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SPHERE
SPHERE Team expresses condolences over death of Ms. Nigar Abbaszade (HERE Azerbaijan) On behalf of the SPHERE Team, we are very sorry to inform about the passing of Ms. Nigar Abbaszade. She was one of the most active, invested and articulated Higher Read more. View all. HIGHER EDUCATION IN PALESTINEPROGRAMME | SPHERE
Time. Irish Standard Time. Session. 9.15* William Kelly, Deputy Registrar and Dean of Teaching & Learning, DCU - MC. Study Visit Opening. Michael Gaebel, Director, Higher Education Policy, European Universities AssociationINDICATORS | SPHERE
Date of Visit. November 24-25, 2015. Themes. Establishing and implementing indicators that would measure performance of the higher education system. Objectives of the visit. The aim of TAM was to present Croatian experience in the process of changing financing model in the higher education system. Format of the activity (seminar,training, etc)
ICM AND INCLUSION STUDY UNDERWAY, CONDUCTED BY THE SPHERE SPHERE has been tasked by the European Commission and the Executive Agency (EACEA) to investigate the extent to which ‘disadvantaged students’ in Partner countries (Western Balkans, Eastern Europe, Central Asia and Southern Mediterranean) are encouraged to benefit from mobility opportunities. DROPOUT AND COMPLETION IN HIGHER EDUCATION IN EUROPE 12-2015 2 Europe Direct is a service to help you find answers to your questions about the European Union. Freephone number (*): 00 8006 7 89 10 11 (*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you). ERASMUS+ LNTERNATIONAL CREDIT MOBILITY -A STUDY OF THE As part of the effort to make Erasmus+ more inclusive, in 2019 the European Commission tasked the SPHERE consortium to conduct a study of the implementation of its policy towards disadvantaged students in International Credit Mobility (ICM, KA 107). HIGHER EDUCATION IN ALGERIA ENTERPRISE AND ENTREPRENEURSHIP EDUCATION 2 Introduction This guidance reflects current thinking in enterprise and entrepreneurship education. It is intended to illuminate contemporary best practice in order to inform, enhance and promote HIGHER EDUCATION IN TUNISIASPHERE
SPHERE Team expresses condolences over death of Ms. Nigar Abbaszade (HERE Azerbaijan) On behalf of the SPHERE Team, we are very sorry to inform about the passing of Ms. Nigar Abbaszade. She was one of the most active, invested and articulated Higher Read more. View all. HIGHER EDUCATION IN PALESTINEPROGRAMME | SPHERE
Time. Irish Standard Time. Session. 9.15* William Kelly, Deputy Registrar and Dean of Teaching & Learning, DCU - MC. Study Visit Opening. Michael Gaebel, Director, Higher Education Policy, European Universities AssociationINDICATORS | SPHERE
Date of Visit. November 24-25, 2015. Themes. Establishing and implementing indicators that would measure performance of the higher education system. Objectives of the visit. The aim of TAM was to present Croatian experience in the process of changing financing model in the higher education system. Format of the activity (seminar,training, etc)
