Specificky je průzkum zaměřen na dynamické informace napojené na autorizované zdroje informací (typicky ministerstva), které umožní vyhledávání a porovnávání jednotlivých institucí z hlediska zaměření, kvalit nebo místa výskytu.
V případě Belgie je vzdělávání rozděleno na tři komunity – vlámskou /holandštinaú, valonskou /franština/ a německou /němčina/.
The document provides an analysis of Cologne Business School's (CBS) competitors in Western Europe. It identifies 15 direct competitors across 7 countries that offer 3 or more bachelor's degrees. The analysis compares CBS to these competitors on factors like language courses, accommodation, extracurricular activities, integration of international students, and online presence. CBS ranks third among its top 5 direct competitors which are identified as Marbella International University Centre, International University of Applied Sciences in Bad Honnef, Hamburg School of Business Administration, KU Leuven, and University of Bath.
Průzkum informačních portálů v souvislosti s informacemi o VŠ v DánskuMŠMT IPN KREDO
Specificky je průzkum zaměřen na dynamické informace napojené na autorizované zdroje informací (typicky ministerstva), které umožní vyhledávání a porovnávání jednotlivých institucí z hlediska zaměření, kvalit nebo místa výskytu.
This document discusses the ECTS and Diploma Supplement labels, which recognize higher education institutions that have fully implemented these Bologna Process tools. It provides information on the 2009-2010 application process, including promotion of the labels, screening of applications, selection results with over 20 institutions receiving each label, lessons learned from the process, and future plans to network label holders and promote use of the labels.
The document summarizes the key reforms and goals of the Bologna Process for creating the European Higher Education Area (EHEA). The main goals are to increase compatibility, comparability, and mobility between higher education systems in Europe through implementing three main cycles of degrees (bachelor's, master's, doctorate), adopting a qualifications framework, recognizing qualifications, ensuring quality assurance, and facilitating lifelong learning. The Bologna Process involves 46 European countries working closely with higher education institutions and other stakeholders to reform higher education and align systems.
The EUCEBS project aims to develop a multi-lingual, competence-based certification called the European Certificate of Basic Skills (EUCEBS) that will assess skills in communication, numeracy, ICT, learning to learn, interpersonal skills, and citizenship. The certification is being developed by a partnership of organizations across Europe and will provide a standardized assessment of basic skills for employers across European countries. The project has developed an online portfolio system and website for the certification and plans to make the certification interoperable with the Europass system for increased transparency of qualifications in Europe.
The document provides information about the Certificate in Advanced English (CAE) exam. It states that the CAE, also known as Cambridge English: Advanced, is a high-level English qualification recognized by universities, employers, and governments worldwide. The exam assesses English proficiency at the C1 level of the Common European Framework of Reference, showing highly proficient use of the English language. The CAE exam consists of five papers testing reading, writing, use of English, listening, and speaking skills.
El programa de becas de excelencia Eiffel, lanzado en enero de 1999 por el Ministerio de Asuntos Exteriores y Europeos, está destinado a apoyar la campaña de reclutamiento a nivel internacional de los establecimientos de enseñanza superior de Francia, esto en un contexto de competencia creciente entre países desarrollados para atraer a la élite de los estudiantes extranjeros en formaciones de nivel Máster, Ingeniero o Doctorado.
The French team of Bologna experts consists of 18 people from different specialties and regions of France. They are responsible for promoting the Bologna Process both within France and Europe. To ensure cohesion, the coordinator organizes regular meetings for the experts and also meetings with national partners to discuss topics related to student mobility, qualifications frameworks, and joint degrees. Examples provided include the JOIMAN project on developing and managing joint degree programs between universities and a conference organized on PhD student mobility.
The document provides an analysis of Cologne Business School's (CBS) competitors in Western Europe. It identifies 15 direct competitors across 7 countries that offer 3 or more bachelor's degrees. The analysis compares CBS to these competitors on factors like language courses, accommodation, extracurricular activities, integration of international students, and online presence. CBS ranks third among its top 5 direct competitors which are identified as Marbella International University Centre, International University of Applied Sciences in Bad Honnef, Hamburg School of Business Administration, KU Leuven, and University of Bath.
Průzkum informačních portálů v souvislosti s informacemi o VŠ v DánskuMŠMT IPN KREDO
Specificky je průzkum zaměřen na dynamické informace napojené na autorizované zdroje informací (typicky ministerstva), které umožní vyhledávání a porovnávání jednotlivých institucí z hlediska zaměření, kvalit nebo místa výskytu.
This document discusses the ECTS and Diploma Supplement labels, which recognize higher education institutions that have fully implemented these Bologna Process tools. It provides information on the 2009-2010 application process, including promotion of the labels, screening of applications, selection results with over 20 institutions receiving each label, lessons learned from the process, and future plans to network label holders and promote use of the labels.
The document summarizes the key reforms and goals of the Bologna Process for creating the European Higher Education Area (EHEA). The main goals are to increase compatibility, comparability, and mobility between higher education systems in Europe through implementing three main cycles of degrees (bachelor's, master's, doctorate), adopting a qualifications framework, recognizing qualifications, ensuring quality assurance, and facilitating lifelong learning. The Bologna Process involves 46 European countries working closely with higher education institutions and other stakeholders to reform higher education and align systems.
The EUCEBS project aims to develop a multi-lingual, competence-based certification called the European Certificate of Basic Skills (EUCEBS) that will assess skills in communication, numeracy, ICT, learning to learn, interpersonal skills, and citizenship. The certification is being developed by a partnership of organizations across Europe and will provide a standardized assessment of basic skills for employers across European countries. The project has developed an online portfolio system and website for the certification and plans to make the certification interoperable with the Europass system for increased transparency of qualifications in Europe.
The document provides information about the Certificate in Advanced English (CAE) exam. It states that the CAE, also known as Cambridge English: Advanced, is a high-level English qualification recognized by universities, employers, and governments worldwide. The exam assesses English proficiency at the C1 level of the Common European Framework of Reference, showing highly proficient use of the English language. The CAE exam consists of five papers testing reading, writing, use of English, listening, and speaking skills.
El programa de becas de excelencia Eiffel, lanzado en enero de 1999 por el Ministerio de Asuntos Exteriores y Europeos, está destinado a apoyar la campaña de reclutamiento a nivel internacional de los establecimientos de enseñanza superior de Francia, esto en un contexto de competencia creciente entre países desarrollados para atraer a la élite de los estudiantes extranjeros en formaciones de nivel Máster, Ingeniero o Doctorado.
