1 The importance of needs analysis in syllabus and course design. The CMC_E project: a case in point Lidia Gómez García - Universidade de Santiago de Compostela ABSTRACT This paper presents the results of the preliminary work carried out for the CMC_E European Project (Communicating in Multilingual Contexts Meets the Enterprises), within the frame of the Lifelong Learning Program. This project, which has its origin in a previous language programme addressed to mobility and Erasmus-Socrates students and which was awarded the European label, intends to offer innovative on-line material which may promote the development of language professional skills. My main aims here are to introduce the project, to show the language needs of different European enterprises, to offer an analysis of those needs and to explain how they will be taken into account for the development of the project language materials. First of all, I will concentrate on the importance of needs analysis for the design of syllabus and language courses as stated in the literature (Munby 1978; Hutchinson and Waters 1987; Nunan 1988; White 1988; Palacios 1992, 1994; García Mayo 2000). Secondly, I will present a brief description of the CMC_E project: its background, the participants in the project, its objectives, the languages involved, the language level, the target learners, etc. Thirdly, I will describe how the survey used to analyse the language needs of different local, regional and national European enterprises was designed, the main results obtained and the implications of these results for the production of the project materials (units, topics, language skills, methodology, tasks, etc). Finally, I will provide information about the future plans for the CMC_E project.
2 The importance of needs analysis in syllabus and course design. The CMC_E project: a case in point 1 Lidia Gómez García - Universidade de Santiago de Compostela 1. Introduction This paper presents the results of the preliminary work carried out for the CMC_E European Project (Communicating in Multilingual Contexts Meets the Enterprises), within the frame of the Lifelong Learning Program, which intends to offer innovative on-line material to promote the development of language professional skills. The main objectives of this paper are to introduce the project, to show the language needs of different European enterprises, to offer an analysis of those needs and to explain how they will be taken into account for the design of the project language materials. In the first part of the paper, I will concentrate on the importance of needs analysis for the design of syllabus and language courses as stated in the literature. The following section will be devoted to present a description of the CMC_E project. Thirdly, I will describe how the survey used to analyse the language needs of different local, regional and national European enterprises was designed, the main results obtained and the implications of these results for the production of the project materials (units, topics, language skills, methodology, tasks, etc). Finally, I will provide information about the future plans for the CMC_E project and how the analysis of learners needs will be taken into account all along the development and implementation of this project. 2. The importance of needs analysis: brief review of the literature on the topic The idea of focusing on learners needs originated in the 1970s resulting from the interest in the design of language courses that could satisfy individual and social needs (Palacios Martínez 1992:135). Its development evolved in association with the teaching of languages for specific purposes. In 1978, Munby proposed his Communication Needs Processor (CNP), a model for needs analysis which was quite influential, and stated that the design of syllabuses for language courses could only take place after a preliminary work on the learners needs. However, Munby just produced a list of the linguistic features of the target situation in his model, and as García Mayo (2000) claims there should be more to needs analysis than that. Being aware of the needs of the learners influences not only the content of the language course but also what potential can be exploited through such course. Needs analysis is a complex process which has to take into account what Hutchinson and Waters (1987:54-63) define as target needs, what learners need to do in the target situation i.e. language use, and learning needs, what learners need to do in order to learn i.e. language learning. In a more modern view, we should not only take into account target needs and learning needs i.e. objective needs but also learners subjective needs, that is, their affective needs, such as their interests, wishes, expectations and preferences (Nunan 1988). We can gather information about learners needs through different media (Hutchinson and Waters 1987:58; Palacios Martínez 1994:143): surveys, questionnaires, interviews, attitude scales, intelligence texts, language tests, job analyses, content analyses, statistical analyses, observation, data collection, or informal consultation with sponsors, learners and others. Furthermore, needs analysis should not only be considered as a pre-stage for the design of language courses; in fact, it is an on-going process (White 1998:91) and, as evaluation, it can be used to design, improve and implement language programmes. 1 The author is grateful for funding from the European Commission (under grant agreement number / for the research project Communicating in Multilingual Contexts meets the Enterprises: Awareness and development of academic and professional language skills for mobility students, university leavers and in-service workers); project number IT-KA2-KA2MP).
