Newsletter 25
27 January 2003
CONTENTS
Survey on Master degrees and Joint degrees in Europe
Strategic Management and Universities, Institutional Development
Languages policies in Higher Education - Invitation to a debate (2002)
Where Credit is Due : Approaches to Course and Credit Recognition Across
Borders in US Higher Education Institutions (2002)
Globalization and the Market in Higher Education Quality, Accreditation
and Qualification
Change in European Education and Training systems related to Information
Society Technologies
The ACA Secretariat has the pleasure to announce
"English-Language-Taught Degree Programmes in European Higher
Education", the latest publication in the ACA Papers on
International Cooperation in Education, which despite of coming out of
the printing press only few days ago has already attracted a lot of
interest among the higher education specialists.
The book explores the quality and quantity of English-Language-Taught
Degree Programmes (ELTDPs) in 19 European countries where English is not
the native language. The study maps the provision of ELTDPs identifying
the general level of provision, the picture in different countries, the
type, the size and age of the institutions offering ELTDPs, and the main
subject areas in which they are being offered. The book also addresses
qualitative issues of ELTDPs. It identifies key factors of importance for
any institution intending to start or widen the provision of ELTDPs, such
as motivation, institutional approaches and the role of single actors
inside an institution, marketing, language proficiency, organization,
funding, accreditation and quality assurance, and intended or unexpected
spin-off effects. The authors conclude with a set of recommendations for
good practice in the conception, planning, introduction and operation of
ELTDPs.
The book can be ordered via ACA (info@aca-secretariat.be)
or the publisher (info@lemmens.de).
http://www.aca-secretariat.be/04news/current_issues.htm#ELTDPs
The year 2002 was marked by the increased cooperation in the field of
European vocational education and training. As part of an
"extension" of the Bologna process into the sector of vocational
education and training (VET), the European Commission and the Member
States have agreed to implement several initiatives aimed to ensure
quality, transparency and recognition of qualifications and competences
within the sphere of vocational education and training in Europe.
In this context, and on the initiative of the European Commission, the
European Centre for the Development of Vocational Training (Cedefop) in
Thessaloniki will develop a thematically-organised and
electronically-based "Knowledge Management System" (KMS). The
KMS will include integrative and innovative analysis and reporting,
research links with the 6th RTD Framework Programme, dissemination of
"good examples of practice", the outcomes of the Leonardo II
Programme, as well as contributions from the social partners regarding
progress on lifelong learning and developments in labour market demand and
supply.
ACA has just won a competition to assist Cedefop in the creation and
development of this KMS. In the context of this contract, ACA will asses
and monitor the quality of the information input received by Cedefop,
"enrich" it with material derived from Cedefop's "Virtual
Platforms", and, most importantly, carry out transversal and
comparative analyses of the latter.
http://cedefop.eu.int/
On 15 January the Swedish Institute launched a new website
(http://www.studyin.sweden.se)
aimed at providing information to individuals wishing to come to Sweden as
foreign students. The website is part of a wider strategy designed by the
Swedish government to attract more foreign students to the country. The
Swedish government sees the internationalisation of Swedish higher
education as a key strategic investment necessary for future advances in
the fields of research and technology. Attracting more foreign students is
also important for a deepening of cultural understanding and exchange; it
will enrich the overall study environment at Swedish universities.
http://www.sweden.se/upload/studyinsweden_se/Press%20kit/Press%20release.pdf
IDP recently announced the launch of its IDP Sweden website. Operating
in Swedish, the site will be managed by IDP's new office in Sweden and is
designed to service the needs of all Swedish students wishing to study in
Australia.
