16 août 2012

Encouraging and enabling people to learn throughout life

http://skills.oecd.org/media/skills/bin/theme/images/header/logo.pngA country can develop its relevant skills by encouraging and enabling people to learn throughout life. This can be accomplished in several different ways.
1. Gather and use evidence about the changing skills demand to guide skills development

Investing in skills development throughout a person’s lifetime is at the heart of skills policies. During the past few decades there have been major shifts in the economic underpinnings of OECD countries and, more recently, of many emerging and developing countries too. In most countries, the labour market has moved from agriculture to industry to, increasingly, services. These changes imply a decline in the demand for craft skills and physical labour and a rise in the demand for cognitive and interpersonal skills, and for higher-level skills more generally.
As economies continue to evolve, the types of skills demanded by the labour market will necessarily change too. Government and business can work together to gather evidence about skills demand, present and future, which can then be used to develop up-to-date curricula and inform education and training systems.
2. Engage social partners in designing and delivering education and training programmes

Skills development is more effective if the world of learning and the world of work are linked. Compared to purely government-designed curricula taught exclusively in schools, learning in the workplace offers several advantages: it allows young people to develop “hard” skills on modern equipment, and “soft” skills, such as teamwork, communication and negotiation, through real-world experience. Hands-on workplace training can also help to motivate disengaged youth to stay in or re-engage with the education system and smooths the transition from education into the labour market.
Workplace training also facilitates recruitment by allowing employers and potential employees to get to know each other, while trainees contribute to the output of the training firm. Employers have an important role in training their own staff; but some, particularly small and medium-sized enterprises, might need public assistance to provide such training.
Trade unions can also help to shape education and training, protect the interests of existing workers, ensure that those in work use their skills adequately, and see that investments in training are reflected in better-quality jobs and higher salaries.
3. Ensure that education and training programmes are of high quality

Spending time in education is one thing; learning is another. The OECD’s Programme for International Student Assessment (PISA) shows that significant numbers of 15-year-olds in many countries do not acquire even a minimum level of skills through compulsory schooling.
Governments can help to foster quality in education and training from early education through school and beyond. Education and training institutions need to be governed by a clear quality-assurance framework that serves both accountability and improvement purposes, and that combines internal and external evaluation without imposing an excessive administrative burden.
Teaching must be valued as a profession so that the best candidates are recruited and the most effective teachers are retained. Workplace training should also be subject to quality control in the form of contractual arrangements, inspections and self-evaluations.
4. Promote equity by ensuring access to, and success in, quality education for all

Individuals who have low levels of skills because they do not have access to good-quality education, because they fail to succeed in education or because they do not get a second chance to improve their skills later on are much more likely to have poor labour market and social outcomes. 
Yet findings from PISA show that equity and quality in education are not mutually exclusive. Investing in high-quality early childhood education and initial schooling, particularly for children from socio-economically disadvantaged backgrounds, is an efficient strategy to ensure that children start strong in their education careers so that first skills beget future skills.
Later in life, financial support targeted at disadvantaged students and schools can improve the development of skills. And since individuals with poor skills are unlikely to engage in education and training on their own initiative and tend to receive less employer-sponsored training, second-chance options can offer them a way out of the low skills/low income trap.
Remove barriers to investing in further learning

Preparing young people for their entry into the labour market with up-front education and training is only one facet of skills development; working-age adults also need to develop their skills so that they can progress in their careers, meet the changing demands of the labour market, and don’t lose the skills they have already acquired. A wide spectrum of full- or part-time adult-learning activities needs to be available:  from work-related employee training, formal education for adults, second-chance courses to obtain a minimum qualification or basic literacy and numeracy skills, language training for immigrants, and labour-market training programmes for job-seekers, to learning activities for self-improvement or leisure.
To encourage people to participate, governments can provide better information about the economic benefits (including wages net of taxes, employment and productivity) and non-economic benefits (including self-esteem and increased social interaction) of adult learning; information and guidance can be provided both online and through specialised services; informal learning should be recognised with clear certifications through reliable assessments; and education and training programmes must be relevant to users and flexible in content and in how they are delivered so that adults can adapt learning to their lives.
5. Ensure that costs are shared and that tax systems do not discourage investments in learning

