5

eredmény(ek)

Szó/szavak
Kiadványtípus
Szakpolitikai terület
Kérdésfeltevő
Kulcsszó
Dátum

Follow-up of the Strategic Framework for European cooperation in education and training

20-06-2016

European cooperation in the field of education and training is voluntary, yet a strategic framework sets objectives to be attained by 2020. Following a mid-term review concluded last year, the European Parliament will debate a report which praises efforts to take stakeholders’ feedback into account and makes a number of recommendations for the future.

European cooperation in the field of education and training is voluntary, yet a strategic framework sets objectives to be attained by 2020. Following a mid-term review concluded last year, the European Parliament will debate a report which praises efforts to take stakeholders’ feedback into account and makes a number of recommendations for the future.

Research for CULT Committee - Qualifications/Dual Careers in Sports

09-02-2016

The aim of this briefing note is to provide background information on the current situation of the combination of elite sports and education/work (i.e., dual career) commitments of European athletes. Based on the analysis of the scientific literature on several dimensions of European student-athletes, the EU-funded projects, policy systems and best practices of dual career across eight European Member States, this note highlights challenges and recommendations for implementing policy actions to ...

The aim of this briefing note is to provide background information on the current situation of the combination of elite sports and education/work (i.e., dual career) commitments of European athletes. Based on the analysis of the scientific literature on several dimensions of European student-athletes, the EU-funded projects, policy systems and best practices of dual career across eight European Member States, this note highlights challenges and recommendations for implementing policy actions to integrate university and sports in dual career paths.

Külső szerző

Capranica Laura and Guidotti Flavia (University of Rome Foro Italico, Italy)

Focus on: Learning in the 21st Century at the EuroScience Open Forum - ESOF 2014

13-05-2015

EuroScience (ES) is an association established in Europe in 1997 with headquarters in Strasbourg (France). It was created based on the model of the American Association for the Advancement of Science (AAAS). A non-profit grassroots organisation Euroscience was from the outset an association of individuals open to research professionals, teachers, students, science administrators, policy-makers, etc. and generally to any citizen with vested interested in science, technology or humanities and their ...

EuroScience (ES) is an association established in Europe in 1997 with headquarters in Strasbourg (France). It was created based on the model of the American Association for the Advancement of Science (AAAS). A non-profit grassroots organisation Euroscience was from the outset an association of individuals open to research professionals, teachers, students, science administrators, policy-makers, etc. and generally to any citizen with vested interested in science, technology or humanities and their links with society. EuroScience represents not only European scientists of all ages, disciplines and nationalities but also from the business sector and public institutions such as universities and research institutes.

Learning and teaching technology options

23-03-2015

Educational technology encompasses a wide array of technologies and methodologies that are shaped by stakeholders’ behaviours and affected by contextual factors that, if adequately mixed, can contribute to students and teachers better achieving their goals. Such a wide and complex task cannot be addressed by a simple and single intervention. Comprehensive on-going policies are required, covering technology, methodology, economic and regulatory aspects; in addition,  such policies are dependent on ...

Educational technology encompasses a wide array of technologies and methodologies that are shaped by stakeholders’ behaviours and affected by contextual factors that, if adequately mixed, can contribute to students and teachers better achieving their goals. Such a wide and complex task cannot be addressed by a simple and single intervention. Comprehensive on-going policies are required, covering technology, methodology, economic and regulatory aspects; in addition,  such policies are dependent on strong stakeholder engagement. This is a new process where we must learn by doing; therefore, carefully assessing the results of the different interventions is crucial to ensuring success.

Külső szerző

Rafael Rivera Pastor, Carlota Tarín Quirós (Iclaves)

A felsőoktatásba való bejutáshoz szükséges képesítések és vizsgák Európában: összehasonlítás

15-05-2014

A tanulmány tíz országban vizsgálja a felsőoktatásban alkalmazott felvételi rendszereket, köztük európai uniós tagállamokban (Franciaország, Németország, Olaszország, Szlovénia, Svédország és az Egyesült Királyság), egy tagjelölt országban (Törökország), valamint három, nemzetközi összehasonlításokban rendszerint vizsgált országban (Ausztrália, Japán és az Egyesült Államok). A felvételi rendszerek elemzése három szempont szerint történik: méltányosság, minőség, és hallgatói mobilitás.

A tanulmány tíz országban vizsgálja a felsőoktatásban alkalmazott felvételi rendszereket, köztük európai uniós tagállamokban (Franciaország, Németország, Olaszország, Szlovénia, Svédország és az Egyesült Királyság), egy tagjelölt országban (Törökország), valamint három, nemzetközi összehasonlításokban rendszerint vizsgált országban (Ausztrália, Japán és az Egyesült Államok). A felvételi rendszerek elemzése három szempont szerint történik: méltányosság, minőség, és hallgatói mobilitás.

Külső szerző

Cecile Hoareau McGrath, Marie Louise Henham, Anne Corbett, Niccolo Durazzi, Michael Frearson, Barbara Janta, Bregtje W. Kamphuis, Eriko Katashiro, Nina Brankovic, Benoit Guerin, Catriona Manville, Inga Schwartz and Daniel Schweppenstedde

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