Rigged calls for tender, embezzlement of funds, illegal registration fees, academic fraud – there is no lack of empirical data illustrating the diverse forms that corruption can take in the education sector. Surveys suggest that fund leakage from education ministries to schools can be huge; bribes and payoffs in teacher recruitment and promotion lower the quality of the pool of teachers; and illegal payments for school entrance contribute to low enrolment and high drop-out rates.
This book presents conclusions drawn from IIEP’s research into ethics and corruption in education. It aims to build awareness among decision-makers and education managers of the importance of combating corruption, to provide them with tools to detect and assess corruption problems, and to guide them in formulating strategies to curb malpractices.
After defining the key concepts of corruption, transparency, accountability and ethics, it identifies the main opportunities for corruption in education. It describes tools that can be used to assess corruption problems – such as perception and tracking surveys.
Lessons are drawn from strategies used worldwide to improve transparency and accountabilityin educational management. The authors bring these together in a list of recommendations for policy-makers and educational managers. They argue that transparent regulatory systems, greater accountability through strengthened management capacity, and enhanced ownership of the management process can help build corruption-free education systems. Order print copy.
The 24 papers collected here document the debates and discussions led by experts from across the world. The papers are grouped into five themes, recounting first how lifelong learning has evolved conceptually and then how policy has developed in its promotion. Subsequent sections examine its relationship with distance education, new learning media and higher education; its association with the learning cities movement; and its role in rural and industrial development. The General Rapporteur’s Summary Report of the Forum provides the final section, giving an overview of the event.
The UNESCO Institute for Lifelong Learning and its Chinese partners hope that this publication will contribute meaningfully to international endeavours in making lifelong learning a reality for all.
Dowload Conceptual Evolution and Policy Developments in Lifelong Learning.
I. Conceptual evolutions of lifelong learning
1. Discovering the treasure of learning, Roberto Carneiro
2. Evolution of and perspectives on lifelong learning, Adama Ouane
3. Lifelong learning: moving beyond Education for All (EFA), Rosa María Torres
4. Revisiting the classics: the necessitated return of research on the teaching/learning relationship in modern China, Ye Lan
II. Policy developments in promoting lifelong learning
5. The development of an institutional framework of lifelong learning in China, Hao Keming
6. The development of lifelong learning policy in the United States of America, Brenda Dann-Messier
7. Better city, better life! Lifelong learning with Canadian characteristics, Roger Boshier
8. Policy developments towards lifelong learning in the European Union, Heribert Hinzen
9. Policy fraework designed to build a learning society in Thailand, Kasama Varavarn
10. Lifelong learning and connected-up development: insights from South Africa, Shirley Walters
11.Improving coordination between formal education and non-formal education in the domain of lifelong learning in Benin, Abdel Rahamane Baba-Moussa
12. Promoting the quality of adult non-formal education and lifelong learning in Tanzania: policy, practice, challenges and prospects, Salum R. Mnjagila
13.A review of Mexico’s lifelong learning model, Juan de Dios Castro
14. Sharing innovative practices in financing lifelong learning in the Philippines, Eloisa M. Ramirez
15. Using research to guide policy frameworks for building a learning society in the United States of America, Judith Alamprese
III. Distance education, new learning media and higher education in lifelong learning
16. Distance education: ends, means, opportunities and threats, John Daniel
17. The new paradigm of lifelong learning and the construction of a new learning media market – informal and non-standard learning platform for all, Kang Ning
18. Reflections on the value of higher education in lifelong learning, Han Yanming
IV. Learning cities and lifelong learning
19. Introduction to building a learning city, Han Soong Hee
20. Constructing a learning society for ‘better city, better life’: Shanghai’s experience, Li Junxiu
21. Development of lifelong learning and promotion of the construction of a learning city in Changzhou, Ju Liqin
V. Rural and industrial development and lifelong learning
22. Lifelong education of farmers in the context of coordinated urban-rural development in China, Hong Fuzeng
23. Lifelong learning and industry development – the practice of the machinery industry, Tu Zhonghua
VI. Summary of the General Rapporteur of the Forum
24.Summary report of Shanghai International Forum on Lifelong Learning, Manzoor Ahmed
What does university continuing education mean?
University continuing education includes vocational and general continuing education at universities outside the regular studies.
Who offers university continuing education?
