This document provides an overview of the Erasmus+ Capacity Building in Higher Education programme. It discusses the types of projects that can be funded, including joint projects focusing on curriculum development and structural projects aimed at modernizing higher education systems. Eligible applicants and partners are described. National and regional priorities for different countries/regions are outlined. Budget information is presented, including funding amounts for previous calls and budget categories. The application and selection process are also summarized.
The document summarizes the results of Work Package 1 (WP1) of a European media literacy project. WP1 involved:
1) Reviewing existing media literacy learning programs for adults across Europe and identifying needs through desk and field research. Over 200 surveys were collected from stakeholders in 7 countries.
2) The desk research found 238 programs across countries, most being informal (68%). The most common topics were web design, graphics, and photo/video editing.
3) The field research identified a need for basic to intermediate level programs targeting various groups. Respondents wanted training in skills like content creation and editing, and knowledge around content production and digital systems.
ERASMUS MUNDUS - Call for proposals 2012Joel Devalez
The document provides guidance on applying for funding through the EACEA's Call for Proposals 2012. It outlines three actions - Joint Masters and Doctoral Programmes, Partnerships between higher education institutions, and Promotional projects. For each action, it describes the eligible applicants and activities, award criteria, application process and documents required. Applicants must submit their proposals by April 30, 2012 following the instructions and using the application forms provided to be considered for funding.
EMMC: Course management, promotion, visibility, sustainability and perenityEMAP Project
Presentation by lain Trémeau from Université Jean Monnet, France. Presentation was held at the EMAP training seminar in Latvia, Riga for future Erasmus Mundus Master Courses consortia (17-20 February 2011).
The document outlines the Erasmus+ program for education, training, youth, and sport from 2014-2020. It discusses the need for a new approach given changes in the education and training landscape like high youth unemployment and skills gaps. The key aspects of Erasmus+ include bringing together existing programs into a single framework, increasing the budget by 40%, and focusing on three main types of activities - learning mobility, cooperation for innovation, and support for policy reform.
EMMC: Course management, visibility, sustainability and promotionEMAP Project
Presentation by Dominika Csizmadia Eötvös from Loránd University, Hungary. Presentation was held at the EMAP training seminar in Poland, Warsaw for future Erasmus Mundus Master Courses consortia (27-30 January 2011).
The EU Legal Framework on Higher Education Policies and International Coopera...PhDSofiaUniversity
The document outlines the EU legal framework on higher education policies and international cooperation. It discusses key strategies and initiatives over time including the Lisbon Strategy, Europe 2020 Strategy, ET2020, Erasmus+, and the Bologna Process. The framework aims to promote mobility, cooperation between institutions, and the European dimension in education through initiatives like teaching EU languages and distance learning. It retains autonomy for member states over education systems while encouraging cooperation.
Presentation by Leopold Kögler from University of Leipzig. Presentation was held at the EMAP training seminar in Larnaca, Cyprus for future Erasmus Mundus Joint Masters consortia ( 18-21 February 2010)
EMMC: Course management and joint degreesEMAP Project
Presentation by Ria De Bleser. from Germany Presentation was held at the EMAP training seminar in Larnaca, Cyprus for future Erasmus Mundus Master Courses consortia (18-21 February 2010).
The document summarizes the results of Work Package 1 (WP1) of a European media literacy project. WP1 involved:
1) Reviewing existing media literacy learning programs for adults across Europe and identifying needs through desk and field research. Over 200 surveys were collected from stakeholders in 7 countries.
2) The desk research found 238 programs across countries, most being informal (68%). The most common topics were web design, graphics, and photo/video editing.
3) The field research identified a need for basic to intermediate level programs targeting various groups. Respondents wanted training in skills like content creation and editing, and knowledge around content production and digital systems.
ERASMUS MUNDUS - Call for proposals 2012Joel Devalez
The document provides guidance on applying for funding through the EACEA's Call for Proposals 2012. It outlines three actions - Joint Masters and Doctoral Programmes, Partnerships between higher education institutions, and Promotional projects. For each action, it describes the eligible applicants and activities, award criteria, application process and documents required. Applicants must submit their proposals by April 30, 2012 following the instructions and using the application forms provided to be considered for funding.
EMMC: Course management, promotion, visibility, sustainability and perenityEMAP Project
Presentation by lain Trémeau from Université Jean Monnet, France. Presentation was held at the EMAP training seminar in Latvia, Riga for future Erasmus Mundus Master Courses consortia (17-20 February 2011).
The document outlines the Erasmus+ program for education, training, youth, and sport from 2014-2020. It discusses the need for a new approach given changes in the education and training landscape like high youth unemployment and skills gaps. The key aspects of Erasmus+ include bringing together existing programs into a single framework, increasing the budget by 40%, and focusing on three main types of activities - learning mobility, cooperation for innovation, and support for policy reform.
EMMC: Course management, visibility, sustainability and promotionEMAP Project
Presentation by Dominika Csizmadia Eötvös from Loránd University, Hungary. Presentation was held at the EMAP training seminar in Poland, Warsaw for future Erasmus Mundus Master Courses consortia (27-30 January 2011).
The EU Legal Framework on Higher Education Policies and International Coopera...PhDSofiaUniversity
The document outlines the EU legal framework on higher education policies and international cooperation. It discusses key strategies and initiatives over time including the Lisbon Strategy, Europe 2020 Strategy, ET2020, Erasmus+, and the Bologna Process. The framework aims to promote mobility, cooperation between institutions, and the European dimension in education through initiatives like teaching EU languages and distance learning. It retains autonomy for member states over education systems while encouraging cooperation.
Presentation by Leopold Kögler from University of Leipzig. Presentation was held at the EMAP training seminar in Larnaca, Cyprus for future Erasmus Mundus Joint Masters consortia ( 18-21 February 2010)
EMMC: Course management and joint degreesEMAP Project
Presentation by Ria De Bleser. from Germany Presentation was held at the EMAP training seminar in Larnaca, Cyprus for future Erasmus Mundus Master Courses consortia (18-21 February 2010).
This document provides guidance for completing an Erasmus+ funding application for staff mobility projects. It outlines the application process and important sections of the application form, including the European Development Plan, project description and activities, learning outcomes, and preparation of participants. The guidance recommends describing how the planned mobility will address the needs and strategic goals of the applicant organization and have a wider impact. It also provides tips for explaining the selection of the mobility provider organization and preparation activities for participants.
The document discusses proposals for the Erasmus for All programme, which aims to simplify and broaden the scope of EU education and training programmes. It proposes consolidating current programmes into Erasmus for All with three "Key Actions": (1) learning mobility, (2) cooperation for innovation, and (3) support for policy reform. Key aspects include increasing the budget to €19 billion and supporting over 5 million individuals in education, training, youth exchanges and cooperation. The proposal aims to simplify operations and administration while broadening eligibility. Challenges to its implementation include balancing sectoral needs and ensuring quality assurance.
Effective development and management of joint programmesPhDSofiaUniversity
This document provides an overview of effective development and management of joint programmes. It begins with defining key terms like joint programmes, double degrees, and multiple degrees. It then discusses the history and state of joint programmes, highlighting growing trends over time. The document also outlines the legal framework, common rationales for developing joint programmes, and alternative models. Data from surveys on joint programmes is presented, showing statistics on topics like perceived impacts, challenges, and student motivations. Throughout, the workshop content is structured in phases of the joint programme lifecycle from development to evaluation.
Digital Skills for FAIR and Open Science dri_ireland
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
Introduction to Peer Learning Activity: MOOCs for the labour marketEADTU
This document discusses the European MOOCs for the Labour Market (EMC-LM) knowledge alliance, which brings together MOOC platforms, universities, public employment services, and companies. The alliance aims to establish structural collaboration between these stakeholders to develop MOOC-based programs and courses to meet the learning needs of the European labor market. It also seeks to analyze the position of MOOCs in the labor market and create a framework defining each stakeholder's role in organizing MOOCs and digital continuous education. Key goals are empowering universities and labor market organizations to co-develop MOOCs for continuing education and professional development across Europe.