The website can be located from the link in the country list at www.idp.com
or at the URL: http://www.idp.com/countryoffices/sweden/default.asp
In the academic year 2003/04, Norway will provide individual grants to
students from twelve EU candidate countries who wish to study for a period
of up to one year at a Norwegian higher education institution. University
faculty wishing to undertake teaching assignments of short duration may
also apply for financial support under this scheme, which closes a funding
gap in the Erasmus programme. The scheme is funded through grants from the
Norwegian Ministry of Foreign Affairs and the Norwegian Ministry of
Education and Research. The application deadline is February 28, 2003.
http://siu.no/erasmuslink
On January 1, Greece took over the Presidency of the Council of the
European Union from Denmark. The Greek Presidency will last until 30 June.
In the field of Education, the priorities of the Geek Presidency are to
promote, in accordance with the "Lisbon Strategy", the
benchmarks for educational objectives, and to contribute to the adoption
of a coherent approach to the whole process. From this perspective,
e-learning, the learning of foreign languages and international
cooperation in tertiary education take on special significance. The
Presidency's interest in the possibility of creating a common educational
area of the EU, the Mediterranean and South-East Europe should also be
noted.
Important events in the field of education organised by the Greek
Presidency:
06/02 Education, Youth and Culture Council, Brussels
16/02-18/02 Socrates-Arion conference-workshop, Athens
19/02-20/02 Exploring the social dimensions of the European Higher
Education Area, Bologna seminar, Athens
01/03-02/03 Informal meeting of the Ministers of Education, Athens
15/03-18/03 Improvement of the relation between vocational
education and training with employment, meeting of the Directors General,
Thessaloniki
17/03-19/03 Evaluation of the educational programme in secondary
education, meeting of the Directors General, Patras
02/05-04/05 The role and contribution of the open universities and
distance learning process of the EU in lifelong education, conference,
Athens
04/05-06/05 Monitoring and Improving Quality of Tertiary Education
in Europe, meeting of the Directors General of Tertiary Education and the
Heads of Rectors' Conference Rethymno, Crete
05/05-06/05 Education, Youth and Culture Council, Brussels
15/05-16/05 Informal Learning Process, meeting of Directors General,
Athens
04/06-05/06 Connection of Education-Training-Employment, conference
(Cedefop), Athens
24/06-25/06 Meeting of Directors General for Youth Rethymno, Crete
27/06-28/06 Meeting of the Ministers of Education of the EU and
other European countries Nicosia, Cyprus
Greek presidency website : http://www.eu2003.gr/en/cat/0/index.asp
As reported earlier in this Newsletter, the European Court of Auditors
had, in early 2002, published a somewhat critical report on the
(management of the) Socrates Programme (Report No 2/2002, C5-0257/2002 -
2002/2125 (COS)). After a response by the Council, the European Parliament
reacted, on 17 December 2002, to the report in the form of a Resolution.
It largely follows the line adopted by the Court of Auditors, and, in
particular, recommends to the Commission to replace the present technical
assistance offices by Community public-law agencies and to clearly define
the contractual relationship between the Commission and the national
authorities. Further recommendations are to:
- Ensure computerised accounting of commitment proposals and payment
orders;
- Ascertain that the national authorities are provided with sufficient
human, material and financial resources to perform effectively the
tasks assigned to them;
- Define, together with national authorities, the practical
administrative arrangements relating to all aspects of the national
agencies' management;
- Lay down rules for efficient checking of the final financial
accounts for projects;
- Submit meaningful interim and final reports;
- Fundamentally improve monitoring and evaluating actions and
programmes.
Full text of the Resolution: http://www2.europarl.eu.int/omk/sipade2?L=EN&OBJID=9722&LEVEL=3&MODE
=SIP&NAV=X&LSTDOC=N
http://www.euractiv.com/cgi-bin/cgint.exe/2939183-396?targ=1&204&OIDN=1504444
In the earlier Newsletters the ACA Secretariat provided the readers
with detailed information on the stages of the decision-making process for
the creation of the legal basis for the executive agencies, which are to
replace the existing technical assistance offices in management of EU
programmes (see also information item above).
