Joint Degrees and the Nordic Countries

Total Page:16

File Type:pdf, Size:1020Kb

Joint Degrees and the Nordic Countries TemaNord 2015:528 TemaNord TemaNord 2015:528 TemaNord Ved Stranden 18 DK-1061 Copenhagen K www.norden.org Joint Degrees and the Nordic Countries Nordic Master Programme – Legal and administrative obstacles Joint Degrees and the Nordic Countries According to the strategy for Nordic co-operation in education and research the Nordic countries should remove obstacles for free movement for students and researchers in the Nordic region. One goal with this report has been to identify obstacles for organizing joint programmes on master level. The Nordic Council of Ministers has until now financed, in co-operation with universities, 23 Nordic Master Programmes. Minimum of three higher education institutions develop joint programmes, that will attract both Nordic and non-Nordic students. The report gives an overview of the legislation in relation to joint degrees in the Nordic countries. It also has recommendations for the Nordic Master Programme and offers separate thematic documents like a template for a joint diploma. The report will hopefully serve as practical guide book for those in the process of planning or building up joint master programmes. Hopefully, the report also makes a contribution to developing other international joint programmes. TemaNord 2015:528 ISBN 978-92-893-4067-0 (PRINT) ISBN 978-92-893-4066-3 (PDF) ISBN 978-92-893-4068-7 (EPUB) ISSN 0908-6692 TN2015528 omslag.indd 1 20-05-2015 08:19:26 Joint Degrees and the Nordic Countries Nordic Master Programme – Legal and administrative obstacles TemaNord 2015:528 Joint Degrees and the Nordic Countries Nordic Master Programme – Legal and administrative obstacles ISBN 978‐92‐893‐4067‐0 (PRINT) ISBN 978‐92‐893‐4066‐3 (PDF) ISBN 978‐92‐893‐4068‐7 (EPUB) http://dx.doi.org/10.6027/TN2015‐528 TemaNord 2015:528 ISSN 0908‐6692 © Nordic Council of Ministers 2015 Layout: Hanne Lebech Cover photo: ImageSelect Print: Rosendahls‐Schultz Grafisk Copies: 100 Printed in Denmark This publication has been published with financial support by the Nordic Council of Ministers. However, the contents of this publication do not necessarily reflect the views, policies or recom‐ mendations of the Nordic Council of Ministers. www.norden.org/en/publications Nordic co‐operation Nordic co‐operation is one of the world’s most extensive forms of regional collaboration, involv‐ ing Denmark, Finland, Iceland, Norway, Sweden, and the Faroe Islands, Greenland, and Åland. Nordic co‐operation has firm traditions in politics, the economy, and culture. It plays an im‐ portant role in European and international collaboration, and aims at creating a strong Nordic community in a strong Europe. Nordic co‐operation seeks to safeguard Nordic and regional interests and principles in the global community. Common Nordic values help the region solidify its position as one of the world’s most innovative and competitive. Nordic Council of Ministers Ved Stranden 18 DK‐1061 Copenhagen K Phone (+45) 3396 0200 www.norden.org Contents Summary ....................................................................................................................................................... 7 Recommendations ............................................................................................................................. 7 Information about legislation in the Nordic countries ...........................................................11 1. Introduction ........................................................................................................................................13 1.1 The ad hoc group ................................................................................................................14 1.2 The report ..............................................................................................................................16 1.3 Educational co-operation and mutual recognition of degrees or parts of a degree ..................................................................................................................17 2. Joint degree/joint programme ...................................................................................................19 2.1 The core of a joint degree – one jointly developed programme of study .........................................................................................................................................19 2.2 Documentation of the joint degree/joint programme ........................................19 2.3 The Bologna Process and joint degrees ....................................................................22 3. The right of Nordic higher education institutions to award a joint degree ............. 25 3.1 Definition of a joint degree in Nordic legislation ..................................................26 3.2 The right to award a degree ...........................................................................................27 3.3 The diploma(s) ....................................................................................................................29 3.4 Name of the programme and name(s) of the qualification ...............................30 4. Common principles for higher education in Europe – the Bologna Process ........... 33 5. Nordic higher education institutions not participating in the Nordic Master Programme ..........................................................................................................................35 6. Expectations for Nordic education to be at a high international level.......................37 7. Principles for the Nordic Master Programme ......................................................................39 7.1 The recommendations and the legislation in each country ..............................41 8. Approval of a programme .............................................................................................................63 9. Quality assurance .............................................................................................................................65 10. Recognition for further studies ..................................................................................................67 11. Tuition fees and scholarships for third-country students in the Nordic countries ..............................................................................................................................................69 11.1 The regulations in the different Nordic Countries ..................................................71 12. The old recommendations are still valid ................................................................................81 13. Sammendrag ......................................................................................................................................83 13.1 Ad hoc-gruppen. ..................................................................................................................83 Appendix 1: Legislation – International Degree Cooperation (short summaries and sources) – 28.10.2014 ...................................................................................85 Denmark ...............................................................................................................................................85 Finland ..................................................................................................................................................90 Iceland ...................................................................................................................................................93 Norway .............................................................................................................................................. 100 Sweden............................................................................................................................................... 106 Appendix 2: Descriptions of the educational systems in Denmark, Finland, Iceland, Norway and Sweden – 28.10.2014 .......................................................................111 Denmark ............................................................................................................................................111 Finland ...............................................................................................................................................115 Iceland ................................................................................................................................................119 Norway ...............................................................................................................................................122 Sweden ...............................................................................................................................................125 Appendix 3: Nordic higher education institutions entitled to offer 120 ects Master’s degrees – 28.10.2014 ................................................................................................131 Denmark ............................................................................................................................................131 Finland ...............................................................................................................................................133 Iceland ................................................................................................................................................134 Norway ...............................................................................................................................................135
Recommended publications
  • Bitstream – Capacity Building for Innovation
    Bitstream – Capacity Building for Innovation Final Report Mikael Söderström, Umeå Universitet Ulf Hedestig, Umeå Universitet Terje Fallmyr, Universitetet i Nordland Kjell Ellingsen, Universitetet i Nordland Hallstein Hegerholm, Høgskolen i Nesna Geir-Tore Klæboe, Høgskolen i Nesna WP-14.01 ISSN:1401-4580 Department of Informatics 1 Acknowledgments The project is financed by the European Interreg Botnia Atlantica and following partners 2 Introduction The report presents the realization of and results from the Botnia Atlantica funded project BitStream – Capacity Building for Innovation. The project started March 15 2013 and ended October 31 2014. Originally the project was scheduled to end April 15 2014, but for several reasons the project applied for and was granted extension until October 31 2014. The coordinating funding receiver has been Umeå University and the other Swedish partners has been the municipalities of Sorsele and Storuman. In Norway the partners has been Nesna University College, University of Nordland, the municipal of Bodø and the Norwegian National Collection Agency in Mo i Rana. In short, Bitstream is based on the starting-point that successful development of public administration requires good understanding of how its activities are conducted and how they are perceived by its citizens/customers. This means that process mapping and subsequent process analysis and impact mapping is a fundamental condition for innovative business development aimed at creating ICT innovations in the form of, for example, mobile apps or web-based services. The main objective of the project was to create a transnational platform for capacity building and exchange of experiences in the area of innovative business development.
    [Show full text]
  • Crossing Borders Between Education and Work- Places
    CROSSING BORDERS BETWEEN EDUCATION AND WORK- PLACES Hallstein Hegerholm, Nesna University College, NO, [email protected] Ulf Hedestig, University of Umeå, SE, [email protected] Geir-Tore Klæbo, Nesna University College, NO, [email protected] ABSTRACT This paper presents a case study on workplace learning were Swedish and Norwegian public authorities participated in an academic course in business process modelling. The aim has been to develop an un- derstanding of how partners in a transnational project can build bridges between the academic teaching and the students’ local learning at work. A sociocultural framework was applied in the study focusing on the use of tools, the building of knowledge and learning in the zone of proximal development, the crossing of boarders, and interaction and networking between activities. The source of data consisted of inter- views, surveys, observations, data from learning management system, and student’s reports. Analyse of the data was based on four dialogical learning mechanisms – identification, coordination, reflection and transformation. Our findings show that students’ local cases acted as key drivers for their developmental process, as the course transformed from distribution of information to case based knowledge building process at local work places. A mutual learning process occurred when teacher and students taught each other in a zone of proximal development. Further, the use of business model techniques made the inter- pretation of academic discipline easier, since it created a common language that served as a foundation for shared understanding when they discussed their local cases. Keywords: workplace learning, sociocultural framework. 1 INTRODUCTION The case in this study is the BitStream project where participants move between flexible, organized, aca- demic education and work.
