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University Business Academy in Novi Sad was the first privately owned University, which received official recognition and got accredited in the Autonomous Province of Vojvodina. The University was established in 2000 to educate top-quality young professionals in law and economics in the years of accelerated reconstruction of the domestic economy and judicial system. Our main goal has been to create new generations of professionals capable of applying the acquired knowledge and independently solving complex problems and tasks that the Serbian economy and society is facing in the coming period. From the day of its establishment till the present day, the University has followed trends in the development of higher education and become a higher education institution that provides a comprehensive and flexible range of quality study programs, integrating scientific research and educational service and always driven by the needs of our immediate users and socio-economic environment. The University holds a strong position in the higher education market. The Commission has accredited it for Accreditation and Quality Assurance (CAQA) of the Ministry of Education and Science of Serbia Republic. It has a license issued by the Provincial Department of Science Technological Development. Collaboration with industry and international cooperation are two critical factors in developing the University and its faculties. Therefore, the Center for International Cooperation has been established at the level of the University Business Academy. Its main objective is internationalization: realization of joint projects and mobility of students and teaching staff. A large number of cooperation agreements have already been signed with higher education institutions from other European countries. In this way, University Business Academy in Novi Sad achieves international recognition for education and scientific work, and its diplomas are easily comparable and recognized across borders. Through the interaction of scientific research and educational services, driven by the needs of the environment and our immediate users, we provide a broad, flexible range of high-quality study programs at undergraduate, graduate, and doctoral study levels, thus creating a dynamic learning community committed to continuous quality improvement. Our wish is to position ourselves among the top universities as a recognized and vital educational institution. We strive to become leaders in education and research while at the same time contributing to the individual development of all our stakeholders and society as a whole. The University Business Academy set the following objectives from the very beginning: increasing the quality of education, compliance of study programs with the needs of the market, increasing the efficiency of studying, and modernization in terms of the organization of studies. With time, the University has established a distinctive quality and strives to increase its quality level in all aspects continuously. All the proclaimed principles that underpin higher education get their full affirmation at the University, particularly the principles of academic freedom and autonomy of higher education institutions. The University is committed to fully upholding the principle of ensuring equality of higher education institutions, regardless of their form of ownership. Study programs at the University are designed on the Bologna Declaration's principles, aligned with the achievements of contemporary science and adapted to the demands of the time we live in. When conceptualizing a study program, we start from the principle that there can be no quality of knowledge without the quality of education. Our exceedingly competent and renowned professors implement the study programs, who are proven experts in their fields. Besides expertise, they all demonstrate a high level of professionalism, dedication, and accountability in transferring knowledge to their students. Interactive teaching encourages creativity in students. The knowledge gained during the studies enables our graduates to recognize new values and to be the carriers of new and original ideas, which they can successfully implement in practice. Several generations of our graduates who are highly successful in companies and institutions in which they work have already proven this. The University's strategic orientation is to become fully capable of responding to the new era's challenges and build a position as one of the leading educational and scientific institutions in the region while developing cooperation with universities and other institutions, both in the home country and abroad. A large number of young and promising teachers and staff is an obvious sign of our University's constant development and a bright future ahead of us. View full university

Our Academy, quietly waiting for us during the past two summer months, has opened its door again as we together are just entering the new academic year 2015/2016. The Academy has slightly changed – it has been renovated, somewhat reconstructed, and facelifted to a certain extent. However, in a sense, it remains the same – it remains ours. We are beginning the new academic year with zeal and enthusiasm for work and dignity and willingness to dedicate something to this Academy. Let us leave behind what was wrong and let us start on the right foot. The Slovak National Council Act established the Academy of the Police Force in Bratislava (from now on referred to as "Academy") No. 370/1992 Coll. of 15 June 1992. The Act changed its original name No. 324/1996 Coll. of 20 November 1996 (which changes and supplements Act No. 172/1990 Coll. on Higher Education Institutions, as amended by Act No. 41/1994 of the National Council of the Slovak Republic, and changes of the names of some higher institutions) onto its current name Academy of the Police Force in Bratislava. From its establishment, the Academy was carrying out its mission by providing university training and researching study field security services and its specializations. The Academy started its activities on 1 October 1992 by a grand opening of the academic year 1992/1993 in internal and external Bachelor study programs. The core assets of the Academy, which was established in acquiring the Slovak statehood and transformation onto a democratic society, are the graduates. From its foundation, the Academy has provided training to 4.814 graduates. Out of this number, 1.352 are Bachelor graduates, and 3.462 are Master graduates. One hundred twenty-seven doctorate graduates have acquired a scientific degree "Philosophiae doctor "(PhD.). The quality of training may also be seen in the interest of international students. So far, 147 students from the Czech Republic have graduated from the Master's study. Within continuing education (qualification, re-qualification, language training, and other courses), on average, 700 police officers, employees of the Ministry of Interior, and other state security forces are trained a year. Nowadays, Scientific Board granted a scientific degree-associated professor to 66 applicants, approved 13 proposals for professors' appointment, and one proposal for granting a scientific degree doctor of science Dr.Sc... Moreover, four outstanding personalities acquired an honorary degree, "Doctor honoris causa, "and one personality acquired a title emeritus professor. International co-operation aims to ensure the transfer of the latest scientific knowledge into police officers' training and other security services specialists. After Slovak membership in the EU, the Academy is obliged to provide police training in compliance with the Stockholm Convention, which defines basic directions of unified police officers' training. At the international level, the Academy develops active international contacts and co-operation with partner universities and research institutions in all spheres of activities. The Academy coordinates and guarantees international activities in senior police officers' continuing education in international training programs. International training activities fall under the European Police University (CEPOL), Middle-European Police Academy (MEPA), and FRONTEX agency. At present, the Academy guarantees two international projects' content and organization focused on developing policy sciences and crime prediction and prevention in the European region. The Academy actively co-operates with foreign educational institutions such as the Police Academy of the Czech Republic in Prague, Hochschule der Polizei (former Polizei- Fűhrungsakademie) Műnster in Germany, Rendőrtiszti Főiskola Budapest in Hungary, The Politieacademie (National institute for recruitment, selection, and training of police officers) in the Netherlands, The University of Hull in Great Britain, etc. View full university

The Academy of Performing Arts, with its 1050 students, is the largest artistic, educational institution in the Slovak Republic. Students can enhance their talents and skills in theatre, film, music, and dance undergraduate and graduate programs. The Academy's objective is to offer a deep understanding of the European cultural context and the specific qualities of Slovak art and culture. VŠMU graduates have become leading personalities in Slovak cultural life. The curriculum is continuously reviewed; the Academy teachers are involved in basic and applied research projects. Leading professionals teach at the Academy, the study programs are regularly updated to meet the profession's latest standards. Theatre and dance performances, film screenings, concerts of students and teachers are open to the general public. School public activities form an integral part of Slovak culture. At present, the VSMU consists of three faculties: Music and Dance Faculty, Theatre Faculty, and Film and Television Faculty. Each Faculty has its production departments, which provide necessary services for artistic productions and students' projects. The VŠMU also includes the following units: the Department of Foreign Languages, Central Library and the Study and Information Centre, the Centre of Art and Science. Outstanding artists and teachers have worked at the VŠMU within 70 years of its existence, and many generations of renowned personalities of Slovak culture graduated from this Academy. The Academy of Performing Arts in Bratislava is a public university-type school and the highest accredited educational, artistic, and research institution in theater, film, music, and dance arts in Slovakia. The language of study at the Academy of Performing Arts is Slovak. However, the Faculty of Music and Dance provides selected programs in English and German as well. More details can be found on the website of the Faculty. The European Policy Statement was developed as part of the application of the VSMU for the Erasmus University Charter. It reflected the long – term objectives in the field of international relations of VSMU, in particular, the following activities: expanding the multilateral and bilateral cooperation based on individual agreements with the foreign artistic higher education institutions increasing mobilities of the teachers, non-teaching professional staff creating the conditions to attract international students at the VSMU broader implementation of Erasmus + mobilities and the direct cooperation of departments, ateliers, and other parts of the Academy of Performing Arts. The Erasmus Programme is a European Union exchange program offering university students the possibility of studying or working abroad in another European country for three and twelve months. The program's name refers to Dutch Renaissance humanist and theologian Desiderius Erasmus of Rotterdam, the Netherlands. He studied at several European universities and described education as a chance for modern people. The Erasmus+ Programme builds on the achievements of 30 years of European programs in the fields of education, training, and youth. It encourages student and staff mobility for study and work and promotes transnational cooperation projects among universities across Europe. The scheme currently involves nine out of every ten European higher education establishments and supports cooperation between the universities of 33 countries. – ESN is the European student organization whose primary mission is to assist international students during their exchange study at the hosting institution. – ESN VŠMU is one of sixteen sections operating in Slovakia. Under the university, it joins students of the three faculties: Faculty of Theatre, Faculty of Film and Television, and the Faculty of Music and Dance. Our section cooperates with the international department of the Academy of Fine Arts and Design in Bratislava. Thus it is connecting exchange students of both artistic higher education institutions. This cooperation is being implemented at the non-formal platform. – At the same time, the ESN network members are active in the buddy system – they contact incoming students to better adapt to the new environment. During the exchange study, we provide Erasmus students with all information about those unfamiliar with the new milieu; thus, we wish to ease the adaptation process in their new temporary stay. We prepare various extracurricular and leisure time activities, mainly culture-oriented actions. With ESN's guidance, students can get more comfortable to know each other between faculties as we connect all those coming to VSMU within their exchange study. View full university

