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FEDORA (acronym from French) Forum Européen de l'Orientation Académique; The European Forum on Student Guidance was a non-profit organisation established under Belgian law[1] with its registered office in Brussels on 1 December 1988 and existed until it was officially wound up on 2 April 2012. In the spring of 2010, FEDORA was merged as a Special Interest Group (SIG) into the European Association for International Education (EAIE), which was founded in 1989.

To date, FEDORA was the only association of professionals working in guidance and counselling within European higher education institutions. Specialist advisers and counselors, academic teaching staff and experts from relevant professional organisations together formed a network that continued to expand steadily over a long period of time and enabled the exchange of practice, methods, systems, knowledge and information between practitioners in the wide range of university student counselling, guidance and support services.  As a result, distinct activities were agreed for the implementation, expansion and quality assurance of the student advisory services in the European higher education landscape, as well as providing an impetus for anchoring this provision in higher education policy within and across European universities.[2]

Background and foundation

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At the beginning of the 1980s, the Commission of the European Communities commissioned the Italian Fondazione RUI, a Catholic foundation dedicated to international student mobility, student housing and institution based university guidance services, among other things, to carry out research on the student advisory services offered by European universities. The results of the Foundation's study were published in October 1981[3] and were discussed in the same month at a conference in Castel Gandolfo near Rome, to which the Fondazione RUI had invited the European consultants involved in the study.[4] Topics included graduate unemployment and labour market development.

In the same year,[5] on the initiative of Heinz Augenstein, head of the Central Student Advisory Service at Saarland University and founder of the first German pilot project on student advisory services, with the support of the British Council and the Bonn Federal Ministry of Education and Science (BMBW), the first[6] of two German-British conferences on system comparisons took place in Saarbrücken. Experts from Italy and Austria, among others, also took part in this event.

The second German-British expert conference on issues around student guidance and cooperation between student guidance and career guidance took place from 25 - 29 September 1984 at Royal Hollow College, University of London with the theme "The Contribution of Guidance and Counselling at a Time of Economic Difficulty". The conference attracted 21 participants from the UK and 25 from the Federal Republic of Germany.[7]

At these conferences, many participants gained their first experience of international cooperation with colleagues from other European countries and wanted to deepen this knowledge on further occasions. It was the French Ministry of National Education that, together with the Fondazione RUI, organized the second Conference on University Guidance in Europe in Paris and Nantes in September 1985. The main focus was on the transition from school to university and the use of new technologies in university guidance and counselling. The proceedings were published by the Fondazione RUI.[8]

These events between 1985 and 1988, which were partly funded by the ERASMUS EC Office opened in 1987, together with some particularly active university guidance professionals, created the conditions for the establishment of a permanent association: FEDORA.

Goals

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In accordance with Article 3 of the Statutes/ Constitution of April 1990,[9] FEDORA set itself several goals, which include facilitating the exchange of information and professional experience among European higher‑education guidance practitioners; promoting the quality and effectiveness of guidance services in EC Member States through joint projects and research programs; cooperating with external bodies—especially the European Commission—to represent university guidance professionals and involve them in policy consultations; providing a support network for European initiatives such as ERASMUS and COMETT by raising awareness among universities and students; conducting, publishing, and disseminating research on all aspects of university guidance and organizing related seminars, conferences, and congresses; and collaborating with higher‑education institutions as well as national and international organizations active in the field of guidance.[9]

Organisation

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The structure of the decision-making processes and the ways of working were also laid down in the Statutes. The General Assembly, which was convened every three years, acted as the supreme body of FEDORA. It approved full, associate and honorary memberships, amendments to the Statutes, appointed and dismissed members of the Executive Committee (EC), adopted the rules of procedure and could decide on the voluntary dissolution of FEDORA. The Executive Committee consisted of one representative from each country with members and developed the guidelines and governance of FEDORA on behalf of the General Assembly. Its members were ultimately elected at the General Assembly on the basis of proposals from the member countries. The EC in turn elected the President and Vice-President as well as the Secretary and the Treasurer from among its own members. The EC was able to set up Working Groups and planned the association’s activities, in particular the triennial congress with the General Assembly and the summer universities. In addition, the EC published the regular FEDORA newsletters and later designed the FEDORA website and was able to initiate, plan and carry out important overarching projects. In 1994, Jean Marie Burnet reported that Fedora now had 400 members.[10]

Working Groups

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The Fedora Working Groups (WGs) reflected the various specialisations within university guidance and counselling services and their development as well as the main areas of work and interests of the members in the European context. Their changes reflected the dynamic evolution of FEDORA.

