Un evento con quasi 2mila giovani dell’Erasmus Generation Meeting 2024, sulle note dell’Orchestra Erasmus. Oltre a una nuova tappa della iniziativa PEACE con il seminario organizzato dall’Agenzia spagnola SEPIE, un importante momento di confronto sull’impegno civico e la partecipazione alla vita democratica, tema prioritario per Erasmus+ 2021-2027.
L’Agenzia nazionale Erasmus+ INDIRE sarà protagonista a Siviglia, dal 3 al 6 aprile 2024, con una serie di appuntamenti strategici. In primis, la partecipazione all’Erasmus Generation Meeting 2024, la più grande conferenza studentesca in Europa organizzata da Erasmus Student Network, anche con lo scopo di raccoglierne il testimone in vista dell’appuntamento del prossimo anno che si svolgerà in Italia. L’evento, dove annualmente la Generazione Erasmus si incontra per imparare e discutere del futuro della mobilità, sarà infatti ospitato nel 2025 ad Ancona, dal 3 al 7 aprile.
Il prossimo 4 aprile, all’interno dello spazio eventi e conferenze Fibes della città spagnola, durante la cerimonia di apertura del Meeting, si esibirà l’Orchestra Erasmus, progetto nato nel 2017 in occasione dei 30 anni di Erasmus, su iniziativa dell’Agenzia nazionale Erasmus+ INDIRE. Tra gli interventi istituzionali in programma durante lo stesso evento anche quello del vicepresidente della Commissione europea Margaritis Schinas, che introdurrà la giornata dopo il video saluto della Presidente della Commissione Ursula von der Leyen.
We will discover effective strategies for prompting AI models in order to augment creativity and innovation in the classroom. We will explore practical applications of Generative AI, ranging from transforming text into speech to creating captivating videos and images. We will showcase real-world examples that illustrate the potential of this technology. Additionally, we will cover the creation of interactive chatbots that enhance student engagement and facilitate learning.
— Leggi su school-education.ec.europa.eu/en/professional-development/webinars/european-commissions-webinar-series-artificial-intelligence-teacher-professional-development
Commission presents a blueprint for a European degree
The European Commission has adopted a package of ambitious proposals for Europe’s higher education sector, with the aim of working towards a European degree. The package contains a blueprint for this new and universally recognised qualification, as a result of deeper and wider transnational cooperation between higher education institutions – a key component of the European Education Area.
The blueprint proposes a concrete cooperation path and outlines support measures for European Union (EU) countries and their higher education systems towards the creation of a European degree.
As part of the package, the Commission has also adopted 2 proposals for Council recommendations on
a European quality assurance and recognition system in higher education
attractive and sustainable careers in higher education
Both proposals go beyond the pure ambition of developing a European degree and are advantageous for the wide and diverse higher education sector.
This blueprint builds on the results of 6 Erasmus+ pilot projects that have involved more than 140 higher education institutions from all EU countries.
What is a European degree?
A new type of degree awarded after transnational Bachelor, Master, or Doctoral programmes delivered at national, regional, or institutional level
Automatically recognised everywhere in the EU
Awarded jointly and on a voluntary basis by a group of universities across Europe
Based on a common set of criteria agreed at European level
Objectives
Contribute to Europe’s competitiveness by equipping graduates with future-proof skills to master the green and digital transitions
Provide a strong symbol of our common European identity and strong sense of European belonging, reinforcing our common academic values and bringing people and universities together
What is the added value of a European degree?
For students, it will offer more opportunities to study at various universities in different EU countries and to graduate with one universally recognised diploma. It will give access to innovative and transdisciplinary learning opportunities across campuses to acquire the future-proof skills that Europe needs.
For higher education institutions, it will make it simpler to set up a joint degree programme with several universities across Europe, by removing unnecessary barriers. It will also help those universities to increase their competitiveness and attractiveness.
For employers, it will ease the recruitment of highly skilled qualified graduates who are ready to face the challenges of a rapidly changing world.
Next steps
In view of the diversity of the European higher education systems across Europe, the Commission proposes a gradual approach for EU countries towards a European degree, with 2 possible entry points:
A preparatory European label – given to joint degree programmes that meet the European criteria; this means students receive a European degree label certificate together with their joint degree
A European degree – a new type of qualification awarded either jointly by several universities from different countries or possibly by a European legal entity established by such universities; this means students receive a ‘European degree’
How the Commission will support EU countries and the higher education sector
A European degree policy lab to develop detailed guidelines and action plans for the implementation of a European degree with national experts, higher education institutions, quality assurance/accreditation agencies, students, and economic and social partners
A new annual European degree forum that monitors progress and provides guidance, gathering high-level representatives from EU countries, key organisations in quality assurance and recognition, and representatives from economic and social partners
New Erasmus+ support for European degree Pathway Projects enabling EU countries, together with their accreditation and quality assurance agencies, universities, students, economic and social partners, to navigate the pathway towards a European degree; and for European degree Design Measures to enable higher education institutions to adapt existing joint programmes or to create new ones leading to a European degree
Why do we need joint degree programmes?
