Pedagogy refers more broadly to the theory and practice of education, how this influences the growth of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are exchanged in an educational context, it considers the interactions that take place during learning. Pedagogies vary as they reflect the different social, cultural contexts from which they emerge. Pedagogy is the act of teaching. Theories of pedagogy identify the student as an agent, the teacher as a facilitator. Conventional western pedagogies, view the teacher as knowledge holder and student as the recipient of knowledge; the pedagogy adopted by teachers shape their actions and other teaching strategies by taking into consideration theories of learning, understandings of students and their needs, the backgrounds and interests of individual students. Its aims may include furthering liberal education to the narrower specifics of vocational education. Instructive strategies are governed by the pupil's background knowledge and experience and environment, as well as learning goals set by the student and teacher.
One example would be the Socratic method. The teaching of adults, as a specific group, is referred to as andragogy; the word is a derivative of the Greek παιδαγωγία, from παιδαγωγός, itself a synthesis of ἄγω, "I lead", παῖς "child": hence, "to lead a child". It is pronounced variously, as, or. Negative connotations of pedantry have sometimes been intended, or taken, at least from the time of Samuel Pepys in the 1650s; the educational philosophy and pedagogy of Johann Friedrich Herbart highlighted the correlation between personal development and the resulting benefits to society. In other words, Herbart proposed that humans become fulfilled once they establish themselves as productive citizens. Herbartianism refers to the movement underpinned by Herbart's theoretical perspectives. Referring to the teaching process, Herbart suggested five steps as crucial components; these five steps include: preparation, association and application. Herbart suggests that pedagogy relates to having assumptions as an educator and a specific set of abilities with a deliberate end goal in mind.
A hidden curriculum is a side effect of an education, " which are learned but not intended" such as the transmission of norms and beliefs conveyed in the classroom and the social environment. Learning space or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur; the term is used as a more definitive alternative to "classroom," but it may refer to an indoor or outdoor location, either actual or virtual. Learning spaces are diverse in use, learning styles, configuration and educational institution, they support a variety of pedagogies, including quiet study, passive or active learning, kinesthetic or physical learning, vocational learning, experiential learning, others. Learning theories are conceptual frameworks describing how knowledge is absorbed and retained during learning. Cognitive and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained.
Distance education or long-distance learning is the education of students who may not always be physically present at a school. Traditionally, this involved correspondence courses wherein the student corresponded with the school via post. Today it involves online education. Courses that are conducted are blended or 100 % distance learning. Massive open online courses, offering large-scale interactive participation and open access through the World Wide Web or other network technologies, are recent developments in distance education. A number of other terms are used synonymously with distance education. Critical pedagogy is both a broader social movement. Critical pedagogy acknowledges that educational practices are contested and shaped by history, schools are not politically neutral spaces and teaching is political. Decisions regarding the curriculum, disciplinary practices, student testing, textbook selection, the language used by the teacher, more can empower or disempower students, it recognises that educational practices favour some students over others and some practices harm all students.
It recognises that educational practices favour some voices and perspectives while marginalising or ignoring others. Another aspect examined is the power the teacher holds over the implications of this, its aims include empowering students to become active and engaged citizens, who are able to improve their own lives and their communities. Critical pedagogical practices may include, listening to and including students’ knowledge and perspectives in class, making connections between school and the broader community, posing problems to students that encourage them to question assumed knowledge and understandings; the goal of problem posing to students is to enable them to begin to pose their own problems. Teachers acknowledge their position of authority and exhibit this authority through their actions that support students. Dialogic learning is learning, it is the result of ega
Aalto University School of Arts, Design and Architecture
Aalto University School of Arts and Architecture, was formed of two separate schools: the faculty of architecture and the University of Art and Design Helsinki. TaiK, founded in 1871, was the largest art university in the Nordic countries; the Media Centre Lume – the National Research and Development Center of audiovisual media – is located in the university. The university awards the following academic degrees: Bachelor of Science in Technology, Bachelor of Arts, Master of Arts, Doctor of Arts; the university is known for industrial collaborations. During the rectorship of Yrjö Sotamaa the university was active in integrating design into Finnish innovation and business networks; this led to the decision to merge TaiK together with Helsinki University of Technology and the Helsinki School of Economics into a new charter university, Aalto University, which started in January 2010. In the QS World University Rankings in 2018, the Aalto University School of Arts and Architecture was placed 9th in the art and design subject area, in 2018 it was placed 9th.
