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Herzlich willkommen an der Philipps-Universität Marburg! Die Philipps-Universität, 1527 gegründet, gehört zu den traditionsreichsten Hochschulen Deutschlands. Die über 22.500 Studierenden machen mehr als ein Viertel der Marburger Bevölkerung aus, und neben einem naturwissenschaftlichen Campus außerhalb des Zentrums verteilen sich viele Institute und Forschungseinrichtungen über die gesamte Innenstadt.

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EUPeace - European University for Peace, Justice, and Inclusive Societies

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EUPeace - European University for Peace, Justice, and Inclusive Societies Deutschhausstraße 11+13 35037 Marburg

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Çukurova University ( Turkish: Çukurova Üniversitesi) is a public university in Adana, Turkey. The university has sixteen faculties, three colleges, seven vocational colleges, three institutes and twenty-six research and application centers. The university campus is located 10 kilometres (6.2 mi) away from Adana city center, by the Seyhan Dam Lake.

The university, with its 1903 teaching staff, offers courses to over 40,000 undergraduate, post graduate and doctorate students.

The library has internet access and houses national and international publications. Computer rooms are available for student use campus-wide. These computer rooms are also used for computer-assisted education and scientific research. The university also offers its students recreational facilities including an indoor sports center and swimming pool, a boathouse and sports grounds. Students can make the best of their leisure time in any of the 29 student clubs.

The students of the university have the opportunity to do practical training abroad through AIESEC and similar organizations. Transportation to the Balcalı Campus is offered by private bus services.

The Faculty of Agriculture, founded in 1969 by Ankara University, and the Faculty of Medicine, founded in 1972 by Atatürk University, were combined to form Çukurova University in 1973. The number of the faculties rose to five when the faculties of Basic Sciences, Administrative Sciences and Engineering were founded. In 1982, the Faculty of Basic Sciences was reorganized as the Faculty of Sciences and Letters, and the Faculty of Administrative Sciences was combined with the Department of Economics and Administrative Sciences forming the Faculty of Administrative Sciences and Economics. The Faculty of Engineering and Architecture emerged from the combination of the Faculty of Engineering and the Engineering Department of the Adana Academy of Administrative and Commercial Sciences. Also, the Faculty of Education was established when the two-year Foreign Language Colleges of the Ministry of Education in Adana, Mersin and Hatay were combined. By 1992, the university helped to lay the foundation of three new universities in Turkey. Two colleges, complete with modern buildings, laboratories and educational equipment were turned over to Mersin University, and three colleges were turned over to Hatay Mustafa Kemal University, and the Research and Application Center in Kahramanmaraş was taken over by Sutcu Imam University.

The number of faculties rose to 10 when the faculties of Fisheries, Theology, Dentistry and Fine Arts were established.

Adana Vocational College of Health and Kozan Vocational College were opened to education. With the addition of three post-graduate institutions and the State Conservatory of Çukurova University, the number of academic bodies increased to 21. The Karatas College of Tourism and Hotel Management was set up in 1994, the Karaisali Vocational College was set up in 1995 and the Vocational College of Kadirli offering two educational programs: Computer Programming and Industrial Electronics was founded in 1997. The Department of Physical Education was reorganized as the College of Physical Education and Sports, and in 1996, the Vocational College of Health Services was reorganized as the College of Health Sciences.

The Balcalı campus

The Çukurova University's Balcali campus which is on the eastern side of Seyhan Lake occupies an area of 20 km ². The name "Balcali" originates from the name of the village that stood on the present campus before the university was built.

The campus houses administrative and educational buildings with labs available for research services in various branches of a hospital complex, a central library, a central cafeteria, sports facilities, teacher residences, social facilities and dormitories which accommodate a total of 3500 students.

Public transport vehicles commute between the city center and the campus.

The language of instruction in almost all the programs of the university is Turkish. However, the language of instruction in the Electric-Electronics and Mechanical Engineering Departments of the Faculty of Engineering and Architecture is English.

Students receive compulsory English preparatory classes in all the programs of the Faculty of Economics and Administrative Sciences.

English preparatory classes are optional for the students registered in the Mathematics, Chemistry and Physics Departments of the Faculty of Science and Letters and for the students of Civil Engineering, Geology, Architecture, Industry and Textile Departments of the Faculty of Engineering and Architecture.

