Guadal pp prof. dr. josé francisco álvarez

Intra and Inter-Regional Cooperation

Prof. Dr. J. Francisco Álvarez [email protected]

Member of Executive Committees:AIESAD (Asociación Iberoamericana de Educación Superior a Distancia)

and EADTU (European Association of Distance Teaching Universities)

Vice-rector UNED ( National Distance Training University) Spain

3rd Global Meeting of Association of Universities . Guadalajara, Mexico. April 20th – 22nd, 2009

Universities should be active agents in globalisation process

• “A global multi-level governance system in which world regions are becoming important is taking shape. This ‘new regionalism’paradigm is a multidimensional form of integration, which includes economic, political, social, and cultural aspects and thus goes far beyond the goal of creating region-based free trade regimes or security alliances of earlier regionalisms”.

C. de Prado Yepes“Regionalisation of higher education services in Europe and East Asia and potential for

global change”. Asia Europe Journal. 2007;5(1), 84.


Globalisation and regionalisation• If globalisation has a strong normative dimension, regionalisation is

interestingly the result of a mix of political will, pragmatism, and of spontaneous economic and cultural forces. Yet, before looking for confirmation of this assertion in the review of some regionalisation experiences, it is worth recalling the flexibility of the concept of region.

• The boundaries of any region depend upon the choice of those who decide to belong to it. The dictionary gives the following definition of a region: “Region: a relatively large territory, possessing physical and human characteristics that make it a unity distinct from neighbouring regions or within a whole that includes it”. Indeed, this definition fits with the practice of using the word region to designate a part of a country as well as a group of countries, small or large, depending on the unifying characteristics retained.

• The region is therefore likely to be better suited in analysing societal behaviours and in making decisions than the global world from which, by definition no one can decide to escape.

Berthelot, Yves (2005: 3)


INTRA-RegionalEuropean Higher Education Area (EHEA)

• The Bologna Declaration(1999) and the Lisbon Special European Council (2000) laid down a series of initiatives aimed at achieving some ambitious targets in the field of higher education, to be reached by 2010. The mobility of professional was considered as a key factor for citizenship.

Socrates/Erasmus programme, which has been operating for more than 30 years now.


European Area• From learning agreement (Erasmus) to

Credit Transfer• European Credit Transfer System

(ECTS)Two main issues may be identified with respect to mobility:the additional cost entailed and current difficulties in the recognition of academic qualifications, both of wich are significant when making mobility proposals for third countries.


INTRA and INTERThe European Higher Education Area (EHEA) and its strive for internationalisation: 48 countries


NET ACTIVEBases and proposals for good practices in

virtual academic mobility• Distance and virtual education offer solutions to

many of the situations involving student mobility, and also establish the grounds for an exchange beyond the borders of the European Community


An inter-regional project with a clear target

• The NetACTIVE (AIESAD-EADTU: Credit Transfer in Virtual and Distance Education) project, coordinated by UNED through its UNESCO Chair of Distance Education, as part of the Erasmus-Mundus programme was born with the aim of making a proposal to increase the mobility of Master students, receiving distance teaching in whole or part, through the virtual mobility of third countries towards Europe.


Inter-regional cooperation• Two of the most important distance higher education

associations are involved. AIESAD (Iberoamerican ) and EADTU( European)

• Both associations have joined efforts in the implementation of this project. They both represent over 70 higher education institutions in more of thirty countries. All the European and Latin American partners count on a long experience in mobility programmes, providing complementary perspectives to plan and schedule it.


INTER-Regional: Europe-America-AsiaACTIVE ASIA: Credit Transfer In Virtual and distance Education • Several countries in Central Asia have acquired experience in the use ECTS through

the participation in TEMPUS projects, which constitutes a great advantages, in order to its diffusion in other Asian regions.

• Project "ACTIVE Asia" aims to use the active tools to extend the promotion of the European Higher Education Space in this region in Central Asia and China using virtual and distance teaching methodology.

• Its specific aims are:• to share with the participant institutions the advantages, tools and procedures of

virtual exchange• to establish a sustainable Centre of Virtual Mobility Support in the region


ACTIVE ASIA: ASIA-EUROPE (2008-Based on project ACTIVE (2005 - 2007)

• After appropriate research in the area, the ACTIVE outputs and methodology will be adapted in order to develop a valid virtual schema with institutions of Central Asia and China. The joint development of distance language and culture courses to help students to prepare physical mobility will be also considered.

• Project ACTIVE Asia aims to facilitate the participation of Asiatic institutions and students in high quality European postgraduate courses.

