The document discusses opportunities to simplify the EU Framework Programme for Research and Innovation. It summarizes the results of a survey of universities on their experiences with simplification measures introduced in Horizon 2020. The survey focused on acceptance of institutional accounting practices, lump sum funding, cascade funding, and additional remuneration schemes. Respondents felt the next framework programme could better accept institutional practices like personnel cost calculation and improve funding methods to reduce administrative burden while ensuring fair competition.
Summary of the "Digitally enhanced learning and teaching in European higher education institutions" survey report. The report maps the situation regarding digitally enhanced learning and teaching at European higher education institutions over the past seven years and is mainly based on data from a survey conducted between April and June 2020 via an online questionnaire to institutional leadership.
Trends in university funding in Europe and the impact on universities and management
Thomas Estermann
Director
Governance, Funding & Public Policy Development
Warwick - 24 January 2018
Higher Education in Norway - Labour Market Relevance and OutcomesEduSkills OECD
The higher education system in Norway generally produces graduates with good skills and labour market outcomes. This success can be largely attributed to Norway’s robust and inclusive labour market and recent higher education reforms to improve quality. However, some Norwegian students have poor labour market outcomes and past success is no guarantee of future success, especially as the Norwegian economy upskills and diversifies. This report provides advice and recommendations to improve the labour market relevance and the outcomes of higher education in Norway. The analysis finds that there is an opportunity to expand work-based learning opportunities, improve career guidance, and do a better job of using innovative learning and teaching practices to improve labour market relevance across the system. The report concludes that Norwegian policy makers have a larger role to play in steering the system. Policy makers can set the conditions for greater labour market relevance by strengthening the mechanism for collaboration between higher education institutions and employers, ensuring better coordination and use of labour market information, and redoubling efforts to support quality learning and teaching. This report was developed as part of the OECD Enhancing Higher Education System Performance project.
Presentation by Luisa Bunescu, EUA Policy & Project Officer, in the framework of the EUA webinar "Approaches to cooperation and exchange in learning and teaching on a European level"
Quality assurance and accreditation of Online and Distance Higher Education (...EADTU
This document discusses quality assurance and accreditation of online and distance higher education. It summarizes the results of a survey of practices in 15 European countries. The survey examined national frameworks, institutional quality assurance activities, and the practices of external quality assurance agencies. It found that while legal frameworks allow for digital education, quality assurance agencies have not fully developed processes for evaluating online and distance programs. The document recommends that governments and agencies support innovation in teaching methods and develop expertise in quality assurance for new formats. It also calls for better data collection on online education and increased dialogue between universities and quality assurance bodies.
The document discusses opportunities to simplify the EU Framework Programme for Research and Innovation. It summarizes the results of a survey of universities on their experiences with simplification measures introduced in Horizon 2020. The survey focused on acceptance of institutional accounting practices, lump sum funding, cascade funding, and additional remuneration schemes. Respondents felt the next framework programme could better accept institutional practices like personnel cost calculation and improve funding methods to reduce administrative burden while ensuring fair competition.
Summary of the "Digitally enhanced learning and teaching in European higher education institutions" survey report. The report maps the situation regarding digitally enhanced learning and teaching at European higher education institutions over the past seven years and is mainly based on data from a survey conducted between April and June 2020 via an online questionnaire to institutional leadership.
Trends in university funding in Europe and the impact on universities and management
Thomas Estermann
Director
Governance, Funding & Public Policy Development
Warwick - 24 January 2018
Higher Education in Norway - Labour Market Relevance and OutcomesEduSkills OECD
The higher education system in Norway generally produces graduates with good skills and labour market outcomes. This success can be largely attributed to Norway’s robust and inclusive labour market and recent higher education reforms to improve quality. However, some Norwegian students have poor labour market outcomes and past success is no guarantee of future success, especially as the Norwegian economy upskills and diversifies. This report provides advice and recommendations to improve the labour market relevance and the outcomes of higher education in Norway. The analysis finds that there is an opportunity to expand work-based learning opportunities, improve career guidance, and do a better job of using innovative learning and teaching practices to improve labour market relevance across the system. The report concludes that Norwegian policy makers have a larger role to play in steering the system. Policy makers can set the conditions for greater labour market relevance by strengthening the mechanism for collaboration between higher education institutions and employers, ensuring better coordination and use of labour market information, and redoubling efforts to support quality learning and teaching. This report was developed as part of the OECD Enhancing Higher Education System Performance project.