Foreign language preparatory classes are conducted in the English, French and German Language Teaching Departments of the Faculty of Education.

The university consists of 10 faculties (with 80 undergraduate programs), three graduate schools (with 64 post-graduate programs), three colleges (with four undergraduate programs), seven vocational colleges (with 23 vocational programs) and YADIM (Foreign Languages Research and Application Center where both undergraduate and post-graduate students are taught English), and a state conservatory.

Evening classes are available in the Department of Teacher Training of the Faculty of Education; in the Departments of Economics and Business in the Faculty of Economics and Administrative Sciences; in the Departments of Biology, Physics, Chemistry, Mathematics and Turkish Language and Literature in the Faculty of Science and Letters; in the Departments of Civil- Mechanical- Geological- Industrial- and Mining Engineering in the Faculty of Engineering and Architecture; in the Faculty of Fisheries; and in all Departments of Ceyhan and Osmaniye Vocational Colleges.

There are numerous student societies active in Çukurova University.

Çukurova University Equestrian Sports Club ÇUASK

Founded in 2000, ÇUASK offers university students and staff alike an opportunity to start lessons in horse riding. The club has four Thoroughbred stallions that are used for schooling. Once students gain experience, they are free to go on trail rides anywhere within the campus boundaries. Instructors in the club are students themselves, who volunteer in giving lessons, taking care of the horses/stables and in managing the club.

The university employs 1903 academic staff (24 from abroad) of which 330 are professors, 141 associate professors, 299 assistant professors, 152 instructors, 723 research assistants, 76 specialists, 157 lecturers.

