In this article Jahir Calvo, of the Panama University of Technology, analyzes women’s access to higher education as a crucial component in the development process.
Introduction
Throughout history, women have had only a limited role in society with restricted opportunities (Vanderslice and Litsch, 1998). The latter fact, highlighted in this article as ‘the women’s issue’, prevails even in this new era, where we found that gender inequalities continue to primarily disadvantaging this group (ESU, 2008).
Education -that nowadays has been recognized by a number of international conventions as a human right and a development imperative-, is one of the spheres that has suffered this women’s issue. As pointed out by UNESCO (2012), the preference to males over females in education has been a marked feature since ancient societies, practice that has shaped today’s gender disparities in this sector in virtually all countries.
Papadópulos and Radakovich (2005) note that higher education (HE) was precisely the best environment for reproducing such gender disparities in education, since this level was not considered a space properly ‘feminine’. From this it follows that access of women to this level of education has gone through a story of a long struggle. Many adversities for women arose. However, they have not remained silent and have fought actively since centuries ago in order to change such exclusion.
The first World Atlas of Gender Equality in Education published by UNESCO (2012) gives proof that trends towards change are on the race. As the report states, in the last four decades an almost entirely reversion of the historical process of exclusion of women in HE has occurred and they have gained some more or much access to this level of education. Notwithstanding this, at barely three years of compliance with the deadline set for the HE sector in the goal 5 of the Dakar Framework for Action 2000 of the Education for All (EFA) movement, and in the target 4 of the United Nations Millennium Development Goals (MDGs), the same UNESCO (2012) report has identified two regions in which the HE system persists to be unfair to women, showing still great disparity in disadvantage for them. These are: South and West Asia and in sub-Saharan Africa.
In this backdrop the present research work captures and presents a first set of considerations regarding the women’s access to the HE landscape, in order to gain an insight into the phenomenon. With this aim, the author seeks to create awareness about the importance of the issue, as well as stimulate further reading and research on the topic for those of us who are interested in becoming agents of change in benefit of an educational system free of discrimination and unequal treatment for this twenty-first century.
The importance of women’s participation in education
Education is recognized by UNESCO (2012) as “a fundamental human right – one that all individuals are entitled to enjoy whatever the circumstances in which they live – that also brings important benefits to human society as a whole” (p. 8). To achieve faster these benefits, states De Mcpherson (1999), it is necessary the participation of men and women on an equal basis. In that sense, stresses the author, keeping women away in all aspects of the development process only by reason of gender, is a waste of valuable resources, even more when they constitute half of the population. The position of the UNESCO (1998a) in this regard is that women have the right to the same opportunities as their male counterparts; therefore, they also have to be seen as part of the essential human resource base of every nation.
The women’s issue presented above has been clearly evidenced throughout history in the entire world. As stated by Vanderslice and Litsch (1998), women have had only a limited role in society with restricted opportunities. Even in this new era, this harsh reality somehow remains true, and gender inequalities continue to primarily disadvantage women, who suffer much more from the discrimination that occurs to both genders (ESU, 2008).  The education sector, including its highest level in its ladder, meaning HE, has been also influenced by ‘the women’s issue’, even though the academia has been perceived itself as progressive part of society (ESU, 2008).
Relatedly, the importance of women’s participation in education is critical (UNESCO, 1998c). Dundar and Haworth (1993) cited that “education of women is important not only from the angle of equal education opportunity between the sexes, but also for the substantial social and economic returns to female education that can be achieved by raising women's productivity and  income level, producing better educated and healthier children, and reducing fertility rates” (p. 1). Vanderslice and Litsch (1998), in turn, expressed that women who have increased education are more aware about opportunities for themselves. They are more self-confident, open minded and more competitive, added the authors. Apart from that, point out Kelly and Slaughther (1991), “through qualifications and credentials secured through the higher learning, women would equip themselves for all manners of professional positions, entering the market place and political arena with the same advantages as men” (p. 3). Taking into account these perspectives and context, Bonilla et al. (2005) concluded that women, through their participation in education, are becoming then agents of change.
Story of a long struggle
As stated by Papadópulos and Radakovich (2005), traditionally, HE was not a space considered properly "feminine", being one of the best environments to reproduce gender inequalities. Only men were the ones that had access to this level of education as part of their successful integration into the public sphere and social recognition, while women were invisible in the private sphere and assigned to the tasks of reproduction, and family and home care.
According to Itatí (2006), women were in principle excluded in HE since the creation of the first and oldest university in the world, University of Bologna in Italy. As explains the author, such discriminatory practice had its roots in a 1377 Decree of this university which stated that woman was considered the prime reason of sin, the weapon of the devil, the cause of man's expulsion from paradise and the destruction of the old law.
In her piece of work, titled Women’s access to Higher Education, Itatí tells us about the existence of two periods in relation to women's access to HE. In the first period, few women accessed in an exceptional way, while others when disguised as men. The second period, which the author calls a systematic process, the access was as gender.
The researcher points out that despite the Decree of the aforementioned University of Bologna, a few aristocratic women were able to enter the same university from the late Middle Ages. In the XVIII century, a great debate about the ability of women to access university education, caused that some claimed the right of women to education and knowledge, arguing that men and women have equal capacities and that ‘the mind has no sex’, while others refused to this, and emphasized the roles that men and women have in society. In this climate of debate, the author reports also that two women studied and graduated assuming a masculine identity.
