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The Comenius programme is a European Union educational project. It concerns school-level education, and is part of the EU's Erasmus + 2014-2020 Programme. It aims "to help young people and educational staff better understand the range of European cultures, languages and values". [1]
Its name derives from the 17th-century Czech educator John Amos Comenius.
The program is focussed on several areas: [1]
The goal of the program is to have participation of more than three million students and teachers in international activities, thus improving mobility of students and teachers in the EU.
Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner, and to ensure the fulfillment of an individual.
Early childhood education (ECE), also known as nursery education, is a branch of education theory that relates to the teaching of children from birth up to the age of eight. Traditionally, this is up to the equivalent of third grade. ECE is described as an important period in child development.
The SOCRATES programme was an educational initiative of the European Commission; 31 countries took part. The initial Socrates programme ran from 1994 until 31 December 1999 when it was replaced by the Socrates II programme on 24 January 2000, which ran until 2006. This, in turn, was replaced by the Lifelong Learning Programme 2007–2013.
The Erasmus Programme is a European Union (EU) student exchange programme established in 1987. Erasmus+, or Erasmus Plus, is the new programme combining all the EU's current schemes for education, training, youth and sport, which was started in January 2014.
The Lifelong Learning Programme 2007–2013 was the European Union programme for education and training.
In the European Union education is at the responsibility of its Member States and their Ministries of education that they have; in such, the European Union institutions play only a supporting and overseeing role. According to Art. 165 of the Treaty on the Functioning of the European Union, the Community
shall contribute to the development of quality education by encouraging cooperation between Member States, through actions such as promoting the mobility of citizens, designing joint study programmes, establishing networks, exchanging information or teaching languages of the European Union. The Treaty also contains a commitment to promote life-long learning for all citizens of the Union.
Education in Armenia is held in particular esteem in Armenian culture. Education developed the fastest out of the social services, while health and welfare services attempted to maintain the basic state-planned structure of the Soviet era, following Armenia's independence in 1991. Today, Armenia is trying to implement a new vision for its higher education system while pursuing the goals of the European Higher Education Area. The Ministry of Education and Science oversees education in the country.
Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators.
The eTwinning action is an initiative of the European Commission that aims to encourage European schools to collaborate using Information and Communication Technologies (ICT) by providing the necessary infrastructure. Teachers registered in the eTwinning action are enabled to form partnerships and develop collaborative, pedagogical school projects in any subject area with the sole requirements to employ ICT to develop their project and collaborate with teachers from other European countries.
Eklavya is an Indian NGO based in Bhopal, Madhya Pradesh working in the field of education. It was registered as an all India in 1982. The organization is named after Eklavya, the protagonist of a story in the Mahabharat, for his determination to learn even in the absence of a teacher.
Non-formal learning includes various structured learning situations which do not either have the level of curriculum, syllabus, accreditation and certification associated with 'formal learning', but have more structure than that associated with 'informal learning', which typically take place naturally and spontaneously as part of other activities. These form the three styles of learning recognised and supported by the OECD.
Global Hands-On Universe (GHOU) is an educational program that enables students to investigate the Universe while applying tools and concepts from science, math, and technology. Using the Internet, GHOU participants request observations from an automated telescope, download images from an image archive, and analyze them with the help of image processing software.
Leövey Klára Gimnázium is a high school in Budapest, Hungary. Students attend the school from age 14 to age 18.
The Jan Dlugosz University in Czestochowa [JDU; Polish: Uniwersytet Jana Długosza w Częstochowie] is a public university located in Częstochowa, in the Silesian Voivodeship of Poland. Founded in 1971 as a teacher training college, it was transformed into a higher teacher education school in 1974 with two faculties, the Faculty of Mathematics and Natural Sciences, and the Faculty of Pedagogy. Now the university comprises six faculties, the Faculty of Humanities, the Faculty of Social Sciences, the Faculty of Law & Economics, the Faculty of Science & Technology, the Faculty of Art Education and Wladyslaw Biegański Collegium Medicum, some inter-faculty teaching centres for Foreign Language Area Studies, physical education and sports, and approximately 5,500 students and about 700 academic staff members.
The Military Erasmus Programme, formally the European initiative for the exchange of young officers inspired by Erasmus, is an initiative undertaken by the European Union (EU) member states aimed at developing the exchanges between armed forces of future military officers as well as their teachers and instructors during their initial education and training. Due to the fact that the initiative is implemented by the Member States on a purely voluntary basis, their autonomy with regard to military training is not compromised.
The Lifelong Learning Programme 2007–2013 in Finland consisted of the Finnish participation in the Lifelong Learning Programme 2007–2013 of the European Union.
Erasmus+ is the European Commission's Programme for education, training, youth, and sport for the period 2021–2027, succeeding the previous programme (2014–2020). As an integrated programme, Erasmus+ offers more opportunities for the mobility of learners and staff and cooperation across the education, training, and youth sectors and is easier to access than its predecessors, with simplified funding rules and a structure that aims to streamline the administration of the programme. The new Erasmus+ Program, running from 2021–27, is more digital, inclusive and innovative, as well as greener.
The Learning Teacher Network is a European non-profit, member-based education network and association, which performs as a European platform for professional debate in the vanguard of educational progress. The network works closely with UNESCO in Quality Education and the implementation of the Global Action Programme for Education for Sustainable Development (GAP/ESD).
Virtual exchange is an instructional approach or practice for language learning. It broadly refers to the "notion of 'connecting' language learners in pedagogically structured interaction and collaboration" through computer-mediated communication for the purpose of improving their language skills, intercultural communicative competence, and digital literacies. Although it proliferated with the advance of the internet and web 2.0 technologies in the 1990s, its roots can be traced to learning networks pioneered by Célestin Freinet in 1920s and, according to Dooly, even earlier in Jardine's work with collaborative writing at the University of Glasgow at the end of the 17th to the early 18th century.
Blended mobility is an educational concept that combines physical academic mobility, virtual mobility and blended learning. It aims to promote employability of higher education students. Since 2009 it has evolved from virtual mobility, keeping the international value of academic mobility, but at the same time giving a concrete answer to possible family related, financial, psychological and social barriers of a physical mobility.
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