Course 3 - MPE - 2012-2013_Decrypted

7/30/2019 Course 3 - MPE - 2012-2013_Decrypted

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G. & D. CHIRLEAN, Management of the European Programmes

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Chapter 3: ERASMUS PROGRAMME

STRUCTURE OF THE COURSE 3:

3.1: Bologna process and ECTS

3.1.1.: What is the Bologna Process?

3.1.2.: How is the Process organized?

3.1.3.: How did it all begin?

3.1.4.: European Credit Transfer and Accumulation System

3.2: What is Erasmus?

3.2.1.: Objectives of Erasmus Programme

3.2.2.: Key features of the Erasmus programme

3.2.3.: Participating countries in Erasmus Programme

3.3: Erasmus and the university 3.4: What does Erasmus finance?

3.5: Erasmus MUNDUS

3.6: Practical examples of Erasmus project

3.6.1.: Deadlines and application procedures under Erasmus

3.6.2.: Practical example

3.1: Bologna process and ECTS

3.1.1.:What is the Bologna Process?

The Bologna Process is a European reform process that aimed at establishing a European

Higher Education Area by 2010.

The envisaged European Higher Education Area:

facilitates mobility of students, graduates and higher education staff; prepares students for their future careers and for life as active citizens in democratic

societies, and support their personal development;

offers broad access to high-quality higher education, based on democratic principles andacademic freedom.

The three overarching objectives of the Bologna process have been from the start:

introduction of the three cycle system (bachelor/master/doctorate) quality assurance recognition of qualifications and periods of study.

The Bologna Process is named after theBologna Declaration, which was signed in the

Italian city of Bologna on 19 June 1999 by ministers in charge of higher education from 29

European countries. Today, the Process unites 47 countries - all party to theEuropean Cultural

Conventionand committed to the goals of the European Higher Education Area. An important

characteristic of the Bologna Process - and key to its success - is that it also involves European

Commission, Council of Europe and UNESCO-CEPES, as well as representatives of highereducation institutions, students, staff, employers and quality assurance agencies.
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The Bologna Process is not based on an intergovernmental treaty. There are several

documents that have been adopted by the ministers responsible for higher education of the

countries participating in the Process, but these are not legally binding documents (as

international treaties usually are). Therefore, it is the free will of every country and its highereducation community to endorse or reject the principles of the Bologna Process, although the

effect of international peer pressure should not be underestimated.

It was not foreseen that by 2010 all European countries should have the same higher

education system.

The developments within the Bologna Process should serve to facilitate translation of

one system to the other and therefore contribute to the increase of mobility of students and

academics and to the increase of employability throughout Europe.

In the Leuven Communiqu of 2009 the Ministers identified these priorities for the coming

decade:

social dimension: equitable access and completion, lifelong learning; employability; student-centred learning and the teaching mission of higher education; education, research and innovation; international openness; mobility; data collection; multidimensional transparency tools; funding.

The European Higher Education Area (EHEA) was launched along with the Bologna Process'decade anniversary, in March 2010, during the Budapest-Vienna Ministerial Conference.

As the main objective of the Bologna Process since its inception in 1999, the EHEA was meant

to ensure more comparable, compatible and coherent systems of higher education in Europe.

Between 1999 - 2010, all the efforts of the Bologna Process members were targeted to creating

the European Higher Education Area, that became reality with the Budapest-Vienna Declaration

of March, 2010. The next decade will be aimed at consolidating the EHEA and thus the current

EHEA permanent website will play a key role in this process of intense internal and external

communication.

3.1.2.: How is the Process organized?

There are several levels of implementationinternational, national and institutional.

When it comes to the international levelthere are several modes of cooperation and

several structures developing the Bologna Process.

There is the so-called Bologna follow-up group (BFUG) that consists of all signatory

countries and the European Commission as well as the Council of Europe, EUA, ESIB

EURASHE, UNESCO-CEPES, ENQA, Educational International Pan-European Structure and

UNICE as consultative members. The Bologna Follow-up Group (BFUG) meets at least once

every six month, is chaired by the country holding the Presidency of the European Union and issupported by a Bologna Secretariat. From 1 July 2010 onwards, the Bologna Process and also the
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Bologna Follow-up Group were jointly chaired by the country holding the Presidency of the

European Union and a non-EU country (in alphabetical order, starting with Albania).