3 3. The CMC_E Project: History, description and main objectives The basis of our project is that multilingualism is a key feature of Europe. The benefits of knowing foreign languages are unquestionable as language skills not only facilitate studying, travelling and working around the world, allowing intercultural communication and integration, but they are also an asset in meeting the new economic and professional challenges of the European Union. In a previous project, CMC (Communicating in Multilingual Contexts, integrated within the Socrates Programme Action Lingua 2) we developed materials for mobility students who wished to carry out a university experience abroad. Our purpose was to contribute to the development of linguistic academic skills in less used and less taught languages, such as Dutch, Italian, Portuguese, and Slovak, in order to highlight further the need for a broader multilingual community where the knowledge of such languages may begin to be spread in European countries. Thus, our objectives were mainly centred on enabling university students to improve the quality of their linguistic knowledge as required in trans-national higher education contexts; creating the opportunity of a multilingual network environment which targets mobility students foreign language training and enhancing adequate and effective preparation besides promoting a multilingual and culturally-diverse environment. Six national teams (University of Calabria, Italy CMC Project Coordinating institution; University of Santiago de Compostela, Spain; Maastricht University s Language Centre, The Netherlands; Instituto Politécnico de Castelo Branco, Portugal; Technical University of Košice, Slovakia; and London School of Economics and Political Science, UK) created two modules of four units each, produced in the six languages, based on a thematic-oriented approach around topics, such as meeting on campus, study skills, academic seminars, oral presentations, CVs and related to the skills defined in the Common European Framework of Reference, CEFR, (Council of Europe 2001); and also a website <http://www.cmcproject.it> aimed at promoting a notice-board where students can exchange opinions, provide suggestions and ask for advice. The didactic resources were developed according to the CEFR language levels: the English and Spanish materials are directed to B2/C1 users, while the Dutch, Italian, Portuguese and Slovak materials are directed to beginners, A2 users. Figure 1. Home page of the CMC_E Project website
4 The CMC_E project (cf. Figure 1), <http://www.cmceproject.it/>, moves forward by offering materials which promote the development of linguistic professional skills. It aims to encourage the best use of innovative materials developed in the context of the CMC Program. The project wants to provide small but meaningful support to the effects on the European economy of the shortage of foreign language skills in enterprises (see ELAN report, EC 2006). 2 These materials promote the development of professional language skills in English (C1 level) and Spanish (B2/C1 level) as well as in Italian (B2 level), Portuguese (B1/B2 level), Slovak (B1/B2 level) and Polish (A2/B1 level), 3 in order to highlight the need for a broader multilingual community. The CMC_E Project offers a range of innovative on-line materials based on the results of a survey of needs carried out throughout different sectors of the labour market. The survey has highlighted gaps in language knowledge within enterprises and major areas of language development needs in the various sectors. In this case, the target groups are not university students, but university leavers preparing to enter the labour market and therefore in need of acquiring professional language skills which will help them become more competitive and also in-service workers who need to develop and reinforce their professional language competences in order to fulfil better their job responsibilities. The main objective of this project is to contribute to the development of professional language skills in six different languages via the creation of a multilingual network and a culturally-diverse environment in accordance with EU policies. This project also aims to promote intercultural communication, to promote linguistic diversity, to develop innovative ICT-based content, to promote content-language learning and intercultural knowledge; and to contribute to the development of quality lifelong learning. The methodological/didactic approaches on which both modules (CMC and CMC_E) are based are CLIL (Content Language Integrated Learning), Blended Learning and Learner-centred materials. 4. The survey: Compilation and design As mentioned in the previous section, we carried out a survey addressed to small and medium private enterprises, social enterprises and local institutions. These companies belonged to different sectors in the labour market of the local area in which each partner is located, so that we were able to identify the key professional skills required by employers and employees. In order to make the delivery of the questionnaire more accessible, it was translated into the six languages of the project and published online on the project website. The companies were invited to participate in the survey through a formal letter sent by , through the help of associations, such as Chambers of Commerce, and also through contact by phone. We contacted around 3,073 companies and only around 302 answered the on-line questionnaire. However, the number of answers (10%) was significant enough to give us an idea of the needs of companies in the countries surveyed. The questionnaire is divided into two clear parts. The first one deals with the company s description (cf. Figure 2) and asks questions such as its location, profile (production, services, commerce/sales, other), sectors the company operates in, main products and/or services, number of employees, general scope of the company s transactions (whether local, national or international), and business relations abroad. 