Les travaux s’articuleront autour de la formation initiale et continue conçue dans une perspective de "Life long learning" (LLL) et mettront l’entreprise au centre de l'attention. L’entreprise n'est pas seulement un « agent économique », « consommateur de ressources humaines » mais un acteur de l’économique et du tissu social, assumant des rôles-clés dans le développement des personnes et de leurs parcours de vie et dans le dynamisme de leur environnement.
Les informations actualisées seront disponibles sur le site de la FREREF et sur le site de l’école d'été dès le début de l’année 2011. Flyer en français. Flyer en anglais.
Il-ħidma se tiffoka fuq it-taħriġ inizjali u kontinwu mfassla mill-perspettiva ta '"tagħlim tul il-ħajja" (LLL), u se twaqqaf l-kumpanija fiċ-ċentru ta' attenzjoni. Il-kumpanija hija mhux biss ta '"aġent ekonomiku", "konsumatur tar-riżorsi" iżda attur fil-nisġa ekonomika u soċjali, billi wieħed jassumi rwoli ewlenin fl-iżvilupp ta' nies u kors tal-ħajja tagħhom u ambjent dinamiku tagħhom. More...
Le Président de la République a exprimé sa volonté de lancer une négociation nationale entre les partenaires sociaux sur le thème de la jeunesse. L'Association des Régions de France en prend acte et se réjouit que ce problème s’inscrive dans les priorités du gouvernement.
Les Régions sont, depuis plusieurs années, quotidiennement, au travail aux côtés des jeunes, au plus près de leurs besoins et des acteurs de terrain, organismes de formation, associations, entreprises, partenaires sociaux.
Elles consacrent ainsi 3 milliards par an, soit 60% de leurs dépenses de formation, aux jeunes, auxquels s’ajoutent près de 7 milliards consacrés aux lycées.
Du fonctionnement des lycées d'enseignement général comme professionnel, aux dispositifs d'apprentissage, de l'orientation à l'accompagnement vers l'emploi, du logement, aux aides à la mobilité, les Régions ont su créer des dispositifs performants, et surtout cohérents avec leurs compétences en matière de développement économique.
La mobilisation nationale en cours ne pourra donc se faire sans les Régions.
Il revient au gouvernement de concrétiser son engagement, non pas en se substituant aux collectivités et aux opérateurs, comme il persiste à le faire depuis Paris dans un secteur comme l’apprentissage, mais en leur donnant les moyens d'assurer leurs missions, puisque lui-même ne les a plus.
L'ARF tient donc à appeler les pouvoirs publics à plus de logique.
D’une part, les Régions s’étonnent de la position contradictoire du gouvernement qui, dans le même moment, décide de la suppression de l'Allocation en Faveur des Demandeurs d'Emploi en Formation (AFDEF).
D’autre part, elles réclament les moyens, notamment fiscaux, de poursuivre leur action pour un véritable service public de l’emploi et de la formation.
Proposer des solutions véritables pour l'avenir des jeunes dans un contexte économique difficile suppose, bien plus que des discours, un partenariat confiant et efficace : les Régions, dans la continuité de leur engagement constant, y sont prêtes.
A köztársasági elnök kifejezte azon szándékát, hogy indítson nemzeti alkudozás a szociális partnerek között a témája a fiatalok. Az Egyesület a Franciaország régiói tudomásul veszi és üdvözli azt a tényt, hogy ez a kérdés tartozik a prioritások a kormány.
A régiók, a több éves, a napi munka mellett a fiatalok, közelebb a szükségletek és a területen dolgozók, a képzési intézmények, egyesületek, vállalkozások, szociális partnerek.
Töltenek mint 3 milliárd euró évente, vagy 60%-a képzéssel kapcsolatos kiadások, az ifjúság, valamint közel 7000000000 euro költött az iskolák. Még több...
El objetivo principal de RUEPEP es: Promover el contacto entre las universidades españolas en el tema específico de los estudios de postgrado y educación permanente tanto desde el punto de vista académico como el de su gestión especializada.
Bienvenidos al BLOG de la Red de Estudios de Postgrado y Educación Permanente (RUEPEP) que ha sido creado para compartir conocimientos acerca del sector de la formación permanente universitaria tanto del punto de vista académico como de su gestión especializada.
En él queremos tratar temas que nos permitan
* Mejorar el conocimiento del propio sector y del entorno
* Potenciar el aprendizaje colaborativo y homogeneizar criterios para la búsqueda de un posicionamiento común, a través del intercambio de experiencias e información entre sus miembros.