University continuing education is offered at all Austrian public universities and at the Faculty of Interdisciplinary Studies, University of Klagenfurt.
What is offered?
University continuing education is offered as in-service study courses, postgraduate studies (Master of Advanced Studies), training programs, specific workshops and seminars. The offers feature broad thematic variety and practical value.
Who are the target groups?
University continuing education targets graduates of the universities and other persons with academic and/or adequate qualifications.
Mission Statement "University Continuing Education"
The mission statement emphasises the special importance of university continuing education as a link between actual scientific research and practical experiences outside the universities. Download as PDF.
Fields of Operation in the Universities
- Supporting conceptual designs of training-programs
- Coordinating and/or holding of trainings and courses
- Guidance in Continuing Education
- Assisting the evaluation of universities continuing education offers
- Public relations
Attendance at the fair “Best – Messe für Beruf, Studium und Weiterbildung” (Fair for Career, Study and Continuing Education). EQUIPE.
Globalization, and the trans-nationalization of education policy-making which accompany it, have many implications for policy studies in adult and lifelong learning. As globalization deepens, so does its impact on national policies and on how educational research is done.
The inaugural conference of ESREA’s Network on Policy Studies in Adult Education will explore how globalisation affects agency and policy processes, and the conditions or structures under which policy processes occur. It also aims to deepen understanding of how scientific inquiry – as a means of comprehending and interpreting current policy processes and their implications – can accompany and support contemporary developments in adult education and learning.
Ongoing debates on the trans-nationalization of governance, and on the changing role of the nation state, need to be scrutinized and researched – not only the processes underlying globalization, but also those underlying Europeanization and localisation, and how these are linked. For example, with the trans-nationalization of education has come a shift away from national collection of data: comparative international data is now required – and itself plays a role in driving national policy-making.
In the light of these trends, the research community should pay greater attention to the roles international organizations play in national policy-making, and to the growing phenomena of policy borrowing and policy learning. It should also investigate the role of authority structures in fostering and pinning shared meanings to common vocabulary and agendas in adult education and lifelong learning – and hence the impact on communication and governance in the area, from both ‘top-down’ and ‘bottom-up’ perspectives.
The Women in Lifelong Learning (WiLL) Network is one of UALL’s six specialist networks, providing both a forum for discussion of issues relating to women and gender in lifelong learning and a professional network for women employed in the lifelong learning sector. The WiLL Network has a mailing list of over 90 members, publishes a quarterly e-bulletin and runs events, open to all and sometimes jointly with other UALL networks on topics related to women and lifelong learning. If you would like to join the WiLL mailing list, please contact the Network Convenor, Kate Thomas.
NEW: Advance Notice: A date for your diary... Wednesday 26 October 2011. Women E-Mentoring in Lifelong Learning (WELL) Workshop at the Women's Library, London. The Workshop will present findings from the evaluation of the Women in Lifelong Learning E-mentoring Scheme. More details to follow.
NEW: UALL Work Based Learning and Employer Engagement 2011 Annual Conference, University of Wales Institute, Cardiff (UWIC). 28-29 June 2011. For further information download the flyer
What is UALL?
The Universities Association for Lifelong Learning (UALL) is the professional association for the lifelong learning community within higher education. UALL plays a leading role in national and international policy formulation, advocacy, research and practice in lifelong learning and continuing education. It has well-established links with all major agencies in lifelong learning and higher education including Funding Councils, UK Government Education and Lifelong Learning Departments, University and College Associations, Quality Assurance Bodies, as well as with other national and international organisations. Membership is drawn from the higher education and lifelong sectors in the United Kingdom and overseas. For further information about UALL, including membership, see the website and/or contact the Administrator, Lucy Bate.
La France n'est pas le seul pays touché par l'abus d'acronymes. L'article qui suit le montre aisément. Un des meilleurs exemples: BARBIE (a basic accountability regime will be inevitable almost everywhere).
Aussies, Acronyms, and Accountability. By Ben Wildavsky. Quick quiz for non-Australians: In a post-AUQA world, how will TEQSA make sensible use of the AQF, the ERA, the CEQ, the AUSSE, and perhaps the CLA? As DEEWR adds the functions of the recently abolished ALTC to its many other responsibilities, how useful will the government’s new My University web site be when it is unveiled later this year? Will the imminent “uncapping” of government-sponsored university places, in tandem with a new funding system in which government dollars follow students, lead to the kind of extreme, market-driven differentiation of academic offerings within and between institutions that critics have warned of...
