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United Nations Millennium Declaration (2000)
The UN Millennium Declaration was adopted by world leaders in 2000 built upon a decade of major UN conferences and summits. The Declaration committed nations to a new global partnership to reduce extreme poverty, and set out a series of eight time-bound targets - with a deadline of 2015 - that have become known as the Millennium Development Goals. The final MDGs report found that the 15-year effort has produced the most successful anti-poverty movement in history, but the job was unfinished for millions of people. In order to shift the world onto a sustainable path, the global Sustainable Development Goals were set up for the next 15 years and fixed in the 2030 Agenda for Sustainable Development.
http://www.un.org/millennium/declaration/ares552e.pdfUnlocking Potential, Embracing Ambition. A Shared Plan for the Arts, Screen and Creative Industries 2014-2024
The plan sets out a shared vision for the arts, screen and creative industries in Scotland for 10 years. It also defines the framework priorities for three years. Nearly a thousand people working in these sectors were involved into shaping the vision through consultation, conversation, feedback and dialogue [estimated population of Scotland in 2016 is 5,422 Million] The plan defines a shared vision as following: “We want a Scotland where everyone actively values and celebrates arts and creativity as the heartbeat for our lives and the world in which we live; which continually extends its imagination and ways of doing things; and where the arts, screen and creative industries are confident, connected and thriving”.
http://www.creativescotland.com/what-we-do/the-10-year-planURBAN ACTION
British Council Ukraine and Goethe-Institut Ukraine, in partnership with CANactions, launch a programme to identify, support and implement innovative urban development projects that seek to reinvigorate post-industrial, mid-sized cities across Ukraine, drawing on British and German expertise in this area. Open call for applications will run till 16 January 2017. The international panel of experts will select two winning proposals that will receive up to EURO 15,000 each to implement their project, as well as the chance to receive mentorship support from a German and/or British urban development agency. Selected teams will also get the chance to travel to Germany and/or the UK to take part in a tailored study-tour of urban regeneration.
http://urbanaction.com.ua/VEDAMO
This portal is a complete solution for creating, managing and administrating your own online educational services. It is specifically designed for the needs of distance education. VEDAMО was developed in collaboration with university professors and researchers and upgraded based on feedback from its users - tutors, learners and educational administrators.
https://www.vedamo.comVisegrad 4 Eastern Partnership Programme (V4EaP)
The Programme aims to enhance the coop¬er¬a¬tion between Visegrad and Eastern Partnership regions by sharing the unique know-how of V4 coun¬tries on social and eco¬nomic trans¬for¬ma¬tion, democ¬ra¬ti¬za¬tion and regional coop¬er¬a¬tion with EaP countries. Devel¬op¬ment of civil soci¬ety and sup¬port for partnership among local gov¬ern¬ments, uni¬ver¬si¬ties and indi¬vid¬ual citizens are in focus of the Programme. The V4EaP consists of separate grant programmes. The Visegrad University Studies Grants — EaP targets higher-education institutions in EaP countries in financing projects devel¬op¬ing uni¬ver¬sity courses or degree pro¬grams which focus on shar¬ing spe¬cific V4 expe¬ri¬ence with democ¬ra¬ti¬za¬tion and trans¬for¬ma¬tion processes, regional coop¬er¬a¬tion, and the EU acces¬sion process. The Flagship Projects programme sup¬ports long-term projects and the Extended Standard Grants sup¬port medium-term projects. Both types of projects have to be of strate¬gic char¬ac¬ter and promote reform processes, polit¬i¬cal asso¬ci¬a¬tion and eco¬nomic inte¬gra¬tion with the EU, strengthening insti¬tu¬tional capac¬ities, con¬tributing to the devel¬op¬ment of civil soci¬ety and the over¬all trans¬for¬ma¬tion of the EaP coun¬tries. The V4EaP also includes the EaP chapter of the Visegrad Scholarship Programme covering incoming scholarships for scholars from EaP countries to V4 higher-education institutions.
http://visegradfund.org/grants/v4eap/Visegrad Fund
The International Visegrad Fund is an inter¬na¬tional orga¬ni¬za¬tion founded by the gov¬ern¬ments of the Visegrad Group (V4) countries — the Czech Republic, Hungary, the Republic of Poland, and the Slovak Republic. The pur¬pose of the fund is to facil¬i¬tate and pro¬mote the devel¬op¬ment of closer coop¬er¬a¬tion among cit¬i¬zens and insti¬tu¬tions in the region as well as between the V4 region and other coun¬tries including Eastern Partnership. The fund operates several grant programmes. It also awards individual scholarships, fellowships and artist residencies. Grant sup¬port is given to original projects in the areas of cul¬ture, sci¬ence and research, youth exchanges, cross-border cooperation and tourism pro¬mo¬tion, as well as in other priority areas defined in calls for proposals published on the fund’s web-site.