Employers have to create a climate that supports learning, and invest in learning; and individuals must be willing to develop their skills throughout their working life. Governments can design financial incentives and favourable tax policies that encourage individuals and employers to invest in post-compulsory education and training. For example, allowing taxpayers to deduct the cost of such education from their income taxes could help to offset the disincentives to invest in skills resulting from progressive personal income taxes.
Some countries fear that, with rising enrolment rates and the increasing cost of tertiary education, they might not be able to sustain these investments. To make investing in tertiary education more cost-effective, individuals can be encouraged to shoulder more of the financial burden and funding can be linked more closely to graduation rates.
At the same time, disadvantaged individuals should be assured access to education opportunities through grants and loans.
6. Maintain a long-term perspective on skills development, even during economic crises

In periods of depressed economic conditions and when public budgets are tight, governments tend to cut investments in human capital first. But cutting investment in skills at such times may be short-sighted, as a skilled workforce will play a crucial role in generating future jobs and growth.
If cuts to public spending have to be made, they should be based on the long-term cost/benefit ratios of alternative public investments. On these grounds, there is usually a strong case to be made for maintaining public investment in skills.

Posté par pcassuto à 15:35 - - Permalien [#]

The 7 Annual Conference of Experts, Moscow, 2012

http://www.ncpa.ru/history/images/2009Dec.bmpThe 2012 Conference of Experts in Higher Education, an annual event co-organized by the National Centre of Public Accreditation (NCPA) and the Russian National Guild of Experts in Higher Education will be held in Moscow, Russia, on 9-10 November 2012.
The conference is open to representatives of quality assurance agencies, researchers, academics, policy makers, administrators and educators who are invited to take part in the event by submitting their proposals for a presentation or a poster (in Russian or in English) during the Conference, as well as by participating in the discussions of most urgent quality assurance issues.
The Seventh Annual Conference of Experts in Higher Education "Implementation of the European Standards and Guidelines for Quality Assurance Systems" will be held on 9-10 November 2012, Moscow, Russia.

The 2012 Conference of Experts in Higher Education, an annual event co-organized by the National Center of Public Accreditation (NCPA) and the Russian National Guild of Experts in Higher Education will be held in Moscow, Russia, on 9-10 November 2012.
The conference is open to representatives of quality assurance agencies, researchers, academics, policy makers, administrators and educators who are invited to take part in the event by submitting their proposals for a presentation or a poster (in Russian or in English) during the Conference, as well as by participating in the discussions of most urgent quality assurance issues.
Further Information and the programme will be available soon at the NCPA website.

Posté par pcassuto à 15:24 - - Permalien [#]

Quality Assurance in Lifelong Learning

http://www.ehea.info/Uploads/images/ENQA.pngThis report is based on the ENQA workshop on the theme “Quality Assurance in Lifelong Learning” that was held from the 16-17th of May 2011 in Bonn, Germany. The workshop provided a platform for discussion and exchange of experiences among the main stakeholders in quality assurance. The workshop aimed to contribute to joint understanding of the quality assurance in lifelong learning (LLL) between stakeholders, to disseminate information on good practice of external quality assirance in LLL, and to discuss standards and procedures for external quality ssurance in LLL. Download the Report.
See also ENQA workshop on Quality Assurance and Lifelong Learning, Quality Assurance and Learning Outcomes, L’AERES, évaluée et reconnue par l’ENQA, 6th European Quality Assurance Forum.

Quality Assurance in Lifelong Learning

Endika Bengoetxea, Outi Kallioinen, Immo Schmidt-Jortzig, Richard Thorn.

The implementation of Lifelong Learning (LLL) in European higher education institutions is one of the most important educational and carrier development oriented initiatives of this decade. Albeit an essential path in the continuous improvement of skills, competences and knowledge throughout the life of an individual, this project is also challenging, as it involves expectations not only from the educational, the social and the professional worlds, but employers and employees as well. Moreover, the fact that expectations and demands may vary nationally, regionally and locally demands understanding, transparency and coordination between lifelong learning providers. The quality assurance of implementing Lifelong Learning into European higher education institutions is currently part of ENQA’s main focus areas. ENQA is promoting debates on how to develop quality assurance processes for lifelong learning schemes. In order to contribute to joint understanding of the quality assurance in Lifelong Learning between all stakeholders, to disseminate information on good practice, and to discuss standards and procedures, ENQA organised a workshop on the theme “Quality Assurance in Lifelong Learning” that was held in May 2011 in Bonn, Germany. The workshop provided a platform for discussion and exchange of experiences among the main stakeholders in quality assurance.
This publication presents four articles based on the workshop on Lifelong Learning. The following articles will discuss the national experiences, observations and results from the perspectives of the European Commission, the Laurea University of Applied Sciences in Finland, the Foundation for International Business Administration Accreditation (FIBAA) in Germany, and the Institutes of Technology in Ireland. Achim Hopbach, President, European Association for Quality Assurance in Higher Education (ENQA)
CHAPTER 1: Quality Assurance in Higher Education Lifelong Learning: Objectives and challenges on the European Union, Endika Bengoetxea, European Commission, Belgium
1.1 Introduction