The French team of Bologna experts consists of 18 people from different specialties and regions of France. They are responsible for promoting the Bologna Process both within France and Europe. To ensure cohesion, the coordinator organizes regular meetings for the experts and also meetings with national partners to discuss topics related to student mobility, qualifications frameworks, and joint degrees. Examples provided include the JOIMAN project on developing and managing joint degree programs between universities and a conference organized on PhD student mobility.
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.
Strategic implications for a European cross-border multi-campus business schoolESCP Europe
More than 40 years ago, ESCP Europe, which was established in Paris in 1819, decided to branch out into other European countries and thereby lay the ground for being the first European cross-border multi-campus business school. Today, ESCP Europe has campuses in Paris, London, Berlin, Madrid, and Torino plus an additional 100 partnerships all over the world.
A multi-campus structure offers the unique opportunity for students to experience different cultural contexts within the same institution on a large scale and in a coordinated manner via integrated curricula and cross-campus seminars. Obviously, such a concept also bears its challenges due to, for example, coordination costs and different national legal frameworks.
To avoid such challenges, many schools decide to exclusively rely on partnerships with other institutions of higher business education in other countries. Again other business schools, such as INSEAD or ESSEC, choose to build campuses even further away on other continents. In contrast a European cross-border multi-campus business school has its particularities as Europe allows it to embrace maximum cultural diversity at minimal geographical distance.
This presentation focuses on the implications of such a structure with respect to branding, communications, marketing and positioning. Furthermore, consequences for additional areas such as alumni relations, programme design, executive education, and scientific research are discussed. Equally, an outlook on future trends is given that might influence such a structure including the increasing globalisation of the business school landscape, the rising importance of MOOCs and the emergence of corporate universities.
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Presented at Euprio 2014 by Andreas Kaplan, Professor of Marketing and Director of Brand and Communications et ESCP Europe.
How tourism, wellness and spa industry but also other SMEs and companies can exploit successfully european funding opportunities under the Europe 2020 agenda.
The document proposes policy recommendations to promote open educational resources (OER) adoption across the European Union. It summarizes draft recommendations in 10 areas for higher education and vocational education. The recommendations aim to reduce barriers for new education providers and programs, increase quality assurance standards, move towards competence-based rather than time-based assessment, improve recognition of prior learning, mandate open licensing of publicly funded content, and increase research on OER benefits. The proposals are part of the POERUP project funded by the EU to develop policies supporting broader OER use.
Presentation by Johan Geentjens from Erasmus Mundus National Structure Belgium. Presentation was held at the EMAP training seminar in Tallinn for future Erasmus Mundus Joint Doctorates consortia (18-21 January 2012). For video see http://vimeo.com/38027375.
University fund raising 2.0 new boundaries for university lilelong learning lllDr. Patricio Montesinos
Fund Raising and Lifelong Learning are two 3rd mission activities that are intimal related. Lifelong Learning is a matter of fact one of the most fundamental activities Universities are facing the last 30 years. And Fund Raising arises as one of the most powerful tool that can be used to generate new spaces of collaboration among Universities, other Institutions, the Industry and the Society. But traditional fundraising (to ask money for University social activity) has been disappeared from the usual arena. This Fund Raising 1.0 orientation has evolved to other more sophisticated way of reaching funds, based on 3 different strategies: to be more efficient (internal fund raising), to valorise resources under use and to valorise the institutional relational capital. Combinations of the tree strategies have created the Fund Raising 2.0 approach. In this paper, this innovative way of developing new LLL projects will be described and one case study, the open innovation
Univirtual is a public body that provides online and blended university training programs. It was established by Ca' Foscari University of Venice and IUAV University of Venice to offer advanced training, research, and innovation. Univirtual offers a wide range of undergraduate, graduate, professional, and continuing education courses to students throughout Italy via an online platform and several regional learning centers.
This document summarizes executive master's programs in business and IT management offered by Antwerp Management School. The school has a long history of educating managers and focuses on cultivating global citizens. It offers executive MBA and master's programs, as well as company-specific programs. Students gain knowledge in areas like general management, IT governance, and financial management. The part-time programs meet every 3 weeks for 2 days and take 2 years to complete. Students benefit from networking with peers and gaining insights to make an immediate impact in their organizations.
The Bologna Process originated from the 1998 Sorbonne Declaration and 1999 Bologna Declaration, where European countries agreed to establish a European Higher Education Area. It has since expanded to include 48 countries. The key goals of the Bologna Process are to promote student mobility, employability, lifelong learning, and the international competitiveness of the European higher education system through initiatives like adopting a three-cycle degree system and recognition of qualifications. Decision-making involves biennial ministerial summits and cooperation between governmental and non-governmental organizations. The Bologna Process and related European Qualifications Framework have shifted education policy to focus on learning outcomes at all levels.
How startups and highly innovative companies can exploit european fundingNikolaos Floratos
It focuses on the funding opportunities and how they can be exploited by startups, Small and medium enterprises and highly innovative companies. It outlines the necessary framework and recipe for achieving this as well as the what anyone should start doing from today in exploiting successfully european funding.
European guidelines for validating non-formal and informal learning. 2nd editioneraser Juan José Calderón
This document provides guidelines for validating non-formal and informal learning in Europe. It acknowledges that validation arrangements must be tailored to specific contexts. The guidelines clarify options and steps for establishing validation systems. They address themes from the 2012 Council recommendation, including the four phases of validation (identification, documentation, assessment, certification). The guidelines are meant to assist stakeholders by reflecting on critical issues to develop functional validation.
The document provides guidelines for applicants to the BE MUNDUS Erasmus Mundus programme for the 2015/2016 academic year. It outlines the general information about the programme and BE MUNDUS project including target groups, eligibility criteria, types of scholarships, partner institutions and fields of study. The application process and requirements are explained along with information on implementing mobility if selected. The BE MUNDUS project aims to foster cooperation between European and Brazilian higher education institutions through student and staff exchanges.
oncampus integration (not only) via MOOCsAnja Lorenz
This document discusses efforts to provide integration and access to higher education for refugees in Germany through massive open online courses (MOOCs). It notes that over 1 million refugees registered in Germany in 2015 and about 30% of Syrian refugees had a university entrance qualification. Several initiatives were launched including untutored online courses through integration.oncampus.de and a tutored German pronunciation MOOC for Arabic speakers called #deu4arab that had over 2,000 learners. The document emphasizes the need for accessible platforms on mobile devices, multilingual support including Arabic, and hiring Arabic-speaking assistants to help refugees access educational opportunities.