This document establishes "Erasmus+": the Union programme for education, training, youth and sport for 2014-2020. It combines several existing programmes, including Lifelong Learning, Youth in Action, and Erasmus Mundus, into a single programme to increase efficiency, strategic focus, and synergies. The programme aims to support mobility, cooperation, and reforms across the education, training, youth and sport sectors in Europe and beyond. It seeks to contribute to the Europe 2020 strategy's goals on education and employment.
Erasmus+ International Credit Mobility (ICM) aims to promote institutional cooperation between higher education institutions in Program Countries and Partner Countries through student and staff mobility. The program supports mobility activities including student mobility for studies and traineeships, and staff mobility for teaching and training. Participating organizations take on roles as applicant, beneficiary, sending, or receiving institutions. Funding is provided through grants that cover travel costs and monthly living allowances. Applications are submitted to National Agencies and funding is allocated through regional envelopes in the EU budget.
Erasmus+ International Credit Mobility (ICM) aims to promote student and staff mobility between higher education institutions in EU member countries and partner countries. The program supports exchanges in both directions for up to 12 months for students and 2 months for staff. Participants receive grants to cover travel costs and living expenses. Applicant institutions must submit proposals outlining their internationalization strategies, cooperation arrangements, project design and plans for impact and dissemination. Proposals are evaluated competitively by experts with selected projects receiving funding to implement the exchanges.
The document provides information on the Erasmus+ 2018 Call for Proposals for Capacity Building in Higher Education. It outlines the objectives to modernize higher education institutions and systems through joint projects between Programme and Partner Countries. Eligible projects include national projects between 1 Partner Country and minimum 2 Programme Countries, or multi-country projects with minimum 2 Partner Countries and 2 Programme Countries. The budget categories include staff costs, travel costs, costs of stay, equipment, and sub-contracting. Applications are assessed based on their relevance, quality of design and implementation, quality of team and cooperation, and impact and sustainability.
The document summarizes the objectives, actions, and funding opportunities of the Erasmus+ Programme for 2020. The key points are:
- The program aims to contribute to EU strategies like Europe 2020 through support for education, training, youth, and sport.
- Total budget is €3.38 billion, funding a range of actions including learning mobility, cooperation projects, policy reform support, and Jean Monnet/sport activities.
- Key Action 1 supports student/staff exchange and mobility. Key Action 2 funds partnerships, alliances, and capacity building. Key Action 3 helps policy development and innovation.
- Grants are awarded through open and specific calls, with funding rates between 75-100%
The document discusses European Commission initiatives to increase transparency in higher education. It outlines the EU's modernization agenda to support knowledge and innovation through initiatives like "Youth on the Move" and the "Innovation Union." It then summarizes several EU-supported transparency initiatives, including the U-Multirank multi-dimensional global university ranking system. The document advocates for a ranking system that evaluates other aspects beyond research, such as teaching quality, innovation, and internationalization.
The document discusses the European Higher Education Area (EHEA) and Macedonia's prospects within it. It provides background on the EHEA, which aims to make higher education systems across Europe more comparable, compatible, and coherent. The EHEA now includes 49 countries and over 10,000 institutions. The document then examines Macedonia's participation in the EHEA through various programs and agreements. While progress has been made, challenges remain for Macedonia to meet goals like increasing student mobility abroad to 20% by 2020. The document concludes by recommending ways to strengthen Macedonia's involvement in the EHEA going forward.
Canada-Caribbean-Central America Partnership Forummaymayli
The document summarizes a presentation given by the Association of Canadian Community Colleges (ACCC) to a Canada-Caribbean-Central America partnership forum. The ACCC represents over 150 post-secondary institutions across Canada. It discusses opportunities for collaboration between Canadian colleges and institutions in the Caribbean and Central America, including partnerships in areas like distance education, applied research, and helping international institutions better meet labor market needs through competency-based training and employer partnerships.
The document proposes the European Master Forum (EMF) program, which aims to increase European Union cohesion through citizen education. The EMF would involve an annual forum at the European Parliament for students and professors from participating European universities to discuss an important topic. Key aspects of the EMF proposal include:
- Defining biannual topics of strategic importance to the EU's future through an Academic Council of industry and academic leaders
- Participating universities incorporating the topic into a masters course and preparing students for the forum
- The forum consisting of expert presentations, roundtable discussions between students from different countries and fields of study, and a debate
- An evaluation process and networking opportunities for students to continue the discussion
Universities as Regenerators: Kerrie Norman, Flinders Chase Place North West
This document discusses linking education to regeneration through capital projects. It outlines the fragmented current education system with multiple funding streams from schools through further education and universities. It identifies opportunities for stronger collaboration between universities, further education colleges, schools, and local employers to improve student outcomes and develop education programs that meet local skills needs. Regional coordination and planning of education provision is needed to deliver sustainable projects that connect education institutions across age ranges.
The document discusses the proposed Erasmus for All 2014-2020 program, which would consolidate several existing EU education, training, youth, and sport programs into one. It aims to contribute to the Europe 2020 strategy's objectives on education and employment. Key goals include improving skills relevant to the labor market and society, increasing quality and innovation in education institutions, promoting a European lifelong learning area, and strengthening the international dimension of education. The program would have three subprograms on education and training, youth, and sport. It proposes simplifying management through reduced actions, increased lump-sum grants, simplified reporting, and other streamlining measures.
The document discusses the Bologna Process, which originated from the 1998 Sorbonne Declaration and aims to create a European Higher Education Area. It established structures and common tools to ensure comparability and compatibility of degrees based on a three-cycle system of bachelor's, master's and doctorate degrees. Key concepts introduced through the Bologna Process include the Diploma Supplement, ECTS credits, quality assurance standards, qualifications frameworks and a focus on mobility, lifelong learning and employability. The goal is to facilitate academic recognition between countries to allow students and graduates more flexible opportunities for studying and working across Europe.
The document discusses major reforms underway in European higher education through the Bologna Process to create a more compatible and coherent system across countries. It outlines the key drivers for change, achievements so far including new degree structures and quality assurance systems, ongoing challenges, and debates around the future direction. The reforms are increasingly taking on a global dimension and influencing other regions, which could impact Canada as an international study destination.
This document discusses assessment and reporting features in Math-Bridge. It describes two assessment modes: exams, which allow multiple attempts with feedback, and tests, which can be structured in pages or questions and include time constraints. Reporting provides overall user performance, individual attempt details, exercise activity, aggregated user and content feedback, and event logs. The document also mentions a search tool to access learning objects directly or through semantic or smart search, and a course assembly tool to create course books and tests.
This document outlines an evaluation methodology for reformed math courses. It proposes conducting a longitudinal study comparing student outcomes between a controlled group taught with old courses and an experimental group taught with new reformed courses. Student outcomes would be assessed using pre-and post-tests, pre-and post-questionnaires, and measures of grades, knowledge gain, drop-out rates, motivation, and student evaluations. Challenges include accounting for differences between groups and ensuring high response rates to electronic questionnaires.
This document provides guidance for completing an Erasmus+ funding application for staff mobility projects. It outlines the application process and important sections of the application form, including the European Development Plan, project description and activities, learning outcomes, and preparation of participants. The guidance recommends describing how the planned mobility will address the needs and strategic goals of the applicant organization and have a wider impact. It also provides tips for explaining the selection of the mobility provider organization and preparation activities for participants.
The document discusses proposals for the Erasmus for All programme, which aims to simplify and broaden the scope of EU education and training programmes. It proposes consolidating current programmes into Erasmus for All with three "Key Actions": (1) learning mobility, (2) cooperation for innovation, and (3) support for policy reform. Key aspects include increasing the budget to €19 billion and supporting over 5 million individuals in education, training, youth exchanges and cooperation. The proposal aims to simplify operations and administration while broadening eligibility. Challenges to its implementation include balancing sectoral needs and ensuring quality assurance.
Effective development and management of joint programmesPhDSofiaUniversity
This document provides an overview of effective development and management of joint programmes. It begins with defining key terms like joint programmes, double degrees, and multiple degrees. It then discusses the history and state of joint programmes, highlighting growing trends over time. The document also outlines the legal framework, common rationales for developing joint programmes, and alternative models. Data from surveys on joint programmes is presented, showing statistics on topics like perceived impacts, challenges, and student motivations. Throughout, the workshop content is structured in phases of the joint programme lifecycle from development to evaluation.