The Academy of Fine Arts and Design in Bratislava is an autonomous public institution performing creative, artistic, educational, scientific, research, development, and cultural activities. Educational activities are based on contemporary art, scientific knowledge, and technical background for various artistic activities. The educational activities of AFAD are in close connection with the artistic creation and research activities of the AFAD pedagogues, research employees, and students, who are in simple touch with recent developments in this area. AFAD contributes significantly to art, artistic and technological research, art literacy, and culture. The Academy of Fine Arts and Design is an artistic, educational institution with a strong position and great prestige among other Slovak universities and faculties focused on art. A great deal of its performance is focused on artistic and scientific-research activities and emerging international cooperation within the European education, art, and research area. The Academy of Fine Arts and Design is one of the biggest and oldest Slovak institutions offering university education in various study programs focused on art. In more than six decades of its existence, the Academy has established itself as an institution with a strong position among art schools in the Central European region. At the same time, it is continually strengthening its position within the European Union. Even though AFAD was confronted with numerous changes during its existence, including various ideological pressures, it has always remained committed to its progressive nature. Especially in the last twenty years, it has maintained its position as a prominent institution of higher education, focusing on fine arts. The mission of the Academy of Fine Arts and Design in Bratislava is to enhance education in accredited study programs, strengthen creative and critical thinking, support independent artistic and scientific research and artistic creation, and encourage the creative spirit of human society adhering to humanistic values. The mission of AFAD does not only draw on social utility and public interest but also on the belief that just like science helps to learn about the structured nature of the world, art can embrace this knowledge in its way – throughout genesis, existence, and mental wealth of a human being - and to introduce it in the form of art performances and works of art. The Academy of Fine Arts and Design in Bratislava is a public academy. Besides education at all three levels of university study (bachelor, master, and doctoral levels) in study programs Fine Arts, Design, Architecture, Restoration and at the doctoral level in study program Theory and History of Art and Architecture, it also offers a whole range of other educational activities of additional education. AFAD is not structured into faculties, but directly into twelve Departments and a Division of Drawing. This organizational structure enables the Academy to be a flexible and open educational institution and create an interdisciplinary educational environment. The study at AFAD is structured following the Bologna declaration, whereas its organization and evidence are based on the credit system, as provided by law. The Bologna declaration's implementation has caused splitting the then 6-year master level study program into two levels: 4-year bachelor and 2-year master study program. A new level of study program has been opened (Doctoral level), which had to be implemented from scratch, as there was no tradition of such level at art schools in this region. Results in the essential areas of artistic and scientific-research activities of the Academy, as well as in academic project activities, determine its further development and are directly linked to its profiling, competencies, and professional level in university education. The primary strategic objective of the Academy of Fine Arts and Design in Bratislava is defined in the long-term plan for the years 2012 – 2018. As stated in the document, AFAD aims to improve and develop educational, artistic, and research activities and accomplish its cultural and humanizing mission. Further development of the Academy anticipates its complex readiness to answer new quality criteria of the educational process and increasing demands on the level of the outcomes of the artistic and research activities. Another requirement is the Academy's ability to perceive variable conditions in social development, react to these changes, take into account the results of these processes, critically evaluate processes in social-cultural life, and adopt relevant attitudes. View full university

University of the Academy of Sciences of Moldova (UnASM) is a higher education institution, which operates as a legal entity under the legislation of the Republic of Moldova, normative acts of the Ministry of Education of the Republic of Moldova and the Academy of Sciences of Moldova (ASM), Statute of UnAȘM, being financed from the state budget and its revenues. UnASM was created by Presidential Decree no. 1093-IV of 23.04.2007 (Official Gazette nr.57-59 / 276 of 27.04.2007), under art. 88 lit. j) and art. 94 par. (1) of the Constitution and art. 401 par. (8) of the Education Act as the center of national interest, harmoniously combines and develops educational activities, scientific research, innovation, and culture. University Day is celebrated annually on 27 April, and on this occasion are organized scientific, cultural, and sporting activities. The header seal identifies UnASM, head office (Academy str. 3/2, Chisinau, Moldova), and collaborates with the ASM cluster's research institutes, "Univer SCIENCE," constituted by an Association Agreement. Cluster serves as a bridge between the academic environment and the training process. Through its contribution to training programs, highly qualified human potential, material, and technical basis, appropriate European at UnASM acquire a new European dimension in training bachelor, postgraduate and doctoral students. The mission of the University lies in the development and implementation of advanced study programs at all university levels and postgraduate training, research, and innovation generating capacity, but and attract the best young research specialists. They have a high potential for training. Objectives: Promoting education and research by the requirements of a knowledge-based society through initial training, ongoing education, and integration circuit values Ensuring quality educational activities and of research and management by implementing the latest performance of national and international undergraduate and postgraduate education Providing a framework for interconnections between science, innovation, and the manufacturing sector Internal and European increasing of the visibility of University by intensifying academic collaborations with the socio-economic environment Promoting an effective management system based on the principles of university autonomy, in partnership with the beneficiaries of educational services Adaptation of educational supply to dynamics and requirements of the national labor market Graduates motivation for fundamental scientific research in order to strengthen the scientific potential of ASM Development and consolidation of doctoral programs in doctoral schools or centers of excellence Quality of life of university students Development of an institutional culture that promotes scientific excellence, teaching, and community scientific, teaching and community excellence and to determine the entire academic community involvement in the implementation of the Quality Management System Contribution to local and national development in social, economic, and cultural contexts through involvement in community life. University education is organized following the Bologna Process principles and includes three courses of training - Bachelor, Master, Ph.D. University was accredited by the National Council for Accreditation and Attestation, RM, on the research profile of Bioinformatics and Functional Genetics and is empowered by doctoral activity on this profile. However, in the Doctoral School of the Academy of Sciences, UnASM undertook to promote advanced doctoral studies, providing research institutes with ASM, training programs, and postgraduate academic performance, including staff training in research. A significant achievement of the UnASM is the online educational platform that provides a significant correlation between finality, content, means of involvement in the training process, student motivation in individual activities, etc. Computer-aided training, through educational software, contributes to the formation of the following skills: responsibility, initiative, creativity, tenacity, etc. View full university

Vilnius Academy of Arts is the largest and oldest art university in the Baltic States, established in 1793 as an Architecture department at the Chief school of the Grand Duchy of Lithuania in Vilnius. At the end of the 19th century, it was closed together with Vilnius University by the tsarist government and then reopened in 1919. After World War II, Academy was merged with Kaunas Art Institute and since then was called The State Art Institute of the Soviet Socialist Republic of Lithuania. In 1990 the Academy regained its name of Vilnius Academy of Arts. Since 1990, almost 100 alumni of the Academy were awarded National Art Awards. Today Academy has over 1,800 students in four cities – Vilnius, Kaunas, Telšiai, and Klaipėda. Each Faculty has its unique study programs, which offer Lithuanian students the possibility to find a specific art specialization in different cities. Vilnius faculty has a vast collection of most popular art study programs varying from Painting to Culture Management and Culture Politics. Kaunas faculty offers a Glass Art study program that is unique throughout the Baltic region. Telšiai faculty is based on solid craft competencies, and the newly established Klaipėda faculty offers programs related to the most current art tendencies. The VAA study programs virtually meet the national cultural, social, and economic development needs since graduates of the school are employed in different areas of cultural, social, and economic development, public administration, and educational institutions. Regarding the needs of cultural and social development and the national economy, and considering the number of students entering the appropriateness of admission of students into different study programs is discussed in the Senate every year. Faculty of Postgraduate studies administer Masters and Doctoral programs in Vilnius. The main goal of the Faculty is to strengthen the artistic and scientific research role in the educational process. Academy is a member of international networks and associations of European higher education institutions of art and design. The diversity is brought in by international exchange programs, such as LLP/Erasmus or Nordplus, which positively affects the entire range of activities. Today the Academy has more than 100 Erasmus partners within the EU, with 70 outgoing and 40-50 incoming students each academic year. Around 40 visiting professors ensure the development of international expertise and exchange new ideas of students and staff. A prime example of international collaboration at the Academy is Nida Art Colony. Open all year round; it hosts workshops, intensive courses, seminars, artist talks and screenings, and the artist-in-residence program for experienced and emerging artists, designers, architects, curators, art critics, and researchers from around the world. These defined strategic areas of activity incorporate all the principal fields of a higher educational institution. The targets set forth and the tasks prescribed in the Strategy are interrelated and correspond to the main strategic goal as defined in the Strategy – improve the quality of preparing specialists of the highest qualification in arts, design, and art research meeting the present and future needs of Lithuania, support the progress in the area of art and design, ensure the national and cultural identity of the State, educate artists and designers able to compete in the Lithuanian and European art market, and enhance the competitiveness of the national economy due to achievements in Lithuanian design. The tasks prescribed in respect of individual areas of activities are interrelated and accord with the tasks defined in respect of other areas of activities. The purpose of the Quality Strategy of the Academy is to ensure the excellent quality of the relevant management processes while implementing the mission of the Academy. The Quality Strategy provides for the principles of constant renewal and improvement, criteria and procedures, and specifies the persons or groups of persons responsible for implementing specific processes. View full university