Austria

1. Fachhochschule BFI

2. Klagenfurt University

3. Paris-London Universitaet Salzburg

4. Vorarlberger Landeskonservatorium

Belgium

1. Free University Brussels

2. Ghent University

3. Hasselt University

4. Hogeschool Antwerpen

5. Hogeschool Sint-Lukas Brussel

6. Libre De Bruxelles University

7. Provinciale Hogeschool Limburg

Cyprus

Czech Republic

1. Czech University Of Agriculture

2. Liberec Technical University

3. Masaryk University

4. Univerzita Jana Evangelisty Purkyně v Ústí nad Labem

5. Západočeská University in Plzeň

Denmark

1. Aarhus University

2. Dortmunt University

3. West Jutland University College

Estonia

Finland

1. Flensburg University

2. Helsinki University

3. Oulu University

4. Svenska Yrkeshögskolan/ Up musik

5. Swedish Polytechnic

6. Tampere Polytechnic

7. Tampere University

France

1. Franche-Comté

2. François Rabelais

3. Paris-Sorbonne University (Paris 4)

4. Universite de Corse-Pascal Paoli

Germany

1. Anhalt University of Applied Sciences

2. Augsburg University

3. Bonn University

4. Dresden Technical University

5. Duisburg Essen University

6. European Academy Berlin

7. Flensburg Universitat

8. Free University Berlin

9. Friedrich Alexander University

10. Hannover University

11. Heidelberg University

12. Hohenheim University

13. Humboldt University

14. Johannes Gutenberg University

15. Ludwigshafen University of Applied Sciences

16. Münster University

17. Oldenburg university

18. Osnabrück University

19. Ruhr University Bochum

20. Siegen University

21. Technical University Darmstadt

22. Technische Universitat Bergakademie Freiberg

23. Technische Universitat Berlin

24. ULM University

25. Weingarten Padagogische Hogeschule

Greece

1. Aristotle University of Thessaloniki

2. Crete University

3. H.R.T.E.I Ionian University

4. Mediterranean Agronomic Institute of Chania

5. T.E.I Ionian Islands

6. Technological Educational Institute of Epirus

7. Technological Educational Institute of Epirus

Hungary

1. Corvinus University of Budapest

2. Debrecen University

3. Kodalanyi Janos University College

4. Pecs University

5. Semmelweiss University

Italy

1. Bologna University

2. Degli Studi Di Napoli

3. Padova University

4. Palermo University

5. Roma Tre Universita

6. Sassari University

7. Universita degli Studi di Modena e Reggio Emmilia

8. Universita Degli Studi Di Trento

9. Universita Di Catania

10. Universita di L'Aquila

11. University of Pisa

Latvia

Daugavpils Universitate

Lithuania

1. Klapedia University

2. Tarprautine aukstoji vadybos mokykia

Norway

1. Norwegian University of Science and Technology

2. Tromso University

Poland

1. Adam Mickiewicz University

2. Agriculture University in Szczecın

3. Akademia Pedagogiczna W Krakowie

4. Akademia Rolnicza w Lubline

5. Akademia Techniczno - Rolnicza

6. Bialystok University of Technology

7. Mikolaja Kopernika Toruniu

8. Ryzsard Lazarski

9. Szczecin Agriculture University

10. Szkola Glowna Gospodarstwa Wiejskiego

11. Warsaw Agricultural University

12. Warsaw University

Portugal

1. Algarve University

2. Lisboa (Lizbon) University

3. Minho University

4. Porto University

5. Universidade De Tras-os-montese e Alto Douro

Romania

1. Ovidius Constanta University

2. Universitatea de Medicine si Fermacie din Targu Mures

3. University of Agronomic Sciences And Veterinary Medicine

Slovakia

1. Univerzita sv. Cyrila a Metoda v Trnave

2. Slovak Agricultural University in Nitra

Spain

1. Catalonia Technical University

2. Granada Kraliyet Konservatuarı

3. Jaume I University

4. Lleida University

5. Politecnica de Cartagena Universidad

6. Politécnica de Valencia Universidad

7. Real Conservatorio Superior

8. Universidade de Santiago de Compostela

9. Universitat De Girona

Sweden

1. Högskolan I Boras University

2. Linköping University

3. Lulea University of Technology

4. Vaxjö University

The Netherlands

1. Delft University

2. Drenthe University of Professional Education

3. Eindhoven University Of Technology

4. Wageningen University

The United Kingdom

1. Edinburgh University

2. Huddersfield University

3. Lancaster University

4. Nottingham University

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Çukurova University ( Turkish: Çukurova Üniversitesi) is a public university in Adana, Turkey. The university has sixteen faculties, three colleges, seven vocational colleges, three institutes and twenty-six research and application centers. The university campus is located 10 kilometres (6.2 mi) away from Adana city center, by the Seyhan Dam Lake.

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La Universidad de Calabria cuenta con 14 Departamentos que ofrecen 80 cursos de grado proporcionados en niveles de Licenciatura y Maestría, 10 Escuelas de Doctorado, 22 Másters de Posgrado, 127 Laboratorios de Investigación, 210 Salones de Clases.

La Universidad de Calabria ofrece 3 cursos de Maestría completamente en inglés: Informática, Finanzas y Seguros e Ingeniería informática para el Internet de las Cosas y dos cursos de Maestría parcialmente en inglés: Filología Moderna (currículum en Estudios Italianos) e Ingeniería Gestión Empresarial.

Cada año, el Centro Residencial ofrece aproximadamente 6000 becas, para un valor total de 20 millones de euros.

A todos los estudiantes internacionales se les ofrece un curso intensivo (80 horas) de Lengua y Cultura Italiana antes del comienzo de cada semestre (a partir de septiembre de 2019). Se brinda apoyo en inglés a través de varios cursos (por ejemplo: tutores de inglés, exámenes en inglés, trabajos finales o tesis escritas en inglés).

Actualmente, más de 800 estudiantes internacionales, provenientes de 78 países de todas partes del mundo, viven en el Campus.

El Welcome Office ofrece ayuda a estudiantes e investigadores internacionales que vienen a estudiar o trabajar en Unical desde el extranjero, ofreciéndoles servicio de recogida, información sobre los requisitos de Visa, asistencia para el permiso de estadía, código de impuestos, seguro médico, acceso a Internet en el campus, información sobre cursos de italiano, etc.

Para más información, no dude en contactar el servicio Welcome Office a través del siguiente correo electrónico: welcomeoffice@unical.it

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Web prezentacija Univerziteta u Sarajevu

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The Philipps University of Marburg ( German: Philipps-Universität Marburg) is a public research university located in Marburg, Germany. It was founded in 1527 by Philip I, Landgrave of Hesse, which makes it one of Germany's oldest universities and the oldest still operating Protestant university in the world. It is now a public university of the state of Hesse, without religious affiliation.

