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3 June 2003
Newsletter n° 29
Academic Cooperation Association Rue d'Egmontstraat 15, B-1000 Brussels, Belgium
CONTENTS
1. News from the ACA Secretariat and ACA membersACA ten-year anniversary conference a successIn May ACA celebrated its ten-year anniversary. On this occasion the ACA Secretariat organised in cooperation with Gent University the conference "Internationalisation in a Changed Environment", which took place from 9 to 11 May 2003 in Gent, Belgium. The aim of the seminar was to review the recent developments in internationalisation in higher education and to formulate a catalogue of future needs. The participants of the seminar explored the internationalisation phenomenon, enquired into different forms of internationalisation in higher education, debated the role of internationalisation in the globalising world, reviewed the recent trends in student mobility and development cooperation in higher education, looked at the quality assurance aspects of international education, and discussed the future of internationalisation in higher education in Europe and in the rest of the world. The seminar was addressed by the renowned academic leaders and specialists in international education like Prof. Peter Scott, president of ACA, who is also the Vice-Chancellor of Kingston University (UK), Mr David Coyne, Director for Education, DG Education and Culture, European Commission, Prof. Dirk van Damme, Director of VLIR (Belgium), Prof. Ulrich Teichler from the University of Kassel (Germany), Ms. Lesley Wilson, Secretary General of EUA, Dr. Ulf Lie, Director of SIU (Norway), Mr. Benny Dylander, Director of Cirius Danmark, Mr. Pieter van Dijk, President of NUFFIC (Netherlands), Dr. Christian Bode, Secretary General of DAAD (Germany) and other experts. Participation in this seminar was limited and concentrated on the exclusive group of leaders from national and international agencies and associations engaged in international education, as well as representatives of international and supra-national organisations, researchers and specialists in the field. The conference was very successful and the ACA Secretariat received a lot of positive feedback from the participants. ACA would like to express its gratitude to everybody who contributed to the success of this event.
ACA launches “Study in Europe” web portalACA in collaboration with its member organisations has launched a "Study in Europe" web portal aimed to provide young people from the non-European countries with information on study opportunities in Europe. The portal gives access to the national websites of European countries, which provide information on higher education in these countries: higher education institutions and study programmes, language of tuition, admission procedures, degrees awarded, grant opportunities, campus life, country information etc. Most of these websites have links to those of individual institutions of higher education, where even more detailed information can be found. Likewise
the portal contains an overview of the European Union education and
research programmes with non-European countries, provides guidelines for
application and gives access to the programmes' websites for further
information. Finally, the portal contains links to other internet
information sources on education opportunities in Europe.
DAAD launched the online English version of the university ranking in GermanyThe DAAD, together with the Center for Higher Education Development (CHE) and the German weekly news magazine "stern", has just launched the online English version of the university ranking in Germany. International students interested in studying in Germany will find the degree courses and study programmes as well as the specific strengths and weaknesses of 242 German universities analysed in the 34 most popular subjects by going to: www.university-ranking.de The individual definition and weighting of numerous criteria enables users to specifically find - in terms of their personal needs – the best German university or universities. The ranking considers the strengths and weaknesses of individual subjects and departments, as well as the preferences of potential students. This include, for example, average time to degree, the organisation of studies, availability of practical training, courses and internships, the student: teacher ration (guidance, counseling, supervision), whether the university focuses on research or applied studies, credit point systems, options for completing semesters abroad, study sections instructed in foreign languages, etc.