ICM AND INCLUSION STUDY UNDERWAY, CONDUCTED BY THE SPHERE SPHERE has been tasked by the European Commission and the Executive Agency (EACEA) to investigate the extent to which ‘disadvantaged students’ in Partner countries (Western Balkans, Eastern Europe, Central Asia and Southern Mediterranean) are encouraged to benefit from mobility opportunities. DROPOUT AND COMPLETION IN HIGHER EDUCATION IN EUROPE 12-2015 2 Europe Direct is a service to help you find answers to your questions about the European Union. Freephone number (*): 00 8006 7 89 10 11 (*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you). ERASMUS+ LNTERNATIONAL CREDIT MOBILITY -A STUDY OF THE As part of the effort to make Erasmus+ more inclusive, in 2019 the European Commission tasked the SPHERE consortium to conduct a study of the implementation of its policy towards disadvantaged students in International Credit Mobility (ICM, KA 107). HIGHER EDUCATION IN ALGERIA ENTERPRISE AND ENTREPRENEURSHIP EDUCATION 2 Introduction This guidance reflects current thinking in enterprise and entrepreneurship education. It is intended to illuminate contemporary best practice in order to inform, enhance and promote HIGHER EDUCATION IN TUNISIA RISKS AND OPPORTUNITIES OF COVID-19 IN HIGHER EDUCATION IN Risks and opportunities of Covid-19 in higher education in Tunisia. The Covid-19 health crisis has led to a slowdown in economic activity worldwide and containment has become the watchword in countries affected by this pandemic. Tunisia is no exception to this rule. In mid-March, it decreed a total containment policy, only leaving opensome
HIGHER EDUCATION IN AZERBAIJAN The higher education system in Azerbaijan. In accordance with the Article 42 of the Constitution of the Republic of Azerbaijan everyone shall have the right to education. For regulation of the higher education, the following laws are relevant: Law on Education. Law on Amendments to the Education Law. Besides, the Government of theRepublic of
HIGHER EDUCATION IN ISRAEL According to the data collected by the Israel Central Bureau of Statistics, in the academic year 2018/19, 306,600 students studied for a degree in the institutions mentioned above (including the Open University of Israel). Of these, 230,800 were undergraduates, 63,400 were Master’s degree students, 11,400 were doctoral students, and1,000
TECHNICAL ASSISTANCE MISSIONS (TAM) Technical Assistance Missions (TAM) are part of the HERE activities, managed by the SPHERE (Support and Promotion for Higher Education Reform Experts) team, a consortium consisting of the University of Barcelona (UB) and the European University Association (EUA) and acting as service provider for the European Education and Culture Executive Agency (EACEA). ICM AND INCLUSION STUDY UNDERWAY, CONDUCTED BY THE SPHERE SPHERE has been tasked by the European Commission and the Executive Agency (EACEA) to investigate the extent to which ‘disadvantaged students’ in Partner countries (Western Balkans, Eastern Europe, Central Asia and Southern Mediterranean) are encouraged to benefit from mobility opportunities.USER ACCOUNT
This website has been developed for the European Education and Culture Executive Agency ("EACEA") . However it reflects the views only of the authors, and the European Education and Culture Executive Agency ("EACEA") cannot be held responsible for any use which may be made of the information contained therein. ANALYSIS OF NATIONAL QUALIFICATION SYSTEM IN KYRGYZSTAN This website has been developed for the European Education and Culture Executive Agency ("EACEA") . However it reflects the views only of the authors, and the European Education and Culture Executive Agency ("EACEA") cannot be held responsible for any use which may be made of the information contained therein. HIGHER EDUCATION IN LEBANON The Higher Education System in Lebanon. Lebanon's higher education, the oldest in the region, dates back to the 19th Century when the American University of Beirut (AUB) was founded in 1866 and the University of Saint Joseph (USJ) in 1875. The Lebanese University (LU) which is the only public university in the country was founded in1951.
