Proyectos internacionales

Promoting Deep and Wide Thinking / Early Dual Degrees in Basic Sciences, ThinkBS

Programme: Erasmus+, KA203

Grant: 2019-1-TR01-KA203-077194

Budget: 257.252 €

Partners:  KADIR HAS UNIVERSITESI, DEBRECENI EGYETEM, FUNDACION UNIVERSIDAD SAN JORGE, UNIVERSITATEA POLITEHNICA DIN BUCURESTI

Summary: About EU Higher Education Policy: EU leaders have agreed a target that 40% of those aged 30-34 should have a higher education or equivalent qualification by 2020. While higher education graduates are more likely to find employment than people with lower levels of qualifications, higher education curricula are often slow to respond to changing needs in the wider economy, and fail to anticipate or help shape the careers of tomorrow. Addressing Europe’s high-level skills needs requires action.

First, more people need to be attracted to the fields of study that prepare students for jobs where shortages exist or are emerging. In many EU Member States there is unmet demand for graduates in SCIENCE, TECHNOLOGY, ENGINEERING, (arts) and MATHS (STE(A)M) fields, medical professions and teaching.

ThinkBS objective: The aim of the project is to develop mechanisms for supporting young individuals that are talented in abstract scientific disciplines, in particular in mathematics. The goal is to implement innovative practices for identifying, encouraging, educating and monitoring such individuals in an international setting. The present strategic partnership concentrates on individuals at the college level, with the purpose of developing an educational scheme that would be applicable in future.

The 36 month strategic partnership aims to identify non-math major students that are interested in learning mathematics and to provide a training equivalent to a minor program in mathematics via blended learning (face-to-face and on-line). Participating institutions will be involved in identifying non-math majors interested in further studies in mathematics or in using advanced mathematical techniques in engineering applications. The institutions involved in this program will develop dedicated curricula and course materials, build a learning platform and organize summer schools, along a road map designed in project meetings.

21st Century Skils: Changing the Approach to Teaching in Higher Education

Programme: Erasmus+, K203  

Grant:  2019-1-TR01-KA203-074482

Duration: 24 months. 

Start date: 01/09/2019. 

Budget: 235.304 €

Partners: IZMIR KATIP CELEBI UNIVERSITESI,  FUNDACION UNIVERSIDAD SAN JORGE, Smarthink Srl, EGITIM VE GENCLIK CALISMALARI ENSTITUSU DERNEGI, SOFIISKI UNIVERSITET SVETI KLIMENT OHRIDSKI, CESKA ZEMEDELSKA UNIVERZITA V PRAZE, Pamukkale Universitesi

Summary: Education and training play a crucial role in enabling young people to develop these skills and competences – as well as allowing them the best possible start in life (European Commission, 2019). 21st Century Skills (Critical Thinking, Collaboration, Communication, Creativity & Innovation, Self- Direction, Making Global Connections, Making Local Connections, Using Technology as a Tool for Learning) are crucial for quality of education and training. All educators, researchers and labour market are agreed about the importance of mentioned skills but there is a lack of teaching materials and methodology. In order to help and develop skill development at the EU level partnership intend to develop CATCH-21 Century Project.

The main objective of the project is to increase the Quality of Higher Education Institutions (HEI) at the EU level in teaching of 21st Century Skills to support better understanding of qualifications and make better use of all available skills in the European labour market.

LIFE TWO – Learning Interculturality From Religions ToWards Outreach activities

Budget: 493.614 €, (Dic 2019- Nov. 2021)

Programme: Erasmus+ Key Action 3 – Support for policy reform – Initiatives for policy innovation – Social inclusion and common values: the contribution in the field of education and training

Partners:  FONDAZIONE HALLGARTEN-FRANCHETTI CENTRO STUDI VILLA MONTESCA, EDEX – EDUCATIONAL EXCELLENCE CORPORATION LIMITED, EGITIM VE GENCLIK CALISMALARI ENSTITUSU DERNEGI, FUNDACION UNIVERSIDAD SAN JORGE, KINONIKES SINETERISTIKES DRASTIRIOTITES EFPATHON OMADON, NATIONAL UNIVERSITY OF IRELAND GALWAY, Sdruzhenie «Centar za obrazovatelni initsiativi», STICHTING REFLEXION

Summary: LIFE TWO  proposal forecasts the scaling up of the previous LIFE project’s activities (http://www.montesca.eu/life/) : we plan to involve at least 3 secondary schools per country with at least 6 classes each.

