KOR-EU Leaders for Global Education KE- LeGE Action nr 2010 – 4515 / 001- 001 – CPT EU & ICI-ECP

1. KOR-EU Leaders for Global Education KE-LeGEAction nr 2010 – 4515 / 001- 001 – CPT EU & ICI-ECP ICI ECP Joint Mobility ICI Education Cooperation programme Cooperation in higher education and training between the EU and Partner countries (PC)Australia, Japan, New Zealand and the Republic of Korea

2. Important project documents • http://eacea.ec.europa.eu/bilateral_cooperation/eu_ici_ecp/index_en.php  Beneficiaries space Beneficiaries 2010 • Find here forms for final and progress reports and other information for beneficiaries. • KE-LeGE Project/Action Plan • Grant Agreement (GA, 10.12.2010) • Annex II (Budget) • Annex III (Progress ja Final reports) • Administrative and Financial Handbook • Evaluation report • Guidelines 2010 for Joint Mobility project

3. Leaders for Global Education - KE-LeGE • 1.12.2010 – 30.11.2013 Field, level, and objectives of the study • Education and teacher training • The primary goal of the project is to increase competencies for young leaders in global education • The targets are undergraduate students that will become teachers in primary and secondary education. • Through this program, students are able to learn about curricular and instructional aspects of global education, and experience international school systems. • Institutions in both Korea and the EU consortium will co-operate on the development and implementation of a curriculum on international education, and provide students with opportunities to obtain knowledge and skills for fulfilling International Education. • The long term goal is that the experience of developing and implementing global education courses together can lead to dual degree programs in the future.

4. Global Education • KE-LeGE (KOR-EU Leaders for Global Education) means to foster the educational practitioners of global education in Korea and EU countries. • Global education pursues the globalization and internationalization of educational services. It offers educational services in developing knowledgeable young people who are aware of global issues, international culture sensitive, ready to help to create a better world of peace and mutual respect. • The need for Global Education is born out of the irreversible process of globalization but on the same time Global Education promotes the process and opportunities of globalization. • The Korean education system actively adapts global aspects in school activities. In the EU, the Bologna process member countries have delivered global education through the Bologna process. In order to adopt these movements effectively, it is crucial to have professional development for global education. • Global Education has several sub-themes that are development education, human rights education, education for sustainable development, education for peace and conflict prevention and intercultural education. • In order to make Global Education more widely employed, it is crucial to target future educational professionals who will be educating the future citizens. (Education for Global Responsibilities, 2007)

5. KE-LeGE means to increase competencies for practitioners of global education in Korea and EU countries. The main principles of this proposal are from the framework of 21st-century skills (Cisco, 2010): -This list shows the competencies for 21st century students and global education in this project shares common ground for its direction. -This project is based on the latest research work of global education, learning sciences and educational technology that enables implementation of effective learning activities and development of curricular contents.

6. EU and Korean consortiums List of institutions or organisations EU consortium: - Lead: Central Ostrobothnia University of Applied Sciences, Finland, www.cou.fi- Leopold-FranzensUniversität Innsbruck - University of Innsbruck, Austria, http://www.uibk.ac.at/index.html.de - University of Oulu, Finland, http://wwwedu.oulu.fi/english/- Tallinn University, Estonia, http://wwwedu.oulu.fi/english/ Korea consortium: - ChungbukNational University, http://www.chungbuk.ac.kr/eng/index.jsp - SunchonNational University, http://www.sunchon.ac.kr/2010_english/index.jsp - Korea University,http://educa.korea.ac.kr/eng/intro/intro3.jsp Otherorganisations: - European Foundation for Quality in e-Learning (EFQUEL), Brussels, Belgium - Kokkola University Consortium Chydenius, Kokkola, Finland

7. A Map of South Korea Seoul Where KU is located in Cheongju Where CBNU is located in Suncheon Where SCNU is located in KU - CBNU: 138.75 km, 2 hours by car,CBNU - SCNU: 248.59 km, 3 hours and 15 minutes by carKU - SCNU: 341.05 km, 4 hours and 37 minutes by carTrains and buses are also available to get each location.

8. Leaders EU • COU: Dr. Irja Leppisaari, AVERKO, eLearning CentreProject team: Irja Leppisaari, Mr. Peter Finell, Mr. Esko Johnson • University of Innsbruck: Mr. Klaus Reich, Vice Rectorate for Students and Teaching • University of Oulu: Prof. Sanna Järvelä, Faculty of EducationTeam: Dr. Pirkko Hyvönen, Mr. Jani Haapakoski? • Tallinn University: Vice rector, Dr. Priit Reiska, Institute of Educational Sciences Korea • Chungbuk National University, Prof. Okhwa Lee, Department of Computer Education • Sunchon National University, Prof. Heeok Heo, Department of Computer Education • Korea University, Prof. Inwoo Park, Department of Education

9. Leaders Prof. Okhwa Lee, Chungbuk National University EU • COU: Dr. Irja Leppisaari, AVERKOProject team: Irja Leppisaari, Mr. Peter Finell, Mr. Esko Johnson • University of Innsbruck: Mr. Klaus Reich • University of Oulu: Prof. Sanna JärveläTeam: Pirkko Hyvönen, Jani Haapakoski? • Tallinn University: Vice rector, Dr. Priit Reiska Korea • Chungbuk National University, Prof. Okhwa Lee, Department of Computer Education • Sunchon National University, Prof. Heeok Heo, Department of Computer Education • Korea University, Prof. Inwoo Park, Department of Education