http://visegradfund.org/about/Visegrad Scholarship Programme
Applications are invited for Visegrad scholarship program to support the mobility of students and researchers from the V4 region (the Czech Republic, Hungary, Poland and Slovakia), Western Balkan and Eastern Partnership countries. This scholarship program includes Masters and post-Masters (Ph.D./postdoc) schol¬ar¬ships to work on study/research projects at the host university/institution for the entire schol¬ar¬ship period. All Higher Education Institutions accredited by the governments (ministries responsible for higher education) and Institutes of Academies of Sciences are eligible to be host institutions. Deadline: 31 January 2017
http://visegradfund.org/scholarships/visegrad-scholarships-at-osa/Visegrad Scholarship Programme – EaP
The EaP chapter of Visegrad scholarships supports Masters and post-Masters (Ph.D./postdoc) studies/research stays at any accredited public or private higher-education institution in the V4 countries: the Czech Republic, Hungary, Poland and Slovakia for scholars who are citizens of Eastern Partnership countries. The Programme is created to facilitate academic exchanges. Deadline: 31 January 2017
http://visegradfund.org/scholarships/visegrad-scholarships-at-osa/Visual Arts Sector Review
The review is currently underway. It is planned to publish the document in 2016. The review will consider core issues such as excellence, access and inclusion, geography, diversity, learning, digital and sustainability. The review process includes a series of open sessions and open space meetings to provide an opportunity for visual art professionals to share their priorities for future development with colleagues from across the sector. Existing networks in the sector inform the review, e.g. the Scottish Contemporary Art Network (SCAN), the Scottish Artists Union (SAU), and the gallery education network.
http://www.creativescotland.com/resources/our-publications/sector-reviews/visual-arts-sector-reviewWhy must culture be at the heart of sustainable urban development? (by N. Duxbary, J. Hosagrahar and J. Pascual. 2016)
This article was commissioned in the framework of the implementation of Agenda 21 for culture and Culture 21 Actions, and it contributes to the activities of the Global Taskforce of Local and Regional Governments for Post-2015 Development Agenda towards Habitat III (2016). The Committee on culture of the world association of United Cities and Local Governments (UCLG) is the platform of cities, organizations and networks that foster the relation between local cultural policies and sustainable development. It uses the Agenda 21 for culture as its founding document. It promotes the exchange of experiences and improves mutual learning. It conveys the messages of cities and local governments on global cultural issues.
http://www.agenda21culture.net/images/a21c/articles/documentos/Culture_SD_cities.pdfWorld Heritage Fund
The World Heritage Fund provides support to the activities requested by States Parties to the 1972 Convention Concerning the Protection of the World Cultural and Natural Heritage that are in need of international assistance. The Fund includes compulsory and voluntary contributions from the States Parties, as well as from private donations. The World Heritage Committee allocates funds according to the urgency of requests, priority being given to the most threatened sites.
http://whc.unesco.org/en/fundingWriting for Young Readers: Opening the Treasure Chest
This course by Commonwealth Education Trust is for curious students and aspiring authors with a passion for writing for young readers. This course will guide the participants with a combination of video lectures, online readings, peer reviews, and guest appearances from world-renowned children’s authors. By the end of the course, participants will have ten to twelve extracts of writing ready to be developed into a portfolio.
https://www.coursera.org/learn/writing-for-children“EntreComp: The Entrepreneurship Competence Framework” Bacigalupo, M., Kampylis, P., Punie, Y., Van den Brande, G. (2016). EntreComp: The Entrepreneurship Competence Framework. Luxembourg: Publication Office of the European Union; EUR 27939 EN; doi:10.2791/593884
This is a Science for Policy report by the Joint Research Centre of the European Commission. It is aimed to provide evidence-based scientific support to the European policy-making process of development of the entrepreneurial capacity of European citizens and organisations. The report presents the EntreComp framework which proposes a definition of entrepreneurship as a competence, with the aim to raise consensus among all stakeholders and to establish a bridge between the worlds of education and work. The EntreComp framework consists of 3 interrelated and interconnected competence areas: ‘Ideas and opportunities’, ‘Resources’ and ‘Into action’. Each of the areas is made up of 5 competences further developed along an 8-level progression model and compose a comprehensive list of 442 learning outcomes. The framework can be used as a basis for the development of curricula and learning activities fostering entrepreneurship as a competence. Also, it can be used for the definition of parameters to assess learners’ and citizens’ entrepreneurial competences.
http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101581/lfna27939enn.pdf“Essen Declaration”: Ten axioms for the culture industries in Europe (EU Presidency Conference: “Culture industries in Europe – a Comparison of Development Concepts” Essen, Germany. May 1999)
The axioms in this declaration are addressed to the different types of people involved in the cultural industries cycle, and can be summarized: cultural industries represent a distinct economic sector that needs a fitting context in Europe; they are future oriented; they can secure and create sustainable employment at regional level; they can help reinforce endogenous regional potential, they deploy Europe’s historic heritage; they need an active culture and economic policy, support from urban development policy, and an integrated urban and regional policy.
