UniAdrion promotes cooperation among Universities and Research Centres mainly through the realization of didactic initiatives, such as training courses, masters, research projects. Their didactic structure is characterized by a blended approach, it means alternation between face to face (seminars, summer school, a period of frontal lessons) and on-line modules through a Web learning environment.
Universita' Politecnica delle Marche
Piazza Roma, 22
60121 - Ancona - Italy
Download the agenda of the Assembly: Agenda - General Assembly 16 October 2014 (Word Doc. - 123 KB)
Download the registration form: Registration Form (Word Doc. - 127 KB)
Structured UNiversity mobility between the Balkans and Europe for the Adriatic-ionian Macroregion
ERASMUS MUNDUS Action 2 - Project funded by the European Commission
The reinforcement of the Uniadrion network is one of the objectives of the project that will focus on the fields of interest already shared by the network's members: protection, cataloguing and promotion of cultural heritage; environment and sustainable development; communication, ports and economic relations.
The aim of the project in the short to medium term is to strenghthen and consolidate academic cooperation among Higher Education Institutions of the Adriatic-Ionian area. The network of relations to be created thanks to mobility flows will represent the academic and cultural infrastructure of the future Adriatic-Ionian Macroregion. The long-term target is to establish a platform for sharing educational paths in order to implement joint programmes for the awarding of joint titles among the universities in the countries of the area and create an adequate scientific background for the Adriatic-Ionian Macroregion.
The report highlights how higher education can reduce poverty, improve health, empower women and protect the environment. “The evidence is unequivocal: education saves and transforms lives,” said UNESCO’s Director-General Irina Bokova.
According to Lalla Aicha Ben Barka, UNESCO’s assistant director-general for Africa, returns of higher education to society have been highest in Sub-Saharan Africa, but she laments that those gains are being lost as a result of poor quality of research and scholarship in universities.
UNESCO’s EFA Global Monitoring 2013/14, pinpoints the need to provide higher education to most people as one way of enhancing gender equality and empowerment: it points out that women with higher education are less likely to get married or have children at an early age.
Higher education not only influences women’s choice of family size but also boosts their confidence and perception of their freedom.
For instance if all girls had secondary and university education in Sub-Saharan Africa and south and west Asia, child marriage by the age of 15 would fall by 64%, from about three million to one million.
The new report also calls for a higher level of education among mothers in order to reduce preventable child deaths: higher education has been linked to healthy habits. According to the World Health Organization, highly educated people tended to avoid behaviour related to such diseases as HIV-Aids because they understand the consequences better than their less educated counterparts.
UNESCO also sees higher education as a fundamental tool towards conservation of scarce resources. UNESCO noted that people with higher education tended to save energy: by increasing awareness and concern, education can encourage people in developed countries to reduce their impact on the environment by modifying their consumption.
According to UNESCO, countries with higher education levels tend to enjoy sustainable economic growth in comparison to countries with limited schooling levels that cannot support or promote industrialisation and innovation practice.
Above all, the report identifies higher education as a catalyst to promote human rights, justice and the rule of law. Higher education is also seen as a mechanism that would promote political pluralism, and tolerance.
- Read full article: Higher education and the post-2015 development goals - UNESCO
The course, taking the tagline Massive Open Online Courses for Development, is part of a growing movement of positioning MOOCs as a means to widen access to learning in the emerging world.
Running for four weeks from 5 September 2014, “MOOC on MOOCs” is pragmatic by design. Like many MOOCs, the learning is organised around short video lectures, reading materials and interactions with the instructors and other learners. Topics include: origin, architecture, economics and delivery of a MOOC.
Above all else, the focus of “MOOC on MOOCs” is about application. Dr.Prabhakar of IIT-K believes MOOCs should focus less on intellectual curiosity or credentialing and more on training, of which there is an acute need in India and other middle-income countries.
The aim of “MOOC on MOOCs”, is to expose participants to operative potential and to pursue initiatives within their own areas of expertise:“MOOC on MOOCs” is also aimed at academics or government officials whose work is focused on human development issues.
The genesis of “MOOC on MOOCs” is actually rooted in the larger political establishment in India: a broad development agenda has been popularised in India under the slogan of ‘Skill, scale and speed’, as articulated by newly elected Prime Minister Narendra Modi.
Formal schooling does not have to be a pre-requisite for participation. Nor does training have to occur over sophisticated networked devices: simple mobile phones, which are ubiquitous throughout the emerging world, provide opportunities for mass learning yet initiatives of this nature remain largely untapped. Government support may also be key to add financial support and legitimacy to these ventures.
