DOCSLIB.ORG

Full Version

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Full Version Study visits catalogue 2010/11 Каталог на учебните посещения Katalog studijních pobytÛ Katalog over studiebesøg Studienbesuche: Katalog Õppelähetuste kataloog Κατάλογος επισκέψεων μελέτης Catálogo de las Visitas de Estudio Catalogue des visites d’étude Clár Cuairte Staidéir Catalogo visite di studio MÇc¥bu braucienu katalogs Mokom˜j˜ vizit˜ katalogas Tanulmányút katalógus ˚jarat ta’ Studju Katalgu Catalogus voor Studiebezoeken Katalog wizyt studyjnych Catálogo das visitas de estudo Programul vizitelor de studii Katalóg ‰tudijn˘ch náv‰tev Katalog ‰tudijskih obiskov za leto Luettelo opintomatkoista Studiebesökskatalogen Luxembourg: Publications Office of the European Union, 2010 The European Centre for the Development of Vocational Training (Cedefop) is the European Union’s reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75. Europe 123, GR-570 01 Thessaloniki (Pylea), GREECE PO Box 22427, GR-551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020 E-mail: [email protected] www.cedefop.europa.eu Cedefop – Study Visits Tel. +30 2310490154, Fax +30 2310490044 E-mail: [email protected] http://studyvisits.cedefop.europa.eu Aviana Bulgarelli, Director Christian Lettmayr, Deputy Director Peter Kreiml, Chair of the Governing Board A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Cataloguing data can be found at the end of this publication. Luxembourg: Publications Office of the European Union, 2010 ISBN 978-92-896-0628-8 © European Centre for the Development of Vocational Training, 2010 All rights reserved. Designed by Rooster Design – Greece Printed in the European Union CATALOGUE 2010/11 1 About the study visits programme The study visits programme for education and vocational training specialists, part of the lifelong learning programme 2007-13 (LLP), is an initiative of the European Commissionʼs Directorate-General for Education and Culture. Its objective is to support policy development and cooperation at European level in lifelong learning, notably in the context of the Lisbon process and the education and training agenda 2020 (E&T2020), as well as the Bologna and Copenhagen processes and their successors. As from 1 January 2008, Cedefop (European Centre for the Development of Vocational Training) coordinates, on behalf of the European Commission, the study visits for education and vocational training specialists and policy-makers from 2008 to 2013. A study visit is a short-term visit of three to five days for a small group of specialists and decision-makers representing various groups of education and vocational training. They are stakeholders who want to examine a particular aspect of lifelong learning in another Member State. The profile of a participant corresponds mainly to one of the following categories: • company training managers; • directors of education and vocational training institutions, centres or providers; • directors of guidance centres; • directors of validation or accreditation centres; • educational and vocational training inspectors; • head teachers, teacher trainers; • heads of departments; • human resource managers; • owners/managers of SMEs; • pedagogical or guidance advisers; • representatives of chambers of commerce/ industry/crafts; • representatives of education and training networks and associations; • representatives of educational services, labour offices or guidance centres; • representatives of employersʼ organisations; • representatives of local, regional and national authorities; • representatives of trade unions; • researchers. The groups normally consist of 10 to15 participants. Study visits are organised locally or regionally and coordinated by the National Agency. They provide a forum for discussion, exchange and learning on themes of common interest and on European and national priorities. By exchanging innovative ideas and practices, participants promote the quality and transparency of their education and training systems. HOW TO APPLY If you want to participate in a visit, please contact your National Agency to check eligibility and other procedures. They evaluate and select candidates, and also provide any further information or clarification. A list of contact persons in your country is available online at: http://studyvisits.cedefop.europa.eu 2 CEDEFOP – STUDY VISITS Read the catalogue carefully. Having selected the visits you are interested in, you will have to submit an application online at: http://studyvisits.cedefop.europa.eu Please note that there will be two application rounds in 2010/11. For study visits taking place from September 2010 to February 2011, you can apply by 31 March 2010 and for study visits taking place from March to June 2011, you can apply by 15 October 2010. HOW TO USE THIS CATALOGUE This catalogue comprises the study visits that will take place from September 2010 to June 2011 exploring the themes from three different perspectives: • general education (in the catalogue - the general education type); • vocational education and training (the VET type); • comprehensive lifelong learning (the mixed type). Descriptions of the visits on education, vocational education and training and lifelong learning have been submitted by the national agencies of the participating countries specifically for this catalogue. Study visits will be organised around 8 categories of themes (mentioned below), which reflect and encompass the latest policy developments in education and training in Europe: 1. Key competences for all, including creativity, innovation and entrepreneurship; 2. Improving access, equity, quality and efficiency in education