Degree programmes are organized under five departments: Department of Architecture Department of Art Department of Design Department of Film and Scenography Department of Media, including the former department Media Lab The school in its earlier incarnation as Taik educated many of the household names of Finnish art and cinema. Many alumni, such as Tapio Wirkkala and Kaj Franck have earned international acclaim for their work; the school of architecture, when part of Helsinki University of Technology, produced the foremost names in the history of modern Finnish architecture, most notably Signe Hornborg, Eliel Saarinen, Alvar Aalto - after whom the new university is named - Viljo Revell, Reima Pietilä, Timo Penttilä and Juhani Pallasmaa. Internationally acclaimed Marxist theorist and activist Franco Berardi defended his dissertation in the School of Arts and Architecture in 2014. On November 8, 2011 Aalto University officials announced that the school's name would be changed to "Aalto University School of Arts and Creativity" on January 1, 2012.
This provoked a negative reaction in the school community, in two days over 700 people signed a petition condemning the new name as well as the process used to decide on the new name. Opening to the public in September 2018 the School School of Arts and Architecture moved from Arabia Campus, located in the historical building of the Arabia ceramics factory, to the new Väre building in Otaniemi, its construction began in late 2015 and was completed in summer 2018. The new building block houses the metro station and a shopping centre. List of universities in Finland Finnish education system School of Arts and Architecture – Official site The Guild of Architecture Arkkitehtikilta - Official site The Student union TOKYO – Official site Media Centre Lume – Official site The Department of Media – Official site
Australia the Commonwealth of Australia, is a sovereign country comprising the mainland of the Australian continent, the island of Tasmania and numerous smaller islands. It is the world's sixth-largest country by total area; the neighbouring countries are Papua New Guinea and East Timor to the north. The population of 25 million is urbanised and concentrated on the eastern seaboard. Australia's capital is Canberra, its largest city is Sydney; the country's other major metropolitan areas are Melbourne, Brisbane and Adelaide. Australia was inhabited by indigenous Australians for about 60,000 years before the first British settlement in the late 18th century, it is documented. After the European exploration of the continent by Dutch explorers in 1606, who named it New Holland, Australia's eastern half was claimed by Great Britain in 1770 and settled through penal transportation to the colony of New South Wales from 26 January 1788, a date which became Australia's national day; the population grew in subsequent decades, by the 1850s most of the continent had been explored and an additional five self-governing crown colonies established.
On 1 January 1901, the six colonies federated. Australia has since maintained a stable liberal democratic political system that functions as a federal parliamentary constitutional monarchy, comprising six states and ten territories. Being the oldest and driest inhabited continent, with the least fertile soils, Australia has a landmass of 7,617,930 square kilometres. A megadiverse country, its size gives it a wide variety of landscapes, with deserts in the centre, tropical rainforests in the north-east and mountain ranges in the south-east. A gold rush began in Australia in the early 1850s, its population density, 2.8 inhabitants per square kilometre, remains among the lowest in the world. Australia generates its income from various sources including mining-related exports, telecommunications and manufacturing. Indigenous Australian rock art is the oldest and richest in the world, dating as far back as 60,000 years and spread across hundreds of thousands of sites. Australia is a developed country, with the world's 14th-largest economy.
It has a high-income economy, with the world's tenth-highest per capita income. It is a regional power, has the world's 13th-highest military expenditure. Australia has the world's ninth-largest immigrant population, with immigrants accounting for 26% of the population. Having the third-highest human development index and the eighth-highest ranked democracy globally, the country ranks in quality of life, education, economic freedom, civil liberties and political rights, with all its major cities faring well in global comparative livability surveys. Australia is a member of the United Nations, G20, Commonwealth of Nations, ANZUS, Organisation for Economic Co-operation and Development, World Trade Organization, Asia-Pacific Economic Cooperation, Pacific Islands Forum and the ASEAN Plus Six mechanism; the name Australia is derived from the Latin Terra Australis, a name used for a hypothetical continent in the Southern Hemisphere since ancient times. When Europeans first began visiting and mapping Australia in the 17th century, the name Terra Australis was applied to the new territories.