In 1949, through Jonas Žemaitis, a graduate of the Military School, the Lithuanian Partisan Movement was finally united. In February, he was elected the Chairman of the Presidium of the Council of the Movement of the Struggle for Freedom of Lithuania (according to the Declaration of the Council of the Movement of the Struggle for Freedom of Lithuania of February 16, 1949, after the Restoration of Independence of Lithuania, the Chairman of the Presidium held the position of the President of the Republic of Lithuania). That year Jonas Žemaitis was commissioned as the Partisan General and led the movement until his betrayal on May 30, 1953, when his bunker was discovered. He was concussed by a grenade and arrested. In June 1954, Jonas Žemaitis was sentenced to death in a closed session and executed on November 26 in Butyrka prison in Moscow. His words, spoken after the sentence was pronounced, have come true. “Just like the followers of mine, I think that the Soviet Union invaded our country with its armed forces… I consider this step of the Soviet government illegal. All the underground anti-Soviet activities, a participant of which I am, I consider righteous and non-criminal. I want to emphasize that as long as I have been leading the Lithuanian struggle for freedom, I have been making every effort to stick to the principles of humanity… No strenuous activities have been allowed... I am aware of the sentence to be pronounced. Still, I believe that the fight I have been leading for nine years will achieve the desired outcomes”. On September 15, 2014, the Centre for Quality Assessment in Higher Education accredited The General Jonas Žemaitis Military Academy of Lithuania for the most extended term possible, i.e., six years. Prepared by the review team, the Institutional Review Report identified strengths, good practice, and recommendations for improvement. According to Article 40 Paragraph 2 of the Law on Higher Education and Research of the Republic of Lithuania, the quality of research (artistic) activities and studies is ensured through the internal systems of quality assurance of higher education and research institutions, external assessment, and accreditation of study programs, external assessment of research activities and external assessment and accreditation of higher education and research institutions. To improve the quality of research and study activities and implement reporting, the Ministry of Education and Science initiates external assessments carried out by the Centre for Quality Assessment in Higher Education every six years. The Research and Higher Education Monitoring and Analysis Centre performs actual resource assessment based on a financial statement, official statistical data, and survey results received at a higher education institution. It also carries out a conformity assessment with guest experts from other countries when an institution completes self-evaluation and submits the report to the Centre for Quality Assessment in Higher Education. A decision on assessment and accreditation is made based on assessment results. Public relations is one of the critical areas of the General Jonas Žemaitis Military Academy of Lithuania and the whole National Defence System. The Military Academy of Lithuania cooperates actively with public institutions and non-governmental organizations. It cultivates relations with foreign military training establishments, thus contributing to national identity and civic education. The General Jonas Žemaitis Military Academy of Lithuania holds different events, including meetings with famous persons, book, film, and exhibition presentations, Doors Open Day, excursions, exhibitions, and camps for schoolchildren students. The visitors are familiarized with the study programs, rules of acceptance, and requirements for selection to the Military Academy of Lithuania, etc. The Academy annually attends the exhibition on studies and career held at the Lithuanian Exhibition and Congress Centre LITEXPO and higher education institutions’ fair in Kaunas. The General Jonas Žemaitis Military Academy of Lithuania welcomes schoolchildren and students and organizes special excursions and exhibitions. The cadets frequently attend meetings with schoolchildren at the secondary schools and gymnasiums. The meetings aim to familiarize schoolchildren and school-leavers with the acceptance procedure and studies at the Military Academy of Lithuania, peculiarities of military service, and cherished traditions by the Lithuanian Armed Forces. View full university

Lithuanian Maritime Academy (LMA) is a public institution of higher education training highly qualified seafarers and other specialists for the Maritime Industry. LMA vision - a modern higher education institution, the Lithuanian leader in seafarers' and maritime business specialists' education. LMA mission: To provide higher college education, preparing highly qualified professionals that can work in the international environment under the conditions of rapid change of technologies for marine, river, Navy fleet, and port. To develop applied scientific research and consultation activities necessary for the Lithuanian maritime sector, provide quality improvement services. To spread the idea of Lithuania as a maritime state, to propagate marine occupations. To create a modern base for studies, corresponding to the international requirements, to develop new marine technologies to train and educate citizens and act in various fields of public activities successfully. In 2001, Quality Management System comprising seafarers' training and professional development was introduced in Lithuanian Maritime Academy. It was repeatedly certified in 2014 by UAB "Lloyd's Register Quality Assurance Lietuva" according to the requirements of ISO 9001:2008 standard. Lithuanian Maritime school was established on 28 April 1948. It was a closed-type paramilitary education institution. Students had to live at the school, follow a stringent regime, and wear the uniform at school and outside its limits. During the first years, the school did not have suitable classrooms. Navigators knew navigation devices just from books, and navigational tasks for determining to head were solved using the Gulf of Finland's available charts. In 1991 Klaipėda Maritime School was renamed Klaipėda Higher Maritime School. The school was reorganized to fulfill all Lithuanian fleet needs, not only the ones of the fishing fleet. On 12 October 1991, Lithuania adhered to the International Convention on Standards of Training, Certification, and Watchkeeping for Seafarers. In 1996, the training base of the school was renewed and improved. After a short time, Lithuanian seafarers' training base corresponded to the requirements of the STCW 95 Convention. In 1998 it was renamed Klaipėda University Maritime Institute College. View full university

Lithuanian Academy of Music and Theatre (LMTA) is an internationally recognized higher education institution, which trains artists for a professional career in music, theatre, dance, and film. Specializing in art education, the Academy also offers the didactics of music disciplines, art management, and art research studies, which, combined with artistic and creative practice, make the Academy's profile distinguished. Academy is beautifully situated in the center of Vilnius and currently owns six buildings. Facilities include three Concert Halls, two Dance Studios, Cinema Hall, Theatre Studio (Balkono tetras), Opera Studio, Music Library, Music Innovation Study Centre, and Folk Music Archive. Student-centered teaching and learning, research and artistic research, artistic practice and creation, performance, improvisation, and collaboration with creative industries shift the Academy towards open innovation and constant development. Degree studies in Music (Music Performance, Composition, Sound Directing, Musical Folklore, Music Theory, and Criticism), Theatre and Film (Acting, Cinematography, Screenwriting, Film Directing, Theatre Directing, History, and Criticism of Performing and Film Arts), Dance (classical and contemporary), Pedagogy (Didactics of Music, Music Pedagogy), Art Studies (Arts Management), and Music Therapy are available. See Course Catalogue for a full list of bachelor and master programs. Since the year 2011, Academy offers artistic doctorate (4-year third-cycle studies). Every year the Academy hosts about four hundred concerts, competitions, festivals, and other artistic events that are open to the public, free entrance. Research, artistic research, and educational achievements are being presented at international conferences and published in scientific journals of LMTA. Founded in 1933, currently, LMTA trains about 900 students in 40 art disciplines. The history of the Lithuanian Academy of Music and Theatre is an inseparable part of music education in Lithuania. Professional musical development in the country began during Lithuania's great duke Vytautas Magnus when in 1397, a school of the chant was formed at Vilnius Cathedral. The publication of songbooks started in the 16th century. Some hymns were included in the first book published in the Lithuanian language – "Katekizmas" by Martynas Mažvydas (1547). In 1667 Žygimantas Liauksminas published a primer of the Gregorian chant "Ars et praxis musical." Some music schools – "bursts" had been formed during the 16th – 17th centuries, where singing and instrumentation for ecclesiastic orchestras were taught. Private music schools were established in Vilnius, Kaunas, and other towns at the end of the 19th and 20th centuries. In 1919 composer Juozas Naujalis founded the music school of Kaunas. This school was acknowledged as a school of higher education and, in 1933, was reorganized into the Conservatoire of Kaunas. 1933 is therefore considered to be the founding year of the current Lithuanian Academy of Music and Theatre. In 1949 the Conservatoire of Kaunas and the Conservatoire of Vilnius (founded in 1945) were merged into the Lithuanian State Conservatoire. In 1992 the Conservatoire was renamed the Lithuanian Academy of Music (LMA) and in 2004 – the Lithuanian Academy of Music and Theatre (LMTA). The Lithuanian Academy of Music and Theatre is an art university that specializes in music, theatre, film, and dance with the mission to ensure sustainable development of arts and artistic research, participate in shaping the policy of the national art education and culture, foster the spiritual harmony and the national identity, and educate the most artistically gifted young people into creative, initiative, entrepreneurial members of the society who would be open to Lithuania and the entire world. View full university