and training; 3. Keeping teaching and training attractive and improving leadership; 4. Education and training for employability; 5. Implementing common European instruments and tools, principles and frameworks for lifelong learning; 6. Trends and challenges in lifelong learning strategies; 7. Development of learning communities, involving all actors in education and training; 8. Promoting cross border mobility in lifelong learning; In Annex (pp. 308-326), you will find descriptions for each of the categories that present the European context and latest developments on the theme, highlight aspects for approaching the theme by study visits and provide a list of reference sources. It also defines possible topics for study visits and keywords for each category of theme. This catalogue has been designed to allow you to choose the visits that suit your professional interests and schedules best. Study visits are classified by theme in chronological order, divided into two rounds: September 2010 to February 2011 and March to June 2011. The summary table (overview) allows you to find a visit quickly according to several criteria: category of theme, topic, round and date, country, working language and the page on which the content of the visit is described. You can use more search possibilities in the online version of this catalogue at: http://studyvisits.cedefop.europa.eu HOW TO USE THE DESCRIPTION PAGE The description of a study visit contains information on its content and objectives and the socio-economic context of its specific country or region. Each description contains the following information: CATALOGUE 2010/11 3 TOPIC Economic sector, if applicable Title of visit Group No: xx CATEGORY OF THEMES: The visits in 2010/2011 will be organised around eight categories of Round themes which are broad and cover the most important education and You can choose between visits vocational training policies. that take place either in the first or the second application round. WHY? This section provides the general background or the socio-economic Type of visit: context in which the visit will take place. You can choose between the visits that examine the themes WHAT? from either a general education In this section the organisers describe the main objectives and learning or vocational education and outcomes for the group. training perspective, or from a lifelong learning perspective. HOW? This section outlines the main activities through which the organisers Dates of the visit plan to achieve the objectives of the visit. dd/mm/yyyy Venue, Host country WHOM? This section describes who is expected to apply for the visit. Working language: SHORT DESCRIPTION IN THE HOST COUNTRY’S LANGUAGE: The working language of the visit This section contains a short description of the study visit in the language of the host country. Number of places: Number of places in a group Minimum required: Minimum number of participants for a visit to take place Keywords: • Keywords will help to better identify the focus of the visit. Organiser(s): WWW. The contact details of the organisers. You will be able to contact them for This section includes links to websites recommended by the organisers where you can find any additional information on the visit. additional information on the theme and places of the visit. 4 CEDEFOP – STUDY VISITS Acerca del programa de visitas de estudio El programa de las visitas de estudio para especialistas en educación y formación, in- tegrado en el programa para el aprendizaje a lo largo de la vida. 2007-13 (LLP), es una iniciativa de la Dirección General Educación y Cultura de la Comisión Europea. Su ob- jetivo es apoyar el
Load more

Recommended publications
  • Constitution of LITA 12.09.06
    THE PROTOCOL OF LOZANOV INTERNATIONAL TRAINERS ASSOCIATION The association was founded the 26 th of March 2006. Name of the persons who were at the meeting: Alguacil, Gloria Iki, Setsuko Al Quadi, Lailia Karaslavova, Angelina Atanassova, Mariana Korena, Petra Chávez, Angeles Kozhuharova, Lybov Claiendo, Gloria Marie Lozanov, Georgi Colucci, Eufemia Ludescher, Franz Cramér, Anna Mihaleva, Radostina Dachkova, Lydia Pegorini, Ilda Maria Doumeva, Zlatotsveta Talfryn, Ioan Dyulgerova,Lily Rudawska,Czeslawa Escamilla, Lupe Rusell- Nicolova, Dobrina Hagiwara, Kaz Subassi, Stavriana Hartmark, Lisa The name of the association is: Lozanov International Trainers Association established 26 th of March 2006. §1 The aim 1. Global activities • promote Dr.G. Lozanovs method / the original Suggestopedia throughout the world and the targets groups can be both children and adults • fulfil the recommendations from UNESCO (Final Report 11-16 December1980) • establish a standard of teacher training in Suggestopedia • create possibilities to instigate research at Universities or other research institutions • create a global network with organizations and institutions who are interested to know about or to work with Dr. G.Lozanovs method/ the original Suggestopedia • designing projects together with interested institutions in the association 2. Activities for the members • facilitate the collaboration of the trainers • establish possibilities for refresher courses for the trainers • establish a forum for digital discussion for the trainers • create a website and a journal for the association • organise seminars and conferences and professional activities 1 §2 Organizational connections Lozanovs International Trainers Association is a free-standing association, with close collaboration with Dr. G. Lozanov and his trainers and other charities, voluntary bodies, private organisations, statutory authorities in furtherance of the Objects.
