This document discusses several projects related to quality assurance and self-assessment in higher education institutions. It summarizes the specific objectives of three projects: 1) Developing a university self-assessment framework and establishing infrastructure for effective self-assessment processes in Armenia. 2) Developing and adjusting quality assurance systems in partner countries to be internationally comparable. 3) Establishing a quality assurance agency and standards in Turkmenistan based on European standards. It also outlines the work packages, activities, timelines, and financial considerations of the projects.
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Acknowledgment: This research has been co‐financed by the European Regional Development Fund of the European Union and Greek national funds through the Operational Program Competitiveness, Entrepreneurship and Innovation, under the call RESEARCH – CREATE – INNOVATE (project code:T2EDK-04180).
Beyond Diplomas: Mapping New Forms Of Qualification Recognition At European U...Web2Learn
Presentation by Mariana Ziku and Katerina Zourou at the ePIC conference 2021 ("Building a culture of recognition") https://epic.openrecognition.org/?lang=fr
Acknowledgment: This research has been co‐financed by the European Regional Development Fund of the European Union and Greek national funds through the Operational Program Competitiveness, Entrepreneurship and Innovation, under the call RESEARCH – CREATE – INNOVATE (project code:T2EDK-04180).
Track 13 - Engineering and technological learning in educational and professional contexts
Authors: Natércia Lima, Joaquim Alves and Gustavo Alves
https://www.youtube.com/watch?v=mQ8RttZrDz4&index=3&list=PLboNOuyyzZ87-gGeuVN46ybC0Xl0-pDUu
3.2 Implementation of DS: LAU Experience and ApproachLEBPass Project
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Presented by: Dr. Diane Nauffal, Lebanese American University (LAU), Lebanon
3.2 Implementation of DS: USEK Experience and ApproachLEBPass Project
3.2 Revised institutional policies and procedures within Lebanese Partner Institutions
Presented by: Randa Al Chidiac, Holy Spirit University of Kaslik (USEK), Lebanon
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Track 13 - Engineering and technological learning in educational and professional contexts
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https://www.youtube.com/watch?v=mQ8RttZrDz4&index=3&list=PLboNOuyyzZ87-gGeuVN46ybC0Xl0-pDUu
3.2 Implementation of DS: LAU Experience and ApproachLEBPass Project
3.2 Revised institutional policies and procedures within Lebanese Partner Institutions
Presented by: Dr. Diane Nauffal, Lebanese American University (LAU), Lebanon
3.2 Implementation of DS: USEK Experience and ApproachLEBPass Project
3.2 Revised institutional policies and procedures within Lebanese Partner Institutions
Presented by: Randa Al Chidiac, Holy Spirit University of Kaslik (USEK), Lebanon
Programs infuses Bachelor's Degree and Practical Experience in Collegejasonw93
The purpose of this article is to highlight degree programs in colleges, namely the computer and software degree programs at Centennial College. The article focuses on the importance of applied learning and how Centennial connects the theoretical knowledge to real work issues, through group projects.
Work based learning in central eastern european countriesOECD Berlin Centre
Presentation by Marieke Vandeweyer | Senior Policy Analyst - VET Adult Learning, OECD Centre for Skills
for the OECD Berlin Centre and IAB Webinar, 18 March 2021
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Subject-specific International Accreditation for Technical ProfilesLvivPolytechnic
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The project "Development and Implementation of a Program Advancing Research Education and Exploitation for the Support of National Innovation Systems" aims to reinforce the universities’ capability of exploiting their research, while opening their results to industry in order to promote innovation. The exploitation of research is dealt with from two perspectives: how can universities improve the quality and quantity of their research publications to benefit industry? And how can a better knowledge transfer in the domains of research and innovation take place between university and industry?
PARENIS develops a two phased program over three years. The first phase implements five research methodology courses for Master and PhD programs. These courses are focused on enhancing master and PhD students’ capabilities of doing and writing good research. Lecturers from PC universities are involved in the training process to be able to continue to teach the new courses beyond the project lifetime. The subsequent mobility phase enables students to integrate European research teams to learn more about how to put the methodologies into practice.
In the second phase, PARENIS creates mechanisms and procedures to intensify research collaborations between academia and industry. It initiates innovation labs to create a space in which universities and enterprises identify opportunities for joint research and define agendas for collaborative work. Beside the innovation labs, the project launches offices for research exploitation and marketing to ensure a permanent university-enterprise linkage. The EU institutions train the partner universities staff who will be in charge of operating the offices.
Submission Deadline The full report including Question 1 to 4.docxhanneloremccaffery
Submission Deadline:
The full report including Question 1 to 4 as 1 document not exceeding 2500 words in total should be handed-in electronically through Turnitin by:
Organisational Scenario:
Additional Waitemata Harbour Crossing Study
New Zealand Transport Agency (NZTA) prepared the business case looking at a range of public transport options, including heavy rail. The Transport Agency and Auckland Transport is working together on this part of the project, including any necessary route protection for public transport.
In 2013, the Government announced its support for a tunnel in preference to a bridge, to work in conjunction with the existing Auckland Harbour Bridge. The preferred route for the additional crossing is a tunnel running underground just south of the Onewa Road interchange on the North Shore and reach the isthmus at depth under Westhaven Marina. An additional crossing is likely to cost between $4 billion and $6 billion, and is likely to be needed between 2025 and 2030.
The creation of an additional harbour crossing to carry the bulk of SH1 traffic offers flexibility for the transport system to evolve over time and maximise benefits of infrastructural investment. The existing harbour bridge, for example, could be used to extend the Northern Busway into the CBD.
https://at.govt.nz/about-us/reports-publications/waitemata-harbour-crossing-study/
Assignment Requirements:
As an engineering management consultant you are required to prepare a risk management report about Additional Waitemata Harbour Crossing.