HIGHER EDUCATION IN RUSSIA This website has been developed for the European Education and Culture Executive Agency ("EACEA") . However it reflects the views only of the authors, and the European Education and Culture Executive Agency ("EACEA") cannot be held responsible for any use which may be made of the information contained therein. THE EU’S PRIORITIES FOR SOCIAL The EU’s priorities for social DG Education, Youth, Sport and Culture. inclusion in mobility. Higher Education Unit. Irene Sabio Gallego, DG EAC. HERE Study visit, BrusselsSPHERE
SPHERE Team expresses condolences over death of Ms. Nigar Abbaszade (HERE Azerbaijan) On behalf of the SPHERE Team, we are very sorry to inform about the passing of Ms. Nigar Abbaszade. She was one of the most active, invested and articulated Higher Read more. View all. ICM AND INCLUSION STUDY UNDERWAY, CONDUCTED BY THE SPHERE SPHERE has been tasked by the European Commission and the Executive Agency (EACEA) to investigate the extent to which ‘disadvantaged students’ in Partner countries (Western Balkans, Eastern Europe, Central Asia and Southern Mediterranean) are encouraged to benefit from mobility opportunities. ERASMUS+ LNTERNATIONAL CREDIT MOBILITY -A STUDY OF THE As part of the effort to make Erasmus+ more inclusive, in 2019 the European Commission tasked the SPHERE consortium to conduct a study of the implementation of its policy towards disadvantaged students in International Credit Mobility (ICM, KA 107). HIGHER EDUCATION IN PALESTINEINDICATORS | SPHERE
Date of Visit. November 24-25, 2015. Themes. Establishing and implementing indicators that would measure performance of the higher education system. Objectives of the visit. The aim of TAM was to present Croatian experience in the process of changing financing model in the higher education system. Format of the activity (seminar,training, etc)
HIGHER EDUCATION IN ALGERIA DROPOUT AND COMPLETION IN HIGHER EDUCATION IN EUROPEFREE HIGHER EDUCATION IN EUROPEPUBLIC EDUCATION IN EUROPEEUROPEAN EDUCATION SYSTEM ADVANTAGEEUROPEAN MODEL OF EDUCATIONSTUDY IN EUROPE FOR FREE 12-2015 2 Europe Direct is a service to help you find answers to your questions about the European Union. Freephone number (*): 00 8006 7 89 10 11 (*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you). HIGHER EDUCATION IN TUNISIA EMBEDDING RESEARCH IN TEACHING: A DISCIPLINARY CASE STUDY Embedding Research in Teaching: A Disciplinary Case Study Dr Eric Schneider Associate Professor, Undergraduate Program Director LSE Economic History Department ENTERPRISE AND ENTREPRENEURSHIP EDUCATION 2 Introduction This guidance reflects current thinking in enterprise and entrepreneurship education. It is intended to illuminate contemporary best practice in order to inform, enhance and promoteSPHERE
SPHERE Team expresses condolences over death of Ms. Nigar Abbaszade (HERE Azerbaijan) On behalf of the SPHERE Team, we are very sorry to inform about the passing of Ms. Nigar Abbaszade. She was one of the most active, invested and articulated Higher Read more. View all. ICM AND INCLUSION STUDY UNDERWAY, CONDUCTED BY THE SPHERE SPHERE has been tasked by the European Commission and the Executive Agency (EACEA) to investigate the extent to which ‘disadvantaged students’ in Partner countries (Western Balkans, Eastern Europe, Central Asia and Southern Mediterranean) are encouraged to benefit from mobility opportunities. ERASMUS+ LNTERNATIONAL CREDIT MOBILITY -A STUDY OF THE As part of the effort to make Erasmus+ more inclusive, in 2019 the European Commission tasked the SPHERE consortium to conduct a study of the implementation of its policy towards disadvantaged students in International Credit Mobility (ICM, KA 107). HIGHER EDUCATION IN PALESTINEINDICATORS | SPHERE
Date of Visit. November 24-25, 2015. Themes. Establishing and implementing indicators that would measure performance of the higher education system. Objectives of the visit. The aim of TAM was to present Croatian experience in the process of changing financing model in the higher education system. Format of the activity (seminar,training, etc)
HIGHER EDUCATION IN ALGERIA DROPOUT AND COMPLETION IN HIGHER EDUCATION IN EUROPEFREE HIGHER EDUCATION IN EUROPEPUBLIC EDUCATION IN EUROPEEUROPEAN EDUCATION SYSTEM ADVANTAGEEUROPEAN MODEL OF EDUCATIONSTUDY IN EUROPE FOR FREE 12-2015 2 Europe Direct is a service to help you find answers to your questions about the European Union. Freephone number (*): 00 8006 7 89 10 11 (*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you). HIGHER EDUCATION IN TUNISIA EMBEDDING RESEARCH IN TEACHING: A DISCIPLINARY CASE STUDY Embedding Research in Teaching: A Disciplinary Case Study Dr Eric Schneider Associate Professor, Undergraduate Program Director LSE Economic History Department ENTERPRISE AND ENTREPRENEURSHIP EDUCATION 2 Introduction This guidance reflects current thinking in enterprise and entrepreneurship education. It is intended to illuminate contemporary best practice in order to inform, enhance and promoteABOUT THE ACTION