17th Australian International Education ConferenceIDP Education Australia is proud to announce a 17th Australian International Conference "Securing the Future for International Education: Managing Growth and Diversity", which will take place on 21-24 October 2003 in Melbourne, Australia. The Australian International Education Conference brings together those working in higher, secondary & vocational education, government & non-government agencies, the corporate sector, multilateral funding agencies & others, to consider international education & development issues. These issues include international student mobility, teaching & learning, virtual education, equity & access & international trade to name a few. The Conference provides world class content & special interest forums featuring over 180 expert speakers from around the world. In 2003, around 1,000 delegates representing more than 35 countries are expected to attend this not-to-be-missed event. Further
information on the conference: www.idp.com/17aiec 2. News from the European Union InstitutionsConclusions of the Education, Youth and Culture CouncilThe meeting of the Education, Youth and Culture Council took place on 5-6 May in Brussels. For the first time the meeting was attended by the ministers of the ten new Member States who had a status of active observers. The Council took important decisions to promote the Lisbon objectives by adopting five European benchmarks in education and training to be reached by 2010, namely:
The Council also achieved political agreement on the funding available for the Erasmus Mundus and eLearning programmes. The ministers agreed that the budget for Erasmus Mundus programme will start at EUR 180 million (as against the EUR 200 million proposed by the Commission and the EUR 300 million suggested by the EP or the EUR 160 million suggested by Germany, the Netherlands, the UK, Denmark and Sweden). However they adopted a proposal stating that the foreseen founding will be reviewed in 2006 in order to decide whether the sum should be increased for 2007 and 2008 or remain unchanged. The situation is similar for the eLearning programme. The ministers agreed that the funding for this programme would be EUR 33 million (as against the EUR 36 million proposed by the Commission, EUR 54 million proposed by the EP and EUR 30 million proposed by France, the UK, Denmark, Germany, Sweden and the Netherlands). The position of the Council on both programmes will be forwarded to the European Parliament for a second reading. http://ue.eu.int/pressData/en/educ/75637.pdf
Call for proposals for the EU-India Economic Cross Cultural ProgrammeThe European Commission invites proposals for co-financing to promote and enhance civil society links and cross cultural cooperation between India and the EU, in the fields of: 1) Media, Communication and Culture; 2) Entrepreneurial Networking; 3) University & Studies. Proposals are welcome from partnerships composed of non-profit making organisations (media or culture organisations, associations of SMEs, higher education institutions etc.) from at least two different EU Member States and at least one from India. The minimum amount of support granted for the individual projects is EUR 250 000, the maximum amount is EUR 500 000. The duration of a project may not exceed 30 months. The minimum duration of a project is 12 months. In the field of University & Studies priority will be given to the proposals in the following priority areas: Studies on the EU in India and on India in the EU; Promoting links between university media departments; Integrating new communication technologies in education; Dissemination of entrepreneurial research/know-how from academia to business, with emphasis on SMEs and job creation and Studies on cultural diversity. The deadline for submission of proposals is 12 September 2003. http://www.delind.cec.eu.int/en/csn/civil_society/eccp.htm
Commission presents an action plan to boost research efforts in EuropeOn 29th April, EU Research Commissioner Philippe Busquin presented a new action plan containing a number of measures intended to give Europe a stronger public research base and to make it much more attractive to private investment in research and innovation. The Communication “Investing in research: an action plan for Europe” sets out initiatives required to increase the level of investment in research in the EU from 1,9% to 3% of GDP, with two-thirds financed by the private sector, as called for by the March 2002 Barcelona European Council. Meeting the 3% objective is expected to create 0.5% additional growth of GDP and 400,000 additional jobs every year after 2010. Key actions outlined in the Communication include setting up European technology platforms on key technologies, refocusing and increasing public spending for supporting research and innovation, making research careers more attractive, strengthening links between industry and public research, developing better fiscal incentives for research and improving the coordination and effectiveness of research funding at the EU level. http://europa.eu.int/comm/research/era/3pct/index_en.html