  • The FEDORA Employment Group was established at the FEDORA Conference in Cambridge in 1990. [11], This group focussed on the work of university careers services and their work with students, graduates and employers.
  • FEDORA Training [12] This group had members from all the various specialisms within FEDORA and focussed on the further training and development of higher education guidance and counselling professionals, relevant to their work in the European context.
  • FEDORA PSYCHE (Psychological Counselling in Higher Education) [13] was accepted as a working group in Berlin. The founding event of PSYCHE took place in Amsterdam in May 1990 [14].  This group consisted of practitioners providing psychological counselling to higher education students across Europe.
  • FEDORA Handi was set up at the 5th FEDORA Congress in Barcelona as a response to an overview of existing facilities for higher education students with disabilities.[15] It then became the 'Disability and Special Needs' WG and finally FEDORA Inclusion / Equal Opportunities WG [16]
  • FEDORA Postgraduate Studies[17] This group produced an annual guide to postgraduate study in Europe for a number[quantify] of years from 1996.

After 2000, the EC worked on a modification of the structure of the working groups based on consultative discussions and following reports by Margaret Dane and Gerhart Rott[18] There were at this point only four working groups:

  • FEDORA Educational Guidance & Counselling
  • FEDORA PSYCHE (Psychological Counselling in Higher Education)
  • FEDORA Employment Group
  • FEDORA Disability, Special Needs

The report (Winter 2003 [19]) presents a description of the objectives, nature of the members, tasks and activities. In addition, three Support Groups working with the EC were introduced: Communication & Technology, Training, and European Commission.

Activities

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Congresses

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FEDORA's most important events were the triennial Congresses, which always included a General Assembly. Their focus was the strategic development of European guidance and counselling at Europe's universities and of FEDORA itself. The payment method of the FEDORA Congresses was in line with the previous European Conferences on University Guidance in Europe. A working group set up by the WRK/HRK and the FEDORA EC organized the 4th European Colloquium for Student Advisors, 3-5 July 1991, in Berlin: University Rectors' Conference (HRK), One Year Earlier Studying in Europe.[20]

Conferences of the Working Groups

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In addition to their contributions to the FEDORA Congresses and the Summer Universities, the various working groups organised specific conferences that were thematically more closely focused on their particular target groups and professional practices. In addition, they made specific contributions to professional conferences organised by third parties, e.g. with their own symposia [21] FEDORA Working Group conferences were held concerning Employment[22][23][24] and Psychological Counselling in Higher Education (PSYCHE).[25][26][27]

Inclusion / Equal Opportunities

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Prior to the 5th FEODRA Congress in Barcelona, the then Handi WG compiled a country-specific overview of the counselling and support services available to for students with disabilities[28]

Later, an information booklet for students with disabilities was prepared: "Studying Abroad - Checklist of the Needs of Disabled Students"[29] and a report on the conditions of students with disabilities, supported by the EU Helios programme and titled “Studying Abroad - Guide for Students with Disabilities” [30] The checklist was later made available on the FEDORA website [31]

Projects / Research Investigations

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On behalf of the EC, Jean-Marie Burnet, Françoise van der Mersch-Michaux and Philippe Fonck, in collaboration with at least one national correspondent for each member country, published the first Directory of University Student Guidance Services in 1991[32].

On the basis of a framework jointly developed at the PSYCHE conference in Naples in 1992, this Directory included psychological counselling as well as career guidance and other student support services in the context of the particular university structures. Each national team analysed its country’s range of services and summarised it in the Directory. [33]  The project was supported by the EC in the context of the Erasmus programme.

In early 1996, the FEDORA Postgraduate Studies WG compiled a limited edition "Guide to Postgraduate Study in Europe", which was distributed to FEDORA members.[34] From 1998 onwards, it was also made available to a wider public.[35] To begin with, it was compiled and published by the Postgraduate Studies WG, but later by an editorial team appointed by the EC.[36] In 2004, the Postgraduate Study Group was assigned to the new Educational Guidance and Counselling WG.[37]

With the support of the EU Leonardo programme, the EC commissioned Raoul van Esbroeck and Anthony Watts to lead a study of the systems of guidance and counselling in higher education institutions in the EU Member States and to identify the new skills required by the professional staff of such services. It examined roles and tasks, training and qualifications and it concluded by exploring the possibility of developing a European Master's degree. The synthesis study report, published under the title "New Skills for New Futures"[38] in 1998, summarised the results of the 16 country reports (all EU Member States at the time, with a differentiation between Flanders and Wallonia).[39] The individual country reports and their authors are listed in the synthesis report. The German sub-report was also included in the publication "New Times – New Paths".[40]

In 2000 the Employment WG produced a report “From PhD to Employment” on the nature of the transition after completing a doctorate: either remaining in university research or teaching or moving into a profession.[41] It also looked at the guidance and counselling services available to or required by doctoral students across the EU.[41]