The objectives of this initiative are: Capacity building of the nationally selected HERE teams to actively contribute to higher education reform at national level in their countries and at the level of organisations and higher education institutions. Awareness raisingin
USEFUL LINKS
This website has been developed for the European Education and Culture Executive Agency ("EACEA") . However it reflects the views only of the authors, and the European Education and Culture Executive Agency ("EACEA") cannot be held responsible for any use which may be made of the information contained therein. HIGHER EDUCATION POLICY DURING THE COVID 19 CRISIS: A The COVID 19 Crisis has led to a swift shift to online leaning in all 61 Higher Education institutions in Israel catering to approx. 310,000 students. The current multiyear policy plan of the Council for Higher Education includes among other priorities a Flagship program for the enhancement of Digital Teaching and Learning.This initiatives had established important infrastructures that assistPUBLICATIONS
An overview of SPHERE publications and reports. HERE Activity Report 2019. HERE Activity Report 2018. HERE Activity Report 2017. HERE Activity Report 2016. HERE Activity Report 2015. Harnessing the potential: Research Capacity in the Western Balkans. Proceedings of the SPHERE annual conference 2016. Annual Conference Report 2018 -Rome 2018.
HIGHER EDUCATION IN ISRAEL According to the data collected by the Israel Central Bureau of Statistics, in the academic year 2018/19, 306,600 students studied for a degree in the institutions mentioned above (including the Open University of Israel). Of these, 230,800 were undergraduates, 63,400 were Master’s degree students, 11,400 were doctoral students, and1,000
HIGHER EDUCATION IN LEBANON The Higher Education System in Lebanon. Lebanon's higher education, the oldest in the region, dates back to the 19th Century when the American University of Beirut (AUB) was founded in 1866 and the University of Saint Joseph (USJ) in 1875. The Lebanese University (LU) which is the only public university in the country was founded in1951.
HIGHER EDUCATION IN MOLDOVA Higher education is performed in two ways – academic and advanced professional – and is structured in three cycles (with exception of architecture; medical and pharmaceutical education): Cycle II – Master (1.5-2 years; 90-120 credits, 30 credits for each semester); Cycle III – Ph.D. (3-4 years; 180 credits). Higher education in the HIGHER EDUCATION IN RUSSIA This website has been developed for the European Education and Culture Executive Agency ("EACEA") . However it reflects the views only of the authors, and the European Education and Culture Executive Agency ("EACEA") cannot be held responsible for any use which may be made of the information contained therein. THE EU’S PRIORITIES FOR SOCIAL The EU’s priorities for social DG Education, Youth, Sport and Culture. inclusion in mobility. Higher Education Unit. Irene Sabio Gallego, DG EAC. HERE Study visit, BrusselsTABLE OF CONTENTS
2 Table of Contents 1. Executive summary 3 2. Introduction 8 2.1. Background 8 2.2. Methodology 8 3. Defining disadvantage in the Western Balkans, Eastern Partnership and South-Mediterranean 10 Skip to main contentSERVICE LINKS
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* Country Information * Higher education in Tunisia HIGHER EDUCATION IN TUNISIA The higher education system in Tunisia Recent policy updates, major reforms and related news Relevant projects and initiatives TAMs and SPHERE seminars in 2016 and 2017Relevant links
