A presentation about strategies in HE and trends and the importance of programs tuning.
This presentation within a European project about tuning in MEDA (T-MEDA project)
Trends: - Thinking about using education institutions directly or indirectly as a means of economic development and as a means of production- Polarization and mobility of students and labor: Importance of Tuning
Evidence Based Strategy in HE: Current practices & TrendsAhmad JAMMAL
1- A historical background concerning HEIs, Regulations and Reforms concerning the sector in Lebanon.
2- Strategic plan for HE
3- Action Plan: What has been done? & Where we are ?
4- Difficulties
5- The road ahead ?
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%
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.
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 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.
Employability in the Cultural and Creative Sectors in Arab Mediterranean Coun...Jamaity
One of the main purposes of our study is to provide the conceptual and policy framework for understanding the creative economy, in order to identify major obstacles to
employment and employability in the cultural and creative sectors in four Arab Mediterranean Countries [AMC]: Palestine, Egypt, Tunisia and Morocco. We aim to identify the main obstacles facing job creation in these sectors, and assess gaps between the supply of skills (by universities and training centers) and their demand (by the labor market). To what extent are employment policies and Active Labor Market Programs [ALMP] in these countries capable of reducing the mismatch in these areas and supporting youth employability?
A preliminary study (literature review to collect data on the subject, including comparative studies for the four countries, etc.) allowed us to identify the main challenges of the cultural and creative sectors in AMC and to analyze the major characteristics of the labor market (section I). We conducted interviews with key-informants and stakeholders, by
developing a single questionnaire (see appendix 1), in order to discuss the specific challenges of each of the four countries (sections II, III, IV and V). Thus, we tried to combine two complementary approaches in our methodology: analysis of key documents and investigation methods used in development projects. While trying to identify our key
informants, we took into account the requirement to meet stakeholders from various backgrounds (including policy makers, cultural managers, artists…). Finally, five sets of
recommendations are suggested according to the main issues and challenges facing employability:
1- Improving the attractiveness and the quality of VET
2- Better preparedness of higher education institutions in order to reduce the skill
mismatch
3- The budget of ministries of culture should be increased and restructured
4- Need for better synergy between the local and the international scene
5- Better inclusive policies are needed for better jobs in the creative sector
Evidence Based Strategy in HE: Current practices & TrendsAhmad JAMMAL
1- A historical background concerning HEIs, Regulations and Reforms concerning the sector in Lebanon.
2- Strategic plan for HE
3- Action Plan: What has been done? & Where we are ?
4- Difficulties
5- The road ahead ?
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%
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.
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 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.
Employability in the Cultural and Creative Sectors in Arab Mediterranean Coun...Jamaity
One of the main purposes of our study is to provide the conceptual and policy framework for understanding the creative economy, in order to identify major obstacles to
employment and employability in the cultural and creative sectors in four Arab Mediterranean Countries [AMC]: Palestine, Egypt, Tunisia and Morocco. We aim to identify the main obstacles facing job creation in these sectors, and assess gaps between the supply of skills (by universities and training centers) and their demand (by the labor market). To what extent are employment policies and Active Labor Market Programs [ALMP] in these countries capable of reducing the mismatch in these areas and supporting youth employability?
A preliminary study (literature review to collect data on the subject, including comparative studies for the four countries, etc.) allowed us to identify the main challenges of the cultural and creative sectors in AMC and to analyze the major characteristics of the labor market (section I). We conducted interviews with key-informants and stakeholders, by
developing a single questionnaire (see appendix 1), in order to discuss the specific challenges of each of the four countries (sections II, III, IV and V). Thus, we tried to combine two complementary approaches in our methodology: analysis of key documents and investigation methods used in development projects. While trying to identify our key
informants, we took into account the requirement to meet stakeholders from various backgrounds (including policy makers, cultural managers, artists…). Finally, five sets of
recommendations are suggested according to the main issues and challenges facing employability:
1- Improving the attractiveness and the quality of VET
2- Better preparedness of higher education institutions in order to reduce the skill
mismatch
3- The budget of ministries of culture should be increased and restructured
4- Need for better synergy between the local and the international scene
5- Better inclusive policies are needed for better jobs in the creative sector
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
A guide to discover the new European Programme with explanatory charts and details about objectives and targets.
Other links:
- Official Web Site: http://ec.europa.eu/programmes/erasmus-plus/index_en.html
- Only for italian speaking people
Link al sito LLP per ogni informazione in lingua italiana: http://www.programmallp.it/box_contenuto.php?id_cnt=3358&id_from=66&style=llp&pag=1
The new EU Erasmus+ programme consolidates several previous programmes into a single programme with a total budget of €14.7 billion from 2014-2020. It aims to support education, training, youth and sport in Europe. The programme will provide opportunities for over 4 million Europeans to study, train, gain work experience, and volunteer abroad. Key actions include funding for learning mobility of individuals, strategic partnerships between organizations, and sector skills alliances to better match education and training with labour market needs. The deadline to apply for the first annual call is March and April 2014.