Major emergencies such as plane and train crashes are critical incidents that are typically complex, initially chaotic, and often challenging to manage. These incidents require a team-based approach in which the activities and efforts of those involved are effectively co-coordinated and adequately directed. Good communication, effective use of resources and information, and a clear command policy are essential if the many problems arising from such incidents are identified, prioritized, and resolved. Officers' training to develop these command skills requires a learning environment where the complexity, chaos, and challenge of a real incident are recreated. This is where simulation is so useful as a training tool. Both programs that are currently in use, the XVR and ISEE simulation systems, have been designed and built from the ground up to create live critical incidents, thereby allowing command officers to practice their skills, to solve command problems, and to confront and overcome the many challenges of such events. At EASS, we believe that innovation is a foundation of learning. We value a corporate culture where digital learning experts and professionals merge their competencies to design and develop modern learning environments and exercising possibilities. We help to transform information into experience. We develop and use a different set of digital technologies to strengthen resource-intensive tasks, crisis management, and tactical and strategic management into one service while covering all internal security services. With the use of an interactive 3D environment, its interfaces, and logistics, it is possible to create immense immersion for students to engage with authentic problem-based situations. The given environment enables us to roleplay through the whole chain of crisis management, should it be an event of an environmental catastrophe, road accident, sudden attack, riot, or any other incident posing a threat either to people's lives or property. Until now, preparation for challenges like that has been costly and time-consuming, but digitally simulated study situations help to save time and increase the quality of the training at the same time. We also deal with other education technology developments to support our lecturers and trainers with new solutions. The selection ranges from full digital e-learning support of all EASS study programs to specific areas like geoinformatics, augmented reality, UAV, and robotic solutions. The EASS always cooperates with state agencies and services, such as international agencies as CEPOL and FRONTEX. International cooperation enables us to exchange experience and best practices effectively when designing training, developing methodologies, and evaluating training. Significant projects: Goenka (geoinformatics for trainers) Fast and Efficient Asylum Procedure TARGET (Training Augmented Reality Generalised Environment Toolkit, Horizon 2020) Roborder (development and demonstration of a fully-functional autonomous border surveillance system, Horizon 2020) Driver + (Driving Innovation in Crisis Management for European Resilience, Horizon 2020) You are welcome to the only institution of higher education teaching specialty courses of internal security in a little country called Estonia – the Estonian Academy of Security Sciences! We are the only institution preparing experts for internal security institutions on three levels – master's level, higher professional education level, and vocational education level. Future police officers, border guards, rescuers, prison, tax, and customs officials receive excellent preparation from our academy. We value cooperation with both national and international partners. In the framework of cooperation, we have developed the current curricula of the EASS and are ready to cooperate both as learners and as teachers. Our students, lecturers, and employees often visit our partner institutions of higher education abroad to acquire new knowledge and skills. We kindly welcome everyone to visit us, too, since we have many things we are proud to present and introduce. Many of you are aware that high-level e-services and technologies and their fast development are seen as Estonia's strengths. The younger generation also knows that Estonia is the birthplace of Skype and that one of the latest and most popular services is e-residency. In the EASS, we similarly pay much attention to the development of learning methodologies. Innovative approaches and a modern learning environment with modern devices and instruction are prerequisites for being a credible partner in international projects and joint curricula. We are proud of our frequent and long-lasting cooperation with international security organizations. In cooperation with other countries, we can establish a ground for more efficient security in the whole world, the development of strategies, the conducting of studies, the establishing of values, the achievement of aims, and the specific new knowledge. In the future, we can thus together create the best international system of internal security. We are very ambitious, as many small countries are. Every day we work towards making the EASS an equal partner to our cooperation partners – the institutions of higher education in internal security in Europe. Our vision is supported by the state's strong efforts made when ensuring people's security, which in some parts presupposes international experience and cooperation to make it better and more efficient than before. We are open to cooperation and waiting for you to come and see the opportunities the EASS offers – always in the name of better cooperation and internal security. View full university

Established in 1914, the Estonian Academy of Arts is the only public university in Estonia providing higher education in fine arts, design, architecture, media, visual studies, art culture, and conservation. The EAA is striving to be among the leading international centers of innovation in visual culture. There are currently more than 1 000 students enrolled in the Academy, with many participating in exchange programs at international partner universities. In addition to active study and research activities, the Estonian Academy of Arts also offers lifelong learning opportunities through the Open Academy. The Estonian Academy of Arts collaborates with more than a hundred top art, design, and architecture universities worldwide and belongs to several international higher education networks. The lecturers and instructors are professionals in their field — internationally recognized artists, architects, designers, historians, and scientists. Visiting lecturers from universities in Estonia and abroad are regular guests. The Estonian Academy of Arts has a rich academic library that is continuously expanding its collection, a newly renovated communal dormitory with the Estonian Music and Theatre Academy, and practicum facilities at Tamse in Muhumaa and Heimdal in Viljandimaa. The EAA regularly organizes student, faculty, and departmental exhibitions and open lectures in Tallinn and elsewhere. The EAA actively publishes different types of publications, including faculty members' books, textbooks, study materials, collections of articles, and advance reviewed works from art and research fields. While offering a wide selection of specialties, the Academy also offers unique, individualized study and personal mentorship by faculty members. The departments are muscular bodies of competence on their while at the same time facilitating synergy and interdisciplinary studies. Many faculties have been operating for close to a century. They have long experience and historical continuity and also pioneer change in their field. The Academy welcomes motivated people who are visually and socially sensitive and want to develop their thinking abilities, opportunities, and potential as creative people. The Academy's goal is for graduates to function successfully in society and work as independent creators and thinkers. That is why the curricula are formed in such a way as to develop the analytical ability and critical thinking of students. Every program includes philosophy, history of art, aesthetics, and foreign languages. The Academy aims to be in the midst of life happening. That is why attention is paid to the society and the professional world in broad terms. EAA has close ties and cooperation agreements with more than 100 international universities and many international networks. Student and faculty exchanges can be negotiated, and internship opportunities can be expanded. EAA is a member of CUMULUS (International Association of Universities and Colleges of Art, Design, and Media) EAAE (European Association for Architectural Education). NORDPLUS is a member of many professional networks. Since 1999 EAA has been a member of The European Commission's Lifelong Learning Programme for Higher Education, Erasmus, under which more than 100 bilateral exchange agreements have been signed. In addition to the Erasmus program, the Estonian Academy of Arts has entered into student and faculty exchange and cooperation contracts with ten internationally recognized art universities outside the European Union. Regular and intense contacts are maintained with the world outside academia through exhibitions and publishing work, organizing many events, and cooperating with businesses and public institutions. The International Relations Office coordinates international relations, faculty and student exchanges, international internship opportunities, and grant information. The EAA collaborates with universities, cultural institutions, artistic associations, local government bodies, and businesses in Estonia and abroad. The Estonian Academy of Arts cooperates with many Estonian and international businesses in science and development. The partners vary depending on the area of specialization, and the Academy can offer a range of services from research and analysis to creating prototypes. The Department of Development is the link between education and business. The services and solutions supporting EAA's main activities are worked out, giving legal and entrepreneurial advice to staff and businesses for carrying out collaborative projects with the Academy's departments. The Department of Research and Development interacts actively with Estonia and abroad businesses and carries out joint projects. Many students complete design tasks for Estonian companies in the public and private sectors and participate in international and local competitions during their studies. The Department of R&D organizes training in the fields of entrepreneurship, intellectual property rights, career planning, internships, and project management. Students are advised to make business plans, and there are numerous resources available to EAA's spin-off businesses. The department coordinates interdepartmental development projects and carries out research and development projects. The Department of Research and Development manages EAA's local and international co-sponsored or joint projects. A business and career website for the Estonian Academy of Arts members offers information, materials, references relating to topics on intellectual property, business, career, apprenticeship, and project management. The Estonian Academy of Arts is the leading educator and developer of the arts, design, architecture, art history, heritage, and arts education professionals in Estonia, the promoter and introducer of visual culture and an essential driver of the Estonian society. The teaching provided by EAA is modern and interdisciplinary, creative, and exploratory. Through our alumni, faculty, and students, we are the central Estonian and significant international creator, designer, and interpreter of art, visual culture, living environment, and the essential enriching actor of the cultural environment and quality of life. View full university

The Art Academy of Latvia (from now on the Academy) was founded in 1919 by one of the first Latvian professional painters and the Academy Vilhelms Purvītis (1872-1945). He favored the development of Latvian art. A modernized tradition of academic education, openness to topical art processes and activities, the pedagogues' contribution to preparing young artists, and high-level performance of the students have ensured and preserved the Academy's authority. During World War II's dramatic events, despite the hardships and repressions of occupations, the academic staff of the Academy continued to teach and hand over their knowledge to students. During the Soviet period (1944-1990), in constant ideological pressure, the Academy attempted to maintain democratic teaching traditions by building relations between lecturers and students on mutual trust. Political awakening and the restoration of Latvia's independence in 1990 originated the need to search for a dynamic balance between the academic tradition of art pedagogy and the modern cultural paradigm. All the Academy students study traditional art techniques of the respective art area, specialize in applying traditional and untraditional materials, and develop creative skills related to everyday media use. They pile up experience in the implementation of art projects. Basic academic knowledge in art disciplines is acquired in the first four academic years. At the end of the studies, students have to develop and present their diploma work. Further studies can be continued in workshops and the Master's degree program. The workshops' objective is to offer individual studies based on co-operation between the academic staff and the students. The studies are designed according to the creative and professional interests of each student. In the Master's degree program, students and lecturers focus on the in-depth study: summarize, systematize, and research materials on the history of Latvia and Latvian art and culture, the theory of culture, and art pedagogy. During the study process, students develop their Master's thesis. Doctoral studies entail research on the highest level. Doctoral dissertations are revised by independent local and foreign experts and are presented in the Promotion Council of the Academy. Students also participate in various local and international creative activities – exhibitions, symposia, study programs, creative workshops, competitions, etc. About 700 students study at the Art Academy of Latvia every year. And we are most pleased that the study process is characterized by excellent collaboration between students and their professors. All study places at the Art Academy of Latvia are funded from the state budget. View full university