2 The ELAN report (ELAN: Effects on the European Economy of Shortages of Foreign Language Skills in Enterprise) was commissioned by the Directorate General for Education and Culture of the European Commission in December The study was undertaken by CILT, the UK National Centre for Languages in collaboration with InterAct International and an international team of researchers. Its objective was to provide the Commission and decision-takers in Member States with practical information and analysis of the use of language skills by SMEs and the impact on business performance. 3 The Warsaw Academy of Computer Science, Management and Administration (Poland) has recently joined the CMC Programme, as substitute for the Maastricht University s Language Centre (The Netherlands).
5 Figure 2. First part of the on-line questionnaire (Spanish version) 4 The second part is devoted to the company s needs of foreign language competences: the languages they need to do business, whether the company s staff need to acquire or improve their competence in foreign languages, areas where they need to use foreign languages (management, research and development, sales, etc), the average level of foreign language competence of their company staff, areas where they find valuable the knowledge of foreign languages, whether they had ever lost a business opportunity due to the lack of foreign language skills, areas in which they find the biggest difficulties, language strategies they use to deal with foreign clients/suppliers, linguistic competences needed by their company staff, and, finally, whether the company provides language training for their employees. 5. Results and their implications in the project design Results Despite the fact that most of the companies deny having lost business opportunities due to the lack of foreign language skills (80% answered no ), they acknowledge a necessity for their staff to acquire and/or improve competence in foreign languages (69%, cf. Table 1). The enterprises surveyed believe that knowing foreign languages is crucial or very important for attracting new customers, entering new 4 Link to questionnaires: <http://cmceproject.unical.it/portale/questionnaires.pdf> 5 For a much more complete overview of the survey results, please visit <http://cmceproject.unical.it/portale/survey.pdf>.
6 foreign markets and enhancing staff mobility at the international level, as well as for encouraging research within the enterprise. However, only 25% of the enterprises provide some sort of language training for their employees. Table 1. Questions 3 and 3.1 of the questionnaire The results also show that most of the business relations of the companies surveyed take place within Europe (27%); though North America (10%) and Asia (10%) are also within their scope. They mostly use English (39%), French (13%), German (11%) and Spanish (10%) to carry out business, so they also consider these languages as the most important for meeting their needs (cf. Table 1). In fact, the level of compentence of their staff in these languages is the highest, especially in English. These companies use different strategies to deal with foreign clients and suppliers, such as having their information or web sites in foreign languages (22%) or using foreign language competence as a criterion for the selection of their staff (21%). They believe that the areas of the company which need to use foreign languages are the sales (23%), managerial (19%) and marketing (13%) sectors. They experience problems especially communicating over the telephone (12%), speaking in formal contexts (9%), understanding (9%) and using (8%) specific/technical lexicon, and understanding written professional material (8%). In that sense, they consider that their staff need to acquire linguistic compentence mainly in listening and speaking skills (22%), telephone skills (19%), the translation of information (13%), knowledge of specific/technical lexicon (10%) and reading skills in specialised language (8%) (cf. Table 2). Table 2. Question 9 of the questionnaire