This document discusses how to learn from champions who have received Horizon 2020 funding. It provides rankings of recipients based on funding amount, number of projects, and projects coordinated. It describes habits, techniques, systems, and formulas used by successful recipients, including understanding Horizon 2020 structure, applying rituals, elaborating proposals, and positioning oneself. These include the BUNDLER formula, Five Fingers technique, ICREATES system, CRITERIA formula, and Campaign and Grow Rich formula. The document recommends learning more by contacting the author or visiting listed websites.
I-HE2020 Introduction to EMC & Common Microcredential FrameworkEADTU
The document discusses the Erasmus+ European MOOC Consortium Labour Market (EMC-LM) initiative, which brings together MOOC platforms, universities, and public employment services to provide continuous learning opportunities for the European labor market through MOOCs. The goals of EMC-LM are to 1) create a framework defining the roles of various stakeholders in developing and delivering MOOCs, 2) empower organizations to co-develop, co-deliver, and use MOOCs for continuous education and training, and 3) integrate MOOCs into current education and training offerings across the EU.
Innovative Programs of International Cooperation LvivPolytechnic
This document provides information about study programs and scholarships available at Poznan University of Technology (PUT) in Poland for international students from Ukraine. It discusses undergraduate and graduate degree programs at PUT in fields like engineering, computing, and management. It also summarizes European Union scholarship programs like Erasmus+, Polish Erasmus for Ukraine, and the Visegrad Scholarship Program that provide funding for Ukrainian students to study in Poland. Specific multilateral programs like the Stefan Banach Scholarship for master's studies from Eastern Partnership countries are also outlined. Testimonials from Ukrainian students pursuing degrees at PUT through these programs are featured as well.
EAG offers unique solutions for small business owners wishing to pass along their business without those painful estate taxes. Estate Advisors Group offers options for planning Estates. Wills, Trusts, and a unique combination of both are covered! Minimize the Estate Taxes, Cash Out Options, Plan for the Future with EAG! Learn more at http://estateadvisors.blogspot.com/ or http://estateadvisor.wordpress.com
Also on YouTube:http://www.youtube.com/watch?v=TgBPlYeUNyI
EAG offers unique scenarios for leaving a true legacy. Scholarships, Endowments, major charitable contributions can be accomplished while also leaving to your heirs. Estate Advisors Group offers options for planning Estates. Wills, Trusts, and a unique combination of both are covered! Minimize the Estate Taxes, Cash Out Options, Plan for the Future with EAG! Learn more at http://estateadvisors.blogspot.com/ or http://estateadvisor.wordpress.com Also on YouTube: http://www.youtube.com/watch?v=eed-hrxoglI
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.
Strategic implications for a European cross-border multi-campus business schoolESCP Europe
More than 40 years ago, ESCP Europe, which was established in Paris in 1819, decided to branch out into other European countries and thereby lay the ground for being the first European cross-border multi-campus business school. Today, ESCP Europe has campuses in Paris, London, Berlin, Madrid, and Torino plus an additional 100 partnerships all over the world.
A multi-campus structure offers the unique opportunity for students to experience different cultural contexts within the same institution on a large scale and in a coordinated manner via integrated curricula and cross-campus seminars. Obviously, such a concept also bears its challenges due to, for example, coordination costs and different national legal frameworks.
To avoid such challenges, many schools decide to exclusively rely on partnerships with other institutions of higher business education in other countries. Again other business schools, such as INSEAD or ESSEC, choose to build campuses even further away on other continents. In contrast a European cross-border multi-campus business school has its particularities as Europe allows it to embrace maximum cultural diversity at minimal geographical distance.
This presentation focuses on the implications of such a structure with respect to branding, communications, marketing and positioning. Furthermore, consequences for additional areas such as alumni relations, programme design, executive education, and scientific research are discussed. Equally, an outlook on future trends is given that might influence such a structure including the increasing globalisation of the business school landscape, the rising importance of MOOCs and the emergence of corporate universities.
-----------
Presented at Euprio 2014 by Andreas Kaplan, Professor of Marketing and Director of Brand and Communications et ESCP Europe.
How tourism, wellness and spa industry but also other SMEs and companies can exploit successfully european funding opportunities under the Europe 2020 agenda.
The document proposes policy recommendations to promote open educational resources (OER) adoption across the European Union. It summarizes draft recommendations in 10 areas for higher education and vocational education. The recommendations aim to reduce barriers for new education providers and programs, increase quality assurance standards, move towards competence-based rather than time-based assessment, improve recognition of prior learning, mandate open licensing of publicly funded content, and increase research on OER benefits. The proposals are part of the POERUP project funded by the EU to develop policies supporting broader OER use.
Presentation by Johan Geentjens from Erasmus Mundus National Structure Belgium. Presentation was held at the EMAP training seminar in Tallinn for future Erasmus Mundus Joint Doctorates consortia (18-21 January 2012). For video see http://vimeo.com/38027375.
University fund raising 2.0 new boundaries for university lilelong learning lllDr. Patricio Montesinos
Fund Raising and Lifelong Learning are two 3rd mission activities that are intimal related. Lifelong Learning is a matter of fact one of the most fundamental activities Universities are facing the last 30 years. And Fund Raising arises as one of the most powerful tool that can be used to generate new spaces of collaboration among Universities, other Institutions, the Industry and the Society. But traditional fundraising (to ask money for University social activity) has been disappeared from the usual arena. This Fund Raising 1.0 orientation has evolved to other more sophisticated way of reaching funds, based on 3 different strategies: to be more efficient (internal fund raising), to valorise resources under use and to valorise the institutional relational capital. Combinations of the tree strategies have created the Fund Raising 2.0 approach. In this paper, this innovative way of developing new LLL projects will be described and one case study, the open innovation
Univirtual is a public body that provides online and blended university training programs. It was established by Ca' Foscari University of Venice and IUAV University of Venice to offer advanced training, research, and innovation. Univirtual offers a wide range of undergraduate, graduate, professional, and continuing education courses to students throughout Italy via an online platform and several regional learning centers.
