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The ERASMUS PROGRAM: A Case from Turkey

The ERASMUS PROGRAM: A Case from Turkey. Fatih Karabacak , PhD Assist. Prof., Mathematics Education Department Faculty of Education, Anadolu University, Eskisehir, Turkey fatihkarabacak@anadolu.edu.tr Tell: 905055947603.

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The ERASMUS PROGRAM: A Case from Turkey

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  1. The ERASMUS PROGRAM: A Case from Turkey FatihKarabacak, PhD Assist. Prof., Mathematics Education Department Faculty of Education, Anadolu University, Eskisehir, Turkey fatihkarabacak@anadolu.edu.tr Tell: 905055947603

  2. ERASMUS PROGRAMEuRopean Community Action Scheme for the Mobility of University Students • Erasmus Project is a European Union (EU) student exchange program established in 1987. It is the operational framework for the European Commission's initiatives in higher.

  3. Aim of the Erasmus Program • Erasmus program is an EuropeanUnion education and training  program which aims to increase the quality of higher education in Europe.  For this purpose, the Program promotes the co-operations between higher education institutions in Europe.   These partnerships and mobility activities are financially supported by the Program.

  4. ERASMUS • ERASMUS provides opportunities for 200,000 students to study and work abroad each year. • More than 2.2 million students have participated since it started in 1987.

  5. ERASMUS • In addition, it funds co-operation between higher education institutions across Europe. • The program not only supports students, but also professors and business staff who want to teach abroad, as well as helping university staff to receive training.

  6. Participating Countries • The 27 Member States of the European Union • The three EEA countries ( Iceland , Liechtenstein and Norway ) • The candidate countries for accession to the EU: Turkey

  7. Some Effects of the ERASMUS • Many studies show that a period spent abroad not only enriches students' lives in the academic and professional fields, but can also improve language learning, intercultural skills, self-reliance and self-awareness. • Their experiences give students a better sense of what it means to be a European citizen. • In addition, many employers highly value Erasmusparticipation, which increases the students' employability and job prospects. • Staff exchanges have similar beneficial effects, both for the people participating and for the home and host institutions.

  8. Student Participation • Applicant must be a degree student in an Erasmus member university • The ERASMUS student mobility place can be awarded to students who have completed their first year of university studies • The host institution waives all university fees (but not student union fees, insurance and miscellaneous charges for materials).

  9. Student Participation • Erasmus students are expected to complete a Learning Agreement to be signed by themselves and the home and host institutions. • The Learning Agreement is an informal contract that indicates precisely what modules students will be studying. • At the end of the study period abroad, the host university will provide the exchange student as well as the sending university with a transcript reporting the results obtained in the agreed program of study.

  10. Duration The duration of the exchange is from 3 to 12 months.

  11. ECTS • To facilitate academic recognition, the majority of European universities have adopted the European Credit Transfer System. This system provides a common scale for measuring in credits the student workload required to complete course units (for example, one full year of studies generally amounts to 60 credits).

  12. A Case from TURKEY& Anadolu University

  13. TURKEYOutgoing Erasmus students from 2004-2009 • 2004-2005 1142 • 2005-2006 2852 • 2006-2007 4438 • 2007-2008 6274 • 2008-2009 6920

  14. Anadolu University Eskisehir is in the middle of Turkey

  15. General information about Anadolu University Number of students; • Under graduate 1,130,000 (Distance Education) 25,753 (Resident) • Graduate (MA,MS) 1,468 • Post Graduate 552

  16. Anadolu Universityoutgoing –incoming Erasmus students from 2004-2011 • 2004-2005 17-0 • 2005-2006 105-45 • 2006-2007 347-90 • 2007-2008 308-143 • 2008-2009 315-176 • 2009-2010 347-170 • 2010-2011 288-165

  17. A Case Study: A Program for Mathematical Problem Solving in European Teacher Education

  18. Mathematical Problem Solving in European Teacher Education • Purpose During two intensive weeks at Linnaeus University in Sweden, undergraduatestudents in teacher training programs in mathematics from across Europe get inspiration and knowledge on how to teach and learn mathematics in different cultures.

  19. Participants • 46undergraduate students in mathematics education major • Universities: VIA University College, Aarhus, DenmarkStenden University, Meppel, HollandJagiellonian University, Krakow, PolandAnadolu University, Eskisehir, TurkeyUniversity of Education, Weingarten, GermanyLinnaeus University, Växjö/Kalmar, Sweden

  20. Mathematical Problem Solving in European Teacher Education • On 8-18 March 2011, 46 students from various parts of Europe came together at Linnaeus University. The students came to Växjö to study the course Mathematics Problem Solving in European Teacher Education. • In addition, to practiceoriented knowledge in learning and teaching of mathematics in a multicultural environment, the course resulted in new, inspiring contacts and opportunities to share personal experiences from different cultures.

  21. Mathematical Problem Solving in European Teacher Education • The course, which included 3 credits, was offered as an intensive course with compulsory daily activities. • Students actively involved in preparations, discussions and presentations through lectures, group work and the course’s learning platform on the Internet. • We will also created a wiki. That is, IT and new technology became a natural part of the project.

  22. Mathematical Problem Solving in European Teacher Education • In order to implement activities,students made lesson plans, visited schools in the region – Teleborg Centrum and Bäckaslövskolan in Växjö, Skatelövsskolan in Grimslöv and Prästängsskolan in Alvesta. • The course was held by teachers from Linnaeus University in cooperation with teachers from the participating universities.

  23. Reflections from Student Participation • Students went abroad first time. • They first time met with people from other countries. • They learned skills for working with people who speak other languages. • The developed an emotional connection with students from other countries. • Learning other cultures was a great experience. • They had plans to go back to where they left.

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