Turning now to the second period characterized for being a systematic process that considered the conceptualization of gender, Itatí notes that it started in the XIX century as a slow but steady process, the same that was accompanied by growing demands and feminist struggle for equal rights for both sexes. The U.S. was the first country to participate in the process, which then expanded into Europe, reaching later Latin America at the end of the century. In almost all these regions, the first graduate women were doctors, reports the researcher. Once within the system, the discussion on the participation of women in HE became, among others, in a discussion about the type of study that best correspond to the feminine nature. Many barriers had to be overcame by women, first to gain access to university studies, second to graduate, and finally to practice the profession, since each one of these steps did not necessarily imply the other, as were the case of men. Throughout this process appeared many detractors, who argued on women’s physical, intellectual and moral inferiority; and that the Mother Nature made man rational and woman emotional. Despite this, women did not remain silent, and went to universities, became professionals in fields that did not represent an abrupt break with the conceptions of gender at that particular point of time.  Undoubtedly, these first tertiary educated women clearly perceived discrimination for being female, reason that led them to fight actively in order to change this situation (Itatí, 2006).
Trends towards change 
Undoubtedly, the status of women has been a matter of international concern for decades (ECLAC, 1999). During this time, things have changed and women in most countries of the world have gained some or much access to HE, level at which UNESCO (2012) recognizes women enrolments have seen the greatest increase. The evidence shows that this tremendous progress -sometimes described as a silent revolution-, started centuries ago. In the opinion of Kelly and Slaughther (1991), this progress is considered as a hallmark that has totally changed gender representation in the HE landscape over the last decades, not only because the gradual exponential increase in the numbers of women receiving tertiary education worldwide, but also because women has gained admiration when exceeding men in grades, evaluations and degree completion in several fields of study [Buchmann et al., 2008 (cited in UNESCO, 2012) and Papadópulos & Radakovich, 2005).  Undoubtedly, stresses UNESCO, this “should be seen as a positive development, especially given the spillover effects that benefit the individual, households and societies” (UIS-UNESCO, 2010, p.71).
Roughly speaking, Bosco (2009) assures that the progress reached has been the result of the development of human rights and the democratization of societies. From the UNESCO viewpoint, this has been the result of the changing values and attitudes related to the role and aspirations of women in society, the higher levels of schooling that women are requiring in order for them to attain social mobility, their need for higher incomes, and the ongoing diffusion of ideas on the subject of gender egalitarianism across countries (UIS-UNESCO, 2010). The research work carried out also notes the contribution done by international gender agendas from organizations such as the United Nations and UNESCO which have been especially effective in areas of advocacy and have developed normative instruments, resolutions, declarations and recommendations to assure and advance, among others, the gender equality in education.
These above factors, among others, have led to a point of almost entirely reversion of the historical processes of exclusion cited in previous sections. In the meantime, HE gained momentum as a key player in the consolidation of the structures of equal opportunities between men and women, changing the preconceived role that women should be marginalized and subordinated, to a situation in which they have autonomy and the possibility of intervention in decision processes (Bosco, 2009). From the World Economic Forum viewpoint, this indicates that we are at a unique turning point in history, a stage in which we note that the issue of gender parity has became more pronounced as never before (World Economic Forum, 2010).
A review of latest trends towards change in women’s access to HE reported by UNESCO (2012) in its first World Atlas of Gender Equality in Education demonstrates the expansion at an unprecedented rate for women in HE from 1970 to 2009. As stated by the report, during this period women have been the principal beneficiaries of the HE expansion phenomenon in all regions, growing their participation from 8 to 28 percent, in comparison with men that went from 11 percent in 1970 to 26 percent in 2009; thus, shifting gender disparity from male to female dominance. According to Rama (2009), such trend towards change in women’s access to HE will continue over the coming decades, even though it is possible to assume that in the long run it will follow a slower pace.
Following the above line of analysis from the UNESCO (2012) report, figure 1 notes that in 1970 the Gross Enrolment Radio (GER) was higher for men than women in all regions, with the notable exception of Central and Eastern Europe. As stated by the report, and as it can be also seen in figure 1, by 2009 four regions (North America and Western Europe, Latin America and the Caribbean, Central and Eastern Europe, and East Asia and the Pacific) had reached the point where the GER favored women, only two region continued to have men advantage (sub-Saharan Africa and South and West Asia), and one region showed parity (Arab States). From the regions showing disparity, it is noted that North America and Western Europe had the largest GRE favoring women, while sub-Saharan Africa had the largest favoring men.
Figure 1. Gross enrolment ratio in HE by region and worldwide, years 1970 and 2009
Source: UNESCO Institute for Statistics, cited in UNESCO, 2012, p. 77.
Expanding the discussions of gender differences in HE over the last four decades, the UNESCO (2012) report also analyzed the situation in terms of the changes of the Gender Parity Index[1] (GPI), measure that in this case represents the women’s GRE in relation to men’s GRE. As pointed out by  the report and as shown in figure 2, the worldwide GPI rose dramatically from 0.74 in 1970 to 1.08 in 2009, the latter value that falls within the range of parity defined by UNESCO (between 0.97 and 1.03), thus, indicating a global achievement in this regard, slightly in favor of  women. What is interesting to note from figure 2 is how regions in the last four decades have strived to achieve gender parity in favor of women, as indicated by an adjusted GPI greater than 1.03. From only one region with an index favoring women in 1970 (Central and Eastern Europe), the figure shows three more with this characteristic in 2009 (North America and Western Europe, Latin America and the Caribbean and Central Asia); thus, accounting the majority of the regions. However, a different pattern is found in South and West Asia and in sub-Saharan Africa, where the HE system persists to be unfair to women, showing still great disparity in disadvantage for them. This female under-representation in these regions could be the result of the low levels of national wealth (UNESCO, 2012) and the difficult social setting (Dundar & Haworth, 1993) that characterizes the countries that are part of the same.
Figure 2. Adjusted gender parity index for gross enrolment ratio in HE, 1970–2009
Source: UNESCO Institute for Statistics, cited in UNESCO, 2012, p. 77.
Analyzing the data from the perspective of the various education levels, the UNESCO, (2012) report notes that women have reached parity with men in earning Bachelor’s degrees. In Master’s degrees, they have an edge over men, accounting 56%. However, a different story is found at the highest levels of education (Ph.D.), where they only account for 44%.