    [Show full text]
  • 2011 1.Pdf (1.436Mb)
    Education across borders Towards e-Didactics of International Module in Socio-cultural Aspects of ICT Editors: Beata Godejord Elzbieta Perzycka Pris kr. 120,- ISBN 978-82-7569-197-0 ISSN 1501-6889 2011, nr. 1 Om Fredrikke Tønder Olsen (1856-1931) Fredrikke Tønder Olsen ble født på handelsstedet Kopardal, beliggende i nåværende Dønna kommune. Det berettes at Fredrikke tidlig viste sin begavelse gjennom stor interesse for tegning, malerkunst og litteratur. Hva angår det siste leste hun allerede som ung jente ”Amtmannens døtre”. Kildene forteller at Fredrikke levde et fascinerende og spennende liv til tross for sine handikap som svaksynt og tunghørt. Hun måtte avbryte sin karriere som gravørlærling fordi synet sviktet. Fredrikke hadde som motto: ”Er du halt, er du lam, har du vilje kjem du fram.” Fredrikke Tønder Olsen skaffet seg agentur som forsikringsagent, og var faktisk den første nordiske, kvinnelige forsikringsagent. Fredrikke ble kjent som en dyktig agent som gjorde et utmerket arbeid, men etter 7 år måtte hun slutte siden synet sviktet helt. Fredrikke oppdaget fort behovet for visergutter, og startet Norges første viserguttbyrå. Hun var kjent som en dyktig og framtidsrettet bedriftsleder, der hun viste stor omsorg for sine ansatte. Blant annet innførte hun som den første bedrift i Norge vinterferie for sine ansatte. Samtidig var hun ei aktiv kvinnesakskvinne. Hun stilte gratis leseværelse for kvinner, inspirerte dem til utdanning og hjalp dem med litteratur. Blant hennes andre meritter i kvinnesaken kan nevnes at hun opprettet et legat på kr. 30 000,- for kvinner; var æresmedlem i kvinnesaksforeningen i mange år; var med på å starte kvinnesaksbladet ”Norges kvinder” som hun senere regelmessig støttet økonomisk.
    [Show full text]
  • Annual Report 2012
    Annual Report 2012 For Nord-Norge SpareBank 1 Nord-Norge in short SpareBank 1 Nord-Norge Design: Rød Tråd AS - Photo: Arthur AS - Photo: Arnesen Design: Rød Tråd SpareBank 1 Nord-Norge in short Operations 126 History 3 Group Management 128 Organizational charts 4 Main Board of Directors 130 Group key figures 6 Governing bodies 132 Important events in 2012 8 Corporate Governance 134 Vision and business concept 9 Risk management, internal control and capital management 140 The Bank’s history 10 Localization 11 Ownership structure 153 CEO’s report 12 Business description – Retail and corporate markets, SNN Markets 156 SpareBank 1-Alliance 162 Report and results 14 Corporate Responsibility 164 Annual Report 2012 16 Together we get things to happen 166 Annual Accounts - Income Statement 40 Spaceship Aurora 168 Annual Accounts - Balance Sheet 41 On a campervan tour with Hekla Stålstrenga 170 Annual Accounts - Changes in equity 42 Andsnes opens the Storm 172 Annual Accounts - Cash flow statement 44 Tromsø students receive Sirkus Eliassen Annual Accounts - Notes 45 as a donation from the Bank 174 Annual Accounts - Group profit analysis 121 Statement from the Main Board of Directors and the CEO 122 Report from the Control Committee 123 Auditor’s Report 124 2 HISTORICAL BACKGROUND 40 SpareBank 1 Nord-Norge is the result of the merger of about 40 savings banks in Nordland, Troms and Finnmark. 75 SpareBank 1 Nord-Norge has an extensive network with a total of 75 branches, whereof 73 are in the region, including one in Svalbard. The Bank also has two branches in Russia.