Presentation by Luisa Bunescu, EUA Policy & Project Officer, in the framework of the EUA webinar "Approaches to cooperation and exchange in learning and teaching on a European level"
Quality assurance and accreditation of Online and Distance Higher Education (...EADTU
This document discusses quality assurance and accreditation of online and distance higher education. It summarizes the results of a survey of practices in 15 European countries. The survey examined national frameworks, institutional quality assurance activities, and the practices of external quality assurance agencies. It found that while legal frameworks allow for digital education, quality assurance agencies have not fully developed processes for evaluating online and distance programs. The document recommends that governments and agencies support innovation in teaching methods and develop expertise in quality assurance for new formats. It also calls for better data collection on online education and increased dialogue between universities and quality assurance bodies.
The document summarizes a new EU initiative called "Opening up Education" which aims to promote innovative teaching and learning through new technologies and open educational resources (OER). The initiative has three main objectives: 1) Creating opportunities for organizations, teachers, and learners to innovate, 2) Supporting stronger use of OER, and 3) Upgrading ICT infrastructures and connectivity. The initiative is supported by various EU programs and aims to address challenges in European education while harnessing opportunities of digital learning.
Performance Agreements in Higher Education in the NetherlandsSimonRoy29
1. Dutch universities receive funding from multiple sources including tuition fees, direct public funding, research grants, and industry partnerships. A large portion (58%) comes from direct public funding.
2. Between 2012-2015, performance agreements linked 5% of education budgets to goals for improving education quality and student success. The results in 2016 showed some progress but the indicators did not reliably measure impacts and attributing results to funding was difficult.
3. The current system from 2019-2024 allocates funding to universities to develop their own plans within 6 themes of educational improvement. There are no mandatory indicators and funding increases each year. Evaluations focus on involvement of stakeholders and realization of proposals.
This document discusses challenges and opportunities related to quality assurance in e-learning. It summarizes:
1) Challenges universities face with large student numbers, research and innovation demands, and ensuring inclusiveness. Digital strategies are needed rather than just reacting to new technologies.
2) Benefits universities see in online education like improved quality, scalability, and learning analytics. However, staff time and costs are concerns.
3) Emerging drivers for universities to adopt digital learning including cultural shifts and increased global competition. Quality assurance now applies to all credit-bearing programs.
4) The E-xcellence quality assurance instrument and its use by over 50 universities and stakeholders to benchmark e-
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
Quality in e-learning - a view for ENQAPaul Bacsich
A view from a benchmarking e-learning perspective of how to initiate a synthesis of approaches to quality in e-learning for use Europe-wide within the ENQA Standards and Guidelines
Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them
AVAILABILITY AND FEASIBILITY OF OER IN ADULT LEARNINGGiles Pepler
The document summarizes research on the use of open educational resources (OER) in adult education across eight European Union countries. It finds that while OER can provide benefits like more effective and lower-cost education, adoption of OER in adult education varies substantially between EU states. Some countries like Spain and Germany have made progress in developing national OER policies and platforms, while others like France, Hungary, and Latvia have seen little OER activity directed toward adult education. Barriers to greater OER use include restrictive copyright laws, lack of quality assurance processes for OER, limited OER training for educators, and low digital skills among adult learners.
This document discusses the Pick&Mix methodology for benchmarking online learning. It provides a brief history of how Pick&Mix was developed for universities in the UK and has since been adapted for colleges and high schools. The document outlines the key aspects of Pick&Mix, including the 20 core criteria used for scoring institutions on a six-point scale. It also discusses how Pick&Mix has been applied in various projects to evaluate virtual schools and distance learning institutions.
The document summarizes the work and recommendations of the POERUP project, which investigated policies to promote open educational resources (OER) across Europe. It discusses findings related to OER availability and initiatives in schools, vocational education, and universities. It identifies barriers to OER adoption and provides recommendations in areas like communication, funding, licensing, quality assurance, and teacher training. These recommendations target both the European Commission and individual member states. The presenter then discusses OER priorities and initiatives underway in Romania and seeks input on how the recommendations apply in the Romanian context.