In 2008, the results of a new study on advisory services, now extended to include the new Member States in Central and Eastern Europe and with a different methodology and category structure, were presented in a report finally published in 2008.[42] In preparation for this report and the FEDORA Congress in Vilnius as well as the FEDORA Charter, a symposium was held 9 - 10 February 2006 in Krakow, Poland.  This was organised by the EC together with the Educational Guidance Working Group.[43]

The results of the congress in Vilnius and the symposium in Krakow in turn led to the development of the "FEDORA Charter on Guidance and Counselling within the European Higher Education Area" published in 2007.[44]

Collaboration with other organizations

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FEDORA's effectiveness in European higher education guidance was significantly enhanced through strategic collaborations with various organizations, as documented in its newsletters[45] and congress reports.[46] These partnerships supported the European Commission/EU's enlargement processes in higher education and were of importance from FEDORA's inception.

Collaboration with UNESCO

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Further information: UNESCO

FEDORA engaged extensively with UNESCO, beginning with the 1993 UNESCO-CEPES-IRTAC conference in Bordeaux, which fostered professional networking.[47] Joachim Klaus contributed to the guidelines "The Role of Student Affairs and Services in Higher Education". It was published as the "Practical Manual for Developing, Implementing, and Assessing Student Affairs Programmes and Services" by Roger Ludeman, Chairman of the International Association of Student Affairs and Services Professionals (IASAS), in September 2000 in cooperation with UNESCO. This guide was closely linked to the follow-up discussions on the World Declaration on Higher Education (WDHE) adopted by UNESCO in 1998.[48] FEDORA was invited as an observer to the 7th UNESCO Collective Consultation,[49] and to the 8th UNESCO NGO Collective Consultation in 2003, where FEDORA expressed intent to collaborate as an NGO.[50] By 2005, FEDORA attained "NGO in operational relations with UNESCO" status.[51] FEDORA also influenced UNESCO policy, notably through Gerhart Rott's motion at the 9th Colloquium (2005) advocating university advisory staff inclusion in institutional evolution.[52]

Engagement with European Union Initiatives

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Further information: Bologna Process

FEDORA strengthened ties with EU institutions, participating in significant events like the 1999 Bologna Conference, which led to the Bologna Declaration.[53][54] The Bologna Declaration is foundational to the Bologna Process, which is a series of ministerial meetings and agreements between European countries to ensure comparability in the standards and quality of higher-education qualifications.[55]

Collaboration with the European Commission included preparing for European Commissioner for Education, Training, Culture and Multilingualism—Ján Figel's attendance at the 2006 FEDORA Congress in Vilnius.[56] FEDORA also established a closer working relationship with the European University Association (EUA). FEDORA Board members met with then-Deputy Secretary General Andrée Sursock and Senior Programme Manager David Crosier on several occasions to discuss higher education and advisory issues.[57] Additionally, FEDORA contributed to the "F 2000 – European Higher Education Experts Forum" in Brussels, aligning with EU policy goals.[53]

Partnerships with International Organizations

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FEDORA collaborated with the OECD, for example at the 2006 Sydney Symposium,[58] where Rott presented on FEDORA's role in the European Higher Education Area.[59][60] On the basis of this international network, Gordon Clark of the European Commission suggested during a conference in Jyväskylä, Finland[61] that FEDORA be designated as a relevant specialist group for a new lifelong guidance and counselling network to be established.

On behalf of FEDORA, Gerhart Rott participated in the further founding process and later represented FEDORA in the established network of Member States and selected relevant networks, the European Lifelong Guidance Policy Network (ELGPN).[62] After the merger of FEDORA with the EAIE, the latter commissioned Gerhart Rott to continue his contribution to the work of the ELGPN on its behalf.[63]

National Collaborations and Events

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FEDORA supported several national initiatives across Europe, including:

  • Italy: Partnered with RUI and the Lombardy Region for the EUROGIOVANI conference (1990s).[64]
  • Greece: Co-organized a 1991 symposium for university guidance professionals.[65]
  • Portugal: Collaborated with the University of Coimbra on a 1996 conference to enhance guidance services.[66]

Cooperation with Professional Associations

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FEDORA fostered ties with associations like the Association of Graduate Careers Advisory Services (AGCAS), United Kingdom, where member of FEDORA Margaret Dane became president in 1995.[67] Reciprocal conference participation occurred with the EAIE and International Association for Educational and Vocational Guidance (IAEVG), including Gerhart Rott's attendance at the 2003 AIOSP/IAEVG meeting in Lisbon.[68] FEDORA also contributed to other scientific conferences on higher education, such as the European Educational Research Association (EERA) conference in Hamburg (2003) on higher education research.[69]

Merger with EAIE

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Further information: European Association for International Education

Under the presidency of Christian Cormier, University of Poitiers, the FEDORA Board and the EC focused on internal communication and administration as well as the preparations for FEDORA events. Based on the discussions about administrative and related challenges, it was decided at the FEDORA Congress in Berlin in 2009 to seek a merger with the European Association for International Education (EAIE).