In addition to this, numerous seminars were organised throughout Europe, which carry

the unofficial label of Bologna seminars. These are discussing various issues of the Bologna

Process, obstacles to implementation and possibilities for co-operation.Every two years a Ministerial Conference was organised where Ministers responsible for

higher education of all participating countries gather to evaluate the progress and to set

guidelines and priorities for the upcoming period. The conferences were held in Bologna (1999),

Prague (2001), Berlin (2003), Bergen (2005), London (2007), Leuven/Louvain-la-Neuve (2009),

Budapest/Vienna (March 2010) and Bucharest (26/27 April 2012).

The national level usually involves the government and ministries responsible for higher

education, rectors conferences or other university associations, student unions but also in some

cases quality assurance agencies, employers etc. Many European countries have already changed

their legislation in line with the goals of the Bologna Process and others are preparing to do so.

Depending on the country and the development of its higher education system so far, some areintroducing ECTS, discussing their degree structures and qualifications, financing and

management of higher education, mobility programmes etc.

The institutional level involves higher education institutions, their faculties or

departments, student and staff representatives and many other actors. The priorities vary from

country to country and from institution to institution. However, it is important to stress that

without adequate implementation at the institutional level, little can be achieved in reaching the

Bologna objectives.

To implement the Bologna reforms and to make progress in all priority areas, strong

efforts will be required especially at national and institutional level. To support these efforts withjoint action at European level, the Ministers entrusted the Bologna Follow-up Group to prepare a

work plan for the period leading up to the Ministerial Conference held this year (2012).

As part of the 2009-2012 work plan, the Bologna Follow-up Group set up seven working groups

on the following topics:

Social Dimension Qualifications Frameworks International Openness Mobility Recognition Reporting on the implementation of the Bologna Process Transparency mechanisms.

3.1.3.: How did it all begin?

The Bologna Process officially started in 1999, with the signing of the Bologna

Declaration. Twenty-nine countries have signed the declaration on 19 June 1999 in Bologna

(hence the name of the whole Process). The Declaration states the following objectives:

adoption of a system of easily readable and comparable degrees;

adoption of a system essentially based on two main cycles, undergraduate and graduate;

establishment of a system of creditssuch as in the ECTS;

promotion of mobility by overcoming obstacles to the free movement of students, teachers,researchers and administrative staff;
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promotion of European co-operation in quality assurance;

promotion of the necessary European dimensions in higher education.

Prior to the signing of the Bologna Declaration, another document was adopted by four

countries: France, Germany, Italy and the United Kingdomthe Sorbonne Declaration. This

declaration provided the necessary push towards the Bologna Declaration and indicated alreadyin 1998 the main goals of the European Higher Education Area.

At the Bergen Ministerial Conference in May 2005, 5 new countries were welcomed

(Armenia, Azerbaijan, Georgia, Moldova and Ukraine) as new participating countries in the

Bologna Process bringing the total number of participating countries up to 45. It was also

decided to enlarge the circle of consultative members to the Education International (EI) Pan-

European Structure, the European Association for Quality Assurance in Higher Education

(ENQA), and the Union of Industrial and Employers Confederations of Europe (UNICE).

The Bergen meeting confirmed the shift from future plans to practical implementation; in

particular it was marked by:

the adoption of an overarching framework of qualifications for the European Higher EducationArea and with a commitment to elaborating national qualifications frameworks by 2010as well

as to having launched work by 2007;

the adoption of guidelines and standards for quality assurance and the request that ENQA, the

EUA, EURASHE and ESIB elaborate further proposals concerning the suggested register of

quality assurance agencies;

the further stress on the importance of the social dimension of higher education, which

includesbut is not limited toacademic mobility;

the necessity of improving interaction between the European Higher Education Area and other

parts of the world (the external dimension);

the growing importance of addressing the development of the European Higher Education

Area beyond 2010.During the London meeting the progress towards the EHEA was presented (mobility,

degrees structures, recognition of diplomas, qualifications framework, LLL, etc.) as well as the

fact that strategy "The European Higher Education Area in a Global Setting" was adopted and

that forward work will be taken in the core policy areas:

improving information on and promoting the attractiveness and competitiveness of theEHEA; strengthening cooperation based on partnership;

intensifying policy dialogue; improving recognition.