Digital Skills for FAIR and Open Science dri_ireland
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
Introduction to Peer Learning Activity: MOOCs for the labour marketEADTU
This document discusses the European MOOCs for the Labour Market (EMC-LM) knowledge alliance, which brings together MOOC platforms, universities, public employment services, and companies. The alliance aims to establish structural collaboration between these stakeholders to develop MOOC-based programs and courses to meet the learning needs of the European labor market. It also seeks to analyze the position of MOOCs in the labor market and create a framework defining each stakeholder's role in organizing MOOCs and digital continuous education. Key goals are empowering universities and labor market organizations to co-develop MOOCs for continuing education and professional development across Europe.
This document establishes "Erasmus+": the Union programme for education, training, youth and sport for 2014-2020. It combines several existing programmes, including Lifelong Learning, Youth in Action, and Erasmus Mundus, into a single programme to increase efficiency, strategic focus, and synergies. The programme aims to support mobility, cooperation, and reforms across the education, training, youth and sport sectors in Europe and beyond. It seeks to contribute to the Europe 2020 strategy's goals on education and employment.
Erasmus+ International Credit Mobility (ICM) aims to promote institutional cooperation between higher education institutions in Program Countries and Partner Countries through student and staff mobility. The program supports mobility activities including student mobility for studies and traineeships, and staff mobility for teaching and training. Participating organizations take on roles as applicant, beneficiary, sending, or receiving institutions. Funding is provided through grants that cover travel costs and monthly living allowances. Applications are submitted to National Agencies and funding is allocated through regional envelopes in the EU budget.
Erasmus+ International Credit Mobility (ICM) aims to promote student and staff mobility between higher education institutions in EU member countries and partner countries. The program supports exchanges in both directions for up to 12 months for students and 2 months for staff. Participants receive grants to cover travel costs and living expenses. Applicant institutions must submit proposals outlining their internationalization strategies, cooperation arrangements, project design and plans for impact and dissemination. Proposals are evaluated competitively by experts with selected projects receiving funding to implement the exchanges.
The document provides information on the Erasmus+ 2018 Call for Proposals for Capacity Building in Higher Education. It outlines the objectives to modernize higher education institutions and systems through joint projects between Programme and Partner Countries. Eligible projects include national projects between 1 Partner Country and minimum 2 Programme Countries, or multi-country projects with minimum 2 Partner Countries and 2 Programme Countries. The budget categories include staff costs, travel costs, costs of stay, equipment, and sub-contracting. Applications are assessed based on their relevance, quality of design and implementation, quality of team and cooperation, and impact and sustainability.
The document summarizes the objectives, actions, and funding opportunities of the Erasmus+ Programme for 2020. The key points are:
- The program aims to contribute to EU strategies like Europe 2020 through support for education, training, youth, and sport.
- Total budget is €3.38 billion, funding a range of actions including learning mobility, cooperation projects, policy reform support, and Jean Monnet/sport activities.
- Key Action 1 supports student/staff exchange and mobility. Key Action 2 funds partnerships, alliances, and capacity building. Key Action 3 helps policy development and innovation.
- Grants are awarded through open and specific calls, with funding rates between 75-100%
The document discusses European Commission initiatives to increase transparency in higher education. It outlines the EU's modernization agenda to support knowledge and innovation through initiatives like "Youth on the Move" and the "Innovation Union." It then summarizes several EU-supported transparency initiatives, including the U-Multirank multi-dimensional global university ranking system. The document advocates for a ranking system that evaluates other aspects beyond research, such as teaching quality, innovation, and internationalization.
The document discusses the European Higher Education Area (EHEA) and Macedonia's prospects within it. It provides background on the EHEA, which aims to make higher education systems across Europe more comparable, compatible, and coherent. The EHEA now includes 49 countries and over 10,000 institutions. The document then examines Macedonia's participation in the EHEA through various programs and agreements. While progress has been made, challenges remain for Macedonia to meet goals like increasing student mobility abroad to 20% by 2020. The document concludes by recommending ways to strengthen Macedonia's involvement in the EHEA going forward.
Canada-Caribbean-Central America Partnership Forummaymayli
The document summarizes a presentation given by the Association of Canadian Community Colleges (ACCC) to a Canada-Caribbean-Central America partnership forum. The ACCC represents over 150 post-secondary institutions across Canada. It discusses opportunities for collaboration between Canadian colleges and institutions in the Caribbean and Central America, including partnerships in areas like distance education, applied research, and helping international institutions better meet labor market needs through competency-based training and employer partnerships.
The document proposes the European Master Forum (EMF) program, which aims to increase European Union cohesion through citizen education. The EMF would involve an annual forum at the European Parliament for students and professors from participating European universities to discuss an important topic. Key aspects of the EMF proposal include:
- Defining biannual topics of strategic importance to the EU's future through an Academic Council of industry and academic leaders
- Participating universities incorporating the topic into a masters course and preparing students for the forum
- The forum consisting of expert presentations, roundtable discussions between students from different countries and fields of study, and a debate
- An evaluation process and networking opportunities for students to continue the discussion
Universities as Regenerators: Kerrie Norman, Flinders Chase Place North West
This document discusses linking education to regeneration through capital projects. It outlines the fragmented current education system with multiple funding streams from schools through further education and universities. It identifies opportunities for stronger collaboration between universities, further education colleges, schools, and local employers to improve student outcomes and develop education programs that meet local skills needs. Regional coordination and planning of education provision is needed to deliver sustainable projects that connect education institutions across age ranges.
The document discusses the proposed Erasmus for All 2014-2020 program, which would consolidate several existing EU education, training, youth, and sport programs into one. It aims to contribute to the Europe 2020 strategy's objectives on education and employment. Key goals include improving skills relevant to the labor market and society, increasing quality and innovation in education institutions, promoting a European lifelong learning area, and strengthening the international dimension of education. The program would have three subprograms on education and training, youth, and sport. It proposes simplifying management through reduced actions, increased lump-sum grants, simplified reporting, and other streamlining measures.
The document discusses the Bologna Process, which originated from the 1998 Sorbonne Declaration and aims to create a European Higher Education Area. It established structures and common tools to ensure comparability and compatibility of degrees based on a three-cycle system of bachelor's, master's and doctorate degrees. Key concepts introduced through the Bologna Process include the Diploma Supplement, ECTS credits, quality assurance standards, qualifications frameworks and a focus on mobility, lifelong learning and employability. The goal is to facilitate academic recognition between countries to allow students and graduates more flexible opportunities for studying and working across Europe.
The document discusses major reforms underway in European higher education through the Bologna Process to create a more compatible and coherent system across countries. It outlines the key drivers for change, achievements so far including new degree structures and quality assurance systems, ongoing challenges, and debates around the future direction. The reforms are increasingly taking on a global dimension and influencing other regions, which could impact Canada as an international study destination.
This document discusses assessment and reporting features in Math-Bridge. It describes two assessment modes: exams, which allow multiple attempts with feedback, and tests, which can be structured in pages or questions and include time constraints. Reporting provides overall user performance, individual attempt details, exercise activity, aggregated user and content feedback, and event logs. The document also mentions a search tool to access learning objects directly or through semantic or smart search, and a course assembly tool to create course books and tests.
This document outlines an evaluation methodology for reformed math courses. It proposes conducting a longitudinal study comparing student outcomes between a controlled group taught with old courses and an experimental group taught with new reformed courses. Student outcomes would be assessed using pre-and post-tests, pre-and post-questionnaires, and measures of grades, knowledge gain, drop-out rates, motivation, and student evaluations. Challenges include accounting for differences between groups and ensuring high response rates to electronic questionnaires.
This document provides instructions for translating the user interface of a math training program called Math-Bridge. It explains that interface phrases are saved in Java properties files labeled Phrases_LANG.properties using UTF-8 encoding, and that translators should open the file, translate the phrases, save it, and run an 'ant i18n' target to restart the system with the new translations.
The document describes a new authoring workflow and environment for creating and editing learning objects. The new authoring environment is web-based, WYSIWYG, and integrated with the rest of the platform. It allows authors to create new learning objects, edit existing ones, and automatically populates metadata. When publishing a modified learning object, it will either overwrite the existing one if the author is a contributor, or create a new copy with the author attributed if they are not previously a contributor.