http://www.ericarts.org/web/files/134/en/culture_industries_essen_declaration.pdf“Eurobarometer” / European Commission. Public opinion
The website contains the results of public opinion surveys regularly conducted on behalf of the EC since 1973. The surveys address a wide variety of topics relating to the European Union throughout its Member States. There are different types of the surveys: Standard Eurobarometer published twice yearly and consisting of approximately 1000 face-to-face interviews per country; Special Eurobarometer reports based on in-depth thematic studies; Flash Eurobarometer – ad hoc thematic telephone interviews enabling the Commission to obtain results relatively quickly and to focus on specific target groups; and qualitative studies investigating in-depth the motivations, feelings and reactions of selected social groups towards a given subject or concept. This survey database is one of the largest in the world so far.
http://ec.europa.eu/COMMFrontOffice/publicopinion/index.cfm“Europe 2020 Strategy for Growth and Jobs” Europe 2020. A strategy for smart, sustainable and inclusive growth (Communication from the Commission. Brussels, 3.3.2010 COM(2010) 2020 final)
This growth strategy, adopted in 2010 for the decade, describes how the EU wants to become a smart, sustainable and inclusive economy. The strategy outlines three mutually reinforcing priorities aimed to help the EU and the Member States deliver high levels of employment, productivity and social cohesion. The document sets five objectives to be reached by 2020 – on employment, innovation, education, social inclusion and climate/energy. Each EU country has adopted its own national targets in each of these areas. Concrete actions at EU and national levels support the strategy.
http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:2020:FIN:EN:PDF“European Agenda for Culture” Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on a European agenda for culture in a globalizing world {SEC(2007) 570}
The actual EU agenda for culture was based on extensive consultation process carried out in 2006. In order to build on past achievements and reinforce on-going activities, the agenda defines three interrelated sets of objectives: promotion of cultural diversity and intercultural dialogue; promotion of culture as a catalyst for creativity and a source of job creation, economic growth, and social inclusion in the framework of the Lisbon Strategy; and promotion of culture as a vital element in international relations. Special attention is paid to developing new partnerships and working methods to support dialogue with the cultural sector and between the EU and the Member States described in sub-section “Research and policy instruments and strategy implementation mechanisms” below. The agenda also contributes to the Europe 2020 Strategy for Growth and Jobs and satisfies Europe's commitments to international agreements, such as the 2005 UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions.
http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52007DC0242&from=EN“Key competences for lifelong learning” Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (Official Journal L 394 of 30.12.2006)
This is a reference tool for EU countries in their education and training policies. The document defines eight key competences, that should be acquired by both young people in the end of their compulsory education and training and adults throughout their lives in the process of developing and updating skills: communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civil competences; sense of initiative and entrepreneurship; and cultural awareness and expression. These key competences are all interdependent, and the emphasis in each case is on critical thinking, creativity, initiative, problem solving, risk assessment, decision taking and constructive management of feelings. These key competences provide a reference framework to support national and European policy makers, education and training providers, employers and learners
http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=URISERV:c11090“Lisbon Strategy / Lisbon Agenda / Lisbon Process” Lisbon European Council, 23 and 24 March 2000. Presidency Conclusions
The document presents the conclusions of a special meeting of the European Council held on 23-24 March 2000 in Lisbon to agree a new 10-years action and development plan for the European Union – the “Lisbon Strategy”. In order to address the challenges of globalisation and ageing, the strategy aims to strengthen employment, economic reform and social cohesion as part of a knowledge-based economy. Later on in 2005, following a mid-term review, the Lisbon Strategy was re-launched with a focus on growth and jobs. Also a new governance structure based on a partnership approach between the Member States and the EU institutions was put into place. According to the research papers that can be found in sub-section “Research and study documents” below, most of Lisbon Strategy’s goals were not achieved by 2010.
http://www.europarl.europa.eu/summits/lis1_en.htm“Rethinking Education” Rethinking Education: Investing in skills for better socio-economic outcome
The strategy was launched to encourage Member States to take immediate action to ensure that young people develop the skills and competences needed by the labour market and to achieve their targets for growth and jobs. It calls for a fundamental shift in education, with more focus on “learning outcomes” - the knowledge, skills and competences that students acquire. Basic literacy and numeracy still needs to be significantly improved and entrepreneurial skills and a sense of initiative need to be developed or strengthened. The strategy proposes to pay attention to language learning; to adapt and modernize assessment methods; to scale-up the use of ICT and open educational resources (OER) in all learning contexts; to update the skills of teachers through regular training; and to give young people a taste of employment through increased work-based learning.
http://europa.eu/rapid/press-release_IP-12-1233_en.htm