Ten years after the historical Bologna Declaration that structurally reshaped Europeanhigher education, another Ministerial Conference was held in Leuven/Louvain-la-Neuve

(Belgium), which - for the first time - was also broadcasted live via Internet.

With the Leuven and Louvain-la-Neuve Communiqu, the Ministers from 46 European countries

established the priorities for the European Higher Education Area until 2020. They highlighted

in particular the importance of lifelong learning, widening access to higher education, and

mobility and agreed that by 2020 at least 20% of those graduating in the European Higher

Education Area should have had a study or training period abroad.

During the Budapest-Vienna meeting on March 2010, the Ministers responsible for the

EHEA, asked the Bologna Follow-up Group to propose measures to facilitate the proper and full

implementation of the agreed Bologna principles and action lines across the EHEA, especially atthe national and institutional levels, among others by developing additional working methods,


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such as peer learning, study visits and other information sharing activities. By continuously

developing, enhancing and strengthening the EHEA and taking further the synergies with the

European Research Area, Europe will be able to successfully face the challenges of the next

decade.

The Bucharest Ministerial Conference held in April 2012 in Bucharest assessed theresults of the start of the second decade of the Bologna Process and has put forward political

orientations for the next period.

3.1.4.: European Credit Transfer and Accumulation System

A credit system is a systematic way of describing an educational programme by attaching

credits to its components. The definition of credits in higher education systems may be based on

different parameters, such as student workload, learning outcomes and contact hours.

The European Credit Transfer and Accumulation System [ECTS]is a student-centred

system based on the student workload required to achieve the objectives of a programme,

objectives preferably specified in terms of the learning outcomes and competences to beacquired.

ECTS was introduced in 1989, within the framework of Erasmus, now part of the

Socrates programme. ECTS is the only credit system which has been successfully tested and

used across Europe. ECTS was set up initially for credit transfer. The system facilitated the

recognition of periods of study abroad and thus enhanced the quality and volume of student

mobility in Europe. Recently ECTS is developing into an accumulation system to be

implemented at institutional, regional, national and European level. This was one of the key

objectives of the Bologna Declaration of June 1999.

ECTS makes study programmes easy to read and compare for all students, local andforeign. ECTS facilitates mobility and academic recognition. ECTS helps universities to organise

and revise their study programmes. ECTS can be used across a variety of programmes and

modes of delivery. ECTS makes European higher education more attractive for students from

abroad.

Thekey features of ECTS are:

ECTS is based on the principle that 60 credits measure the workload of a full -time student

during one academic year. The student workload of a full-time study programme in Europe

amounts in most cases to around 1500-1800 hours per year and in those cases one credit stands

for around 25 to 30 working hours.

Credits in ECTS can only be obtained after successful completion of the work required and

appropriate assessment of the learning outcomes achieved. Learning outcomes are sets of

competences, expressing what the student will know, understand or be able to do after

completion of a process of learning, long or short.

Student workload in ECTS consists of the time required to complete all planned learning

activities such as attending lectures, seminars, independent and private study, preparation of

projects and examinations.

Credits are allocated to all educational components of a study programme (such as modules,

courses, placements, dissertation work, etc.) and reflect the quantity of work each component

requires to achieve its specific objectives or learning outcomes in relation to the total quantity of

work necessary to complete a full year of study successfully.


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The performance of the student is documented by a local/national grade. It is good practice to

add an ECTS grade, in particular in case of credit transfer. The ECTS grading scale ranks the

students on a statistical basis. Therefore, statistical data on student performance is a prerequisite

for applying the ECTS grading system. Grades are assigned among students with a pass grade as

follows:A best 10%

B next 25%

C next 30%

D next 25%

E next 10%

A distinction is made between the grades FX and F that are used for unsuccessful students. FX

means: fail- some more work required to pass and F means: fail considerable further work

required. The inclusion of failure rates in the Transcript of Records is optional.