The aim is to achieve an understanding of the risk management process, tools and techniques. You are required to follow the risk management process specified in “Risk Management: AS/NZS 4360:2004”.
Figure 1: The risk management process (Adapted from Standards New Zealand, 2004)
Question 1 Project Context:
Critically analyse the project context (from a risk management perspective). Provide a summary of the project context in report format, suitable as a briefing for key stakeholders.
Question 2 Risk Identification:
Identify the risks of the proposed project. Produce an overall summary of risks identified and categorised the risks into main categories, such as technical, external, organisational, and project management. You should identify at least 10 risks.
Question 3 Risk Analysis and Evaluation:
Choose one major identified risk from each category (four risks in total), fully analysis and evaluate each risk using either a qualitative or quantitative analysis method.
Question 4 Risk Treatment:
Examine the best way of treating your chosen four risks from Question 3. Develop and present a fully detailed Risk Treatment Plan, justifying the reasons for your treatment choices.
Data Sources
Under no circumstances should you approach the agencies or any of the parties involved in the project for any reason.
Appropriate Secondary Data Sources
It is suggested that secondary data sources are extensively utilised e.g.
2. Consortium:
P1 Applicant - Koblenz-Landau University P9 - Vanadzor branch of State Engineering
Koblenz, Germany University of Armenia
P2 Partner - ASIIN Consult GmbH Vanadzor, Armenia
Düsseldorf, Germany P10 - Gyumri State Pedagogical Institute
P3 – Link Campus University of Malta after M. Nalbandyan
Roma, Italy Gyumri, Armenia
P4 - Wrocław University of Technology P11 - State Engineering University of
Wrocław, Poland Armenia (Polytechnic)
P5 - Université du Maine (Le Mans University) Yerevan, Armenia
Le Mans, France P12 - National Center For Professional
P6 - Yerevan State Academy of Fine Arts Education Quality Assurance
Yerevan, Armenia Yerevan, Armenia
P7 - Yerevan State University P13 - Ministry of Education and Science
Yerevan, Armenia Yerevan, Armenia
P8 - Yerevan State Medical University
Yerevan, Armenia
3. Specific objectives of the project
• To develop a university self-assessment framework
• To train the staff responsible for effective university
self-assessment processes
• To establish a necessary infrastructure for effective
university self-assessment
• To promote student involvement in university self-
assessment processes
• To make the self-assessment mechanism an
integral part of university functioning
• To make the result public for further application and
elaboration
4. PICQA Promoting Internationalization and
Comparability of Quality Assurance in Higher Education
Specific objectives of the project
The project aims at developing new and at adjusting
existing models for external quality assurance sys-
tems in higher education in the partner countries
which are acceptable and comparable regionally and
internationally. The competences of HEIs in the
partner countries in external and internal quality
assurance will be developed in order to prepare
them for applying its methods and instruments.
5. DEQUE Development of Quality Assurance
System in Turkmenistan on the Base of Bologna Standards
Specific objectives of the project
• To develop standards, formal procedures and
associated instructions for the assurance of the
education quality in Turkmenistan on the basis of
European and national quality assurance standards.
• To establish National Agency of Quality Assurance.
• To promote international co-operation of the
Agency to enhancing quality assurance decisions
and quality assessment.
6. Work package: Fact-finding
at Partner Institutions
Study of local practices at EU and Armenian participating universities.
The resultant study will be the basis for developing a draft model
for both institutional and programme self-assessment systems.
2. Assessment of extant mechanisms. January – March, 2010.
The fact-finding will be conducted through the document analyses and a
questionnaire designed by the Work Group (WG) involving both PC and
EU institutions. The questionnaire will contain the following criteria: prog-
ramme (design and approval, learning outcomes, teaching and learning,
student and teacher assessment, teacher professional development,
resources, monitoring and feedback), institutional (institutional capacity,
financial aspects, knowledge management, information manage-
ment, student support services, internal quality assurance system).
7. Work package: Fact-finding
at Partner Institutions
3. Analyzing the results and planning benchmarking. April, 2010.
PCIs will conduct a survey and provide a report on the state of
affairs. The WG will study the results and identify the areas in
need of improvement at the conference held at Université du
Maine. The qualitative part of the survey will provide for a more
grounded approach, enabling establishment of the criteria,
standards and procedures for self-assessment peculiar to the
particular situation. The facts and evidences revealed through the
study will feed into a new set of criteria, standards and
procedures for institutional and programme self-assessment
ensuring coverage of the areas in need of improvement.
8. Some financial aspects:
Equipment
VAT problem: Tempus project can not pay VAT; by Tempus
agreement, signed by all NIS countries, all purchases are
free from VAT. But it is very difficult to realise this right.
Equipment can be purchased by 3 ways:
by money transferring from the project account to account
of a seller; better if the account of the seller is in EU, but the
seller can deliver the equipment to corresponding NIS country;
it is better way to buy big consignments of equipment;
by cash in NIS or EU country; it is better way to buy
separate inexpensive units;
In all the cases the main document, which should be presented,
is an invoice with stamp “paid”. VAT can not be mentioned in the
invoice; or VAT should be paid by corresponding university.
9. Some financial aspects:
Travels
Originals of tickets should be presented.
For aircraft tickets (ordinary or electronic) it is
necessary to present boarding passes.
In the contract the maximal level of per diem
expenses is represented; real sums will be
determined depends of a budget situation.
Participation in project events will depend on 3 factors:
1. Real contribution of the person and the university.
2. Propositions of the home university.
3. Financial possibilities.