Trends in university funding in Europe and the impact on universities and management
Thomas Estermann
Director
Governance, Funding & Public Policy Development
Warwick - 24 January 2018
The document discusses opportunities to simplify the EU Framework Programme for Research and Innovation. It summarizes the results of a survey of universities on their experiences with simplification measures introduced in Horizon 2020. The survey focused on acceptance of institutional accounting practices, lump sum funding, cascade funding, and additional remuneration schemes. Respondents felt the next framework programme could better accept institutional practices like personnel cost calculation and improve funding methods to reduce administrative burden while ensuring fair competition.
Summary of the "Digitally enhanced learning and teaching in European higher education institutions" survey report. The report maps the situation regarding digitally enhanced learning and teaching at European higher education institutions over the past seven years and is mainly based on data from a survey conducted between April and June 2020 via an online questionnaire to institutional leadership.
Higher Education in Norway - Labour Market Relevance and OutcomesEduSkills OECD
The higher education system in Norway generally produces graduates with good skills and labour market outcomes. This success can be largely attributed to Norway’s robust and inclusive labour market and recent higher education reforms to improve quality. However, some Norwegian students have poor labour market outcomes and past success is no guarantee of future success, especially as the Norwegian economy upskills and diversifies. This report provides advice and recommendations to improve the labour market relevance and the outcomes of higher education in Norway. The analysis finds that there is an opportunity to expand work-based learning opportunities, improve career guidance, and do a better job of using innovative learning and teaching practices to improve labour market relevance across the system. The report concludes that Norwegian policy makers have a larger role to play in steering the system. Policy makers can set the conditions for greater labour market relevance by strengthening the mechanism for collaboration between higher education institutions and employers, ensuring better coordination and use of labour market information, and redoubling efforts to support quality learning and teaching. This report was developed as part of the OECD Enhancing Higher Education System Performance project.
Presentation by Luisa Bunescu, EUA Policy & Project Officer, in the framework of the EUA webinar "Approaches to cooperation and exchange in learning and teaching on a European level"
The document summarizes the key findings of a survey conducted as part of the INVITED project. The survey received responses from 159 higher education institutions across Europe. It found that most institutions have diversity, equity and inclusion strategies in place at the central level. Common measures address outreach, access and retention of students from underrepresented groups. While leadership support and stakeholder involvement are important for success, a lack of resources presents an ongoing challenge. Respondents said additional external support is still needed, and a holistic approach connecting different levels is important to further progress.
Thomas Estermann, Director for Governance, Funding and Public Policy Development at the European University Association tackles the issue of universities’ efficiency and their value for society in a broader European context. The presentation shows the most recent trends in public funding of universities across Europe, including the release of the 2016 Public Funding Observatory, and explore the links between public budgets for universities, efficiency measures and funding modalities.
The full report is available here: http://eua.be/Libraries/governance-autonomy-funding/public-funding-observatory-2016.pdf?sfvrsn=0
and more information about our work in Higher Education and Research Funding can be found here: http://eua.be/activities-services/projects/eua-online-tools/public-funding-observatory-tool.aspx
Trends in university funding in Europe and the impact on universities and management
Thomas Estermann
Director
Governance, Funding & Public Policy Development
Warwick - 24 January 2018
The document discusses opportunities to simplify the EU Framework Programme for Research and Innovation. It summarizes the results of a survey of universities on their experiences with simplification measures introduced in Horizon 2020. The survey focused on acceptance of institutional accounting practices, lump sum funding, cascade funding, and additional remuneration schemes. Respondents felt the next framework programme could better accept institutional practices like personnel cost calculation and improve funding methods to reduce administrative burden while ensuring fair competition.
Summary of the "Digitally enhanced learning and teaching in European higher education institutions" survey report. The report maps the situation regarding digitally enhanced learning and teaching at European higher education institutions over the past seven years and is mainly based on data from a survey conducted between April and June 2020 via an online questionnaire to institutional leadership.
