EUROPEAN EDUCATIONAL INSTITUTIONS

Course Information
TitleΕΥΡΩΠΑΙΚΟΙ ΕΚΠΑΙΔΕΥΤΙΚΟΙ ΘΕΣΜΟΙ / EUROPEAN EDUCATIONAL INSTITUTIONS
CodeΥΓ.008
Interdepartmental ProgrammeIPPS Total Quality Management and Innovative Implementations on Education
Collaborating SchoolsEarly Childhood Education
Economics
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorGeorgios Zarifis
CommonNo
StatusActive
Course ID600000637

Programme of Study: IPPS Total Quality Management and Innovative Implementations on Education

Registered students: 2
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory Course3210

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Faculty Instructors
Instructors from Other Categories
Class ID
600132586
Course Type 2016-2020
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Prerequisites
Required Courses
  • ΥΑ.001 MANAGEMENT AND EDUCATIONAL UNITS' ADMINISTRATION
  • ΥΑ.002 EDUCATIONAL POLICY, INNOVATION AND CHANGE IN SCHOOL ENVIRONMENT
  • ΥΑ.003 RESEARCH' S METHODOLOGY
Learning Outcomes
1. understand the general framework for education in the European Union (EU) and the current trends and prospects for the future and the role of social partners. 2. be familiar with the institutional policy in the EU and reporting and institutional analysis of texts relating to education and lifelong learning in the EU 3. know the organizational structures for education in the EU Concrete actions and programs to promote local actions and finance, statistics on education, training and lifelong learning in all member states. 4. apply a multicultural vision of institutions and adult education practices that have been adopted in Europe. 5. analyze the "Open Method of Coordination". 6. analyze the means that utilized both at European and national level for the development of the Lifelong Learning Strategy. 7. assess the key parameters which influence the development of a common European policy on education. 8. critically evaluate contemporary need for European countries to set up a "European Area for Lifelong Learning".
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Work in teams
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
This course aims to familiarize students with issues relating to the organization and development of the legal framework relating to education in the European Union (EU). Specific reference is made to institutional documents of the European Commission, treaties and decisions of the European Council from 1990 onwards. Particular emphasis is placed on organizational (institutional and practical) framework for education as it formed over time in EU member states to their inherent differences but also the similarities that exist, with specific references in both the historical conditions that influenced its development as and operators (public or not) which play an important role in action for the development of human resources, training, organization structures related to formal education and strengthening the concept of lifelong Learning in Europe today. Moreover, focusing on all the basic tools that the EU promotes educational policy level to both the analysis, interpretation and understanding of and evaluation and their critical review. The topics to be developed are the following: 1. Educational policy in the EU: the basic institutions and their orientation. 2. The role of the EU institutions and the contributions of the Member States under the open method of cooperation and coordination. 3. Current trends and prospects for education in the EU in the future and the role of the social partners: lifelong learning, professional training Ms training, higher education. 4. References and institutional analysis of texts relating to education in the EU 5. Actions and programs: promotion of European, national and local initiatives on education in the member states. 6. Issues of recognition of qualifications in the EU and the role of European educational institutions: mobility, certification, validation. 7. Organisation of a single education policy in the EU: organizational issues of the institutional framework for education in the EU and developing related tools. 8. Presentation and analysis of the European Qualifications Framework (EQF). 9. quality assurance tools in education in the EU 10. Education, employment, mobility within the EU 11. Collective interests and educational policy in the EU 12. Challenges and Perspectives in European education policy
Keywords
European institutions, lifelong learning, educational policy development, decision making
Educational Material Types
  • Notes
  • Slide presentations
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures251
Seminars502
Reading Assigment251
Written assigments1004
Weekly progress exercises502
Total25010
Student Assessment
Description
To familiarize students with the negotiating meanings in the course of the course will be organized exercises, the implementation of which will contribute to shaping the final evaluation, while in groups of three people will be required to plan and conduct a little research. The evaluation will be formative and final. For the convenience of students and given the appropriate literature and related instructions. The written work evaluation criteria are as follows: Criterion 1: Content ideas (5 points) The / The student / student perfectly understands the wording of the question and fully meets the requirements of the job (5.0 - 4.0). The / The student / student understands the wording of the question and satisfactorily meet the requirements of the job (3.9 - 2.5). The / The student / student insufficiently understands the wording of the question and does not respond only partly to the demands of the job (2.4 - 1.0). The / The student / student hardly understands the wording of the question and does not meet the requirements of the job (0.9 - 0.0). Criterion 2: Structure (1.5 unit) The / The student / student fully understands and optimally apply the rules for building an academic work (1.5 - 1.2). The / The student / student generally understands and applies largely to the building rules of academic work (1.2 - 1.0). The paper presents prominent and significant shortcomings in the implementation of building codes an academic work (0.9 - 0.5). The paper presents basic and fundamental deficiencies in the understanding and application of construction rules of an academic work (0.4 - 0.0). Criterion 3: Presentation and linguistic expression (1.5 unit) The / The student / student fully understands and optimally apply the presentation rules of academic work (1.5 - 1.0). The / The student / student generally understands and applies largely the presentation rules of academic work (0.9 - 0.5). The paper presents obvious and significant defects in the application that the rules of an academic work (0.4 - 0.0). Criterion 4: Research (2 units) The paper presents very clear personal research evidence (2.0 - 1.5). The paper presents sufficient evidence of personal research (1.4 - 1.0).