The CIGN project aims to bring together higher education, employment, and training within the cross-media design and production sector. It involves partner institutions from several European countries developing new online and blended learning courses and materials to address skills gaps identified in the industry. The project will produce new courses and programs for teaching staff and enable a sustainable network for professional development. Recent EU policies have focused on identifying evolving skills needs in dynamic sectors like media design to improve matching labor supply and demand, though implementation of policies remains a challenge.
Modernising Higher Education Philippe RuffioYouth Agora
The document discusses the key drivers modernizing higher education in Europe and the challenges they present. It identifies the main drivers as demographic changes, global competition, changes in science and technology, and societal challenges. The main challenges for higher education reform in Europe are to create flexible institutions, adapt curricula to new skills needs, and improve funding mechanisms to encourage innovation. The European approach involves the Bologna Process reforms and a modernization agenda focused on governance, funding, and curriculum changes to help higher education contribute to economic growth and competitiveness.
EQF_AG_Referencing Macedonian_Qualification Framework 3-4 Feb 2016 BXLBorco Aleksov
This document provides information about Macedonia's national qualifications framework and its referencing to the European Qualifications Framework. Some key points:
- Macedonia has a population of 2 million with high unemployment, especially among youth. It aims to integrate with the EU and increase education quality.
- Its national qualifications framework has 8 levels that are structured similarly to the EQF and describe qualifications using learning outcomes.
- A referencing process from 2014-2016 aligned the Macedonian qualifications levels to the EQF using criteria like comparing level descriptors. Validation of non-formal education is also supported.
- Main institutions like the Ministry of Education coordinate NQF implementation and referencing. Qualifications include formal education and some
Andrzej Kurkiewicz: Good practices and polish experiences in promoting and s...CUBCCE Conference
The objective of the presentation is to share good practices in promoting and supporting entrepreneurship within higher education. It will also elaborate on actions which were taken by Polish Ministry of Science and Higher Education to examine the progress of Polish higher education institutions (HEIs) towards becoming “entrepreneurial HEIs”, improving efficiency of transition from education to the labor market, increasing the usefulness of competences acquired by university graduates for the labor market, improving access to information about the graduates’ career paths in the labor market. Poland has been implementing the new graduate tracking system in order to get reliable and comparable data on graduates’ employment outcomes. It will be based on administrative data: matching database of graduates with anonymized data from the Social Insurance Institution focuses on transversal skills. Since 2014 Poland has been implementing the competency development programme which will support the training sessions and workshops aimed at increasing the skills and competences most relevant to the labour market, including entrepreneurship, but also interpersonal skills, including efficient use of the Polish language (literacy skills), formulating opinions, teamwork, negotiation techniques, additional courses delivered jointly with employers, career guidance. In October 2014 the Ministry and the National Centre of Research and Development announced the new competition, supported by the European Social Fund, for projects supporting career offices and career guidance in particular. Presentation will introduce the most important achievements of the objectives referred to the Frames of European cooperation on education and training.
The document discusses the European Research Area (ERA) and efforts to create an open labour market for researchers in Europe. Key points include:
- The ERA aims to allow researchers, knowledge, and technology to circulate freely in Europe similar to a single market.
- Actions to support an open labour market include the Charter and Code for Researchers, which establishes ethical and professional standards, and the HR Strategy for Researchers that helps institutions implement the Charter and Code.
- Over 250 institutions have implemented the HR Strategy and received the HR Excellence in Research Award.
- Additional efforts include the Marie Skłodowska-Curie Actions and European Research Council, which fund mobility and research positions, and E
Learning for employment Second report on vocational education and training po...Ghazally Spahat
By 2010, Europeans will live in the most competitive and dynamic knowledge-based economy in the world with more and better jobs and greater social cohesion.
The Bordeaux Communiqué summarizes the priorities and strategies of the Copenhagen process on enhancing cooperation in European vocational education and training. It discusses progress made since 2002 in developing tools to improve transparency and recognition of skills between countries. Key priorities going forward include implementing these tools at national levels, increasing quality and attractiveness of vocational training systems, better linking training to labor market needs, and strengthening European cooperation on vocational education.
Connecting policies and actors 2009 EU policies for educationSiegfried WIllems
This document discusses several recent European initiatives aimed at increasing transparency and mobility in education and training across Europe. It discusses policies like ECVET, EQF, and initiatives to increase learning mobility. It argues that these initiatives aim to help learners transition more easily between vocational and higher education and get skills validated. However, it questions whether these initiatives fully address the needs of companies and a changing economy. It suggests career guidance and management skills will be important to help learners navigate a changing job market.