Thekey documents of ECTS are:

The regular Information Package/Course Catalogue of the institution to be published in thelocal/national language and in English (or only in English for programmes taught in English) on

the Web and/or in hard copy in one or more booklets. The Information Package/Course

Catalogue must contain the items of the checklist including information for host students from

abroad. The Learning Agreement contains the list of courses to be taken with the ECTS credits which

will be awarded for each course. This list must be agreed by the student and the responsible

academic body of the institution concerned. In the case of credit transfer, the Learning

Agreement has to be agreed by the student and the two institutions concerned before the

students departure and updated immediately when changes occur.

The Transcript of Records documents the performance of a student by showing the list of

courses taken, the ECTS credits gained, local or national credits, if any, local grades and possiblyECTS grades awarded. In the case of credit transfer, the Transcript of Records has to be issued

by the home institution for outgoing students before departure and by the host institution for

incoming students at the end of their period of study.

TheDiploma Supplement is a document attached to a higher education diploma providing a

standardised description of the nature, level, context, content and status of the studies that were

successfully completed by the graduate. The Diploma Supplement provides transparency and

facilitates academic and professional recognition of qualifications (diplomas, degrees,

certificates).

3.2: What is Erasmus?

ERASMUS is the EU's flagship education and training programme enabling 200 000

students to study and work abroad each year. In addition, it funds co-operation between higher

education institutions across Europe. The programme not only supports students, but also

professors and business staff who want to teach abroad, as well as helping university staff to

receive training.

It continues and extends the higher education section of SOCRATES II Programme

("ERASMUS") and the European Community Action Scheme for the Mobility of University

Students (the "ERASMUS programme"), established in 1987.
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ERASMUS became part of the EU's Lifelong Learning Programme in 2007 and covered

new areas such as student placements in enterprises (transferred from the Leonardo da Vinci

Programme), university staff training and teaching for business staff.

It is named after the philosopher, theologian and humanist Erasmus of Rotterdam(1465-1536). An untiring adversary of dogmatic thought in all fields of human endeavour,

Erasmus lived and worked in several parts of Europe, in quest of the knowledge, experience and

insights which only such contacts with other countries could bring. By leaving his fortune to the

University of Basel, he became a precursor of mobility grants.

3.2.1.: Objectives of Erasmus Programme

Higher education plays a crucial role in producing high quality human resources,

disseminating scientific discovery and advanced knowledge through teaching, adapting to the

constantly emerging needs for new competences and qualifications, and educating future

generations of citizens in a European context. All such functions are of vital importance to the

long-term development of Europe.

The increasing speed at which existing knowledge becomes obsolete, and the rapid

changes in the means by which it is delivered and renewed, will require the higher education

sector to adopt new methods and commit itself wholeheartedly to the provision of lifelong

learning.

Against this background, ERASMUS contains a wide range ofmeasures designed to:

1. support the European activities of higher education institutions2.

promote the mobility and exchange of their teaching staff and students.

Inspired by a mobility tradition that dates back to the Middle Ages, the Erasmus action

and its different activities henceforth fit into the mobility policy promoted by the Bologna

Process, which aimed at the creation of a European Higher Education Area by 2010.

3.2.2.: Key features of the Erasmus programme

An overriding aim of the programme is to help create a European Higher Education Area and

foster innovation throughout Europe.

In addition to exchange actions (transnational mobility), ERASMUS helps higher educationinstitutions to work together through intensive programmes, networks and multilateral projects.
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Thanks to all these actions, ERASMUS has become a driver in the modernisation of higher

education institutions and systems in Europe and, in particular, has inspired the establishment of

the Bologna Process.

ERASMUS became part of the EU's Lifelong Learning Programme in 2007 and covered new

areas such as student placements in enterprises (transferred from the Leonardo da Vinci

Programme), university staff training and teaching for business staff.

