Higher Education Reform Experts’ Activity Report 2019

This report has been produced on the basis of 2019 HERE reports received from the 26 National Erasmus+ Offices (NEOs) concerned, and of EACEA’s monitoring of the NEO and HERE activities in 2019. The introductory part is followed by country specific sections, which have been produced by the NEOs to present higher education developments in their countries and highlight the main achievement of their teams. The aim of these country presentations is to give visibility to the activities carried out by HEREs and NEOs at the national level and to give inspiration to colleagues in other countries when planning their HERE activities for the coming years.

Higher Education Reform Experts’ Activity Report 2018

This report has been produced on the basis of the 2018 HERE reports received from the 26 National Erasmus+ Offices (NEOs) concerned, and of EACEA’s monitoring of the NEO and HERE activities in 2018. The introductory part is followed by country specific sections, which have been produced by the NEOs to present higher education developments in their countries and highlight the main achievement of their teams. The aim of these country presentations is to give visibility to the activities carried out by HEREs and NEOs at the national level and to give inspiration to colleagues in other countries when planning their HERE activities for the coming years.

Higher Education Reform Experts’ Activity Report 2017

This report has been produced on the basis of the 2017 HERE reports received from the 26 National Erasmus+ Offices (NEOs) concerned, and of EACEA’s monitoring of the NEO and HERE activities in 2017. The introductory part is followed by country specific sections, which have been produced by the NEOs to present higher education developments in their countries and highlight the main achievement of their teams. The aim of these country presentations is to give visibility to the activities carried out by HEREs and NEOs at the national level and to give inspiration to colleagues in other countries when planning their HERE activities for the coming years.

Higher Education Reform Experts’ Activity Report 2016

This report has been produced on the basis of the 2016 HERE reports received from the 26 National Erasmus+ Offices (NEOs) concerned, and of EACEA’s monitoring of the NEO and HERE activities in 2016. The introductory part is followed by country specific sections, which have been produced by the NEOs to present higher education developments in their countries and highlight the main achievement of their teams. The aim of these country presentations is to give visibility to the activities carried out by HEREs and NEOs at the national level and to give inspiration to colleagues in other countries when planning their HERE activities for the coming years.

HOW TO PREPARE AND DELIVER A STUDENT-CENTERED COURSE: METHODOLOGICAL GUIDELINES FOR PROFESSORS

The publication under consideration is a manual aimed at helping the educators to design the course packages. Although, being intended for educational courses in Oriental Studies, this handbook may as well be methodologically useful for designing courses in other fields of Humanities. It provides the reader with the contents of the educational package of a learner-centered course, as well as with one example of a learner-oriented course.
The handbook is intended for professors, aspirants (PhD students), students, and specialists involved in reforms of higher education.

“Design and Delivery of Competence-based Study Programmes”

A methodological guide for Armenian Higher Education Institutions entitled “Design and Delivery of Competence-based Study Programmes” was funded by OSI AFA and published by Tempus HERE-Armenia budget.

The Guide provides main methodological approaches and mechanisms for:

• designing competence-based study programmes;
• defining generic and subject-specific competences for the 1st and 2nd cycle degrees;
• estimating student workload and allocation of ECTS credits;
• deciding on appropriate teaching, learning and assessment methods as well as continues enhancement of quality in programme level.

The proposed Guide has been presented to and discussed by the Ministry of Education and Science of Armenia and received its recommendation for publishing as a methodological guide for Armenian HEIs.

“National Impact Study Armenia”

The current review dwells on the impact of Erasmus+ Capacity Building projects in the field of higher education (CBHE) for the period of 2015-2020. The reporting period has stood out with interesting developments that were crowned by an attempt at passing a new law on higher education and science. The 10 selected EU funded Erasmus+ CBHE projects, to be subject to impact assessment have been examined from four major perspectives: 1) curriculum, 2) policy development, 3) inclusiveness and, 4) internationalisation, whereas their impact per se has been measured at 3 main levels – individual, institutional and national.