    [Show full text]
  • MEMBERSHIP DIRECTORY Australia University of Guelph International Psychoanalytic U
    MEMBERSHIP DIRECTORY Australia University of Guelph International Psychoanalytic U. Berlin University College Cork Curtin University University of LethbridGe Justus Liebig University Giessen University College Dublin La Trobe University University of Ottawa Karlsruhe Institute of TechnoloGy University of Ulster Monash University University of Toronto Katholische Universität Eichstätt- Italy National Tertiary Education Union* University of Victoria Ingolstadt SAR Italy Section University of Canberra Vancouver Island University Leibniz Universität Hannover European University Institute University of Melbourne Western University Mannheim University of Applied International School for Advanced University of New South Wales York University Sciences Studies (SISSA) University of the Sunshine Coast Chile Max Planck Society* International Telematic University Austria University of Chile Paderborn University (UNINETTUNO) Ruhr University Bochum Magna Charta Observatory Alpen-Adria-Universität Klagenfurt Czech Republic RWTH Aachen University Sapienza University of Rome MCI Management Center Innsbruck- Charles University in Prague Technische Universität Berlin Scuola IMT Alti Studi Lucca The Entrepreneurial School Palacký University Olomouc University of Graz Technische Universität Darmstadt Scuola Normale Superiore Vienna University of Economics and Denmark Technische Universität Dresden Scuola Superiore di Sant’Anna Business SAR Denmark Section Technische Universität München Scuola Superiore di Catania University of Vienna Aalborg University TH
    [Show full text]
  • Annual Report 2017 Content
    Annual report 2017 Content Point Resources Pro-forma key figures 4 in brief A platform for further growth established 6 Our history 8 Five core strategic activities 10 A diversified portfolio focused on four proven core areas 12 Material remaining potential in the Balder and Ringhorne area 14 Reserves and resources 27 Executive Management 28 From the Board of Directors 32 Board room Corporate governance 34 Board of Directors’ report 2017 36 Responsibility statement 42 Financial Consolidated Financial Statements 44 Statements Alternative Performance Measures 93 Financial Statements Point Resources AS (Parent Company) 94 Auditor's report 129 In the section Point Resources in brief, pro-forma numbers are used mainly to illustrate the operational and financial effect of the acquisition of ExxonMobil’s operated NCS portfolio in 2017 by use of the economic date of the transaction, 1 January 2017, rather than the date for closing of the transaction, 1 November 2017. It is in the Board of Director’s opinion that use of pro-forma numbers for 2017 is a representative way of showing Point Resources’ underlying performance for 2017. The Consolidated Financial Statements prepared according to IFRS are based on the completion date 1 November 2017, and numbers for 2017 in this section may therefore differ from the Consolidated Financial Statements. All production, reserve and resource data in this annual report are net to Point Resources AS. Point Resources AS has an ambition to become a leading, independent E&P company on the Norwegian Continental Shelf
    [Show full text]
  • Status for Fusjonsarbeidet
    Soft Nano Science/Technology Jon Otto Fossum Norwegian University of Science and Technology - NTNU Trondheim Norway Norwegian University of Science and Technology NTNU Norwegian University of Science and Technology - NTNU Trondheim Oslo-Trondheim ~45 min by plane Norwegian University of Science and Technology - NTNU Norwegian University of Science and Technology - NTNU Foto: Carl-Erik Eriksson Norwegian University of Science and Technology STUDIES 14 University-level institutions in Norway 1) NTNU – Norwegian University of Science and Technology 13 2) University of Oslo 3) Norwegian University of Life Sciences 4) Norwegian School of Economics and Business Administration 5) Norwegian School of Sport Sciences 16 6) The Oslo School of Architecture and Design 7) The Norwegian Academy of Music 8) The Norwegian School of Veterinary Science 9) UniK – University Graduate Centre, Kjeller 1 10) The Norwegian Lutheran School of Theology 11) University of Stavanger 12) University of Bergen 12 13) University of Tromsø 2,3,4,5,6,7,8,9,10 14) The University Centre in Svalbard 11 15) University of Agder 15 16) University of Nordland Norway has ~ 5 million inhabitants May 2013 Academic history 1217 Schola Cathedralis Nidrosiensis 1760 Royal Norwegian Society of Sciences and Letters 1910 Norwegian Institute of Technology (NTH) 1922 Norwegian Teachers’ College [in Trondheim] (NLHT) 1950 SINTEF (the Foundation for Technical and Industrial Research at NTH) 1955 Norwegian Academy of Technological Sciences (NTVA) (Trondheim) 1968 University in Trondheim (UNIT)
    [Show full text]
  • The Bologna Process and Heis Institutional Autonomy