For those located or connected to other areas of the world where issues of human development persist, participating in the initiatives of the Commonwealth of Learning and IIT-K may be time well spent.
- Read full article: MOOC on MOOCs? A novel yet pragmatic approach
The number of people with lower qualifications than their parents is 9% among 55-64 year-olds and 12% among 35-44 year-olds, rising to 16% among 25-34 year-olds. At the same time, 42% of 55-64 year-olds attained a higher level of education than their parents, but this figure was 38% of 35-44 year-olds and 32% of 25-34 year-olds.
The report reveals that 84% of young people today will complete upper secondary education over their lifetimes, with more young women now likely to do so. Close to 40% of 25-34 year-olds have a university-level education.
The tertiary attainment rate among 25-34 year-olds has risen to 43% across the wealthy nation members of the OECD – but 65% of adults with at least one tertiary-educated parent achieved a higher education against only 23% of adults with low-educated parents.
The relative income gap between mid-educated and high-educated adults grew twice as much as the gap between mid-educated and low-educated adults between 2000 and 2012, says the OECD: "this means that, in relative terms, mid-educated adults have moved closer in income to those with low levels of education, suggesting that the middle-classes are falling further behind."
Andreas Schleicher, the OECD’s director of education, describes disparities as "one of the biggest challenges of the industrialised world".
Higher education still pay handsomely in employment and earnings: "On average across OECD countries, 5% of 25-64 year-olds with a tertiary degree are unemployed compared to 14% of those without an upper secondary education."
Schleicher says:"“Skills have become the biggest driver of inequalities in our societies, and the link between skills and earnings, between skills and employment, is very, very close. If we’re not building the foundations for an equitable society, we are going to see rising disparities also in future."
- Read more on: Educational upward mobility slowing - OECD report
Over the past three decades, the number of students enrolled outside their country of citizenship has risen from 0.8 million worldwide in 1975 to 4.5 million in 2012 – a more than fivefold increase.
82% of all foreign students are enrolled in the G20 group of major economies, 75% of all foreign students are enrolled in OECD countries: Europe is the top destination region, hosting 48% of all international students, North America 21% of the global total and Asia 18%.
In 2012, more than half of all foreign students worldwide were in Australia, Canada, France, Germany, the UK or the US, says the report. International students from OECD countries mainly come from Canada, France, Germany, Italy, Korea and America.
“In absolute terms, the US hosted most of these students, with 16% of all foreign students, followed by the United Kingdom (13%), Germany (6%), France (6%), Australia (6%) and Canada (5%). Significant numbers of foreign students were enrolled in the Russian Federation (4%), Japan (3%), Austria (2%), Italy (2%), New Zealand (2%) and Spain (2%) in 2012. Australia, Austria, Luxembourg, New Zealand, Switzerland and the UK show the highest levels of incoming student mobility."
Asian students are the largest group of international students enrolled in countries reporting data to the OECD – 53% of the total: indeed in 2012, students from China accounted for 22% of all international students in the OECD area. Moreover the second largest proportion of international students comes from India (5.8%).
Students choose where to study based on many factors: academic reputation of an institution or course, flexibility of programmes in counting time abroad towards a degree, future job opportunities, cultural aspirations. Tuition also fees play an important role, as do immigration policies. Language and cultural considerations, geographic proximity and similarity of education systems are all factors that students also consider when determining the country where they will study.
- Read entire arcticle on: The shifting sands of international student mobility
- OECD report: "Education at a Glance 2014"
The Federal Reserve marked the back-to-school season with a series of research pieces on the Liberty Street Economics blog of its New York branch last week, and their headline results were not nearly as gloomy as one might expect.
Statisticians Jaison Abel and Richard Deitz concluded that the real-terms value of a college education has remained close to all-time highs even as fees have soared and the Great Recession has chewed up the job market. The value of a college degree has hovered around $300,000 in today’s money since the turn of the millennium.
In work earlier this year, staticians used their models to calculate a return on investment for the average college student of 15 per cent: “To put these findings in perspective, consider that investing in stocks has yielded an annual return of 7 per cent and investment in bonds an annual return of 3 per cent since 1950.”
Engineering degrees top the league table with a return on investment of 21 per cent, and agriculture, hospitality and education degrees come in at 9-11 per cent at the other end. However, this comparison of returns with the stock market is highly unsatisfactory: a college degree may well pay off handsomely for the average student, but no one is average.
For example, an engineering student at an Ivy League school is a different proposition to an arts major from a lesser-known college, and even taking one extra year to finish one’s degree can wreck the return on investment.