On 19 December, this process came to a close when the Council adopted
Regulation No 58/2003 "laying down the statute for executive agencies
to be entrusted with certain tasks in the management of Community
programmes". It is important to stress that this Regulation provides
only the legal basis for the creation of executive agencies. Further (more
practical) steps are required in order to establish any such agency, and
it is at present difficult to say whether or not many such organisms will
actually be created. However, in case of the Socrates, Leonardo and Youth
programmes, the creation of an executive agency will definitely take
place. The agency is expected to become operational by mid-2004.
Full text of the Regulation: http://europa.eu.int/eur-lex/en/dat/2003/l_011/l_01120030116en00010008.pdf
On 19 December 2002 the Council adopted a resolution on the promotion
of enhanced European cooperation in vocational education and training. The
Council acknowledges that the priority in this field should be given to:
- Strengthening of the European dimension;
- Increasing transparency and strengthening policies, systems and
practices that support information, guidance and counselling in the
Member States at all level of education, training and employment;
- Recognition of competences and qualifications;
- Promoting cooperation in quality assurance.
The Council invites the Member States and the Commission to take the
appropriate steps to initiate the implementation of these priorities, to
involve all key players, particularly the social partners, and the
Advisory Committee on Vocational Training but also the candidate and
EFTA-EEA countries in this process, to enhance the cooperation with other
relevant organisations like OECD, Unesco, ILO and the Council of Europe in
the development of vocational education and training policies and to
submit a progress report on the follow-up of the future objectives of
education and training systems as requested by the European Council for
its spring meeting of 2004.
Full text of the Resolution: http://europa.eu.int/eur-lex/en/dat/2003/c_013/c_01320030118en00020004.pdf
On 19 December 2002, the Commission adopted a Proposal to the Council for
the creation of a programme promoting the use of new information society
technologies (NICT) to improve e-learning tools. The programme is to
receive funds worth 36 million euro over three years (2004-2006) and comes
in response to call made at the Lisbon, Stockholm and Barcelona Councils
to better integrate NICT into education and training systems. The
programme will focus on three key themes: combating digital illiteracy,
twinning of schools through the internet, and the creation of 'virtual
campuses' in order to facilitate the mobility of university students and
teachers, increase the quality of teaching and promote mutual recognition
of curricula, adding a virtual dimension to the "Bologna
process".
The "virtual" mobility funded through the programme is to
complement physical mobility as organised through the Erasmus and, from
2004 onwards, Erasmus World programmes. A student who is to embark on a
"real Erasmus" course might, for example, prepare and/or
consolidate the experience by "virtual Erasmus" activities at
his or her university of origin. The e-learning programme will help to
create joint virtual university campuses in at least three member states
through the development of online courses, thus creating a mix of
"real" and "virtual" curricula. The initiative will
also promote the networking of virtual universities in Europe, and provide
models for public-private partnerships in higher education.
http://europa.eu.int/comm/education/elearning/index.html
English, German and French version of the proposal:
http://europa.eu.int/eur-lex/en/com/availability/en_availability_number_2002_16.html
On 10 January 2003, the Commission published a Communication (COM
(2002) 779 final) related to efficient investments in education and
training, under the title "Investing efficiently in education and
training: an imperative for Europe". The Communication sets out the
Commission's view on the new investment paradigm in education and training
in an enlarged EU within the framework of the strategic goals set by the
Lisbon European Council in March 2000. The Commission tries to look at the
issue of investment in education and training from what it perceives to be
a broad perspective, paying attention in particular to the research and
lifelong learning dimensions and to the European Employment Strategy.
http://europa.eu.int/eur-lex/en/com/cnc/2002/com2002_0779en01.pdf
STRATA-ETAN, a High Level Expert Group, has published a prospective
study on the major challenges facing Higher Education and Research in
Europe entitled "Foresight for the development of higher
education/research (HE/R) relations in the perspective of the European
Research Area (ERA)". The group has examined the HE/R relationships
with a special attention to two aspects: use of research in basic higher
education and the education and training of researchers.