7 Table 3. Questions 9.1 of the questionnaire Finally, Table 3 shows that the topics in which these companies recognise the highest lack of language competence are business and finance (20%), marketing (15%), administration (14%), technology (11%), research (7%) and development (7%) and enviromental issues (7%) Implications All the above-mentioned information served as a guideline to create the different units that conform the CMC_E. The five unit topics selected have to do with the fields of interest of the companies surveyed: Training in the workplace, Administration, Business and Finance, Marketing, Technology and Environment. Each unit will offer five activities (with three exercises each) which integrate the four language skills as well as focus on communicative competence linked to the workplace. Actually, they will encourage the developmet of the skills which the companies highlighted as being the most difficult to master, such as communicating by telephone, writing s, understanding and using specific/technical lexicon, reading specialised texts, describing products, participating in formal and informal conversations, etc. The type of activities will vary from drag and drop exercises, re-ordering texts and conversations, type-in activities and even free-writing. Besides, we will provide on-line feedback which will help learners in the completion of the different tasks. 6. Future plans for the CMC_E project We mentioned in the review of the literature that needs analysis is an on-going process (White 1998:91), and that is the way in which it is understood by the members of the CMC_E project. As a matter of fact, we will be piloting the materials both in-progress and in the final stage of the project, so we will be able to correct, modify and complete what we have already done. We will also provide learners with end-of-module tests in order to verify the efficiency of the materials. Besides, final users will be provided with tools for evaluating not only the project as a whole, but also each of the units presented. The information retrieved by these evaluation questionnaires will be very useful for the improvement of the materials, as it will show us not only their advantages but also their disadvantages. This way we will have direct access to the needs of the learners when using the materials and also after they have used them. These materials are intended to be used especially in language teaching centres and institutions, so learners will have the help of on-campus tutors to go through the different tasks. Teachers from these centres will also provide useful information about the difficulties they find when using the CMC_E materials in their syllabuses.
8 Finally, we have created the figure of an on-line e-mentor, who will be in charge of explaining doubts, correcting exercises, etc, and who will also act as a liaison between learners and project designers. References European Commission. Effects on the European Union Economy of Shortages of Foreign Language Skills in Enterprise (ELAN) URL: <http://ec.europa.eu/education/policies/lang/doc/elan_final_report_en.pdf>, 20/03/2009. Council of Europe. Common European Framework of Reference for Languages: Learning, Teaching and Assessment. Cambridge: Cambridge University Press, URL: <http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf>, 16/03/2009. García Mayo, María del Pilar. English for Specific Purposes: Discourse Analysis and Course Design. Bilbao: Servicio Editorial. Universidad del País Vasco/ Euskal Herriko Unibertsitatea, 2000: Hutchinson, Tom and Alan Waters. Needs Analysis. English for Specific Purposes. Eds. Tom Hutchinson and Alan Waters. Cambridge: Cambridge University Press, 1987: Munby, John. Communicative Syllabus Design. Cambridge: Cambridge University Press, 1978: Nunan, David. The Learner-centred Curriculum. Cambridge: Cambridge University Press, Palacios Martínez, Ignacio. An Analysis and Appraisal of the English Language Teaching Situation in Spain from the Perspectives of Teachers and Learners. Ph.D dissertation. Universidade de Santiago de Compostela, 1992: Palacios Martínez, Ignacio. La enseñanza del inglés en España a debate. Santiago de Compostela: Servicio de Publicacións e Intercambio Científico da Universidade de Santiago de Compostela, 1994: White, Ronald V. The ELT Curriculum. Cambridge: Basil Blackwell, 1998:
CMC_E Communicating in Multilingual Contexts meets the Enterprise Awareness and development of academic and professional language skills for mobility students, university leavers and in-service workers
ABOUT US INTER International Education & Trainings is an organization that operates in different sectors of the Research, Planning and Programming fields with regard to Education and Vocational Training,
Foreign Language Proficiency & Certification amongst Youths in Malta from Compulsory Schooling to Courses for Specific Purposes Mario Pace University of Malta (Malta) Abstract Malta s economy is dependent
Challenges in Internalisation University of Warsaw/ British Council 26 marca 2014 Challenges of implementing CLIL methodology at the tertiary level Ewa Guz University College of Language Teacher Education
Foreign language teaching in basic and secondary education in Finland Sari Pöyhönen Centre for Applied Language Studies (CALS) University of Jyväskylä, Finland email@example.com AIMS OF THE PRESENTATION
Teaching English to Speakers of Other Languages The MA TESOL is a full-time specialist degree for people who wish to enhance their career prospects in the field of teaching English as a second, foreign
EJTN LINGUISTICS SUB-GROUP GUIDELINES ON LINGUISTIC TRAINING ( October 2013) The European Judicial Training Network devotes a great deal of effort to designing linguistic projects for EU judges and prosecutors
Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers What is the Common European Framework of Reference? The Common European Framework of Reference gives
DEGREE IN INTERNATIONAL TRADE (GCI) University of Leon Almost since the very day it opened, the Faculty of Economics and Business Studies of the University of Leon has taken on the task of training professionals.