Until the early 19th century, Australia was best known as "New Holland", a name first applied by the Dutch explorer Abel Tasman in 1644 and subsequently anglicised. Terra Australis still saw occasional usage, such as in scientific texts; the name Australia was popularised by the explorer Matthew Flinders, who said it was "more agreeable to the ear, an assimilation to the names of the other great portions of the earth". The first time that Australia appears to have been used was in April 1817, when Governor Lachlan Macquarie acknowledged the receipt of Flinders' charts of Australia from Lord Bathurst. In December 1817, Macquarie recommended to the Colonial Office. In 1824, the Admiralty agreed that the continent should be known by that name; the first official published use of the new name came with the publication in 1830 of The Australia Directory by the Hydrographic Office. Colloquial names for Australia include "Oz" and "the Land Down Under". Other epithets include "the Great Southern Land", "the Lucky Country", "the Sunburnt Country", "the Wide Brown Land".
The latter two both derive from Dorothea Mackellar's 1908 poem "My Country". Human habitation of the Australian continent is estimated to have begun around 65,000 to 70,000 years ago, with the migration of people by land bridges and short sea-crossings from what is now Southeast Asia; these first inhabitants were the ancestors of modern Indigenous Australians. Aboriginal Australian culture is one of the oldest continual civilisations on earth. At the time of first European contact, most Indigenous Australians were hunter-gatherers with complex economies and societies. Recent archaeological finds suggest. Indigenous Australians have an oral culture with spiritual values based on reverence for the land and a belief in the Dreamtime; the Torres Strait Islanders, ethnically Melanesian, obtained their livelihood from seasonal horticulture and the resources of their reefs and seas. The northern coasts and waters of Australia were visited s
Postgraduate education, or graduate education in North America, involves learning and studying for academic or professional degrees, academic or professional certificates, academic or professional diplomas, or other qualifications for which a first or bachelor's degree is required, it is considered to be part of higher education. In North America, this level is referred to as graduate school; the organization and structure of postgraduate education varies in different countries, as well as in different institutions within countries. This article outlines the basic types of courses and of teaching and examination methods, with some explanation of their history. There are two main types of degrees studied for at the postgraduate level: academic and vocational degrees; the term degree in this context means the moving from one stage or level to another, first appeared in the 13th century. Although systems of higher education date back to ancient Greece, ancient Rome, ancient India and Arabian Peninsula, the concept of postgraduate education depends upon the system of awarding degrees at different levels of study, can be traced to the workings of European medieval universities Italians.
University studies took six years for a bachelor's degree and up to twelve additional years for a master's degree or doctorate. The first six years taught the faculty of the arts, the study of the seven liberal arts: arithmetic, astronomy, music theory, grammar and rhetoric; the main emphasis was on logic. Once a Bachelor of Arts degree had been obtained, the student could choose one of three faculties—law, medicine, or theology—in which to pursue master's or doctor's degrees; the degrees of master and doctor were for some time equivalent, "the former being more in favour at Paris and the universities modeled after it, the latter at Bologna and its derivative universities. At Oxford and Cambridge a distinction came to be drawn between the Faculties of Law and Theology and the Faculty of Arts in this respect, the title of Doctor being used for the former, that of Master for the latter." Because theology was thought to be the highest of the subjects, the doctorate came to be thought of as higher than the master's.
The main significance of the higher, postgraduate degrees was that they licensed the holder to teach. In most countries, the hierarchy of postgraduate degrees is: Master's degrees; these are sometimes placed in a further hierarchy, starting with degrees such as the Master of Arts and Master of Science degrees the Master of Philosophy degree, the Master of Letters degree. In the UK, master's degrees may be taught or by research: taught master's degrees include the Master of Science and Master of Arts degrees which last one year and are worth 180 CATS credits, whereas the master's degrees by research include the Master of Research degree which lasts one year and is worth 180 CATS or 90 ECTS credits and the Master of Philosophy degree which lasts two years. In Scottish Universities, the Master of Philosophy degree tends to be by research or higher master's degree and the Master of Letters degree tends to be the taught or lower master's degree. In many fields such as clinical social work, or library science in North America, a master's is the terminal degree.