Higher Education in Norway - Labour Market Relevance and OutcomesEduSkills OECD
The higher education system in Norway generally produces graduates with good skills and labour market outcomes. This success can be largely attributed to Norway’s robust and inclusive labour market and recent higher education reforms to improve quality. However, some Norwegian students have poor labour market outcomes and past success is no guarantee of future success, especially as the Norwegian economy upskills and diversifies. This report provides advice and recommendations to improve the labour market relevance and the outcomes of higher education in Norway. The analysis finds that there is an opportunity to expand work-based learning opportunities, improve career guidance, and do a better job of using innovative learning and teaching practices to improve labour market relevance across the system. The report concludes that Norwegian policy makers have a larger role to play in steering the system. Policy makers can set the conditions for greater labour market relevance by strengthening the mechanism for collaboration between higher education institutions and employers, ensuring better coordination and use of labour market information, and redoubling efforts to support quality learning and teaching. This report was developed as part of the OECD Enhancing Higher Education System Performance project.
Presentation by Luisa Bunescu, EUA Policy & Project Officer, in the framework of the EUA webinar "Approaches to cooperation and exchange in learning and teaching on a European level"
The document summarizes the key findings of a survey conducted as part of the INVITED project. The survey received responses from 159 higher education institutions across Europe. It found that most institutions have diversity, equity and inclusion strategies in place at the central level. Common measures address outreach, access and retention of students from underrepresented groups. While leadership support and stakeholder involvement are important for success, a lack of resources presents an ongoing challenge. Respondents said additional external support is still needed, and a holistic approach connecting different levels is important to further progress.
Thomas Estermann, Director for Governance, Funding and Public Policy Development at the European University Association tackles the issue of universities’ efficiency and their value for society in a broader European context. The presentation shows the most recent trends in public funding of universities across Europe, including the release of the 2016 Public Funding Observatory, and explore the links between public budgets for universities, efficiency measures and funding modalities.
The full report is available here: http://eua.be/Libraries/governance-autonomy-funding/public-funding-observatory-2016.pdf?sfvrsn=0
and more information about our work in Higher Education and Research Funding can be found here: http://eua.be/activities-services/projects/eua-online-tools/public-funding-observatory-tool.aspx
Quality assurance and accreditation of Online and Distance Higher Education (...EADTU
This document discusses quality assurance and accreditation of online and distance higher education. It summarizes the results of a survey of practices in 15 European countries. The survey examined national frameworks, institutional quality assurance activities, and the practices of external quality assurance agencies. It found that while legal frameworks allow for digital education, quality assurance agencies have not fully developed processes for evaluating online and distance programs. The document recommends that governments and agencies support innovation in teaching methods and develop expertise in quality assurance for new formats. It also calls for better data collection on online education and increased dialogue between universities and quality assurance bodies.
The report “EUA member consultation: A contribution to the Erasmus+ mid-term review” showcases the responses of more than 200 higher education institutions from 36 countries that participated in a survey on the Erasmus+ programme.
Thomas Estermann, Director for Governance, Funding and Public Policy Development at the European University Association presents an overview of its membership consultation on the topic, highlighting the challenges and opportunities for the next Horizon 2020 and Erasmus+ programmes' phase in the wider context of EU budget constraints and pressures.
Performance Agreements in Higher Education in the NetherlandsSimonRoy29
1. Dutch universities receive funding from multiple sources including tuition fees, direct public funding, research grants, and industry partnerships. A large portion (58%) comes from direct public funding.
2. Between 2012-2015, performance agreements linked 5% of education budgets to goals for improving education quality and student success. The results in 2016 showed some progress but the indicators did not reliably measure impacts and attributing results to funding was difficult.
3. The current system from 2019-2024 allocates funding to universities to develop their own plans within 6 themes of educational improvement. There are no mandatory indicators and funding increases each year. Evaluations focus on involvement of stakeholders and realization of proposals.