PROGRAMME SPECIFICATION MA Teaching English to Speakers of Other Languages (TESOL) Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University
CURRICULUM Bachelor of Business Administration, Degree Programme in International Business The Degree Programme in International Business enables you to develop competences required in global business.
Cambridge International Examinations Implementazione e Creazione di una Comunita Globale Alessandra Varriale Schools Development Manager, Europe Objectives Cambridge International Examinations Cambridge
INTERNATIONAL MOBILITY 1. ORGANISATION Anne France Malvache (ISTC Director) : anne firstname.lastname@example.org Olivier Garnier (Study & International Relations Director): email@example.com Julie Navalkar
UPC International Relations Plan 2003-2006 Servei de Comunicació Institucional de la UPC, 2003 (7077) Contents Introduction Teaching Subsection 1: The European Higher Education Area Subsection 2: The internationalisation
Master in Economics R The of Key success factors A position of excellence through the production of original intellectual work that creates a difference in teaching and expertise, recognized for and by
Literacy Studies - Master's Degree Programme Credits: 120 credits Level: Master's degree (2 years) Offered by: Faculty of Arts and Education, Department of Cultural Studies and Languages Grade name: Master
The Impact of ICT and Games Based Learning on Content and Language Integrated Learning Lidia Wojtowicz, Mark Stansfield, Thomas Connolly, Thomas Hainey University of the West of Scotland (Scotland) Lidia.Wojtowicz@uws.ac.uk,
Regulations governing the Master s Degree Programme in LANGUAGE, SOCIETY AND COMMUNICATION (Class: LM-38) Section 1 Entrance requirements. 1. Curricular requirements and their evaluation Candidates wishing
Secondary School Policy Philosophy In the Secondary School section of the International School of Toulouse (IST) we understand that all learning involves learning languages, learning about languages, and
The European Language Portfolio (ELP): a European proposal What is it and how do we use it? 1. The CEFR,the Portfolio/Dossier and the ELP 2. The CEFR 3. The ELP What is it? What is it composed of? What
ElŜbieta GAJEWSKA : Levels of language proficiency and teaching LSP Abstract: Levels of language proficiency proposed in CEFR have become a standard reference point in programming language education. In
Middlesex University Programme Specification: (Hons) Education Studies with a Modern Language 1. warding institution Middlesex University 2. Teaching institution Middlesex University 3. Programme accredited
University Classes Collaborating Together Online Report on the Integration of Telecollaborative Networks in European Universities Executive Summary Francesca Helm, Sarah Guth & Robert O Dowd with the INTENT
Programme Specification: BA Teaching English as a Foreign Language 1. Programme title Teaching English as a Foreign Language 2. Awarding institution Middlesex University 3. Teaching institution Middlesex
March 2014 IBC PhD programme: Professional Intercultural Communication The PhD programme in Professional Intercultural Communication (PINC) is hosted by the Department of International Business Communication
European Bachelor: BA (Hons) International Hospitality Management Information for Students Start your international career now! 1 General Information and Structure The Euro BA in International Hospitality
RESPONS: Responsible Skills Alliance for Sustainable Management of Small Hotels and Restaurants 539920-LLP-1-2013-1-BG-LEONARDO-LMP http://www.adam-europe.eu/adam/project/view.htm?prj=11000 1 Project Information
FACULTY OF MANAGEMENT New Faculty UNIVERSITY OF ECONOMICS International Business Bachelor and Master program Agenda 1. Piece of History 2. Inspirations and patterns 3. International Business Program 4.
