One of the desiderata of the European Higher Education Area is the internationalization of the study programs. The usual arguments for the attractiveness of transnational programs cover aspects like: broader recognition of diplomas, more teaching and learning resources etc. To go deeper than such arguments, this paper will explore the expectations and concerns of students enrolled in 10 universities, in the European Master in Adult Education within the ESRALE project ("European Studies and Research in Adult and Learning Education"), also identifying the students' perceptions about the added value of the European dimension.
Validation of competencies is an issue very much debated nowadays at European level as a solution for enlarging access to higher education. Unfortunately, the Romanian higher education system is still not open to introducing this flexible pathway from a formal point of view, even though bottom-up practices exist. The paper presents a content analysis of three models elaborated and operating in Switzerland, the Netherlands, and Nordic countries, for ensuring quality in the validation practices introduced in their higher education institutions, highlighting possible ways for transferring such models into the Romanian context.
In this paper we answer the question: How do MA-Students and Postgraduates in the field of Adult Education consider the added value of internationality for their professionalization? More and more the pedagogical qualification needs to incorporate a wider, international dimension, in the interconnected world. A lot of effort is done by the European Union and the member states, to reach a European dimension in the academic qualification of their professionals. The opinion of the students qualifying as professionals in adult education helps to identify the effects of such effort. Studying with an international dimension, partly in a foreign language, to gain international competences needs a lot of motivation. In our exploration we find some plausible explanations -related to the labor market, to the personal development, the interest in intercultural communication, the widening of the horizon and the building up of international networks. We summarize with recommendations on how these views of the students can be used for a further development of international aspects in the study programs
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