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
AVAILABILITY AND FEASIBILITY OF OER IN ADULT LEARNINGGiles Pepler
The document summarizes research on the use of open educational resources (OER) in adult education across eight European Union countries. It finds that while OER can provide benefits like more effective and lower-cost education, adoption of OER in adult education varies substantially between EU states. Some countries like Spain and Germany have made progress in developing national OER policies and platforms, while others like France, Hungary, and Latvia have seen little OER activity directed toward adult education. Barriers to greater OER use include restrictive copyright laws, lack of quality assurance processes for OER, limited OER training for educators, and low digital skills among adult learners.
The OECD School Resources Review examines how school resources can be effectively used to improve student outcomes. It takes a comprehensive look at how countries govern, distribute, and manage financial resources, infrastructure, human resources, and other resources. The review involves country background reports, country reviews, and thematic reports on topics like school funding. Its goal is to provide evidence-based policy advice and lessons learned across education systems to help countries get the best results from their investment in school resources.
The document summarizes the work and recommendations of the POERUP project, which investigated policies to promote open educational resources (OER) across Europe. It discusses findings related to OER availability and initiatives in schools, vocational education, and universities. It identifies barriers to OER adoption and provides recommendations in areas like communication, funding, licensing, quality assurance, and teacher training. These recommendations target both the European Commission and individual member states. The presenter then discusses OER priorities and initiatives underway in Romania and seeks input on how the recommendations apply in the Romanian context.
Participatory Governance, the Dutch ExampleEduSkills OECD
This presentation was given by Maarten Vollenbroek from the Dutch Ministry of Education, Culture and Science at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
This document discusses questions institutions should consider regarding mobility and cooperation outside of the European Union based on lessons from higher education. It suggests asking what is in it for students, institutions, and countries. For students, mobility can provide relevant skills, generic skills, and recognition of learning outcomes. Institutions benefit from added reputation, international networks, and long-term gains. Countries and the EU gain a better skilled workforce, relevant skills for workers, and international degree holders who act as ambassadors. Cooperation works in both directions between institutions.
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.
Sanna-Katja Parikka - Digital education and university alliancesEADTU
The document discusses the Una Europa university alliance and its efforts in digital education. It provides an overview of the alliance which includes 8 European universities. It describes the focus areas and types of courses being developed through pilot programs. It also discusses the flexible support services provided to academics, including specialist clusters and an "ABC Course Design Method" workshop. Finally, it discusses challenges around designing open online courses that provide credits and solutions being tested through Una Europa pilots.
QA in blended and online education: Adapting QA Methodologies to the Educatio...EADTU
This document summarizes a presentation on adapting quality assurance methodologies to educational developments in online and blended programs. It discusses four action lines including surveys of accreditation practices and country reports on quality assurance structures for new modes of teaching. Key challenges for quality assurance in online education are identified, such as pedagogical models, staff support, and including blended programs in quality frameworks. Ways forward are proposed for institutions, quality assurance agencies, governments, and the European Commission to support quality blended and online education through professional development, guidance, funding, and international cooperation. The importance of dialogue between institutions, agencies, and governments on quality assurance policies for innovation is emphasized.
Quality assurance and accreditation of Online and Distance Higher Education (...EADTU
This document discusses quality assurance and accreditation of online and distance higher education. It summarizes the results of a survey of practices in 15 European countries. The survey examined national frameworks, institutional quality assurance activities, and the practices of external quality assurance agencies. It found that while legal frameworks allow for digital education, quality assurance agencies have not fully developed processes for evaluating online and distance programs. The document recommends that governments and agencies support innovation in teaching methods and develop expertise in quality assurance for new formats. It also calls for better data collection on online education and increased dialogue between universities and quality assurance bodies.
The report “EUA member consultation: A contribution to the Erasmus+ mid-term review” showcases the responses of more than 200 higher education institutions from 36 countries that participated in a survey on the Erasmus+ programme.