PROGRAMME SPECIFICATION MA Applied Linguistics Awarding Institution: UCL Institute of Education, University College London Teaching Institutions: UCL Institute of Education, University College London Name
European Conference 7 March 2008, Nicosia Key Topics Entrepreneurship as key competence for growth, employment and personal fulfilment Promoting entrepreneurship through education European reality PECAE
Brochure version 1 February 2015 Pilot Bilingual Primary Education in the Netherlands A pilot project with the aim of introducing a form of bilingual primary education to the Netherlands was introduced
ESP in European Higher Education. Integrating Language and Content Inmaculada Fortanet-Gómez & Christine A. Räisänen (eds). Amsterdam: John Benjamins, 2008. 285 pages. ISBN 978-90-272-0520-9. This book
Page 1 of 5 GEM the first GI Erasmus Mundus Masters Course Petter Pilesjö 1, Andrew K. Skidmore 2, Andre Kooiman 2 and Ulrik Mårtensson 1 1 GIS Centre, Lund University, Lund, Sweden, Petter.Pilesjo@giscentrum.lu.se,
International Business Maastricht Study programme profile: Focus The central theme of the International Business (IB) study programme is doing business across borders. IB prepares its students for an international
( ) Translation and software localization for the Spanish- and Portuguese-speaking markets Deyá idiomas is an Argentinean company that offers multilingual solutions to local and international companies,
EUROPEAN AREA OF SKILLS AND QUALIFICATIONS REPORT Fieldwork: April - May 2014 Publication: June 2014 This survey has been requested by the European Commission, Directorate-General for Education and Culture
PROGRAMME SPECIFICATION KEY FACTS Programme name Journalism AND Sociology Award BA (Hons) School School of Arts Department or equivalent Journalism UCAS Code LP35 Programme code UJJASO Type of study Full
Completing tasks for online forums: a look through the students eyes Maria Kuteeva Instituto Superior de Contabilidade e Administração de Lisboa Abstract The use of ICT for language teaching has been growing
Languages for social cohesion Language education in a multilingual and multicultural Europe Les langues pour la cohésion sociale L'éducation aux langues dans une Europe multilingue et multiculturelle Dissemination
ICT IN TEACHING PROFESSIONAL ENGLISH FOR MECHANICAL ENGINEERING Michaela Vesela Brno University of Technology, Faculty of Mechanical Engineering, Institute of Foreign Languages Brno / Czech Republic E-mail:
Diploma Programme Guide to school authorization: Diploma Programme Diploma Programme Guide to school authorization: Diploma Programme Published October 2010 Updated February 2015 International Baccalaureate
ARCTIC: Assessing and Reviewing Cultural Transaction in International Companies Prof. Stephen Hagen Dr. Jo Angouri Dr. Doris Dippold Dr. Marco Aponte-Moreno Executive Summary Aims and methods ARCTIC set
EN EUROPEAN COMMISSION DIRECTORATE-GENERAL HUMAN RESOURCES AND SECURITY Directorate HR.R - Shared Resource Services Finance and Internal Control CALL FOR TENDERS Reference N HR/R3/PR/2014/083 JO 2015/S
The Helsinki Communiqué on Enhanced European Cooperation in Vocational Education and Training Communiqué of the European Ministers of Vocational Education and Training 1, the European Social partners 2
Strasbourg, 26-27 June 2008 Ministero della Solidarietà Sociale Direzione generale sull immigrazione THE LINGUISTIC INTEGRATION OF ADULT MIGRANTS INTERGOVERNMENTAL SEMINAR The new pilot project in Lombardy
LANGUAGE LEARNING CENTRES LINGUA CENTRE http://lingua.ubbcluj.ro/ HELLO! Since 1999, the Lingua Centre has been functioning within Babes-Bolyai University, offering linguistic services at European standards.