Under the presidency of Hans-Werner Rückert, Freie Universität Berlin, this was implemented step by step. In 2010, FEDORA merged with the EAIE, a larger organisation with a number of overlapping areas of interest. In some cases, its working groups merged with thematically similar working groups of EIAE. The FEDORA Career Guidance & Employment Group joined the EAIE Professional Section “Emploi”, later changed to Expert Community "Employability". The FEDORA Disability, Special Needs WG first joined the EAIE Special Interest Group "Access" then "Access and Diversity" and was finally renamed the Expert Community "Inclusion and Diversity" in 2020. The FEDORA Educational Guidance & Counselling WG was initially included within the Professional Group SAFSA and later in the Expert Community "Guidance and Counselling". Initially, the PSYCHE WG continued independently as a Professional Section. Later, it too was included in the Expert Community "Guidance and Counselling".[70][71]

References

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  1. ^ Non-profit association, Belgian law of 25 October 1919, amended by the law of 6 December 1954.
  2. ^ Raban, Tony (1994): FEDORA: The European Forum on Student Guidance, its Past, Present, and Future. In: Higher Education in Europe, Vol. XIX, No. 3, 1994, pp. 64 - 72 and Gavin-Kramer, Karin (2018): General Student Counselling after 1945: Development, Institutions, Actors – A Contribution to the History of German Education. Bielefeld: UVW Universitätsverlag Webler, pp. 145 ff.
  3. ^ Fondazione RUI (1981): University Guidance Centres and Services in the European Community. Report to the Commission of the European Communities. Rom: Fondazione RUI.
  4. ^ Fondazione RUI (1983): Choice, Success in the Studies, and Transition to the Working Life in Higher Education. Proceedings of the European Colloquy. Working Document Number 23. Rom: Fondazione RUI.
  5. ^ Cf. the presentation of the FEDORA founding process in: Gavin-Kramer, Karin (2018): General Student Counselling after 1945: Development, Institutions, Actors – A Contribution to the History of German Education. Bielefeld: UVW Universitätsverlag Webler, pp. 145 ff. and in Raban, Tony (1994): FEDORA: The European Forum on Student Guidance, its Past, Present, and Future. In: Higher Education in Europe, Vol. XIX, No. 3, 1994, pp. 64 - 72 https://unesdoc.unesco.org/ark:/48223/pf0000155712?6=null&queryId=12e1402a-e016-42da-a827-38908c379d75 and https://doi.org/10.1080/0379772940190312 or https://www.tandfonline.com/doi/abs/10.1080/0379772940190312(20.12.2023)
  6. ^ Augenstein, Heinz (1981): Study and Career Counselling in Great Britain and the Federal Republic of Germany. In: ARGE (1982): info Studentenberatung Nr. 14. Bochum, pp. 10–12.
  7. ^ Augenstein, Heinz, et al. (eds., 1982): Beratung – Counselling. German-British expert conference on questions of student counselling and cooperation between student counselling and career guidance. Saarbrücken: Selbstverlag.
  8. ^ Raban, Tony (1994): a .a. O. p. 65
  9. ^ a b FEDORA Statutes/Constitution April 1990, in: FEDORA Newsletter April 1997, pp. 3-5 and A–D. urn:nbn:de:hbz:468-20090264 (20.12.2023)
  10. ^ Burnet, Jean: Address by Mr. J.-M. Burnet, Président de FEDORA (1994) in: New challenges for guidance in Europe: the present and the future ; 5th congress, Barcelona, 27 - 30/IV/1994 Centre d'Information et de Documentation de l'Université Catholique de Louvain.pp. 123-130 yesterday: p.124; p.129. http://nbn-resolving.de/urn:nbn:de:hbz:468-20050647+(20.12.2023)
  11. ^ Vunderink, Daan (1997) FEDORA Employment Group. In: Understanding complexity – respecting diversity: Educational and Careers Guidance pp 27 – 36, p. 29 und p.34 ,https://nbn-resolving.org/urn:nbn:de:hbz:468-20050653 (21.12.2023) 
  12. ^ Butcher, Val (1997): FEDORA Training Group. In: Report of the 6th Congress; L’Aquila, 28th -31st May 1997.a.a.O. pp.39 – 48 hier: p. 42 und p.47           https://nbn-resolving.org/urn:nbn:de:hbz:468-20050653 (21.12.2023) 