The OECD School Resources Review examines how school resources can be effectively used to improve student outcomes. It takes a comprehensive look at how countries govern, distribute, and manage financial resources, infrastructure, human resources, and other resources. The review involves country background reports, country reviews, and thematic reports on topics like school funding. Its goal is to provide evidence-based policy advice and lessons learned across education systems to help countries get the best results from their investment in school resources.
1. The ReOPEN project aims to increase collaboration between vocational education institutions, universities, and companies through developing open online courses for continuing professional development (CPD).
2. Over 1200 teachers and trainers, as well as employers and education providers, were reached through dissemination events about ReOPEN's solutions for recognizing open learning.
3. Teachers gained skills in developing validated open online CPD courses for companies and introduced these courses to over 1000 potential learners through dissemination channels.
[MID2018] Presentation George Ubachs during EADTU event: MID2018 in Maastrich...EADTU
This document introduces the European Maturity Model for Blended Education (EMBED) project. EMBED is a three-year EU-funded strategic partnership between six European universities that aims to develop a conceptual framework and maturity model for blended education. The maturity model will assess the degree of maturity of blended learning implementation at different levels, from teaching practices to institutional strategies and policies. The project seeks to provide guidance to support innovation in higher education through the increased adoption of blended learning approaches.
This document discusses issues with mathematics education in the UK and introduces a new program called Complete Mathematics. It notes that the UK ranks poorly in international assessments of mathematics and many teachers lack higher education in math. Complete Mathematics aims to address these issues by providing fully planned math lessons, resources, assessments, and professional development for teachers. It claims this program would save schools money compared to typical spending on math resources, assessments, and improvement efforts.
The document summarizes a new EU initiative called "Opening up Education" which aims to promote innovative teaching and learning through new technologies and open educational resources (OER). The initiative has three main objectives: 1) Creating opportunities for organizations, teachers, and learners to innovate, 2) Supporting stronger use of OER, and 3) Upgrading ICT infrastructures and connectivity. The initiative is supported by various EU programs and aims to address challenges in European education while harnessing opportunities of digital learning.
Performance Agreements in Higher Education in the NetherlandsSimonRoy29
1. Dutch universities receive funding from multiple sources including tuition fees, direct public funding, research grants, and industry partnerships. A large portion (58%) comes from direct public funding.
2. Between 2012-2015, performance agreements linked 5% of education budgets to goals for improving education quality and student success. The results in 2016 showed some progress but the indicators did not reliably measure impacts and attributing results to funding was difficult.
3. The current system from 2019-2024 allocates funding to universities to develop their own plans within 6 themes of educational improvement. There are no mandatory indicators and funding increases each year. Evaluations focus on involvement of stakeholders and realization of proposals.
This document discusses challenges and opportunities related to quality assurance in e-learning. It summarizes:
1) Challenges universities face with large student numbers, research and innovation demands, and ensuring inclusiveness. Digital strategies are needed rather than just reacting to new technologies.
2) Benefits universities see in online education like improved quality, scalability, and learning analytics. However, staff time and costs are concerns.
3) Emerging drivers for universities to adopt digital learning including cultural shifts and increased global competition. Quality assurance now applies to all credit-bearing programs.
4) The E-xcellence quality assurance instrument and its use by over 50 universities and stakeholders to benchmark e-
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
Quality in e-learning - a view for ENQAPaul Bacsich
A view from a benchmarking e-learning perspective of how to initiate a synthesis of approaches to quality in e-learning for use Europe-wide within the ENQA Standards and Guidelines
Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them
AVAILABILITY AND FEASIBILITY OF OER IN ADULT LEARNINGGiles Pepler
The document summarizes research on the use of open educational resources (OER) in adult education across eight European Union countries. It finds that while OER can provide benefits like more effective and lower-cost education, adoption of OER in adult education varies substantially between EU states. Some countries like Spain and Germany have made progress in developing national OER policies and platforms, while others like France, Hungary, and Latvia have seen little OER activity directed toward adult education. Barriers to greater OER use include restrictive copyright laws, lack of quality assurance processes for OER, limited OER training for educators, and low digital skills among adult learners.