Thomas Estermann, Director for Governance, Funding and Public Policy Development at the European University Association presents an overview of its membership consultation on the topic, highlighting the challenges and opportunities for the next Horizon 2020 and Erasmus+ programmes' phase in the wider context of EU budget constraints and pressures.
Performance Agreements in Higher Education in the NetherlandsSimonRoy29
1. Dutch universities receive funding from multiple sources including tuition fees, direct public funding, research grants, and industry partnerships. A large portion (58%) comes from direct public funding.
2. Between 2012-2015, performance agreements linked 5% of education budgets to goals for improving education quality and student success. The results in 2016 showed some progress but the indicators did not reliably measure impacts and attributing results to funding was difficult.
3. The current system from 2019-2024 allocates funding to universities to develop their own plans within 6 themes of educational improvement. There are no mandatory indicators and funding increases each year. Evaluations focus on involvement of stakeholders and realization of proposals.
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
AVAILABILITY AND FEASIBILITY OF OER IN ADULT LEARNINGGiles Pepler
The document summarizes research on the use of open educational resources (OER) in adult education across eight European Union countries. It finds that while OER can provide benefits like more effective and lower-cost education, adoption of OER in adult education varies substantially between EU states. Some countries like Spain and Germany have made progress in developing national OER policies and platforms, while others like France, Hungary, and Latvia have seen little OER activity directed toward adult education. Barriers to greater OER use include restrictive copyright laws, lack of quality assurance processes for OER, limited OER training for educators, and low digital skills among adult learners.
The OECD School Resources Review examines how school resources can be effectively used to improve student outcomes. It takes a comprehensive look at how countries govern, distribute, and manage financial resources, infrastructure, human resources, and other resources. The review involves country background reports, country reviews, and thematic reports on topics like school funding. Its goal is to provide evidence-based policy advice and lessons learned across education systems to help countries get the best results from their investment in school resources.
The document summarizes the work and recommendations of the POERUP project, which investigated policies to promote open educational resources (OER) across Europe. It discusses findings related to OER availability and initiatives in schools, vocational education, and universities. It identifies barriers to OER adoption and provides recommendations in areas like communication, funding, licensing, quality assurance, and teacher training. These recommendations target both the European Commission and individual member states. The presenter then discusses OER priorities and initiatives underway in Romania and seeks input on how the recommendations apply in the Romanian context.
Participatory Governance, the Dutch ExampleEduSkills OECD
This presentation was given by Maarten Vollenbroek from the Dutch Ministry of Education, Culture and Science at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
This document discusses questions institutions should consider regarding mobility and cooperation outside of the European Union based on lessons from higher education. It suggests asking what is in it for students, institutions, and countries. For students, mobility can provide relevant skills, generic skills, and recognition of learning outcomes. Institutions benefit from added reputation, international networks, and long-term gains. Countries and the EU gain a better skilled workforce, relevant skills for workers, and international degree holders who act as ambassadors. Cooperation works in both directions between institutions.
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.
Sanna-Katja Parikka - Digital education and university alliancesEADTU
The document discusses the Una Europa university alliance and its efforts in digital education. It provides an overview of the alliance which includes 8 European universities. It describes the focus areas and types of courses being developed through pilot programs. It also discusses the flexible support services provided to academics, including specialist clusters and an "ABC Course Design Method" workshop. Finally, it discusses challenges around designing open online courses that provide credits and solutions being tested through Una Europa pilots.
QA in blended and online education: Adapting QA Methodologies to the Educatio...EADTU
This document summarizes a presentation on adapting quality assurance methodologies to educational developments in online and blended programs. It discusses four action lines including surveys of accreditation practices and country reports on quality assurance structures for new modes of teaching. Key challenges for quality assurance in online education are identified, such as pedagogical models, staff support, and including blended programs in quality frameworks. Ways forward are proposed for institutions, quality assurance agencies, governments, and the European Commission to support quality blended and online education through professional development, guidance, funding, and international cooperation. The importance of dialogue between institutions, agencies, and governments on quality assurance policies for innovation is emphasized.