The European Qualifications Framework for lifelong learning (EQF) provides a common reference framework which assists in comparing the national qualifications systems, frameworks and their levels. It serves as a translation device to make qualifications more readable and understandable across different countries and systems in Europe, and thus promote lifelong and life-wide learning, and the mobility of European citizens whether for studying or working abroad.
In order to make the EQF work, European countries participating in "Education and Training 2020" are invited to relate their national qualifications levels to the appropriate levels of the EQF and to indicate in all new qualification certificates, diplomas and Europass documents the relevant EQF level.
The EQF portal provides the results of the national process for relating national qualifications levels to the levels of the EQF. In "Compare Qualifications Frameworks" page, it is possible to compare how national qualifications levels of countries that have already finalised their referencing process are been linked to the EQF.
The EQF portal further presents information "About the EQF" implementation, "Key Terms" that are agreed by all countries participating in the EQF and are essential to take into account when cooperating with stakeholders at national and international level in implementing the EQF. The EQF portal also seeks to gather relevant "Documentation" - legal text of the recommendation on the establishment of the EQF, other key policy documents and EQF notes and "Useful links" leads to other information sources that may prove useful for the comparability of qualifications. It is also possible to read and subscribe for the various issues of the "EQF Newsletter" through the EQF portal.
Cedefop forecasts indicate a considerable drop in the demand for low qualified workers between 2010 and 2020. Developing a skilled workforce responding to labour market needs is an important element of the EU guidelines for employment policies.
- In the EU (2010 data), there are around 74 million low skilled adults (with at most lower secondary educational attainment), corresponding to 27% of the population aged 25-64. The remaining population has a medium level education (47%) or a high level (26%).
- Low skilled tends to be higher in southern Europe. Malta and Portugal (respectively 71% and 68%), followed by Spain (47%), Italy (45%) and Greece (37%) show the highest shares of people with at most a lower secondary educational attainment.
- Compared to 2005, low skilled people in the EU dropped by around 6.7 million. Their share among 25-64 year olds decreased by 3.4 percentage points. Over the same period, the proportion of people with medium level education was stable.
- The share of low skilled people decreased in all countries for which comparable time series are available. Countries with biggest drops are: Luxembourg Ireland, Cyprus Bulgaria and Portugal (with drops by more than 5 percentage points).
Notes: The indicator presented here is the percentage of individuals aged 25-64 with a low educational attainment (i.e. having completed at most lower secondary education). Data originates from the European Labour Force Survey and are subject to its methodology.
Cedefop's Skills supply and demand in Europe. Related methodology to Labour Force Survey. Labour Force Survey. More statistics of the month. Cedefop Statistics and indicators section.
Academic Cooperation Association (IAU Affiliate)
Agence universitaire de la Francophonie (IAU Member)
Association of African Universities (IAU Member)
Association of Arab Universities (IAU Member)
Association of Commonwealth Universities (IAU Member)
Association of Universities of Asia and Pacific (IAU Member)
Community of Mediterranean Universities (IAU Member)
Compostela Group of Universities (IAU Member)
European University Association (IAU Member)
Federation of Universities of the Islamic World (IAU Member)
Inter-American Organisation for Higher Education (IAU Member)
Southern African Regional Universities Association (IAU Member)
Union de Universidades de América Latina y el Caribe (IAU Member).
Work on the new site will continue, and you might come across features (Members' area, e-bulletin for example) and content not yet available. This is normal: the fully operational website will be ready and officially launched in June 2011.
Meanwhile, we hope you like the new design, find the new website more user-friendly, and that content on our activities and services is easy to find.
Le nouveau site web de l'Association a été mis en ligne en mai 2011. Sa structure et sa présentation ont été complétement revues pour en faire un site plus interactif et offrir plus de services à nos membres.
Il est encore possible que vous rencontriez des options (Espace membre ou e-bulletin par exemple) ou des contenus non disponibles ou incomplets lors de votre navigation car nous travaillons encore sur le site. La version finale du site sera prête et lancée officiellement au mois de juin.
Entre-temps, nous espérons que vous aimerez sa nouvelle présentation, sa convivialité et que vous n'aurez aucun problème à trouver l'information que vous recherchez sur les activités et les services de l'Association.