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Lund, Gleerup, 1969.

Cedefop had successfully managed study visits for vocational education and training (VET) experts for over 20 years, building up a reputation for visits of high quality both in terms of content and organisation. Wishing to draw on this experience and know-how, the European Commission invited Cedefop to coordinate the new much larger consolidated study visits for experts in education, VET and lifelong learning. In 2008, Cedefop led a working group of decision-makers, social partners and education and VET experts to develop study visit themes. In 2010, the themes were updated after the launch of the Europe 2020 strategy and changes to the education and training 2020 cooperation framework. A survey of participants in 2008/09 showed a greater awareness of European developments among those responsible for shaping and implementing national, regional or local education and training policies. They were also more aware of opportunities for further European cooperation. Using contacts they made during the visit, around 30% of participants had developed a cooperation project within a year. Some 98% of study visit participants shared their learning with their colleagues, managers, other experts, students and parents. Many proposed changes to their institution's work and to education and training policy. For some participants, study visits changed their professional activities and improved their personal skills. For organisers study visits are also rewarding. Host organisations have an opportunity to present their work and achievements. Awareness of European issues is also raised among the local community. Overall, study visits have shown to be an effective way of learning. (Contains 3 boxes, 2 figures, 2 tables and 7 footnotes.)

The pressures engendered by the scarce resources of the 1980s demand the development of new organizational designs that respond to local cultural, economic, and social needs. In the Cumberland and Shenandoah Valleys, a four-state region containing 12 postsecondary institutions, a voluntary association of colleges was formed to solve mutual and recurring problems and derive the maximum benefit from scarce funding. Initial meetings among college representatives confirmed the benefits of institutional communication and cooperation and confronted a number of important issues, including the articulation of student transfer among institutions, mutual concerns related to academic advising and educational quality, declining resources for staff development, and the special needs of older, part-time students. From these discussions solutions emerged and were implemented. For example, articulation agreements were developed to remove barriers to student transfer; a seminar on academic advising at Frostburg State College was opened to other association members; members shared information on honors programs as a response to the question of general education quality; an informal agreement was made to include personnel from member colleges in staff development activities; and the viability of residential baccalaureate programs was investigated. Plans for further joint activity exist in the areas of program review and community needs assessment. (HB)

The pressures engendered by the scarce resources of the 1980s demand the development of new organizational designs that respond to local cultural, economic, and social needs. In the Cumberland and Shenandoah Valleys, a four-state region containing 12 postsecondary institutions, a voluntary association of colleges was formed to solve mutual and recurring problems and derive the maximum benefit from scarce funding. Initial meetings among college representatives confirmed the benefits of institutional communication and cooperation and confronted a number of important issues, including the articulation of student transfer among institutions, mutual concerns related to academic advising and educational quality, declining resources for staff development, and the special needs of older, part-time students. From these discussions solutions emerged and were implemented. For example, articulation agreements were developed to remove barriers to student transfer; a seminar on academic advising at Frostburg State College was opened to other association members; members shared information on honors programs as a response to the question of general education quality; an informal agreement was made to include personnel from member colleges in staff development activities; and the viability of residential baccalaureate programs was investigated. Plans for further joint activity exist in the areas of program review and community needs assessment. (HB)

The pressures engendered by the scarce resources of the 1980s demand the development of new organizational designs that respond to local cultural, economic, and social needs. In the Cumberland and Shenandoah Valleys, a four-state region containing 12 postsecondary institutions, a voluntary association of colleges was formed to solve mutual and recurring problems and derive the maximum benefit from scarce funding. Initial meetings among college representatives confirmed the benefits of institutional communication and cooperation and confronted a number of important issues, including the articulation of student transfer among institutions, mutual concerns related to academic advising and educational quality, declining resources for staff development, and the special needs of older, part-time students. From these discussions solutions emerged and were implemented. For example, articulation agreements were developed to remove barriers to student transfer; a seminar on academic advising at Frostburg State College was opened to other association members; members shared information on honors programs as a response to the question of general education quality; an informal agreement was made to include personnel from member colleges in staff development activities; and the viability of residential baccalaureate programs was investigated. Plans for further joint activity exist in the areas of program review and community needs assessment. (HB)

The interdisciplinary Frontier program provides innovative, experiential learning opportunities for scholars including Global Food Systems students interested in developing multidisciplinary breadth. The recent trip to Texas is one of 27 Frontier Field Trips so far offered by the program.

The interdisciplinary Frontier program provides innovative, experiential learning opportunities for scholars including Global Food Systems students interested in developing multidisciplinary breadth. The recent trip to Texas is one of 27 Frontier Field Trips so far offered by the program.

The interdisciplinary Frontier program provides innovative, experiential learning opportunities for scholars including Global Food Systems students interested in developing multidisciplinary breadth. The recent trip to Texas is one of 27 Frontier Field Trips so far offered by the program.