The document provides an overview and summary of the new 2014-2020 structural funds programme. It discusses key changes including increased thematic concentration, smarter use of funds to promote growth, and more emphasis on accountability and results. The main funding will be allocated to less developed, transition and more developed regions. Ex-ante conditionality will require regions to develop smart specialization strategies to maximize impact. The European Social Fund will promote employment, education and social inclusion. Overall the new programme aims to simplify procedures and increase strategic direction of funds.
This document discusses supporting growth and jobs through modernizing Europe's higher education systems. It outlines key issues and actions needed to: [1] Increase attainment levels of higher education graduates and researchers to meet projected job growth; [2] Enhance the quality and relevance of skills developed in higher education; [3] Strengthen governance and funding to support excellence; and [4] Boost collaboration between education, research, and business. The EU will support modernization efforts through specific actions while responsibility lies primarily with member states and education institutions.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training(VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration,in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices. The report focuses on the main channels through which migrants succeed in VET. It is essential that migrants are fully informed about the opportunities VET provision offers and that they have access to high quality preparatory programmes enabling access to upper-secondary VET. Once in such provision, targeted support should help them to complete VET programmes successfully. OECD countries are putting in place innovative measures to achieve better outcomes for both migrants and for economies as a whole. Ultimately this report argues that VET systems can become stronger, more flexible and more inclusive, when working better for all students,including those with diverse and vulnerable backgrounds.
Public Sector Advisory Services provides advisory services to public sector clients in over 70 countries. It has a team of experienced consultants and advisors who work on long-term mandates for international organizations like the European Commission and national governments. It offers services in areas like public finance, taxation, customs, environment, health, social policy, private sector development, and regional development.
Mobility of doctoral students and post-doctoral researchers between the EU, C...Mantas Pupinis
The presentation discusses:
- Recent developments in the European policy that will have an impact on internationalisation of higher education
- Evidence on mobility of doctoral and post-doctoral researchers between Europe, Central Asia and Asia-Pacific
This document summarizes findings from study visits in 2008-2009 related to developing key competences in education and training, with a focus on communication in foreign languages and social/civic competences. Some common approaches identified across countries included early foreign language learning starting in pre-primary levels, using various models of language delivery (separate subjects, bilingual programs, CLIL), and recognizing the value of the Common European Framework of Reference. Challenges included the need for effective organization at all levels and well-trained teachers. Examples of good practices sharing experiences across practitioners and policymakers were identified.
Prezentovao:
Džon MekKarti, Međunarodni centar za razvoj karijere i javne politike ICCDPP
Ova prezentacija održana je u sklopu Euroguidance konferencije ,,Karijerno vođenje i savetovanje u Republici Srbiji'', održanoj 25. februara 2016. godine u hotelu ,,Metropol'' u Beogradu.
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
A guide to discover the new European Programme with explanatory charts and details about objectives and targets.
Other links:
- Official Web Site: http://ec.europa.eu/programmes/erasmus-plus/index_en.html
- Only for italian speaking people
Link al sito LLP per ogni informazione in lingua italiana: http://www.programmallp.it/box_contenuto.php?id_cnt=3358&id_from=66&style=llp&pag=1
The new EU Erasmus+ programme consolidates several previous programmes into a single programme with a total budget of €14.7 billion from 2014-2020. It aims to support education, training, youth and sport in Europe. The programme will provide opportunities for over 4 million Europeans to study, train, gain work experience, and volunteer abroad. Key actions include funding for learning mobility of individuals, strategic partnerships between organizations, and sector skills alliances to better match education and training with labour market needs. The deadline to apply for the first annual call is March and April 2014.
The CIGN project aims to bring together higher education, employment, and training within the cross-media design and production sector. It involves partner institutions from several European countries developing new online and blended learning courses and materials to address skills gaps identified in the industry. The project will produce new courses and programs for teaching staff and enable a sustainable network for professional development. Recent EU policies have focused on identifying evolving skills needs in dynamic sectors like media design to improve matching labor supply and demand, though implementation of policies remains a challenge.
Modernising Higher Education Philippe RuffioYouth Agora
The document discusses the key drivers modernizing higher education in Europe and the challenges they present. It identifies the main drivers as demographic changes, global competition, changes in science and technology, and societal challenges. The main challenges for higher education reform in Europe are to create flexible institutions, adapt curricula to new skills needs, and improve funding mechanisms to encourage innovation. The European approach involves the Bologna Process reforms and a modernization agenda focused on governance, funding, and curriculum changes to help higher education contribute to economic growth and competitiveness.
EQF_AG_Referencing Macedonian_Qualification Framework 3-4 Feb 2016 BXLBorco Aleksov
This document provides information about Macedonia's national qualifications framework and its referencing to the European Qualifications Framework. Some key points:
- Macedonia has a population of 2 million with high unemployment, especially among youth. It aims to integrate with the EU and increase education quality.
