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ACA Newsletter nr 1810 June 2002
On 24-26 May 2002 ACA held, in collaboration with its French members Égide and EduFrance, an exclusive seminar devoted to the marketing of higher education. The key issue addressed during the seminar was marketing as part of the new world order in higher education. The participants looked at its relationship to other major trends in higher education world-wide, enquired into the different forms of motivation for marketing, discussed the relationship between marketing and ethics, explored the link between internationalisation and marketing, and tried to find an answer to the question if "Europe" is marketable. The seminar was addressed by the renowned academic leaders like Dr. Andris Barblan, Secretary General, European University Association (EUA), Geneva, Switzerland, Dr. Eva Egron-Polak, Secretary General, International Association of Universities (IAU), Paris, France, Dr. Denis Blight, Director General, CAB International, Wallingford, UK and other specialists. The seminar took place in Dijon. Participation was concentrated on the leaders from national and international agencies and associations engaged in international education, as well as specialists from the field and representatives of international and supra-national organisations. The seminar "Marketing Education Worldwide" was part of a larger programme, which familiarised participants with the cultural, scenic and culinary delights of Dijon and Bourgogne. The proceedings of the seminar will be published this coming autumn.
The Education and Youth Council was held in Brussels, on 30 May and was chaired by Spain’s Ministers for Education, Culture and Sport, Pilar del Castillo, and Labour and Social Affairs, Juan Carlos Aparicio. The Council adopted a "Resolution on lifelong learning", which has three basic principles: the convergence of Member States’ action to promote a global strategy of education and training; to strengthen European political actions in the framework of employment, mobility and research; and to ensure that, through lifelong learning, all EU citizens will acquire the necessary knowledge to participate as active members of society and to facilitate and improve their occupational promotion. The Council also launched the new Bruges process designed to make vocational training more relevant, bringing the various European systems closer together and promoting joint schemes. Ministers reached a political agreement on proclaiming the European Year of Education for Sport in 2004, the objective of which is to underline the social function and educational value of sport practiced on the fundamental principle of fair play. The provisional budget for this initiative is 11.5 million Euro. The Ministers of Education also adopted a common position on a modification in the third phase of the TEMPUS III trans-European programme of university cooperation, which will remain in force until 2006. The goal of this modification is to permit the participation in TEMPUS of the countries of the former Soviet Union and the Mediterranean states which are not members of the European Union. The TEMPUS III programme includes the financing of postgraduate academic works, joint actions with Community research programmes, and grants for researchers. Finally, the Council of Ministers analysed the results in educational matters of the Summit of Heads of State and Government of the European Union, Latin America and the Caribbean held in Madrid on 17-18 May. More information can be found on the website of the Spanish Presidency: http://www.ue2002.es/principal.asp?opcion=1&subopcion=1&idioma=ingles
On 31 May, the European Commission hosted a big conference gathering over 100 European universities, student associations, professional bodies and employees drawing to a close the first phase of the Socrates pilot project "Tuning Educational Structures in Europe". The Tuning project is an initiative coordinated by the universities of Deusto (Spain) and Groningen (The Netherlands). Over one hundred universities are participating in the project. The project addresses several of the objectives of the Bologna process, notably the establishment of readable and comparable degrees, the adoption of a two cycle system, credit transfer, quality assurance and lifelong learning whilst maintaining university autonomy and diversity. More specifically, the project aims at identifying generic and subject-specific competences ("core") for first and second cycle studies in seven subject areas (Business Studies, Education Sciences, Geology, History, Mathematics, Chemistry and Physics) and provides a methodology for analysing common elements and differences. More information on Tuning: http://www.europa.eu.int/comm/education/tuning.html
On 22 May the European Commission published the first results of Netd@ys 2001. Netd@ys is an initiative of the European Commission DG Education and Culture launched in 1997 with an aim to promote the pedagogical use of new media in the areas of youth and culture and to provide the participants with the opportunity to develop the skills, to acquire and to exchange the information on the range of subjects. It also provides an important platform for the participants (schools, universities, youth centres, museums and etc.) to create educational and cultural projects and to exchange ideas using the new media. Statistical data on the submitted projects and examples can be found on: http://www.europa.eu.int/comm/education/netdays/results2001_en.pdf More information on Netd@ys 2001: http://www.europa.eu.int/comm/education/netdays/index.html