The University of Marburg has about 23,500 students and 7,500 employees and is located in Marburg, a town of 76,000 inhabitants, with university buildings dotted in or around the town centre. About 14% of the students are international, the highest percentage in Hesse. It offers an International summer university programme and offers student exchanges through the Erasmus programme.

In 1609, the University of Marburg established the world's first professorship in chemistry. In 2012 it opened the first German interactive chemistry museum, called . Its experimental course programme is aimed at encouraging young people to pursue careers in science. The university was among the first in Germany to offer courses in gender studies.

20 professors were expelled in 1933, among them economist Wilhelm Röpke, who emigrated, and linguist Hermann Jacobsohn, who committed suicide.

Since the 1970s, the Department of Social Sciences has been regarded as a leftist stronghold, with Wolfgang Abendroth being a major influence within the field of political science in post-war Germany.

The university is significant for its life-sciences research but is also home to one of the few centers that conduct research on the Middle East, the CNMS (Center for Near and Middle Eastern Studies). The departments of psychology and geography reached Excellence Group status in the Europe-wide CHE Excellence Ranking 2009.

Its research is illustrated by its participation in several SFBs (Sonderforschungsbereiche ). These collaborative research centres are financed by the German Science Foundation . They encourage researchers to cross the boundaries of disciplines, institutes, departments and faculties within the participating university. The current SFB at Philipps-University Marburg are:

SFB/TR17 - Ras-dependent Pathways in Human Cancer (started 2004; with Julius-Maximilians-Universität Würzburg)

SFB/TR22 - Allergic response of the lung (started 2005, with Research Center Borstel and LMU Munich)

SFB/TR81 - Chromatin Changes in Differentiation and Malignancies (started 2010, with Justus-Liebig Universität Gießen)

SFB-TRR 84 - Innate Immunity of the Lung (started 2010, with Charité Universitätsmedizin Berlin, FU Berlin, Robert-Koch-Institut, Max-Planck-Institut für molekulare Genetik, Max-Planck-Institut für Kolloid- und Grenzflächenforschung, Justus-Liebig-University Gießen)

SFB-TRR 135 - Cardinal mechanisms of perception (started 2014, with Justus-Liebig Universität Gießen)

SFB 593 - Mechanisms of cellular compartmentalisation and the relevance for disease (started 2003)

SFB 987 - Microbial Diversity in Environmental Signal Response (started 2012, with Max Planck Institute for Terrestrial Microbiology, Marburg)

SFB 1083 - Structure and Dynamics of Internal Interfaces (started 2013, with Donostia International Physics Center San Sebastián, Spain)

SFB 1021 - RNA viruses: RNA metabolism, host response and pathogenesis (started 2013, with Justus-Liebig Universität Gießen)

Alter Botanischer Garten Marburg, the university's old botanical garden

Botanischer Garten Marburg, the university's current botanical garden

Forschungsinstitut Lichtbildarchiv älterer Originalurkunden bis 1250 (Collection of photographs taken from medieval charters)

Bildarchiv Foto Marburg (German national picture archive of arts)

Religionskundliche Sammlung (Collection of religious objects)

Deutscher Sprachatlas (Linguistic Atlas of Germany)

Mineralogisches Museum (Museum of Mineralogy)

Museum für Kunst und Kulturgeschichte (Museum of Arts)

Museum Anatomicum(Museum of Anatomy and Medical History)

As per the QS World University Rankings of 2024, the institution is situated within the 761-770 range globally, and it holds the 40-41 position nationally. According to the THE World University Rankings of 2024, it ranks within the 401-500 bracket globally, while its national standing falls between 37 and 41. In the ARWU World Rankings of 2023, the university is listed in the 401-500 range worldwide, and it takes a national position between 25 and 31.

The is dedicated to the natural sciences. The image shows the Multiple Purpose Building, home of the Departments of Mathematics and Computer Science, as well as laboratories for research into material sciences and physical chemistry

The Old University, housing the university church, the department for religious studies and a representative lecture hall

Marburg was always known as a humanities-focused university. It retained that strength, especially in Philosophy and Theology for a long time after World War II.[citation needed ]

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The Philipps University of Marburg ( German: Philipps-Universität Marburg) is a public research university located in Marburg, Germany. It was founded in 1527 by Philip I, Landgrave of Hesse, which makes it one of Germany's oldest universities and the oldest still operating Protestant university in the world.