On the basis of an in-depth analysis of the current trends that could
be identified with respect to the various aspects of the HE/R system in
Europe, the group has identified major trends that can be observed or
anticipated and that are likely to shape the HE/R landscape in the next
years, questions they raise for thinking about the future of the HE/R
relation, and the options they leave for action to shape the future of the
HE/R relation.
The report identified the following major challenges for the
development of HE/R system in the future:
- Increasing numbers of students with diversity in age, gender and
background;
- Increased competition for students, faculty and research staff among
HE institutions;
- More responsiveness of the HE/R System to market demands on
educational provision and university research;
- Increased accountability of HE institutions at all levels leading to
the confusion about the governance structures of these institutions;
- Diversification and differentiation of the agents and functions of
the HE/R systems.
Further the report outlines three possible attitudes towards these
trends which can be taken by policy-makers. In parallel, it describes
three possible scenarios for the future of the HE/R system. The report
emphasises the fact that policy makers have the choice and can make any of
these scenarios a reality.
More information on the report: http://www.cordis.lu/rtd2002/foresight/reports.htm
The European Commission has announced a call for proposals under the
European Community/ Canada cooperation programme in higher education and
training (EC/Canada programme). The projects supported under this call are
three-year consortia implementation projects fostering institutional
partnerships centred on students. Project proposals must be submitted by
consortia of higher education and vocational education and training
institutions in the 15 EU Member States and in Canada. The application
deadline is 15 April 2003.
http://www.europa.eu.int/eur-lex/en/dat/2003/c_002/c_00220030107en00190021.pdf
The European Commission has announced a call for proposals 2003 under
the EC/US cooperation programme on higher education and vocational
education and training. The projects supported under this call are:
- Three-year consortia implementation projects fostering institutional
partnerships centred on students;
- One-year consortia preparatory projects which facilitate access to
the programme for institutions with little or no international
experience;
- Complementary activities, with of a duration of one or two years, on
international curriculum development and preparation of students for
the global workplace.
Project proposals can be submitted by consortia of higher education and
vocational education and training institutions from the 15 EU Member
States and the United States. The application deadline is 28 March 2003.
http://www.europa.eu.int/eur-lex/en/dat/2003/c_002/c_00220030107en00160018.pdf
The Alban Programme ("High Level Scholarships for Latin
America") for cooperation between Latin America and the EU in higher
education has launched its first call for proposals, relating to the
academic year 2003/04. The call concerns
- Alban post-graduate level scholarships for young graduates to
undertake post-graduate studies at Master and Doctorate level in
higher education institutions in any of the 15 EU Member States;
- Alban specialisation scholarship for experienced professionals for
specialised training or skills upgrading in organisations in any of
the 15 Member States.
Scholarships may last from a minimum of 6 to a maximum of 36 months and
may be granted for all areas of study, with the exception of language
learning.
More information: http://europa.eu.int/comm/europeaid/projects/alban/documents_en.htm
The European Commission and the Turkish Government have just signed a
series of agreements for Turkey's full participation in the Community's
Socrates, Leonardo da Vinci and Youth programmes from 2004 onwards. A
budget of 6 million euro has been agreed for "preparatory
measures" in the year 2003, which are to prepare the country and its
institutions for full participation.
http://www.europa.eu.int/rapid/start/cgi/guesten.ksh?p_action.gettxt=gt&doc=
IP/03/56|0|RAPID&lg=EN&display=
A substantial grant from the EU 5th Framework Programme (Action
Improving Human Potential and the Socio-Economic Knowledge Base) will
allow a consortium of seven higher education research institutes led by
the Centre for Higher Education Policy Studies (CHEPS) to study higher
education institutions' responses to Europeanisation, internationalisation
and globalisation. The recently started two-year Europe-wide project
focuses on internationalisation trends in higher education. More
precisely, it aims to identify and analyse higher education institutions'
responses to the challenges of Europeanisation, internationalisation and
globalisation and the (supra)national contexts, the organisational
settings, and the policies and activities aimed to support this response.