Math-Bridge is an education solution that allows for the creation of static learning objects (LOs). It features a WYSIWYG authoring tool that allows editing of LO metadata and inclusion of mathematical formulas. Different types of LOs can be defined with their own applicable metadata. The tool allows users to create, edit, translate, and publish LOs. Published LOs are moved from the local workspace to collections for sharing.
The document describes the student interface of a math education solution called Math-Bridge. It summarizes key features such as the main dashboard containing courses, tests, bookmarks and instructional videos. It also describes the registration/login process, an extended book interface with three panels for content, metadata and related concepts. Additional features covered include adaptive course generation, micro-course generation, different exercise types with intelligent feedback, and integration of external multimedia content. Hands-on tasks are provided to demo the student experience.
This document provides guidance for authoring advanced math exercises in Math-Bridge, an education solution. It explains that exercise steps should include different interaction types and that the order of transition conditions is important, with the first matching the final correct answer and the default transition last. It also recommends using syntactic comparison for the exact correct answer and semantic comparison for other conditions like correct but simplified answers or typical errors. Partial credit can be given based on syntactic and semantic analysis of responses.
Math-Bridge is an educational software solution that automatically generates math exercises. It uses domain reasoners and a knowledge base to create multi-step exercises that provide feedback, hints, and solutions. Exercises are generated and can be customized through an authoring interface that allows domain experts to construct exercises and feedback for students.
This document discusses learning objects and their representation in the Math-Bridge project. It covers:
1) Different types of learning objects like definitions, axioms, examples, and their relations.
2) Representing learning objects and their relations like "for" and "domain-prerequisite" using XML/OMDoc.
3) Tools like JEditOQMath for developing and testing learning object representations that integrate with Math-Bridge.
Math-Bridge is an education solution that uses an event framework to facilitate communication between its components. The event framework allows components to publish events about actions taken, which other interested components can subscribe to and listen for. Events contain information about the action, timestamp, and source. Example events include a page being presented in a book, an exercise being started or completed, and individual exercise steps. The event framework supports listening, subscribing, and publishing events to allow components like the student model and exercise subsystem to share information and update each other.
This document provides instructions for using the jEdit text editor with the OQMath plugin to author and transform content using Math-Bridge. It describes how to configure jEdit and OQMath, enter mathematical formulas, browse available symbols, transform content to omdoc format, and common errors that may occur. Examples of different types of exercises that can be authored using this process are also provided, including fill in the blank, single choice, and multiple choice exercises.
The document describes the architecture of a math training program called Math-Bridge. It includes components like Apache Tomcat for web delivery, Maverick as a model-view-controller framework, and a core component for system functionality. Content is stored and indexed in a ContentDB using technologies like Java, Lucene and OMDoc. A learner model tracks user progress. Other components include presentation of content, user accounts, exercises that interface with a computer algebra system, and a tutorial component. The program uses technologies like Java, databases, XMLRPC and XSLT to power its functionality.
The document describes the exercise system of Math-Bridge, an educational solution. It includes various types of exercises like self-assessment, multiple choice, and fill-in-the-blank questions. Exercises can provide manual or automatic feedback and hints. Automatically generated exercises are powered by domain reasoners to recognize correct and typical incorrect student answers. The exercise system architecture involves components like the exercise manager, presentation engine, and domain reasoners to generate and diagnose exercises.
This document describes the Math-Bridge education solution which provides pre-recorded math courses covering basic to advanced mathematics topics. The courses include videos, exercises, and assessments. Content areas include numbers, arithmetic, algebra, functions, geometry, trigonometry, calculus, probability, and more. The content is organized into collections and designed to be reusable across programs and institutions. Some content has been implemented at Leuphana University in Lüneburg, Germany for a bridging mathematics course.
The document provides steps for installing and configuring the Math-Bridge system, including installing Java, copying system files, compiling, configuring the system properties and ports, adding courses, starting and stopping the server, and finalizing the administrator user configuration. It also provides tips for production settings like adjusting JVM settings and enabling caching.
- Math-Bridge is an education solution that provides teacher tools in its platform.
- The teacher tools allow teachers to manage users and user groups, content like books and tests, and generate reports on student activity.
- Specifically, teachers can edit user parameters, assign roles, import and export user lists, create and assign user groups, restrict access and assign tutors to groups. Teachers can also create and edit books and tests to include as content.
The document provides troubleshooting tips for common problems that may occur when using the Joint Math-Bridge Training Program. It lists potential issues like an address already being in use, a Derby database being locked, parse errors when loading views, and users being unable to log in. For each problem, it identifies the possible cause and recommends solutions like checking log files, cleaning and restarting projects, deleting lock files, validating XML structure, and copying dtd folders.
This document provides instructions for authoring basic math exercises using the Math-Bridge education solution. It explains the structure of interactive exercises as graphs consisting of tasks, interactions and transitions. It then provides a step-by-step guide to creating the simplest possible exercise with one task node, one interaction node, and two transitions connecting to feedback nodes for correct and incorrect answers. The instructions cover adding and connecting the different node types, authoring their content, and testing the created exercise. More complex exercise graphs are also possible within this authoring tool.
Intelligent Adaptive Services for Workplace-Integrated Learning on Shop Floorsmetamath
The document discusses intelligent adaptive services to support workplace-integrated learning on the shop floor. It provides context on Industry 4.0 and the transformation of manufacturing workplaces through digitalization and cyber-physical systems. The APPsist project aims to develop assistance and knowledge acquisition services for smart production environments. Services select appropriate work processes, learning content, and assistance based on the user and machine context to guide operators and support flexible on-the-job learning. The services were implemented and tested in pilot scenarios at industry partners.
This document provides an overview of the Lifelong Learning Programme (LLP) managed by the European Commission's Education, Audiovisual and Culture Executive Agency (EACEA). It describes the LLP's sub-programs and transversal program, as well as the types of centralised actions funded. Details are given about the 2012 call for proposals, including statistics on past proposal success rates and evaluation criteria. Guidelines are offered for developing innovative, high quality proposals.
Presentation by Hélène Pinaud from Erasmus Mundus National Structure France and Annika Sundbäck-Lindroos from Erasmus Mundus National Structure Finland. Presentation was held at the EMAP training seminar in Ljubljana for future Erasmus Mundus Master Courses consortia (1-4 February 2012). For video see http://vimeo.com/36829480 and http://vimeo.com/37363514.
At the 6th NICE Conference in Bratislava, Slovakia, Gilles Gervais, Programme Manager for Erasmus Plus at the Education, Audiovisual and Culture Executive Agency of the European Commission, was planning on making a presentation on Knowledge Alliances, a new funding scheme of the European Commission. The presentation, which was due for May 29, 2015, unfortunately had to be cancelled due to a blackout of the Belgian airport system, but the slides were shared with the conference participants. The presentation highlights lessons learned from the first round of applications for KA-projects from 2014. The information shared here is also available through the EACEA's website.
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.
What’s in it for education, training, youth and sport?Pogled kroz prozor
Erasmus+ is a EU program with a budget of €14.7 billion that combines previous EU programs for education, training, youth, and sport. It aims to support mobility and cooperation across these fields. The program has three main types of activities: learning mobility for individuals, cross-sector partnerships for innovation, and support for policy reform. It seeks to achieve goals like reducing early school leaving, improving vocational skills, and modernizing adult education. Key activities include staff exchanges, student mobility, and strategic partnerships between organizations to develop new practices and share resources.
Pages from erasmus plus-programme-guide enslavicivan
This mobility project allows for the exchange of school education staff between partner schools in different countries. Staff can participate in teaching assignments abroad or receive training through courses or job shadowing. Sending schools select staff and manage the grant agreement, while receiving organizations provide hosting and activities. Projects must involve at least two schools from different countries and last 1-2 years. Funding is provided through unit costs to cover travel, individual subsistence, and organizational support. Projects are evaluated based on criteria such as relevance, quality of design and impact.