Turning now to gender differences in various fields of study, the Millennium Development Goals Report 2010 notes that women are overrepresented in the humanities and social sciences and significantly underrepresented in science, technology and, in particular, engineering (United Nations, 2010). However, scanning through the rich literature on the topic, it is broadly argued that women is making have also made tremendous progress by entering into fields they did not have much presence before, due to the traditionally conception of male-dominated fields. According to Papadopoulos and Radakovich (2005) the progress reached means the beginning of a process for overcoming some of the stereotyped barriers, giving the welcome to a new phenomenon of cultural transition of great significance for equalizing gender opportunities.
Concluding remarks
    Women, on an equal basis as their male counterparts, are part of the essential human resource base of each country that contributes to its competitiveness and sustainable development. Keeping them away only by unfair reasons of gender is indeed a waste of this valuable resource, as stressed by De Mcpherson (1999). Consequently, adds the World Economic Forum (2010), they must be treated equally with the same opportunities as men, if a country wants to grow and prosper faster. The latter confirms why UNESCO (1998a) highlighted that the entire gender issue has gained worldwide attention as a crucial component in the development process.
    Despite that nowadays voices of all women everywhere have been acknowledged, human rights have been developed in favor of them, societies have been subject of democratization and changing values processes, and international gender egalitarianism agendas have been settled, the World Economic Forum (2010) assures that we still need a true gender equality revolution. From the UNESCO viewpoint –other of the  international organizations that have been especially effective in the areas of advocacy and aims to foster a gender-inclusive culture-, this revolution implies, in more or less, a public recognition that innumerable obstacles and challenges exist and need to be tackled (UNESCO, 1998c).
    Education constitutes one important sector that deserves special attention when tackling these obstacles and challenges. It has helped in reducing the gap and is empowering women to take their full place in the world of the 21st century, where multiple internationally agreed development goals should be reached with their help.
    Non-discriminatory education that could benefit both women and men is the key for keeping the promise of education for all. The mind has no sex, so it is important the recognition of the equal rights to women for all levels of education, including HE, the latter sector where women are becoming agents of change (Bonilla et al., 2005).
    Even though HE was in its beginning the best environment for reproducing gender inequalities, due to its conception as a space not considered properly "feminine" (Papadópulos and Radakovich, 2005), nowadays, it has been recognized as a human right and an essential tool for achieving equality (UNESCO, 1995) due to its imputable high impact on the future of a society. Thus, the evidence here strongly supports a process of an almost entirely reversion of that historical exclusion, and we have witnessed a gradual exponential increase in the numbers of women receiving tertiary education worldwide.
    However, such fantastic figures are often only a mirage of what actually happens in the HE system, argue Kiss et al. (2007). It is true that female enrolment has actually increased, but it focuses, among others, on academic programs associated with the roles women traditionally exercised. In that sense, the authors wonder whether this is the equality and equity we need.
    UNESCO (1998b) has recognized that indeed, various socio-economic, cultural and political obstacles continue in many places in the world to impede their full access and effective integration into HE.
    Achieving the latter is not only about access to learning, but much more broadly, of challenging the learning environments, the curricula, the attitudes, the gender ideologies in both education and society, and wider political, economic and social considerations (UIS-UNESCO, 2010).
    The analysis carried out revealed that the basis of the women’s issue is strongly linked to gender stereotypes and old paradigms that still prevail. According to De Mcpherson (2000) the old paradigms are the most difficult barrier to deal with. However, stresses also the author, in the same way these paradigms were learned, they can be unlearned and surpassed, and others conceptions more equitable or just can be encouraged.
    The progress reached so far by women in the HE sphere, and underlined in this research work, means the beginning of a process for overcoming these stereotyped barriers and old paradigms, giving the welcome to a new phenomenon of cultural transition of great significance for equalizing gender opportunities (Papadopoulos & Radakovich, 2005).
    We should no forget, however, that equalizing gender opportunities in HE not only refers to women. As stated by De Leon (2004), it would be desirable to encourage also men to participate more actively in this level of education, since in the long run we will be producing a new gap between both sexes.
    It appears that current efforts are not enough, and urgent priorities remain for renewing processes of systems and institutions that strive for strengthening the role of women in this sector, and their contribution to social development in general (UNESCO, 1998a; UNESCO, 1998b).
    UIS-UNESCO (2010) recommends at all governments, parliaments and other decision-makers, HE institutions, the international community, civil society and other partners to take stock of the rich body of evidence of the phenomenon, to make gender equality the hallmark of all education policy and re-affirm our commitment to education and gender equality. In this regard, it is important to go beyond any rhetoric and involve policies and programs with measurable results. Furthermore, men and women should work together and in partnership towards the common goal of gender equality around the world.
    Finally, it is worth noting that the rich literature resorted in writing this article has confirmed that women and gender studies have been developed worldwide, raising awareness about women and gender issues and occupying a prominent place as a catalyst in enhancing their participation in many spheres, including HE. According to UNESCO (1998b), these studies should be promoted as a field of knowledge, strategic for the transformation of HE and society.
References
Bonilla,V. et al. (2005). Feminización de la matrícula de Educación Superior en Puerto Rico. [Feminization of enrollment in Higher Education in Puerto Rico]. URL: http://cie.uprrp.edu/cuaderno/ediciones/20/pdf/c20art7.pdf (Retrieved December 25, 2010)
Bosco, J. (2009). Universidad, globalización y heterogeneidad institucional. [University, globalization and institutional diversity]. Panama: Universidad Especializada de las Américas.
De Mcpherson, M. (1999). Estudio sobre la decisión de la mujer por ingresar en carreras de tecnología dura. Caso: Universidad Tecnológica de Panamá. [Study on the woman's decision to enter tough technology careers. Case: Panama University of Technology]. Unpublished doctoral thesis, Universidad Interamericana de Educación a Distancia, Panama, Panama.