10. Prof. Inwoo ParkKorea University Prof. Heeok Heo, Sunchon National University

12. Activities • Student exchange - Exchange of 40 undergraduate students with focus on pedagogy from each consortium. - Korean students will spend 5 months at hosting institutes taking courses in global education, English, and the local language as part of cultural learning, and teaching practice at local schools. - EU students will have a similar 4-month experience supported by local universities and communities. Students will be supported by cultural and linguistic education, and student services including housing, coaching, and social integration. • Faculty member exchange - Mobility program for 24 EU faculty members (1-week stay) and 9 Korea faculty members (2-week stay) for co-teaching and collaborative research - Joint seminar/conferences for sharing experiences and on-going evaluation of the project • Development of courses for global educationCollaborative development and implementation of essential courses in Global Education

13. Components of project based on progress and final reports

14. B. Outcomes and long term results • Exchange of students • Exchange of faculty members • Development and implementation of essential courses in Global Education • Collaborative research in relation to specific aspects of the programme • Implementation of global education program at participating universities • Development of a dual degree program

15. Tasks of the Project and Schelude: • Spring 2011: Preparation of the program • Fall 2011: 1st exchange of students • Spring 2012: 2nd exchange of students • Fall 2012: 3rd exchange of students • Spring 2013-Fall 2013: Program Review, EvaluationAction Plan (page 15) cf. Work plan (page 33) • Progress Report (18 months from the beginning 31.5.2012 • Final report (2 months from the ending  31.1.2014

16. Primary schools • Middle schools • High schools • Educational theories and methods • Instructional design • ICT in education • Global education for sustainable development Curriculum Development Educational practicum General education Cultural studies Language education • Culture • English • Local language

17. Roles of Korea Universities KOR-EU Leaders for Global Education (KE-LeGE) Chungbuk National University Sunchon National University Korea University Global education ICT use in education Curriculum and instruction Main programs of Korean universities Cf. Curriculum table 15.12.2010

18. Roles of EU Instituties KOR-EU Leaders for Global Education (KE-LeGE) Central Ostrobothnia University of Applied Sciences University of Innsbruck University of Oulu Tallinn University Comparative education Learning sciences and educational technology, Intercultural education Curriculum and instruction Coordinating project Authentic learning Global Education

19. The co-operative mechanisms and administrative structure of EU • Supervision of the whole program • Budget execution • Social and cultural education • Joint workshops and meetings • Evaluation and quality control of program • Development of research based model • Educational program management • Faculty mobility management Central Ostrobothnia University of Applied Sciences University of Innsbruck University of Oulu Tallinn University The evaluation, development and administration of Joint Mobility Program

20. Budget

21. Strong points(based on EU evaluation report) • Student teaching practice while abroad • Already existing collaboration between some of the partners • Balanced participation among partners of mobility activities • lnternational Office support

22. Weak points(based on EU evaluation report): • Lack of detail in school assignments • The curriculum to be followed while at the host institution is not clear • Lack of detail on “Joint workshops” and the “international conference” • Confusion over the development of new courses • MOUs need developing, particularly with regard to academic recognition and credit transfer • Lack of equality in student selection criteria • Lack of precision over Language issues • Overuse of popular keywords without precise meaning, e.g., what does "globalisation of national and regional culture" main?

23. Things need to be followed and explained based on raports A. General objectives • Describe what has been done to achieve the objectives of the mobility project, the definition of the designated programme such as a specialisation if applicable, and its potential contribution to educational excellence and innovation, including the discipline. • The project’s outcomes and long-term results for improving teaching and student achievementduring the reporting period. • The actions taking during the reporting period to ensure the added value for the proposed discipline and profession and the proposed mobility project compared with courses and programmes that may already exist in the same fields at national and international levels.

24. Things need to be followed and explained based on raports B. Joint Mobility programme – describe the following aspects of the activities and the results achieved during the reporting period • The mobility programme and how it is integrated among the consortia institution (including its work placement and internship elements, if any). • The commitment and the formal administrative arrangements for the mobility programme as evidenced by letters from the highest administrative and academic levels at the partner institutions. • The arrangement for academic credits, including, if applicable, the extent to which ECTS mechanisms such as the grading scale and other mechanisms for study periods compatible with ECTS will be used. • The co-operative mechanisms and administrative structure for institutionalisation, meetings, roles for partners, and communications.

25. Things need to be followed and explained based on raports C. Mobile Students and Faculty members - describe the following aspects of the activities and the results achieved during the reporting period • The arrangements for tuition and fees. • The consortium structure and mechanisms for student and faculty mobility between host institutions. • The language plan, particularly, the use of training facilities, mentors and tutors, and local language resources. • The resources available for hosting foreign students and faculty members, particularly, the availability of an office and persons dedicated to linguistic assistance, housing, coaching, visas and insurance , and activities for social integration.

26. Things need to be followed and explained based on raports D. Evaluation and Dissemination - describe the following aspects of the activities and the results achieved during the reporting period • The evaluation plan, including an evaluation of the project upon completion, feedback mechanisms, and assessments by independent entities. • The plans for promoting and disseminating the results of the project as well as for ensuring its sustainability after the end of the funding period.

27. Recognition of credit • Recognition of credit for periods of study and training is a crucial component in successful Joint Mobility projects. ICI-ECP is intended to provide support to projects setting up a framework for student mobility with full recognition of the study period abroad. • The focus of the proposed project must be a coherent programme of study with full recognition of the study abroad period by the home institution. In order to assure that students do not increase the length of their programme of study, applicants should secure administrative assurances from their home institutions that students’ study and work abroad will be fully credited upon their return. • Applicants, must submit a formal signed agreement (memorandum of understanding) for credit recognition and protocols for study or work placement from all participating institutions if possible together with the application, and in any case, before the start of the mobility.

28. Project’s web pages • http://projekti.centria.fi/ke-lege • Open pages, can be used for advertising and informing • Main pageGeneral InformationPartnersProject Materials and PublicationsFinanciersLinksContact information