EU and Australia: strengthening cooperation in education, science and technologyOn 16 April in Melbourne Australia and the European Commission held the 19th Ministerial Consultations, which focused on a range of bilateral and international issues and underlined the strength of the mutual cooperation. The parties identified priorities for their future work over the next five years, which will involve intensified cooperation in the following areas: security and strategic issues, trade, education, science and technology, transport, environment, development cooperation, migration and asylum. In the field of education the parties have agreed to establish the second Australia-European Union pilot project on higher education cooperation on a similar matching-funding basis as the first one, when the necessary funding procedures will have been finalised. Likewise they pledged to broaden opportunities for students to participate in exchanges, including exploring Australia's participation in Erasmus World when adopted. In the field of science and technology the parties would develop an action plan designed to stimulate collaborative Australia-European Union scientific and technological projects within the European Union’s Sixth Framework Program for Research. This will include practical initiatives such as: promoting awareness of science and technology (S&T) collaboration, facilitating joint S&T projects by conducting joint thematic workshops in areas of mutual interest and an evaluation to assess the outcomes and benefits of joint participation in the Fifth Framework Program for Research. http://europa.eu.int/comm/external_relations/australia/intro/eucoop.htm
Call for proposal for a European Community/Australia pilot cooperation project in the field of higher educationThe European Commission and the Australian department of Education, Science and Technology have launched a second joint call for proposals for one or possibly two multilateral, student-centred projects for cooperation in the field of Higher Education. The project should bring together a consortium composed of at least three higher education institutions from three different Member States and at least three higher education institutions from Australia. The project will be funded for three years. The main purpose of the project will be to set up a framework for student mobility at postgraduate (Masters) level. The pilot project should have the following components: joint study programme, student mobility, staff mobility and the evaluation plan. The deadline for submission of proposals is 16 July 2003 http://www.europa.eu.int/comm/education/australia/australia.html
Call for proposals DG EAC 04/03: European Year of Education through SportImproving the partnership between the worlds of education and sport, making greater use of sporting values in education and integration, and increasing voluntary work in sport are just some of the objectives of the European Year of Education through Sport 2004. The overall budget allocated to this year is EUR 11.5 million. A budget of EUR 6.5 million has been allocated to co-finance measures originating in the Member States and implemented at local, regional, national, international or Community levels. Grants will be awarded to projects pursuing the objectives of the European Year and involving the creation of long-term partnerships between educational institutions and sporting organisations. The procedure, which will cover the period up to 31 December 2004, will consist of three rounds. The first round has a budget of EUR 500 000 and will co-finance measures beginning before 1 January 2004. The deadline for submission of applications is 4 July 2003. The second round will co-finance measures beginning between 1 January 2004 and 30 June 2004, providing up to a total of EUR 4 000 000. The deadline for submission of applications is 1 October 2003. The third round is reserved for measures which must begin on or after 1 July 2004. The deadline for applications is 1 March 2004 and the total available is EUR 2 000 000. Community-wide projects (active participation of partners from at least eight Member States) may receive co-financing of up to 80% of the total cost of each project and will be selected by the Commission. Projects which are local, regional, national or international in nature may receive co-financing of up to 50% of the total cost of each project. These projects will be selected at national level by the coordinating bodies for the European Year 2004 set up in each participating Member State. http://europa.eu.int/comm/sport/index_en.html
EU to support the reform of vocational education and training in EgyptOn 29 April the European Commission and the Egyptian government signed two financing agreements for a total of €73 million: Trade Enhancement Programme (€40 million); and Programme of Assistance to the Reform of the Technical and Vocational Education and Training (TVET) for a duration of 6 years with a total budget of €66 million (€33 million being contributed by the EC). It will support the establishment of a number of pilot local Enterprise - TVET Partnerships (ETPs). These partnerships will include TVET providers in selected regions (Secondary Vocational and Technical Schools, Vocational Training Centres, and private training providers), as well as clusters of growth-oriented private enterprises. http://europa.eu.int/comm/external_relations/w18/5.htm
EU and Morocco to reinforce scientific and technological cooperationOn 26 and 27 May, the European Commissioner for Research, Mr Philippe Busquin, and the Moroccan Minister for Scientific Research, Mr Omar Fassi-Fehri, took part in a National Workshop on Research in Morocco, which was held in Rabat. The Commissioner presented the results of the evaluation of the Moroccan research system carried out with the Commission's support. Also Mr Busquin presented the scientific and technical cooperation agreement between the EU and Morocco, for which negotiations, which started on 14 April 2003 under a mandate from the Council, have now been completed. The agreement will be signed in the next few weeks. It will make it easier for Moroccan universities, companies and research centres to participate in the EU's 6th Research Framework Programme (2003-2006). It will open up Moroccan activities to participation by European researchers and enable a fair sharing of intellectual property rights generated by joint activities. It will be managed through an EU-Morocco joint committee.