The European Union’s Europe 2020 strategy sets out a vision of Europe’s social market economy for the 21st century, with a strong focus on skills and lifelong learning. It shows how the EU can come out stronger from the crisis and how it can be turned into a smart, sustainable and inclusive economy delivering high levels of employment, productivity and social cohesion. It includes a European benchmark for raising the proportion of higher education graduates (in the age range 30–34 years) to 40% by 2020.
The strategic framework for co-operation in Education and Training for 2020 –ET20202– focuses on four key areas:
1. Making lifelong learning and mobility a reality (including a European benchmark that by 2020 at least 15% of adults (age group 25–64) should participate in lifelong learning);
2. Improving the quality and efficiency of education and training;
3. Promoting equity, social cohesion and active citizenship;
4. Enhancing creativity and innovation, including entrepreneurship.
Given the need for Europe to raise skill levels and provide high quality education and training, it is no coincidence that lifelong learning and quality assurance figure as two of these priorities. The European Commission is cooperating actively with member states and stakeholders on reforms and follow-up.
Since the Bologna process started in 1999, there has been considerable improvement in building a higher education quality assurance culture in Europe, although efforts are still required to improve cooperation at European level. At the same time, quality assurance and transparency tools may need to evolve in order to remain up to date, as for instance, the European Standards and Guidelines which are at present under review.
While much of the focus of quality assurance is on initial training courses and degrees, developing quality assurance mechanisms for continuous training is also essential. More than ever, education systems are required to offer training courses and modules that ensure the right mix of skills, and lifelong learning activities must ensure that people improve knowledge, skills and competences within a personal, civic, social and/or employment-related perspective. As part of this strategy, higher education quality assurance systems must also play their role in guaranteeing that quality assurance mechanisms are established for continuous training courses.
The need to develop flexible study paths is also a priority: the percentage of ‘nontraditional’ groups (such as part-time students) seeking training is increasing, but there are not yet sufficient initiatives to satisfy this demand. Furthermore, these mature learners express a particular concern about the quality of the educational offer, which calls for a more direct involvement of quality assurance systems in lifelong learning. Download the Report.

Posté par pcassuto à 15:10 - - Permalien [#]
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Internal Quality Assurance and Benchmarking

http://www.ehea.info/Uploads/images/ENQA.pngThis report is based on the annual ENQA Internal Quality Assurance seminar on the theme of Learning from each other – using benchmarking to develop IQA that was held on 16-17 June 2011 in Helsinki, Finland.
It presents a general overview of the benchmarking theme and discusses common features and differences of the benchmarked agencies’ IQA activities in terms of the selected three themes: performance indicators, follow-up on feedback and staff competence/development. The report also puts forward the benchmarking partners’ views on strengths, weaknesses and recommendations for development of each other’s activities, as well as the good practice they have identified on the selected theme. Download the Report.
Internal Quality Assurance and Benchmarking


