Practice-oriented Education

Practice-oriented education combines academic theory and practical experience, and incorporates inputs from the business world in order to react in a flexible way to the rapidly changing needs of the labor market. Students benefit from the strong practical focus of their study programs as they acquire up-to-date, professional, real-world knowledge and skills. Internships, projects and partnerships with companies, non-profit organizations and the public sector are an integrative part of a practice-oriented curriculum. In this area we focus on the development of applied curricula, the introduction of competence-based teaching and learning, the establishment of cooperation between universities and economy/society with measures such as case study competitions and internships, and through the introduction of career centers and alumni networks.  


ARARAT - Armenian Coordination Agency "University -Employer"

The wider objective of the project is to ameliorate the relevance of higher education to ever-changing labor market needs through establishment and operationalization of universities-employers cooperation nexus in Armenia.
One of the issues still impeding the development of the RA higher education is the blurred links between the labour market and professional education. In particular, achievement of the national goals on the RA Government agenda is still impeded by the lack of necessary data to support decision-making on institutional planning and national employment policy. This brings about insufficient involvement of social partners in education issues, inefficient investment in human resources (graduates), lack of information on the professional evolution at different moments in time after graduation correlated with a series of social-biographic and educational descriptors (necessary feedback for HE system improvement). Having failed to put forth the requisite competencies, the local market manifests its lack of capacity to act as an active stakeholder of the education process.

Yet another challenge is raising awareness among the students about potential career paths and skills necessary for employment. Coupled with the latter, both economic and societal fragmentation make the orientation of the higher education towards the market quite complicated and create extra obstacles for workforce mobility.

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INARM – Informatics and Management: Bologna-Style Qualifications Frameworks

QUALIFICATION FRAMEWORKS) is a two-year multi-country project, under the EACEA
N° 25/2011, 5th call and Higher Education and Society, Structural Measures
action. INARM’s wider objective is to contribute to further improvement of
Russian, Ukrainian and Armenian higher education by developing sectorial
qualifications frameworks for informatics and management and promoting quality,
coherence and relevance of the qualification awards.

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QUADRIGA: Qualification Frameworks in Central Asia: Bologna-Based Principles and Regional Cooperation

The main objective of the project is to approach the Central Asia Countries’ higher education to real needs of economic and social development of these countries. The most important objectives are the following: analysis of the situation in Kyrgyzstan, Kazakhstan and Tajikistan; establishment jointly with national Ministries of Education, National Committees on Qualification Frameworks in each of the partner countries and organise Regional CA Network of Committees on Qualification Frameworks; improvement of national General Regulations concerning education standards in particular fields, on the basis of qualification framework ideas, Bologna principles and the EU universities’ experience; introduction of new national standards in the participating CA countries for information science; mapping of progression routes on the basis of standardized questionnaire; preparation of subject area and sectored level descriptors for the levels 6, 7 and 8 for informatics by the groups of professionals from National QF Committees. Besides capacity building for standards development in participating partner countries the project seeks to develop a credit based sectored qualification framework for the sector of Information Sciences. The framework is intended to cover the levels 6 to 8 of the European Qualification Framework (EQF) for Life Long Learning (LLL). The achievement of such a framework as an intermediate level between the subject area level and the general level of the EQF will facilitate the recognition of prior (formal, informal and non formal) learning by developing clear reference points. The project is aimed to assist in building a structure for filling in the gap between a graduate's capacity and employer's demand. Moreover, after few successful EU projects in the CA area that have brought standards of Bologna as well as those of quality assurance to the local HE systems it is necessary to proceed with standards for forming a comparable learning profile in each field of study. Realization of the project will provide background for modernization of curricula, promote closer cooperation and understanding between universities and employers (enterprises, industries, public sector) what is finally aimed to be beneficial for graduates of higher education institutions of Central Asia.

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KTU: Knowledge Transfer Units - From Applied Research and Technology-Entrepreneurial Know-How Exchange to Development of Interdisciplinary Curricula Modules

The Joint Tempus Project “Knowledge Transfer Unit - From Applied Research and Technology-Entrepreneurial Know-How Exchange to Development of Interdisciplinary Curricula Modules (KTU)” aims at development of sustainable relationship between universities and economy in Ukraine. The wider objective of this project is to strengthen the PCUs in a way that will allow them to fulfill their central role as innovators in their national economies and to become a respected partner of the enterprises.
The project has the following two specific objectives:
1.) With the support of the EU partners from Austria, Hungary, Spain and Sweden, the PCUs will establish Knowledge Transfer Units and develop their capacities. This will allow them to attract enterprises by offering them specific services and technologies (rapid prototyping technology). By working jointly on pilot projects universities and enterprises will develop direct and sustainable relationships that will considerably contribute to the development of both universities and the national economy.
2.) In second line this project aims at curriculum modernization using the inputs gained from the activities of the Knowledge Transfer Units and developing of new and modernized practice oriented interdisciplinary modules which will be implemented during the project

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ideaLAB: Fostering students' entrepreneurship and open innovation in university-industry collaboration

The general objective of the project is to advance employment and self-employment potential of graduates from WBC and enhance innovativeness of companies by fostering students’ entrepreneurship, creation of business start-ups and open innovation approach in collaboration between universities and enterprises. The project will achieve this by developing a co-creative and supportive environment - iDEA Lab network which will encourage and foster students’ entrepreneurial intent and at the same time support open innovation approach. Specific objectives are:
• To set up, equip and network co-creative centres (iDEA labs) to support students to generate, develop and commercialize their own innovative ideas through entrepreneurship and/or open innovation
• To foster student entrepreneurship and start-up creation at university settings by improving infrastructure, entrepreneurial culture and skills
• To introduce and implement open innovation as a new form of partnership among key stakeholders in knowledge triangle in WBC
• To revise and adapt curricula to include entrepreneurial skills and problem-based learning
These objectives should be achieved through synergetic partnership of 3 RS, 3 BA and 2 ME HEIs, representing public and private sector, 9 WBC organisations representing key stakeholders (including students), 3 well known EU HEIs and 3 non-academic EU partners with extensive experience in dealing with entrepreneurship, open innovation and international projects. The principal results will include: 6 iDEA labs and their network in WBC with trained staff; developed and realized trainings for students and companies, established regional Market for ideas, developed students’ start-ups and open innovations with companies, revised and adapted curricula. These results will provide infrastructural resources necessary to secure project sustainability beyond its lifetime. Results and best practice will be actively diffused and exploited at national, regional and European level.

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SALE – Social Media Training to Combat Unemployment Among Higher Education Graduates

The Joint Erasmus+
Project ““SALE – Social Media Training
to Combat Unemployment Among Higher Education Graduates” aims to develop,
teach and distribute group and individual content for unemployed higher
education graduates, based on a comprehensive needs analysis. Within the
project, a training curriculum will be developed and implemented on how for
unemployed education graduates to present themselves/take advantage of social
media in order to appeal to potential employers.

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MLS4Eng - Professional Development Courses for Engineering Management and Leadership Skills

The major aim of the project is to jointly develop and
implement professional development courses for engineering management and
leadership skills, which will address European standards for management and
leadership, as well as be built on rigorous research evidence and principles of
adult education. The professional development courses for management and
leadership skills will be modular and practice-oriented, and will overcome
skills mismatches and increase management and leadership competencies of
engineers working on managerial positions in Macedonia, and in the region
prospectively. The second aim of the project is to develop learning
environment, online courses, webinars, which will offer flexibility and will be
adapted according to learning preferences of adult.

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