    [Show full text]
  • International Conference on Suggestopedia
    INTERNATIONAL CONFERENCE ON SUGGESTOPEDIA Salzburg, October 26 - 28, 1990 Conference localities: SALZBURG CONGRESS, Auerspergstrasse 7, Salzburg, Austria Organisers: Centre of Suggestology and Development of Personality, Sofia University "St Kliment Ohridski", 15 Ruski Bd, Sofia 1000, BulgariaDr. Georgi Lozanov (founder, director), +359 2 705088 Dr. Evelyna Gateva (in charge of training programs), +359 2 71151 - 354 Stiftelsen Pedagogisk Utveckling, Box 30, S-815 00 Tierp, Sweden, +46 293 13377 TIIURSDA Y 25TH OF OCTOBER 1990 14.00 - 17.00 Registration at the Salzburg Congress Center 19.00 Proposed time to join with other participants a little ahead of the conference at Hotel Pitter, located opposite the conference building FRIDA Y 26TH OF OCTOBER 1990 POTENTIAL ABILITIES AND DEVELOPMENT OF THE PERSONALITY AND GENERAL PROBLEMS 08.00 - 09.00 Registration at the Congress Center 09.00 - 09.15 OPENING OF THE CONFERENCE 09.15 - 09.45 PRESENTA TION of national and international organisations represented at the conference /{ . 09.45 - 10.30 SUGGESTOPEDIA AND PSYCHOPHYSIOWGY OF POTENTIAL POSSIBILITIES OF THE PERSONALITY Georgi Lozanov, M.D., Centre of Suggestology and Development of Personality, Sofia University, Sofia, Bulgaria 10.30 - 11.00 COFFEE-BREAK ~- 11.00-11.15 SUGGESTOPEDIA-A MANIFESTATION OF A GLOBAL PARADIGM Britt-Marie Svenonius, Fil. lic., The University of Lund, Sweden .S. 11.15 - 11.30 LEVELS OF REASONING IN THE SUGGESTOPEDIC CLASSROOM Brian M. Morrissey, Washington D.C., USA /./ . 11.30 - 11.50 INCORPORATING CULTURE AS A SUGGESTIVE FACTOR IN SUG­ GESTOPEDIC TEACHING Setsuko Iki, M.A., SANNO Junior College, Tokyo, Japan .r. 11.50 - 12.10 INFLUENCE BY MEANS OF PRACTICAL TRUISMS Erkki Huhmar, M.D., Helsinki, Finland ,.