Professional degrees such as the Master of Architecture degree can last to three and a half years to satisfy professional requirements to be an architect. Professional degrees such as the Master of Business Administration degree can last up to two years to satisfy the requirement to become a knowledgeable business leader. Doctorates; these are further divided into academic and professional doctorates. An academic doctorate can be awarded as a Doctor of Philosophy degree or as a Doctor of Science degree; the Doctor of Science degree can be awarded in specific fields, such as a Doctor of Science in Mathematics degree, a Doctor of Agricultural Science degree, a Doctor of Business Administration degree, etc. In some parts of Europe, doctorates are divided into the Doctor of Philosophy degree or "junior doctorate", the "higher doctorates" such as the Doctor of Science degree, awarded to distinguished professors. A doctorate is the terminal degree in most fields. In the United States, there is little distinction between a Doctor of Philosophy degree and a Doctor of Science degree.
In the UK, Doctor of Philosophy degrees are equivalent to 540 CATS credits or 270 ECTS European credits, but this is not always the case as the credit structure of doctoral degrees is not defined. In some countries such as Finland and Sweden, there is the degree of Licentiate, more advanced than a master's degree but less so than a Doctorate. Credits required are about half of those required for a doctoral degree. Coursework requirements are the same as for a doctorate, but the extent of original research required is not as high as for doctorate. Medical doctors for example ar
A thesis or dissertation is a document submitted in support of candidature for an academic degree or professional qualification presenting the author's research and findings. In some contexts, the word "thesis" or a cognate is used for part of a bachelor's or master's course, while "dissertation" is applied to a doctorate, while in other contexts, the reverse is true; the term graduate thesis is sometimes used to refer to both master's theses and doctoral dissertations. The required complexity or quality of research of a thesis or dissertation can vary by country, university, or program, the required minimum study period may thus vary in duration; the word "dissertation" can at times be used to describe a treatise without relation to obtaining an academic degree. The term "thesis" is used to refer to the general claim of an essay or similar work; the term "thesis" comes from the Greek θέσις, meaning "something put forth", refers to an intellectual proposition. "Dissertation" comes from the Latin dissertātiō, meaning "discussion".
Aristotle was the first philosopher to define the term thesis. "A'thesis' is a supposition of some eminent philosopher that conflicts with the general opinion...for to take notice when any ordinary person expresses views contrary to men's usual opinions would be silly". For Aristotle, a thesis would therefore be a supposition, stated in contradiction with general opinion or express disagreement with other philosophers. A supposition is a statement or opinion that may or may not be true depending on the evidence and/or proof, offered; the purpose of the dissertation is thus to outline the proofs of why the author disagrees with other philosophers or the general opinion. A thesis may be arranged as a thesis by publication or a monograph, with or without appended papers though many graduate programs allow candidates to submit a curated collection of published papers. An ordinary monograph has a title page, an abstract, a table of contents, comprising the various chapters, a bibliography or a references section.
They differ in their structure in accordance with the many different areas of study and the differences between them. In a thesis by publication, the chapters constitute an introductory and comprehensive review of the appended published and unpublished article documents. Dissertations report on a research project or study, or an extended analysis of a topic; the structure of a thesis or dissertation explains the purpose, the previous research literature impinging on the topic of the study, the methods used, the findings of the project. Most world universities use a multiple chapter format: a) an introduction, which introduces the research topic, the methodology, as well as its scope and significance. Degree-awarding institutions define their own house style that candidates have to follow when preparing a thesis document. In addition to institution-specific house styles, there exist a number of field-specific and international standards and recommendations for the presentation of theses, for instance ISO 7144.
Other applicable international standards include ISO 2145 on section numbers, ISO 690 on bibliographic references, ISO 31 on quantities or units. Some older house styles specify that front matter must use a separate page number sequence from the main text, using Roman numerals; the relevant international standard and many newer style guides recognize that this book design practice can cause confusion where electronic document viewers number all pages of a document continuously from the first page, independent of any printed page numbers. They, avoid the traditional separate number sequence for front matter and require a single sequence of Arabic numerals starting with 1 for the first printed page. Presentation requirements, including pagination, layout and color of paper, use of acid-free paper, paper size, order of components, citation style, will be checked page by page by the accepting officer before the thesis is accepted and a receipt is issued. However, strict standards are not always required.