This document discusses the Pick&Mix methodology for benchmarking online learning. It provides a brief history of how Pick&Mix was developed for universities in the UK and has since been adapted for colleges and high schools. The document outlines the key aspects of Pick&Mix, including the 20 core criteria used for scoring institutions on a six-point scale. It also discusses how Pick&Mix has been applied in various projects to evaluate virtual schools and distance learning institutions.
The document summarizes the work and recommendations of the POERUP project, which investigated policies to promote open educational resources (OER) across Europe. It discusses findings related to OER availability and initiatives in schools, vocational education, and universities. It identifies barriers to OER adoption and provides recommendations in areas like communication, funding, licensing, quality assurance, and teacher training. These recommendations target both the European Commission and individual member states. The presenter then discusses OER priorities and initiatives underway in Romania and seeks input on how the recommendations apply in the Romanian context.
The OECD School Resources Review examines how school resources can be effectively used to improve student outcomes. It takes a comprehensive look at how countries govern, distribute, and manage financial resources, infrastructure, human resources, and other resources. The review involves country background reports, country reviews, and thematic reports on topics like school funding. Its goal is to provide evidence-based policy advice and lessons learned across education systems to help countries get the best results from their investment in school resources.
1. The ReOPEN project aims to increase collaboration between vocational education institutions, universities, and companies through developing open online courses for continuing professional development (CPD).
2. Over 1200 teachers and trainers, as well as employers and education providers, were reached through dissemination events about ReOPEN's solutions for recognizing open learning.
3. Teachers gained skills in developing validated open online CPD courses for companies and introduced these courses to over 1000 potential learners through dissemination channels.
[MID2018] Presentation George Ubachs during EADTU event: MID2018 in Maastrich...EADTU
This document introduces the European Maturity Model for Blended Education (EMBED) project. EMBED is a three-year EU-funded strategic partnership between six European universities that aims to develop a conceptual framework and maturity model for blended education. The maturity model will assess the degree of maturity of blended learning implementation at different levels, from teaching practices to institutional strategies and policies. The project seeks to provide guidance to support innovation in higher education through the increased adoption of blended learning approaches.
This document discusses issues with mathematics education in the UK and introduces a new program called Complete Mathematics. It notes that the UK ranks poorly in international assessments of mathematics and many teachers lack higher education in math. Complete Mathematics aims to address these issues by providing fully planned math lessons, resources, assessments, and professional development for teachers. It claims this program would save schools money compared to typical spending on math resources, assessments, and improvement efforts.
[OOFHEC2018] Carina Ginty: An open education resource supporting a peer assis...EADTU
The document describes a peer assisted learning (PAL) student leadership programme at Galway-Mayo Institute of Technology (GMIT) in Ireland. It involves 100 student leaders annually who facilitate one-hour weekly sessions to support over 1,700 first-year students across four campuses and all disciplines. An online education resource was developed in 2017 to support a flipped classroom approach for the student leaders. Feedback from student leaders found the most engaging parts were videos, quizzes, and activities on how to run PAL sessions. The blended learning approach with the online resource and classroom training effectively prepared student leaders for their roles.
Recent Trends in General Education Design, Learning Outcomes, and Teaching Ap...Robert Kelly
This report summarizes key findings from a national survey among chief academic officers at AAC&U member institutions and explores how institutions are defining common learning outcomes, trends related to general education design and the use of emerging, evidence-based teaching and learning practices. This is the second report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&U. (full reports and slides with findings are available free online at www.aacu.org/about/2015-membersurvey.)
This new report, "Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches," includes respondents from across the full spectrum of public, private, two-year, and four-year institutions.
The document discusses a project using the computer-aided assessment tool Numbas to improve student attendance and engagement at math tutorials. Key points:
- Large first year business student cohorts had low attendance and engagement in traditional math tutorials. Numbas was introduced to provide more regular assessments and immediate feedback.
- Four tutorials per semester used Numbas, including practice questions students could access for a week and a short exam. Attendance increased significantly with Numbas compared to previous years.
- Students reported enjoying math more and feeling it helped them learn the material better. Lecturers also felt it improved understanding. End of year exam pass rates increased after introducing Numbas.