    [Show full text]
  • Suggestopaedia – Desuggestive Teaching
    SUGGESTOPAEDIA – DESUGGESTIVE TEACHING COMMUNICATIVE METHOD ON THE LEVEL OF THE HIDDEN RESERVES OF THE HUMAN MIND My personal belief is that human hidden reserves are endless. However, science has reached an understanding that they are far larger than currently realized?. (Dr. G. Lozanov?s speech at the meeting of the twenty UNESCO experts,1978) (Actually, the beginning of a new science reservology , i.e. tenderly use the oppressed capabilities we have in our minds, starts. Instead of suggestopaedia in the future the science and the methodology will be called reservopaedia.) In the very early stage when the present book was started, Bill Munro and Lupe, San Diego, U.S.A, were very kind to edit it and to advice me for some topics. Five years later when the book was enlarged Czeslawa Rudawska, Katowice, Poland, was very kind to edit it. It was very kind of Keneward Hill, Sofia, Bulgaria, to edit the book before publishing. The parts of the book about the latest development of suggestopaedia-desuggestive teaching were translated by Radostina Ivanova Mihaleva, Sofia, Bulgaria. 1 I kindly express gratitude to Professor Setsuko Iki, Tokyo, Japan, for her help with providing me with favourable conditions for writing. To the memory of Prof. Dr. Evelyna Gateva who brought Art and Beauty into my life and into my work Dr. Georgi Lozanov Published by Dr. Georgi Lozanov International Centre for Desuggestology, Vienna, Austria Tel./fax 0043 1 615 50 69 , e-mail: [email protected] Suggestopaedic teaching methods (in foreign languages and other school disciplines) are completely different from all other methods of teaching.
    [Show full text]
  • Prof. Dr. Georgi Lozanov, Doctor of Medical Assoc. Prof. Dr. Evelyna
    Prof. Dr. Georgi Lozanov, doctor of Medical CENTRE FOR THE SCIENCE OF SUGGESTON - DESUGGESTION AND Sclences, ls the founder of the sclence of the suggestion RESERVE CAPACITIES OF THE BRAIN/PSYCHE - and suggestopedagogy. He is a physician, a neuropsychia­ (SUGGESTOPEOAGOGY AND DESUGGESTOPEOIA) trlst and a psychotherapist. He has also worked as a brain AT THE STIFTUNG1 KLOSTER VIKTORSBERG researcher at the Bulgarlan Academy of Sciences. He is Prof. Dr. G. Lozanov and J~ssoc. Prof. Dr. E. Gateva Hinkova professor at the Unlversity of Sofia "Saint Kliment (University "Saint Kliment Ohridski", Sofia, Bulgaria) Ohridski" and director of the Centre of Suggestology and A-6832 Viktorsberg, Vorarlberg, Austria Development of Personality at the same university. He is Tel. 05523/52464-76 author and co-author of various methods for learning foreign l~nguages and other subjects on the level of the Mail: P.O. Box 32, A-6832 :SULZ-RÖTHIS, Vorarlberg, Austria reserve capaclties of the brain/psyche. He has created Tel. and Fax: 05523/53-9-55 some original psychotherapeutical methqds for treatlng neurotic and psychosomatic diseases. He has also Bank Account: Centre for the science of suggestlon ·Dr~ G. Lozanov and Dr. E. Gateva Hinkova developed some methods for meditative self-devetopment. Hypo.Sank FELDKIRCH, Bank Code No. 58002 Recently he created a new sclentlfic dlrectlon: desuggestology and desuggestopedy - Account No. 12190438110 gettlng free from pathological suggestions. Vorm1berg, AUSTRIA Professor Lozanov ls a vislting lecturer at a number of universities, Institutes and organlsa­ =====z=====-=====================-=======:::::::::::::::::::::::::::::::z:::::::============================= tions In Europe, Asla and Amerlca. He trains teachers, physlcians, psychologists, managers and students from all over the world.