De McPherson, M. (2000). Mujer, ciencia y tecnología. [Women, science and technology]. Panama: Instituto de la mujer
Dundar, H. and Haworth, J. (1993). Improving women's access to Higher Education: A review of World Bank project experience. URL: http://www-wds.worldbank.org/servlet/WDSContentServer/WDSP/IB/2000/07/19/000009265_3961004075720/Rendered/PDF/multi_page.pdf (Retrieved December 21, 2010)
ECLAC (1999). Participation and leadership in Latin America and the Caribbean: Gender indicators. URL: http://www.eclac.org/publicaciones/xml/2/4792/lcl1302i.pdf (Retrieved December 21, 2010)
ESU (2008). Policy paper on gender equality in Higher Education. URL: http://www.esu-online.org/news/article/6064/100/ (Retrieved December 20, 2010)
Itatí, A. (2006). El acceso a las mujeres a la educación universitaria [Women access to Higher Education]. Revista Argentina de Sociología, 4(7), 11-46. URL: http://redalyc.uaemex.mx/pdf/269/26940702.pdf (Retrieved December 22, 2010)
Kelly, P. and Slaughther, S. (1991). Women and Higher Education: Trends and perspectives. In Paradise, G. and Slaughter, S. (Eds.), Women's higher education in comparative perspective (pp. 3-16). The Netherlands: Kluwer Academic Publishers.
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Papadópulos, J. and Radakovich, R. (2005). Estudio comparado de Educación Superior y género en América Latina y el Caribe. [Comparative study of Higher Education and gender in Latin America and the Caribbean]. URL: http://www.cned.cl/public/Secciones/SeccionRevistaCalidad/doc/52/CSE_resumen520.pdf  (Retrieved December 14, 2010)
Rama, C. (2009). La tendencia a la masificación de la cobertura de la Educación Superior en América Latina. [The trend toward the massification of Higher Education coverage in Latin America]. Revista Iberoamericana de Educación, 50, 173-195. URL: http://redalyc.uaemex.mx/pdf/800/80011741010.pdf (Retrieved December 10, 2010)
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UNESCO (1995). Beijing declaration and platform for action: Fourth world conference on women. URL: http://www.unesco.org/education/information/nfsunesco/pdf/BEIJIN_E.PDF (Retrieved December 10, 2010)
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UNESCO (2005b). World report on science, technology and gender. URL: http://www.google.com/url?sa=t&source=web&cd=1&ved=0CBIQFjAA&url=http%3A%2F%2Fwww.science.oas.org%2Fgender%2FEMartinez_STGender_WReport_0408.ppt&ei=GZIiTYTZAcP6lweo-_yXDA&usg=AFQjCNFxJZzDe96iJD2WPkUrQcyS99zFpw (Retrieved November 10, 2010)
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[1] The GPI is adjusted in the UNESCO (2012) report to present disadvantages symmetrically for both genders. Box 4.1 of this report provide more information about the indicator (See pag. 66)
About the author
Jahir Calvo has a bachelor degree on Electromechanical Engineering and holds a Graduate Diploma in Top Management from the Panama University of Technology. He also holds a Specialization in Higher Education Didactics. In 2009, he was awarded with a dual scholarship from Panamanian Government and the German Academic Exchange Service (DAAD) to continue his education in Germany, in the International Master Programme in Higher Education Research and Development offered by the International Centre for Higher Education Research at the University of Kassel.
He has experience in the higher education field, specifically in the coordination, implementation and evaluation of researches and technical studies in the areas of university planning and statistics. Among his areas of professional interest highlight the evaluation and accreditation processes in higher education.
For further information about this article, contact the author at the following e-mail address: jahir.calvo@gmail.com.

  As the world comes increasingly to grips with growing material inequalites, and as advocates of social, economic and cultural inclusion continue to argue that uneven access to quality lifelong learning provision in Higher Educatioin tends to reproduce uneven development, the conference will examine possibilities for horiziontal collaboration in higher education, based on a South-North, East-West dialogue that allows for permeability, border-crossing, genuine exchange and mutual transformation. Participants will also examine how migration patterns are challenging thinking and lifelong-learning provision in Higher Education; the conference will provide a showcase for current projects and a forum for prospective initiatives in this regard.
In the year dedicated to active ageing, the conference will provoke reflection on issues of access and collaboration in the field of third-age provision in the context of Higher Education.
Conference Themes
Participants are invited to present papers, posters and power-point presentations on how lifelong learning is or can be promoted through one or more of the following key areas:
Border-crossing
Presentations under this theme are expected to highlight interdisciplinarity, collaboration across institutions of higher learning and projects within the community.
Access
Under this heading, participants are expected to reflect on issues of democratic and equitable access to quality lifelong-learning provision and on roablocks to access. Presenters are encouraged to highlight the link between compulsory education and further, continuing and higher education.
Collaboration
This key area sets out to explore the meaning of collaboration in a context marked by vertical inequality. Partcipants are encouraged to share examples of genuine collaboration between institutions located in different geographies and differentiated by material wealth, human resources, prestige and research potential.
Migration
Participants are expected to react to some of the pressing questions regarding migration and higher education : How are institutions of higher learning reacting to the inevitable movement of people who are making Europe their home? What are the challenges to genuine inclusion in this context? How is migration challenging traditional notions of access, pedagogy, evaluation and validation?

The 43rd EUCEN European Conference takes up two major aspects of University Lifelong Learning (ULLL): its diversity (the "lifewide" dimension) and its potential for providing learning opportunities throughout one’s life (the "lifelong" dimension).
ULLL in all its diversity...