THE HIGHER EDUCATION SYSTEM IN TUNISIA The Tunisian Higher education system aims to provide a sound academic training. The ultimate objective of the continuous reform proposed by the Ministry of Higher Education and Scientific Research is to curtail the growing challenge of unemployment among graduates by boosting knowledge and internationalising the Tunisian Higher Education institutions. The Tunisian higher education system is organized in the framework of multidisciplinary universities (13 universities including 203 faculties, schools and higher institutes), and a network of 25 Higher Institutes of Technological Studies (25 HITS). The private higher education system includes 63 institutions (2014-2015). The main branches of higher education studies are: Basic science and technological studies, law, economics and management sciences, languages, humanities and social sciences, arts, education, tourism, journalism, sports, agricultural sciences, biotechnology, environmental studies, medical and paramedical studies. The public higher education system in Tunisia remains accessible to anyone holding the certificate awarded on a successful completion of secondary education, the _bakaluria_. As a result of the reform introducing the LMD system, all courses offered by the Tunisian universities, with the exception of medical, architecture and engineering courses, can be categorised into two types of studies: fundamental or academic studies, and applied or professional studies. Higher education is divided into three levels, each leading to adegree as follows:
- Academic (Fundamental) and applied Bachelor degree: Holders of the _bakaluria_ get a Bachelor degree after the successful completion of three years of study. This academic training is equivalent to 180 ECTS (over six semesters). The semester includes at least 14 weeks of study and from 5 to 6 teaching units representing 30 ECTS. - Academic and Professional Master training: Holders of a bachelor degree get a Master degree after the successful completion of two years of Master studies. The two years are equivalent to 120 ECTS. - PhD: Holders of a Master degree (fundamental) receive their PhD when successfully finishing three years of research (equivalent to 180 ECTS) and defending their theses. Engineering students attend two years of preparatory classes, culminating in a national competitive examination. According to the scores achieved in the national exam, students are oriented to the various engineering schools. Specialised training in the engineering schools is achieved over three years, bringing the total length of engineering training to five years. Specialization in medicine is highly competitive since the number of students admitted is limited to about 200 first-year students in each relevant institution. The training lasts five years, followed by one year of clinical training. Courses in paramedical subjects, i.e. health sciences, technology and nursing, have been adapted to the Bachelor, Master and Doctorate system. RECENT POLICY UPDATES, MAJOR REFORMS AND RELATED NEWS In Tunisia, the Ministry of Higher Education and Scientific Research bears the overall responsibility for developing and implementing higher education policy. The decisions of the Ministry of Higher Education and Scientific Research are taken after consultation with the Universities Council, which comprises the Presidents of all the country’s universities. The Universities Council is the national body responsible for ensuring that the sectorial broad strategic guidelines are applied. The task of that body is to validate the decisions of the sectorial committees and the national committee on the reform of the course structure, comprising professors from 25 different disciplines. It is also responsible for accrediting higher education institutions, thereby enabling them to award bachelor, Master and Doctorates degrees and to habilitate teaching staff. The Higher Education Act (law n°2008-19) reforms university administration by offering institutions the option of moving from centralised management to a more flexible and autonomous form of management by establishing themselves as public academic and technological institutions (EPSTs), provided that they fulfil conditions relating primarily to the quality of their educational, academic, administrative and financial management. The National Evaluation, Quality Assurance and Accreditation Authority (Decree n° 1719-2012 dated 14 September 2012) is in charge of ensuring the quality of higher education. Its aim is to maintain and improve the quality of higher education and research as well as the compliance of the education system with internationally recognized standards. RELEVANT PROJECTS AND INITIATIVES International cooperation is one of the main priorities of higher education policy in Tunisia. Starting from the year 2002, Tunisia has officially joined the Tempus program. During the 3rd phase of the former Tempus program (2002-2006), Tunisia participated in 31 capacity building projects with 21 Joint Projects and 10 Structural Measures projects with a total budget of 8 million Euros. During Tempus IV (2008-2013), Tunisia has been involved in 47 projects with 37 Joint Projects and 10 Structural Measures projects with a total budget of 71, 82 million Euros. Similarly, Tunisia took part in the former Erasmus Mundus program. From 2007 to 2013, Tunisia benefited from 17 Erasmus Mundus projects. About 1026 scholarships were granted to the Tunisian students and staff. Following the results of the 2015-2016 Erasmus+ calls for proposals, the number of capacity building projects in which Tunisia participates is 15 (5 Structural Measures projects and 10 Joint projects) with a total budget of 13.13 million Euros. 