The programme should further expand the educational opportunities it offers in the coming

years, with a target of 3 million ERASMUS students by 2012.

Higher education institutions which want to participate in ERASMUS activities must have an

ERASMUS University Charter. The Charter aims to guarantee the quality of the programme by

setting certain fundamental principles.

The European Commission is responsible for the overall programme implementation; its

Directorate-General for Education and Culture coordinates the different activities.

So called decentralised actions that promote individual mobility are run bynational agencies inthe 33 participating countries. Centralised actions, such as networks, multilateral projects and

the award of the ERASMUS University Charter, are managed by the EUsEducation,

Audiovisual and Culture Executive Agency.

Few, if any, programmes launched by the European Union have had a similar Europe-wide reach

as the ERASMUS Programme. The vast majority of European universities take part in

ERASMUS. More than 2.2 million students have participated since it started in 1987, as well as250 000 higher education teachers and other staff since 1997 (this type of exchange was also

expanded further in 2007).

The annual budget is in excess of 450 million euro; more than 4 000 higher education institutions

in 33 countries participate, and more are waiting to join.

3.2.3.: Participating countries in Erasmus Programme

Adopted on 24 January 2000 and spanning the period until the end of 2006 and beyond -

for the 2007-2013 Lifelong Learning Programme, (SOCRATES and its) Erasmus action are now

open to the participation of 31 countries:

the 27 Member States of the European Union

the 3 European Economic Area countries (Iceland, Liechtenstein and Norway)

the candidate country (Turkey).

In addition, applicants from Croatia and the former Yugoslav Republic of Macedonia are

eligible for:

- Erasmus Students mobility for studies,- Erasmus Staff mobility.
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3.3: Erasmus and the university

ERASMUS is open to all types of higher education institutions (for which the term

"universities" is generally used), all academic disciplines and all levels of higher education study

up to and including the doctorate.In order to be able to participate in Erasmus activities, a university has to fulfill two

conditions

1. Firstly, it has to be recognized by the national authorities as eligible for ERASMUSactivities.

2. Secondly, it has to have obtained an ERASMUS University Charter from the EuropeanCommission. The Charter is a certificate, signed by the European Commission, which

sets out the fundamental principles underlying all ERASMUS activities to be respected

by the university. Once a university has obtained the Charter, it is entitled to apply to the

Commission for centralised ERASMUS funds and to their National Agency for

decentralised mobility funds. ERASMUS University Charter has replaced the old

Institutional Contracts since the academic year 2003/2004.

Applications for an ERASMUS University Charter can be handed in once a year. Once

awarded, the Charter remains valid for the remainder of the ERASMUS programme period.

The most popular activity within ERASMUS is the student mobility. It constituted the

main thrust of the Phase I of the ERASMUS programme, and currently it is put in a larger

framework. Even today student mobility retains a position of central importance within the

programme. However, stronger incentives are now available to encourage universities to add a

European perspective to the courses followed by students who do not participate directly in

mobility.

More emphasis is consequently placed on teaching staff exchanges, transnational

curriculum development, international intensive programmes and pan-european thematic

networks. Wider dissemination of and participation in the results of this work are sought through

specific support. ERASMUS also encourages universities to associate other public and private

bodies from their surrounding regions with their transnational cooperation activities, thereby

enhancing opportunities for inter-regional cooperation between the participating countries.

Currently more than 4000European higher education institutions are participating in

ERASMUS.

3.4: What does Erasmus finance?

Erasmus supports the following activities:

(a) Student and Teaching Staff mobility

Student mobility (SM) Teaching staff mobility (TS) Organisation of mobility (OM)

(b) European Credit Transfer System (ECTS)

(c) Intensive programmes (IP)

(d) Curriculum Development projects (CD)

Student mobility (SM)

Erasmus gives students (up to and including doctorate, except for students enrolled in their firstyear of Higher Education) the opportunity to study for a period of 3-12 months at a university or
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higher education establishment in another participating country in the framework of agreed

arrangements between universities.

The time spent in the other country is fully recognised in the originating university, thanks to

ECTS. Students also receive anErasmus Student Charterwhich outlines their rights as visiting

students and the obligations which they must fulfill at their host institution.