Universities all over Europe are at present intensively developing institutional strategies for Lifelong Learning, thus progressing to a Lifelong Learning University. All the individual strategic development processes and the results of European strategic projects supporting universities show clearly that there is no single definition or approach to University Lifelong Learning and that the concept covers a wide range of activities. Best and good practices also demonstrate that this diversity is positive because it allows institutions to find their own answer, at institutional and regional level embedded in an international university environment, to positioning themselves when it comes to ULLL. EUCEN developed a wide definition for ULLL which is more an encouragement for an institution’s development than a definition in the traditional sense:
"ULLL is the provision by higher education institutions of learning opportunities, services and research for: the personal and professional development of a wide range of individuals – lifelong and lifewide; and the social, cultural and economic development of communities and the region. It is at university level and research-based; it focuses primarily on the needs of the learners; and it is often developed and/or provided in collaboration with stakeholders and external actors." (EUCEN BeFlex Project)
With this 43rd EUCEN European Conference we would like to offer an open and stimulating forum for practitioners, policy makers and researchers. We will explore this wide spectrum of contributions University Lifelong Learning is making to societal development. We will look at the contribution ULLL is making to stimulate and accompany innovative processes in regional business and industry, in NGOs, and in the public sector. We will also look at the contribution ULLL is making to Civil Society in a more general sense, providing learning opportunities for individuals and groups for active citizenship and community development, aiming at a democratic development in our societies. Developing ULLL successfully means that more and more "new faces" are knocking at the doors of Higher Education – learners who were usually not considering Higher Education but pursuing other educational and professional paths. As institutions we need to look at how welcoming we really are – marketing is not enough. What do we do with these "new learners"? How can we support them efficiently and effectively?
Universities as "learning spaces" throughout one’s life...
2012 is the European Year for Active Ageing and Intergenerational Solidarity promoted by the European Commission and other stakeholders; it is intended to raise awareness, identify and disseminate good practice and to encourage policymakers and stakeholders at all levels to promote active ageing. Within the framework of this conference, we would like to look more closely into this topic by exploring the role of ULLL in individual wellbeing, civic engagement and second careers in later life. Here Higher Education Institutions need to act in a responsible way to include all groups of society and encourage older people to take an active part in society in all areas. However, it is our sincere opinion that the future challenge is "mainstreaming ageing" – learning in later life is not only referring to learning after retirement, but also to people still in employment who want to actively shape their career at a later stage. As ULLL institutions we need to develop new learning opportunities for this group. This is not only to support those wishing to pursue individual career paths, but it is a necessity in view of the decreasing labour force within the next decades in almost all our European countries.
Within the broad theme of "Universities’ Engagement in and with Society. The ULLL contribution", the conference will address the following topics:
TOPIC 1: Innovation in regional business and industry, NGOs and the public sector – the role of ULLL (PDF Document)
TOPIC 2: Community-based education and learning as part of ULLL (PDF Document)
TOPIC 3: An ageing Europe and the role of ULLL (PDF Document)
TOPIC 4: Supporting the individual learner in ULLL (PDF Document)
The objectives of the conference are to:
- provide participants from practice, policy development and research with the opportunity to explore the whole range of diversity in University Lifelong Learning;
- share research results and best practice;
- prepare and discuss recommendations on policy, research and practice for universities and other Higher Education Institutions in Europe, ULLL stakeholders including the European Commission as well as other organisations at national, European and international level.
See also EUCEN 42nd Conference Bridging the gaps between learning pathways: the role of universities,
EUCEN 41st Conference Education as a right - LLL for all,
EUCEN 40th Conference From Rhetoric to Reality,
39th EUCEN Conference Lifelong Learning for the New Decade,
38th EUCEN Conference Quality and Innovation in Lifelong Learning - meeting the individual demands,
37th EUCEN European Conference Recommendations for universities,
36th EUCEN Conference University Lifelong Learning: Synergy between partners,
Founding Meeting: UCE Collaboration & Development- England 4-5 May 1991 - Bristol
Promoting Active Citizenship in Europe- Scotland 5-8 June 2008 - Edinburgh
The University as an International and Regional Actor- Germany 29 November- 1 December 2007 - Hannover
ULLL & the Bologna Process: From Bologna to London...- Slovenia 15-17 March 2007 - Ljubljana
32nd EUCEN Symposium/4º Project Forum. France 16-18 November 2006 - Paris
Universities as a driver for regional development - Poland 18-20 May 2006 - Gdynia
30th EUCEN Symposium - 3rd EUCEN Project Forum- Italy 17-19 November 2005 - Rome
From Bologna to Bergen and Beyond- Norway 28-30 April 2005 - Bergen
28th EUCEN Symposium - 2nd EUCEN Project Forum- Lithuania 4-6 November 2004 - Kaunas
Developing Learning Regions "Thoughts to Actions"- Ireland 9-12 June 2004 - Limerick

The Section for Distance Education (AG-F) within the German Association for University Continuing and Distance Education (DGWF) will host its annual spring conference from May 30 to June 1 in cooperation with the Center for University Continuing Education of Hamburg University (AWW). The conference will look into the following theme:
Distance Education as a Concept for Success:  Student Support, Individualization, Mix of Methods and Virtuality
The following keynote-speakers have confirmed their participation:

• Prof. Dr. Alan Tait, Pro Vice-Chancellor of the Open University, UK, will talk about „Student support“
• Prof. Dr. Ada Pellert, President of the Berlin University for Professional Studies will talk about „Individualization“
• Prof. em. Dr. Heinz Mandl, Ludwig-Maximilians-Universität Munich, will talk about „Mix of Methods and Virtuality“

A Call for Ccontributions in the subsections is out. You are invited to submitting a paper. Please, follow this link for the full call. You can also download here the provisional conference programme.
Please forward this information within your network. DGWF-Membership is not a part of the terms and conditions for participation or attendance of the conference.
The conference will have two strands: one in German and one in English. Subject to the language of your paper you will be allocated to the German or the English strand. The German versions of the call and the basic information can be found here http://www.dgwf.net/.