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Giessen University is a modern institution which can take pride in some four centuries of past achievement. With around 28,000 students, the university is prepared to meet any challenges that the future may bring.

On the following pages you can find an overview of JLU's academic programs, along with practical tips on how to study successfully in Giessen.

Free language courses, free public transport, exciting excursions, accommodation guaranteed: the Giessen Experience

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Welcome to Justus Liebig University Giessen!

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Giessen University is a modern institution which can take pride in some four centuries of past achievement. With around 28,000 students, the university is prepared to meet any challenges that the future may bring. On the following pages you can find an overview of JLU's academic programs, along with practical tips on how to study successfully in Giessen.

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Keysight has strengthened more than a decade of collaboration with the University of Limoges with the inauguration of Keysight-branded teaching laboratories at the French university's Limoges and Brive campuses. An inauguration ceremony was recently held at the University of Limoges for the [...]

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Página oficial de la Universidad Pontificia Comillas ICAI- ICADE

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FR_Wooclap- 5 statements- EUPeace WP3 Workshop 1

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Universitäten sind per se kaum heterogen (alle Studierenden haben Abitur, einen gewissen finanziellen Hintergrund, etc.) und sind sich des Unterschieds zwischen dem Anspruch und der Realität von Heterogenität / Inklusion im Alltag bewusst.

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Inclusion is letting anyone, regardless of their condition, to participate significantly in educational contexts.

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Inklusion wird in der Schule anders wahrgenommen (eher praktischer Zugriff), als in der Universität (eher theoretischer Zugriff).

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Inklusion kann auf schulischem und universitärem Level nur erreicht werden, wenn die entsprechenden finanziellen Mittel zur Verfügung gestellt werden.

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Diversity in the classroom is also that student who is uninterested. Engaging them is also inclusive education?

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Internationale / interkulturelle Erfahrungen können enorm dazu beitragen, den eigenen Horizont zu erweitern und die Schüler/innen, Studierende und Lehrkräfte von morgen für Inklusion zu gewinnen.

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EUPeace sollte best practice examples bereitstellen und einen ‚Werkzeugkoffer‘, der an Schulen und Universitäten genutzt werden kann, ohne dass es Mehrarbeit im Alltag bedeutet.

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Should we focus more on inclusion in our universities, or in the training of educators we do.

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There is individual awareness about inclusion but Institutional awareness must be raised

inclusive education: affected by the political view

what should universities do for inclusion?

1. the concept of inclusion must be integrated into pedagogical courses

2. practical applications may be difficult but the concept must be introduced

3. it can be practiced in courses such as community service practices or through workshops or databases

4. it should be discussed by decision-making bodies of higher education

5. student clubs and student council

6. improving physical and digital access

7. bringing academicians, administrative personnel, and students together

it is mostly viewed as the inclusion of people with disabilities and refugees

There are inclusion projects for refugees

Do we discuss inclusion at the international level and/or local decision-making processes?

project about preschool education opportunities for children from disadvantaged groups

regulations for inclusion and diversity by MoNe and CoHE

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Comillas has several ways of tackling diversity education: there are specific courses, it is spart of the school ethos ("humanitas"), and there is a student support department.

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(Lehramts-)Studierende brauchen ein offenes Mindset für Heterogenität / Inklusion und die Gelegenheit, in kleinen Schritten kleine Erfolge zu feiern und nicht direkt mit großen Entwürfen zu scheitern (Stärkung der Resilienz).

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1. There is often confusion about the meaning of inclusion.

The consensus is we see confusion about the meaning of inclusion.

2. I believe that inclusion can be practically implemented.

It will be implemented, we can't imagine that it won't be. There will be clouds of situations where it will have to be.

3. Teachers are trained to effectively manage diversity in classrooms.

They are not enough. Students need to be taught the procedure, what to do, who will help, where to find specific information, professional help. Teachers often grope and solve intuitively.

4. My university is committed to increasing diversity awareness and providing equal opportunity for all participating students and staff.

It is set, on paper it is. We don't know what the university-wide practice is.

5. I have concerns about the practical implementation of inclusion

Most are trying and doing their best. But... related to point 3.

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Specific and hands-on training.