Rezekne Academy of Technologies (RTA) is a state founded higher education institution with unlimited international accreditation. Its roots go back to 1925. Record sheets starting from 1 August 1925. RTA aims to provide academic and professional higher education in compliance with the science development level and cultural traditions of Latvia being competitive in the European education space, developing studies and research in 14 study fields. The mission of RTA is to provide an opportunity to achieve academic and professional higher education, do fundamental and applied research in educational science, humanities, and arts, social science, information and communication sciences, engineering, manufacturing, and construction. RTA offers to achieve knowledge in economics and Management, Engineering and Education, Language and Design, more than 50 Bachelor, Master, and Doctoral study programs in Latvian and 14 programs in English. RTA also provides studies in Livani and Madona branches. Scientific research is carried out by Law On Scientific Activity and the Statute on scientific activity in RTA, approved by RTA Senate. RTA has Research Institute for Regional Studies and six research centers. RTA implements several projects co-financed by the EU programs, involving academic and general staff and students. RTA manages several international cooperation projects and national programs. RTA regularly organizes local and international conferences. RTA has more than 185 cooperation partners from 31 countries and promotes high mobility of academic staff and students (2nd-3rd place among all higher education institutions of Latvia). There are students from Uzbekistan, Kazakhstan, Georgia, India, Sri Lanka, Bangladesh, Lithuania, Finland, Belarus, Saudi Arabia, and other countries studying in RTA. Students of RTA have diverse opportunities to develop their talents. We have a dance group, “Dziga,” drama group “ĶerRA,” and mixed choir “Sonitum.”Students actively participate in faculties self-government, as well as in the Student Council, realizing various initiatives. Centre for Lifelong Learning (CLL) is a department of RTA. Its goal is to promote lifelong learning, ensuring the continuation of previously acquired education and development of education according to the labor market requirements and personal interests. CLL offers foreign partners traineeships and other education programs in English and Russian. To promote excellence, RTA had founded Eastern Latvia Technology High School in 2015. The school provides STEM-oriented education. View full university

Latvian Maritime Academy (LMA) is the first and only Institute in Latvia to provide higher maritime vocational education and training for the maritime industry regularly. The roots of maritime education in Latvia may be traced back more than 200 years. The first Maritime School in Riga was started in 1789. Latvian Maritime Academy enrolled the first students as part of the Kaliningrad Institute of Fishing Industries on 1 October 1989; therefore, this year is considered the foundation year of LMA. On 25 July 1990, LMA became one of the faculties of Riga Technical University. It was in January 1993 when Latvian Maritime Academy became a fully independent educational establishment. The Academy aims to provide students with a balance of academic education, professional training, and practical skills to respond to a broad spectrum of needs in the maritime industry. LMA graduates well-qualified mariners in navigation, marine engineering, marine electrical automation, and port management. LMA trains officers for the Latvian Navy. On 12 October 2017, Latvian Maritime Academy is holding the 4th internationally recognized maritime history readings on topical maritime history research issues. Speakers from Sweden, Turkey, the USA, Finland, Italy, Lithuania, and Latvia will share their knowledge, experience, and expertise in dealing with topical problems and challenges in maritime history research on both a national and international level. The 4th International Maritime History Readings are held in Riga on 12 October 2017, at Latvian Maritime Academy (Flotes street 12, Riga) in the Centre for Studies, Room B1. The language of the event is English. The Research Institute is a unit of Latvian Maritime Academy. It complies with the Law on Science and the Law on Higher Education Institutions, resolutions passed by the Academic Senate, Statutes of the Research Institute, and other regulations. The general meeting of scientists, which gathers all the staff with doctoral degrees employed by the Institute is its highest decision-making body. The competence of the Scientific council elected at the general meeting includes the following: The elaboration of the guidelines for Institute’s activities The election of Institute’s director and research fellows The adoption of regulations dealing with internal activities of the Institute Other aspects mentioned in the legislation. The Research Institute aims to provide a favorable and supportive environment to academics and students involved in scientific research and consulting to acquire the knowledge and elaborate on the new technology in water transport and infrastructure. Besides, the Institute promotes the development of research as an integral part of the educational process. View full university

Latvian Christian Academy has developed one of the most excellent and successful institutions providing theological education in Latvia. Latvian university is a strategic partner to many European universities and institutions of social research and academic centers. Respective EC organizations have recognized the unique value of our study programs regarding both content and methodology. The basis for the success story of Latvian Christian Academy is rooted in THE INTERNATIONAL SUPPORTIVE COMMITTEE – both academic and socially political entity, gathering representatives from the USA, Israel, Germany, Norway, Sweden, Belgium, France. Rector of Latvian Christian academy prof. Skaidrīte Gūtmane is a member of the think-tank groups of several EC organizations. Our priority is quality research in the field of interdisciplinarity between theology and social sciences/ humanities. We promote socially-centered research by use of the integrative theology method to help people and society in general. The achieved results are integrated into all theological and social study courses. Special attention is given to socially social dialogue, socially marginalized people, dialogue between society and the Church as well as Church art. Consequently, our theological courses are not isolated but relatively integrated: deeply related to our society's current social problems and offering usable solutions. Latvian Christian Academy has received full State and European accreditation without duration. The Academy offers an internationally assessed quality of studies in the study directions: "Art," "Theology," "Social Welfare."All study directions have been assessed by the State and European accreditation experts in June 2013 and were awarded the maximum duration of 6 years (till 2019). We are focused on themes related to care for solidarity, mutuality, and sustainability. Both Patristic theology and anthropology are seen as resources for innovative knowledge aligned to current social problems working for social justice and inclusive society. You will enjoy complex studies of humankind, i.e., if the perception from different angles and fields of knowledge is what you seek. Suppose your ambitions are based on the promotion of initiative and critical and knowledge-based approaches. The strength of the Academy lies in the following: Well-functioning quality culture and quality assessment system, Highly-qualified academic staff, Research-based and student-oriented teaching, Innovation and uniqueness of the integrative theology method in research, Supportive, international, and no-nonsense study environment Studies available in Latvian, English, and Russian languages. View full university

The Latvian Academy of Sport Education is the only education institution of a specialized university type in Latvia that trains sports specialists. The Academy was founded on September 6, 1921, as the Latvian Institute of Physical Education, but in 8. In November 1991, it was renamed the Latvian Academy of Sport Education (LASE). LASE is an accredited (14.07.1998) state higher education institution; the studies are held in the Latvian language. The Constitution of the Academy was affirmed on July 8, 1998, by the Cabinet of Ministers, the Republic of Latvia Nr 352. The Latvian Academy of Sport Education is a state higher education institution that realizes accredited study programs to train specialists to work in education, sport, state, municipal institutions and organizations as they have the necessary knowledge, skills, and abilities to lead and organize education, sport, health-promoting, and other activities. LASE graduates are trained specialists to work in education, sports, state and local government institutions, organizations, and business companies. They have acquired the knowledge, skills, and abilities necessary to run and organize education, sport, health strengthening, and other activities. During 95 years of its existence, about 10 000 sports specialists have graduated from the Latvian Academy of Sport Education. The necessity for establishing a particular education institution arose in spring 1919 when the progressive press noted that physical education theoretical issues and forms of its organization require their scientific foundations. The Latvian Ministry of Education accepted this necessity of society, and on September 6, 1921, the Cabinet of Ministers decided to establish the Latvian Institute of Physical Education (LFII). Student theoretical education was started in Riga, Nikolaj (now: Valdemara) Street 1, and practice sessions were organized in school gyms and stadiums. The goal of the Institute was to train teachers of physical education, work out theoretical and practical issues of physical education, supervision of physical development, and physical education in the country. The first leader of the Institute was Rumpmuiža school teacher Mārtiņš Krūze (Martin Kruze). Institute training lasted for two years and involved 1400 hours of theoretical and practical study courses. In specialist, preparation emphasis was put on their practical training, which accounted for 65.3% of the study volume. In turn, in practical preparation, gymnastics and physical activities connected with gymnastics prevailed. This emphasis was influenced by the fact that at that time, physical education was called gymnastics, but the teachers - teachers of gymnastics. On November 3, 1922, the study plan, realized at the Institute, was reviewed, introducing the condition that students will take an exam in each of 21 study subjects at the end of studying. On November 15, 1922, doctor Dr. Jēkabs Dille was the Head of the Institute. Considering the importance of physical education and the need to have Physical Education teachers at schools, on October 2, 1926, within Latvian Folk University was opened Institute of Physical Education (LTU FAI). At the basis of the activity of LTU FAI, the organization, the general character of studies, and requirements of the former Institute were used. The Institute worked according to plans and programs, affirmed by the Ministry of Education, the duration of studies was three years. Voldemārs Cekuls, the inspector of Physical Education of the Ministry of Education, was appointed to be the head of LTU FAI. During its existence (1929-1940), LTU FAI prepared 189 specialists of Physical Education, from which 179 received the Diploma, confirming graduation from the Institute, but 10 – about having attended classes as listeners. LTU FAI ceased its work in 1940, and its head Voldemārs Cekuls was deported from Latvia on June 14, 1941. In the period from 1921 to 1940, the Institute was graduated by 267 teachers of Physical Education. View full university

The Latvian Academy of Culture is the higher education institution founded by the Council of Ministers' resolution on December 29, 1990. The Latvian Academy of Culture realizes accredited higher education study programs at Bachelor's, Master's, and Doctoral levels. The Research Centre and the Creative Activity Centre of the Latvian Academy of Culture and the students and the lecturers of the Academy take part in the realization of the scientific research and artistic creation. The Academy's primary goal is to administer studies at the Bachelor's, Master's, and Doctoral levels in the Arts and Social Sciences, Theatre Studies, Audiovisual Arts, and Contemporary Dance and others. The Academy also undertakes research projects in the Arts and the Social Sciences fields and realizes artistic creation. The Ministry for Education and Science of the Republic of Latvia has accredited the Latvian Academy of Culture has realized higher education programs and has given the Academy the right to award Bachelor of Arts, Master of Arts, and Doctor of Arts academic degrees till 2019. Eduards Smiļģis Theatre Museum has been a Latvian Academy of Culture's structural unit since June 2, 2009, when it was handed over from the Literature and Music Museum by the Cabinet of Ministers of the Republic of Latvia. Riga Film Museum has been a Latvian Academy of Culture's structural unit since January 1, 2010, when the National Film Centre had been reorganized by the Cabinet of Ministers of the Republic of Latvia. Since December 31, 2011, the Latvian Culture College has also been under the Latvian Academy of Culture. The Academy's decision-making bodies are the Constitutional Assembly, the Senate, the Rector, and the Academic Arbitration. View full university