[EADTU-EU Summit 2018] The Changing Pedagogical Landscape 2nd ed.EADTU
This document summarizes the findings of a 2017-2018 study on the changing pedagogical landscape in higher education. The study examined policies, strategies, and practices around new modes of teaching and learning across several European countries. Key findings included that while many universities are increasing blended learning and online offerings, conventional face-to-face education remains prominent. Initiatives for new pedagogies are often bottom-up without clear connections to institutional strategies. Continuous education and open education efforts also remain fragmented with lack of coherent frameworks. The study recommends higher education institutions further embed new modes into strategic plans and scale up efforts in continuous education and open education through supportive policies and structures.
Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them
Erasmus+ is a European Union program that runs from 2014 to 2020 to provide opportunities for staff, students, and learners in education, training, youth, and sport to experience studying, training, and volunteering abroad. The program allows organizations in these fields to engage in international partnerships and mobility activities. It is implemented through various Key Actions that provide funding for activities like mobility exchanges, strategic partnerships, and structured dialogue in youth. The document outlines the structure and opportunities of Erasmus+ and provides guidance and deadlines for UK organizations to participate.
The document discusses the Higher Education Academy (HEA) and its work to improve teaching quality and student success in higher education. Specifically:
- The HEA aims to continuously improve teaching quality through professional development, best practices, and thought leadership. Its vision is to be globally recognized for inspiring excellent teaching.
- The HEA has been involved in developing the UK's Teaching Excellence Framework (TEF), which evaluates teaching quality and recognizes excellent instruction. Core TEF metrics include student satisfaction, retention, and employment outcomes.
- The HEA proposes additional metrics like qualifications and training of teaching staff. Its frameworks are intended to achieve student success through influencing teaching excellence, priorities, principles, and culture.
This document discusses internationalization of higher education institutions. It begins with an agenda that covers the drivers and tools used for internationalization. The theoretical framework identifies four main rationales for internationalization - academic, economic, socio-cultural and political. Common tools used are international curriculum, international students, offshore campuses, research consortia, and student/staff mobility programs. The connection between rationales and tools is explored, with examples from internationalization models in Australia and China. The conclusion is that there is no single approach and tools must be tailored to each institution's specific rationales and resources.
Effective development and management of joint programmesPhDSofiaUniversity
This document provides an overview of effective development and management of joint programmes. It begins with defining key terms like joint programmes, double degrees, and multiple degrees. It then discusses the history and state of joint programmes, highlighting growing trends over time. The document also outlines the legal framework, common rationales for developing joint programmes, and alternative models. Data from surveys on joint programmes is presented, showing statistics on topics like perceived impacts, challenges, and student motivations. Throughout, the workshop content is structured in phases of the joint programme lifecycle from development to evaluation.
The OECD Teachers’ Professional Learning (TPL) Study project overview 2020EduSkills OECD
This document provides an overview of the OECD Teachers' Professional Learning Study, which examines policies that can support teachers' professional growth and development from initial teacher preparation through continuing professional learning. The study has two strands: Strand I focuses on initial teacher preparation and the first years of teaching, while Strand II examines continuing professional learning. The study uses a combination of literature reviews, country background reports, policy diagnostics, and stakeholder engagement to identify challenges and emerging principles in different systems. The goal is to support peer learning and provide evidence to inform policies that can strengthen teachers' professional learning over their entire careers.
LEAP Online is an academic skills portal launched in 2017 by the University of Bolton library. Over the past year, it has awarded nearly 8,000 digital badges and received positive feedback from students and recognition with an award. It provides bite-sized learning modules, badged assessments, and flexible self-directed learning. Future plans include expanding the content and embedding new technologies.
