Cross-border cooperation as basis for distance learning

SEE Core Group Cross-border cooperation as basis for distance learning DAAD – four years of efforts within the Stability Pact in SEE A more pragmatic sustainable approach Advancing in reforms with visible results

SEE Core Group Cross-border cooperation as basis for distance learning Lisbon – Bologna – EHEA Advancing in HE reforms CBC – joining needs and competencies, interests and demands Concrete steps > Modules’ building

SEE Core Group Cross-border cooperation as basis for distance learning Common problems to solve on regional scale Need for communication-cooperation Networking Cross-border cooperation need/awareness

SEE Core Group Cross-border cooperation as basis for distance learning Outside “classical” university education Vocational training, further education, distance learning, e-learning Designing new teaching contents Covering specific demand with wider regional competencies through CBC

SEE Core Group Cross-border cooperation as basis for distance learning Reaching wider public > Customer / market orientation > Regional and field specificity > Distance Learning

SEE Core Group Cross-border cooperation as basis for distance learning General goal: Support to curricula reform of agricultural studies in SEE Target activity & product: Module development – designing teaching content of: «Agricultural Botany» «Agricultural Economics» «Animal Genetics» «Fruit and Grape Breeding» Target users: Teachers & students

SEE Core Group Cross-border cooperation as basis for distance learning Desired effects: To fit Bs level To raise quality of teaching process To improve employment ability of graduates

SEE Core Group Cross-border cooperation as basis for distance learning Means: Cross-border cooperation (networking, similarities of economy, language, tradition) New technologies (internet, e-learning, digital recording, video, etc.)

SEE Core Group Cross-border cooperation as basis for distance learning Important remark: Fruit and grape breeding is very neglected and under exploited in all SEE countries and has great potential role in horticulture of each country. Certain uniformity of teaching contents has no negative effects. Moreover, it helps necessary cross-border cooperation to select best genotypes and improve national horticultures with no harm to any side

SEE Core Group Cross-border cooperation as basis for distance learning Activities: (so far) 1. Working group communicated by coordinators (formal invitation, rules, acceptance) Free will to cooperate Free will to cooperate Readiness to share knowledge, experience, data, didactic means, etc. Readiness to share knowledge, experience, data, didactic means, etc. Freedom to use any part of the common results independently Freedom to use any part of the common results independently 2. Coordinators made draft of the teaching content structure and disseminated it 3. E-discussion

SEE Core Group Cross-border cooperation as basis for distance learning Next to do: 4. Evaluation of the teaching content 5. Posting on web: List of available and recommended literature (books, articles, Ms and PhD thesis, journals) + real exchange of important volumes List of available and recommended literature (books, articles, Ms and PhD thesis, journals) + real exchange of important volumes Digitalized didactic means (pictures, schemes, tables, experiment results) Digitalized didactic means (pictures, schemes, tables, experiment results) Official national variety lists, national statistical data, industry needs and plans Official national variety lists, national statistical data, industry needs and plans

SEE Core Group Cross-border cooperation as basis for distance learning 6. Writing chapters by most competent experts (members of WG), preparation of its PPT presentation, and adaptation for distance learning 7. Mobility of teachers and students