Latvian Conservatory of Music was founded in 1919 by the Latvian composer Jāzeps Vītols, who also became the first director of the Latvian National Opera. He remained director until 1944, excepting 1935-1937, when the director was his choral assistant Pauls Jozuus. There were junior and senior courses that covered around 9 to 10 academic years. Beginning in 1940, the structure of the conservatory changed: the lower junior courses were transferred in the secondary education system and later became a base for Jāzeps Mediņš's and Emīls Dārziņš's secondary schools of music. And there formed up courses of higher school in the conservatory. Beginning 1 October 1951, the LPSR Institute of Theater was joined to the conservatory, reorganizing it to a theater faculty with acting and directing departments. In May 1958, it was renamed the Jāzeps Vītols Latvian conservatory. In January 1964, the conservatory had been renamed to J.Vītols Latvian Institute of Art, but in July 1964 institute was renamed back to J.Vītols Latvian conservatory. During nearly a hundred years of its existence, Jāzeps Vītols Latvian Academy of Music has enriched Latvian culture with many excellent composers, performers, and music theory specialists. We are the only specialized academic music institution in our country, and we are responsible for the traditions and the future development of our Academy. The Latvian music business's highly professional environment has been shaped by excellent professors and talented students of Jāzeps Vītols Latvian Academy of Music. They are listened to and recognized in Latvia and abroad. We are proud of our achievements, and we believe it is a great honor to work and study at Jāzeps Vītols Latvian Academy of Music. We invite you to join us those who feel confident they can achieve and maintain the high academic and professional standards of our Academy. We believe in the great importance of studies' quality - alongside professional training in performance, choreography, musicology, and composition, we encourage our students to think, analyze, and evaluate independently. We are creative, democratic, and open to Latvian and international musical values. We offer professional undergraduate and postgraduate programs and academic postgraduate programs in music performance, conducting, composition, music science, music pedagogy, and choreography. Doctoral level studies are available in the field of history and theory of music. Scientific research and artistic creativity are the cornerstones of all professional and academic study programs. The main goals of the Latvian Academy of Music are to provide studies of exceptional quality in subjects of music, choreography and education sciences, humanitarian and social sciences to conduct research projects in arts sciences to encourage artistic creativity of the young musicians. Academy supports further education and cooperates as an independent entity with foreign institutions for arts and education. Academy has the legal status of a derived public entity. It has its emblem and flag. JVLMA is under the supervision of the Latvian Ministry of Culture. View full university

The Baltic International Academy (up to 2006 it was called Baltic Russian Institute) is the largest non-government higher education establishment in the Baltic States and Eastern European countries (it was established in 1992) amounting 4,500 students, including 450 international students from 22 countries worldwide, that makes a multicultural environment in Academy, where teach 200 lecturers, of which 100 are doctors of Science and professors. Reorganization occurs during the process of education in Baltic International Academy, which provides academic and professional higher education following the European Union requirements in Latvian economy fields. BIA acquired international expert evaluation and gained no-term accreditation. Baltic International Academy has a filial branch in Riga and other Latvian areas (Daugavpils, Liepaja, Rezekne, Jekabpils, Ventspils, Smiltene, Jelgava). During the education process and conferences and seminars, the Academy uses a video bridge conference, which connects BIA in Riga with its regional filial branches. The Academy regularly organizes international student summer schools, art exhibitions, scientific seminars, conferences, round table discussions, where actively interact students from the Academy and other institutions of higher education, lecturers and foreign lecturers, employers, and experts. The BIA participates in European programs and projects: Exchange students` program "ERASMUS," allowing the students to participate in the exchange programs with European partner universities starting from the 2nd study year. The program «TEMPUS» allows participating in different European projects jointly with higher educational establishments of the EU's non-members. European Training Foundation, ETF – the students are enabled to do an internship within the grants. Within the European Social Fund, the students do an internship in Latvian companies and organizations. The BIA is a member of the organizations as follows: EAIE – European Association for International Education International Higher Education Academy of Sciences Employers' Confederation of Latvia Latvian Designers' Society LCCI - Latvian Chamber of Commerce IAU- International Association of Universities. The Baltic International Academy takes part in the project Scholarships for International Students and Researchers of "Valsts izglītības attīstības aģentūra" (The State Education Development Agency) within three directions: Scholarships for studies in Latvia Fellowships for research work in Latvia Scholarships for summer schools in Latvia View full university

The Liszt Ferenc Academy of Music in Budapest is the only music academy in the world that was founded by Franz Liszt. The piano virtuoso, composer, conductor, teacher, author, and philanthropist established the institution in 1875." Génie oblige!" was his credo: the artist's duty is to use his gifts for the benefit of humanity and to nurture genuine talent. Teaching at the Liszt Academy is rooted in this principle, reflecting the vision of its open and versatile internationally recognized founder, who was years ahead of his time. A straight line can be traced through four generations from Liszt to the Academy's piano professors of today. It is perhaps not too much of an overstatement to say that no other music school has had such an immense impact on developing the world's music scene as the Liszt Academy. Liszt, Hubay, Popper, Dohnányi, Bartók, Weiner, Kodály are among the great professors who figure in the Academy's history. The impressive list of our Honorary Faculty Members bridges genres, continents, and ages. Our prestigious alumni were - or still are – beacons in every musical field, whose contributions to the world's cultural heritage are immeasurable. The Academy has always taken pride in meeting the standards set by its founders and revered professors. This means that students encounter a unique and demanding Hungarian style of teaching. Education here focuses on understanding the meaning of music and the art of ensemble playing. Those who enter the Liszt Academy know that attendance involves a serious commitment to a perfectionist approach to music. Studying here means hard and disciplined work under the guidance of renowned artists, visiting professors at other illustrious universities, jury members of international competitions, for whom teaching is a passion. The Liszt Academy is proud to have outstanding, highly experienced, and even young professors. Teaching is conducted on a one-to-one basis and in small groups and workshops. The Liszt Academy does not strive to train students in large numbers but respects each talented student's individual needs. All classical instruments, singing/opera, jazz and folk music, orchestral/choral conducting, music pedagogy, composition are offered as majors. Musical pedagogy tuition is based on the Kodály concept, the Liszt Academy, with its Kodály Institute, where the pedagogical legacy of Kodály is most authentically maintained. Students who study chamber music, a tradition of unique richness maintained by the Academy, will be given lots of performance opportunities. The Academy's choir and symphony orchestra maintain rigorous standards and are conducted by renowned guest conductors such as Zoltán Kocsis, Helmut Rilling, and Peter Schreier. Lessons in the main instrumental/singing subjects are available in English and German, based upon the teacher's prior agreement. Group lessons are held in English. Full-time tuition in non-instrumental majors is offered in English, provided there is a minimum of five international students admitted to a given major in a year. Full-time tuition is provided for BA (6 semesters) and MA (4 semesters) degrees. For international students, musical teacher trainees, and choral conductors, the Kodály Institute of the Liszt Academy in Kecskemét offers comprehensive non-degree, BA, and MA degree courses Kodály Music Pedagogy along with the biennial summer seminars. The Special School for Exceptional Young Talents is open to incredibly gifted students of piano, violin, and cello aged from 8 to 18 (age limit at the time of application: 13). Those who wish to proceed with their training after graduation may apply to the Academy's DLA, Ph.D. programs. Non-degree tuition is also available, covering 1 or 2 lessons in the instrumental majors plus optional chamber music lessons per week. Although this course does not lead to a diploma, the student is granted a certificate. Preparation courses are also available, targeted for would-be full-time students to provide potential applicants with the necessary instrumental and theoretical background before the highly demanding entrance exam. View full university