  13. ^ Rott, Gerhart (1997): FEDORA PSYCHE. In:  Report of the 6th Congress; L’Aquila, 28th -31st May 1997.a.a.O. pp.61 – 78 hier: p. 68 and p. 76; also McDevitt, Craig, Psyche – Psychological Counselling in Higher Education. In: FEDORA Newsletter October 1991 p.4 urn:nbn:de:hbz:468-20090154 (21. 12. 2023)
  14. ^ Bell, Elsa, Rott, Gerhart: PSYCHE in: Fedora Newsletter: July 1990 p.3 urn:nbn:de:hbz:468-20050389 (21. 12. 2023) und  McGee, Annette (1991): A New Psyche. In: Newsletter March 1991 p.2 URN: urn:nbn:de:hbz:468-20090140          (21. 12. 2023)
  15. ^ Van Acker, Myriam et al. (1994): Disabled Students – Equal Opportunities. In: FEDORA Newsletter Janvier/January pp. 3 -14  urn:nbn:de:hbz:468-20090204 . FEDORA Handi. In: FEDORA Congress Barcelona /IV/1994 New challenges for guidance in Europe: the present and the future.. pp. 74- 87                            https://nbn-resolving.org/urn:nbn:de:hbz:468-20050647  (21. 12. 2023)  Also FEDORA Equal Opportunities. In : Report of the 6th Congress; L’Aquila, 28th -31st May 1997 pp.17-23 https://nbn-resolving.org/urn:nbn:de:hbz:468-20050653 (03.01.2023)
  16. ^ Burnet, Jean Marie (1994): A word from the President. In: FEDORA Newsletter January 1994 p.1 urn:nbn:de:hbz:468-20090204 (03.01.2024)
  17. ^ Burnet, Jean Marie (1994): A word from the President. In: FEDORA Newsletter January 1994 p.1 urn:nbn:de:hbz:468-20090204 (03.01.2024)
  18. ^ Rott, Gerhart (2002): Working groups recent development. In: FEDORA Newsletter Spring 2002 p.6 urn:nbn:de:hbz:468-20090410 (22.12.2023); Dane, Margaret and Rott, Gerhart (2003): Restructuring of the FEDORA Working Groups in: FEDORA  Newsletter summer 2003 pp. 6 -8 urn:nbn:de:hbz:468-20090466 (22.12.2023) and in  urn:nbn:de:hbz:468-20090455  (22.12.2023)
  19. ^ Restructuring of the FEDORA Working Groups. In: FEDORA Newsletter December 2003 pp.4-6 urn:nbn:de:hbz:468-20090532 (22.12.2023) and  urn:nbn:de:hbz:468-20090319 (22.12.2023)
  20. ^ Documents on Higher Education Reform 72/1991 https://elpub.bib.uni-wuppertal.de/edocs/dokumente/zsb/fedora/general/congress/berlin1991/congr91.pdf
  21. ^ Below are the working groups with their English names (see detailed descriptions in English in section 3.4)
  22. ^ The relationship between student advisers and employers in the context of the graduate labour market after 1992. Newnham College, Cambridge 22nd - 24th March 1990. Wuppertal : Zentrale Studienberatung. https://nbn-resolving.org/urn:nbn:de:hbz:468-20070174
  23. ^ Note in FEDORA Newsletter Winter 2006 p.2f. urn:nbn:de:hbz:468-20090386 (31.12.2023) and sources FN 126 ; Conference report not available
  24. ^ Vunderink, Daan. (1998). Proceedings / 5th European conference of the Fedora Employment Group: 14 - 17 June 1998, Oulu, Finland. FEDORA. http://nbn-resolving.de/ urn:nbn:de:hbz:468-20070193
  25. ^ Bell, Elsa / McDevitt, Craig / Rott, Gerhart, & Valerio, Paolo (Eds.). (1994): Psychological counselling in higher education: A European Overview. Napoli: La Città del Sole; Introduction pp.11 – 26 p.15 urn:nbn:de:hbz:468-20050690 (31. 12. 2023) and Wuppertal: Zentrale Studienberatung. https://nbn-resolving.org/urn:nbn:de:hbz:468-20060383 (31. 12. 2023). Also the report by Brutin, Karine / Gendre-Duzeau Sylvette und Pradel-Lanson, Christine: (1993) Providers of Psychologival counselling for Students in France France. In: Newsletter June 1993 pp 7 urn:nbn:de:hbz:468-20090187(31. 12. 2023) and further reporrts on psychological and psychotherapeutical counselling.
  26. ^ Giovazolias, Theodoros /Karademas Evangelos /Kalantzi-Azizi, Anastasia (2008) (Eds.): Crossing Internal and External Borders: Practices for Effective Psychological Counselling in the European Higher Education Area.  Print :Athens Ellinika Grammata –FEDORA elektronische Fassung: Wuppertal : Universitätsbibliothek Wuppertal urn:nbn:de:hbz:468-20080653 (02.01.2024) There is no published report, see footnote 121.