[EADTU-EU Summit 2018] The Changing Pedagogical Landscape 2nd ed.EADTU
This document summarizes the findings of a 2017-2018 study on the changing pedagogical landscape in higher education. The study examined policies, strategies, and practices around new modes of teaching and learning across several European countries. Key findings included that while many universities are increasing blended learning and online offerings, conventional face-to-face education remains prominent. Initiatives for new pedagogies are often bottom-up without clear connections to institutional strategies. Continuous education and open education efforts also remain fragmented with lack of coherent frameworks. The study recommends higher education institutions further embed new modes into strategic plans and scale up efforts in continuous education and open education through supportive policies and structures.
This document outlines objectives and plans to introduce Moodle and new digital equipment into classrooms to strengthen the connection between institutions and learners. The goals are to standardize communication channels with students, improve induction to better meet expectations, familiarize teachers with Moodle, and encourage use of digital tools. Both helping and hindering forces are identified. All teachers will pilot the changes with one group after Easter and be monitored. Student/parent and teacher questionnaires will evaluate the impact in May.
The document summarizes an OECD review of the vocational education and training (VET) system in Estonia. It finds that while Estonia's VET system has strengths like employer involvement and well-prepared teachers, it faces challenges like high dropout rates and limited progression to further education. It provides recommendations to address these challenges, such as improving financial incentives to reduce dropout, developing apprenticeships for young people, and establishing hybrid programs within upper secondary VET to facilitate progression to higher education.
Learning and teaching reimagined - how are student needs changing?Jisc
Presentation slides from our first learning and teaching reimagined series, which focused on how student needs are changing.
The rapid move to online learning brought about by COVID-19 has caused profound changes to higher education and the student experience.
But how much do we really know about the needs of our students? On what evidence are we basing these views? Even if we are confident that we do have a full and accurate picture of these needs, what difference is it making to our planning and decision making?
As part of our learning and teaching reimagined programme with UUK, Advance HE and Emerge Education, this webinar provided the opportunity to share your own understanding of your students’ needs and to hear those of others – not least from students themselves.
It explores the value of different types of evidence and, crucially, how to then build on this insight to ensure that the student voice permeates through, and plays an active role in, influencing your strategic planning.
2011 Meet the Parents Session - 2NT (Year End)damaisec
1) The document outlines the agenda for a meet-the-parents session at a secondary school, including a review of exam results, progression opportunities, and ITE course requirements.
2) It provides details on the various NITEC courses offered at ITE, entry requirements, cut-off points, career prospects, and employment rates of ITE graduates.
3) The school shares plans for elective modules, adventure camps, and other programmes in 2012 to develop students holistically through the academic and co-curriculum curriculum.
The presentation discusses European Schoolnet's role in supporting schools' effective use of technology, the impact of ICT in education, and what constitutes an "eMature" educational system. It provides examples of ICT innovation from several European countries and services European Schoolnet offers to help schools develop eMaturity through activities, training workshops, and digital resources.
1. A survey of over 37,000 students and 1,900 teachers across the UK found differences in digital experiences between further education (FE) colleges and higher education (HE) universities.
2. Teachers at FE colleges reported lower access to digital resources like e-books and lecture capture compared to university teachers.
3. Both students and teachers were more positive about their institution's digital environment than teachers, indicating teachers have a more critical view.
4. Digital teaching practices differed between sectors, with college teachers more likely to use live polls/quizzes and provide digital feedback.
1) The document discusses challenges in European education systems, including high youth unemployment and decreasing education budgets.
2) It proposes focusing on improving teacher quality and developing skills relevant to the labor market and society. Member states should improve teacher recruitment and training, while the EU can help through funding and policy coordination.
3) The Rethinking Education package and Erasmus for All program aim to invest in skills, flexible learning opportunities, and collaboration between education institutions and businesses. The goal is support economic growth through excellence in vocational education and training.
The report “EUA member consultation: A contribution to the Erasmus+ mid-term review” showcases the responses of more than 200 higher education institutions from 36 countries that participated in a survey on the Erasmus+ programme.
This document summarizes the outcomes of a college staff meeting. It reports that the college achieved a budget surplus in 2006/2007 but fell short of some enrollment targets. It provides updates on student achievements and survey results which identified areas for improvement such as communications. Upcoming initiatives are outlined including campus redevelopments and national policy changes.