See also Erfolgskonzept Fernstudium: Betreuung, Individualisierung, Methodenmix und Virtualität.

LES 26 PROPOSITIONS DU « RAPPORT LARCHER »
« Notre économie vit des mutations extrêmement rapides. Les changements techniques, technologiques, organisationnels sont continus et nécessitent des adaptations constantes selon des cycles de plus en plus courts.
Tout le monde en est convaincu : face aux pays à bas coût de main d’œuvre, notre compétitivité ne se joue pas essentiellement sur les prix mais aussi sur la qualité de nos produits et services, sur notre capacité à innover et donc au bout du compte sur la compétence et la qualification des femmes et des hommes dans chacune de nos entreprises.
Développer la compétence de tous, donner la possibilité à chacun d’accéder à une qualification certifiée, voilà l’un des défis majeurs que nous devons relever.
Le maintien d’un taux de chômage élevé n’est pas inéluctable. Il le devient si l’on ne met pas en place les moyens pour les demandeurs d’emploi d’acquérir ou d’actualiser leurs compétences et leurs qualifications, permettant de postuler aux emplois disponibles.
La formation permet d’augmenter les compétences et de maintenir l’employabilité de ceux qui ont un emploi ou qui en recherchent un. Elle donne une seconde chance à ceux qui sont sortis de l’école sans qualification ou certification reconnue.
Ce n’est pas la formation qui crée l’emploi. Mais sans formation aujourd’hui il est clair qu’il est très difficile d’accéder à l’emploi.
Il nous faut rendre effectif le droit à la formation tout au long de la vie et créer ses conditions d’exercice. Outil de maintien de l’employabilité mais aussi d’évolution professionnelle et de promotion sociale, objectif initial des pères fondateurs de la formation professionnelle et de la formation tout au long de la vie est un élément fondamental de la construction de parcours professionnels plus sécurisé… »
Liste récapitulative des propositions
Proposition n°1 : Supprimer la contribution légale et les contributions conventionnelles sur le « plan de formation » pour les entreprises de 10 salariés et plus. A l’issue d’une période de trois ans, un bilan de cette réforme devra être dressé. Maintenir la contribution au FPSPP.
Proposition n°2 : Abaisser à 250 salariés le seuil à partir duquel une négociation d’entreprise est obligatoire sur la GPEC.
Proposition n°3 : Etendre cette négociation au plan de formation de l’entreprise.
Proposition n°4 : Prévoir à l’agenda social le « Compte Individuel de Formation » après travaux préparatoires du CNFPTLV.
Proposition n°5 : Poursuivre la mise en œuvre du SPO en confiant au Préfet de région et au Président du conseil régional la délivrance du label.
Proposition n°6 : Installer au moins une « Cité des Métiers » dans chaque région et lui confier l’animation des structures labellisées SPO dans le cadre d’un plan de développement signé entre le Préfet, le Recteur, le Président du Conseil Régional et les partenaires sociaux.
Proposition n°7 : Associer étroitement les CIO au fonctionnement des « Cités des Métiers » et les faire participer plus activement au réseau des structures labellisées au titre du SPO.
Proposition n°8 : Mettre en place un plan pluriannuel de réduction du nombre de jeunes sortant du système scolaire sans diplôme ni qualification.
Proposition n°9 : Créer un « Pacte de Réussite Professionnelle » (PRP) autour d’une offre de formation qualifiante et certifiante pour les jeunes sans qualification en coordonnant les dispositifs existants et en assurant un maillage territorial. Le PRP sera proposé par les missions locales et Pôle emploi et piloté par les Régions.
Proposition n°10 : Mettre en place une démarche de territorialisation commune entre l’Etat, les Régions, les Départements et les partenaires sociaux en faveur des demandeurs d’emploi.
Proposition n°11 : Mettre en place sur tout le territoire des outils communs et partagés entre tous les prescripteurs pour faciliter l’orientation vers la formation.
Proposition n°12 : Organiser l’offre de formation autour de 3 grands objectifs : l’acquisition des compétences premières, l’adaptation ou l’acquisition d’une qualification, l’obtention d’une certification ( inscrite au RNCP).
Proposition n°13 : Mettre en place dans chaque territoire des « plates-formes multifonctionnelles » réunissant les services d’orientation, de bilans de compétence, de validation des acquis de l’expérience, de formations aux compétences - clés (savoirs de base). Ces plates-formes auront pour objet d’aider les demandeurs d’emploi à formaliser leur projet de formation et de lever les obstacles matériels qui freinent l’entrée en formation (mobilité, hébergement…).
Proposition n°14 : Constituer dans chaque région des pôles de formations qualifiantes et certifiantes répondant aux besoins en compétences des secteurs professionnels structurant l’économie des territoires.
Proposition n°15 : Mettre en place un « Contrat Formation Emploi » (CFE) liant le demandeur d’emploi et Pôle emploi pour la mise en œuvre d’une formation correspondant à des emplois disponibles ou des potentialités d’emplois. A l’issue de la formation, le demandeur d’emploi sera tenu dans les conditions fixées par la loi relative à l’offre raisonnable d’emploi d’accepter de candidater aux emplois disponibles. A défaut d’emploi disponible, ou si sa candidature n’est pas retenue, ses droits à indemnisation seront « rechargés ».
Proposition n°16 : Harmoniser et revaloriser les indemnités couvrant les frais associés à la formation.
Proposition n°17 : Envisager la création de fonds régionaux de sécurisation des transitions professionnelles coordonnant les interventions de l’Etat, des Régions, de Pôle Emploi et des partenaires sociaux.
Proposition n°18 : Créer un Comité National de l’Emploi et de la Formation Professionnelle fédérant les différents comités et conseils actuels de consultation, d’observation et de prévision. Dans les régions, supprimer le CRE. Conférer ses attributions au CCREFP. Intégrer au CCREFP le directeur régional de Pôle emploi et le délégué régional de l’AGEFIPH.