PROFESSIONALIZATION OF LITERACY AND BASIC EDUCATION BASIC MODULES FOR TEACHER TRAINING TRAIN Module 2: Principles of Adult Learning in the field of Literacy and Basic Education Klitos Symeonides Cyprus
EUROPEAN COMMISSION CONTRIBUTION TO MINISTERIAL MEETING IN RIGA ON 22 JUNE 2015 Skills for employability and competitiveness The economic crisis led to a massive destruction of jobs - many of them filled
THE COURSE AT THE BERLIN SCHOOL OF ENGLISH Taking CELTA in Berlin The Berlin School of English (BSofE) is a privately owned English school for adults situated in the centre of Berlin close to Checkpoint
COURSE CATALOG FOR VISITING STUDENTS Faculty of Business and Social Sciences (BMSS) as of April 2016 www.hs-osnabrueck.de/en/wiso/international/incoming/#c209980 Module title and code Module type Study
English UK/Trinity College Certificate in International Business English Teaching A 50-hour course of professional development, designed for English Language teachers with experience who wish to become
BRIDG LANGUAGEE STUDY HOUSE In-House Language Training' Courses for Companies Our IN-HOUSE' Language Training programmes are aimed at companies of all levels, from small businesses to corporate or state
UNIVERSITY OF ECONOMICS, PRAGUE W. Churchill Sq. 4, 130 67 Prague 3 Information on the Procedure of Admission to Studies in the Doctoral Degree Programmes at the University of Economics, Prague I. Branches
The CEFRL and the Labour Market Options for Transferability Table of contents Introduction p. 1 1. Objectives and methodology p. 2 2. The Common European Framework of Reference for Languages and p. 4 its
Undergraduate Politics and International Relations Politics is one of the most important of all human activities, and its study is central to the social sciences. Central to the study of politics and international
CURRICULUM VITAE ET STUDIORUM Orsolya FARKAS, Ph.D PROFESSIONAL EXPERIENCE: A.Y. 2014/2015: Lecturing Assistant, Course European and Public Law, M2 European Law (in English). Course leader: Dr. H. H. V.
Science projects and pupils competences Urszula Utnicka Publiczne Gimnazjum Nr 1 w Krempachach Science, environment and entrepreneurship in etwinning projects, Warsaw 8-11 October 2015 Why do we need competences?
Erasmus+ Online Linguistic Support Make the most of your Erasmus+ experience! Erasmus+: changing lives, opening minds Erasmus+ is aimed at boosting skills and employability, as well as modernising Education,
Due to the importance Universidad Europea de Madrid places on internationality and opening up to other cultures, we encourage a multi-lingual environment on our campuses through the offer of Spanish and
Master in R The of Key success factors A position of excellence through the production of original intellectual work that creates a difference in teaching and expertise, recognized for and by businesses
INTERNATIONAL CONGRESS ON PROJECT ENGINEERING VALENCIA, September 13-15, 2006 TRAINING NEEDS IN CONSTRUCTION PROJECT MANAGEMENT IN PORTUGAL J. C. Teixeira (s), B. R. Pires Abstract Training in construction
TRABAJO FIN DE ESTUDIOS MÁSTER UNIVERSITARIO EN PROFESORADO DE ESO, BACHILLERATO, FP Y ENSEÑANZA DE IDIOMAS INGLÉS Master s degree final project: Theoretical framework, 3rd ESO syllabus and research project
THE USE OF INTERNATIONAL EXAMINATIONS IN THE ENGLISH LANGUAGE PROGRAM AT UQROO M.C. José Luis Borges Ucan M.C. Deon Victoria Heffington Dr. Alfredo Marín Marín Dr. Caridad Macola Rojo Universidad de Quintana
UNIVERSITY OF BRADFORD School of Social and International Studies Bradford Centre for International Development Programme title: MSc in Economics and Finance for Development Awarding institution: Teaching