- Its national qualifications framework has 8 levels that are structured similarly to the EQF and describe qualifications using learning outcomes.
- A referencing process from 2014-2016 aligned the Macedonian qualifications levels to the EQF using criteria like comparing level descriptors. Validation of non-formal education is also supported.
- Main institutions like the Ministry of Education coordinate NQF implementation and referencing. Qualifications include formal education and some
Andrzej Kurkiewicz: Good practices and polish experiences in promoting and s...CUBCCE Conference
The objective of the presentation is to share good practices in promoting and supporting entrepreneurship within higher education. It will also elaborate on actions which were taken by Polish Ministry of Science and Higher Education to examine the progress of Polish higher education institutions (HEIs) towards becoming “entrepreneurial HEIs”, improving efficiency of transition from education to the labor market, increasing the usefulness of competences acquired by university graduates for the labor market, improving access to information about the graduates’ career paths in the labor market. Poland has been implementing the new graduate tracking system in order to get reliable and comparable data on graduates’ employment outcomes. It will be based on administrative data: matching database of graduates with anonymized data from the Social Insurance Institution focuses on transversal skills. Since 2014 Poland has been implementing the competency development programme which will support the training sessions and workshops aimed at increasing the skills and competences most relevant to the labour market, including entrepreneurship, but also interpersonal skills, including efficient use of the Polish language (literacy skills), formulating opinions, teamwork, negotiation techniques, additional courses delivered jointly with employers, career guidance. In October 2014 the Ministry and the National Centre of Research and Development announced the new competition, supported by the European Social Fund, for projects supporting career offices and career guidance in particular. Presentation will introduce the most important achievements of the objectives referred to the Frames of European cooperation on education and training.
The document discusses the European Research Area (ERA) and efforts to create an open labour market for researchers in Europe. Key points include:
- The ERA aims to allow researchers, knowledge, and technology to circulate freely in Europe similar to a single market.
- Actions to support an open labour market include the Charter and Code for Researchers, which establishes ethical and professional standards, and the HR Strategy for Researchers that helps institutions implement the Charter and Code.
- Over 250 institutions have implemented the HR Strategy and received the HR Excellence in Research Award.
- Additional efforts include the Marie Skłodowska-Curie Actions and European Research Council, which fund mobility and research positions, and E
Learning for employment Second report on vocational education and training po...Ghazally Spahat
By 2010, Europeans will live in the most competitive and dynamic knowledge-based economy in the world with more and better jobs and greater social cohesion.
The Bordeaux Communiqué summarizes the priorities and strategies of the Copenhagen process on enhancing cooperation in European vocational education and training. It discusses progress made since 2002 in developing tools to improve transparency and recognition of skills between countries. Key priorities going forward include implementing these tools at national levels, increasing quality and attractiveness of vocational training systems, better linking training to labor market needs, and strengthening European cooperation on vocational education.
Connecting policies and actors 2009 EU policies for educationSiegfried WIllems
This document discusses several recent European initiatives aimed at increasing transparency and mobility in education and training across Europe. It discusses policies like ECVET, EQF, and initiatives to increase learning mobility. It argues that these initiatives aim to help learners transition more easily between vocational and higher education and get skills validated. However, it questions whether these initiatives fully address the needs of companies and a changing economy. It suggests career guidance and management skills will be important to help learners navigate a changing job market.
The document provides an overview and summary of the new 2014-2020 structural funds programme. It discusses key changes including increased thematic concentration, smarter use of funds to promote growth, and more emphasis on accountability and results. The main funding will be allocated to less developed, transition and more developed regions. Ex-ante conditionality will require regions to develop smart specialization strategies to maximize impact. The European Social Fund will promote employment, education and social inclusion. Overall the new programme aims to simplify procedures and increase strategic direction of funds.
This document discusses supporting growth and jobs through modernizing Europe's higher education systems. It outlines key issues and actions needed to: [1] Increase attainment levels of higher education graduates and researchers to meet projected job growth; [2] Enhance the quality and relevance of skills developed in higher education; [3] Strengthen governance and funding to support excellence; and [4] Boost collaboration between education, research, and business. The EU will support modernization efforts through specific actions while responsibility lies primarily with member states and education institutions.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training(VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration,in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices. The report focuses on the main channels through which migrants succeed in VET. It is essential that migrants are fully informed about the opportunities VET provision offers and that they have access to high quality preparatory programmes enabling access to upper-secondary VET. Once in such provision, targeted support should help them to complete VET programmes successfully. OECD countries are putting in place innovative measures to achieve better outcomes for both migrants and for economies as a whole. Ultimately this report argues that VET systems can become stronger, more flexible and more inclusive, when working better for all students,including those with diverse and vulnerable backgrounds.