Only three-quarters of graduates earn more than the average worker without a college degree, according to staticians, meaning that college may be a negative investment for one in four of the people who go. In short, for many the return on investment of a college education will be significantly lower than the historical average, and for many it will be negative. Add in the risks of borrowing money for a gamble that has a high chance of failing to pay off and you have a very different calculus.
- Read the full article: Is a university degree a good investment?
In 2010, THE released rankings based on a brand new method. The tables used 13 separate indicators, grouped into five categories: Teaching (worth 30%), Research (30%), Citations (worth 32.5%), Industry income (worth just 2.5%), International mix (worth 5%). Especially, the largest weight, went to citations: “A university's research influence — as measured by the number of times its published work is cited by academics".
While the supremacy of Harvard, Caltech and MIT was somehow expected, there was also a surprise coming from an African outsider, Alexandria University. In the citations field, Alexandria ranked fourth in the world, defeating giants such as Stanford, Rice and Harvard. It took just a few days for commenters to raise suspicions about the reliability of the adopted citations indicator as a measure of research impact. In November 2010, less than one month after the release of the THE rankings, an article entitled Questionable science behind academic rankings appeared in the New York Times (NYT). The explanation behind the success the Egyptian university was due to Mohamed El Naschie, a researcher in mathematical physics who had published 320 articles on CSF (a scientific journal).
In December 2009, Douglas N. Arnold, a well-known mathematician, had also raised an alarm: thanks to the clever use of self- and cross-citations, the journals CSF and IJNSNS had climbed the journal rankings based on the so-called Impact Factor, a citation-based index. It seems that THE was so confident in its bibliometric methodology to dismiss not only the hints but even the evidence that would have suggested a more cautious attitude towards Alexandria’s performance.
The most timely and insightful analyses of the THE 2010-2011 world university rankings were due to Richard Holmes, whose blog University Ranking Watch is an indispensable resource for understanding mechanisms of higher education rankings.
Among other things, Holmes explains how the anomalous scores of a single researcher could substantially affect the outcomes of an entire university. THE was measuring average citation impact, so that small numbers of papers that are cited very frequently could boost the university score. El Naschie’s list of affiliations included three additional universities, but their rankings were not boosted by his citations because, differently from Alexandria, they were producing so many papers that El Naschie’s made little or no difference.
Some years have passed but Holmes’ analyses show that the problems have not been fixed. There are sudden rises or falls and unexplainable achievements. Again, rankings are here to stay. But you should not take them too seriously.
- Read More on: International university rankings: science-or-quackery?
In the latest, 2013-2014 Times Higher Education World University Rankings (THE), US institutions comprise seven of the top 10, 15 of the top 20, and so on and so forth. In a 2010 article in the Chronicle of Higher Education, Jonathan Cole, Columbia University professor, wrote: “Ambition to excel, and fierce competitiveness, have led American research universities to become the engines of our prosperity. The laser, magnetic-resonance imaging, FM radio, the algorithm for Google searches, global-positioning systems, DNA fingerprinting and much more innovations had their origins in America's research universities.”
In Cole’s telling, the might of the US academic system depends specifically on that rather large subset of institutions known as research universities: their objective is to “produce a very high percentage of the most important fundamental and practical discoveries in the world". They are therefore the cradle of American innovation, the true engine of the national economy. But in the last few years, these research centers have been less supported by the state.
“America’s research universities are widely recognized as the best in the world. They are, however, confronted by many forces: the economic challenges faced by the nation and the states, the emergence of global competitors, changing demographics, and rapidly evolving technologies." In particular, cuts of budget and public funding took a hit with the onset of the financial crisis.
Add to this the American immigration system, which tightly caps the number of high-skilled visas, and the unwillingness of Congress to reform it and the picture no longer looks so bright. In the meantime, countries around the world, especially in Asia, are busy building their own innovation clusters and centers of educational and research excellence.
It is clear that looking forward the US will have to strongly recommit to nurturing these institutions if it wants to retain its global edge in this sector so crucial at the economic, cultural and social levels.
- Read entire article: Us higher education - still on top of the world?
Higher education and research in the Western Balkans are usually underfunded so best students and academics "escape" to other countries.
In spite of that, there is a significative potential of cooperation by academics and students in countries like Kosovo, Albania, Macedonia and Bosnia and Herzegovina that have responded positively to mobility initiatives, while internationalisation is not very much felt in Montenegro, Serbia, Croatia and Slovenia, maybe due to linguistic, cultural and political circumstances.
To see the European Commission PRESS RELEASE click here
To see the Communication of the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on A Maritime Strategy for the Adriatic and Ionian Seas click here.