The project is focused on an innovative, participatory-based, pedagogical method for developing transversal skills related to multiculturalism and integration. It aims to ensure first and foremost the right of children to be fully integrated through adequate intercultural and inter-religious mediation.

The main value of European citizenship is its dynamic and dialogical character: it is inclusive and based on the cultural diversity of its memberships. For this reason, since religion is a paradigmatic element of culture, the development of religious pluralism and the implementation of tools to ensure it, especially within schools, are relevant aspects in order to save the intercultural dimension of Europe. In this sense, education to religious pluralism is a key to achieve civil awareness and social cohesion in the construction of a democratic model of European citizenship.

The approach enhances the opportunity to consider the spiritual and cultural dimension as a specific background of personal and relational competences. The responsive measures for the creation of a multicultural space are addressed to promote an active role of pupils in the realization of a multicultural space.

The project aims also at strengthening the profile of the teaching professions because it will provide teachers with the content and methodological skills to develop in participatory form an innovative pedagogical method to teach religion. Teachers will be supported in handling the differences, in order to become in their own classes facilitators of a process of critical research enabled by the children, in which they will be asked to express their needs, their vision of the world, and their aspirations in relation to the religious pluralism. Therefore, the project addresses both the content of religious education and an innovative pedagogical method, applying the participatory approach to religious education in order to promote an intercultural citizenship “from below”, which is activated by the children.

Research, Action and Training in Medical Interpreting

Expediente: 2019-1-ES01-KA203-064439

Duración: 2019-2022

Financiación: 264.895 € Programa Erasmus +

Socios: UNIVERSIDAD SAN JORGE (coordinador, ES), UNIVERSITA DEGLI STUDI INTERNAZIONALI DI ROMA (IT), UNIVERSITATEA DE MEDICINA SI FARMACIE IULIU HATIEGANU CLUJNAPOCA (RO), universidad DE MURCIA (ES), UNIVERSITATEA BABES BOLYAI (RO), ALMA MATER STUDIORUM – UNIVERSITA DI BOLOGNA (IT).

Summary:

Medical interpreting as a profession and as an activity is very different from one European country to another and the needs are constantly changing, with the migration patterns always modified by social, economic and political events. In other words, all the countries have to adapt so as to offer the best interpreting services possible to those in need.

The situation that lead us into thinking that action is needed in the field of medical interpreting training is the following: on the one hand, Spanish and Italian universities providing such training very seldom offer Romanian courses (although the Romanian immigrant communities in these countries are very numerous); on the other hand, Romanian universities do not offer any medical interpreting course. All that in a context in which population movements –even with Romania as a destination– have kept intensifying during the last decade. The lack of higher education training in medical interpreting is probably one of the reasons why ad hoc interpreters are often used when there are foreign-language speaking patients in Romanian, Italian and Spanish healthcare services, being very likely a negative impact on communication and clinical outcomes.

At the end of the 3-year period, the project is expected to yield:

• a comparative analysis of the current needs and potential answers regarding medical interpreting in the three countries concerned,
• a learning platform with digital resources, and a set of guidelines and training resources for medical interpreting,
• multilingual guidelines for healthcare providers working with interpreters,
• 20 trained trainers with varied linguistic profiles (being 12 of them Romanian) who will be able to deliver training in medical interpreting,
• 36 translation & interpreting or foreign languages students trained for interpreting in medical settings, a curriculum for a joint blended learning module on medical interpreting to be implemented after the funding period,
• a volume containing the most important conclusions from this transnational experience.

The planned actions are designed to cover the entire range of objectives, and scheduled in a way that allows both a logical progression and parallel progress (i.e. the learning platform will be constantly enriched throughout the funding period, and the guidelines and training activities will be informed by the comparative analysis).