This document provides a summary of continuing professional development (CPD) for vocational teachers and trainers in Montenegro. It begins with an introduction and methodology section describing how the research was conducted, including interviews and a survey of teachers. It then outlines the key policy framework for CPD in Montenegro, noting the roles of different institutions like the Bureau for Education Services and Vocational Education and Training Centre. The document analyzes the current CPD provision, needs of teachers, funding, and recognition systems. It concludes by recommending that strategic plans be more detailed and action-oriented, standards for teachers be established, regulations be revised to expand training programs, and stakeholder engagement be enhanced in both policy development and implementation.
TDA 14-19 Diploma ITT Strand 2 - "With Experience" Programme Evaluation Of 20...Mike Blamires
This document evaluates a 2008-2009 "with experience" diploma programme for initial teacher training in the UK. It finds the programme had positive impacts, but also some challenges. Trainees generally had a positive experience and benefited from increased collaboration, though school placements and guidance on requirements could be improved. The evaluation highlights some emerging issues around sustainability and capacity as diploma numbers increase.
Similar to Enhancing learning and teaching at european higher education institutions - May 2018 (20)
Diversität und Inklusion wird für viele Universitäten in Europa zu einem strategischen Thema, das Veränderungen in Lehre und Lernen, Forschung und Organisationskultur befördert. Diese EUA Präsentation stellt die Ergebnisse eines Fragebogens vor, der im Rahmen des INVITED Projektes durchgeführt wurde. Es wurden Daten von 159 Hochschulen aus 36 europäischen Hochschulsystemen zu Hochschulstrategien und -maßnahmen, Erfolgsfaktoren, Herausforderungen und Unterstützungsbedarf ermittelt. Die Ergebnisse unterstreichen die Notwendigkeit zum Dialog zwischen Hochschulen, Politik und gesellschaftlichen Gruppen zur Ermittlung des Reformbedarfes and der Entwicklung konkreter struktureller Maßnahmen hin zu inklusiven Bildungssystemen. Diesbzüglich verweist die Präsentation auf die neuen Bologna Prinzipien und Leitlinien zur Stärkung der sozialen Dimension der Hochschulbildung, die im November 2020 von den Bildungsministern der Länder des Europäischen Hochschulraumes in Rom verabschiedet werden sollen.
This EUA presentation provides an overview of institutional, national and EU responses to the coronavirus pandemic, with special attention given to the higher education and research sectors.
It offers an outlook on the short- to medium-term challenges and opportunities presented by the crisis, as well as a reflection on the lessons learnt so far.
IEP (Institutional Evaluation Programme) supports institutions in developing their strategic leadership and capacity to manage change. Find out more about IEP in this presentation.
IEP (Institutional Evaluation programme) supports institutions in developing their strategic leadership and capacity to manage change. Higher education institutions play an important role in society but must do so in a complex environment. The Institutional Evaluation Programme (IEP) aims to support institutions in tackling these issues by developing strategic leadership and capacity to manage change.
What will you get from an IEP evaluation? Find out in this presentation.
The document summarizes the key findings of a survey conducted as part of the INVITED project. The survey received responses from 159 higher education institutions across Europe. It found that most institutions have diversity, equity and inclusion strategies in place at the central level. Common measures address outreach, access and retention of students from underrepresented groups. While leadership support and stakeholder involvement are important for success, a lack of resources presents an ongoing challenge. Respondents said additional external support is still needed, and a holistic approach connecting different levels is important to further progress.
Anna-Lena Claeys-Kulik introduces European Commission's European Universities Initiative and explains its background and the current partnerships between universities in Europe.
Anna-Lena Claeys-Kulik stellt die Europäische Universitätsinitiative der Europäischen Kommission vor und erläutert deren Hintergrund und die derzeitigen Partnerschaften zwischen Universitäten in Europa.
The European University Association (EUA) is committed to raising awareness and supporting universities in the improvement of research assessment practices that focus on research quality, potential and future impact, and that take into account Open Science practices. This presentation teases the results of a Europe-wide university consultation on research assessment in the transition to Open Science, carried out in the first half of 2019. A report with a full analysis of the survey results will be published in October 2019.