This presentation on the European Universities Initiative took place at the joint conference of FRSE (Polish Erasmus+ National Agency) and KRASP (PL NRC) on recent higher education developments in Europe.
Recent Trends in General Education Design, Learning Outcomes, and Teaching Ap...Robert Kelly
This report summarizes key findings from a national survey among chief academic officers at AAC&U member institutions and explores how institutions are defining common learning outcomes, trends related to general education design and the use of emerging, evidence-based teaching and learning practices. This is the second report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&U. (full reports and slides with findings are available free online at www.aacu.org/about/2015-membersurvey.)
This new report, "Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches," includes respondents from across the full spectrum of public, private, two-year, and four-year institutions.
Large-Scale State Compact Collaboration for OER: The Vision, Model, & ResearchRegina Gong
This document summarizes a meeting to plan collaborative efforts among state compacts to promote open educational resources (OER). Research shows that most faculty are unaware of OER and have concerns about the cost of course materials. However, faculty who use OER are generally satisfied. Regional higher education compacts are well-positioned to facilitate top-down and grassroots OER implementation efforts across states. The Midwestern Higher Education Compact has supported state OER action teams which have accomplished presentations to legislatures, surveys of OER use, and creation of OER repositories. Next steps discussed include continuing meetings and working groups on topics like OER for career and technical education.
Keynote presentation OOFHEC2016: George ubachsEADTU
The document summarizes a presentation given at the OOFHEC2016 conference about strategies to support new ways of teaching and learning. It discusses the challenges facing higher education with large student numbers, balancing research/innovation with education, and increasing inclusiveness. Technology is seen as a way to address these challenges by improving quality, serving more students, and connecting education and research. The presentation envisions personalized, flexible education available anywhere. A study is examining how government policies can better support new pedagogies and technology-enhanced learning. Barriers include outdated accreditation, funding, and quality assurance frameworks. Universities must develop leadership and support for institutional change to fully leverage new opportunities in teaching.
FE Librarians Deliver Successful Learning Journeys: An FE Advocacy Framework CILIP Ireland
This presentation will tell you about the work CILIP did between March 2016-March 2017 looking at what was happening in the Further Education sector. The main output of the inquiry is the advocacy framework which sets out the key drivers and objectives for the FE sector (engaged students, better progression, enriched teaching for example) and illustrates how FE library services and library staff contribute to achieving these positive outcomes.
VET Graduate Tracking - State of Play in seven EU countries (AT, BG, CY, GR, ...StefanHumpl
Within the Erasmus+ project "OnTrack" we compiled a comparative study on the state of play in VET graduate tracking in the seven partner countries. The presentation gives an overview of the most important findings.
This presentation provides an overview of HEFCE's learning gain programme, including pilot projects, research activities, and lessons learned. Key activities include pilot projects at over 60 institutions measuring different aspects of learning gain, a national mixed methodology project longitudinally assessing over 2,500 students, and the Higher Education Learning Gain Analysis group investigating tradeoffs between validity and data collection burden. The presentation reflects on challenges of student participation, defining and measuring learning gain, and opportunities for enhancing teaching and learning based on learning gain insights.
Oecd norway competence development model final event 9 2020Beatriz Pont
The OECD has engaged with Norway to support the implementation of the competence development model for schools. It is focused on strengthening schools professional learning in partnerships with universities. This powerpoint presents the findings from the OECD report that assesses progress made in the implementation of the model and proposes actions for the model to reach its objectives.
1) The document discusses challenges in European education systems, including high youth unemployment and decreasing education budgets.
2) It proposes focusing on improving teacher quality and developing skills relevant to the labor market and society. Member states should improve teacher recruitment and training, while the EU can help through funding and policy coordination.
3) The Rethinking Education package and Erasmus for All program aim to invest in skills, flexible learning opportunities, and collaboration between education institutions and businesses. The goal is support economic growth through excellence in vocational education and training.