* Fomentar la colaboración tanto académica como de gestión entre sus socios.
* Servir de vínculo con otras redes nacionales e internacionales relativas a los estudios de postgrado y educación permanente, y fomentar la participación de las universidades en ellas.
Esperamos que con el tiempo, en este blog muchas personas puedan compartir sus conocimientos y llegar a muchas conclusiones y con las experiencias que cada uno de nosotros podamos aportar ayudar a otros a desarrollarse.
Como nota final, recuerden lo que dice en los libros: "no siempre se puede aplicar todo a todas la realidades y siempre podemos aprender hasta del más pequeño e inexperto de nosotros".
This interactive NIACE event, Every woman's right to learn, will give participants the chance to:
• contribute to the development of a manifesto that will outline the role learning has in improving equality for all women regardless of their age, status, health, ethnicity and sexuality;
• identify practical ways to use the manifesto in their own lives to reduce inequality and secure rights for women learners; and
• celebrate the achievements of women learners and share ways of continuing this celebration wherever they learn.
Carol Taylor, Director of Operations at NIACE, said: "As we celebrate the centenary of International Women's Day this year, it gives us chance to think about all those women who fought, and often died, in the cause of women's equality. Much of that fight was for equality of access to education, and the impact they knew this would have on their lives and those of their families. This conference gives us the chance to listen to what women have to say about what learning has done for them and what their plans and aspirations are for the future."
Participants will also hear from a range of speakers, including Dame Gail Rebuck, Chair and CEO of Random House Publishers, and women of all ages, about the role learning has played in transforming their lives and the challenges they have encountered. Apply to attend Every woman's right to learn online. To apply by post or fax, download an application form here.
Technology in Careers Guidance
E-guidance, instant messaging, discussion boards, text-services, video and audio resources - the potentials provided by new technologies in the Careers Guidance setting are boundless. Careers Services in Higher Education settings are increasingly using different forms of technology to market services to students, and to deliver guidance interventions. Presentations and workshops are sought on the broad topic of the use of technology within careers guidance, with a particular focus on good practice case studies and examples of innovative work.
Career Coaching is a methodology that is gaining increasing momentum within careers guidance as a profession. Coaching provides the means of working with a student in a client-centred way, emphasising the personal resourcefulness of a student, and as such appeals to many careers practitioners. Career Coaching can be used in a variety of ways and papers are sought from Higher Education Careers Services on their experiences of using coaching methodologies in the delivery of Careers Guidance.
The UHI student mentor network has been run as a pilot during the 2010/11 academic year. The network has been designed to be flexible enough to be adaptable to various settings such as online, international students, and those in learning centres. The lessons learned from the pilot year will be disseminated at the conference. We welcome contributions from those with experience of running or researching peer-to-peer mentoring in Higher Education.
Student retention refers to the extent to which learners remain within a Higher Education institution and complete a programme within a specified period of time. Evidence suggests that non-traditional learners such as mature students, distance learners, part-time students and returners to education are more likely to withdraw than their traditional counterparts. UHI as a widening participation institution has developed a number of initiatives to support non-traditional learners to help them complete their courses successfully and these will be reported on at the conference. We welcome other papers on topics concerning both the causes of student attrition and initiatives to improve student retention.
Education: an investment in the future
Increasingly, tertiary graduates are more likely to have a job than people who haven’t finished secondary education – a trend the recession hasn’t changed. That underlines the growing importance of skilled workers in the global economy.
It also backs the case for investing in education, even when other areas of public spending are under pressure. “Education is an essential investment for responding to the changes in technology and demographics that are re-shaping labour markets,” says OECD Secretary-General Angel Gurría.
Find out more about how OECD countries, and other major economies, compare on education investment and performance in OECD Education at a Glance.
Jobs: 15 million needed to fill the gap
Even though their economies are picking up, OECD countries will still face a jobs gap of 15 million by the end of 2011. That’s the number of jobs they’ll need to create to get unemployment back to where it was before the recession.
Doing that won’t be easy: Many OECD economies are recovering only slowly from the recession. And even some that are doing relatively well aren’t creating many new jobs. In some countries that’s raising fears of a jobless recovery and long-term structural unemployment.
Another challenge: Spending is under pressure as governments try to rein in rising public debts. Clearly, money will still need to be found to help create jobs. But governments will need to use it as effectively as possible – that means doing more with less.
Can we bridge the skills gap?
Low-skilled workers suffered big job losses during the recession (see figure right). That confirmed a trend seen in developed countries in recent decades: People with low levels of education and skills are finding it ever tougher to get well-paid work.