Student Assessment methods
  • Written Assignment (Summative)
  • Report (Formative)
Bibliography
Additional bibliography for study
Antikainen, A. (2001) Is Lifelong Learning becoming a reality? The case of Finland from a comparative perspective, European Journal of Education, V36, n3, 2001.pp: 379-396. Asseraf, G.; Dossou, F. (2003). Guidelines for the development of common certificates and other reference tools. Sustainable professionalisation: European pilot project. Autere, Hanna (2009). Finnish approach on ECVET – National Qualifications System and ECVET procedures in Finland. In: M.O.T.O. Launch meeting, Roma, 31.3.2009. Azuelos, M. (2010). Be-TWIN, testing a joint ECVET-ECTS implementation. ECVET pilot projects. 4th Seminar: One year on – Progress to date. CCIP. Rome, 18/19 February 2010. Berlin Communiqué (2003). Realising the European Higher Education Area. Communiqué of the Conference of Ministers responsible for Higher Education in Berlin on 19 September 2003. Διαθέσιμο στο διαδίκτυο: http://www.bolognaberlin2003.de/pdf/Communique1.pdf [τελευταία πρόσβαση στις 30.6.2013]. BMBF (Federal Ministry of Education and Research) (2010). DECVET – Development of a credit system for vocational education and training in Germany. Διαθέσιμο στο διαδίκτυο: http://www.decvet.net/en/Home/site__2/ [τελευταία πρόσβαση στις 6.6.2013]. Bordeaux Communiqué (2008). The Bordeaux Communiqué on enhanced European cooperation in vocational education and training. Communiqué of the European Ministers for vocational education and training, the European social partners and the European Commission, meeting in Bordeaux on 26 November 2008 to review the priorities and strategies of the Copenhagen process. Διαθέσιμο στο διαδίκτυο: http://ec.europa.eu/education/lifelong-learningpolicy/doc/bordeaux_en.pdf [τελευταία πρόσβαση στις 6.6.2013]. Brandt, E. (2001) Lifelong Learning in Norwegian Universities, European Journal of Education, V36, n3, 2001.pp: 265-276. Brown, T. (1999) Challenging globalization as discourse and phenomenon, International Journal of Lifelong Education, V18, n1, Jan-Feb.1999. pp: 3-17. Bultot, A. (2010). ECVET and the French Community of Belgium reform of vocational education and training. ECVET magazine, July 2010, No 1, p.13-14. Διαθέσιμο στο διαδίκτυο: http://www.cedefop.europa.eu/EN/Files/DONWLOAD_ID_16369_ecvet_magazine_01_web_22_06.pdf [τελευταία πρόσβαση στις 6.6.2013]. Busse, G. (2008). ECVET – European Credit System for Vocational Training. Ein Überblick über aktuelle Projekte zur Entwicklung und Umsetzung eines europäischen Leistungspunktesystems in der Berufsbildung in Deutschland. Stand: January 2009. http://www.boeckler.de/forum/viewtopic.php?t=136 [τελευταία πρόσβαση στις 6.6.2013]. Cedefop (2008a). The shift to learning outcomes: conceptual, political and practical developments in Europe. Luxembourg: Publications Office. Διαθέσιμο στο διαδίκτυο: http://www.cedefop.europa.eu/EN/Files/4079_en.pdf [τελευταία πρόσβαση στις 30.6.2013]. Cedefop (2008b). Validation of non-formal and informal learning in Europe: a snapshot 2007. Luxembourg: Publications Office. Διαθέσιμο στο διαδίκτυο: http://www.cedefop.europa.eu/EN/Files/4073_en.pdf [τελευταία πρόσβαση στις 30.6.2013]. Cedefop (2009a). The shift to learning outcomes: policies and practices in Europe. Luxembourg: Publications Office. (Cedefop Reference series, 72). Διαθέσιμο στο διαδίκτυο: http://www.cedefop.europa.eu/EN/Files/3054_en.pdf [τελευταία πρόσβαση στις 16.7.2010]. Cedefop (2009b). The dynamics of qualifications: defining and renewing occupational and educational standards. Luxembourg: Publications Office. (Cedefop Panorama series). Διαθέσιμο στο διαδίκτυο: http://www.cedefop.europa.eu/EN/Files/5195_en.pdf [τελευταία πρόσβαση στις 30.6.2013]. Cedefop (2009c). Continuity, consolidation and change: towards a European era of vocational education and training. Luxembourg: Publications Office. (Cedefop Reference series; 73). Διαθέσιμο στο διαδίκτυο: http://www.cedefop.europa.eu/EN/Files/3055_en.pdf [τελευταία πρόσβαση στις 30.6.2013]. Cedefop (2009d). The development of national qualification frameworks in Europe (September 2009). Luxembourg: Publications Office. (Working paper; 4). Διαθέσιμο στο διαδίκτυο: http://www.cedefop.europa.eu/EN/Files/6104_en.pdf [τελευταία πρόσβαση στις 30.6.2013]. Cedefop (2009e). European guidelines for validating nonformal and informal learning. Luxembourg: Publications Office. http://www.cedefop.europa.eu/EN/Files/4054_en.pdf [τελευταία πρόσβαση στις 14.7.2013]. Cedefop (2010). Briefing note - Learning to change: vocational education and training reform 2002-10. Luxembourg: Publications Office of the European Union. Ανακτήθηκε Νοέμβριος 21, 2012, από http://www.cedefop.europa.eu/EN/Files/9042_en.pdf Cedefop (2010): Κίνητρα για παροχή συνεχιζόμενης κατάρτισης από τις επιχειρήσεις -ώρα για αναθεώρηση; Λουξεμβούργο: Υπηρεσία Εκδόσεων. Cedefop (2010a). Linking credit systems and qualifications frameworks: an international comparative analysis. Luxembourg: Publications Office. (Research paper; 5). Διαθέσιμο στο διαδίκτυο: http://www.cedefop.europa.eu/EN/Files/5505_en.pdf [τελευταία πρόσβαση στις 30.6.2013]. Cedefop (2010b). Learning outcomes approaches in VET curricula: a comparative analysis of nine European countries. Luxembourg: Publications Office. (Research paper; 6). Διαθέσιμο στο διαδίκτυο: http://www.cedefop.europa.eu/EN/Files/5506_en.pdf [τελευταία πρόσβαση στις 30.6.2013]. Cedefop (2010c). The development of national qualifications frameworks in Europe: August 2010. Luxembourg: Publications Office. (Working paper; 8). Διαθέσιμο στο διαδίκτυο: http://www.cedefop.europa.eu/EN/Files/6108_en.pdf [τελευταία πρόσβαση στις 30.6.2013]. Cedefop (2010d). The development of ECVET in Europe. Luxembourg: Publications Office. Cedefop working paper; No 10. http://www.cedefop.europa.eu/EN/Files/6110_en.pdf [τελευταία πρόσβαση στις 14.7.2013]. Cedefop (2011): Τι να περιμένουμε όσον αφορά στις δεξιότητες στην ευρωπαϊκή αγορά εργασίας; Ενημερωτικό Σημείωμα. Φεβρουάριος 2011. Cedefop (2011a). Shaping lifelong learning: making the most of European tools and principles. Briefing note, December 2011. http://www.cedefop.europa.eu/EN/publications/19146.aspx [τελευταία πρόσβαση στις 14.7.2013]. Cedefop (2011b). The development of ECVET in Europe: 2011. Luxembourg: Publications Office. Cedefop working paper; No 14. http://www.cedefop.europa.eu/EN/Files/6114_en.pdf [τελευταία πρόσβαση στις 14.7.2013]. Cedefop (2012). Development of national qualifications frameworks in Europe: October 2011. Luxembourg: Publications Office. Cedefop working paper; No 12. http://www.cedefop.europa.eu/EN/Files/6112_en.pdf [τελευταία πρόσβαση στις 14.7.2013]. Cedefop (2012). Development of national qualifications frameworks in Europe: October 2011. Luxembourg: Publications Office. http://www.cedefop.europa.eu/EN/Files/6112_en.pdf [τελευταία πρόσβαση στις 14.7.2013]. Cedefop (2012): Trends in VET polivy in Europe 2010-12. Progress