On that occasion the First level Master's Degree on “Instruments and Methods for Architectural and Archaeological Cultural Heritage Conservation and Valorisation" will be introduced.
Deadline to present candidatures is 24th of September 2007.
Please note: the dead line has been postponed to 8th of October 2007.
For further information directly contact the coordinator, prof. Laura Baratin.
For further information you can contact Dr. Emilio Cocco.
Deadline for the application 20th of September 2007. Please note: the dead line has been postponed to 15th of October 2007.
PORTS, ARCHITECTURES FOR THE HOSPITALITY AND SEA-LAND WATERFRONT will take place from 17th to 20th of September 2007 in Bologna.
For further information you can contact: email@example.com
A limited number of scholarships will be offered on a competitive basis to students from Central-Eastern Europe.
For more information please contact: firstname.lastname@example.org or email@example.com.
Web site of the Summer School.
The Summer School will focus on the different dimensions (the ecological, the economic, the social and the international) of sustainable rural development taking into particular consideration the multifunctional role of agriculture.
The Master programme has been coordinated by the University of Trieste in collaboration with the Universities of Bologna, Rijeka and Sarajevo, UniAdrion and CEI University Networks, Prologis, Cushman and Wakefield, Sisa, Autamarocchi Group, Il Giornale della Logistica.
For more information and to download the application form please visit the web site.
Dead line for application is 3rd of June 2007.
The Summer School will feature a series of lectures on several advanced topics in the fileds of Genomics, Proteomics and Imaging and will be addressed to students at the post-graduate level.
Registration is free and is open to 70 students; a grant covering board and lodging will be offered to 20 students.
Deadline to subscribe is 20th of June 2007.
More information on the web site.
A Number of scholarships -financed by C.E.I.- are available for students coming from Central and Eastern European Countries.
For more information, please consult the homepage.
In the same morning the UniAdrion Board of Advisors meets in Sala Giunta - Rectorate Univeristy of Bologna.
The aim is to consider the Exhibition a first project in perspective of further developments also in the other Countries of the Western Balkans.
For more information, please visit the web site of the Conference.
The AlmaLaurea Conference is visible in free video and audio streaming; access to the service is provided by clicking on URL: http://streaming.cineca.it/almalaurea2007/almalaurea_e/index.php.
For more information and to enrol (partecipation free) please visit the web site of the event.
Students started the didactic activities in their own countries thanks to the use of the Learning Content Management System ATutor.
Tek Tank supplied the e-learning services connected to the Master Programme and was in charge of the realization of the promotional video for Master MISS (Real Player required).
On that occasion the diplomas will be delivered to studentes of the Master Programme.
communities and the value added to growth of the European citizenship" is the main theme of the 8th Plenary Session of the Forum of the Adriatic Ionian Cities and Towns.
Prof. Giorgio Praderio (DAPT-University of Bologna), opened the Session as delegate of the UniAdrion Network.
For more details about the meeting, please visit the web page of the Plenary Session.
The First Level Master's Degree Logistics Networks in an Enlarging Europe (Logmaster) is coordinated by the University of Trieste in collaboration with the Universities of Bologna, Rijeka and Sarajevo, UniAdrion and CEI University Networks, Prologis, Cushman and Wakefield, Sisa, Autamarocchi Group, Il Giornale della Logistica.
The objectives of the Master Programme are to provide the necessary knowledge and skills in the fields of strategic planning, economic and technical evaluation and carrying out of distribution and logistics networks.
The event is promoted by the Province in collaboration with the Network of Universities involved in the Research Programme, Prin 2004. The University of Teramo is the leader partner of the initiative.
Management, Design and Technology.
Admission dead line September 8th, 2006
15 Grants financed by F.S.E. Marche Region
For more information please enter the web site of the Master.
The event takes place on June 16th-17th 2006 in Ravenna, while on June 18th 2006 a coast to coast itinerary Ravenna-Pola-Ravenna will be organised.
1.Facilities for Water-front and Harbour Articulated Systems
2.Architecture of Hospitality
3.Means of “Coast to Coast” Crossing
Dead line to send proposals: April 30 2006 8.00 p.m.
Notice of competition (in Italian) for students coming from other countries available on the web site of the University of Bologna.
Please note that the deadline to present candidature has been postponed to 2nd of December.
More information and the application form of the Master are available on the web site of the Faculty of Economics - University of Bologna, Forlì Campus Branch.
More information are available on the School web site
Universita' Politecnica delle Marche
Piazza Roma, 22
60121 - Ancona