Commission proposes to extend participation in the Community education programmes to the countries of the Western BalkansOn May 21 the European Commission approved a Communication to the Council and the European Parliament on the Western Balkans and European Integration. The Communication proposes to enrich current policies towards the region with elements taken from the Enlargement process, reinforcing the ultimate goal of extending membership of the EU to the Western Balkans. The Stabilisation and Association process, the current framework for relations with the region, will remain the cornerstone of policy towards the countries of the Western Balkans (Albania, Bosnia and Herzegovina, Croatia, the former Yugoslav Republic of Macedonia and Serbia and Montenegro), but it will be given a new dimension through the addition of elements that have proved successful with candidates for EU membership. These include the introduction of European Integration Partnerships, enhanced support for institution building, through "twinning" programmes and reinforced technical assistance, improved political cooperation and the possibility for the countries of the Western Balkans to participate in some Community programmes including education programmes. The Commission finds that it would be useful for the region to be included into Community education and vocational training programmes, at the appropriate time and depending on each country’s needs and capacities, as it would familiarize the countries with Community policies and working methods and contribute to preparing them for a closer membership with the EU The Communication is intended as a contribution to the European Union-Western Balkans Summit to be held in Thessaloniki on 21st June. http://europa.eu.int/comm/external_relations/w21/1.htm#1
New Partner Search facility in programme AlfaA new programme Alfa “Partner Search” facility has been recently set up to facilitate the contacts between Latin America and European Union institutions wishing to form partnerships or the reinforcement of already existing Alfa networks. It is expected that this communication media contributes to promoting innovation and quality of future Alfa project proposals. All higher education institutions or other relevant entities (Ministries, ONGs, public or private enterprises, etc.), are invited to register in the database Alfa "Partner Search". http://europa.eu.int/comm/europeaid/projects/alfa/partners_en.htm
Europeans and lifelong learning: the results of a Eurobarometer Survey releasedThe results of the Eurobarometer survey on lifelong learning commissioned by the DG Education and Culture are now available. The survey was carried out between 15 January and 28 February 2003 in the 15 Member States, Norway and Iceland, and entailed more than 18.000 face-to-face interviews. The survey revealed that Europeans consider lifelong learning to be an important tool for their personal and professional development. They perceive a gap between what they know and the skills needed to flourish in a Europe of knowledge. However, on average, more than one third of European citizens do not currently take part in any form of education or training and one in ten has no desire to do so. Problems of time and money are often given as obstacles to pursuing lifelong learning. 3. Public Tenders in the EUCall for expressions of interest No DG EAC/47/2003 concerning the provision of services in the field of education, vocational training, culture, audiovisual policy, sport, citizenship and youthThe
contracting authority: European Commission, DG
Education and Culture The text of the call, which gives full details of the selection criteria, is available at: http://www.europa.eu.int/comm/dgs/education_culture/appel/appel_en.htm
Prior information notice: eLearning initiative: dialogue, promotion, analysis and dissemination support for projects, and preparation of the new programme (2003/S 85-075383)The
contracting authority:
European Commission, DG Education and Culture Tenders are likely to include the following types of activities:
Prior information notice: study on higher-education financing in Europe (analysis of the current situation, recent developments and innovations), 2003/S 85-075385The
contracting authority: European Commission, DG
Education and Culture
Prior information notice: Evaluation study on the impact of Erasmus action under the Socrates Programme: impact of Erasmus mobility on student employment and careers; impact in two subject areas to be determined (2003/S 85-075390)The
contracting authority: European Commission, DG
Education and Culture
Prior information notice: Contract in four lots concerning the portal on learning opportunities (Ploteus), 2003/S 85-075391The
contracting authority: European Commission, DG
Education and Culture Prior information notice: Framework contract to optimize good vocational-training and education products and practices (2003/S 85-075393)The
contracting authority:
European Commission, DG Education and Culture 4. News from other sourcesNew Higher Education Management Program launched by CHEPSOn April 17, 2003, CHEPS launched The Executive Program (TEP), a joint effort of CHEPS and the Center for Higher Education Management of the Graduate School of Education, University of Pennsylvania. The program is team-taught by experts in European HE management education and policy research, working in concert with experienced practitioners and top-ranked U.S. researchers and scholars. It is designed for experienced HE executives, directors, and managers who want to focus on the knowledge and capabilities needed for success in the higher education marketplace of today and tomorrow. TEP is an intensive, fast-paced sequence of 11 weekend seminars and a final colloquium. Just some of the topics include HE systems and policy, institutional and organizational planning, "Forces" (internationalization, markets, competition, technology), enrolment