This document summarizes executive master's programs in business and IT management offered by Antwerp Management School. The school has a long history of educating managers and focuses on cultivating global citizens. It offers executive MBA and master's programs, as well as company-specific programs. Students gain knowledge in areas like general management, IT governance, and financial management. The part-time programs meet every 3 weeks for 2 days and take 2 years to complete. Students benefit from networking with peers and gaining insights to make an immediate impact in their organizations.
The Bologna Process originated from the 1998 Sorbonne Declaration and 1999 Bologna Declaration, where European countries agreed to establish a European Higher Education Area. It has since expanded to include 48 countries. The key goals of the Bologna Process are to promote student mobility, employability, lifelong learning, and the international competitiveness of the European higher education system through initiatives like adopting a three-cycle degree system and recognition of qualifications. Decision-making involves biennial ministerial summits and cooperation between governmental and non-governmental organizations. The Bologna Process and related European Qualifications Framework have shifted education policy to focus on learning outcomes at all levels.
How startups and highly innovative companies can exploit european fundingNikolaos Floratos
It focuses on the funding opportunities and how they can be exploited by startups, Small and medium enterprises and highly innovative companies. It outlines the necessary framework and recipe for achieving this as well as the what anyone should start doing from today in exploiting successfully european funding.
European guidelines for validating non-formal and informal learning. 2nd editioneraser Juan José Calderón
This document provides guidelines for validating non-formal and informal learning in Europe. It acknowledges that validation arrangements must be tailored to specific contexts. The guidelines clarify options and steps for establishing validation systems. They address themes from the 2012 Council recommendation, including the four phases of validation (identification, documentation, assessment, certification). The guidelines are meant to assist stakeholders by reflecting on critical issues to develop functional validation.
The document provides guidelines for applicants to the BE MUNDUS Erasmus Mundus programme for the 2015/2016 academic year. It outlines the general information about the programme and BE MUNDUS project including target groups, eligibility criteria, types of scholarships, partner institutions and fields of study. The application process and requirements are explained along with information on implementing mobility if selected. The BE MUNDUS project aims to foster cooperation between European and Brazilian higher education institutions through student and staff exchanges.
oncampus integration (not only) via MOOCsAnja Lorenz
This document discusses efforts to provide integration and access to higher education for refugees in Germany through massive open online courses (MOOCs). It notes that over 1 million refugees registered in Germany in 2015 and about 30% of Syrian refugees had a university entrance qualification. Several initiatives were launched including untutored online courses through integration.oncampus.de and a tutored German pronunciation MOOC for Arabic speakers called #deu4arab that had over 2,000 learners. The document emphasizes the need for accessible platforms on mobile devices, multilingual support including Arabic, and hiring Arabic-speaking assistants to help refugees access educational opportunities.
This document discusses how to learn from champions who have received Horizon 2020 funding. It provides rankings of recipients based on funding amount, number of projects, and projects coordinated. It describes habits, techniques, systems, and formulas used by successful recipients, including understanding Horizon 2020 structure, applying rituals, elaborating proposals, and positioning oneself. These include the BUNDLER formula, Five Fingers technique, ICREATES system, CRITERIA formula, and Campaign and Grow Rich formula. The document recommends learning more by contacting the author or visiting listed websites.
I-HE2020 Introduction to EMC & Common Microcredential FrameworkEADTU
The document discusses the Erasmus+ European MOOC Consortium Labour Market (EMC-LM) initiative, which brings together MOOC platforms, universities, and public employment services to provide continuous learning opportunities for the European labor market through MOOCs. The goals of EMC-LM are to 1) create a framework defining the roles of various stakeholders in developing and delivering MOOCs, 2) empower organizations to co-develop, co-deliver, and use MOOCs for continuous education and training, and 3) integrate MOOCs into current education and training offerings across the EU.
Innovative Programs of International Cooperation LvivPolytechnic
This document provides information about study programs and scholarships available at Poznan University of Technology (PUT) in Poland for international students from Ukraine. It discusses undergraduate and graduate degree programs at PUT in fields like engineering, computing, and management. It also summarizes European Union scholarship programs like Erasmus+, Polish Erasmus for Ukraine, and the Visegrad Scholarship Program that provide funding for Ukrainian students to study in Poland. Specific multilateral programs like the Stefan Banach Scholarship for master's studies from Eastern Partnership countries are also outlined. Testimonials from Ukrainian students pursuing degrees at PUT through these programs are featured as well.
EAG offers unique solutions for small business owners wishing to pass along their business without those painful estate taxes. Estate Advisors Group offers options for planning Estates. Wills, Trusts, and a unique combination of both are covered! Minimize the Estate Taxes, Cash Out Options, Plan for the Future with EAG! Learn more at http://estateadvisors.blogspot.com/ or http://estateadvisor.wordpress.com
Also on YouTube:http://www.youtube.com/watch?v=TgBPlYeUNyI
EAG offers unique scenarios for leaving a true legacy. Scholarships, Endowments, major charitable contributions can be accomplished while also leaving to your heirs. Estate Advisors Group offers options for planning Estates. Wills, Trusts, and a unique combination of both are covered! Minimize the Estate Taxes, Cash Out Options, Plan for the Future with EAG! Learn more at http://estateadvisors.blogspot.com/ or http://estateadvisor.wordpress.com Also on YouTube: http://www.youtube.com/watch?v=eed-hrxoglI
Proyecto fundamentos de administración educativaJulio Leyva
Este documento presenta los elementos y criterios editoriales de un proyecto de administración educativa. El proyecto incluirá un análisis de la institución educativa, sus dimensiones de gestión como la pedagógica, administrativa, organizativa y comunitaria, su estructura administrativa, misión, visión y valores, un análisis FODA y del liderazgo, y un plan estratégico de mejora continua. El proyecto tendrá entre 12-15 cuartillas siguiendo criterios como un internlineado de 1.5, fuente A
Imran Ahmed Bajwa is seeking a career-oriented position that utilizes his talent, sense of responsibility, commitment, and output. He has over 15 years of experience in sales and management roles in Qatar and Pakistan. His education includes matriculation from a government high school in 1989. Currently he is the Assistant Sales Manager at Teyseer Industrial Supplies & Services Co. W.L.L., where he performs various sales and marketing duties.