What can be done? People need the chance to make the most of their abilities through education and training. That benefits not just individuals – who are able to make a living and contribute to society – but us all by raising human capital, which in turn drives economic growth.
This doesn’t just happen in the classroom. Decent childcare can help children from poorer families to overcome disadvantage; vocational training can complement academic courses in secondary education; universities can provide the skills needed for the knowledge economy; and in adult life, people can continually upgrade their learning and skills.
Testing a joint ECVET-ECTS Implementation: Be-TWIN project
The Be-TWIN project tackles the issue of the connexion
between ECVET and the ECTS system, which is being used in higher education since 1989. The project involves a very diverse partnership from 8 EU countries representing stakeholders and education and training institutions in both, higher education and the VET sector. This article presents the basics of the methodology to link ECVET and ECTS which has now been published as one of the project outcomes.
Roughly the first half of the project’s duration has been dedicated to putting in place a methodological device linking the two credit systems. Both the ECTS and the ECVET system pursue the same objectives of credit transfer, accumulation and recognition, mobility of learners and workers, lifelong learning and transparency of national systems within a common European Education Area. However, the ways they intend to achieve these purposes differ. Indeed, the two credit systems have developed in different historical, institutional and methodological backgrounds. To start with, one, the ECTS, is 20 years older than the second, ECVET. The ECTS, although it has been reshaped in 2009 and now includes the learning outcomes approach, is historically an input based system which takes into account the learning content and the student’s workload to allocate credit points to courses and modules. The ECVET system, on the other hand, was shaped according to an output based model and consequently it allocates credit points to the results of the training process, namely the learning outcomes.
Whereas the ECTS is a quantitative mean of expressing an amount of time invested to obtain defined outcomes, ECVET is a qualitative mean of defining the relative importance of units of learning outcomes within a given qualification.
Regarding their technical specifications, the workload for ECTS and the relative importance of the units of learning outcomes within the qualification for ECVET have been identified as the main inconsistencies between the two credit systems. Having acknowledged this, the challenge remained to build a common matrix, which would enable recognition of credit from one system to another, despite the fact that the methodological ground of the two credit systems differ. Thus, learning outcomes have been identified as the only possible translation device between the two credit systems: they are the driving force behind contemporary higher education reform and constitute the very core of the VET philosophy.
The result of these considerations is to be found in the Methodological Guide, “ECVET-ECTS: Building bridges and overcoming differences”, which was finalised in July 2010 and strives to suggest a possible approach to coordinate ECVET and ECTS.
The main innovation of the guide is a double entry table, the “matrix”, whose common denominator is the learning outcomes. The matrix is meant to serve as a transparency tool and a translation device. It enables to link learning outcomes and learning activities and in this way it facilitates translation from an output based system to and outcome based system (and vice-versa). As a common interface, it emphasises learning outcomes and the systems’ secondary layers of information, namely the workload and the relative importance of the units of learning outcomes within the qualification (as expressed in credit points).
The Be-TWIN matrix proposes to training providers using either the ECTS or the ECVET systems to present their training offer more transparently. Both the learning outcomes (grouped into units) and the corresponding learning activities must be filled in the matrix. This should enable training providers using ECVET to better link the learning outcomes with the training offer they propose, and higher education institutions using ECTS to reshape their training offer according to an output based system.
Overall, the idea is to build bridges between the two segments of education and training and to favour the vertical mobility of learners from one system to another. The model is indeed expected to benefit mainly the learners wishing to have their previous learning recognised when shifting from one learning context to another (from VET to higher education or vice versa). A condition for that is that the training providers present the training offer and the qualifications more transparently, thus favouring recognition of prior learning.
In order to use the matrix, training providers have to follow four steps: •First, depict the qualification by filling in the grid with the single learning outcomes corresponding to the occupational profile and then by grouping these into units, •Secondly, depict the qualification by filling in the grid with the associated learning activities, •Thirdly, cross which learning activities contribute to which learning outcomes in order to identify the overlapping of the training pathway and of the outputs of the qualifications expressed in learning outcomes, •Lastly, allocate the ECVET points to the units of learning outcomes respecting the ECVET specifications, or allocate ECTS credit points to the learning activities, taking into account the workload, or, in some cases, allocate both types of credit points within one training programme.
The methodology developed is currently being tested on three training programmes in France, the UK and Italy in the field of plastics industry, hospitality management and training of trainers. The Figures 1 and 2 present extracts from this methodological guide.