planning, managing organizational change and conflict, funding systems and models, institutional funding and financial management, networking, stakeholder relations, leadership (positive working relations with management teams and governance bodies), quality management, human resources, communications and marketing, and productive relations with European agencies. The final thesis is designed both as a research oeuvre and as a sophisticated consulting report on a problem relevant to the participant's own institution or organization. The TEP seminars will be held in Prague starting in September 2003. Applications for the twenty places in the fall 2003 entering class are now invited. For further information contact: T.R. Phillips, TEP Program Manager, CHEPS, University of Twente, P.O. Box 217, 7500AE Enschede, the Netherlands. Telephone: 31-53-489-3267. Fax: 31-53-434-0392. E-mail: TEP@CHEPS.utwente.nl
The Times Good University Guide 2004 publishedThe Times Good University Guide 2004, with rankings of the UK's best universities as well as campus profiles and advice on courses and accommodation has been recently published. The 2004 edition of the "Good University Guide" has been extended, now offering: league table ranking to Britain's universities, which enables readers to assess the strengths and weaknesses of each university; over 60 tables giving the best universities for particular subjects; advice on how to select a course and a university; guidance on how to apply and pay your way through university; a new chapter on accommodation while you are there; two pages of information on each university; detailed coverage of Oxford and Cambridge colleges; and information specifically designed for international students. http://www.timesonline.co.uk/section/0,,716,00.html
UK: Conservatives pledge to abolish tuition feesThe Conservatives put higher education in their battle for the next election by promising to scrap tuition fees, saving some undergraduates up to £9,000, and abolish the government's target for attracting working-class students. Iain Duncan Smith, the Tory leader, is pledging to end the maximum £1,100-a-year tuition fee paid by students from wealthier families, and reverse the government's plan to let universities charge up to £3,000 a year from 2006. He also promise to disband the planned admissions regulator, the Office of Fair Access, and remove Labour's manifesto policy of ensuring that by 2010 one in two under-30s enters higher education. http://education.guardian.co.uk/students/tuitionfees/story/0,12757,954858,00.html
Australia: the government unveils its plan for higher education reformOn 13 May, following from 2002 Review of Higher Education, the Commonwealth Government announced a package of new higher education policies, to be implemented between 2004 and 2008. The Reform package lays the foundation for a ten year vision for Australian higher education, with more than $1.4 billion of additional Commonwealth funding being invested in the sector over four years. The reforms will establish a partially deregulated system of higher education, in which individual universities are enabled to capitalise on their particular strengths and determine the value of their course offerings in a competitive environment. From 2005 the Commonwealth will no longer set standard student contributions through the Higher Education Contribution Scheme (HECS). Rather, each institution will set its own student contribution levels, within Commonwealth determined ranges, which will vary between disciplines and institutions. However, students will not be required to pay fees up front when they enrol with an eligible higher education institution. The Commonwealth will establish a Higher Education Loan Programme (HELP) so that students can either pay their contribution when they enrol, or later through the income tax. The Commonwealth Grant Scheme (CGS) will replace the current system of block operating grants to each university. The Commonwealth will negotiate with each higher education institution to deliver a specified number of Commonwealth supported places in particular course disciplines. Commonwealth funding per student will increase. Performance and incentive funding will be available to encourage universities to differentiate their missions and to achieve reform in areas of learning and teaching, equity, workplace, productivity, collaboration and quality. http://www.backingaustraliasfuture.gov.au/reforms.htm
France: Luc Ferry presents his plan for university reformOn 7 May, Luc Ferry, French Minister for Education, transmitted to the trade unions a draft law, which constitutes the most important revision of legislation regulating universities since the Savary Law of 1984. The draft, which will be discussed at the Parliament before the summer, intends to reinforce the autonomy of universities and allow them for more flexibility in managing their budgets. Furthermore, it lays down the foundation for introduction of Bachelor-Master-Doctorate system in France in accordance with Bologna process. The draft foresees the establishment of the “global budget” for universities, which will replace so far very constraining framework of financial allocations. Universities will also be given a possibility to use with more flexibility funds allocated by the ministry: instead of being earmarked for the particular expenses, the funds will be designated for the priority areas of universities. The minister also intends to give universities more freedom in managing their personnel expenses so that universities will be able to reallocate funds for a vacant position to other expenses. In return, the minister wants to strengthen control over universities. Likewise the draft intends to reform the statue of teaching personnel-researchers. Luc Ferry acknowledged that at present the mission of teaching personnel in higher education has a very