These responses will be approached as a process of organisational
innovation, change and adaptation in an international and multi-level
policy environment. Factors that foster and impede internationalisation
and the extent to which context and policies reinforce convergence or
divergence in internationalisation of higher education in Europe will be
analysed empirically. The study will lead to recommendations for policy
makers and the institutional, national and European level concerning
effective policy coordination and management in internationalisation of
higher education. The project is coordinated by Professor Marijk van der
Wende.
.
For more information contact M. Snippers (m.a.b.snippers@cheps.utwente.nl)
or consult the CHEPS website (www.utwente.nl/cheps).
The report "EU Policies and Strategic Change for eLearning in
Universities" is the main product of the HECTIC project ('Higher
Education Consultation in Technologies of Information and Communication'),
carried out under Complementary Measures of the Socrates Programme by the
European University Association (EUA) and the Coimbra Group. HECTIC was to
analyse how the political objective of the EU to make the best use of
Information and Communication Technologies (ICTs) in higher education can
be addressed by universities and similar organisations, in a way producing
synergy and sustainable effects. The report contains a number of specific
recommendations addressed to institutions, their associations and the
European Commission.
Full text of the Report: http://www.unige.ch/eua/
http://www.alys.be/coimbra-group/index2.html
The ACA Secretariat is continuing to provide an overview of the debate
on Higher Education reform in the UK. On 22 January the Secretary of State
for Education and Skills, Charles Clarke, announced publication of the
White Paper "The future of Higher Education" which sets out the
Government's plans for radical reform of the higher education system. The
paper includes proposals for changes in the student finance system, and
plans for making universities more open to all students and more
competitive in the world economy.
The White Paper acknowledges that students' share of the overall costs
of university education will increase. Although as a result of the reform
the upfront tuition fees will be abolished and the students will have to
contribute to the costs of their education after entering the job market,
the universities will be allowed to introduce top-up fees of up to £3,000
per year for each course as from 2006 in order to enable them to generate
more recourses and provide a high quality teaching.
Alongside the White Paper, Charles Clarke also published the annual
letter setting out the Government's grant to the Higher Education Funding
Council for England for the period 2003-04 to 2005-06. Compared to the
previous spending plans for 2003-04 published in November 2001, publicly
planned funding will increase by some 19% in real terms by 2005-06. Taking
into account increases in research funding from the Office of Science and
Technology and increases in student support, publicly planned funding will
increase from £7.5 billion in 2002-03 to almost £10 billion in 2005-06.
According to the Guardian up to 40 of Britain's top universities will
introduce full top-up fees as soon as they can amid warnings that debts of
up to £50,000 would put people off studying shortage subjects, such as
medicine and engineering.
http://education.guardian.co.uk/specialreports/tuitionfees/story/0,5500,880622,00.html
More on the White Paper: http://www.dfes.gov.uk/highereducation/hestrategy/
On December 23, 2002, the World Bank approved a $ 200 million loan to
improve the quality and equity of higher education in Colombia. The Higher
Education Financing Reform Project will support the government's strategy
to introduce a broad-based student loan system, improve research capacity,
and improve the quality of degree courses and their labour-market
relevance.
http://web.worldbank.org/WBSITE/EXTERNAL/NEWS/0,,contentMDK:20083479~menuPK:
34465~pagePK:34370~piPK:34424~theSitePK:4607,00.html
AEGEE, the European Students' Forum, has recently announced the results
of the European Education Campaign Project (EURECA). The project was
carried out in 2002 and resulted in a draft of a New European Education
Programme. The proposal suggests to:
- Introduce "Blended Learning", combining aspects of
presence learning and e-learning/distance learning for merging
physical mobility with virtual mobility;
- Foster the introduction of the European Credit Transfer System in
all fields of studies;
- Underline more the importance of educating students in a holistic
way and creating active citizens, not just creating a mobile
workforce, in Community policies;
- Create educational programmes with special focus on exchange between
EU and candidate countries.