Founded in 1875, the Liszt Academy is the only institution bearing the name of Ferenc Liszt in which the great composer himself had an active role in establishing. The university, which has been functioning for more than 140 years, is the bastion of music teaching and musicology in Hungary. The Grand Hall boasting unparalleled acoustics, is a legendary concert venue in the Art Nouveau conservatory (1907) on Liszt Ferenc Square. Since its reconstruction in 2013, the institution has handled independent professional concert organizing activities and earned itself globally both as a university and a concert center. The founder also defined the mission of the Liszt Academy. The unique performing career, the compositions combining music traditions with a progressive approach, and the far-reaching, altruistic personality of Ferenc Liszt frame a heritage on which the music teaching of the academy has been able to sustain itself to the present day, and which serves as a benchmark for the very highest professional standards. The 'forebears' of Liszt Academy piano professors can, without exception, be traced back to Liszt since all were indirectly students of the great artist. Highly respected professors currently teaching in the institution are the heirs of such legendary musicians as Jenő Hubay, Dávid Popper, Leó Weiner, and Ernő Dohnányi. At the same time, Liszt Academy students follow in the footsteps of such world-famous alumni as György Solti, Antal Doráti, Sándor Végh, Tamás Vásáry, György Pauk, András Schiff, Dezső Ránki, and Zoltán Kocsis. The university considers its primary objectives to be the creation of the music of the future and nurturing traditions. From this point of view, too, there are precedents: amongst the great innovators of the 20th and 21st centuries, Bartók, Kodály, Ligeti, György Kurtág and Péter Eötvös are closely associated with the Liszt Academy in countless different ways. The spirit of the Liszt Academy is firmly international. Many former students were forced to leave Hungary in the wake of historical upheavals, becoming key figures in the 20th-century history of music performance art worldwide. Seeing the university's many alumni and honorary professors, one can be in no doubt whatsoever that the Liszt Academy is one of the most significant wellsprings of music's world heritage. By tradition, the Liszt Academy is the custodian of the 'Hungarian school,' whether one is talking about the significance of chamber music, the passionate perfectionism so typical of teachers of the arts, or the legacy of the Kodály method defining the foundations of music education. Classes are organized on a one-to-one basis or in small groups, and masters-level training is available in virtually every department, the majority in English. The Special School for Young Talents accepts applications from highly gifted students from the age of 8 upwards. Musicology candidates can study for a Ph.D. and artists a DLA qualification in the Doctoral School. Students from more than 40 countries attend courses at the Liszt Academy. The proportion of international students has been around 20% for several years. The institution's international status is indicated by the fact that the 2016 top list of one of the most recognized global educational surveys ranks the Liszt Ferenc Academy of Music as the 30th best performance arts university in the world. The Liszt Academy is deservedly famous for its traditions and refined, passionate teaching methods and its central location. The university is positioned in one of Europe's most culturally inspiring capitals, indeed right in the heart of the bustling downtown. Today, following the music conservatory's total reconstruction on Liszt Ferenc Square (completed: 2013) and the new educational block's inauguration named after György Ligeti, its superb infrastructural conditions also lift it among the world's leading academies. In the course of the reconstruction of the main building of this historical monument, the principal goals were to preserve the art history values of the building, revive the original magnificence of the spaces as well as shape an educational and concert environment meeting – in every respect – the requirements of the 21st century. The current stage and studio technology and backstage systems were installed alongside instrument storage areas, orchestra, chorus, and soloist dressing rooms. By roofing over two inner courtyards and carrying out construction work in the basement and loft, extending the areas open to the public, new lifts and wheelchair accessible ramps have been built air-conditioning installed in the building. Classrooms have been entirely sound insulated and fitted with multimedia teaching aids. Last but by no means least, many new instruments have been procured. The reconstruction project was awarded two major prizes at the real estate development tender of the FIABCI Grand Prix d'Excellence, and the project also won a Europa Nostra prize in 2015. Before the redevelopment, the Liszt Academy focused almost exclusively on organizing programs related to its teaching program. This meant that the institution generally rented out space for concerts held there; in other words, it was not an active participant in shaping concert programs. This situation was transformed in 2013: now, the Liszt Academy Concert Centre arranges most concerts itself, although naturally, the halls are made available for other events and organizers. Since the institution now organizes its concerts, professors and the academy's most gifted students have become familiar figures on the Budapest concert scene. Over the years, the Liszt Academy has extended invitations to such major domestic and foreign stars as Steve Reich, Joshua Bell, Steven Isserlis, Pekka Kuusisto, Isabelle Faust, David Lang, Jordi Savall, Chick Corea, Denis Matsuev, The King's Consort, Charles Dutoit, Magdalena Kožená, Mischa Maisky, Pinchas Steinberg, and Rachel Podger. The image and communication program completely overhauled in parallel with the main building derive from the Liszt Academy's rebirth that attracted international attention. Logos, the publication portfolio, and the new websites embedded in the fabric of the rich tradition of the Liszt Academy build on the fertile tension of patina and progress, forming an immediately recognizable code system through the characteristic laurel motifs, the ultramodern font types, and the tonal system using primarily cyan and shades of gold. Since 2013, the redesigned image and communication have received numerous accolades from the creative profession both in Hungary and abroad: two Red Dot Design Awards, the Chicago Film Festival's Silver Hugo and tributes from Communication Arts Magazine, the Design Management Prize, the Mediadesign and Kreatív Craft Award, and a total of 16 diplomas from Hipnózis and Arany Penge advertisement competitions. In 2016, the Liszt Academy won the European Heritage Label for its outstanding role on the European music scene, for its preservation of European traditions, its creativity, and openness worthy of the spirit of Ferenc Liszt, and its dynamism is springing from the duality of university and concert center activities. The Liszt Academy is an exemplary cultural institution of the highest standard in Budapest. Its foundation coincided with the birth of this metropolis on the Danube, it is located in the heart of the city, and its intellectual-artistic influence is genuinely universal. 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In Hungary, Dance artist training within the school system started just over seventy years ago. However, the achievements of the past sixty years are correlated with the Hungarian Dance Academy. The state-funded education of ballet students within an organized system began as early as 1937 at the Hungarian Royal Opera House, which, in 1949, was supplemented by the Dance Artist School. In 1950 the State Ballet Institute was founded by unifying these two institutions. It has had its present name "The Hungarian Dance Academy" since 1990. A primary and a secondary school have also been established within the Institute's boundaries, which was necessary because of training ballet artists of different age groups. Today the general education, lasting eight years, is pursued at the Ferenc Nádasi Secondary School of the Hungarian Dance Academy. However, pupils in their fourth school year can still join the Academy. A student graduating from the Institute received a secondary-level certificate, graded as academic qualification in 1975. Then in 1983, the Institute was reorganized into an academy. For a long time, the Academy and its Secondary School's central premises were located in the 6th district in the former Dreschler-Palace, at 25 Andrássy Street. In 1976 new ballet studios were built in Kazinczy Street. In 1987, by adding a story to the building, three more ballet studios were attached to the five existing ones. In 2001 the theoretical education and management moved to 87 Columbus Street in the 14th district. In 2002 twelve brand new ballet studios were also built there. In the autumn of 2004, the dormitory of the Institute also moved to the Columbus Street "campus." The founding director of the State Ballet Institute was György Lőrinc, who directed the Institute until 1960. Hedvig Hidas followed him in 1961 and Zsuzsa Kún in 1972. During 1979-1991 Imre Dózsa was the head of the Institute. After a year's commitment to János Palovecz, Jenő Gál became the general director between 1992 and 1998. Between 1998 and 2006, Imre Dózsa led the Academy again. In 2006, Zoltán Nagy Jr. was followed, who had a tragic and premature death in 2008. From May 2009, the institution was managed by Dr. Mária Jakabné Zórándi until her sudden death on November 7, 2010. In the difficult times after her death, the Academy was led by György Szakály, who received his appointment as rector on July 1, 2011, from the Hungarian Republic's prime minister. Ballet training and education at HDA last for nine years. The training prepares students for a professional dance artist career. Preceding the BA studies, in Grade 1-6 students have the prior student status with HDA. Preparatory training ensures 3-5 dance classes daily, and stages experience according to age and talent. Education in this specialization is based on the Vaganova-method, acknowledged all over the world, and the methodology based on the combinations of the traditions of the Nádasi school. The students are trained in the following professional subjects: classical ballet, repertoire, pointe, stretch and strength, folk dance, historical ballroom dance. Students who speak the Hungarian language may also join the secondary school of the Academy for theoretical studies. Children begin their training at the age of 10, parallel with the 4th and 5th grades of the general school education. Upon completing grade 6 on classical ballet, one can apply for BA studies. This way, the last preparatory semester's end-term examination will be the entrance exam to dance artist BA training. Students, who are not recommended for further studies at the Academy by the examining board, would finish their professional training at the end of the 6th grade. The primary training language is Hungarian (with French vocabulary of ballet expressions) with the possibility of English language instructions. Students receive a certificate at the end of each academic year with marks. International students have to take an audition (live or video) to get into the program. The training prepares students for a professional dance artist career. This specialization was first launched at the Dance Artist Department of the Academy in 2008. It was built on the traditions of the earlier folk dance and folk dance-theatrical dance specializations. The training's primary aim is to acquire the dances of different nations living in Hungary and of the significant dance traditions of other nations. The training and education last for five years. Students attending this department begin their education at the age of 14. Preceding the BA studies, in Grade 1 and 2, students have the prior student status with HDA. Preparatory training ensures 3-5 dance classes daily, and stages experience according to age and talent. Upon completing grade 2 in modern dance, one can apply for BA studies. This way, the last preparatory semester's end-term examination will be the entrance exam to dance artist BA training. Those students who are not recommended for further studies at the Academy by the examining board finish their professional training at the end of the 2nd grade. Folk dance studies are complemented with other forms of dance (e.g., classical ballet, modern dance, and ballroom dance) and theory (ethnography, folk music, acting, history of arts, history of music, history of dance, movement biology, cultural management). Students speaking Hungarian may also join the secondary school of the Academy for theoretical studies. The last two years of secondary education coincide with the first two years of their studies at the Academy, which means that the students become college students before passing their secondary school-leaving exams. This training is launched in approx. Every 3rd year. The training prepares students for a professional dance artist career. This specialization was first launched at the Dance Artist Department of the Academy in 2007. Their training's primary aim is to acquire the following techniques: Graham-, Limón- and Contact Technique, Jazz Dance, and European Modern Dances. One of the essential requirements for students to join the Modern Dance Department is good improvisational skills. The training and education last for five years. The students attending this department begin their education at the age of 14. Preceding the BA studies, in Grade 1 and 2, students have the prior student status with HDA. Preparatory training ensures 3-5 dance classes daily, and stages experience according to age and talent. Students who speak the Hungarian language may also join the secondary school of the Academy for theoretical studies. The last two years of secondary education coincide with the first two years of their studies at the Academy, which means that the students become college students before passing their secondary school-leaving exams. Upon completing grade 2 in modern dance, one can apply for BA studies. This way, the last preparatory semester's end-term examination will be the entrance exam to dance artist BA training. The students, who are not recommended for further studies at the Academy by the examining board, finish their professional training at the end of the 2nd grade. The students of this specialization also study the following professional and theoretical subjects: Classical Ballet, Pilates, Repertoire, Dance in Home-Country, History of the Arts, Music History, Dance History, Kinesiology, and Cultural Management. View full university