restrictive definition based on the number of teaching hours they have to perform. Other possible activities (research, administrative responsibilities etc.) are not taken into account. Therefore, the minister intends to give each university the possibility to define the statue of teaching personnel-researchers itself according to the priorities of the institution. Finally, the draft lays down the foundation for the introduction of Bachelor-Master-Doctorate system in France in accordance with the Bologna process. By 2004 half of the French higher education institutions must implement the new system. The draft law provoked a critical reaction of trade unions. Snesup-FSU, the organization representing interests of teaching personnel in higher education and two students’ organizations, l’UNEF and FAGE, have already expressed their opposition to the increasing autonomy for universities. http://www.lemonde.fr/recherche_articleweb/1,9687,319556,00.html
Germany: Berlin universities have to turn away students for lack of moneyThousands of students and staff from Berlin's three universities and numerous art colleges protested last week against threatened €200m educational budget cuts over the next four years. The crisis is so bad that one university has decided not to admit any new students in the next academic year; the two others are limiting their intake to the very top percentage of applicants. Humboldt
University
decided to close off all matriculation for the winter semester 2003/2004.
No new students will be accepted until the Berlin
senate can guarantee enough funding to ensure that all newly matriculated
students can finish their degrees. http://education.guardian.co.uk/higher/worldwide/story/0,9959,963751,00.html
Maastricht University to host the first European conference on interface between content and language in multilingual higher educationRecent trends in European higher education, including the introduction of the two-phase ‘Bachelors-Masters’ structure, are internationalising learning to an ever-increasing extent. The developments have an immense strategic impact on the organisation and the structure of education, in which the consequence for language proficiency will be one of the most critical. Maastricht University will host the first conference in Europe that specifically addresses issues affecting the interface between content and language in higher education: “Integrating content and language: Meeting the challenge of a multilingual higher education”. The conference will take place on 23-25 October 2003 in Maastricht. The context concerns higher education that is delivered in a second/foreign language in a country where the language is not widely used in the local environment. In many cases, this concerns higher education in English in a non-English-speaking country. The conference is aimed at educators and others who are engaged in the design, delivery and evaluation of academic programmes given wholly or partly through the medium of a second language. Others interested in this challenging theme, members of international professional organisations, employers of graduates from multilingual educational programmes, are also invited.
Eurochambres calls for a more business-oriented European training and education systemEurochambres called for a more business-oriented European training and education system during its annual conference for vocational training and education on 20 May. Eurochambres calls on the Commission and the Member States to set the following measures to increase competitiveness and employability in Europe:
http://www.euractiv.com/cgi-bin/cgint.exe/222193-685?204&OIDN=1505516&-tt=ye
5. Bologna ItemsBologna follow-up seminar on integrated curriculaBologna follow-up seminar on "Integrated curricula – Implications and Prospects" was held in Mantova, Italy on 11-12 April. The seminar focused on the curricular component of joint degree programmes, on the assumption that curricular integration – intended as joint curriculum design and implementation – is a necessary condition for awarding joint degrees. During the seminar the theme was approached at three levels, the country, the institutions and the learners/users. Special emphasis was placed on the institutional perspective, exploring why institutions might get engaged in developing integrated curricula, what methods they could use and what models they could adopt. The reflections presented by three panels of experienced speakers were discussed in the working groups. Both presentations and group discussions contributed first to the development of a shared vision and then to the formulation of a set of recommendations to the education ministers meeting in Berlin and to higher education institutions intending to develop joint degree programmes. http://www.bologna-berlin2003.de/pdf/Mantova_Results.pdf
6. PublicationsNew Times, New Strategies: Curricular Joint Ventures, Peter Eckel, Britany Affolter-Caine, and Madeleine Green, American Council on Education, (Item no: 309527) 2003, available in Pdf format: http://www.acenet.edu/bookstore/pdf/2003_joint_ventures.pdfThe environment in which many higher education institutions find themselves—one of limited financial resources, growing competition, emerging technologies, and increased globalisation—makes strategic alliances increasingly attractive strategies that enable institutions to combine their strengths and pool their resources. This paper explores one emerging type of strategic alliance—the curricular joint venture (CJV). CJVs enable institutions to partner with either their peers or dissimilar institutions and organisations to produce new programmes, pursue new strategic curricular directions, generate additional revenue, and reposition themselves in the educational marketplace. This paper charts the unknown territory of CJVs, profiles a variety of forms, and raises questions that help campus leaders make informed choices.