Historia de la administración (recuperado)hecniel_
La historia de la administración se divide en tres teorías principales: la teoría clásica (1890-1916), la teoría científica (1910-1930), y las nuevas corrientes administrativas (1980 en adelante). La teoría clásica se centra en la estructura burocrática y enfatiza la eficiencia a través de reglas y jerarquías. La teoría científica se enfoca en los individuos, las máquinas y los estudios de tiempos. Las nuevas corrientes incluyen la administración por objetivos y
The document provides information on e-learning and distance education programs across several European countries, including Germany, Austria, Czech Republic, Hungary, Poland, Slovakia, and Slovenia. It describes some of the major universities and organizations that offer online and distance learning opportunities in each country. For example, it outlines the Bavarian Virtual University consortium in Germany, the Learn@WU program at the Vienna University of Economics and Business in Austria, and the Polish Virtual University partnership between two Polish institutions. Overall, the document presents a overview of the current state and key players of e-learning in the different education systems.
4.2 Benchmarking with European partners on Diploma Supplement Centre structur...LEBPass Project
The document provides context on the development of National Europass Centers and benchmarks the organizational structures of centers in France, Germany, and Cyprus. It describes how each country designates a National Europass Center that is responsible for coordinating Europass activities and implements the Diploma Supplement. The centers in France and Germany are affiliated with government ministries and introduce the Diploma Supplement for higher education graduates to receive automatically in English at no cost.
Presentation Mobility Office (Dirk Van Waelderen)DirkVanWaelderen
The document introduces HUB, a university college located in Brussels, Belgium. It has over 6,900 undergraduate students across professional and academic programs. The professional programs include fields like education, healthcare, social work, and offer bachelor's degrees. The academic programs include economics, linguistics, law, and offer bachelor's and master's degrees. HUB aims to promote student and faculty mobility and internationalization through partnerships with over 100 other universities around the world. It provides support for outgoing and incoming exchange students and staff through its mobility offices.
The document discusses the key reforms and goals of the Bologna Process and the creation of the European Higher Education Area (EHEA). The main goals are to create a common framework of easily comparable degrees across three cycles (bachelor's, master's, doctorate), increase mobility of students and staff, and ensure quality assurance and recognition of qualifications between countries. Key reforms include adopting overarching qualifications frameworks, facilitating the development of joint degrees between institutions, and improving recognition of qualifications and credit transfer systems. The process aims to make European higher education more internationally competitive and attractive while respecting institutional autonomy and academic freedom.
This document outlines the program for a conference on Museum Studies in the Low Countries. It discusses the current state of museum education in Flanders and considers how to establish a Museum Studies program in Flemish higher education. The agenda includes discussions on the needed competencies for museum professionals, examples of Museum Studies programs from other places, and a debate. It also provides an overview of the current education levels and programs in Flanders that are relevant to museums. Establishing a Museum Studies program will require defining the needed competencies, finding a higher education institution partner, lobbying efforts, and patience given the long process for approving new programs in Flanders.
The document provides information about admission requirements for international students to degree programs at HUB University including:
- Degree programs offered include Bachelor of Business Administration, Master of Business Administration, and Master of International Economics and Management.
- Application procedures and requirements include submitting documents like transcripts, passport, language test scores, and a motivation letter along with a fee.
- Admission is dependent on meeting language requirements like IELTS or TOEFL scores, and degree requirements which involve assessing if international degrees are equivalent to degrees in Flanders.
- Authenticity of documents is also checked to verify applicants genuinely obtained the degrees listed.
The document summarizes news from HEC Management School at the University of Liege in Belgium. It discusses that the school has received accreditation for its doctoral and master's programs. It also describes support services for international students provided by the Erasmus Student Network, and upcoming lectures from the President of the European Council. International recruitment fairs are announced in several countries.
Across German borders: Current Digital Higher Education initiatives & practic...e-teaching.org
Slides zu folgender Veranstaltung:
https://www.e-teaching.org/community/communityevents/onlinepodium/across-the-german-borders-digital-higher-education-in-the-eu
Die Digitalisierung führt zu einer Öffnung des Lernens über die traditionellen institutionellen und nationalen Grenzen hinaus. Wie wird Lernen unter solchen Bedingungen in Zukunft aussehen?
Situated in Northwestern Europe and often referred to as Holland, the Netherlands comprises twelve provinces and shares borders with Belgium to the south and Germany to the east, with the remaining sides embraced by a coastline. Dutch is the official language of the country.
Germany does not have a long tradition in accreditation of degree programmes. In contrary, there is a tradition of freedom of “academic teaching and research” at German universities.
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.
E-learning in Norway: Some important features, projects and providersMorten Flate Paulsen
The document summarizes e-learning in Norway, focusing on some major providers and innovations. It discusses the Norwegian Association for Distance Education, Norway Opening Universities, and notable private institutions like the Norwegian School of Management, NKS Distance Education, and NKI Distance Education, the largest provider with over 110,000 enrollments since 1987. NKI is highlighted for its individualized learning approaches using systems like individual progress plans and a learning partner system to facilitate online student cooperation.
The document discusses several initiatives in Italy to recognize the prior learning of migrants:
1. CIMEA evaluates foreign qualifications and connects Italian universities to international networks for academic recognition and mobility. Eupolis and the Filipino Nurses Association provide guidance to help migrants get professional qualifications recognized.
2. AlmaLaurea collects data on graduates to help universities and the government evaluate the system and connect schools and the job market.
3. The "Proof of Admission Test" administered by Italian universities can help assess migrants' knowledge before migration in fields like engineering.
The document discusses several initiatives in Italy to recognize the prior learning of migrants:
1. CIMEA evaluates foreign qualifications and connects Italian universities to international networks for academic recognition and mobility. Eupolis and the Filipino Nurses Association provide guidance to have professional qualifications recognized.
2. AlmaLaurea collects data on graduates annually and shares it to improve connections between education and employment.
3. The "Proof of Admission Test" evaluates language skills and can help gain admission to university programs.
4. The University of Bologna provides information to migrants and recognizes prior study and qualifications to facilitate access to higher education.
Study In Europe 2023 - An Informative Guide For Indian Studentsedugoabroad2
Study in Europe Detailed Guide: Know about top European universities, the cheapest countries to study abroad, popular courses, scholarships, and a lot more.