  27. ^ Aherne, Declan. ([1997]) (ed.) Symposium toward the Future of Psychological Counselling in European Higher Education. [FEDORA]. http://nbn-resolving.de/urn:nbn:de:hbz:468-20060179 (31. 12. 2023) und Rott, Gerhart (1997): ZSB Tätigkeitsbericht 1. Oktober 1995 – 30. September 1997,p.50 urn:nbn:de:hbz:468-20070414 (31. 12. 2023)
  28. ^ Myriam van Acker et al. (1994): Disabled Students – Equal Opportunities In: FEDORA Newsletter January 1994 pp.3-14  urn:nbn:de:hbz:468-20090204 (02.01.2024)
  29. ^ Studying Abroad: Checklist of Needs for Students with Disabilities                 Wuppertal: Central Student Advisory Service https://elpub.bib.uni-wuppertal.de/rsc/viewer/duepublico_derivate_00000683/check.pdf?page=108&q=FEDORA%20Zentrale%20Studienberatung (02.01.2024)  https://nbn-resolving.org/urn:nbn:de:hbz:468-20070587 (02.01.2024)
  30. ^ Studying Abroad: 2. European guide for students with disabilities. Wuppertal : Zentrale Studienberatung. https://nbn-resolving.org/urn:nbn:de:hbz:468-20070597
  31. ^ cf. note on 'Fragments of the FEDORA website', footnote 121
  32. ^ Burnet, Jean Marie/van der Mersch-Michaux, Françoise/Fonck, Philippe (Eds.) (1991) Directory of University Student Guidance Services in the EC. Louvain-la-Neuve: De Boeck University 1991. See also note in FEDORA Newsletter October 1991 p.5 urn:nbn:de:hbz:468-20090154+(07.01.2024)
  33. ^ Print: Bell, Elsa  /McDevitt, Craig  /Rott, Gerhart / Valerio, Paolo (Eds.) 1994): Psychological counselling in higher education: A European Overview. Napoli: Electronic version: Wuppertal: Zentrale Studienberatung. https://nbn-resolving.org/ urn:nbn:de:hbz:468-20050690(07.01.2024)
  34. ^ Esbroeck, Raoul van (1997):  FEDORA Postgraduate Studies. In Report on 6th FEDORA Congress in L’Aquila [internal link] pp. 56- 59.See also https://researchportal.vub.be/en/publications/guide-to-postgraduate-study-in-europe (07.01.2024)
  35. ^ Esbroeck, Raoul Van  /Gavin-Kramer, Karin /Pethen, Richard /Roulin, Claude /Wood, Helen (Editors) (1998 ) and (2000): Postgraduate Study in Europe FEDORA 1998 and 2000. FEDORA und Hobsons International.
  36. ^ Margaret Dane, 7th Congress [internal link] Postgraduate Study Working Group Report 1997-2000 p 16 and 8th Congress [internal link] Margaret Dane, President’s Report 2000-2003 p9
  37. ^ Margaret Dane, Message from the President Newsletter April 2004 p.1 urn:nbn:de:hbz:468-20090431 (07.01.2024)
  38. ^ Watts, A. G. New skills for new futures: higher education guidance and counselling services in the European Union: the synthesis report of a study on “New skills for vocational guidance in higher education.” Louvain-la-Neuve: Fedora - Wuppertal: Central Student Counselling Centre. https://nbn-resolving.org/ urn:nbn:de:hbz:468-20060184 (07.01.2024) and https://nbn-resolving.org/urn:nbn:de:hbz:468-20060370 (07.01.2024)
  39. ^ They can be found under ' New skills for new futures, FEDORA ' in the search catalogue of the University Library of the University of Wuppertal. https://www.bib.uni-wuppertal.de/de/startseite/
  40. ^ Rott, G. (2002). New Times - New Paths: Higher Education Counselling in Germany and the European Union. Raabe. https://d-nb.info/965799506 (07.01.2024)
  41. ^ a b Leray, Nicole/ Laviolette, Geneviève/ Raban, Tony (2000): From a PhD to Employment, Wuppertal : Zentrale Studienberatung.Urn:nbn:de:hbz:468-20070226 (07.01.2024) and  updated version see: https://scholar.google.at/scholar?hl=de&as_sdt=0%2C5&q=N+Leray%2C+AJ+Raban%2C+G+Laviolette+-+2000+%E2%80%93+From+PHD+to+employment+&btnG=
  42. ^ Katzensteiner, M. (2006): Guidance and counselling in higher education in European Union member states: FEDORA Symposium: Krakow 2006. FEDORA.urn:nbn:de:hbz:468-20060509 (07.01.2024)  Print: Katzensteiner, Michael/Ferrer-Sama, Paula/Rott, Gerhart (2008) Guidance and counselling in higher education in European Union member states: FEDORA Symposium: Krakow 2006.  Aarhus – Counselling and Support Centre, University of Aarhus: Aastrup, Willy: Serial Editor