The interdisciplinary Frontier program provides innovative, experiential learning opportunities for scholars including Global Food Systems students interested in developing multidisciplinary breadth. The recent trip to Texas is one of 27 Frontier Field Trips so far offered by the program.

The interdisciplinary Frontier program provides innovative, experiential learning opportunities for scholars including Global Food Systems students interested in developing multidisciplinary breadth. The recent trip to Texas is one of 27 Frontier Field Trips so far offered by the program.

In an effort to research and document the history and contributions of African Americans in Osceola County, Florida, Valencia Community College implemented the African American History Project. The Project is a dual enrollment course allowing high school students to receive college and high school credits simultaneously. the approach of the project is multidisciplinary, incorporating faculty from humanities, speech, English, computer science, law, and graphic arts. The course begins with the history of African Americans in the United States, then narrows to explore African American contributions in Florida and Osceola County. In the course, students are exposed to the art, poetry, and films of classic and contemporary African Americans, and receive instruction in oral history interviewing, photography, formal research writing, research techniques, word processing, and project planning. The project attempts to demonstrate what can be accomplished through effective articulation of secondary and postsecondary education, exposes individuals to a multicultural perspective, and promotes cross-disciplinary awareness. Twenty-four students participated in the first semester of the course, but due to problems with course scheduling and project coordination, only three received college credit. Suggestions for planning similar programs are included. Appendixes include a concept paper, instructional schedule, course outline, list of activities, and syllabus for the course; a description of the first oral history interviewing project; and ideas for presentation planning. (TGI)

In an effort to research and document the history and contributions of African Americans in Osceola County, Florida, Valencia Community College implemented the African American History Project. The Project is a dual enrollment course allowing high school students to receive college and high school credits simultaneously. the approach of the project is multidisciplinary, incorporating faculty from humanities, speech, English, computer science, law, and graphic arts. The course begins with the history of African Americans in the United States, then narrows to explore African American contributions in Florida and Osceola County. In the course, students are exposed to the art, poetry, and films of classic and contemporary African Americans, and receive instruction in oral history interviewing, photography, formal research writing, research techniques, word processing, and project planning. The project attempts to demonstrate what can be accomplished through effective articulation of secondary and postsecondary education, exposes individuals to a multicultural perspective, and promotes cross-disciplinary awareness. Twenty-four students participated in the first semester of the course, but due to problems with course scheduling and project coordination, only three received college credit. Suggestions for planning similar programs are included. Appendixes include a concept paper, instructional schedule, course outline, list of activities, and syllabus for the course; a description of the first oral history interviewing project; and ideas for presentation planning. (TGI)

In an effort to research and document the history and contributions of African Americans in Osceola County, Florida, Valencia Community College implemented the African American History Project. The Project is a dual enrollment course allowing high school students to receive college and high school credits simultaneously. the approach of the project is multidisciplinary, incorporating faculty from humanities, speech, English, computer science, law, and graphic arts. The course begins with the history of African Americans in the United States, then narrows to explore African American contributions in Florida and Osceola County. In the course, students are exposed to the art, poetry, and films of classic and contemporary African Americans, and receive instruction in oral history interviewing, photography, formal research writing, research techniques, word processing, and project planning. The project attempts to demonstrate what can be accomplished through effective articulation of secondary and postsecondary education, exposes individuals to a multicultural perspective, and promotes cross-disciplinary awareness. Twenty-four students participated in the first semester of the course, but due to problems with course scheduling and project coordination, only three received college credit. Suggestions for planning similar programs are included. Appendixes include a concept paper, instructional schedule, course outline, list of activities, and syllabus for the course; a description of the first oral history interviewing project; and ideas for presentation planning. (TGI)

In an effort to research and document the history and contributions of African Americans in Osceola County, Florida, Valencia Community College implemented the African American History Project. The Project is a dual enrollment course allowing high school students to receive college and high school credits simultaneously. the approach of the project is multidisciplinary, incorporating faculty from humanities, speech, English, computer science, law, and graphic arts. The course begins with the history of African Americans in the United States, then narrows to explore African American contributions in Florida and Osceola County. In the course, students are exposed to the art, poetry, and films of classic and contemporary African Americans, and receive instruction in oral history interviewing, photography, formal research writing, research techniques, word processing, and project planning. The project attempts to demonstrate what can be accomplished through effective articulation of secondary and postsecondary education, exposes individuals to a multicultural perspective, and promotes cross-disciplinary awareness. Twenty-four students participated in the first semester of the course, but due to problems with course scheduling and project coordination, only three received college credit. Suggestions for planning similar programs are included. Appendixes include a concept paper, instructional schedule, course outline, list of activities, and syllabus for the course; a description of the first oral history interviewing project; and ideas for presentation planning. (TGI)