2010)

BeneficiaryUNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA-UNEDPartnersKZ-AL-FARABI KAZAKH NATIONAL UNIVERSITYCN-ANSHAN NORMAL UNIVERSITY ES-ASOCIACION IBEROAMERICANA DE EDUCACION SUPERIOR A DISTANCIA FR-CENTRE NATIONAL D'ENSEIGNEMENT A DISTANCEPT-INSTITUTO POLITÉCNICO DE LEIRIAKG-J. BALASSAGYN KYRGYZ NATIONAL UNIVERSITY


http://net-active.info/




Virtual as LLL mainstream educationEUROPEAN PORTAL FOR INTERNATIONAL COURSES AND SERVICES

Partnership EPICS

European Universities (NL) Universidad Nacional de Educación a Distancia (ES) EuroPACE (BE) Swedish Agency for Networks and Cooperation in Higher Education (SE) Open Universiteit Nederland (NL) Open University (UK) Estonian Information Technology Foundation (EE) UniversitàTelematica Internazionale UNINETTUNO (IT) Universidade Aberta (PT) Anadolu University (TR) Zentrum for Fernstudien Schweiz (CH) Association of Distance Teaching


AVICENNA VIRTUAL CAMPUSUNESCO (SC/AP) and the European Commission (initiated in 2002 on 3 years) a large projectcalled AVICENNA VIRTUAL CAMPUS within the framework of EUMEDIS programme. TheAvicenna project intends to create a Euro-Mediterranean network of universities for elearning.The aim of the Avicenna project is to accelerate the adoption and use of ICTassistedOpen Distance Learning (ODL) in 15 Mediterranean universities.

The following institutions hosting an Avicenna Knowledge Centre :Algeria (Université de la Formation Continue).Cyprus (University of Cyprus)Egypt (Faculty of Computer and Information). France (Université de la Méditerranée)Italy (Network per l’Università Ovunque NETTUNOJordan (Philadelphia University in Amman). Lebanon (Lebanese University)Malta (Malta Council for Science and Technology)Morocco (Ecole Nationale Supérieure d’Informatique et d’Analyse des Systèmes)Palestinian Authority (Al Quds Open University)Spain (Universidad National de Educacion a Distancia UNED)Syria (University of Damascus)Tunisia (Institut Supérieur de l’Education et de la Formation Continue in Tunis)Turkey (Middle East Technical University), andUnited Kingdom (Open University).


Reform of Higher Education through International University Cooperation. European Commission

Demand for e-learning in the target Universities and societies is clearly identified, asODL may bring wider access to University-based initial and continuing education. The network organization will be stimulated and comforted by the engagement of some of

the European Union.s leading open universities, under the aegis of UNESCO. The Avicenna campus aims to construct a network capable of transferring knowledgebetween entry points in each participating country known as Avicenna Knowledge

Centres. This implies that all the Centres respect a common norm with regard to technology.

Avicenna include an educational virtual library. .Cross-fertilization. of thedifferent contents made available by participating universities will be encouraged.

Students are also sure to appreciate the possibility of having credits gained from one Centre acknowledged by other participating universities.

For more information, please consult the Avicenna Web: http://avicenna.unesco.org


http://avicenna.unesco.org/

A World of SCIENCE, Vol. 4, No. 4, October – December 2006


• America Organisation of American• States• Inter-American Organisation for Higher Education• since 1979• North American Free Trade• Agreement• Consortium for North American Higher• Education Collaboration since 1990s• Latin America Unión de Universidades de América Latina, 1949• Organización de Estados Iberoamerianos para la• Educación, la Ciencia y la Cultura• Andean Pact Convenio Andrés Bello since 1970• Mercosur Grupo Montevideo since 1991• Africa Southern Africa• Development Cooperation• Protocol of Education and Training since 1997• African Union 2006-2011 plan to develop peace through education, in• connection with sub-regional processes and linking• with my countries and international organisations• Arab world League of Arab States Not yet• Gulf Cooperation Council Exchange of faculty and students since 1985• Europe Council of Europe Facilitating education collaboration since 1949• European Union (and• economic associates)• Ministerial Councils supervise the Erasmus• programme of the European Commission since• 1987.


Bibliography• Berthelot, Yves. Regionalisation and Globalisation: Two

Concomitant Dynamics in Need of Coherent Institutions. En: Semináro Internacional REG GEN: Alternativas Globalização (8 al 13 de Octubre de 2005) Rio de Janeiro, Brasil : UNESCO, http://bibliotecavirtual.clacso.org.ar/ar/libros/reggen/pp20.p

• de Prado Yepes, César. "Regionalisation of Higher Education Services in Europe and East Asia and Potential for Global Change." Asia Europe Journal 5, no. 1 (2007): 83-92.

• Song, Weiqing. "Regionalisation, Inter-Regional Cooperation and Global Governance." Asia Europe Journal 5, no. 1 (2007): 67-82.


http://bibliotecavirtual.clacso.org.ar/ar/libros/reggen/pp20.p

Guadal pp prof. dr. josé francisco álvarez

Education

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