United in Diversity Attainment targets in Flemish Education GovernanceEduSkills OECD
This presentation was given by Rien Rouw of the OECD at the GCES Conference on Governing Education in a Complex world during the Workshop C on meeting national targets in decentralised systems (Flemish Case Study).
Similar to Trends 2018 report - results preview (20)
Diversität und Inklusion wird für viele Universitäten in Europa zu einem strategischen Thema, das Veränderungen in Lehre und Lernen, Forschung und Organisationskultur befördert. Diese EUA Präsentation stellt die Ergebnisse eines Fragebogens vor, der im Rahmen des INVITED Projektes durchgeführt wurde. Es wurden Daten von 159 Hochschulen aus 36 europäischen Hochschulsystemen zu Hochschulstrategien und -maßnahmen, Erfolgsfaktoren, Herausforderungen und Unterstützungsbedarf ermittelt. Die Ergebnisse unterstreichen die Notwendigkeit zum Dialog zwischen Hochschulen, Politik und gesellschaftlichen Gruppen zur Ermittlung des Reformbedarfes and der Entwicklung konkreter struktureller Maßnahmen hin zu inklusiven Bildungssystemen. Diesbzüglich verweist die Präsentation auf die neuen Bologna Prinzipien und Leitlinien zur Stärkung der sozialen Dimension der Hochschulbildung, die im November 2020 von den Bildungsministern der Länder des Europäischen Hochschulraumes in Rom verabschiedet werden sollen.
This EUA presentation provides an overview of institutional, national and EU responses to the coronavirus pandemic, with special attention given to the higher education and research sectors.
It offers an outlook on the short- to medium-term challenges and opportunities presented by the crisis, as well as a reflection on the lessons learnt so far.
IEP (Institutional Evaluation Programme) supports institutions in developing their strategic leadership and capacity to manage change. Find out more about IEP in this presentation.
IEP (Institutional Evaluation programme) supports institutions in developing their strategic leadership and capacity to manage change. Higher education institutions play an important role in society but must do so in a complex environment. The Institutional Evaluation Programme (IEP) aims to support institutions in tackling these issues by developing strategic leadership and capacity to manage change.
What will you get from an IEP evaluation? Find out in this presentation.
Anna-Lena Claeys-Kulik introduces European Commission's European Universities Initiative and explains its background and the current partnerships between universities in Europe.
Anna-Lena Claeys-Kulik stellt die Europäische Universitätsinitiative der Europäischen Kommission vor und erläutert deren Hintergrund und die derzeitigen Partnerschaften zwischen Universitäten in Europa.
The European University Association (EUA) is committed to raising awareness and supporting universities in the improvement of research assessment practices that focus on research quality, potential and future impact, and that take into account Open Science practices. This presentation teases the results of a Europe-wide university consultation on research assessment in the transition to Open Science, carried out in the first half of 2019. A report with a full analysis of the survey results will be published in October 2019.
This presentations from EUA Council on Doctoral Education head, Alexander Hasgall, summarises the main findings from the EUA survey on "Doctoral education in Europe today: approaches and institutional structures"
Offering findings gathered from more than 300 institutions across Europe, it provides an overview of the deep transformation that has taken place in doctoral education over the past ten years.
The full report can be found on the EUA website: http://bit.ly/EUACDEsurvey2019
EUA has published a preview of the results of the latest edition of its Big Deals survey. The large-scale initiative covers 31 consortia in Europe, representing universities and other organisations, responsible for the negotiation of Big Deal contracts with publishers.
The preliminary results show that more than one billion euros are spent every year across Europe in electronic resources, of which more than 700 million go to periodicals alone. These numbers are subject to an average annual increase of 3.6%. Notably, universities support about 72% of these costs.
The survey results illustrate EUA’s contribution to increasing transparency in the publishing area, particularly from the point of view of universities. This aim is also in line with the recent complaint that EUA presented to the European Commission, DG Competition, on the lack of transparency and competition in the academic publishing market in Europe and beyond.