On 22 May, the European Commission launched a call for proposals under the second phase of the Leonardo da Vinci Programme, which concerns the following Community measures: mobility, pilot projects (PP) including thematic actions (TH), language competences (LA), transnational networks (NT) and reference material (RM). The call for proposals has 2 years' validity (2003-2004). http://www.europa.eu.int/comm/education/leonardo/leonardo2/
The European Commission has adopted a new Action Plan entitled "eEurope 2005: An information society for all". The new Action Plan aims to provide a favourable environment for private investment and for the creation of new jobs, to boost productivity, to modernise public services and notably education and to give everyone the opportunity to participate in the global information society. The Action Plan has two groups of actions that reinforce each other. On the one hand services, applications and content, covering both online public services (e-government, e-learning, e-health) and e-business. On the other hand the underlying broadband infrastructure and security matters. The action plan sets out how a wide range of EU programmes, such as the structural funds, the forthcoming e-learning programme and eTEN, could be used to reach the objectives. More information on eEurope: http://europa.eu.int/information_society/eeurope/news_library/eeurope2005/
The European Bologna Declaration Follow-up Group, made up of representatives of the 32 countries taking part in the Bologna Process, student and university associations, the Council of Europe and the European Commission, approved on 24 May the work programme leading up to the Conference of Ministers in Berlin in 2003. The Group has also examined the pooling of legislative reforms relating to the European space for higher education currently being prepared or implemented in the States participating in the Bologna process. The meeting also looked at the possibility of setting up a Quality Doctorate programme and was informed about the specific projects for creating the European space for higher education, in particular the European Commission’s "from Prague to Berlin" projects and the Tuning Project being promoted by the Universities of Deusto and Groningen. Contact persons: Council of Universities, MŞ Teresa Diez Iturrioz, tel. 34 91 453 98 42 / Fax 34 91 453 98 85, mariateresa.diez@cuniv.mec.es MŞ Carmen Bárcena Otegui, tel. 34 91 701 81 81 / Fax 34 91 701 86 23, carmen.barcena@educ.mec.es
The international Bologna follow-up seminar on the development of joint degrees took place on 30-31 May in Stockholm, Sweden. The purpose of the seminar was to explore the possibilities of joint degrees as a means of achieving the objectives set in the Bologna Declaration with a particular focus on the legal framework for such degrees. The results of the seminar will soon be available on:
Andorra and Albania are preparing their integration into the Bologna Process, according to the Spanish Presidency. Serbia and Montenegro have already filed a formal application. EURASHE Policy Statement on the Bologna-Prague-Berlin Process http://www.bologna-berlin2003.de/pdf/Eurashe_Policy_Statement_Declaration.pdf
The updated version of the German National Report (as of 25 April 2002) concerning the realisation of the goals of the Bologna Declaration is now available. http://www.bologna-berlin2003.de/en/aktuell/index.htm
An OECD Forum on Trade in Educational Services took place on May 23-24, 2002 in Washington, D.C. It created a platform for discussion of the main issues and trends in the global trade of educational services. The Forum brought together all the main stakeholders who have an active role in cross-border trade activities in education and training (post-secondary education and training institutions, private sector, students and learners, policy-makers from governments both in education and trade in services, professional associations, etc.). The main topics addressed were: the views of all main stakeholders on
the topic of trade in education; up-to-date information on the current
negotiations on trade in educational services at the WTO; issues and
problems with quality assurance of cross-border delivery of education and
training; and illustrative case studies of e-learning activities in
post-secondary education and training.
Seven new bilateral agreements between the European Union and Switzerland entered into force on 1st June 2002, on Free Movement of Persons, Air Transport, Carriage of Goods and Passengers by Rail and Road, Trade in Agricultural Products, Mutual Recognition in relation to Conformity Assessment, Government Procurement and Scientific and Technical co-operation. http://europa.eu.int/comm/external_relations/switzerland/intro/index.htm
On 21 May 2002, the Commission adopted a five year strategy (2002-2006)
for its cooperation with Pakistan. The priorities set out in the Paper
are: human development in the education sector, with emphasis on good
governance and accountability in the provision of educational services,
and trade development and promotion of business and institutional links. On 17 May, the Commission adopted a five-year strategy for its financial assistance to Lao PDR. The priorities set in the strategy are rural development, the social sector and trade sector development. Within the social sector the priority will be given to basic education, primary education in particular, with specific attention to gender issues and disadvantaged groups. http://europa.eu.int/comm/external_relations/lao/csp/index.htm On 15 May, the Commission adopted the Country Strategy Paper for
Vietnam, which sets out a five-year strategy for its financial assistance
to Vietnam for the period 2002-2006. The paper outlines two focal areas
for action: enhancement of human development through integrated rural
development, targeting some of the poorest provinces, and through support
in the field of education; and integration of Vietnam into the
international economy.