    Athens Journal of Education - Volume 7, Issue 4, November 2020 – Pages 364-384 The Bologna Process and HEIs Institutional Autonomy By Linda Helén Haukland The Bologna Process has made a strong impact on the development of European higher education, although the greatest impact has not been from the process itself, but from the national reforms introduced along with it. With a relatively young higher education system, Norway was ahead of most European countries in implementing the Bologna Process and reforms indirectly linked to it. Due to path dependencies and the Higher Education Institutions being, to a certain extent, autonomous and carriers of their own culture, we cannot draw conclusions at the local level without empirical studies. Therefore, the case of Nord University shows us how this process directly and indirectly affected Higher Education Institutions in Norway. The Higher Education Institutions (HEI) integrated horizontally in an education system that was increasingly hierarchical and competitive. The need for standardisation in order to secure equality and efficiency, and the demand for greater autonomy in the HEIs was answered by strengthening some and weakening other forms of institutional autonomy along with the establishment of a new accreditation system. Three dimensions of autonomy are touched on in this study. Firstly, the question of who has decision-making power in the HEIs defines whether they are ruled by professional or administrative autonomy. Secondly, the question of the HEIs’ mission is decided either by the HEI itself, representing substantive autonomy, or by external demands on production and external funding, representing what I call beneficial autonomy. Finally, the question of how the HEIs fulfil their mission decides whether they have individual autonomy or procedural autonomy.
    [Show full text]
  • SYLVIA NAIMARK Born in 1955 in Malmö, Sweden
    SYLVIA NAIMARK Born in 1955 in Malmö, Sweden EDUCATION Konstfack, University College of Arts Craft and Design, Stockholm Bezalel, Academy of Art, Jerusalem Stockholm University of the Arts SELECTED SOLO EXHIBITIONS 2018 Dog Secret, Nancy Margolis Gallery, New York City 2017 What Remains, Ping Pong Gallery, Malmö 2014 PS Gallery, Gothenburg 2013 Härnösands, Konsthall 2012 Tomarps, Kungsgård Kvidinge 2011 Walk, Jakobsbergs Konsthall 2010 Jakobsbergs konsthall Astley Gallery, Skinnskatteberg Landskrona, Konsthall,Landskrona 2009 KAZ Gallery, Västerås 2007 Galleri Solvang, Stockholm 2005 Galleri Strömbom, Uppsala 2000 Galleri Bergman, Stockholm 1999 Galleri Bergman, Malmö 1999 Galleri Ölund, Borås 1998 Eksjö Museum, Eksjö 1997 Galleri Bergman, Göteborg 1996 Galleri Bergman, Stockholm 1993 Konstnärshuset, Stockholm SELECTED GROUP EXHIBITIONS 2016 “Gallery Artists: Pre-Christmas Exhibition”, Nancy Margolis Gallery, New York, NY 2015 “Figuration Inside/Out”, Nancy Margolis Gallery, New York, NY 2015 “The Stranger”, Färgfabriken Exhibition Hall,Stockholm 2013 “Nordic Neighbours”, Cité des Arts ,Paris 2013 “Recollections”, Tomarps Kungsgård 2012 “Grafiiik”, Tomarps Kungsgård 2009 Gallery Operatingplace, Stockholm 2008 “Svenskt Samtidsmåleri”, Edsviks Konsthall th 523 West 25 Street New York 10001 nancymargolisgallery.com 2007 Galleri Solvang, Stockholm 2006 Life Foundation Stockholm Art Fair 1997 Edsvik Konsthall Sollentuna 1989 O Street Studio, Washington DC 1988 “New Sweden 88”, Washington DC RESIDENCIES /AWARDS 2017 The Foundation Längmanska
    [Show full text]
  • Faculty for Biosciences and Aquaculture Annual Report 2016
    FACULTY FOR BIOSCIENCES AND AQUACULTURE ANNUAL REPORT 2016 We educate for the future! MILESTONES IN 2016 NEW UNIVERSITY FIRST CLASS TO GRADUATE AS DOCTORS Nord University was established on 1 January 2016 as OF VETERINARY MEDICINE AT UVMP a result of a merger between the former University of The cooperation with the University of Veterinary Nordland, Nesna University College and Nord-Trøn- Medicine and Pharmacy (UVMP) in Slovakia is part of delag University College. It was a big milestone. The FBA’s international profile. The joint degree of Joint Board adopted a new faculty structure with five Bachelor in Animal Science constitutes the corner- faculties in June 2016. The “old FBA” in Bodø and stone of the cooperation. The first 11 veterinarians the “green” sectors in animal science and nature graduated in 2016. They started their studies in Bodø management at Steinkjer became a new Faculty of in 2010 and completed their bachelor’s degree in Biosciences and Aquaculture (FBA). Formally, the 2013. In June 2016 they got their degree in veteri- new faculty was established on 1.1.2017, and gave nary medicine, and were ready to start practice in FBA a solid growth both in number of employees Norway or other countries they wish to work. All and students. graduates had relevant work to go to the day they received their diploma. In the coming years, this Several processes and meetings among new collea- cooperation between FBA and UVMP, with study gues were carried out at both university and faculty starting in Bodø, will educate ± 25 veterinarians - a level during 2016.