towards the Bruges communiqué. Working Paper No 16. Luxemburg. Publication Office of the European Union. Cedefop (2012a). The development of ECVET in Europe (2011). Luxembourg: Publications Office. Cedefop working paper; No 14. http://www.cedefop.europa.eu/EN/Files/6114_en.pdf [τελευταία πρόσβαση στις 14.7.2013]. Cedefop ReferNet Austria (2010). A bridge to the future: European VET policy 2002- 10: national policy report – Austria 2010. Cedefop ReferNet Denmark (2010). A bridge to the future: European VET policy 2002-10: national policy report – Denmark 2010. Cedefop ReferNet Germany (2010). A bridge to the future: European VET policy 2002-10: national policy report – Germany 2010. Cedefop ReferNet UK, (2010). A bridge to the future: European VET policy 2002-10: national policy report – UK 2010. Cedefop ReferNet Netherlands (2010). A bridge to the future: European VET policy 2002-10: national policy report – Netherlands 2010. Cedefop, (2010). A bridge to the future. European policy for vocational education and training 2002-10. Luxemburg. Publication Office of the European Union. Cedefop; Coles, M.; Oates, T. (2005). European reference levels for education and training: promoting credit transfer and mutual trust. Study commissioned to the Qualifications and Curriculum Authority, England. Luxembourg: Publications Office. Cedefop panorama series; No 109. http://libserver.cedefop.europa.eu/vetelib/eu/pub/cedefop/pan/2005_5146_en.pdf [τελευταία πρόσβαση στις 14.7.2013]. Cedefop; Coles, Mike; Oates, Tim (2005). European reference levels for education and training promoting credit transfer and mutual trust. Study commissioned to the Qualifications and Curriculum Authority, England. Luxembourg: Publications Office. (Cedefop Panorama series; 109). Διαθέσιμο στο διαδίκτυο: http://www.cedefop.europa.eu/EN/Files/5146_en.pdf [τελευταία πρόσβαση στις 30.6.2013]. Cedefop; Le Mouillour, Isabelle (2005). European approaches to credit (transfer) systems in VET: an assessment of the applicability of existing credit systems to a European credit (transfer) system for vocational education and training (ECVET). (Cedefop Dossier series; 12). Luxembourg: Publications Office. Διαθέσιμο στο διαδίκτυο: http://www.cedefop.europa.eu/EN/Files/6014_en.pdf [τελευταία πρόσβαση στις 13.4.2013]. Cedefop; Winterton, J. et al. (2006). Typology of knowledge, skills and competences: clarification of the concept and prototype. Luxembourg: Publications Office. (Cedefop Reference series; 64). 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Official Journal of the European Union, L 390, 31.12.2004, p. 6-20. Διαθέσιμο στο διαδίκτυο: http://europass.cedefop.europa.eu/img/dynamic/c1399/type.FileContent.file/EuropassDecision_en_US.PDF [τελευταία πρόσβαση στις 30.6.2013]. European Parliament; Council of the European Union (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on transnational mobility within the Community for education and training purposes: European quality charter for mobility (2006/961/EC). Official Journal of the European Union, L 394, p. 5-9 of 30.12.2006. http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_39420061230en00050009.pdf [τελευταία πρόσβαση στις 14.7.2013]. European Parliament; Council of the European Union (2008). Recommendation of the European Parliament and the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning. Official Journal of the European Union, C 111, 6.5.2008, p. 1-7. 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