Most Italian universities, for example, have only general requirements on the character size and the page formatting, leave much freedom for the actual typographic details. A thesis or dissertation committee is a committee. In the US, these committees consist of a primary supervisor or advisor and two or more committee members, who supervise the progress of the dissertation and may act as the examining committee, or jury, at the oral examination of the thesis. At most universities, the committee is chosen by the student in conjunction with his or her primary adviser after completion of the comprehensive examinations or prospectus meeting, may consist of members of the comps committee; the committee members are doctors in their field (whether a PhD or other des
Learning theory (education)
Learning Theory describe how students absorb and retain knowledge during learning. Cognitive and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained. Behaviorists look at learning as an aspect of conditioning and advocate a system of rewards and targets in education. Educators who embrace cognitive theory believe that the definition of learning as a change in behaviour is too narrow, study the learner rather than their environment—and in particular the complexities of human memory; those who advocate constructivism believe that a learner's ability to learn relies on what they know and understand, the acquisition of knowledge should be an individually tailored process of construction. Transformative learning theory focuses on the often-necessary change required in a learner's preconceptions and world view. Geographical learning theory focuses on the ways that contexts and environments shape the learning process.
Outside the realm of educational psychology, techniques to directly observe the functioning of the brain during the learning process, such as event-related potential and functional magnetic resonance imaging, are used in educational neuroscience. The theory of multiple intelligences, where learning is seen as the interaction between dozens of different functional areas in the brain each with their own individual strengths and weaknesses in any particular human learner, has been proposed, but empirical research has found the theory to be unsupported by evidence. Plato proposed the question: How does an individual learn something new when the topic is brand new to that person? This question may seem trivial; the question would become: How does a computer take in any factual information without previous programming? Plato answered his own question by stating that knowledge is present at birth and all information learned by a person is a recollection of something the soul has learned, called the Theory of Recollection or Platonic epistemology.
This answer could be further justified by a paradox: If a person knows something, they don't need to question it, if a person does not know something, they don't know to question it. Plato says that if one did not know something they cannot learn it, he describes learning as a passive process, where information and knowledge are ironed into the soul over time. However, Plato's theory elicits more questions about knowledge: If we can only learn something when we had the knowledge impressed onto our souls how did our souls gain that knowledge in the first place? Plato's theory can seem convoluted. John Locke offered an answer to Plato's question as well. John Locke offered the "blank slate" theory where humans are born into the world with no innate knowledge, he recognized. This something, to John Locke, seemed to be "mental powers". Locke viewed these powers as a biological ability the baby is born with, similar to how a baby knows how to biologically function when born. So as soon as the baby enters the world, it has experiences with its surroundings and all of those experiences are being transcribed to the baby's "slate".
All of the experiences eventually culminate into complex and abstract ideas. This theory can still help teachers understand their students' learning today; the term "behaviorism" was coined by John Watson. Watson believed the behaviorist view is a purely objective experimental branch of natural science with a goal to predict and control behavior. In an article in the Psychological Review, he stated that, "Its theoretical goal is the prediction and control of behavior. Introspection forms no essential part of its methods, nor is the scientific value of its data dependent upon the readiness with which they lend themselves to interpretation in terms of consciousness."Methodological behaviorism is based on the theory of only explaining public events, or observable behavior. B. F. Skinner introduced another type of behaviorism called radical behaviorism, or the conceptual analysis of behavior, based on the theory of explaining private events. Radical behaviorism forms the conceptual piece of behavior analysis.
In behavior analysis, learning is the acquisition of a new behavior through conditioning and social learning. There are three types of conditioning and learning: Classical conditioning, where the behavior becomes a reflex response to an antecedent stimulus. Operant conditioning, where antecedent stimuli results from the consequences that follow the behavior through a reward or a punishment. Social learning theory, where an observation of behavior is followed by modeling. Ivan Pavlov discovered classical conditioning, he observed that if dogs come to associate the delivery of food with a white lab coat or the ringing of a bell, they produce saliva when there is no sight or smell of food. Classical conditioning considers this form of learning the same, in humans. Operant conditioning reinforces this behavior with a punishment. A reward increases the likelihood of the behavior recurring, a punishment decreases its likelihood. Social learning theory is followed with modeling; these three learning theories form the basis of applied behavior analysis, the application of behavior analysis, which uses analyzed antecedents, functional analysis, replacement behavior strategies, data collection and reinforcement to change behavior.