Public Sector Advisory Services provides advisory services to public sector clients in over 70 countries. It has a team of experienced consultants and advisors who work on long-term mandates for international organizations like the European Commission and national governments. It offers services in areas like public finance, taxation, customs, environment, health, social policy, private sector development, and regional development.
Mobility of doctoral students and post-doctoral researchers between the EU, C...Mantas Pupinis
The presentation discusses:
- Recent developments in the European policy that will have an impact on internationalisation of higher education
- Evidence on mobility of doctoral and post-doctoral researchers between Europe, Central Asia and Asia-Pacific
This document summarizes findings from study visits in 2008-2009 related to developing key competences in education and training, with a focus on communication in foreign languages and social/civic competences. Some common approaches identified across countries included early foreign language learning starting in pre-primary levels, using various models of language delivery (separate subjects, bilingual programs, CLIL), and recognizing the value of the Common European Framework of Reference. Challenges included the need for effective organization at all levels and well-trained teachers. Examples of good practices sharing experiences across practitioners and policymakers were identified.
Prezentovao:
Džon MekKarti, Međunarodni centar za razvoj karijere i javne politike ICCDPP
Ova prezentacija održana je u sklopu Euroguidance konferencije ,,Karijerno vođenje i savetovanje u Republici Srbiji'', održanoj 25. februara 2016. godine u hotelu ,,Metropol'' u Beogradu.
When climbing Mount Everest, the man's circulatory and respiratory systems undergo several changes to provide oxygen to his working muscles:
His heart rate increases to pump more oxygen-rich blood while diastolic blood pressure drops and systolic pressure and blood volume rise. His breathing also deepens and his ventilation rate increases to deliver more oxygen to his bloodstream.
Upon reaching the peak, tissue hypoxia occurs due to less oxygen in the thin air. His heart works harder, pumping more blood, while lung conditions involve faster, deeper breathing and increased pulmonary artery pressure to compensate for the lower oxygen levels.
The document summarizes the events of an evening event for couples. It included a dinner buffet, conversations, and two games - a couples question and answer portion and a memory test game. Songs of praise were also sung. The couples seemed to enjoy spending time together and with other couples, praising God for the fun and fellowship. The event concluded with thanks to the couples for participating.
Letter to Roger Seawright from M. Shanken CommunicationsRoger Seawright
This letter from a law firm represents M. Shanken Communications, owner of the CIGAR AFICIONADO trademark. It informs Roger Seawright that registering the domain name cigaraficionado.org and attempting to profit from its sale constitutes cybersquatting and infringement of M. Shanken's trademark rights. The letter demands that Seawright cancel the domain name registration and cease any solicitations to sell the domain name. Failure to comply will result in legal action to enforce M. Shanken's rights.
Reform of Higher education in Lebanon -HERE General Assembly Ahmad JAMMAL
A presentation about the reform of higher education system in Lebanon presented within the meeting of the Higher education reform Experts and SPHERE in Barcelona- Spain on 12 Dec. 2016
Presentation 1
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
Overview of recognition process in LebanonAhmad JAMMAL
The document discusses recognition of higher education qualifications in Lebanon. It provides an overview of Lebanon's recognition process, including the legal instruments that guide it, such as international conventions. It describes Lebanon's committees responsible for recognition, both for qualifications obtained within Lebanon and from outside. It also outlines the historical development of Lebanon's recognition system and degrees offered in Lebanese higher education. Going forward, it notes challenges such as increasing diversity in qualifications and the need to strengthen information sharing about different education systems.
The document provides an overview of the National Higher Education Research Agenda 2 (NHERA-2) for 2009-2018 in the Philippines. It outlines the following key points:
1. NHERA-2 aims to improve research capabilities and productivity in higher education institutions to generate knowledge needed for national development and advance learning.
2. It identifies three goals - improving research capabilities, enhancing research productivity, and generating new knowledge for higher education advancement and national development.
3. Strategies include strengthening graduate programs, providing research funding, recognizing outstanding researchers, establishing a journal accreditation service, and networking higher education institutions.
In Spain, vocational training (VET) guidance is provided through both the education and employment systems, which coexist after a decentralization process. Within the education system, VET guidance is offered by public schools through counselors and activities to advise students on career options. The Professional Organisation of Counsellors also organizes various events and resources. Within the employment system, guidance is provided by government employment agencies and tools to promote lifelong learning, vocational training recognition, and qualifications. There are also some private companies and online platforms that provide additional VET guidance and resources.