The document describes the Erasmus Mundus Joint Master Degrees program. It is a consortium program involving at least 3 higher education institutions that awards a joint or multiple degree. It provides grants for students, staff, and participating universities. The program aims to increase excellence, attractiveness, and employability in European higher education through international collaboration and embedded student mobility between partner institutions.
This document provides information about opportunities for student and staff mobility between higher education institutions in Europe and partner countries under the Erasmus+ International Credit Mobility action. It outlines the types of mobility available, eligibility rules, funding amounts, and application deadlines and process. Key points include that higher education institutions can apply for funding to support incoming and outgoing mobility flows, and there are targets to promote balanced mobility between more and less developed partner countries and regions.
For more than 25 years, the European Union has funded the Erasmus programme, enabling over three million European students to spend part of their studies in another institution elsewhere in Europe. Recognising the importance of the extra-European international dimension, especially in higher education, Erasmus+ now also offers opportunities for individuals to study, work or teach in other parts of the world. It also makes the same opportunities available for students from these areas to come to study in Charter-holding higher education institutions in Europe.
This slide share is an introduction to International Credit Mobility in 2015
This document provides information about the Erasmus+ Capacity Building program. It outlines the key actions, objectives, eligible activities, and application process. The program aims to encourage cooperation between EU countries and partner countries to support reform and modernization of higher education institutions and systems. It supports joint projects between institutions to develop new curricula and teaching methods, as well as structural projects to reform national higher education policies and governance. Applications are invited from consortia of higher education institutions and other organizations. Selection is competitive based on the relevance, quality, impact, and dissemination of proposed projects. The deadline for 2019 applications is February 7, 2019.
The Erasmus+ Capacity Building program provides funding for projects that aim to modernize and reform higher education systems in partner countries. It supports joint projects between institutions in Europe and partner countries, as well as structural projects focused on national level reforms. Joint projects can develop new curricula, training programs, and facilities. Structural projects can help implement Bologna-style reforms, quality assurance systems, and policies to strengthen internationalization and integration of education, research, and innovation. Eligible organizations can apply for 2-3 year projects with grants up to 1,000,000 euros. Applications are evaluated on criteria like relevance, quality, impact, and sustainability.
Erasmus+ is the new EU program for education, training, youth, and sports from 2014-2020. It combines several previous programs into a single integrated program to have a greater impact. The program aims to address issues like youth unemployment, skills gaps, and the need for international cooperation in education. It received a 40% budget increase to support international higher education through activities like Erasmus Mundus joint master's degrees, scholarships for students and staff from EU and partner countries, and capacity building projects.
This document discusses the Erasmus+ Strategic Partnership program. It describes the key actions and types of strategic partnerships supported, which include those supporting innovation and exchange of good practices. Eligible organizations are presented, along with examples of opportunities and activities that can be funded. The application process is summarized, including required sections that describe the participants, objectives, management, and work plan. Intellectual outputs that could be developed are also listed.
This document provides information about Erasmus+ Strategic Partnerships. It outlines the key actions, types of strategic partnerships that support innovation or exchange of good practices, and opportunities provided. Strategic Partnerships are transnational cooperation projects between organizations in education, training, and youth. They can develop innovative outputs and practices or reinforce networks to share ideas. The document describes the application process and what activities and costs can be funded, such as staff costs, meetings, intellectual outputs, and dissemination events. It emphasizes the importance of addressing EU priorities and having clear objectives, management plans, activities, and results.
This document provides information about the Erasmus+ program, the EU's program for education, training, youth and sport for 2014-2020. Some key points:
- Erasmus+ will have a budget of €14.7 billion over 7 years, a 40% increase from the previous program, to support over 4 million people.
- The program aims to support transnational partnerships and mobility in higher education and vocational education through three Key Actions - learning mobility for individuals, cooperation for innovation and exchange of good practices, and support for policy reform.
- Learning mobility will receive 63% of the budget and support over 2 million students in higher education as well as staff exchanges. Cooperation projects will
The document provides guidance for applicants on EU grants, including: carefully analyzing the work programme; choosing partners and managing the project yourself; using support structures; project types and participation opportunities based on annual calls; and a two-step evaluation process. Contact information is provided for additional resources.
Erasmus+ The Eu programme for education.pdfFtimaCortes4
The document discusses the new Erasmus+ program, which integrates existing EU programs for education, training, youth, and sport into a single framework. It aims to strengthen links between education/training and employment, promote mobility and cross-sector cooperation, and support policy reform. The main actions of Erasmus+ include learning mobility for students, staff, and youth; strategic partnerships between education/training institutions and business; and support for developing and implementing EU tools and policies.
Similar to Erasmus+: Capacity Building in Higher Education (20)
Probability Theory and Mathematical Statistics in Tver State Universitymetamath
Project MetaMath outlines a probability theory and mathematical statistics course offered at Tver State University. The course is offered over two semesters for a total of 9 credits. It includes lectures, laboratory work, seminars, course projects each semester, and exams. The goal of the course is to present basic information about probability models that account for random factors. Upon completing the course, students should have mastered key probability and statistics concepts and techniques. The course also discusses modernizing elements like pre-testing students and incorporating online homework assignments.
This document compares the Discrete Mathematics curricula and courses between OMSU (National Research Ogarev Mordovia State University) in Russia and TUT (Tampere University of Technology) in Finland. It analyzes the competencies, topics, and learning outcomes covered in the Discrete Mathematics courses based on three levels of difficulty. Overall, the OMSU course covers more topics like set theory, combinatorics, algebraic structures, and coding theory over a longer duration, while the TUT course focuses more on number theory over a shorter period. The document proposes increasing engineering applications and using an online learning system to help modernize the Discrete Mathematics courses.
This document outlines a course of calculus for IT students at Lobachevsky State University of Nizhni Novgorod. The course is divided into 3 terms covering sequences, differential calculus, integral calculus, and series. Tests and exams are given throughout each term to assess student competency in mathematical thinking and problem solving. The course aims to develop skills in applying modern mathematical tools. Plans are discussed to modernize the course by adding an introductory section to address low student preparation, using online tools like METAMATH to support independent work, and testing key concepts to address educational problems.
The document discusses the discrete mathematics curriculum at Saint-Petersburg Electrotechnical University. It provides an overview of which discrete math topics are covered in each year of study for different degree programs. It also compares course parameters like credits and hours between the university and TUT. Key modules covered in the second year Math Logic and Algorithm Theory course are outlined. Competencies addressed in the curriculum are mapped to SEFI levels, with additional competencies covered uniquely at the university. Suggested modifications to improve the curriculum structure are presented.
Probability Theory and Mathematical Statisticsmetamath
This document provides information about a Probability Theory and Mathematical Statistics course taught at KNITU, Russia. It includes details about the course such as the number of students, preliminary courses required, distribution of working time, topics covered in lectures and workshops/laboratories. It also compares the methodology and topics studied in this course to a similar course taught at TUT, Finland. Key differences highlighted include the use of Matlab at TUT and more emphasis on practical work/tutorials versus lectures. Overall competencies covered are also summarized and compared between the two courses based on the SEFI framework.
This document compares the optimization methods courses between KNITU (Russia) and TUT (Finland).
The KNITU course is mandatory, has fewer credits (3 vs 5), and less time spent (108 student hours vs 138). Key topics are similar but KNITU spends less time on lectures (10 vs 28) and nonlinear optimization.
The main difference is KNITU has fewer lectures, almost half that of TUT. This could be addressed by using an online math platform like Math-Bridge to provide additional lecture material and practice problems. Mid-term tests on Math-Bridge could help evaluate knowledge gained from the extra online content.
This document summarizes the course content and structure for Discrete Mathematics at the National Research Ogarev Mordovia State University. The course is divided into 4 modules covering set theory, graph theory, algebraic structures, and coding theory. Students take exams and write 3 essays throughout the semester to assess their understanding of each module. Pedagogical methods include lectures, practice problems, subgroup work, computer programming assignments, and a final exam to evaluate students on a 100 point scale.
SEFI comparative study: Course - Algebra and Geometrymetamath
The document describes a course in Algebra and Geometry for Informatics and Computer Science (ICS) and Programming Engineering (PE) majors. It analyzes the course content based on the SEFI framework and finds that the course covers most competencies in linear algebra and geometry at the core and level 1 levels. Some level 2 and 3 competencies are also covered. However, not all competencies are addressed as some assume knowledge from secondary school, others are covered in other courses, and some are not necessary for the ICS and PE profiles.