    [Show full text]
  • Forskarfredag Stockholm 2018
    ForskarFredag StockholM 2018 When: Friday 28 September 2018 at 9.00-15.00 Where: AlbaNova University Centre and House of Science in Stockholm For whom: Pupils at Upper Secondary School and in Year 9. There is also an exhibition for schools and the general public. Registration? www.forskarfredag.se/stockholm Cost? Free admission! All activities are in Swedish unless otherwise stated. Programme for ForskarFredag Stockholm 2018 Welcome to our annual science festival that offers a wide range of exciting talks given by researchers, shows, dialogues and a great exhibition with lots of hands-on experiments. Throughout Friday there is an opportunity to meet researchers at AlbaNova University Centre, House of Science and SciLifeLab. For the first time, lots of exciting activities are also taking place on the Saturday too (see separate programme). Take the opportunity to meet some of Stockholm’s top researchers! The 2018 ForskarFredag in Stockholm is organised by Funding partners: Co-organisers: ADOPT, KRC, Röda Korsets Högskola, Sophiahemmet Högskola, Konstfack, Vasamuseet, Nobelmuseet, SciLifeLab, Sveriges unga akademi, Skolforskningsinstitutet, Intercult, Scania ForskarFredag has been funded by the European och AstraZeneca. Commission under HORIZON 2020 in the framework of the Marie Sklodowska Curie actions, GA No. 722934. Popular science presentations in the Oskar Klein room (FR4), AlbaNova University Centre Meet three researchers in the Svedberg room (FD5), AlbaNova University Centre Presentations are around 30 minutes long unless otherwise stated. Seating capacity 265. Pre-booking is necessary — booking code in brackets ( ) Seating capacity 265. Pre-booking is necessary – booking code in brackets ( ) What is it really like to be a scientist? Take the opportunity to meet three researchers from completely different fields, who will chat about themselves, their research and their career paths.
    [Show full text]
  • Council of the University of the Arctic: Strides in Strategic Development
    Report to the Senior Arctic Officials of the Arctic Council Narvik, Norway November 28-29, 2007 University of the Arctic International Secretariat University of Lapland Report to the Senior Arctic Officials of the Arctic Council November 2007 Introduction The University of the Arctic (UArctic) is a cooperative network of universities, colleges, and other organizations committed to higher education and research in the North. UArctic constitutes 110 members from around the Arctic; 87 higher education institutions and 33 other organizations. It is now 10 years since the early idea of a University of the Arctic came from a small group of individuals at an AMAP meeting, leading to a proposal to the Senior Arctic Officials (SAOs). This proposal envisaged a geographically dispersed institution that would combine the strengths of existing establishments by bringing together students and staff. Benefits would include the sharing of Arctic knowledge, costs of expensive and/or underused facilities, and expanded opportunities for access to education among the region's residents, in particular, for the indigenous peoples of the region. The SAO’s mandated a feasibility study on the University of the Arctic, and the process led to the Iqualuit Declaration of 1998 where the Ministers, "welcome, and are pleased to announce the establishment of the University of the Arctic, a university without walls...". The official Launch of the University of the Arctic occurred in Rovaniemi, Finland, on June 12, 2001, in conjunction with the celebration of the 10th anniversary of the Rovaniemi process. In the years following the Launch, membership has increased steadily and the administrative structures to support governance and programs have been consolidated.
    [Show full text]