    [Show full text]
  • Copyright 2017 Veneta T. Ivanova
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Illinois Digital Environment for Access to Learning and Scholarship Repository Copyright 2017 Veneta T. Ivanova OCCULT COMMUNISM: CULTURE, SCIENCE AND SPIRITUALITY IN LATE SOCIALIST BULGARIA BY VENETA T. IVANOVA DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History in the Graduate College of the University of Illinois at Urbana-Champaign, 2017 Urbana, Illinois Doctoral Committee: Professor Maria N. Todorova, Chair Professor Diane P. Koenker Associate Professor Zsuzsa Gille Associate Professor Behrooz Ghamari-Tabrizi Professor Peter Fritzsche Abstract “Occult Communism” explores the unlikely infusion of state-sponsored spiritualism into the materialist ideology of Bulgarian late communism. In the 1970s, Minister of Culture Lyudmila Zhivkova initiated grandiose state programs to inject the “occult” into Bulgaria’s national culture, art, science and even political philosophy. Inspired by her Eastern religious beliefs, she sought to ‘breed’ a nation of “all-round and harmoniously developed individuals,” devoted to spiritual self-perfection, who would ultimately “work, live and create according to the laws of beauty.” My project focuses on how Zhivkova translated her religio-philosophical worldview into state policies. I examine three realms of what I have termed “occult communism:” Zhivkova’s domestic and international cultural initiatives; occult religiosity and the mystical movement known as the White Brotherhood; and occult science as embodied by the Scientific Institute of Suggestology. I contend that as quixotic as Zhivkova’s vision was, her policies contributed to the liberalization of art and culture in a period that has long been associated exclusively with stagnation and decay.
    [Show full text]
  • 22. Teaching Reading in the First Grade/ 173 22.1 Method / 173 22.2 Results of the Reservopedic Teaching of Reading/ 176 23
    Georgi Lozanov SUGGESTOPEDIA/ RESERVOPEDIA THEORY AND PRACTICE OF THE LIBERATING­ STIMULATING PEDAGOGY ON THE LEVEL OF THE HIDDEN RESERVES OF THE HUMAN MIND To the memory of Prof. Dr. Evelyna Gateva who brought Art and Beauty into my life and into my work To the memory of Prof. Dr. Ema nuii Sharankov who gave his unfailing support to the innovative and humanitarian spirit of Suggestopedia in the first difficult years All rights reserved. No portion of this book, except for a brief review, may be reproduced, stored in a retrieval system, or transmitted in any fo rm or by any means - electronic, mechanical, photocopying, recording, or otherwise - with­ out written permission of the authors. © 2009 Georgi Lozanov © 2009 Boris Dimovsky, caricatures © 2009 Elena Terzieva, colour illustration ISBN 978-954-07-2936-7 St. Kliment Ohridski University Press Georgi Lozanov SUGGESTOPEDIA/RESERVOPEDIA THEORY AND PRACTICE OF THE LIBERATING­ STIMULATING PEDAGOGY ON THE LEVEL OF THE HIDDEN RESERVES OF THE HUMAN MIND Sofia 2009 St. Kliment Ohridski University Press SUGGESTOPEDIA / RESERVOPEDIA IS AN ART OF TEACHING AND LEARNING, WHERE ALL THE RESERVES OF PERSONALITY ARE BEING TAPPED WITH LOVE 4 Suggestopedic / Reservopedic teaching methods (not only for foreign languages but also for all other school disciplines) are completely different from all other methods of teaching. After continuous research, twenty UNESCO experts from different coun­ tries came to the following conclusions: "1. There is consensus that Suggestopedia is a generally superior teaching method for many subjects and for many types of students, compared with traditional methods. 2. Suggestopedic teacher training should be started as soon as pos­ sible.
    [Show full text]
  • Adapting an English Language Textbook to the Principles and Laws of Suggestopedia Dessislava Georgieva Todorova-Hlavacik*
    90 Challenges in English Teaching and Research Adapting an English language textbook to the principles and laws of Suggestopedia Dessislava Georgieva Todorova-Hlavacik* Abstract: The article aims to describe the application of Suggestology in the pedagogical practice – Suggestopedia/Reservopedia. An overview of “suggestion” as a communicative factor and as a psychological basis for the science of Suggestology is presente together with the main principles, means and laws of Suggestopedia. Some characteristics of the suggestopedic textbook and my work in remodelling the original textbook “Energy for Bulgaria, for the 6-th grade” into a new stopedically adapted version are presented. Key words: suggestion, suggestology, suggestopedia, suggestopedic textbook Introduction Teachers of foreign languages often have an idea about the teaching/learning process formed on their experience of studying foreign languages themselves. When teachers are informed and exposed to varieties of different methods they become more aware of their personal values and beliefs about the educational process. By being clear on their own assumptions teachers may choose to teach differently. Thus, the knowledge of various alternative methods will help them in modifying their current practices. One humane method which deserves attention because it has proven to be effective for teaching many subjects including foreign languages is the method called Suggestopedia. It is based on the Suggestology science, and its founder is the Bulgarian scientist, psychotherapist and psychiatrist – Prof. Dr. Georgi Lozanov M.D., who in the 1950s began his search for safe ways to uncover the reserves of the human brain (mind) through suggestion and thus created the science of Suggestology. Doctor Lozanov was the director of the Research Institute of Suggestology founded by the Ministry of Education and the Bulgarian Science Academy in 1966, for the period of 20 years (1966-1985).