Results on: http://www.aegee.org/eureca/results.htm
The "Deutsches Studentenwerk" has for a long time been
publishing its "Sozialerhebung" ("social survey") on
the social composition and situation of the body of higher education
students in Germany. Joining forces with similar organizations, the
organization extended its survey to five other European countries in 1997.
After yet another extension, the results of a survey concerning the Euro
student 2000 have been published,
providing extensive information on the social and economic conditions
of student life in nine EU member countries (Austria, Belgium, Finland,
France,
Germany, Ireland, Italy, the Netherlands and Portugal).
By comparing international social and economic data of student life,
the "Euro Student 2000" aims to provide information which is
relevant for educational policy.
Survey results: http://www.his.de/Abt2/Auslandsstudium/Eurostudent/index.htm
A two-year project devoted to the development of higher education in
Kosovo has now ended, providing a good basis for higher education in
Kosovo to become part of the European Higher Education Area.
The World-Bank funded project was managed by the Council of Europe, the
German Rectors' Conference (HRK) and EUA with co-operation from the United
Nations mission in Kosovo.
Using the Bologna Process as the basis for its development, the
University of Prishtina has since 2000 been carrying out a reform of its
teaching and learning processes, including the implementation of the
Bachelor/Master/Ph.D. cycles. This includes the introduction of ECTS
across the institution. First steps in basic quality assurance procedures
have also been taken, and the University has produced a draft eight-year
strategic development plan.
Read more on: http://www.unige.ch/eua/
In preparation of the Bologna and Prague Ministerial Meetings, the CRE
and Confederation of EU Rectors' Conferences published the Trends I and II
reports (1999 and 2001), which traced structural change in European higher
education systems and, in particular, convergence of system features. The
third survey of this kind, "trends in learning structures in higher
education" (Trends III) is now under preparation. In order to assess
the development of change, questionnaires have been sent to heads of
higher education institutions, rectors' conferences and to ministers of
education.
A draft of the new report will appear in May 2003, in preparation for the
Graz Convention of Higher Education Institutions in Graz (May 2003). The
final report will be presented at the Summit of Ministers of Education in
Berlin (September 2003) and will be published under www.unige.ch/eua
and www.bologna-berlin2003.de
ESIB - the National Unions of Students in Europe is the umbrella
organisation of the National Unions of Students from 37 European countries
and through these members represents over 11 million students. Joint
Degrees are currently a highly debated topic in the context of the Bologna
Process. ESIB has been taking part in these discussions since the very
beginning.
According to ESIB :
- A joint degree is one degree given by two or more higher education
institutions together, for one study programme jointly developed and
implemented by all participating higher education institutions.
- Trans- and multidisciplinarity should be one of the main principles.
- Lack of comparability of quality assurance systems must not become an
obstacle.
- Mobility of students and teaching staff are an integral part of a Joint
Degree programme.
- Comprehensive language courses have to be provided at all participating
institutions.
- In order to ensure equal participation Joint Degree programmes have to
be free of tuition fees and sufficient funding and financial support for
the students has to be granted.
Full paper : http://www.esib.org/policies/joint.html
The "Survey on Master Degrees and Joint Degrees in Europe*"
(212K pdf) (en français, pdf, 312kb), which has been carried out with the
support of the European Commission, was presented by the authors Dr.
Christian Tauch of the German Rectors Conference and Dr. Andrejs
Rauhvargers of the Latvian Rectors Conference. These topics are high on
the European higher education policy agenda and the presentations were
debated eagerly among the participants. The survey is available as an EUA
publication and can be downloaded from this site as a pdf-file.
http://www.unige.ch/eua/En/Publications/Survey_Master_Joint_degrees.pdf
http://www.unige.ch/eua
This EUA publication is a continuation of CRE-guide n°2 of June 1998
on the "Principles of strategic management in universities" (
can be downloaded on EUA's website). This Thema n°2 replaces the survey
of management practices in European universities that should have been
published at that time. In addition to the articles by Pierre Tabatoni and
John Davies, revised with Andris Barblan, a glossary of the main
expressions of strategic management is included in English and French.
