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AGRICOM (AGRIcultural COMpetences) is a project funded by the European Commission, and seeks to improve transparency and comparability of Vocational Educational Training (VET) by establishing a Competence Model for the agricultural sector. 

AGRICOM's inspiration has been the Water Competence Model, which they have transferred and adapted to the world of agriculture. Initial pilot programs will test the validity of the model in different national contexts, starting soon in Germany and Italy.

The Leibniz-Institute of Vegetable and Ornamental Crops (IGZ) in Germany and then University of Tuscia in Italy (UNITUS) will implement the model in their own organizations, and investigate its practical implications for skills and competence management in the agricultural sector.

If you are interested in contributing to the first competence model for the European agricultural sector, you can join the open discussion run through the VOA3R project. Click here to share your views on important agricultural competences, job profiles, training opportunities, and certificates that lay the foundation for the ACM. 

To learn about the newest updates regarding the AGRICOM project, to contact the project consortium, or to learn how the AGRICOM Competence Model could help your human resource management and vocational education and training situation, visit the project website.

The main issue discussed is how OER are utilized on an international level. Internationalization and global collaboration are crucial to Open Education:

• How can OER be utilized across borders?
• How can OER contribute towards better education for less developed countries?
• How can Open Education contribute towards better collaboration in Europe and globally?

These are just some questions to be explored and solved in the next years. As a starting point, I would recommend two key visions:

1. Creating a European Open Education community towards collaboration, mutual support and participation.

2. Creating global outreach of European Open Education towards European leadership in both, the educational market and development cooperation.

This paper identifies key issues and potential solutions for international aspects regarding open education. Using a roadmapping methodology, I propose steps and recommendations for advancing Open Education.

This year, Cyber Security & Privacy (CSP) will host this conference in collaboration with the European Association for e-Identity and Security (EEMA) and Trust in Digital Life (TDL). The forum intends to bring together experts, practicioners, standards developers, and policy makers from the fields of Industry, Government and Academic research. It also serves as a venue for learning about state-of-the-art in security and privacy research, giving delegates the opportunity to network with experts in the field.

Authors Li Yuan and Stephen Powell describe the phenomena of the MOOCs, placing them in the wider context of open education, online learning and the changes that are currently taking place in higher education at a time of globalisation of education and constrained budgets.

The “MOOCs and Open Education: Implications for Higher Education” report is written from a UK higher education perspective, but is largely informed by the developments in MOOCs from the USA and Canada.

A literature review was undertaken focussing on the extensive reporting of MOOCs through blogs, press releases as well as openly available reports. This identified current debates about new course provision, the impact of changes in funding and the implications for greater openness in higher education. The theory of disruptive innovation is used to help form the questions of policy and strategy that higher education institutions need to address.