    [Show full text]
  • Some Personal Observations of SALT, Suggestopedia and Other Accelerative Learning Methods in Japan and Europe Si Grid Gassner-Roberts
    PER LINGUAM VOL. 2 NO. 11986 http://perlinguam.journals.ac.za Some personal observations of SALT, Suggestopedia and other accelerative learning methods in Japan and Europe Si grid Gassner-Roberts During the last six months of 1984, the author of this paper travelled to Japan and to several Western European countries, investigating Suggestopedia and other accelera­ tive learning methods. The original suggestopedic method as developed by Dr Georgi Lozanov has undergone many changes and adaptations to suit the cultural and political situation of individual countries. This article gives an overview of the changes and adaptations made by the different countries as well as an evaluation of the amount of success with which a given country has adapted Suggestology to suit its own particular needs and circumstances. Gedurende die tweede helfte van 1984 het die skrywer van hierdie artikel na Japan, sowel as na verskeie Wes-Europese Jande gereis met die doel om ondersoek in te stel na Suggestopedagogiek en ander versnellingsmetodes in die onderwys. Die oorspronklike suggestopediese metode soos ontwikkel deur Dr Georgi Lozanov, het baie verander­ inge ondergaan en is aangepas om in te skakel by die kulturele en politieke omstandig­ hede van die onderhawige lande. Met hierdie artikel word 'n oorsig gegee oor die veranderings; die aanpassings word bespreek en die skrywer gee 'n evaluering van die mate van sukses wat daarmee behaal is. In 1984 I spent seven months in Japan and Europe SALT in Australia. After five hours of a rather in pursuit of SALT, Suggestopedia and other ac­ one-way conversation suddenly doors opened. I celerative learning methods, visiting institutions, obtained addresses, phone numbers, information.
    [Show full text]
  • The Journal of Suggestive-Accelerative Learningand Teaching, Volume 4, Number4, Winter 1979
    DOCUMENT RESUME ED 362 044 FL 021 508 AUTHOR Schuster, Donald, Ed. TITLE The Journal of Suggestive-Accelerative Learningand Teaching, Volume 4, Number4, Winter 1979. INSTITUTION Society for AccelerativeLearning and Teaching, Inc. PUB DATE 79 NOTE 87p. PUB TYPE Collected Works Serials (022) JOURNAL CIT Journal of Suggestive-AccelerativeLearning and Teaching; v4 n4 win 1979 EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Acceleration (Education);Classroom Communication; Classroom Techniques; ElementarySecondary Education; Foreign Countries; German;Instructional Effectiveness; *InstructionalMaterials; *Learning Disabilities; Program Descriptions;*Reading Instruction; Retention(Psychology); *Suggestopedia; Teaching Methods; *VocabularyDevelopment IDENTIFIERS Austria ABSTRACT This issue of a journalon suggestive learning-teaching-therapy counselingwithin the procedural of Suggestology confines or Suggestopedia includes thefollowing articles; "Suggestopedia in an American High School Setting" (CarlW. Pullen), a description of the use of Suggestopedia ina German class; "Optimizing the Presentationof Classroom Information" Guttman), a report of (Giselher research on effective informationpresentation; "Supplementary Reporton the Austrian Experiment with in Elementary Schools" Suggestopedia (Franz Beer), reporting on work carried Australian elementary out in schools between 1974 and 1979;"Teaching Reading with Stories vs. Cognitive Hierarchy" (ReneeFuller), an essay in support of the notion that the story is the basicform of intellectual cohesion,
    [Show full text]