This presentations from EUA Council on Doctoral Education head, Alexander Hasgall, summarises the main findings from the EUA survey on "Doctoral education in Europe today: approaches and institutional structures"
Offering findings gathered from more than 300 institutions across Europe, it provides an overview of the deep transformation that has taken place in doctoral education over the past ten years.
The full report can be found on the EUA website: http://bit.ly/EUACDEsurvey2019
EUA has published a preview of the results of the latest edition of its Big Deals survey. The large-scale initiative covers 31 consortia in Europe, representing universities and other organisations, responsible for the negotiation of Big Deal contracts with publishers.
The preliminary results show that more than one billion euros are spent every year across Europe in electronic resources, of which more than 700 million go to periodicals alone. These numbers are subject to an average annual increase of 3.6%. Notably, universities support about 72% of these costs.
The survey results illustrate EUA’s contribution to increasing transparency in the publishing area, particularly from the point of view of universities. This aim is also in line with the recent complaint that EUA presented to the European Commission, DG Competition, on the lack of transparency and competition in the academic publishing market in Europe and beyond.
Conducted in 2018, this is EUA’s second Big Deals survey. The first edition was published early last year. Not only has the number of surveyed consortia increased from 27, but the quality of the data gathered has improved greatly. EUA will link the outcomes of this survey with other key areas in its work, namely institutional policies on Open Access, research assessment methodologies and its impact analysis of Plan S .
The full survey report will be published in April 2019 on the occasion of the EUA Annual Conference.
This presentation on the European Universities Initiative took place at the joint conference of FRSE (Polish Erasmus+ National Agency) and KRASP (PL NRC) on recent higher education developments in Europe.
These results concern the degree of implementation of institutional policies on:
- Open Access to research publications
- Research Data Management
- Open Access to research data
The data shown in this presentation was collected between February and April 2018 among 321 institutions from 36 countries.
1) Public university funding in Europe is improving but recovery from budget cuts has been slow, with some countries offsetting earlier decreases but others consolidating significantly lower funding levels.
2) There is increased focus on efficiency, effectiveness and value for money in higher education and research funding, with an emphasis on reforms at the institutional level.
3) Reforms to funding models face high expectations to find the right balance of public and private funding tools while taking into account universities' large fixed costs.
The document discusses the diverse landscape of doctoral education in Europe. It notes that doctoral education serves to prepare candidates for a variety of careers through original research and the acquisition of research and transferable skills. Institutions establish various parallel structures for doctoral education, including doctoral schools and programs, based on disciplinary, faculty, and university-level organization. Key strategic priorities for doctoral education address both structural questions and broader policy issues to serve the needs of doctoral candidates, institutions, and external stakeholders.
EUA focus group hosted by the Open University of Catalonia
Barcelona, 19 January 2018.
By Anna-Lena Claeys-Kulik
Policy Coordinator,
European University Association (EUA)
Universities are increasingly focusing on diversity and inclusiveness in response to more diverse societies and student populations. Key drivers include changing labor markets demanding highly skilled diverse workforces and policies promoting equal access to higher education. Universities are developing strategic approaches and implementing programs to foster inclusiveness such as integrating social engagement into curricula, encouraging civic initiatives, and considering diversity in teaching. However, diversifying academic staff and addressing challenges like refugees remain ongoing efforts for most universities.
What is the impact of the economic crisis on Europe’s universities? EUA has been monitoring the evolution of public funding to higher education systems in Europe since its onset in 2008 and has published several reports. The EUA Public Funding Observatory report gives the opportunity to look at the data per country and per year. The monitoring is conducted in close cooperation with EUA’s collective members, the National Rectors’ Conferences, which report on developments within their national higher education systems on a regular basis. The continuous feedback from various sources provides up-to-date reports of the situation and highlights the evolution of public funding for the university sector across Europe.
The document summarizes the results of a 2016/17 survey on open access policies and practices among 338 universities from 39 countries. Key findings include:
- Over 80% of responding universities have an open access policy or are in the process of developing one.
- Common policy elements include encouraging open access publishing and repository deposit, as well as awareness raising. Fewer universities mandate open access.
- Support for open access includes funding, training, and repository services. Barriers include lack of expertise, awareness, and coordination across institutions.
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.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.