This document discusses the mathematical foundations of fuzzy systems, including:
- The curriculum covers theory of fuzzy sets, theory of possibility, crisp vs. fuzzy values, model tasks, and possibilistic optimization tasks over two semesters for a total of 324 hours.
- The theory of possibility introduced in 1978 uses axiomatic approach and possibility measures to define possibilistic space and possibilistic (fuzzy) variables characterized by possibility distributions.
- Model tasks and possibilistic optimization tasks are presented, where the coefficients can be crisp or possibilistic variables.
Calculus - St. Petersburg Electrotechnical University "LETI"metamath
This document provides an overview of the calculus concepts covered in school and in various university courses at the Electrotechnical University “LETI” in Saint Petersburg, Russia. It outlines the key competencies developed in functions, sequences, series, logarithmic/exponential functions, rates of change, differentiation, integration, and other topics. The levels of mastery increase across the core courses in Calculus, Computing Mathematics, and some additional advanced topics covered in only two specialized groups.
1. The document outlines discrete mathematics competencies covered at different levels in the undergraduate curriculum at Saint-Petersburg Electrotechnical University.
2. Many competencies are covered in the discrete mathematics course in the first year, while others are covered in courses like mathematical logic and algorithm theory in later years.
3. LETI aims to develop additional competencies beyond the SEFI levels, such as skills in mathematical logic, graphs, algorithms, and finite state machines.
Probability Theory and Mathematical Statisticsmetamath
This document discusses a computer tutorial on probability theory and mathematical statistics that was developed for a bachelor's degree program in computer science and engineering. It provides details on the course, including the typical number and gender of students, prerequisite courses, and time allocation. It also outlines the history of the degree program and standards from 1990 to 2014. The document describes the contents, structure, and development of the computer tutorial, and shows some screenshots of different learning management systems used to deliver the tutorial over time, including Lotus Learning Space, IBM Workplace Collaborative Learning, and Blackboard.
This document provides an overview of optimization methods. It discusses both single-variable and multi-variable optimization techniques, including necessary and sufficient conditions for local minima. Specific optimization methods covered include golden section search, dichotomous search, gradient descent, Newton's method, the simplex method for linear programming problems, and the method of Lagrange multipliers for constrained optimization problems. The document is intended to provide information about an optimization methods course, including preliminary courses, time distribution, and types of optimization techniques taught.
Math Education for STEM disciplines in the EUmetamath
The document discusses math education reforms in the EU. It notes declining math skills among students and describes efforts across Europe to shift from a content-focused approach to developing mathematical competencies. Recommendations include changing curricula to emphasize real-world problem solving, improving teacher training, and leveraging technology as a teaching tool while maintaining the important role of educators. Overall, the document outlines the need for pedagogical reforms to address shortcomings identified by assessments like PISA and better prepare students for STEM careers.
International Activities of the University in academic fieldmetamath
The document summarizes the international activities of Kazan National Research Technical University (KNRTU-KAI) in academic fields. It outlines several milestones in the university's international relations starting from the 1950s when it first hosted foreign students. It then discusses KNRTU-KAI's participation in international projects, associations, and TEMPUS programs. The document also provides details on international accreditation of academic programs, the new German-Russian Institute of Advanced Technologies, and KNRTU-KAI's approach to developing new curricula/modules based on the qualifications framework of the European Higher Education Area.
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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.
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
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. What information will you have at the end of
the presentation?
General
Overview of
the programme
The consortia
and the
financing rules
The application
and
assessment
steps
2
Selection Results from the previous
CBHE Call for Proposals 2015
5. 33 PROGRAMME COUNTRIES
Contribute financially to ERASMUS+
28 EU Member States +
Turkey, Iceland, Liechtenstein, Norway,
Former Yugoslav Republic of Macedonia
ELIGIBLE PARTNER COUNTRIES >150
Target Beneficiaries
Part I: Programme and Partner Countries
6. Partner Countries
Neighbouring the EU
Western
Balkans
Eastern
Partnership
countries
South-
Mediterranean
countries
Russia
[as recognised
by international
law]
Other Partner Countries
ACP Call
2016
Asia
Central
Asia
Latin
America
Iran,
Iraq,
Yemen
South
Africa
Part I: Partner Countries
7. Joint Projects:
curriculum development
university governance
& management
Links between HE
institutions and the
wider economic and
social environment
=> Impact
Institutions
Structural
Projects:
modernisation of policies,
governance and management of
higher education systems
Links between HE systems and the
wider economic and social
environment
=> Impact
Systems
7
Part I: Types of Projects
8. Part I: Joint Projects – Example of Activities
Development,
testing and
adaptating of
tools and
methods
Staff Training
(academic
and non-
academic)
Strengthening
internationali
sation and
promoting the
Knowledge
Triangle
Upgrading
facilities
necessary
to
implement
innovative
practices
8
9. Part I: Structural Projects – Example of Activities
Internationalisation
and Bologna Process
ECTS, 3 cycles,
recognition of degrees
etc.
Quality
Frameworks, assurance
systems/guidelines
Innovation
Policy making +
monitoring (including the
establishment of
representative bodies,
organisations or
associations)
9
10. 10
State-recognised public or private Higher
Education Institutions
Associations/Organizations of Higher
Education Institutions (no HEI!)
Only for Structural Projects:
recognized national or international
rector, teacher or student organisations.
Each applicant organisation must be located in a
Programme or in a Partner country
Part I: Who can Participate? - Eligible Applicants
11. 11
State-recognised public or private HEIs
Any public or private organisation active in the labour
market or in the fields of education, training and youth
(e.g. enterprise, NGO etc.)
Associations or organisations of HEIs with main focus on HE
International governmental organisation
(self-financing basis)
Each participating organisation must be located in
a Programme or in an eligible Partner country
Part I: Who can Participate ? - Eligible Partners
12. • Contribute indirectly
• “Associated partners” are not
considered as part of the
consortium and therefore
cannot benefit from any
financial support from the
project
• Ex: non-academic partners
providing placement
opportunities
12
– Structure ?
Eligible Partners?Part I: Who can participate? - Associated Partners
13. Part I:
Western Balkans, South-Mediterranean
and Eastern Partnership countries ONLY
Complementary for Joint and Structural projects
Additional to the core budget
NEW Harmonisation of the modalities with the International
Credit Mobility action
Who? Students registered in HEIs involved in project consortia
Staff employed in a HEI or enterprise in project consortia
Programme Country to Programme Country flows are
ineligible 13
Special Mobility
Strand
14. Conditions:
• Mobility should be instrumental and integrated in projects objectives
(no mobility on its own)
• Added value and/or innovative character of the activities proposed
(approx. 40% of the selected projects will receive additional funding)
• Comply with provisions of Erasmus Charter for Higher Education
14
Compulsory:
1. Inter-institutional agreements
between institutions
2. Learning / mobility agreements for
students and staff
3. Exemption of fees
Part I:
Special Mobility
Strand
15. Part I:
Students
Activities: - Study periods (3-12 months)
- Traineeships-work placement (2-12 months)
Charactericistics: - covers all cycles (BA, MA, PhD);
- corresponds to study area/academic discipline addressed by the project
- Students from HEIs of the consortia can study at partner HEI or
do a traineeship at a consortia country institution
15
Special Mobility
Strand
16. Part I:
Staff
Activities: Teaching & training periods (5 days to 2 months)
Charactericistics:
teaching period=> HEI teaching staff /staff from enterprises teach at a partner
HEI abroad
training period=> HEI teaching and non-teaching staff can attend:
a) structured courses/training events (conferences excluded);
b) job shadowing/observation periods/trainings at a partner
HEI, relevant organisation abroad or any other relevant
organisation in a consortia country
16
Special Mobility
Strand
17. Part II – The Consortia and the financing rules
17
18. Min. 3 countries
min. 1 HEI each
STRUCTURAL
PROJECTS:
Partner
Country
Ministries
for HE must
participate
At least as many
Partner Country HEIs as
Programme Country HEIs
Min. 1 country
min. 2 HEIs /each
18
Part II: Consortia Structure
Main Principles
PROGRAMME COUNTRIES PARTNER COUNTRIES
19. Ex.1a : minimum consortia: national project (6 HE institutions)
Min. 1 Partner Country: at least
as many HEIs as in the
Programme Countries
University
Cairo
Military
Technical
College
University
Alexandria
Min. 3 Programme Countries
min. 1 HEI each
19
Bonn
University
Rome
University
UK
London
University
20. Ex.2: minimum consortia: multi-country project (7 institutions)
Min. 2 Partner Countries
Min. 2 HEIs each
Belgrade
University
Tirana
University
Durazzo
University
Novi Sad
University
Min. 3 Programme Countries:
Min. 1 HEI each
20
London
University
Paris
University
Tu
rk
ey
Ankara
University
21. Example 3: consortia composition (multi-country project)
2 partner countries 3 programme countries
21
Ukrai
ne
S
pa
in
It
al
y
Kazakh
University
Abai
University
Madrid
University
Linz
Uni.