16 european master's in public administrationcorvinusg
The European Master's in Public Administration (EMPA) is a one-year certificate program offered through a partnership of 12 universities. The program aims to develop public administration practitioners who can work effectively across cultures in Europe. Students take core and elective courses on comparative public administration and policies in different European countries. The program includes a research project and dissertation. Students complete the first semester at Corvinus University in Budapest, and can choose to complete the second semester either there or at one of the partner universities. Upon completion, students receive a Master's certificate jointly signed by the participating EMPA universities.
Eurydice promotion leaflet 2013 ΑΠΟΣΤΟΛΗ ΕΝΗΜΕΡΩΤΙΚΟΥ ΥΛΙΚΟΥ ΓΙΑ ΤΟ ΕΥΡΩΠΑΙΚΟ...dakekavalas
The Eurydice Network is a long-established European network that aims to provide an accurate picture of the European education landscape by describing the organization of 40 European education systems and producing comparative studies and key data on education topics. It collects information on national education laws, policies, and statistics to identify common trends and support work on the Europe 2020 strategy and Bologna Process in higher education. The Eurydice Network consists of a European unit that coordinates publications and 40 national units based in the 36 countries participating in the EU's Lifelong Learning programme.
The document provides information about the University of Cologne (UoC) including its faculties and programs. It notes that UoC has around 49,000 students across its six faculties: Management, Economics and Social Sciences; Law; Medicine; Arts and Humanities; Mathematics and Natural Sciences; and Human Sciences. It provides highlights about some of the faculties, including that the Faculty of Management, Economics and Social Sciences is the largest of its kind in Germany with around 8,750 students. It also offers international dual degree programs. The Faculty of Law is one of the oldest and largest law schools in Germany.
Similar to Průzkum informačních portálů v souvislosti s informacemi o VŠ v Belgii (20)
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Průzkum informačních portálů v souvislosti s informacemi o VŠ v Belgii
1. Příloha B - Belgie
Průzkum informačních portálů v souvislosti s informacemi o VŠ
v Belgii
Specificky je průzkum zaměřen na dynamické informace napojené na autorizované zdroje
informací (typicky ministerstva), které umožní vyhledávání a porovnávání jednotlivých
institucí z hlediska zaměření, kvalit nebo místa výskytu.
V případě Belgie je vzdělávání rozděleno na tři komunity – vlámskou /holandštinaú,
valonskou /franština/ a německou /němčina/.
http://europa.eu/youth/BE/education-and-training/school-and-university_cs Generickýportál
zemí EU - tentoportál pouze statickypředstavuje informace jednotlivýchzemíEU – nezajímavý
z pohleduúčelurešerše
http://www.enic-naric.net/index.aspx?c=Belgium Portál ENIC (European Network of Information
Centres) sdružuje přehledně informace o vzdělávacích systémech a jejich zajištění kvality
v celé Evropě. Vhodný pro další odkazy.
http://www.ond.vlaanderen.be/English/ Ministerstvoškolství (Flandry)
http://www.studyinbelgium.be/en Valonskéuniversity,
2. http://nvao.com/
Evropskáasociace pro kavlituVŠ, zastřešujícíorganizace,kterázastupujeorganizace zabezpečováníjakosti,z
Evropskéhoprostoru vysokoškolskéhovzdělávání(EHEA) členskýchstátů.ENQA podporujeevropskou
spolupráci voblasti zajišťováníkvalityve vysokoškolskémvzděláváníašíří informace a odbornýchznalostí
svýchčlenůa k zúčastněnými stranami scílemrozvíjeta sdíletosvědčenépostupyapodporovatevropský
rozměrzabezpečováníjakosti.
http://nvao.com/
Belgická akreditační organizace – všechny druhy akreditací, zajímavé odkazy
4. Portál ENIC - European Network of Information Centres
Belgium
The Kingdom of Belgium has a federal state structureand education belongs to the
exclusive competences of the Communities. Therefore, in each Community there is a
NARIC centre.
For specific information from one of those centres, please click below:
Flemish Community
French Community
German-speaking Community
Flemish Community
5. National Information Centres
National education bodies
Systemof education
University education
Quality Assurancein Higher Education
Post-secondary non-university education
Recognized higher education institutions
Policies and procedures for the recognition of qualifications
Qualifications Framework
Diploma Supplement Information
National Information Centre(s)
NARIC-Vlaanderen
NARIC-Flanders
Ministry of Education and Training
Agency for Quality Assurancein Education and Training (AKOV)
Hendrik Consciencegebouw Toren C2
Koning Albert II-laan 15
B-1210 Brussels, Belgium
Phone: +32 2 553 89 58
Fax:
E-mail: naric@vlaanderen.be
Web site(s):
http://www.naric.be
Contact person:
Daniël De Schrijver / Karen Pattheeuws
6. National Education Bodies
Official name:
Ministerie van Onderwijs en Vorming
Ministry of Education and Training
Link(s): English, Dutch
Link(s):
English: http://www.ond.vlaanderen.be/English
Dutch: http://www.ond.vlaanderen.be
Official name:
VLHORA - VlaamseHogescholenraad
Council of Flemish University Colleges
The VLHORA, the Council of Flemish University Colleges, was established in 1996 and
was awarded the statute of public utility institution by law in 1998. The VLHORA gives
advice to the Flemish authorities on all policy aspects regarding university college
education, applied research, social services and the practice of the arts. Moreover the
VLHORA organises and stimulates consultation between the institutions on all issues
related to the university colleges.
Link(s): Dutch and English
Link(s):
Dutch and English: http://www.vlhora.be
Official name:
VLIR- Vlaamse InteruniversitaireRaad
Flemish Interuniversity Council
7. In 1976, theFlemish Interuniversity Council(VLIR) was setup as an autonomous public
body with its own institutional status. The council consists of members who represent
the Flemish universities. Itdefends the interests of the universities and gives advice to
the Flemish governmenton university matters (consultation, advice and
recommendations).
In addition, the council organises consultation between the universities.
Link(s): Dutch
Link(s):
Dutch: http://www.vlir.be/
Official name:
NVAO - Nederlands-VlaamseAccreditatieorganisatie
Accreditation Organisation of the Netherlands and Flanders
NVAO is the Accreditation Organisation of the Netherlands and Flanders. The
organisation was established by international treaty and it ensures the quality of
higher education in the Netherlands and Flanders.