Proposition n°19 : Supprimer les conventions-cadres de coopération et confier au seul ministère en charge de l’apprentissage l’agrément des collecteurs nationaux.
Proposition n°20 : Demander une mission d’inspection générale pour évaluer l’impact d’une centralisation de la collecte par les OPCA ou une réforme de l’habilitation à collecter.
Proposition n°21 : Revoir les conditions d’affectation des fonds libres du quota et les conditions d’affectation des fonds du hors-quota afin de les répartir sur les formations par apprentissage de niveau IV et V.
Proposition n°22 : Privilégier les groupements de commande dans les procédures d’achat de formation.
Proposition n°23 : Définir le cadre juridique du SIEG de la formation professionnelle dans le cadre d’un groupe de travail entre l’Etat et les Régions.
Proposition n°24 : Créer un observatoire des coûts de formation rattaché au Comité National de l’Emploi et de la Formation Professionnelle.
Proposition n°25 : Généraliser des enquêtes de satisfaction et de suivi des stagiaires dans chaque région.
Proposition n°26 : Définir en concertation avec les représentants des organismes de formation, les titres et qualités que les formateurs doivent justifier aux termes de l’article L 6352-1 du code du travail.
Accéder aux liens.

L’international, votre métier
L’interculturel, notre valeur ajoutée !
L’Université d’Aix-Marseille possède des formations aux métiers de l’international qui accueillent depuis de nombreuses années des stagiaires en formation continue et des candidats à la VAE.
Parmi celles-ci, le Master de Négociation Internationale et Interculturelle se distingue par la double compétence qu’il apporte aux stagiaires avec l’accent mis sur l’interculturel et sur l’acquisition des compétences de base dans le domaine du développement international, de la négociation, de la communication internationale et de la veille stratégique interculturelle. Cette formation comprend en outre l’accomplissement d’un stage de longue durée en deuxième année.
Les aires culturelles couvertes sont l’Europe, le Brésil, le Monde Arabe, la Turquie, l’Inde, la Chine, le Japon, le Vietnam et la Corée.
Voici la brochure présentant succinctement cette formation. Ce Master est accessible dans le cadre d’un plan de formation avec un CIF ou un contrat de professionnalisation et peut être suivi en présentiel ou à distance en utilisant le dispositif des DIF.
Objectifs généraux de la formation
Ce Master forme des cadres trilingues, futurs décisionnaires polyvalents spécialisés à l’international, capables de piloter des projets de développement à l’international pour des entreprises ou des organisations. Il permet d’acquérir des compétences dans des domaines variés et d’approfondir les connaissances autorisant la formulation de stratégies internationales pertinentes.
Le management des affaires internationales, en plus des valeurs intrinsèques de mobilité, d’ouverture et d’adaptation à des référentiels différents exige des connaissances spécifiques telles que la maîtrise des outils du management et la sensibilisation à l’influence des cultures et des civilisations dans les processus de décision.
> Savoir-faire et compétences
Ce Master doit permettre:
• d’acquérir les connaissances indispensables pour exercer un métier dans le domaine des affaires et de la négociation internationales;
• d’acquérir les savoir-faire nécessaires dans une activité à l’international par l’accomplissement d’un stage à l’international, par la pratique de la négociation internationale et des langues et par la réalisation d’un mémoire de fin d’études;
• de profiter de l’expérience internationale et des partenariats pour approfondir sa connaissance d’une aire culturelle;
• D’acquérir la maîtrise des compétences informationnelles; ce qui assure à l’étudiant un savoir et un savoir-faire qui lui seront indispensables tout au long de sa vie professionnelle.
Objectifs de la formation
Créée en 1985 sous la forme d’un Magistère, devenu Master en 2004, cette formation de pointe, unique en France, fonde son originalité sur l’acquisition et le renforcement d’une double compétence par des étudiants venant de filières très diverses, des sciences humaines et sociales ou du domaine scientifique.
• La première de ces compétences est la compétence interculturelle. Contre toute attente, l’avancée de la globalisation n’a pas effacé la diversité culturelle. Au contraire, la culture résiste et devient un enjeu majeur dans les relations internationales. Pas seulement dans le domaine commercial, la compétence interculturelle est indispensable en diplomatie, en politique, pour la communication inter-entreprises et même entre les individus.
• La deuxième compétence est une compétence opérationnelle dans le domaine de la négociation internationale et interculturelle. Plusieurs séminaires dispensés par des universitaires et des professionnels portent sur les bases nécessaires pour acquérir cette compétence.
> VAE
Validez grâce à la VAE votre expérience professionnelle (d’au minimum trois ans) dans notre master
• Accompagnement
• Parcours individualisés
• DIF
> Enseignement à distance
> Association des anciens
- Magnitude

Programme
Les étudiants suivent les enseignements de l’aire culturelle choisie et des enseignements spécialisés
> Aires culturelles Anglais + Langue d’une aire
• Extrême Orient (Chine, Corée, Japon, Vietnam)
• Monde Arabe
• Brésil et Amérique Hispanophone
• Turquie, Inde et aires diverses
> Première année
• Analyse des risques internationaux
• Communication d’entreprise
• Droit International
• Culture générale
• Géographie mondiale des cultures
• Gestion financière
• Gestion Internationale des ressources humaines
• Information et décision
• Marketing international et interculturel
• Module d’insertion
• Négociation internationale
• Problèmes économiques internationaux
• Projet professionnel 1et 2
• Systèmes nationaux d’information
> Deuxième année
• Communication interpersonnelle
• Techniques du commerce international
• Conflits et négociation
• Droit du travail
• Conduite de Projets
• Acquisition et restitution de connaissances
• Culture générale
• Veille stratégique multilingue
• STAGE ET REGULATION DE STAGE
• MEMOIRE ET SOUTENANCE
La finalité recherche peut être choisie à la fin de la première année avec un accord préalable.