Education in Pakistan: Report of the EC RRM assessment mission, European Community Conflict Prevention and Crises Management Unit, June 2002, available in Pdf format: http://europa.eu.int/comm/external_relations/cpcm/rrm/pakistan_02.htmThis Report was produced by the EC Rapid Reaction Mechanism Assessment Mission to Pakistan in June 2002. The Report gives a comprehensive background to the economic and educational situation in Pakistan. It considers the current economic status and the implications of the current Government emphasis on poverty alleviation, as these are the context in which all-educational reform initiatives will operate. The present enrolment and access situation is analysed in terms of the relationship between the economic context, poverty and the need for quality education. The components of quality education are considered in detail and the picture of schooling on the ground in 21 schools in 3 areas of Pakistan is given in the Field Study section. Finally there is an attempt to bring together the current educational difficulties and situation in relation to the historical, current and future potential of the madaris of Pakistan.
Education for all – is the world on track?, EFA Global Monitoring Report 2002, UNESCO Publishing 2002, ISBN: 92-3-103880-XThis new annual report is about opportunities to learn. Its primary purpose is to assess the extent to which the benefits associated with education are being extended to all children, youth and adults around the world and whether the commitments made in 2000 at the World Education Forum in Dakar are being met. The Forum agreed on six education for all (EFA) goals, which were considered to be essential, attainable and affordable given strong international commitment and resolve. Every year, the Global Education for All Report rigorously monitors progress towards these goals and offers an in-depth analysis of one critical education issue. Produced by an independent international team, the Report draws upon a wide range of expertise: UNESCO Institute for Statistics, other UNESCO institutes, academic research, governments, multilateral and bilateral agencies, national governments, civil society groups and NGOs. The Report is an indispensable reference and advocacy tool for education planners, policymakers, government ministers, teachers, individual citizens, civil society groups and the international community. http://upo.unesco.org/bookdetails.asp?id=4022#
PIRLS 2001 international report on reading literacy, IEA’s Study of Reading Literacy Achievement in Primary Schools, Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., & Kennedy, A.M. (2003), Chestnut Hill, MA: Boston College.PIRLS (Progress in International Reading Literacy Study) Report presents the first results of an international assessment exercise being conducted by the International Study Centre at Boston College (ISC) and the International Association for the Evaluation of Educational Achievement (IEA). Thirty-five countries are participating in the study. PIRLS measures reading literacy achievement of fourth-grade students (aged 9 and 10) and gathers information about home and school factors associated with learning to read. Data collection began in March 2001 for Northern Hemisphere countries and in October 2001 for countries in the Southern Hemisphere. PIRLS assessed a range of reading comprehension skills for two main purposes: reading for literary experience and reading for informational acquisition and use thus complementing the OECD PISA results (published in December 2001). Results of the survey: http://timss.bc.edu/pirls2001i/PIRLS2001_Pubs_IR.html
7. Upcoming ConferencesSeptember
01-02
September
03-06
September
07-10
September
09-13
September
10-11
September
10-13
September
17-20
September
18-19
September
20-23
September
23-25
September
28-01 October
October
23-25
Internet: www.aca-secretariat.be, Phone +32 2 513 2241, Fax +32 2 513 1776 Questions and replies to
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