The second time the University of Theatre and Film Arts (Budapest) organizes the FACT (Festival Arts Cinema Theatre) international festival, this time between the 1st and 4th February 2018. What distinguishes FACT from other European festivals of drama universities is that film and theatre appear side by side. Special attention is also given to related arts by presenting the works of set and costume design students. FACT aims to provide Hungarian and international students the opportunity to present their diploma films and performances to an international audience, participate in workshops together, and establish long-term professional relationships. The students of six international and two Hungarian drama universities will participate in this year's festival. Those interested will have a chance to see a wide variety of performances from one-person (one audience member!) shows to ones played by large ensembles on the big stage. Productions of the drama universities of Brno, München, Reykjavík, Versico, and Kaposvár have been invited to this year's FACT, and the host, the University of Theatre and Film Arts, will present four of its productions. Student-led productions selected through an international competition will also be part of the program, as we believe it is essential to present and support initiatives of this kind. Within the festival's frame, we organize two conferences, the subject of one being the work of film director Zoltán Fábri, whose centennial we celebrated last year. At the same time, the other focuses on the present and future of Hungarian drama education. Teaching staff, both practical and academic, from Budapest, Novi Sad, Târgu Mureş, Cluj-Napoca, and Kaposvár, from every higher education drama institution, where training is provided in Hungarian, will take part in this conference. Besides the sixteen productions, an exhibition will be held of costume and set designs by students from the Hungarian University of Fine Arts, and Rippl-Rónai Faculty of Arts, University of Kaposvár, BA in Applied Scenography and there also will be a screening of various award-winning documentaries and short films by students of film from the University of Theatre and Film Arts. What distinguishes FACT from other European festivals of drama universities is that film and theatre appear side by side. Special attention is also given to related arts by presenting the works of set and costume design students. FACT aims to provide Hungarian and international students the opportunity to present their diploma films and performances to an international audience, participate in workshops together, and establish long-term professional relationships. The students of six international and two Hungarian drama universities will participate in this year's festival. Those interested will have a chance to see a wide variety of performances from one-person (one audience member!) shows to ones played by large ensembles on the big stage. Productions of the drama universities of Brno, München, Reykjavík, Versico, and Kaposvár have been invited to this year's FACT, and the host, the University of Theatre and Film Arts, will present four of its productions. Student-led productions selected through an international competition will also be part of the program, as we believe it is essential to present and support initiatives of this kind. Within the festival's frame, we organize two conferences, the subject of one being the work of film director Zoltán Fábri, whose centennial we celebrated last year. At the same time, the other focuses on the present and future of Hungarian drama education. Teaching staff, both practical and academic, from Budapest, Novi Sad, Târgu Mureş, Cluj-Napoca, and Kaposvár from every higher education drama institution, where training is provided in Hungarian will take part in this conference. View full university

Our mission at the Royal Academy of Art, The Hague (KABK), is to educate students to become independent and self-aware artists and designers with investigative mindsets and unique visual and conceptual abilities. Our graduates can produce original and in-depth creative work that advances their chosen discipline and contributes to society's well-being as a whole. Founded in 1682, the KABK is the oldest academy in the Netherlands and one of Europe's oldest. For centuries we have trained individuals who have made a name for themselves in the international art and design world. We embrace this important history while exploring the future of the professional field. We are proud to say that we are a player in the international arena, represented in our curriculum, our teacher and student populations, and our partnerships. The KABK provides intensive, structured, and small-scale teaching while providing students with a significant degree of freedom to shape their interests and personal ambitions. The KABK forms a community where a wealth of knowledge is synonymous with passion and offers a School for Young Talent, preparatory courses, seven bachelor and six master programs, a double degree program, Ph.D. trajectories in collaboration with Leiden University, and a partnership with the Royal Conservatoire. We offer an inspiring environment for our 850 students from more than 40 countries worldwide, with 18,000 square meters of learning space in The Hague center. Our various facilities and state-of-the-art technology allow our students to express their creativity and develop to their full potential truly. The Royal Academy of Art, The Hague (KABK) educates students to become independent and self-aware artists and designers with investigative mindsets and unique visual and conceptual abilities. They can produce original and in-depth creative work that advances their chosen disciplines and contributes to society's well-being. The Royal Academy of Art, The Hague (KABK), is founded on a vision of educational excellence. Our students' and staff's commitment, passion, and curiosity come together in a respectful and tolerant learning environment in our culturally diverse academy. Our intensive, structured, and small-scale curriculum revolves around experimentation and personal guidance. We provide students with a significant degree of freedom to shape their interests and personal ambitions. We value skill and disciplinary expertise as well as an interdisciplinary practice. We encourage innovation through collaboration and facilitate critical reflection on artist's and designers' ever-changing roles in our societies. Our graduates can become leaders in their fields, produce outstanding creative work, and dare to disturb. They can innovate, collaborate, and generate new knowledge. We inspire our students to question how art and design shape contemporary societies and contribute to cultural, economic, and social well-being in a global context. We look outwards from the academy, interacting with the communities of The Hague, the Netherlands, and beyond, and aim to contribute to an inclusive debate on issues relevant to art, culture, and society. The Royal Academy of Art, The Hague (KABK), is continuously striving to warrant and improve its education quality in the broadest sense of the term. Students, teachers, supporting staff, and management are expected to get the best out of themselves to create an optimal environment for higher art education. A quality culture characterizes the KABK: we aim for excellence in every aspect of learning. We participate in an international peer group of like-minded art academies to share experiences with quality enhancement policies and procedures. The Royal Academy of Art, The Hague (KABK) educates students to become confident artists and designers, making a meaningful contribution to their discipline and society through their passion, their in-depth expertise, and their experimental approach. We reach out to the professional field, immerse ourselves in societal trends, and seek confrontation with the audience. We do this through joint projects with external partners from various disciplines, ranging from government institutions to the cultural sector and business world. View full university

Design Academy Eindhoven specializes in design. It offers a four-year Bachelor's course and a two-year Master's course. It has an impressive, international team of tutors at its disposal, and the quality of the designers they educate is very high. Design Academy Eindhoven's DNA can be described as conceptual, authentic, creative, flexible, free, passionate, and curious. The first thing that typifies Design Academy Eindhoven is the autonomous set-up of the teaching. The design departments, compass departments in the Bachelor's course, and the Master's course programs are all headed by leading figures in their professions. Owing to their extensive networks, their enthusiasm, and their ability to help students direct the content of their designs, the actual current profession is a day to day inspiration to our students. Secondly, the Academy is firmly rooted in the professional field. Each tutor works as a professional designer for most of his/her time or is otherwise active in the current professional practice. This allows the Academy to respond rapidly and adequately to signals from the professional field and society. The third theme is the Academy's sensitive antenna for social phenomena as a motor for innovative design. The Academy has set up its educational model based on social phenomena with the man as the focal point. Design is in man and society, and social developments are the most important mainsprings for innovative design. Designers who graduate from the Academy are incredibly gifted conceptualists. Wherever they end up, whatever they do, their primary weapon is conceptual thinking. It allows them to ask critical questions about existing things, introduce new approaches and designs from a bird's eye view. Both concerning design and research, they know what they want and what they can do. They know their strengths and have charted their skills and limitations. Autonomy and originality are their trademarks. In the Academy's view, its excellence lies in the fact that it trains designers to be aware of their designs' social implications. This is why the Academy chooses a more horizontal and integral approach to design over the more traditional vertical structure within each design discipline. The link between this integrative approach on the one hand and autonomy as a principle on the other is characteristic of the Academy as an organization and as an educational institution. Our alumni association is a platform for all graduated designers who had their education at the Design Academy Eindhoven (named until 1997: Academie voor Industrièle Vormgeving). The Academy was founded in 1947 and includes at present more than 1600 alumni. Our platform is a tool to intensify the relation amongst alumni themselves and between the alma mater. Alumni and Design Academy Eindhoven will publish their exhibitions and events, show their portfolios, and insert vacancies. The platform organizes a program with lectures and workshops exclusively for alumni. The annual Graduation Show with a Homecoming Day is included in the program. The catalog can be ordered on outstanding alumni reduction by the website. Design Academy Eindhoven attaches much value to contacts with her alumni. In this way, she can get information about the professionals' future and other essential needs. The association communicates with her members the many vacancies offered to Design Academy Eindhoven after permission by the alumnus industry may see the portfolio. Since industry often appeals to the Design Academy Eindhoven, the association is intermediate in bringing different projects with Friends of the Academy to the notice of (young) designers. Design Academy Eindhoven has an international orientation: approximately 70% of our regular Bachelor and 95% of our master students are non-Dutch. Classes are all in English. We also have an exchange program for bachelor candidates in our bachelor program. This exchange program is open to Erasmus+ and non-Erasmus + candidates. Unfortunately, the exchange is not possible in our Master's program. To apply, please check the exchange page by clicking the EXCHANGE box above. Erasmus+ is available for in- and outcoming exchange and for internships within the EU. Specific conditions apply. More information about Erasmus+ can be found by clicking the ERASMUS PLUS box above. View full university