COU CIL OF THE EUROPEA U IO Brussels, 5 December 2008 16459/08 EDUC 278 SOC 736 MI 499 OUTCOME OF PROCEEDI GS of : Council (Education, Youth and Culture) No. prev. doc. : 13593/08 EDUC 220 SOC 544 MI 334
BSc Be a bright light in the Big City: our programme combines the analytical rigour of an economics degree with practical focus on banking, accounting, law and finance. Create impact. Birmingham Business
Programme Specification Date amended: April 8, 2008 1. Programme Title(s) and UCAS code(s): Computing with Management (G4N1); Computing with Management with a year in Europe (G4NF); Computing with Management
Keio University 2015/2016 Keio CEMS MIM Programme Application Guidelines For Keio Outgoing Students This document provides information needed for students in the Graduate School of Economics, the Graduate
Online Courses Blended Learning or 100 % Online Information for Tuition Providers Levels B1 C1 Online Courses Online The BULATS Blended Learning Course gives you a competitive edge Cambridge ESOL is the
ARE THE POINTS OF SINGLE CONTACT TRULY MAKING THINGS EASIER FOR EUROPEAN COMPANIES? SERVICES DIRECTIVE IMPLEMENTATION REPORT NOVEMBER 2011 EUROPEAN COMPANIES WANT WELL-FUNCTIONING POINTS OF SINGLE CONTACT
Programme Specification Title: International Business Final Award: Bachelor of Arts with Honours (BA (Hons)) With Exit Awards at: Certificate of Higher Education (CertHE) Diploma of Higher Education (DipHE)
DoQuP project WP.1 - Definition and implementation of an on-line documentation system for quality assurance of study programmes in partner countries Deliverable 1.3 - Methodologies and procedures of definition,
Necessity of Inculcating Call Center English in Engineering Curriculum Need of the Hour Mrs.J.ARUNA ANGELINE M.A.,M.Phil.,(Ph.D.) Assistant Professor Department of Science & Humanities SNS College of Technology
Nefertari International Schools IBDP Candidate School Whole School Language Policy Release Date: September 2014 To be Reviewed: September 2019 Introduction Before framing the language policy for the International
DRAFT - OPTIONAL MODULES FOR APPLIED LANGUAGESPROGRAMMES 2014-15 TRANSLATION MODULES *Translation modules in Arabic, Dutch, German, Italian, Portuguese and Spanish run in two fifteen credit linked modules.
Doctor of Education (EdD) in TESOL AVAILABLE IN EXETER AND DUBAI The Programme The degree of Doctor of Education (EdD) in TESOL aims to provide experienced professionals within the field of language teaching
2011 2014 Project Number N 517575 LLP 1 2011 1 CH ERASMUS EMCR AGREEMENT N 2011 3648 / 001 001 Modularising Multilingual and Multicultural Academic Communication Competence for BA and MA level MAGICC CONSULTATION
WELCOME AND TAKING CHARGE In this preliminary phase, you will be fully informed by the information point that will be indicated to you by your Region the contents and services provided by the Programme
UCL CENTRE FOR LANGUAGES & INTERNATIONAL EDUCATION Language and TEFL Course Units 2015-2016 Student Handbook ucl.ac.uk/clie/courseunits UCL Centre for Languages & International Education 26 Bedford Way
ALL-PARTY PARLIAMENTARY GROUP on MODERN LANGUAGES Chair: Baroness Coussins (Crossbench) Vice Chairs: Paul Maynard MP (Conservative), Luciana Berger MP (Labour), Baroness Sharp of Guildford (Liberal Democrat)
Degree Programmes TESOL with TESOL with Trinity Diploma by TESOL with TESOL with Trinity Diploma by Programme Requirements (Full-time local mode): (Collaborative mode): TESOL with 100 credits from ET5100
Youth in Action makes a difference! youth in action Youth in Action (YiA) is a programme of the European Union supporting European youth projects. YiA fosters participation, active citizenship and competence