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1. C'è spesso confusione sul significato di inclusione.

Maybe “confusion within society”: not ready to see that “inclusion” is not only about “disabled”: e.g. gender equality, cultural equality. Calabria has developed very rapidly: UNICAL has been a catalyst for social change.

Also interpretation of “inclusion” as individual “expression” : freedom of expression.

At UNICAL: established with “inclusion” as objective = social inclusion.

power of knowledge and culture should increase inclusion: UNICAL has many opportunities, e.g., enrolment “alias”. Can ask to not declare gender F/M.  However, institutional email does not accept “non-M/F”, because from Fiscal Code, which clarified biological gender. (one aspect of “inclusion”)

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2. Credo che l'inclusione possa essere attuata concretamente.

YES. e.g. enrollment at local University.

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3. Gli insegnanti sono formati per gestire efficacemente la diversità in classe.

SCHOOL teachers - yes.  University faculty, less so: if “aware” = self-trained.  However, now we at university need to make declarations on our “official teaching modules”, but we have not “received training on inclusion”.

However, we are informed of particular needs only before the exam; If we were notified earlier, we could modulate how we teach in class.

In schools, there are “institutionalized procedures” for each student who has a special needs, so teachers are informed at the start and can therefore help during the learning phrase.

School teachers receive specific training on “inclusion”: Italian Law is very aware of inclusion, e.g. in IT schools, students with learning disabilities are inserted in “regular” classrooms and accompanied by a “support teacher”.

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We were 4: 3 from Limoges and one from Marburg whose native language is French.

Statement 1
- No consensus about inclusion : he/she is in the class so he/she is included but no interactions with others pupils or teacher
- Put pupils with similar problems together is inclusion
Statement 2
- Inclusion is widely accepted but not evident to put in practice (lack of time, trainee, personnel, money to buy tools,...)
​Statement 3
-There is a need for more training hours and more concordance between theory and practice

- a feeling of opposing didactics and pedagogy

Not convinced by statement 4: on paper, the university is committed, but it's difficult to put into practice (timing, administration, etc.). There's a gap between theory and practice.

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1. Inclusion is not only the inclusion of people with disabilities, it is a philosophy and culture of living, a continuous process. the issue of terminology and creating a lexicon arises, in which a lot of things can be explained theoretically.

2. The question of marginalization, different methods and strategies of work opens up, i.e. a systemic solution is necessary.

3. Depending on the faculty, there are more or less subjects in the education of students, and teachers mostly have LLL, but more practice is needed for students.

4. The university promotes diversity and an inclusive environment, but it is an open process.

5. There are a lot of high-quality examples in BiH, but they need to be further promoted and work on quantity and quality.

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4. La mia università si impegna a sensibilizzare sulla diversità e a fornire pari opportunità a tutti gli studenti e al personale coinvolto.

YES.

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5. Sono preoccupato per l'attuazione pratica dell'inclusione.

YES!  e.g. university should inform us earlier: we will try to do something within our Department (Chemistry) to “institutionalize the sharing of information as early as possible”.  We, as teachers can, without impinging on “privacy issues”, offer support.

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--> Affirmation 1

- Pas de consensus sur l'inclusion : il/elle est dans la classe, donc il/elle est inclus(e), mais pas d'interactions avec les autres élèves ou l'enseignant.

- Erreur sur le sens car certains pensent que mettre ensemble des élèves ayant des problèmes similaires, c'est de l'inclusion

--> Affirmation 2 / Affirmation 5

- L'inclusion est largement acceptée mais sa mise en pratique n'est pas évidente (manque de temps, manque de formation, manque de personnel, manque d'argent pour acheter des outils,...)

--> Affirmation 3

- Il est nécessaire d'augmenter le nombre d'heures de formation et d'améliorer la concordance entre la théorie et la pratique

- Les formateurs/enseignants ont le sentiment d'opposer la didactique et la pédagogie - oublier ses objectifs d'apprentissage pour prendre en compte la diversité

--> Affirmation 4

Pas convaincu par l'affirmation 4 : sur le papier, l'université est engagée, mais il est difficile de mettre l'inclusion en pratique (des temporalités trop longues, des procédures administratives qui deviennent des obstacles, etc.). Il y a un fossé entre la théorie et la pratique