EPLV2019 11 25pm

Mesa redonda El futuro de Europa en tu universidad. Escola Europea de Pensament Lluís Vives. Ciclo Las razones de Europa.

IntervienenLucas González Ojeda. Jefe de prensa. Oficina de Representación de la Comisión Europea en Espanya. Antonio Bar Cendón. Catedrático de Derecho Constitucional. Universitat de València. Presenta i moderaTamar Shuali Trachtenberg. Profesora de Teoría de la Educación. Universitat Catòlica de València.

Organiza: Escola Europea de Pensament Lluís Vives. Vicerectorat de Cultura i Esport i Centre de Documentació Europea de la Fundació General de la Universitat de València. Colabora Acció Jean Monnet de la Comissió Europea. Aula Magna. Centre Cultural La Nau. Entrada gratuita, aforo limitado. [vídeo completo de la actividad]

La Comisión Europea ha anunciado hoy el nombre de las instituciones de enseñanza superior de toda Europa que formarán parte de las primeras alianzas de «Universidades Europeas». Dichas alianzas mejorarán la calidad y el atractivo de la enseñanza superior europea e impulsarán la cooperación entre las instituciones, sus estudiantes y su personal. 

De las 54 solicitudes recibidas, se seleccionaron 17 Universidades Europeas en las que participan 114 instituciones de enseñanza superior de 24 Estados miembros (véase el anexo), sobre la base de una evaluación realizada por 26 expertos independientes externos, incluidos rectores, catedráticos e investigadores, nombrados por la Comisión. Las Universidades Europeas son alianzas transnacionales de instituciones de enseñanza superior de toda la UE que comparten una estrategia a largo plazo y promueven los valores y la identidad europeos. La iniciativa pretende reforzar significativamente la movilidad de los estudiantes y el personal, así como fomentar la calidad, la inclusión y la competitividad de la enseñanza superior europea. (RAPID, IP/19/3386, 26.6.2019)

CoverNational student fee and support systems in European higher education 2018/19
Luxemburgo: OPOCE, 2019. Eurydice Facts and Figures

This annual report shows how fee and support systems (including grants and loans) interact in higher education in Europe. It provides both a comparative overview and individual country sheets outlining the main elements of national systems. In particular, the publication describes the range of fees charged to students, specifying the categories of students that are required to pay and those who may be exempt. Similarly, it explains the types and amounts of public support available in the form of grants and loans, as well as tax benefits and family allowances, where applicable. The report focuses on fees and support in public and government‐dependent private higher education institutions. It includes data on short‐cycle, first‐cycle (Bachelor level) and second‐cycle (Master level) programmes. Information covers 38 countries, including the 28 EU Member States as well as Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, Norway, Serbia, the former Yugoslav Republic of Macedonia and Turkey. [+]

Sentencia del Tribunal de Justicia de la Unión Europea.  Asunto C-449/17 (A & G Fahrschul-Akademie GmbH / Finanzamt Wolfenbüttel) de 14 de marzo de 2019
Procedimiento prejudicial — Sistema común del impuesto sobre el valor añadido (IVA) — Directiva 2006/112/CE — Artículo 132, apartado 1, letras i) y j) — Exención en favor de determinadas actividades de interés general — Enseñanza escolar o universitaria — Concepto — Clases de conducción impartidas por una autoescuela
En el asunto C‑449/17, que tiene por objeto una petición de decisión prejudicial planteada, con arreglo al artículo 267 TFUE, por el Bundesfinanzhof (Tribunal Supremo de lo Tributario, Alemania), mediante resolución de 16 de marzo de 2017, recibida en el Tribunal de Justicia el 26 de julio de 2017, en el procedimiento entre A & G Fahrschul-Akademie GmbH y Finanzamt Wolfenbüttel (Curia.europa.eu, 14.3.2019)

CoverIntegrating Asylum Seekers and Refugees in Higher Education: National Policies and Measures
OPOCE, 2019. Eurydice Report

This report was planned in the wake of the refugee crisis and aims at assessing to what extent national systems are able to respond to the needs of asylum seekers and refugees in higher education. While there is a strong potential demand for higher education among refugees and many have previously been enrolled in university programmes in their home country, it cannot be taken for granted that this demand is easily met.

This report is divided into two main parts. The first presents a selection of indicators on migratory flows which provide the context for the report. Building on this, the second part offers an overview of policies, strategies and measures that exist across European countries for the integration of asylum seekers and refugees in higher education. Although, in a majority of countries there is no specific policy approach, good practice can be found in a few systems on matters such as recognition of undocumented qualifications, support to language learning, financial support and personal guidance services. [+]

CoverRegional and Urban Policy. Access to universities in the EU: a regional and territorial analysis By Hugo Poelman and Lewis Dijkstra
Regional Focus A series of short papers on regional research and indicators produced by the Directorate-General for Regional and Urban Policy 01/2018 December 2018

This regional focus shows the regions and areas that have good access to a university and those that do not. It uses data on the location of all universities, population grid statistics and the road network to measure the number of people who live more than a 45-minute drive from a university.

Convenient access to higher education can be an important asset for regional development and competitiveness. It can boost innovation and upgrade the skills of the labour force through education and lifelong learning. Widespread access will allow more people to attend university, including those who cannot afford to move to get a degree.

In general, universities are quite widely distributed across Europe. In the EU and the European Free Trade Association (EFTA) area an average of four out of five people live within a 45-minute drive of the main campus of at least one university. Nevertheless, in one in five NUTS-3 regions the majority of the population cannot reach a university in 45 minutes. These regions together represent 14 % of the EU plus EFTA’s population. Two-thirds of these regions lost population since 2010, compared to less than one-third of the regions where the majority lives close to at least one university. Most of the regions with low access to a university are located in eastern Member States. [+]

CoverNational Student Fee and Support Systems in European Higher Education 2018/19
Luxembourg: OPOCE, 2018. Eurydice Report

Is there anywhere in Europe where students can study without paying fees? Which countries charge the highest fees? What kind of financial support is offered to students, and who actually receives it? When students plan for higher education, one important element to consider is how much it will cost and whether they can receive any financial support. Reliable information on the costs and available student support in higher education is essential.

The report shows how fee and support systems, including grants and loans, interact in higher education in Europe. It describes the range of fees charged to students in publicly-funded higher education, specifying the categories of students that are required to pay and those who may be exempt. It also explains the types and amounts of public support available in the form of grants and loans, as well as tax benefits and family allowances, where applicable. [+]

CoverThe European Higher Education Area in 2018: Bologna Process Implementation Report
Luxemburgo: OPOCE, 2918 (Eurydice Reports)

This latest Bologna Process Implementation Report presents a wide-ranging and detailed picture on how the European Higher Education Area(EHEA) has been moving forward since the Yerevan Conference in 2015. It follows the two previous Bologna Process Implementation Reports (2012 and 2015). In particular, the report explores the evolution of the key policy areas identified by Higher Education Ministers in the Yerevan Communiqué of 2015. It does this through its seven chapters: The European Higher Education Area Landscape; Learning and Teaching; Degrees and Qualifications; Quality Assurance and Recognition; Opening Higher Education to a Diverse Student Population; Relevance of the Outcomes and Employability; Internationalisation and Mobility.

By using qualitative information and statistical data, the report outlines the current state of play of the Bologna Process from various stakeholders' perspectives. It also addresses the key commitments that underpin the EHEA: implementation of the three-cycle degree structure, recognition of qualifications and quality assurance. Moreover, the report outlines the Bologna Process's most recent priorities: learning and teaching, social inclusion and employability. [+]

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