Conducted in 2018, this is EUA’s second Big Deals survey. The first edition was published early last year. Not only has the number of surveyed consortia increased from 27, but the quality of the data gathered has improved greatly. EUA will link the outcomes of this survey with other key areas in its work, namely institutional policies on Open Access, research assessment methodologies and its impact analysis of Plan S .
The full survey report will be published in April 2019 on the occasion of the EUA Annual Conference.
These results concern the degree of implementation of institutional policies on:
- Open Access to research publications
- Research Data Management
- Open Access to research data
The data shown in this presentation was collected between February and April 2018 among 321 institutions from 36 countries.
1) Public university funding in Europe is improving but recovery from budget cuts has been slow, with some countries offsetting earlier decreases but others consolidating significantly lower funding levels.
2) There is increased focus on efficiency, effectiveness and value for money in higher education and research funding, with an emphasis on reforms at the institutional level.
3) Reforms to funding models face high expectations to find the right balance of public and private funding tools while taking into account universities' large fixed costs.
The document discusses the diverse landscape of doctoral education in Europe. It notes that doctoral education serves to prepare candidates for a variety of careers through original research and the acquisition of research and transferable skills. Institutions establish various parallel structures for doctoral education, including doctoral schools and programs, based on disciplinary, faculty, and university-level organization. Key strategic priorities for doctoral education address both structural questions and broader policy issues to serve the needs of doctoral candidates, institutions, and external stakeholders.
EUA focus group hosted by the Open University of Catalonia
Barcelona, 19 January 2018.
By Anna-Lena Claeys-Kulik
Policy Coordinator,
European University Association (EUA)
Universities are increasingly focusing on diversity and inclusiveness in response to more diverse societies and student populations. Key drivers include changing labor markets demanding highly skilled diverse workforces and policies promoting equal access to higher education. Universities are developing strategic approaches and implementing programs to foster inclusiveness such as integrating social engagement into curricula, encouraging civic initiatives, and considering diversity in teaching. However, diversifying academic staff and addressing challenges like refugees remain ongoing efforts for most universities.
What is the impact of the economic crisis on Europe’s universities? EUA has been monitoring the evolution of public funding to higher education systems in Europe since its onset in 2008 and has published several reports. The EUA Public Funding Observatory report gives the opportunity to look at the data per country and per year. The monitoring is conducted in close cooperation with EUA’s collective members, the National Rectors’ Conferences, which report on developments within their national higher education systems on a regular basis. The continuous feedback from various sources provides up-to-date reports of the situation and highlights the evolution of public funding for the university sector across Europe.
The document summarizes the results of a 2016/17 survey on open access policies and practices among 338 universities from 39 countries. Key findings include:
- Over 80% of responding universities have an open access policy or are in the process of developing one.
- Common policy elements include encouraging open access publishing and repository deposit, as well as awareness raising. Fewer universities mandate open access.
- Support for open access includes funding, training, and repository services. Barriers include lack of expertise, awareness, and coordination across institutions.
Presentation By Enora Pruvot, Deputy Director for Governance, Funding & Public Policy Development at the European University Association
EAIE, Sevilla, 13 September 2017
Présentation du rapport de l'Association européenne de l'Université par Enora Bennetot Pruvot, Directrice adjointe - Gouvernance, financements & développement des politiques publiques, lors du Colloque annuel des Directeurs Généraux des Services français (Dijon – 29 juin 2017)
This document discusses the implications of Brexit for UK higher education and research. It outlines signals from UK and EU leaders about continued collaboration. Key challenges include barriers to recruiting European staff and students, damage to research collaboration, and loss of funding. Short-term measures proposed include securing rights for current EU staff and students and continued UK participation in Horizon 2020. Long-term goals include close research collaboration, access to student mobility programs, and domestic policies to support international education and research.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