  43. ^ Dane, Margaret: Report on the FEDORA Symposium Krakow 8-10 February 2006 in: Guidance and Counselling in Higher Education Guidance and counselling in higher education in European Union member states pp. 363 – 382. Louvain-la-Neuve : FEDORA, Wuppertal : Zentrale Studienberatungsstelle. https://nbn-resolving.org/urn:nbn:de:hbz:468-20060509 (07.01.2024) and in FEDORA Newsletter Winter 2005/2006 p. 2  urn:nbn:de:hbz:468-20090500 (07.01.2024)
  44. ^ Fedora Charter on Guidance and Counselling within the European Higher Education Area. https://elpub.bib.uni-wuppertal.de/receive/duepublico_mods_00000499 und Rott, Gerhart (2006) Message from the President. In: FEDORA Newsletter Winter 2006 urn:nbn:de:hbz:468-20090386 (07.01.2024) and urn:nbn:de:hbz:468-20090360+p.1 (07.01.2024)
  45. ^ FEDORA Newsletter. See catalogue of the German National Library under https://www.dnb.de/DE/Home/home_node.html (07.01.2024).
  46. ^ See section 4.1 in particular 'Report of the President'
  47. ^ See the introductory speech by Hoxter, Hanns Z. (1994): The nature of counselling. In:  Counselling and Orientation of Students in Higher Education In: Higher Education in Europe, Vol. XIX, No. 3, 1994 pp.7-9 https://unesdoc.unesco.org/ark:/48223/pf0000155712?6=null&queryId=12e1402a-e016-42da-a827-38908c379d75 (08.01.2024); compare also the report by Heyno, Ann (1993): IRTAC Conference: Student Counselling in Higher Education, Bordeaux (F) 13-16 April 1993. In: FEDORA  Newsletter Juin,/June 1993 p. 4 urn:nbn:de:hbz:468-20090187
  48. ^ World Declaration on Higher Education for the Twenty-first Century: Vision and Action and Framework for Priority Action for Change and Development in Higher Education, adopted by the World Conference on Higher Education in the Twenty-first Century, Vision and Action, 9 October 1998 https://unesdoc.unesco.org/ark:/48223/pf0000141952
  49. ^ See extract from the unpublished report by  Gerhart Rott as FEDORA Vice-Presidnt in his report tot the EC members on 2.11.2001: “Meeting with Mr. Komlavi Seddoh: During our Summer University Margaret Dane and I took the opportunity to meet with Mr. Komlavi Seddoh, the director of the UNESCO Division of Higher Education. Thus we were able to renew the contact I already established at the UNESCO Collective Consultation on Higher Education in Paris in 2000.”
  50. ^ “FEDORA wishes to pursue the possibility of becoming an official NGO within the UNESCO framework of the World Declaration of Higher Education”. Margaret Dane, Gerhart Rott (2003): 8th UNESCO-NGO Collective Consultation on Higher Education Paris, 13-15 January 2003 – Contribution from FEDORA in: FEDORA Newsletter Spring 2003 pp. 2 -.3   urn:nbn:de:hbz:468-20090428+(10.01.2024)
  51. ^ On the established cooperation as a UNESCO NGO in "Operational Relations" Rott, Gerhart (2009): President ́s Report. p. 32 also Rückert, Hans-Werner (2011): President's Report p. 5 https://www.fu-berlin.de/sites/studienberatung/_media/FEDORA/FEDORA-president-report-2011.pdf (08.01.2024)
  52. ^ Ibid. p.4
  53. ^ a b Klaus, Joachim (2000): FEDORA President’s Report 1997-2000. In: Klaus, Joachim & Dane, Margaret et.al. (2000). Fit for the future, managing a changing world: VIIth FEDORA congress, 2000; Heriot-Watt University, Edinburgh, 26-29 August 2000 p.9 http://nbn-resolving.de/urn:nbn:de:hbz:468-20050661
  54. ^ Ibid.
  55. ^ BONJEAN, Dominique (2018-09-21). "The Bologna Process and the European Higher Education Area". Education and Training - European Commission. Retrieved 2020-03-24.
  56. ^ Discussions were held with the following representatives of the European Commission: David Coyne (Education and Training Policies), David Hughes (member of Mr. Figel’s cabinet), Peter van der Hijden (School Education and Higher Education) und Angelique Verli (School and Higher Education Policies).
  57. ^ Rott, Gerhart (2009): President’s Report, p. 31, 2009. urn:nbn:de:hbz:468-20090713
  58. ^ https://www.iccdpp.org/international-symposium-2006-sydney/ (11.01.2024) und FEDORA Newsletter Spring 2006 pp.2-3 urn:nbn:de:hbz:468-20090372 (11.01.2024)
  59. ^ Rott, Gerhart (2006): FEDORA’s contribution to the European Area. http://www.iccdpp.org/wp-content/uploads/2014/02/Country-Paper-FEDORA.pdf