Link(s): Dutch and English
Link(s):
Dutch and English: http://nvao.net/
Systemof Education
Education in Flanders
Link(s): English, English
Link(s):
English: http://www.ond.vlaanderen.be/english/
English: http://www.ond.vlaanderen.be/publicaties/?get=int
8. University Education
Higher Education in Flanders
The Higher Education Register is a legal register that presents information in three
ways:
1.Information aboutprogrammes and instutions
2.Information aboutstudying in Flanders
3.Information aboutthe higher education system
Link(s): English
Link(s):
English: http://www.highereducation.be
Higher Education in Flanders
severalpublications are available at this website
Link(s): English and Dutch
Link(s):
English and Dutch: http://www.ond.vlaanderen.be/publicaties/?get=INT&nr=298&i=74
Quality Assurance
NVAO - Nederlands-VlaamseAccreditatieorganisatie
NVAO is the Accreditation Organisation of the Netherlands and Flanders.
The organisation was established by international treaty and it ensures the quality of
higher education in The Netherlands and Flanders by assessing and accrediting
programmes and contributes to enhancing this quality.
9. Link(s): English and Dutch
Link(s):
English and Dutch: http://nvao.net/
Post-secondary Non-university Education
not (yet) available
The European Qualifications Framework for Lifelong Learning "EQF for LLL" was
approved by the European Parliament and the European Council in 2008. The EQF for
LLL is a translation tool to make qualifications expressed in competences intelligible
and comparableat European level.
Subsequentto the European developments, the Flemish Parliament has developed in
2009 a Flemish qualifications framework, inspired by the EQF and forming the basis for
a Flemish qualifications structure.
So, in the NQF of Flanders level 5 was introduced and called "Hoger Beroepsonderwijs"
(translated as "AssociateDegree").
Recognized Higher Education Institutions
Hogeronderwijsregister - Higher Education Register
The Higher Education Register is a legal register that contains all the accredited higher
education programmes in Flanders, Belgium offered at registered higher education
institutions, included non-statutory (private) ones.
All Bachelor and Master's programmes need accreditation in order to be recognised as
higher education programmes and to be able to award recognised degrees.
The Higer Education Register presents information in three ways:
1. Information aboutprogrammes and instutions
The programmeand instutional details can be found by using the browsing function
10. and the search engine.
2.Information aboutstudying in Flanders
A quick guide helps provides you with some essential guidelines and stepping stones.
What do you have to deal with when considering studies in Flanders? This concerns
issues such as visa and residence but also tuition, costs and grants. Somepractical
information will help you get acquanted to living in Flanders.
3.Information aboutthe higher education system
This is information about the recognised insitutions, the type of programmes and
degrees, the credit systemand the admission requirements.
Only accredited degree programmes arelisted in the Higher Education Register.
Accredited degree programmes meet, according to the NVAO (the independent
accreditation organisation of the Netherlands and Flanders, Belgium) predefined
quality standards.
Link(s): Dutch, English
Link(s):
Dutch, English: http://www.highereducation.be/
Policies and Procedures for the Recognition of Foreign Qualifications
NARIC- Vlaanderen
Application formavailable in English at website
Link(s): Dutch
Link(s):
Dutch: http://www.naric.be
Qualifications Framework
Framework
11. National Qualifications Framework - Flanders
Information concerning the National Framework of Qualifications in Higher Education
in Flanders, which is compatible with the overarching Framework for Qualifications of
the European Higher Education Area (QF-EHEA).
Link(s): English
Link(s):
English: http://www.nvao.net/nqf-fl
Self Evaluation Report
Framework of Qualifications in Europe and the North American Region
Self-Certification Report of Flanders (Belgium)
Link(s): English, English
Link(s):
English: http://www.enic-naric.net/index.aspx?s=n&r=ena&d=qf
English: http://www.nvao.net/nqf-fl
Diploma Supplement Information
Organisation responsiblefor the implementation of the DS
Departement Onderwijs en Vorming - Afdeling Hoger Onderwijs - beleidsvoorbereiding
Higher Education Policy Division
Department of Education and Training
Higher Education Policy Division
Hendrik Consciencegebouw Toren 7A
Koning Albert II-laan 15
B-1210 Brussels
Belgium
12. Phone: +32 2 553 98 08
Fax: +32 2 553 98 05
E-mail: erwin.malfroy@ond.vlaanderen.be
Link: Dutch and English
Additional information
A legally compulsory Flemish Diploma Supplement has been awarded automatically at
universities since 1991 and at university colleges since 1994.
The new Higher Education Law -introducing the Bachelor/Master structurein higher
education in Flanders- of April 4, 2003 endorses theconcept of a Diploma Supplement.
The existing Flemish Diploma Supplement has been adapted to the international model
and is being issued starting with the 2004/2005 academic year.
Every student in Flanders automatically receives a Diploma Supplement with his
degree. The degree and the accompanying diploma supplement are intrinsically
interlinked and are regarded as one single whole.
At the requestof students, the statutory registered institutions for higher education
will also furnish a free once-off copy of the degree and Diploma Supplement in English.
The degree and Diploma Supplement for programmes taughtentirely in another
language than Dutch are issued both in the teaching language and in Dutch.
Information on DS (legislation, template, chart, etc)
Higher Education Register - Diploma Supplement
Link(s): English
Link(s):
English: http://www.highereducation.be/higher-education-system/diploma-
supplement
13. Verified: Monday, September 20, 2010
Total number of records: 16
French Community
National Information Centres
National education bodies
Systemof education
University education
Quality Assurancein Higher Education
Post-secondary non-university education
Recognized higher education institutions
Policies and procedures for the recognition of qualifications
Qualifications Framework
Diploma Supplement Information
National Information Centre(s)
NARIC de la Fédération Wallonie-Bruxelles
NARIC of the Federation Wallonia-Brussels
Ministry of the Federation Wallonia-Brussels
Directorate General for Non-Compulsory Education and Scientific Research
Rue A. Lavallée 1
B-1080 Brussels
Belgium
14. Phone: +32 2 690 87 47
Fax: +32 2 690 87 60
E-mail: equi.sup@cfwb.be
Web site(s):
http://www.enseignement.be/index.php?page=24808&navi=2087
Contact person:
Mr. Kevin GUILLAUME, Attaché
National Education Bodies
Official name:
Ministère de la Fédération Wallonie-Bruxelles, Direction générale de l'enseignement
non obligatoire et de la recherchescientifique
Ministry of the Federation Wallonia-Brussels, DirectorateGeneral for Non-Compulsory
Education and Scientific Research
Link(s): French, French
Link(s):
French: http://www.cfwb.be
French: http://www.enseignement.be/infosup
Systemof Education
Education in the Federation Wallonia-Brussels
The website provides essential information concerning the educational systemin the
Federation Wallonia-Brussels, including pre-primary education, primary education,
secondary education, specialised education, higher education and adult education.