The Internal Quality Assurance group of ENQA (IQA Group) has been organising a yearly seminar for its members since 2007. Staff members involved in IQA of all ENQA members can join the activities of the Group. The main objective is to share experiences concerning the internal quality assurance of work processes in the participating agencies.
The Group is coordinated by a Steering group (SG), consisting of five members. The composition of the Steering group changes gradually by election of one or two members every year.
The overarching theme of the 2011 seminar was how to use benchmarking as a tool for developing an agency’s internal quality assurance system. The seminar gathered around 45 participants in the premises of the Finnish Higher Education Evaluation Council (FINHEEC) in Helsinki on 16-17 June 2011.
“Benchmarking involves comparing different aspects of the work of a group of organisations. It can be a very flexible approach. You can compare services, products or processes; you can look at a wide range of issues or focus on areas of concern; and you can benchmark with similar organisations or take a cross-sector approach on common issues such as customer care. Benchmarking may take place as a one-off exercise or be an ongoing relationship. The benchmarking exercise should be a mutually beneficial relationship, with every organisation in the benchmarking group being able to learn and develop from the experience of others.”
The Steering group based the preparation of the benchmarking activity on this definition. Agencies which are similar to each other, i.e. in size or scope, were grouped in pairs or triplets. Each group included an agency member of the Steering group. They compared their own practice with others on a certain focus area before the seminar, between January and May 2011. In addition to good practices, the participating agencies were encouraged to openly share which processes they find challenging or ineffective in their agencies. The findings were presented in the IQA Seminar in June 2011.
The benchmarking exercise focused on the following areas:
• Benchmarking of performance indicators (with FINHEEC)
• Benchmarking of on the follow-up of feedback (with ACSUCYL)
• Benchmarking of staff competence/development (with NVAO)
The present report gathers good practise and expertise related to these three themes: follow up on feedback (chapter 2), staff development (chapter 3) and performance indicators (chapter 4). The first chapter of the report provides a general overview of the benchmarking theme and is based on the keynote speech given by Dr Nadine Burquel... Download the Report.
Following the comparison exercise of the two Agencies, these conclusions may be drawn: Is it possible to compare Agencies?
• The agencies work in very different contexts, using different processes although some have comparable procedures;
• The indicators used for this benchmarking exercise may seem, at first sight, to be of little value and have little meaning if considered alone. They are context sensitive;
• More data from different agencies would be needed to choose the best and most representative indicators.
Could indicators be a tool to compare the performance of the agencies?
• It is difficult and lengthy to compare agencies with this type of indicators;
• They are a good internal tools to monitor and improve the effectiveness of the quality management system;
• It is useful to know which indicators other agencies use (qualitative comparison).

Some areas to work on in the future were identified:
• The group considered that it could be more important to proceed with the exchange of practices on the use of different procedures;
• Nevertheless, when exchanging and comparing practices, agencies should also look at the way(s) in which they measure the impact of such practices (internal: resources; and external: results)
• It would be important to develop meaningful indicators to assess the impact of the agency’s work on HEIs and on the HE system as a whole. Download the Report.

Posté par pcassuto à 14:51 - - Permalien [#]
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FLLLEX-Radar - A self-assessment instrument for Lifelong Learning in Professional Higher Education

http://shared.khleuven.be/content/afbeeldingen/FLLLEX_project_results_and_recommendations_1.pngAbout FLLLEX
The FLLLEX project addresses the challenges and implications of LifeLong Learning incorporation into European higher education institutions. How flexible are those institutions when it comes to LifeLong Learning? Hence: FLLLEX. LifeLong Learning opens up a multitude of new possibilities for higher education institutions but the impact on the organisation as such remains understudied. What is the role of higher education in the wider landscape of LifeLong Learning? What are the institutional changes for the future? What strategy can the project propose to other higher education institutions and what policy advise to European and national players?
Main outcomes of the FLLLEX project:

The FLLLEX-Radar
: an instrument for assessing the degree of Lifelong Learning implementation in the institution. The FLLLEX-Radar has been developed and tested by the different partner institutions. The results of the evaluation as well as the experiences in using the instrument were discussed with external review panels.
FLLLEX project results and recommendations
are summarized in a brochure.
FLLLEX results and institutional experiences
were presented at the 22nd EURASHE annual conference on May 10-11 2012 in Riga.
The FLLLEX project (The Impact of LifeLong Learning Strategies on Professional Higher Education) is an EU funded project in the framework of the Transversal Programme, Key Activity 1. It has started on the 1st of January 2010 and will run until 31st of August 2012. The consortium includes 24 partners from 10 European countries.
What is the FLLLEX-Radar about?