  60. ^ http://www.iccdpp.org/wp-content/uploads/2014/02/Countries-and-Organisations-attending.pdf
  61. ^ Report (2006): Conference of the European Presidency of Finland on Policies and Political Systems and Lifelong Guidance Systems: Laying the Foundations. In: FEDORA Newsletter, Winter 2006 p.3 urn:nbn:de:hbz:468-20090360
  62. ^ Vuorinen, Raimo/ Anthony G. Watts (2010): Acknowledgments. In: European Lifelong Guidance Policies: Work in Progress; A report on the work of the European Lifelong Guidance Policy Network 2008-2010. Jyväskylä p.7 – 8 electronic: ELGPN Short Report 2009-2010 p. 7 https://www.elgpn.eu/publications (12.01.2024) Regarding the on-going representation of FEDORA by  Hans-Werner  Rückert, (2011): President‘s report 2011 p.6. https://www.fu-berlin.de/sites/studienberatung/_media/FEDORA/FEDORA-president-report-2011.pdf
  63. ^ Vuorinen, Raimo/ Anthony G. Watts (2010): Acknowledgments. In: European Lifelong Guidance Policies: Work in Progress; A report on the work of the European Lifelong Guidance Policy Network 2008-2010. Jyväskylä p.7 – 8 electronic: ELGPN Short Report 2009-2010 p. 7 https://www.elgpn.eu/publications (12.01.2024) Regarding the on-going representation of FEDORA by  Hans-Werner  Rückert, (2011): President‘s report 2011 p.6. https://www.fu-berlin.de/sites/studienberatung/_media/FEDORA/FEDORA-president-report-2011.pdf
  64. ^ See the introductory speech by Hoxter, Hanns Z. (1994): The nature of counselling. In:  Counselling and Orientation of Students in Higher Education In: Higher Education in Europe, Vol. XIX, No. 3, 1994 pp.7-9 https://unesdoc.unesco.org/ark:/48223/pf0000155712?6=null&queryId=12e1402a-e016-42da-a827-38908c379d75 (08.01.2024); compare also the report by Heyno, Ann (1993): IRTAC Conference: Student Counselling in Higher Education, Bordeaux (F) 13-16 April 1993. In: FEDORA  Newsletter Juin,/June 1993 p. 4 urn:nbn:de:hbz:468-20090187
  65. ^ Tzepologlou, Stephanos 1991): Announcing a Symposium “University Careers and Counselling Centres”. In: FEDORA Newsletter March 1991 p.3 urn:nbn:de:hbz:468-20090140 (08.01.2024)
  66. ^ Announcement of the Coimbra Conference (1996). In: FEDORA Newsletter October 1996 p. 10 urn:nbn:de:hbz:468-20090251
  67. ^ Announcement by Joachim Klaus, FEDORA Newsletter February 1996 p. 8 urn:nbn:de:hbz:468-20090230
  68. ^ Cf. Rott, Gerhart (2006): President's Report pp. 31f. and 41 f. as well as reference: AIOSP/IAEVG Conference "Careers in Context: New Challenges and Tasks for Guidance and Counselling", Lisbon Lecture: Rott, G. "The Emerging European Space for Guidance and Counselling in Higher Education", 13 - 17 September 2005. In: Rott, Gerhart/ Othmar, Martin/ Schardischau, Heike (Eds.) (2006): Activity Report of the Central Operating Unit ZSB for the Reporting Period   1. October 2002 to 30 September 2005, Wuppertal p.57 urn:nbn:de:hbz:468-20070438
  69. ^ Rott, Gerhart (2003): European Conference on Educational Research – Hamburg. In: FEDORA  Newsletter  December 2003 p. 3   urn:nbn:de:hbz:468-20090532   und https://eera-ecer.de/previous-ecers/ecer-2003-hamburg/eerj-roundtable-2003
  70. ^ https://www.eaie.org/community.html   (18.01.2024)
  71. ^ According to the oral report of the last FEDORA President Hans-Werner Rückert,  his President's Report (2011) and the further newsletters and communications to the members which can also be found under the entry “information materials for download (archive) • Student Counseling and Psychological Counseling • Freie Universität Berlin (fu-berlin.de).” In addition, a fragmentary excerpt in PDF format from the unpublished English version of the FEDORA website was available for this Wikipedia entry. It was last made available to FEDORA Vice President Francien Bouhuijs, Leiden University, The Netherlands. For the current structure of the former FEDORA Working Groups see https://www.eaie.org/community/expert-communities.html. (18.01.2024)
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