Link(s): French
15. Link(s):
French: http://www.enseignement.be/index.php?page=0&navi=6
University Education
Higher Education in the Federation Wallonia-Brussels
The first website provides generalinformation concerning higher education in the
Federation Wallonia-Brussels, including the structureof higher education, the
implementation of the Bologna process, thequality assurance, theacademic and
professionalrecognition, etc.
The second websiteprovides international visitors (students, professors, professionals,
etc.) with general information concerning higher education in the Federation Wallonia-
Brussels.
Link(s): French, French, English
Link(s):
French: http://www.enseignement.be/infosup
French, English: http://www.studyinbelgium.be
Link(s): French
Link(s):
French: http://www.enseignement.be/infosup
Quality Assurance
Agency for the quality evaluation of higher education
The Agency for the quality evaluation of higher education (AEQES) is the independent
body reponsible for the planning and following-up of external quality evaluation
procedures. TheAgency was set up following the adoption of the Act of 14 November
16. 2002. In 2008, ithas been restructured in order to enhance its autonomy and financial
means.
Link(s): French
Link(s):
French: http://www.aeqes.be
Post-secondary Non-university Education
Higher Education in the Federation Wallonia-Brussels
The first website provides generalinformation concerning higher education in the
Federation Wallonia-Brussels, including the structureof higher education, the
implementation of the Bologna process, thequality assurance, theacademic and
professionalrecognition, etc.
The second websiteprovides international visitors (students, professors, professionals,
etc.) with general information concerning higher education in the Federation Wallonia-
Brussels.
Link(s): French, French, English
Link(s):
French: http://www.enseignement.be/infosup
French, English: http://www.studyinbelgium.be
Recognized Higher Education Institutions
Directory of Higher Education institutions in the Federation Wallonia-Brussels
The website provides a directory of higher education institutions recognised and/or
subsidised by the Ministry of the Federation Wallonia-Brussels. Search can be done by
type of institutions or programmes.
Link(s): French
17. Link(s):
French: http://www.enseignement.be/index.php?page=23836&navi=149
Policies and Procedures for the Recognition of Foreign Qualifications
Recognition legislation and procedures in the Federation Wallonia-Brussels
The website provides essential information concerning the legislation and the
procedures applied in the Federation Wallonia-Brussels for therecognition of foreign
qualifications.
Link(s): French, French
Link(s):
French: http://www.enseignement.be/index.php?page=24833&navi=2088
French: http://www.equivalences.cfwb.be/
Qualifications Framework
Framework
Diploma Supplement in the Federation Wallonia-Brussels
The website provides general information concerning the Qualifications framework for
higher education implemented in the Federation Wallonia-Brussels. So far, the
framework has notbeen reviewed.
Link(s): French
Link(s):
French: http://www.enseignement.be/index.php?page=25784&navi=2760
Self Evaluation Report
No link is available at this time
18. Diploma Supplement Information
Organisation responsiblefor the implementation of the DS
Ministère de la Fédération Wallonie-Bruxelles et les institutions d’enseignement
supérieur
Ministry of the Federation Wallonia-Brussels and Higher Education Institutions
Ministry of the Federation Wallonia-Brussels
Directorate General for Non-Compulsory Education and Scientific Research
Rue A. Lavallée 1
B-1080 Brussels
Phone: +32 2 690 87 96
Fax: +32 2 690 87 60
E-mail: nadia.lahlou@cfwb.be
Link: French
Information on DS (legislation, template, chart, etc)
Diploma Supplement in the Federation Wallonia-Brussels
The website provides general information concerning the Diploma Supplement in the
Federation Wallonia-Brussels, including contact point and legal framework.
Link(s): French
Link(s):
French: http://www.enseignement.be/index.php?page=24833&navi=2720
Higher Education in the Federation Wallonia-Brussels
19. The website provides international visitors (students, professors, professionals, etc.)
with general information concerning higher education in the Federation Wallonia-
Brussels.
Link(s): French, English
Link(s):
French: http://www.studyinbelgium.be/start.php?lang=fr&rub=10
English: http://www.studyinbelgium.be/start.php?lang=en&rub=10
Verified: Monday, February 13, 2012
Total number of records: 14
German-speaking Community
National Information Centres
National education bodies
Systemof education
University education
Quality Assurancein Higher Education
Post-secondary non-university education
Recognized higher education institutions
Policies and procedures for the recognition of qualifications
Qualifications Framework
Diploma Supplement Information
20. National Information Centre(s)
Ministerium der Deutschsprachigen GemeinschaftBelgiens
Abteilung Unterricht, Ausbildung und Beschäftigung
Gospertstraße1
4700 Eupen
Phone: +32 87 596300
Fax: +32 87 556475
E-mail: unterricht@dgov.be
Web site(s):
http://www.bildungsserver.be
Contact person:
Jörg Vomberg
National Education Bodies
Official name:
Ministerium der Deutschsprachigen GemeinschaftBelgiens
Abteilung Unterricht, Ausbildung und Beschäftigung
Link(s): German
Link(s):
German: http://www.bildungsserver.be
Systemof Education
Link(s): German
Link(s):
21. German: http://www.bildungsserver.be/desktopdefault.aspx/tabid-2189//4268_read-
31599/
University Education
No link is available at this time
Quality Assurance
No link is available at this time
Post-secondary Non-university Education
No link is available at this time
Recognized Higher Education Institutions
Link(s): German
Link(s):
German: http://www.ahs-dg.be
Policies and Procedures for the Recognition of Foreign Qualifications
Link(s): German
Link(s):
German: http://www.bildungsserver.be/desktopdefault.aspx/tabid-2289//4467_read-
32048/
Qualifications Framework
22. Framework
No link is available at this time
Self Evaluation Report
No link is available at this time
Diploma Supplement Information
Organisation responsiblefor the implementation of the DS
No link is available at this time
Information on DS (legislation, template, chart, etc)
No link is available at this time