This Regulation lays down rules for the implementation of Regulation (EC) No 452/2008 as regards the collection, transmission and processing of statistical data in Domain 1 on education and training systems.
This Regulation shall enter into force on the twentieth day following that of its publication in the Official Journal of the European Union. It shall apply from 1 January 2012. Download Commission Regulation (EU) No 88/2011 of 2 February 2011 on the production and development of statistics on education and lifelong learning.
Data quality requirements and quality reporting framework
Data quality requirements
The data quality requirements for data on education and training systems refer to the quality reporting dimensions (or quality reporting criteria) of relevance, accuracy, timeliness and punctuality, accessibility and clarity, comparability, and coherence. In particular, the data shall comply with the definitions and concepts as stated in the detailed guidelines for the UNESCO/OECD/Eurostat data collection on education systems.
Data quality report
Every year, the Commission (Eurostat) shall supply Member States 3 months in advance of the transmission deadline referred to in Article 4(2) with draft documents for the annual quality report, partially pre-filled with already available quantative indicators and other information available to the Commission (Eurostat). Member States shall supply the Commission (Eurostat) with the completed quality report referred to in Article 4(2). The quality report shall be divided into the following 7 chapters: enrolments, entrants, personnel, graduates/graduations, finance, foreign languages learnt and regional enrolment data. The data quality report shall document the compliance with the dimensions of relevance, accuracy, timeliness and punctuality, accessibility and clarity, comparability, and coherence. In particular, the data quality report shall document the compliance with the definitions and concepts as stated in the detailed guidelines for the UNESCO/OECD/Eurostat data collection on education systems. Deviations from the definitions and concepts as stated in the detailed guidelines for the UNESCO/OECD/Eurostat data collection on education systems shall be documented and explained and if possible quantified. In particular, Member States shall provide a description of sources used at the level of tables as described in Annex I and the use of estimates and revisions shall be clearly identified at the level of tables and breakdowns.
Cedefop’s new glossary of terms on quality in education and training is meant to promote communication and understanding between countries. It is intended for all stakeholders in education and VET, researchers; experts; those involved in improving learning curricula; and education and training providers. While it does not represent an exhaustive inventory of the terminology used by specialists, the glossary – an updated and extended version of Quality in training / La qualite dans la formation published by Cedefop in 2003, takes into account recent EU policy developments, including the creation of the European qualifications framework for lifelong learning (EQF) and the development of a European credit system for vocational education and training (ECVET).
Accreditation of an education or training provider
Process of quality assurance through which accredited status is granted to an education or training provider, showing it has been approved by the relevant legislative or professional authorities by having met predetermined standards. Source: Cedefop, 2008c, based on Canadian.
FR Agrément dʼun prestataire dʼenseignement ou de formation
Procédure de contrôle qualité visant à la reconnaissance et approbation officielles dʼun prestataire dʼenseignement ou de formation par lʼautorité législative ou professionnelle compétente après vérification de la conformité vis-à-vis de certaines normes prédéfinies. Source: Cedefop, 2008c, adapté de Canadian Information Centre for International Credentials, 2003.
Validation of learning outcomes
Confirmation by a competent body that learning outcomes (knowledge, skills and/or competences) acquired by an individual in a formal, non-formal or informal setting have been assessed against predefined criteria and are compliant with the requirements of a validation standard. Validation typically leads to certification. Source: Cedefop, 2008c.
FR validation des résultats dʼapprentissage
La confirmation par une autorité compétente que les résultats/acquis dʼapprentissage (savoirs, aptitudes et/ou compétences) acquis par un individu dans un contexte formel, non formel ou informel, ont été évalués selon des critères prédéfinis et sont conformes aux exigences dʼune norme (ou référentiel) de validation. La validation aboutit habituellement à la certification. Source: Cedefop, 2008c.
VET in Europe - Country reports are a product of the VET in Europe project and provide an overview of the vocational education and training systems existing in the Member States, plus Iceland and Norway. They are prepared and updated by ReferNet, according to a common structure provided by Cedefop.
Why VET in Europe - Country reports is value of interest?
Understanding national VET systems, their characteristics, developments and priorities is a key element in the different levels of the VET coordination and development process. It might also bring in additional ideas and examples of good practice.
Hence, visiting the database and downloading the country reports is highly recommended for policy makers, researchers and practitioners participating in VET related activities, including conferences, seminars or projects.
Latest VET in Europe - Country reports
Latest updated information can be downloaded by country in pdf format (for 2009 or 2010) or viewed by theme in html format (for 2010). Previous overviews are also available and can be accessed by country in PDF format.
Download by country