Read the articles selected in February 2018
University leaders push for Europe-wide excellence initiative
By Ellie Bothwell
Fonte: Times Higher Education, 15 February
A new European excellence initiative will implement competitiveness in our universities through new funding at national and European level. The purpose of this new framework is to spread good practice in research assessment to spot strengthens and weaknesses of the national systems.
Energy transition and the future of energy research, innovation and education: an Action Agenda for European Universities.
Fonte: http://www.eua.be, December 2017
Energy is the fundament of economic growth. The availability of low-carbon infrastructures for all is the greatest challenge of sustainable development. Universities expertise is able to deliver cross-disciplinary approaches to find solutions that integrate a wide spectrum of technologies, systems, economies, and markets.
What about passion in education? The concept of passion, why it is important and how teachers can promote it
By Zuleica Ruiz-Alfonso, Lidia Santana Vega & Elina Vilar Beltran
Source: European Scientific Journal, January 2018
The factor of passion in educational contexts is a field of research as much recent as evident in its importance, from a psychological-motivational perspective, as an investment of time and energy in an activity and factor of scholastic productivity and can be transmitted by teachers through appropriate strategies.
By Tommaso Agasisti, Francesco Avvisati, Francesca Borgonovi &Sergio Longobardi
This report analyzes the school characteristics that more contribute to strengthening the capacity of students to succeed in school despite their disadvantaged socio-economical background, together with the individual correlates and broader protective factors that help them to develop resilience.
“Sharp drop” expected in global student mobility growth
By Brendan O’Malley
Source: University World News, 9 February
Global student mobility is likely to slow in the next decade with the increased supply of domestic higher education in emerging and advancing economies, which will lead to a growth in local tertiary enrolments.
Mid-term evaluation of the Erasmus +programme (2014-2020)
Source: the European Commission
Erasmus+ turns out to be one of the most positive and visible successes of the EU, having instilled the perception that learning mobility brings benefits to individuals and that learning fosters a sense of belonging to Europe. The positive impact and the improved accessibility of the programme reverberate on youth policies.
Erasmus+ mid-term review: Eua’s recommendations for the 2020 programme
Erasmus + has boosted integration and innovation, and its importance for society and the economy in Europe requires to continue to improve the simplification and attractiveness through more user-friendly tools and procedures and more efficient funding.
AI is the future but universities must retain the values of the past
by Alice Gast
Source: Times Higher Education, 1 February
The role of AI in the future of learning is undeniable, but the proper task of education is to ensure the continuity of their core values in order that learning remains a deeply human activity and relation. The balance of continuity and change is the best approach to the production of knowledge.
Italian court pushes back on the race towards English
By Rosemary Salomone
Source: University World News, 3 February
A decision of Italy’s high administrative court raises a number of questions about the internationalization of university courses taught solely in English, which has given momentum to a backlash in Northern Europe. After the ruling, the Italian language is a fundamental element of cultural identity, essential to teaching and learning.
Indicators of successful transitions: Teenage attitudes and experiences related to the world of work
By Anthony Mann, Elnaz T. Kashefpakdel & Jordan Rehill
This report analyzes a set of indicators, such as the academic ability and the social background of the pupils, that are considered predicting their professional future, and can, therefore, be used to identify the most vulnerable categories requiring more care by the teachers.
Teaching for Global Competence in a Rapidly Changing World
By the Center for Global Education
Source: http://www.oecd.org, 22 January
In today’s classrooms is our future and the realization of the SDGs. This publication analyzes the implications of global competence for education and emphasizes the crucial role played by teachers in making the world a better place.
Learning and Teaching in Europe’s Universities: An EUA position paper
Source: http://www.eua.be, 29 January
Recognizing Learning and Teaching as a core mission and responsibility of higher education requires sufficient funding to promote innovation in the pedagogical work. Each university should have a clear profile, defined by institutional autonomy and context-sensitive programmes.
Lowering entry grades for poorest pupils “sets them up to fail”
By Rachael Pells
Source: Times Higher Education, 29 January
Lowering entry requirements in the most selective universities to facilitate the access of the most disadvantaged pupils risks to increase the dropout rates. Instead, it is rather the university dropout the measure for the democratization of the elite.
Bac le rattrapage
By Catherine Mallaval & Marie Piquemal
Source: Libération, 24 January
The new reform of the secondary diploma in France presents a new model of high school, with a distinction between compulsory and elective subjects, at risk of deepened social gaps, and a final exam based on a remarkable continuous control of students and geared toward their following orientation.
Socially isolated individuals are more prone to have newly diagnosed and prevalent type 2 diabetes mellitus – the Maastricht study-
By Stephanie Brinkhues etc.
Source: BMC Public Health, 19 December 2017
This study highlights the role of social networks and their single characteristics in the development of type 2 diabetes. Socially isolated or living alone individuals with the lack of emotional and practical support should be considered as high-risk groups in health care.