Wien
Uni.
Salzburg
Uni.
Turin
Uni.
Roma
Uni.
Genoa
Uni.
Cherkasy
Uni.
Kiew
Uni.
Nizhyn
Uni.
Bukovina
Uni.
Lviv
Uni.
22. New points to remember
• Latin America: participation only in multi-country
projects (at least 2 countries from the region). National
projects are therefore not eligible
• Syria and Libya: no possibility anymore to coordinate
projects because of the associated financial risks
• Russia cannot coordinate nor participate alone. An
application including Russia always requires the presence
of at least one other partner country
• Ukraine: eligible HE Institutions only those recognised
by the Ministry of Education and Science in Kiev
22
23. National Projects
Defined by the Ministries of
Education in close
consultation with the EU
Delegations
Must address
National priorities set for
Partner Country in
Regions 1, 2, 3, 7, 10
Regional priorities for the
regions where no national
priorities are established:
Regions 6, 7, 8, 9
Multi-Country Projects
Defined by the Commission
and based on EU's external
policy priorities
Must address
the regional priorities for
countries in the same region
(regional projects)
or
regional / national priority
common to different regions
(cross-regional projects)
23
Part II: Priorities & Project Types
24. Priorities are grouped according to 4 categories:
A. Curriculum development (Valid only for Joint Projects)
B. Improving quality of education and Teaching
C. Improving management and operation of HE institutions
D. Developing the higher education sector within society at large
The academic discipline needs to match the subject area!
Link to the table:
http://eacea.ec.europa.eu/erasmus-plus/funding/key-action-2-
capacity-building-in-field-higher-education-2015_en
24
Part II: Regional and National Priorities
25. 25
Priorities – National/Regional
Serbian National priorities WB Regional priorities
Category A
Curriculum
development
• Teacher training and education
science =
• Teacher training and education
science
• Environmental protection = • Environmental protection
• Business and administration
• Engineering and engineering
trades
• Law • Agriculture, forestry and fishery
• Computing • Health
• Manufacturing and processing • Transport services
• Social services • Physical sciences
• Journalism and information
• Security services
• Others (Multidisciplinary,
Interdisciplinary)
26. 26
Priorities – National/Regional
Serbian National priorities = WB Regional priorities
Category B
Improving
quality of
education
and teaching
• Learning and teaching tools,
• Methodologies and
pedagogical approaches
including learning outcomes
and ICT-based practices
(flexible learning paths,
blended courses, virtual and
real mobility, practical
placements etc.)
• Learning and teaching tools,
• Methodologies and
pedagogical approaches
including learning outcomes
and ICT-based practices
(flexible learning paths,
blended courses, virtual and
real mobility, practical
placements etc.)
27. 27
Priorities – National/Regional
Serbian National priorities WB Regional priorities
Category C
Improving
management
and
operation of
higher
education
institutions
University services such as
support services for student and
staff mobility, such as student
counseling and guidance, social
services, academic affairs,
libraries, etc.
Governance, strategic planning and
management of higher education
institutions (including human
resource and financial management)
Quality assurance processes and
mechanisms
Internationalisation of higher
education institutions (including
recognition mechanisms and
mobility, international relations
capacities)
Development of research and
innovative capacities (excluding
research activities)
Access to and democratisation of HE
(including disadvantaged groups of
people and regions)
28. 28
Priorities – National/Regional
Serbian National priorities WB Regional priorities
Category D
Developing
the Higher
Education
sector within
society at
large
Non-University sector at tertiary
education level =
Non-University sector at tertiary
education level
University-enterprise cooperation,
entrepreneurship and employability
of graduates
Definition, implementation and
monitoring of the reform policies =
Definition, implementation and
monitoring of the reform policies
Qualification frameworks and
recognition of qualifications
29. Many regional projects: national priorities do not
apply to all partner countries: focus on regional
priority
Cross-regional projects: challenge to address
priorities of each region
Do not invest in a project with too general,
unfocussed priorities: contact the NEO of the
potential partner countries to find out
national priorities and issues
29
Balkan countries: Specificities
30. Creativity and innovation?
30% of resubmissions rejected for lack of innovation
Need to analyse results of past projects > refine the target
New content and new methodologies
Involve different /new partner institutions
Mobilise Partner institutions in the regions, not only in the
capitals
30
31. Budget
Allocation
2015
(in Million €)
31
Part II: Budget previous Call
Region
Indicative budget
Million €
1 Western Balkans 12,67
2 Eastern Partnership countries 13,66
3 South-Mediterranean countries
Additional allocation for Jordan
28,06
5,00
4 Russia [as recognised by int. law] 6,72
6 Asia 33,46
7 Central Asia 8,68
8 Latin America 12,26
9 Iran, Iraq, Yemen 1,85
10 South Africa 3,42
TOTAL 125,78
Call for
Proposals
2015 –
EAC/A04/2014
32. Duration 24
or 36
Months
Min.
500,000
Euros -
Max.
1,000,000
Euros
Real Costs
and Unit
Costs
5 Budget
Headings
32
Part II: Budget and Duration-Overview
Excluding
mobility strand
-----------------------
New: ACP Countries
Max € 800,000
33. 33
Part II: How to calculate the budget -Categories
Staff costs (max 40%) 4 Staff Categories (Manager, Researcher/
Teacher/Trainer, Technician, Administrator)
Travel costs
Students/staff from partners in countries
involved in the project from their place of
origin to the venue of the activity and
return.
Costs of stay
Subsistence, accommodation, local and
public transport, personal or optional health
insurance.
Equipment (max 30%) Purchased exclusively for the benefit of HEIs
in the Partner Countries
Sub-contracting (max 10%)
Exceptional for services related to
competences that can't be found in the
consortia
34. Part II: How to calculate the budget -Methods
5 Budget
Categories
Staff - UC
Travel – UC
Cost of Stay – UC
Equipment – RC
Sub-contracting – RC
2 Methods
Real Costs
(RC)
Unit Costs
(UC)
34
Other types of costs
(ex.: dissemination, publishing,
overheads costs) are not
considered for the calculation of
the grant
>>> Expected to be covered by
co-funding
35. 35
Real costs: How did you use the grant ?
=> input based
=>Expenses incurred, supporting documents (bills)
Unit costs: what did you achieve with the grant ?
=>output based
=>No need to prove the actual expenditure but you
need to show the "triggering event", the fact the
activity was implemented (e.g. teaching
programme, attendance list for training)
Part II: How to calculate the budget –Unit Costs
36. Unit Costs
Grant Allocation
Volume /nature of activities
proposed in the application
Grant Justification
(final report)
Eligibility verification of the
"triggering events"
36
Part II: How to calculate the budget – Unit Cost
Use of the Grant
internal decision of
the partnership (in
coherence with
application)
37. • Mandatory
• To be submitted to the Agency within 6 months of the
signature of grant contract (Signed by the legal rep.)
• Joint (one doc signed by all partners) or Bilateral (partner A +
coordinating inst.)
