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TEMPUS FLERTUV Project Prof. John Hobrough University Director Emeritus University of Surrey.

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Presentation on theme: "TEMPUS FLERTUV Project Prof. John Hobrough University Director Emeritus University of Surrey."— Presentation transcript:

1 TEMPUS FLERTUV Project Prof. John Hobrough University Director Emeritus University of Surrey

2 Priority for Russia in the call Language learning in Technical Universities Supported self study for fourth year students where tuition not available Languages - English and German

3 OBJECTIVES THEREFORE TO PROVIDE SUPPORTED SELF STUDY LANGUAGE TUITION FOR TECHNICAL STUDENTS IN Years 3,4,5 TO ESTABLISH : a Self-Access Centre [SAC] in each Russian University TO DEVELOP : Electronic English & German Language materials for technical disciplines within each University in CD-Roms TO DISSEMINATE : the materials in cascade training to other institutions TO PROVIDE : access to the SAC for local business training

4 Partnership Development-Network TEMPUS FLERTUV Project Surrey Oldenburg Helsinki Paris Madrid Limerick Copenhagen Samara Saratov Volgograd Nizhny Novgorod Novosibirsk Murmansk Minsk Sofia Bourgas Varna Jelgava Bishkek Tashkent TRUST, UNDERSTANDING and a COMMON FOCUS

5 Foreign Languages Education for Russian Technical Universities on the Volga Tempus –JEP CD PARTNERS UNIVERSITY OF SURREY SSTU – SARATOV STATE TECHNICAL UNIVERSITY SamSTU - SAMARA STATE TECHNICAL UNIVERSITY VSTU - VOLGOGRAD STATE TECHNICAL UNIVERSITY CARL VON OSSIETSKY UNIVERSITY OLDENBURG, GERMANY Quite complex – previous TEMPUS projects have only had one Partner with two EU partners – much simpler manage – but perhaps not so rewarding

6 Challenges A stock of traditional texts A stock of grammar and language work Limited contact with IT departments or design specialists Very little spare time for staff How to turn the stocks into interesting, interactive, successful language learning tools ?

7 DEVELOPMENT PROCESS STAGES [carefully planned ] 1. To establish a working relationship between partners. 2. Awareness-raising for Russian staff for the development and design of electronic materials 3. A cascade of training led by staff who came to Europe for development of materials 4. The design and installation of the SAC was undertaken locally by each university The purpose of the centers being to help bridge the gap between the first two years of a degree language programs and entry to employment three years later and To involve graduates in developing language skills through open access to learning and through tutorial support. 5. Materials were piloted from September 2007 onwards

8 TIMESCALE YEAR ONE …. Very limited knowledge To meet and start exploring possible materials development 11 Russian staff to Europe UK and Germany Staff cascade of training in Russia Development of first sample materials SACs under development YEAR TWO ….. Rapid progress Ongoing development & training Senior Russian staff to EU 9 Russian staff to EU SAC development and operation - The purpose of the centers being to help bridge the gap between the first two years of a degree language programs and entry to employment three years later and To involve graduates in developing language skills through open access to learning and through tutorial support.

9 YEAR THREE ….. SUCCESS SACs open in all three universities 10 modules and programmes completed Positive Feedback Business Links developing June 08 FINAL CONFERENCE & DISSEMINATION Final report to Brussels

10 OUTCOMES / OUTPUTS /PRODUCTS Each University now has a fully equipped Self-Access centre with fast BROADBAND provision..hopefully 24/7 At least 10 different CD-Rom modules in English related to a range of disciplines : Environmental science Casting Electronics Robotics Beer-making Management. One German language module for use in all 3 universities for the 10% of students studying German. The production of these proved one of the most difficult parts of the project but developed real TEAMWORK Each module could be worth 10 credits under the Bologna process accreditation

11 Management Steering Committees Crucial- One at least in each partner institution – one by video conference when partner visits were n UK and Germany at the same time All steering meetings included staff training and development Enabled contact with younger staff –the change agents

12 Factors affecting project Personnel changes within the partnership – maintain the younger generation Expectation of senior staff to visit EU Partners – but important that they are involved and buy in to the project. Extra funding had to be sought Political Change and restrictions Autonomy of all partners We need flexibility at all times - and be prepared to check with the tempus office where changes may affect project outcomes – they are usually positive

13 FUNDING Nearly 500,000 euros The project was managed and coordinated from Surrey University. All travel, equipment and staff costs are sent to Russian partners. The official records and financial management are very strictly checked and audited by Brussels and it involves a great deal of administrative work for the contractor University Budget set at cost of the day of preparation

14 Factors affecting budget Change in the value of the pound versus Euro 67cents at start – 87 cents after three years Changes for Visa Application Costs – (not in travel but in other costs) Control at the partnership end The final 10% retention (share throughout the partnership) Need to develop agreed time sheets and agree costs related to each heading (staff, equipment, travel and other)

15 Benefits to EU Partners as a result of the project Partner staff and students target EU partner institutions for post graduate degrees – thus a significant increase in overseas recruitment Research support is often immediate after working together

16 Some Key Issues Mainly younger women are involved in the learning environment need to be crucially involved – are they? Older staff control the autonomy of the institution Higher education capacity building – is it really happening? Dissemination process gave opportunity for staff development in publication and presentation TEMPUS FLERTUV Project

17 Key Question Has the TEMPUS Project had a lasting effect on partner capacity development? ( in all Countries) We think Yes! TEMPUS FLERTUV Project

18 Because the FLERTUV emphasis Provided Language for Special purposes Resourced through SACs Individual Learning and Teaching Issues related to Autonomy and capacity Building Developing a research base Dissemination and sustainability TEMPUS FLERTUV Project

19 THE REAL IMPACT For all partners : It has been a very enjoyable experience It has been a lot of hard work … but very rewarding It has been a steep learning curve and an opportunity for development It has opened doors for students and staff to visit each other and to establish new programmes and support research It has created lasting friendships and fond memories It has brought at least 6 Russian students to Surrey University to study and the links will continue GO FOR IT - AND ENJOY!

20 Acknowledgements Alison savage – Contractor Vesna Milanovic – administration Svetlana Fedyunina –and staff at Saratov Svetlana Kruzhkova – and staff at Samara Anna Mitina – and staff at Volgograd


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