94 International Credit Mobility projects were selected leading to the implementation of 1311 mobilities. All the Tunisian Higher Education Institutions have been involved in the former Tempus, Erasmus Mundus programs as well as Erasmus+ program. However, some Tunisian HEIs are more involved than others. The capacity building projects covered a wide range of themes including the introduction of new courses, new Bachelor, Master and PhD programs, and modernized methods of teaching/learning. Most importantly, the selected projects have both aligned to the national priorities set by the Ministry and sought to respond to the growing higher education challenges and needs. In addition to the projects financed by the EU within the framework of Erasmus+ program, H2020 program, the Tunisian-European bilateral agreements, etc., Tunisia has several bilateral agreements with Asia, the US and the neighboring countries. The General Directorate of International Cooperation at the Ministry of Higher Education and Scientific Research establishes and manages all these agreements. The main tenets of these agreements are higher education, research, innovation and technology, and students’ mobility. In addition to higher education, some of these agreements relate to culture, languages, secondary and primary education. Regionally, Tunisia has a solid cooperation with neighbouring Maghreb countries, in higher education and scientific research. Tunisia has a well grounded students’ exchange programme with Morocco. This bilateral cooperation is expected to extend during the coming years thanks to a new mobility programme between the HEIs in both countries (Tunisian-Morocco “Ibn Khouldun” programme). A similar mobility programme with Algeria is underway. Furthermore, Tunisia is building new cooperation opportunities with Southern and African countries in higher education and scientific research. The Tunisian Ministry is encouraging African students to study at the Tunisian HEIs. In addition, Tunisia is involved in a number of international programmes such as the Tunisian-American programmes which offer degree and non-degree scholarships for master and doctorate students, researchers and the academic staff. These programmes include “Partnership for the Enhanced Engagement in Research (PEER)”, “Fulbright, Tech+” and “Thomas Jefferson”. TAMS AND SPHERE SEMINARS IN 2016 AND 2017 TAM: MONTAGE D’UN PROJET DE MOBILITÉ DES ETUDIANTS, 24 March 2016 About 55 persons participated in this TAM. The main learning outcome is that the participants are now able to draft good mobility projects including the national project on which the HE Ministry is working. TAM: INNOVATION IN CURRICULUM DESIGN AND LEARNING OUTCOMES, 08December 2016
Mrs. Maria Sticchi Damiani, SPHERE Expert: About 40 participants attended the TAM. The event aimed at introducing learning outcomes as an alternative teaching/learning approach and a prerequisite for an innovative curriculum, thus a high-quality academic programme. TAM: LIFELONG LEARNING, 20 september 2017 (tbc) TAM: ACTIVE LEARNING, end of 2017 (tbc)RELEVANT LINKS
* Ministry of Higher Education and the Scientific Research:www.mes.tn
* National Erasmus+ Office of Tunisia: www.erasmusplus.tn * National Agency for Scientific Research Promotion (ANPR):www.anpr.tn
* National University Centre for Scientific and Technical Documentation (CNUDST): www.cnudst.rnrt.tn * National Evaluation, Quality Assurance and Accreditation Authority (IEAQA): www.ieaqa.tn * National Health Portal (MST): www.santetunisie.rns.tn* Parcours LMD: www.parcours-lmd.salima.tn/ This website has been developed for the Education, Audiovisual and Culture Executive Agency (EACEA). However it reflects the views only of the authors, and the Education, Audiovisual and Culture Executive Agency (EACEA) cannot be held responsible for any use which may be made of the information contained therein.
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