Implementing Competence Orientation and Learning Outcomes in Higher EducationInnovum
This document discusses the development of qualifications frameworks in Spain. It notes that the Spanish higher education system is undergoing reforms to align with the European Higher Education Area. A national qualifications framework for higher education is being developed in Spain, supported by recent legislation. However, further guidance is needed to ensure it is compatible with the European Qualifications Framework and considers the specific characteristics of the Spanish system. The Valencia University of Technology has conducted pilot projects with the Ministry of Education to develop two disciplinary qualifications frameworks proposals and engage the academic community in the process. The document describes these pilot projects and lessons learned.
Researcher Mobility and Careers - Update on EU Policy Initiatives - RCN Semin...Dagmar M. Meyer
Presentation given at the seminar "How to attract and retain excellent researchers?" that took place in Oslo on 19 January 2011. The seminar was organised by the Research Council of Norway together with the Association of Higher Education Institutions, Norway.
For more details see http://www.forskningsradet.no/en/Event/How_to_attract_and_retain_excellent_researchers/1253963126263?lang=en.
Brussels Training Seminar Case Study ViennaYouth Agora
The University of Vienna is a long-standing university founded in 1365 with over 15 faculties and over 72,000 students. It has undergone reforms to align with the Bologna Process, introducing bachelor's and master's degrees across its programs to improve graduates' mobility in Europe. Key aspects of the reform included developing an institutional strategy and consensus around concepts like learning outcomes, credits based on student workload, and modularization of curricula. A Bologna Office was established to support curriculum development activities led by faculties, provide guidance and coordination, and manage the phased implementation of reforms across different subject areas.
Comments from PEMPAL on draft OECD shared toolkit on budget transparency - D...OECD Governance
This document summarizes comments from PEMPAL on the OECD's draft Shared Toolkit on Budget Transparency. It provides positive feedback on the toolkit, noting that it collates all key advice into a single location. PEMPAL representatives appreciate the toolkit's format and ease of use. The self-assessment functionality is also seen as important for countries with limited funding. The document suggests using terms like "good" and "advanced" practices instead of "best" to describe benchmarks, as best practices are always evolving.
Haywoood, jeff changing pedagogical landscapesnewsroom-euvz
Despite the shift to student-centred learning and developments and opportunities in technology-enhanced education, the majority of European HEI has made little progress in adapting course offers accordingly.
Policy imperatives driving open educational resources (in universities in the...Paul Bacsich
This document discusses policy imperatives driving open educational resources (OER). It provides context on the growth of the OER movement over 10 years but lack of uptake. The POERUP project aims to stimulate OER uptake through policy by building on previous initiatives and producing country reports and case studies. It discusses the policy pyramid in Europe from UNESCO declarations to institutional policies. Key areas addressed include enabling environments, strategies and policies, open licensing, capacity building, partnerships, languages/cultures, research, and finding/sharing resources. The presentation argues for considering evidence and existing policies to develop feasible national and regional OER policies.
Presentation titled "Innovation in the Teaching of Sustainable Development in Europe: The Case of ISLE Erasmus Network". SPDECE 2012 Symposium, Alicante, Spain, 14/6/2012 (http://transducens.dlsi.ua.es/congress/spdece2012)
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Evidence Based Strategy in HE: Current practices & trends
1. International Forum “Policy, Research
& Practice in Higher Education
Evidence Based Strategy in HE: Current practices & Trends
Ahmad JAMMAL
Director General of Higher Education
Lebanon
Fifth General Meeting - Tuning Middle East & North Africa
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
1
2. World reality:
Emergence of the fundamental role of higher education institutions:
- Benefits of Human resources , experts and qualifications, research.
- Fundamental contribution to human development.
- Development of a knowledge society
Result of Globalization:
-Internationalization of education
-Considering HE as a Service Sector.
-Higher Education one of the most important cross-border services available (the
Convention on the liberalization of trade in services - the World Trade
Organization).
-Mobility of labor & students
Trends:
- Thinking about using education institutions directly or indirectly as a means of
economic development and as a means of production
- Polarization and mobility of students and labor: Importance of Tuning
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
3. In this situation, How the international communities deal with the HE
sector ?
- The European Union focused mainly on: developing European HE area
(LMD, ECTS, DS), ensuring the quality and reliability in institutions of HE
(EQAR), & the mobility (Internationalization, Tuning, Transparency, etc.).
- Arab Strategy for the development of higher education focused on
Developing the sector (mainly public), Quality Assurance, Accreditation &
Research
- The conferences of Arab Ministers Responsible for Higher Education
since 2000 (the Cairo conference) to 2005 (Conference of Yemen) Focused
on ensuring the quality and the need for the establishment of national bodies
or authorities for the evaluation and accreditation.
- In Lebanon, all national conferences since 2001 (the Parliament, The
order of Engineers, the Economic and Social Council , and the MEHE , etc.)
Focused on the need of a new policies for HE, to introduce quality assurance
procedures, to develop a new law for HE, to restructure HE system, to
monitor the sys, etc.