Languages policies in Higher Education - Invitation to a debate
(2002)", Sjur Bergan, ESBN : 92-8-5031-1. Available from Council of
Europe Publishing - 67075 Strasbourg Cedex. E-mail : publishing@coe.int
Where Credit is Due : Approaches to Course and Credit Recognition
Across Borders in US Higher Education Institutions" (2002), Barbara
Turlington, Naomi F. Collins, and Maura Porcelli. Price : $20.00. N°
309486. In pdf :
http://www.acenet.edu/bookstore/pdf/2003_where_credit_due.pdf
Recent ACE research has revealed that difficulty in obtaining credit
recognition for international study and overseas internships often
discourages students from pursuing higher education exchange. This guide
explores how specific institutions have overcome this hurdle.
Globalization and the Market in Higher Education Quality,
Accreditation and Qualification" edited by Stamenka Uvalic-Trumbic.
ISBN : 92-3-103870-2
As higher education opens up to world markets and the World Trade
Organization turns its attention towards universities, quality,
accreditation and qualifications are becoming issues of major concern to
universities leaders, governments, students and parents. What are the
possibilities of dealing with these burning issues in a concerted way?
What are national and regional authorities doing to tackle what promises
to be the most important issue since the development of mass higher
education?
Drawing on contributions from scholars, leaders and practitioners from
the major multilateral organizations and non-governmental organizations
active in higher education, this book examines how far an international
framework in quality assurance and accreditation may be envisaged and what
are its limitations.
Change in European Education and Training
systems related to
Information Society Technologies", yearly report 2001/2002, published
by Middlesex University Press, October 2002 and co-distributed by EDEN.
ISBN 1-898253-53-6.
The report provides an overview of the current situation and future
evolutions and challenges for the development of quality eLearning in
Europe.
Market strategies, policy impact, innovative practices and research
developments relevant to the issue of innovation in education and training
are the main themes addressed by the report, which is the main result the
first year of activity of the European Union,
DG Information Society funded "L-change" Project.
http://www.eden.bme.hu/contents/publications/100.html
28-29 March 2003
4th EUA Conference and 2nd General Assembly "The Role of Universities
in the European Research Area"
Bristol, UK
http://www.unige.ch/eua/php/include/service/6/public/main.php3?interface_id=10&catid
=1&newsid=96&state=
Before 31 January 2003 : registration@inanyevent-uk.com
10 - 11 April 2003
EURA Workshop on "Universities and their role in Urban Community
Development", Enschede
http://www.utwente.nl/cheps/what%27s_new/higher_education_events/calendar.doc/
13-17 April 2003
The International Conference on Teaching & Learning in Higher
Education Trends & Innovations, Institute of Aveiro, Portugal
Further information: Ms Maria Clara Maia, Tel: + 351-234-40 15 65, email: cmaia@adm.ua.pt
14 - 17 May 2003
25th EUCEN European Conference, Accreditating Lifelong Learning Classroom,
workplace...or life? The Brno University of Technology, Czech Republic
Further information: Tel: +420-541-14 51 10, Fax: +420-541-14 51 09, eucen@cvp.vutbr.cz,
http://www.vutbr.cz/eucen/
16-19 May 2003
International Conference on Innovation in Higher Education, Kiev, Ukraine
www.icihe.org
23-25 May 2003
Athens Institute for Education and Research (AT.IN.E.R.) 5th International
Conference, Athens, Greece
Contact: atiner@otenet.gr
25-30 May 2003
NAFTA 55th Annual Conference: Researching New Heights in International
Education, Salt Lake City, Utah, United States
www.nafsa.org/annual
29 - 31 May 2003
EUA Convention of European Higher Education Institutions, Graz,
Austria
Further information: http://www.unige.ch/eua/En/Forthcoming_events/Graz
Convention.html |
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