Transnational education is no longer a ‘nice-to-have’ option but a necessity, as
the key challenges of our time are becoming increasingly global, and Europe’s open strategic autonomy increasingly urgent
future generations must be equipped with the competences and skills that European societies will need to thrive in an ever more interconnected world
For this, we need to facilitate and accelerate the development of future-proof joint degree programmes, especially a universally recognised, European degree.
Il quaderno è suddiviso in 5 capitoli tematici che affrontano rispettivamente:
Contesto in cui vengono prese in esame tutte le lingue ufficiali in Europa e la diversità linguistica nelle classi odierne;
Organizzazione: si esamina qui l’offerta di lingue straniere nel curricolo;
Partecipazione, che si concentra sui tassi di partecipazione degli studenti all’apprendimento delle lingue;
Insegnanti, in cui si tratta del grado di specializzazione e delle opportunità di formazione degli insegnanti di lingue straniere. Si esamina inoltre la loro mobilità transnazionale;
Processi di insegnamento, in cui si esamina il tempo dedicato all’insegnamento delle lingue straniere e i risultati di apprendimento attesi delle prime due lingue straniere. Vengono presi in esame anche i test linguistici e le misure di sostegno per gli studenti immigrati.
Il tutto è corredato da una sintesi che evidenzia i principali risultati, da un interessante glossario e da un allegato dedicato al CLIL(Content and Language Integrated Learning)nell’istruzione primaria e secondaria, ossia alla metodologia che prevede l’insegnamento di alcune discipline non linguistiche in lingua straniera.
Per maggiori informazioni sul contesto politico, i contenuti, alcuni risultati chiave in chiave comparata europea e relativi all’Italia, la fonte dei dati e la metodologia, è possibile leggere questo articolo di approfondimento sul sito di Eurydice.
Insieme alla traduzione, alla cura editoriale e alla pubblicazione di questo ultimo quaderno in italiano, l’unità italiana ha tradotto anche le infografiche del rapporto Eurydice che offrono una sintesi grafica dei principali dati emersi da tale indagine sull’insegnamento delle lingue.
Calling all educators! This short European School Education Platform course aims to equip educators with a comprehensive understanding of student well-being, drawing insights from the PISA results.
It goes without saying that mental health, social interactions, and exposure to diverse cultures significantly influence students’ well-being, preparedness for the future, and overall happiness. For this reason, educational systems all over the world acknowledge that education goes beyond mere grades.
Description
Although academic performance remains a common indicator for a school’s success, it’s no longer the sole criterion; happiness and overall well-being are now recognized as crucial factors as well. Student well-being depends on many factors and schools play a key role to achieve it. Schools can support students to foster resilience, develop positive relationships with their peers and motivate students to strive for their best. Schools are also expected to be prepared to recognise and address issues such as students ‘mental health difficulties (e.g. depression), stress, or demotivation, as these can hinder both academic and future success. But how much do we know about student well-being and how to foster it at school?What should schools do to foster a caring school environment? And what does research tell us about it? In this course, we will reflect on these and other questions by exploring key insights from The Program for International Student Assessment (PISA).PISA has consolidated data on student well-being through the PISA Happy Life Dashboard. The dashboard considers nine key aspects to student well-being including engagement with school, openness to diversity, psychological well-being, social relationships, and study-life balance.
Learning objectives
In this course, you will:
Understand what wellbeing is, how it is measured through international research instruments (e.g. PISA) and how to foster it at school.
Understand the purpose and importance of PISA in evaluating educational systems and how it relates to student well-being.
Get acquainted with the well-being indicators used in PISA and the OECD well-being framework and reflect on their implications for student welfare.
Understand the implications of students´ offline and online experiences for their well-being and reflect on the impact of these experiences for students’ well-being.
Explore strategies to integrate well-being principles into the curriculum.
Methodology & assessment
The course is offered as an asynchronous course with flexibility in regard to when and where participants follow the course content and join the course activities. However, there is a final deadline in place for the submission of a course product. Participants are required to actively contribute to the course activities by sharing their work and submitting a course product. This product is submitted and assessed by peers or the course instructor in the final module of the course.
Certification details
Upon successful completion of the course, a digital course certificate is awarded. The certificate shows the name of the learner and key course details such as the estimated learning hours, the learning objectives, and a link to the course homepage.
Italianistica, Didattica Innovativa, Internazionalizzazione 