European League of Institutes of the Arts
ELIA is a globally connected European network that provides a dynamic platform for professional exchange and development in higher arts education. With over 250 members in 47 countries, it represents some 300.000 students in all art disciplines. Its cross-disciplinary quality makes ELIA unique as a network. ELIA advocates for higher arts education by empowering and creating new opportunities for its members and facilitating the exchange of good practices, its aim is to stimulate critical thinking. As a knowledge platform, we organise events and initiate and support projects that are in line with our strategic focus. ELIA’s offer is inclusive and diverse – it serves the needs of art schools throughout all levels, from academic staff and international officers to students and upper management. ELIA emerged from a conference organized in Amsterdam in 1990, Imagination and Diversity, aimed to promote cooperation in art education around Europe; the organiser of the conference and founder of ELIA, Carla Delfos, is the organization's Executive Director.
She was knighted Chevalier des Arts et des Lettres in 1993, received honorary doctorates from Robert Gordon University, Aberdeen in 2001, Columbia College Chicago in 2009. In 1991, ELIA helped founding the European Forum for Heritage. In the same year, a conference in Budapest, in the wake of the fall of the Iron Curtain, opened up vistas for collaboration with Eastern Europe. At ELIA's second General Assembly in Strasbourg 1992, the Manifesto for Arts Education in Europe was approved. A new version was approved in 2000. In 1996, ELIA was designated to organize a ‘Thematic Network for Higher Arts Education’ as part of the SOCRATES programme. Thematic Networks for closer collaboration and research have since been central to ELIA's activities. Following the Bologna Declaration in 1999, these networks have been crucial in facilitating discussion and taking a position on the implications of the Bologna Process for higher arts education. To this end, ELIA has been cooperating with the European Association of Conservatoires, publishing four position papers together.
In 2008, ELIA received a European grant for Art Futures. It was renewed in 2011. In 2015, ELIA launched a 3-year Creative Europe co-funded project NXT Making a Living from the Arts, which ended in April 2018; the main branches of the organization:ELIA members participate in various ELIA projects and events. They are encouraged to network and share information not only during ELIA events, but with the network via the ELIA website; the Representative Board consists of a maximum of 21 members elected during the General Assembly from and by registered full members of the organisation, ensuring a proportional representation of disciplines and regions. The Representative Board elects the Treasurer; the tenure is for a period of two years. The Executive Board, including the President, comprises a maximum of nine members chosen from the Representative Board; the Executive Office residing in Amsterdam, coordinates daily affairs, project manages the events in cooperation with local partners and handles all membership requests and related inquiries.
The ELIA members are represented by the Representative Board, max. 21 members, elected by the General Assembly. From this Representative Board, an Executive Group of 5-9 members is elected, which monitors the activities carried out by the office and various steering groups; the Executive Group includes the President, Vice-President and Executive Director. Board members are elected for a period of two years. Members of the Board and Executive Group can be re-elected up to a maximum of ten years. ELIA has three types of membership: full and non-European. Full members have the right vote during the General Member's Assembly at the ELIA Biennial. Non-European members have all rights equal except the right to vote. Associate members are institutions that do not fulfill the requirements to be full members and to natural as well as legal persons. ELIA has over 300 members in 47 countries, it represents some 300,000 students in all art disciplines around the world. On a regular bases ELIA offers the following activities and services to its members: Organises three core events and multiple small-scale regional events to address relevant topics and issues within higher arts education across all disciplines, such as digitality in teaching and learning, resilience in arts education and society at large.
Helps the higher arts education sector take the next steps on content issues such as artistic research and art in education Advocates for higher arts education on a European level by participating in the discussion with policymakers and relevant stakeholders in Brussels. Matchmakes and connects its members to facilitate cooperation on national projects. Initiates and supports European funded projects relevant to its members. Offers an online knowledge platform with regular updates on funding opportunities and job adverts, initiatives and news of its members. Publishes conference proceedings, position papers and materials on topics that are important to the sector and its members. Together with its member institutions, ELIA initiates conferences, symposia and research projects, targeting all sectors of the higher arts education community - artists, leaders and students - as well as the wider public. Highlights of these events include: The ELIA Biennial Conference - a world-class event profiling current developments in higher arts education and facilitating dialogue.
The ELIA Academy - an international platform for i