Published by the FLLLEX consortium with special thanks to Josep Grifoll (ENQA – AQU). This publication can be downloaded on www.FLLLEX.eu.
Self-assessment instrument

The FLLLEX-Radar is a self-assessment instrument that will help you to assess and reflect on the situation of Lifelong Learning (LLL) at your institution. The FLLLEX-Radar is designed to address the challenges and implications stemming from the incorporation of Lifelong Learning into European higher education institutions (HEIs).
The main priority of the use made of the Radar is to promote discussion and food for thought through analysis of different strategic areas linked to the development of Lifelong Learning in the coming years.
The purpose of a self-evaluation like this is not to rank the individual institutions, but to strengthen the position of institutions within their national and international contexts. The focus is clearly on ‘enhancement’ rather than ‘accountability’. In this respect, one of the more important tasks to be carried out by institutions in the self-assessment process is oriented towards the organisation and facilitating of debates and discussion on Lifelong Learning provision among the institutional members and with relevant stakeholders.
The instrument is an outcome of the FLLLEX project (‘The Impact of Lifelong Learning Strategies
on Professional Higher Education’), an EU funded project within the framework of the Transversal Programme, Key Activity 1. Eight HEIs from eight different countries have developed
and tested the tool. The objective of the project is to identify challenges and implications of Lifelong Learning (LLL) incorporation into European higher education institutions (HEI’s), with special attention given to the recognition of prior learning and to different aspects of the management and services within higher education institutions.
Results and Recommendations of the FLLLEX project are summarized in Towards an institutional strategy of Lifelong Learning in Higher Professional Education. This publication, as well as more detailed reports of the different work packages, can be found on www.FLLLEX.eu.
Why assess the implementation of LLL?

HEI’s remain a preferential partner in most countries for the governing bodies responsible to implement the national goals of LLL. HEI’s have a particular role to fulfil in the landscape of LLL, together with or among all other stakeholders, including lifelong learners, social partners/employers and training providers (profit and non-profit). The project would like to assess this role, as determined by the national policies and as perceived by the institutions themselves. The FLLLEX-Radar assesses in the first place if your institution matches up with the expectations of the different stakeholders.
The aims of the self-assessment are:
• To develop an analysis of the current situation for Lifelong Learning provision
in higher education institutions.
• To provide food for thought, at different levels within higher education institutions,
on the future development of Lifelong Learning.
• To open dialogues with stakeholders and other groups of interest on Lifelong
Learning provision.
• To enhance quality assurance frameworks for Lifelong Learning provision.
Therefore, the FLLLEX self-assessment tool is organised according to four core dimensions:
1. Analysis of the broader context
2. Lifelong Learning provision at the HEI (current situation)
3. Institutional policy (preferred situation)
4. Quality assurance in the institution
Each dimension can be assessed separately. However, it is suggested to tackle those in the order as proposed in this guide and build upon the results of the previous one.
The FLLLEX-Radar is meant to serve as a starting point for strategy development. Hence it is designed to be used only one time within the institution, not for repetitions in a cyclical mode. Although we are aware that carrying out a self-assessment requires substantial staffing resources, we are convinced that if discussions of the focus groups are well organised, the result should be very relevant for establishing new institutional strategies for Lifelong Learning. Download The FLLLEX-Radar.

Posté par pcassuto à 14:38 - - Permalien [#]

Multidimensional Ranking - The Design and Development of U-Multirank

http://images.springer.com/cda/content/image/cda_displayimage.jpg?SGWID=0-0-16-1135552-0Multidimensional Ranking The Design and Development of U-Multirank, by Frans A. van Vught and Frank Ziegele. Series: Higher Education Dynamics, Vol. 37.
    * First international book on multidimensional ranking in higher education
    * Analyses a new and far more extensive alternative to existing rankings
    * Of high interest to international leaders in higher education and to national and international policy makers  ​
During the last decades ranking has become one of the most controversial issues in higher education and research. It is widely recognized now that, although some of the current rankings can be severely criticized, they seem to be here to stay. In addition, rankings appear to have a great impact on decision-makers at all levels of higher education and research systems worldwide, including in universities. Rankings reflect a growing international competition among universities for talent and resources; at the same time they reinforce competition by their very results.  Yet major concerns remain as to the rankings' methodological underpinnings and to their various impacts.
This new book presents a comprehensive overview of the current ‘state of the art’ of ranking in higher education and research, and introduces a completely new approach called ‘multidimensional ranking’. In part 1 rankings are discussed in the broader context of quality assurance and transparency in higher education and research. In addition the many current ranking methodologies are analyzed and criticized, and their impacts are explored. In part 2 a new approach to ranking is introduced, based on the basic idea that higher education and research institutions have different profiles and missions and that the performances of these institutions should reflect these differences. This multidimensional approach is operationalized in a new multidimensional and user-driven ranking tool, called U-Multirank. U-Multirank is the outcome of a pilot  project, sponsored by the European Commission, in which the new ranking instrument was designed and tested at a global scale.
Table of Contents