Teaching staff mobility (TS)Erasmus provides support for teachers giving, generally short courses, as part of the official

curriculum of a partner university in another European country. The grants are intended as a

contribution to the additional costs arising from teaching in another country.

Organisation of mobility (OM)

Erasmus provides support to higher education institutions for the creation of optimal conditions:

for students, to undertake recognised periods of study at partner institutions in otherparticipating countries;

for teachers, to organise fully integrated teaching assignments of short duration; for implementation of ECTS and Diploma Supplement (DS).

These optimal conditions include information, infrastructure and facilities, guidance, follow-up,

involvement of local partners and associations, etc.

European Credit Transfer System (ECTS)Erasmus supports the activities related to the introduction, implementation and/or extension of

ECTS, a system for academic credit allocation and transfer.

The ECTS support mechanisms are:

an ECTS introduction grant for institutions, which have never received Erasmus supportfor ECTS

an ECTS label for institutions which apply ECTS the proper way in all first and secondcycle degree label for institutions which apply ECTS the proper way in all first and

second cycle degree programmes

an ECTS Credit Accumulation Grant for institutions which have the ECTS label and wishto introduce mechanisms for credit accumulation

ECTS/DS Counsellors ECTS/DS Counsellors site visits.

Intensive programmes (IP)Community funding may be allocated to universities organising short courses (10 days to 3

month) provided they have a European dimension. Financial support is available for one, two orthree consecutive years on the understanding that every year the group of participants must be

different and/or the themes involved must be different.

Curriculum Development projects (CD)At least three establishments from different countries pool their resources to develop a

programme of study, a module or a masters programme. This can be done in all academic subject

areas. The financial support is for a maximum of three years.
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3.5: Erasmus MUNDUS

Erasmus Mundus is a cooperation and mobility programme in the field of higher

education that aims to enhance the quality of European higher education and to promote dialogue

and understanding between people and cultures through cooperation with Third-Countries. Inaddition, it contributes to the development of human resources and the international cooperation

capacity of Higher education institutions in Third Countries by increasing mobility between the

European Union and these countries.

The Education, Audiovisual and Culture Executive Agency (EACEA) is responsible for

the management of all three actions of Erasmus Mundus, under the supervision of the

Directorate-General for Education and Culture(DG EAC of the European Commission) and

EuropeAid - European Commission Co-operation Office(AIDCO).

The Erasmus Mundus programme provides support to:

higher education institutions that wish to implement joint programmes at postgraduatelevel (Action 1) or to set-up inter-institutional cooperation partnerships between

universities from Europe and targeted Third-Countries (Action 2);

individual students, researchers and university staffwho wish to spend a study /research / teaching period in the context of one of the above mentioned joint programmes

or cooperation partnerships (Action 1andAction 2);

any organisation active in the field of higher education that wishes to develop projectsaimed at enhancing the attractiveness, profile, visibility and image of European higher

education worldwide (Action 3).

Erasmus Mundus 2009-2013 is a cooperation and mobility programme in the field of higher

education for:

the enhancement of quality in European higher education;

the promotion of the European Union as a centre of excellence in learning around theworld;

the promotion of intercultural understanding through cooperation with Third Countries aswell as for the development of Third Countries in the field of higher education.

Erasmus Mundus 2009-2013 (Decision N 1298/2008/EC) continues and extends the scope of

the activities already launched during the first phase (2004-2008) of the programme. It now

includes the Erasmus Mundus External Cooperation Window scheme, which was launched in

2006 as a complement to the original programme. In addition, the Programme integrates

cooperation activities with Industrialised Countries.

Erasmus Mundus 2009-2013 is implemented through of the following actions: Action 1: Erasmus Mundus joint programmes of outstanding quality at masters (Action 1

A) and doctoral (Action 1 B) levels including scholarships/fellowships to participate in

these programmes;

Action 2: Erasmus Mundus Partnerships between European and Third Country highereducation institutions including scholarships and fellowships for mobility at all academic

levels;

Action 3: Promotion of European higher education through projects to enhance theattractiveness of Europe as an educational destination and a centre of excellence at world

level.