• Template available to be adapted to specific needs of partnership
• Comprehensive : covering all aspects of the project:
– The partners role and responsibilities;
– Financial Management;
– Project Management;
– Project Quality Assurance;
– Student issues
– Decision/Conflict resolution mechanisms
37
Part II: Partnership Agreement
38. Part III – The application and
Selection procedure
38
39. Selection Results
Call for Proposals 2015 - EAC/A04/2015
• 515 applications received
• 140 projects selected involving
32 Programme Countries + 61 Partner countries
Western Balkans
• 65 applications submitted (13% of total)
• 15 applications selected (11% of total)
39
40. Overview on Applications/Selected Projects in target regions in
total numbers (as coordinators or partners)
The total number of applications is 515 out of which a 140 are recommended for funding
Regions
Received
applications
Selected
Applications
Region 1 - Western Balkans 65 15
Region 2 - Eastern Partnership Countries 169 23
Region 3 - South Mediterranean Countries 143 40
Region 4 - Russian Federation 57 13
Region 6 - Asia 36 27
Region 7 - Central Asia 80 23
Region 8 - Latin America 64 19
Region 9 – Iran, Iraq, Yemen 2 2
Region 10 - South Africa 5 4
Regional Data cannot be added since the same project can involve several regions
Erasmus+
44. Number of Selected Projects with a Special Mobility Strand
per eligible Region
1
2
3
Western Balkan
countries
Eastern Partnership
countries
South-Mediterranean
countries
45. Breakdown of applications submitted by partner
country and region
Region Country
Total nr of
applications
in which the
country is
involved as
coordinator
or partner
Nr of applications
% of applications in which the
country is involved as
coordinator or partner
Coordinated
in the
country
With Special
Mobility Strand
Out of the total
nr of
applications
(515)
Out of the total
number of
applications
involving the
region
Albania 22 2 5 4% 34%
Western
Bosnia and
Herzegovina 31 3 6 6% 48%
Balkans Kosovo 21 4 3 4% 32%
( Region 1) Montenegro 23 2 7 4% 35%
Serbia 40 18 9 8% 62%
Total 65 29 12 13% --
45
46. Breakdown of accepted projects by partner country,
region and type of project
46
Region Country
Total nr of
projects in
which the
country is
involved as
coordinato
r or partner
Nr of projects Nr of Joint Projects Nr of Structural Projects
Coordinated
in the
country
With Special
Mobility
Strand
National
projects
Multi-
Country
projects
TOTAL
National
projects
Multi-
Country
projects
TOTAL
Albania 5 0 0 0 5 5 0 0 0
Bosnia &
Herze-
Govina 8 0 1 0 7 7 1 0 1
Western
Balkans Kosovo 6 2 0 1 5 6 0 0 0
(Region
1) Montenegro 4 0 1 0 4 4 0 0 0
Serbia 9 4 1 2 5 7 2 0 2
Total 15 6 1 3 9 12 3 0 3
47. Part III - Indicative roadmap for selection process CBHE
Steps Date
Publication of the Call for Proposals Oct. 2015
Deadline for submission of applications 10 February 2016
Expert assessment March-April 2016
Consultation of local/regional stakeholders May-June 2016
Award Decision July 2016
Notification of applicants and Publication of
results on EACEA web site
July-August 2016
Preparation and signature of grant agreements August –September 2016
Start of Eligibility Period 15 October 2016
47
48. When? How? Where?
One deadline - One-phase submission - on-line to EACEA
Application form = unique reference information for the
submission deadline.
What?
Specific application form:
eForm: project data – parts A, B, C
+ compulsory annexes:
Detailed project description (Word doc) – parts D, E, F, G, H, I, J
Budget tables (Excel doc)
Declaration of Honour+ Mandates (in one single PDF doc)
48
Pre-filled with info
from Participant
Portal - PIC
Part III: How and what do I submit? - General
49. 49
eForm (PDF Adobe doc)
A. Identification of the applicant and other partners
B. Description of the project (summary information)
C. Specific information related to CBHE
Detailed project description (Word doc. attached to eForm)
D. Quality of the project team and the cooperation arrangements
E. Project characteristics and relevance
F. Quality of the project design and implementation
G. Impact, dissemination and exploitation, sustainability; LFM; Workplan
H. Work packages
I. Special Mobility Strand (where applicable)
J. Other EU Grants
Part III: Application form - structure & contents
51. 51
Formal submission requirements
Grant size and duration
Applicant, Partners and Partnership
requirements (number of partners,
status of the grant applicant &
partners)
Part III: What is assessed?
Eligibility Criteria
52. Part III: Exclusion and Selection Criteria
Check exclusion criteria in the Guidelines, Part C for your
institution (bankruptcy, professional misconduct, subject of
fraud, corruption, administrative penalties, conflict of interest…)
Legal person status of the applicant organisation
Financial capacity to complete the proposed activities
(private entities only)
Operational capacity to complete the proposed activities
52
Based on supporting and administrative
documents -> declaration of honour, legal
entity form, profit and loss accounts...
53. 53
Relevance
(30 points)
Quality of
Design +
Implemen
tation
(30 points)
Quality of
Team +
Cooperation
arrangements
(20 points)
Impact and
Sustainability
(20 points)
Part III: Award Criteria
To be considered for funding, proposals must score
at least 60 points in total and - out of these points at least
15 points for "Relevance"
54. Selection Process
EACEA
Eligibility check
Assessment by
Independent
experts
Ranking on
QUALITY based on
award criteria
Consultation: EU
Delegations, PC
authorities, NEOs
EACEA
Evaluation
Committee
EACEA, DGs, EEAS
Final ranking list
Grant Award
Decision
EACEA
Project
Proposal
55. EACEA takes
decision based on:
Evaluation
Committee's
recommendation,
taking into account:
ranking list on quality established by external
experts
the results from the consultation process
the budget available for each region
the need to achieve a geographical balance
within a region
sufficient coverage of the priorities
55
Award Decision
56. 56
CONCLUSION: New elements (tbc) - CBHE
Inclusion of the African-Caribbean and Pacific countries with
reduced max. ceiling for the grant (800,000 Euros instead of
1.000,000 Euros) in this region.
Specific provisions for Ukraine, Syria and Libya (no coordination
of projects because of the associated financial risks).
Harmonisation of the modalities for the Special Mobility Strand
with the International Credit Mobility action.
Maximum duration of travels for students set at 3 months
instead of 2 months
Modifications of the ceilings for tendering procedures to projects
> €25,000 < €134,000
Deletion of ineligible costs regarding the location of the travels
and activities which had to take place at the partner institutions
2015-
2016
57. 57
2015-16
Key Action 1: International Credit Mobility
Rules regarding geographical balance will be introduced into the
programme guide and the selection process
Budget for each programme country is divided between different
regions of the world
Beneficiaries are asked to update the Mobility Tool at least once a
month
58. 58
2015-16
Erasmus Mundus Joint Master Degrees
Physical mobility: the mandatory student
mobility must be physical and not virtual
African-Caribbean and Pacific countries
(European Development Fund) are introduced
The preparatory year is no longer mandatory
59. Jean Monnet Actions
• Sub-activity "Support to Institutions" will be taken out. The budget
earmarked for this sub-activity will be re-distributed equally amongst
the other sub-activities.
• The requirement to hold a Chair in order to set up a Centre of
Excellence will be removed.
• Reduction from 5 to 3 of the minimum number of necessary
countries to create a Jean Monnet Network
• Bigger emphasis on additional activities by Jean Monnet Chairs to
multiply the impact of teaching and research activities.
59
2015-16
60. Centrally managed (EACEA) but Local Support
International E+ Contact Points (ICPs) in Programme Countries
https://eacea.ec.europa.eu/erasmus-plus/contacts/international-erasmus-plus-contact-
points_en
National Erasmus+ Offices (NEOs) in certain Partner Countries (PCs)
https://eacea.ec.europa.eu/erasmus-plus/contacts/national-erasmus-plus-offices_en
Other useful links:
Erasmus+ website - EACEA
http://eacea.ec.europa.eu/erasmus-plus_en
Programme Guide Version 3 (2015): 14/11/2014
http://ec.europa.eu/programmes/erasmus-plus/documents/erasmus-plus-programme-guide_en.pdf
Relevant pages in the Programme Guide: PP 145-165; PP 287-295; Part C
Erasmus+ website – EU Commission
http://ec.europa.eu/programmes/erasmus-plus/index_en.htm
60