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
4. Outline:
1- A historical background concerning HEIs, Regulations and
Reforms concerning the sector in Lebanon.
2- Strategic plan for HE
3- Action Plan: What has been done? & Where we are ?
4- Difficulties
5- The road ahead ?
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
5. Historical Background:
• History:
- 1st
HEI in 1866, 8 HEIs before 1961, 17 before 1996,
- HE law in 1961, Regulations for Equivalency,
Engineering, and colloquium exams (1955 to 1965),
Decrees for licensing, audit, TC committee, criteria in
1996.
• 1999-2000: The Lebanese government had licensed 25
HEIs, passing the number of HEIs to 40 private and one
public,
• Now: 47 HEIs, 1 public
• This increasing was without planning or existing
national policy for higher education,
• A challenge for the DGHE created in 2002,
5
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
6. Students & Staff:
Students:
• The number increases through 10 years by 44.6%
• From 132645 students in 2004 to 195788 in 2014, with 54.3%
female
• Net increase of students’ Number in the private:
- 65836 students in 2004, 124348 in 2013 (82.7%),
- Public university (LU) (66809 in 2004 to 71440 in 2013 (7%).
• Number of foreign students increases from 9.6% in 2004 to 16.6%
in 2010 and decreases to 12% in 2014 because of the political
issues in the country.
Staff:
Human resources have been developed:
- Number of academic staff increased from 12000 in 2004 to
20082 in 2014 (40%) with 38% female,
- Also a net increase in administrative and technical staff . 6
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
7. HE system in Lebanon:
-Old with good experience
-Multi divers system (American, French, now European, etc.)
-Major role in developing human resources in Lebanon and the
region
-HEIs are non profit (by the law)
-High autonomy of HEIs (academic, financial) even public one.
-Lack of accountability.
-Problems of Governance (no clear separation of authority between
academics & supervising authority.
-Expansion of the sector without developing regulations to assure the
rights of the concerned stakeholders.
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
8. Questions:
-What to do? How?
-To whom is the responsibility?
- Who is responsible of the developing HE system?
- Who will define the Mission & the Vision for the HE system in
Lebanon & How to do that ?
It is The responsibility of all stakeholders:
State, Public & private HEIs, Socio-economic partners
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
9. National Mobilizations:
-Conference “HE & Knowledge Economy”, Organized by the Education
& Culture commission in the Parliaments, Beirut 30/10/2001.
-Conference “HE in Lebanon & the impact of licensing new
universities”, Organized by the scientific committee in the order of
engineers, Beirut 23/1/2002.
-Conference “Attracting Arab and foreign students to HEIs in Lebanon”,
Organized by the Economic and Social Council, Beirut, Sep. 2002.
-Series of conferences “Reorganizing Higher Education in Lebanon”,
organized by the DGHE, Beirut, 10 to 24 Feb. 2004.
-Audit of Higher Education institutions, during 2003-2004, Discover the
situation, DGHE with SGS, APAVE, TUV-HELAS.
Strategic Framework:
Through these conferences, General principles were adopted that
constitute the foundations for Strategic Framework for HE in 2005.
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
10. Strategic Framework (1)
1- Adoption of a charter for national HE: to Consider HE as a national priority,
to provide educational opportunities for all, to put a map of the spread of HEIs, to
assure for every body the right to have an education with good quality, to assure
paths in the system, to put and apply precise specifications and criteria for licensing,
to make the state take the responsibility of regulating education.
2- Build the capacity of higher education administration: the development of the
structure of the DGHE, building an information system that provides data about HE,
to reconsider the governing bodies, the dissemination of information about higher
education, to strengthen the research system.
3- Update legislation governing higher education: the laws and decrees of private
higher education, the law of the Lebanese University, Charter for the duties and
rights of Staff, students & workers in HEIs.
4- Strengthening the capacity of the Lebanese University: the development of the
structure of the university, a new law, the development of educational and research
resources, updated full-time legislation, securing facilities and equipment, the
development of specialties, the development of mechanisms for assessment.
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
11. Strategic Framework (2):
5- Ensure quality standards and quality assurance in HE : Quality assurance
and/or accreditation bodies, Academic mechanisms to assess institutions and to
provide quality assurance, common rules of information between the administration
and institutions.
6- The development of new missions for HE : meeting the needs of economic
development, development of human resources capacity, continuous training
opportunities.
7- Put HE in line with the knowledge economy: acquire IT skills, promote the
most promising sectors of higher education such as: information and communication
technology, energy and environment, to make educational programs more suited to
the requirements of the labor market, the involvement of HEIs in the development of
educational systems.
8- Promoting scientific research in HEIs: consider the scientific research as an
"essential element" in HE, promoting the establishment of research centers in HEIs,
make scientific research as a duty of faculty members, consider scientific research
as "key role factor " in the economic development.