Master de Négociation Internationale et Interculturelle, Bureau : A173, 29, Avenue Robert Schumann, 13621 Aix-en-Provence Cedex 01. Tél : +33 (0)4-13-55-33-12, Fax : +33 (0)4-13-55-33-35, e-mail : masni@univ-provence.fr, http://sites.univ-provence.fr/masni/.

Conjuguer leurs efforts pour être plus efficaces et cohérents, tel est l’objectif poursuivi par la Région Limousin et Pôle Emploi Limousin avec la mise en place d’une procédure d’achat conjoint de formation pour les demandeurs d’emploi. Grâce à une coopération étroite entre les deux institutions, le Limousin est la troisième Région française - après Rhône- Alpes et Bourgogne - à être en mesure de pratiquer le co-achat pour accompagner le mieux possible les demandeurs d’emploi.
Accompagner au mieux les demandeurs d’emploi
La formation professionnelle des demandeurs d’emploi, placée sous la responsabilité des Régions depuis les lois de décentralisation de 2004, a pour objectif de renforcer l’égalité des chances, de favoriser la promotion des individus, d’accompagner les mutations du monde du travail en offrant des réponses rapides à des besoins précis. Dès 2005, La Région Limousin avait engagé un partenariat avec les ASSEDIC pour coordonner l’offre de formation aux demandeurs d’emploi et leur assurer une égalité de traitement, qu’ils soient indemnisés (formations ASSEDIC) ou non (formations Région).
Nouvelle donne et engagement partenarial élargi
La création de Pôle Emploi en 2009, sur fond de crise économique, a bouleversé les modes de fonctionnement existant. Face à cette nouvelle donne, la coordination entre les deux institutions est plus que jamais cruciale pour sécuriser les parcours des demandeurs d’emploi et déployer une offre de formation accessible en termes de mobilité géographique et au plus près des futurs recrutements. Les modalités de coopération ont ainsi été revues pour aboutir à un engagement partenarial élargi entre la Région Limousin et Pôle Emploi Limousin : signature d’une convention de coopération en 2010, renouvelée en 2011, mise en place de groupes de travail en 2010, intégration du travail de ces groupes dans la rédaction du CPRDFP en 2011, mise en place d’un comité de coordination trimestriel associant opérateurs, prescripteurs et Région.
Une nouvelle étape franchie avec la procédure d’achat conjoint
Ces différentes étapes qui ont scellé le partenariat entre la Région et Pôle Emploi ont permis d’aboutir aujourd’hui à la mise en place d’une convention de co-achat pour les centres permanents spécialisés avec un comité mensuel de coordination des achats. Ce type de partenariat présente un double avantage. Il permet de garantir aux demandeurs d’emploi la complémentarité de l’offre de formation et sa cohérence entre Région et Pôle Emploi. L’achat conjoint permet également de renforcer la pérennité des organismes implantés dans les territoires pour garantir une diversité de plateaux techniques et pédagogiques dans chaque bassin de vie et d’activité et faciliter les mobilités. Cet accord permet aujourd’hui de proposer des formations aux demandeurs d’emploi qu’ils soient indemnisés ou non, avec un redéploiement des financements au bénéfice du plus grand nombre. La formation constitue un axe important du maintien de l’employabilité, et contribue à la réduction des freins au retour à l’emploi par une meilleure adéquation sur le territoire entre l’offre et la demande.

Hélène Pauty-Sauret, directrice de la Formation professionnelle au Conseil régional d’Île-de-France, explique comment Pôle emploi et le conseil régional s’épaulent au quotidien.
Quelles sont les priorités 2012 du Crif dans le domaine de la formation?
La lutte contre le décrochage scolaire, y compris celui des jeunes en alternance lorsque leur employeur est contraint au dépôt de bilan, par exemple. Il s’agit d’un travail de prévention. Par ailleurs, l’effort de la Région pour la qualification des demandeurs d’emploi est conforté. Ainsi, le Crif consacre 93 millions d’euros à la formation des demandeurs d’emploi de tous âges: 63 millions sont dédiés aux activités tertiaires et 30 millions à l’agriculture, l’industrie et le BTP, etc. Nous couvrons tous les champs d’activité en finançant des formations diplômantes, ce que demandent les employeurs.
Sur quels critères vous fondez-vous pour ventiler ce budget?
Notre programme est surtout bâti à partir des statistiques de Pôle emploi, qui nous informe sur la demande sociale et les besoins de main-d’œuvre des entreprises. Nous nous appuyons aussi sur les demandes de reclassement que recueillent les conseillers lors de leurs entretiens avec les demandeurs d’emploi.
Au-delà de ces échanges, comment travaillez-vous ensemble?
Nous avons conclu un accord cadre qui se fonde sur des objectifs communs: mettre en œuvre un diagnostic partagé sur les besoins en compétences des demandeurs d’emploi, développer l’offre de services pour l’accueil information orientation (AIO), valoriser la validation des acquis de l’expérience (VAE)…
De manière plus opérationnelle, une fois par trimestre, nous rencontrons la direction régionale de Pôle emploi. C’est l’occasion de rechercher des complémentarités. Pour financer une formation professionnelle, Pôle emploi propose une aide individuelle à la formation tandis que la Région propose un « chéquier qualifiant », plutôt pour les formations longues. Nous faisons en sorte que Pôle emploi puisse intervenir dans les domaines où le Crif ne le peut pas et vice-versa.
PLACE AUX CHIFFRES
- Le budget formation du Crif s’élève à 253 millions d’euros par an.
- En 2010, 120 000 Franciliens en ont bénéfi cié, dont 60 000 demandeurs d’emploi, 35 000 actifs ou bénévoles désireux de faire évoluer leur carrière. 25 000 personnes ont suivi des mesures.