The Programme Guide contains all the general information and the conditions on how to apply

for funding. In addition, regular Calls for Proposals are published for the specific actions.
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3.6: Practical example of Erasmus project

3.6.1.: Deadlines and application procedures under Erasmus

Under Erasmus Programme, the application procedure depends on the type of themeasure (centralized or decentralized) and on the rules stipulated under the Call for Proposals.

Thus:

Centralized actions:

The universities can apply for the ERASMUS University Charter and for funding for the

ERASMUS centralized actions (Intensive Programmes, Curriculum Development Projects and

Thematic Networks) directly to the Commission.

Decentralized actions:

Institutions submit their applications for student and teaching staff mobility grants, for

organisation of mobility funds and for other decentralized activities to the National Agency oftheir country. Each NA sets its own deadline in the months of March, April or May.

Students and teaching staff apply to their institutions. Each institution sets its own deadlines.

3.6.2.: Practical example

Here it is an example of an ERASMUS PROG project, accepted and financed by EC.

Title: NEW ADVANCED STUDY PROGRAM IN ADULT PEDAGOGY

Acronym: EUPECO-PROG 1

Project type: SOCRATES / ERASMUS PROG - pilot project

Ref. no.: 50387-IC-4-2000-RO-ERASMUS-EPS-1Promoter/coordinator: University of Piteti

Duration: 1 year

Actual stage: finalized

Total value of the Contract: 33671EURO

Total value for the University of Piteti (grant): 23671EURO

Summary:

The project had the following general objectives:

To evaluate the actual provision of the pedagogical tools in the field of Adults Pedagogy.

To improvethe supply and availability (offer) of learning opportunities in Adults Pedagogy

for formal students, through the development, exchange and dissemination of innovative

education approaches or good practices.

To institutionalize the European Pedagogical College in Adult and Vocational Education and

Training. To develop flexible accreditation and certification systems which to facilitate mobility between

the formal and non-formal educational sectors or between education and work.

Envisaged outputs:

Curriculum in the field of the Adult Pedagogy.

Educational Plan (ECTS based) which to equate three years of regular courses in a formal

college. Alternative modular study structures which to use ODL methods or intensive study programs.


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Evaluation and assessment system adapted to the Life Long Learning pedagogical

requirements.

Official recognition at national level in each participating country.

Official recognition at European level.

Reference materials for this new qualification (textbooks, evaluation portfolios, virtual learningtools, etc.).

Pilot modules for training (one in each participating country).

Reports referring to the observable data occurred during the lifetime of the project.

Partnership:

1. University of Piteti (Romania) - Promoter

2. Leeds Metropolitan University (United Kingdom)

3. Odense Technike Schoole (Denmark)

4. Universite de Picardie Jules Verne (France)

5. St. Kiril and Metodii University of Veliko Turnovo (Bulgaria)

6. Vytautas Magnus University (Lithuania)

Bibliography:

1. The Bologna Declaration,

http://ec.europa.eu/education/policies/educ/bologna/bologna.pdf

2. EUA [European University Associations] Statement on the Bologna Process, Bergen

ministerial meeting, 2005,

http://www.eua.be/eua/jsp/en/upload/EUA_Bergen_Statement_GWinckler.1116940944897.pdf

3. Sorbonne Declaration,

http://www.aic.lv/rec/Eng/new_d_en/bologna/sorbon.html

4. Bologna for Pedestrians,http://www.coe.int/T/DG4/HigherEducation/EHEA2010/BolognaPedestrians_en.asp

5. ECTS - European Credit Transfer and Accumulation System,

http://ec.europa.eu./education/programmes/socrates/ects/index_en.html

6. Diploma Supplement,

http://ec.europa.eu/education/policies/rec_qual/recognition/diploma_en.html

7. Erasmus Programme

http://eacea.ec.europa.eu/llp/index_en.php

http://eacea.ec.europa.eu/llp/erasmus/erasmus_en.php

8. What is Erasmus Mundus?,

http://ec.europa.eu/education/programmes/mundus/index_en.html#2
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