
learning in Lifelong Learning
• 90642-CP-1-2001-1-UK
GRUNDTVIG-G1
July 10, 2009 G & D Chirlesan
24. General Objectives…
The promotion of adults individual demand for
lifelong learning through the recognition of
skills and accreditation of prior experience and
learning.
Improving the supply of lifelong learning
appropriate to the necessary expansion of
continuing education & training.
The development and testing of a flexible
accreditation and certification system based on
the European Credit Transfer System [ECTS]
for lifelong learning.
Development of appropriate documentation
and training resources.
July 10, 2009 G & D Chirlesan
25. AGREED OUTPUTS (1) …
No. OUTPUTS TARGET GROUPS
1. A developed Policy makers in order to shape policy at both
methodology for European and National Levels
the recognition of
skills and
accreditation of prior
experiential learning.
2. A validated set of A Community of Practice comprising:
tools & procedures Adult Education providers (formal, non-
for 4 professional formal and informal);
profile areas (Law, Universities carrying out research and
Management of curriculum development and providing
Schools, Nursing and educational opportunities for adult learners;
Computer
all users;
Technology)
3. A scientific Universities carrying out research and
evaluation of the curriculum development;
process of piloting Adult Education providers (formal).
across the The wider scientific community.
partnership
July 10, 2009 G & D Chirlesan
26. AGREED OUTPUTS (2)…
No. OUTPUTS TARGET GROUPS
4. Web-based Users and providers linked to the partners and
training also for an ECTS-LLL network to be
resources for an established after the end of the project to
ECTS-LLL network assure sustainability.
5. A final report European Commission and SOCRATES
National Agencies.
Governments and agencies of European
Countries.
Potential members of the proposed ECTS-LLL
network.
July 10, 2009 G & D Chirlesan
27. Another one…
Adult Learning in Environment
Related Themes
– phase 2 (ALERT-2)
•101067-CP-1-2002-1-UK –
GRUNDTVIG-G1
July 10, 2009 G & D Chirlesan
28. Outcomes…
• a summary document setting out the
environmental issues faced by Europeans
and the citizen’s role
• materials describing practical actions to
reduce household environmental impacts and
costs, in a pictorial form;
• an advice resource highlighting national
differences which enables learners to act as
mentors for others
• information for adult education tutors,
community workers, journalists and others to
enable and encourage them to use outputs 1-3.
July 10, 2009 G & D Chirlesan
29. Community Centres promoting
Sustainable Living
• The proposed three-year project aims to
initiate, in each participating country,
community centres that bring together the
synergistic efforts of formal educational
institutions, NGOs, local councils and
adults to promote sustainable living in
their respective communities.
• This will be achieved by exploring specific
community needs and by designing
programmes that respond to these
requirements.
July 10, 2009 G & D Chirlesan
30. SOCRTAES /
Grundtvig 2 project
Modern Evaluation Tools
For Adult Education And
Training
[MODETA]
July 10, 2009 G & D Chirlesan
31. General objectives…
• To put in common the actual knowledge and
experience of different European countries, in
adult evaluation.
• To improve the existing background related to
adults evaluation (methods, techniques, tools).
• To develop and to offer modern learning
materials for the teachers/trainers/educators in
the field of adults evaluation.
• To share new didactic and pedagogical
approaches in adult education.
• To produce a set of evaluation instruments for
adult education.
July 10, 2009 G & D Chirlesan
32. What we actually
achieved…?
• European spirit & dimension…
• European added value …
• European partnerships and networks
• European inputs in our education
• European quality and standards…
• European vision…
• European FRIENDS…
FRIENDS
EUROPE IN OUR HEART AND MIND !!!
July 10, 2009 G & D Chirlesan