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
12. Action Plans:
1- Define responsibilities and actors
2- Planning in priorities.
3- Put Schedule timelines
4- Analyze resources (human and financial)
5- Go in Execution
Difficulties:
1- Political context
2- Administrative context
3- Financial context
4- Human Resources
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
13. What Has been Done (1)
Starting 2004:
Strategy, Action plans and Reforms to develop and monitor the sector
- Audit of all HEIs (External Bodies)
- Dissemination of Quality Assurance And quality control culture
- New Decrees and Decisions
- Activate commissions in the DGHE: (EQ, TC, Eng. Com, CHE, etc.)
- Active collaboration between DGHE & Universities.
- New procedures for Licensing, Starting-Up and Recognition of Degrees
- Official Information system about HEIs & Procedures
(Website: www.higher-edu.gov.lb)
- Promoting Lebanese HE System Worldwide.
- Training on EQA (IIEP), etc.
- Promoting Research (National &International Projects)
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
14. What Has been Done (2)
•2007: Higher education strategic policy (plans and proposals).
•2006-2014: Structural measures projects with the European and
Lebanese universities (14 Projects): External Quality Assurance,
Student services, Employment Offices, Orientation, Career services,
International relations, Employment Observatory, Distance Learning,
etc.
Now: Participation in other Erasmus plus projects
•2010-2014: Training with Erasmus+ & HERE: LO, LMD, EQA,
Students services, Credit system, etc. 2015: ELearning (Debate), Civic
Engagement, IQA
14
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
15. What Has been Done (3)
•2012-2013: Benchmark on the governance in higher education
institutions (WB project): 29 university from Lebanon.
•2012: Regulating Doctoral Studies: Decree Number 10068 /2013
•2013: Regulating paths VTE to HE
•2013: Regulating Licensing in Medical schools
•2014: New law for higher education ratified by the parliament
285/2014: Frame work for the governance of higher education
institutions, management, finance, autonomy, participation, students
and faculty members rights, QA and accreditation.
•Since 2014: 2 Other laws in discussion in the parliament (ratified by
the government):
-Creating LQAA agency: Autonomy, standards … indicators, etc.
-Reorganizing the DGHE structure.
•2014-2015: Tuning Engineering, Architecture & Medical schools
studies
15
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
16. Where We Are? (1)
At the Local, Regional & International levels:
-Partnerships between Universities in & out side the country (Tempus
then Erasmus+ projects helped in this direction – 75 bilateral or
multilateral projects),
-Exchange of experts in Evaluation & QA procedures,
-Double & Joint degrees.
-Exchange for recognition (National authorities, ERIC-NARIC
network) & accreditation with European agencies, CTI, FEANI,
FIBAA, EVALAG, HERES, etc.
-Bilateral & multilateral agreements between regional & European
HEIs,
-Tuning to internationalize competencies & facilitate mobility,
-EQA & Accreditation of HEIs by European Agencies
-Networking with regional & international associations
-Local Taskforces (Governance, Monitoring system , QA, HERE,
Competitions, etc.)
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
17. Where We Are? (2)
At the Level of HE Institutions :
- Progress at the level of governance
- Implementation of QA procedures in most Universities
- EQA & Accreditation in some HEIs
- Ability of most of HE Institutions to align with the national policy
- Trained staff on QA.
- More transparency
- Partnerships with MEHE, other ministries & Labor market
At the Level of regulation of the Sector:
-Procedures to Regulate Licensing, Starting Up and Recognition
-Visible Information System about the sector
-Reinforcing collaboration between HEIs & DGHE
-Reinforce Cooperation with All stakeholders
-Training Experts on EQA
-Success of disseminating QA Culture
-3 major laws regulating the sector,
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
18. The road ahead
Continue the action plan, & Develop a NQF
Still there is many difficulties ??
- Political: the project laws wait to be ratified by the parliament),
- Resources: Need of Human & Financial,
- Engagement of Stakeholders: MEHE, HEIs,
Orders & Syndicates.
-Implement New procedures and indicators for licensing:
Social & Community Needs Assessment, Capacity of the sector,
Ethics & Code of conduct, Review of the strategy, implementation
of the new law of HE, etc.
T-MEDA, University of Deusto – Bilbao – Spain - 22-27, May 2016
19. Thank you
Ahmad JAMMAL, Prof. Dr.
Director general of Higher Education
MEHE - DGHE, Habib Abi Chahla Street
Beirut, Lebanon
Phone: +961.1.77250 or +961.1.772677
Fax: +961.1.772529
Web Site: www.higher-edu.gov.lb
Twitter: @ajammal_lb
Emails: a-jammal@hotmail.com
ajammal@ieee.org
ajammal@higher-edu.gov.lb