The MENU project, sponsored under the eLearning Initiative (2001-03), sets out to create a model for a European Networked (Virtual) University, providing a variety of e-learning opportunities. MENU is run by a consortium of universities and colleges in Norway, with partner institutions in Finland, Spain, Greece, Italy, and the UK. The model will be based on experiences from previous projects and activities at the partner institutions. It will include an organisational structure, a quality assurance system, examples of joint courses and study programmes across institutional borders, guidelines and a demonstrator of a practical e-learning environment. The demonstrator will focus on ICT-related studies. Partners in MENU offer courses and degree programmes across Europe. ICT will be extensively applied for administration, contact and information, learning environment and virtual mobility of students and staff. Dissemination of findings will make the model and the consortium available to other institutions. The Stord/Haugesund University College in Norway coordinates the project and further informatrion can be found on the web site for MENU that will be continuously up-dated along with progress of activities: http://www.hsh.no/menu/
At the end of August, the first cycle of a new two-year master programme in higher education will start at the University of Oslo. Out of a larger number of applicants 16 students have been selected. This unique masters programme is developed by the members of Hedda, the European association of higher education research centres and institutes, and the faculty of education at the university of Oslo. All courses will be taught at the University of Oslo. The first semester will be an introductory semester to the field of higher education, while the next three semesters offer an opportunity to focus on individual areas of interests. The modules offered from spring 2003 onwards are also open for external, i.e. non-degree students. This implies that the modules listed below may be taken as separate courses. Each module lasts four weeks, with lectures concentrated in the third week. Modules: Further information on the programme at http://www.uv.uio.no/hedda/mphil.html
National strategies for e-learning in post-secondary education and
training There has been much debate among education specialists as to whether the use of new technologies such as the Internet implies a radical change to the nature of education systems, or whether these technologies are merely tools that serve to enhance the delivery of education. In this booklet, it is argued that e-learning is indeed bringing about
an important shift within the education sector, and is changing the very
nature of learning. However, e-learning is not, as some would believe, a
cheap alternative to face-to-face teaching. Indeed, the financing of
e-learning is an important issue, and raises many questions for
policy-makers. With examples drawn from the countries that have invested
most heavily in e-learning, the author looks at the different strategies
open to policy-makers. Reviewing quantitative research to inform educational policy
processes Educational planners and policy-makers are rarely able to base their
decision-making on sound information and research. The situation is even
more difficult in developing countries, where information is scarce. Thus,
educational policy often needs to be based upon research conducted in
other parts of the world. This booklet provides a practical framework that
can be used to locate and evaluate relevant quantitative research. The
author gives valuable information on the types of sources to be consulted,
the tools available and the processes involved in analysing the findings. Using assessment to improve the quality of education Who would not wish to know if students, as a result of their exposure
to schooling, are acquiring appropriate knowledge, skills, behaviour, and
attitudes? And who would not wish to have this information if it could
play an important role in improving the quality of education? National and
international assessments, by specifying procedures to use data on
individual students to describe the achievements of a whole education
system (or a clearly defined part of it) hold out the promise of providing
this information. In this booklet, the nature, models, and purposes of
national assessments, and how information derived from them has been used
in countries across the world, are described. International assessments,
which share many procedural features with national assessments, but are
designed to allow comparisons across countries, are also described. Learning throughout life, Challenges for the twenty-first century The International Commission on Education for the Twenty-first Century, under the chairmanship of Jacques Delors, published in 1996 its report entitled Learning: The Treasure Within. Widely debated within the educational community and in political circles, the report revolved around the central theme of learning throughout life, stressing the importance of formal and non-formal lifelong education in a rapidly changing world. This book brings together the main issues discussed at the follow-up conference on learning throughout life, organised in Lisbon in 1999 by UNESCO and the Calouste Gulbenkian Foundation. Beyond September 11: A Comprehensive National Policy on International Education (2002), Free electronic version of the report is available online: http://www.acenet.edu/bookstore. This report is a new proposal for U.S. national policy on international education endorsed by thirty-three higher education, scholarly, and exchange associations. It outlines U.S. need for international and foreign language expertise and citizen awareness, examines the shortages in those areas, and proposes strategies and government policies to meet these needs.
12 - 14 June 2002 16 - 19 June 2002 19 - 22 June 2002 24 - 27 June 2002 7 - 10 July 2002 2 - 4 September 2002 5 - 7 September 2002 6 - 8 September 2002 8 - 11 September 2002 11 - 14 September 2002 16 - 18 September 2002 19 - 21 September 2002 |
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