Preface.- 1. Introduction: Towards a New Ranking Approach in Higher Education and Research; Frans van Vught, Don Westerheijden and Frank Ziegele.- PART I: MULTIDIMENSIONAL RANKING.- 2. Transparency, Quality and Accountability; Frans van Vught and Don Westerheijden.- 3. Classifications and Rankings; Gero Federkeil, Frans van Vught and Don Westerheijden.-  4. An Evaluation and Critique of Current Rankings; Gero Federkeil, Frans van Vught and Don Westerheijden.- 5. Impact of Rankings; Frans van Vught and Don Westerheijden.- PART II: U-MULTIRANK.- 6. Background and Design; Gero Federkeil, Frans Kaiser, Frans van Vught and Don Westerheijden.- 7. Dimensions and Indicators; Gero Federkeil, Ben Jongbloed, Frans Kaiser and Don Westerheijden.- 8. Data Collection; Julie Callaert, Elisabeth Epping, Gero Federkeil, Ben Jongbloed, Frans Kaiser and Robert Tijssen.- 9. The Pilot Test and Its Outcomes; Julie Callaert, Elisabeth Epping, Gero Federkeil, Jon File, Ben Jongbloed, Frans Kaiser, Isabel Roessler, Robert Tijssen, Frans van Vught and Frank Ziegele.- 10. An Interactive Multidimensional Ranking Web Tool; Gero Federkeil, Jon File, Frans Kaiser, Frans van Vught and Frank Ziegele.- 11. Concluding Remarks; Frans van Vught and Frank Ziegele.- References.- Contributors.- Index.

2 An Interactive Multidimensional Ranking Web ToolFederkeil, Gero; File, Jon; Kaiser, Frans; Vught, Frans A.; Ziegele, Frank Show all authors (5)
2 Classifications and RankingsFederkeil, Gero; Vught, Frans A.; Westerheijden, Don F.
2 Background and DesignFederkeil, Gero; Kaiser, Frans; Vught, Frans A.; Westerheijden, Don F. Show all authors (4)
1 Introduction: Towards a New Ranking Approach in Higher Education and ResearchVught, Frans A.; Westerheijden, Don F.; Ziegele, Frank
1 Concluding RemarksVught, Frans A.; Ziegele, Frank

Posté par pcassuto à 14:29 - - Permalien [#]

The Austrian Agency for Quality Assurance (AQA)

http://www.aqa.ac.at/images/header.gifThe Austrian Agency for Quality Assurance (AQA) is an independent institution for quality assurance, evaluation and certification for the entire higher education sector.
AQA develops and conducts quality assurance procedures in accordance with national and European standards.
AQA contributes with international expertise and know–how to the quality development of higher education institutions.
A new Federal Act for Quality Assurance in Higher Education (Hochschul-Qualitätssicherungsgesetz), coming into force by 1st March 2012, sets a common frame for quality assurance in all sectors of higher education in Austria (public universities, universities of applied sciences, private universities). Part of the new law is the establishment of the trans-sectoral "Agency for Quality Assurance and Accreditation Austria" by the 1st of March 2012. The new agency will unify the functions of AQA, FH Council and Accreditation Council for the private universities.
AQA will operate until 2013 and progressively integrate its activities into the new agency. AQA staff will take care of the current procedures in the proven manner and AQA meet all of its obligations.
Please contact us for any questions regarding the reorganisation.
ATTENTION: We moved to new office!

Our new contact details from 16.7.2012:
AQ Austria
Renngasse 5, 1010 Vienna
Tel: +43-1-532 02 20-0, Fax: -99
All mail adresses stay active.

Posté par pcassuto à 14:11 - - Permalien [#]
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The UK Quality Code for Higher Education

http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/PublishingImages/Quality-Code-logo.gifThe UK Quality Code for Higher Education (the Quality Code) sets out the Expectations that all providers of UK higher education are required to meet.
We work closely with the UK higher education sector to develop, maintain and update the Quality Code. Higher education providers apply it in designing and delivering programmes of study. Our reviewers use it as the main reference point for their review work.
How the Quality Code is used

The Quality Code replaces the set of national reference points known as the Academic Infrastructure, from the 2012-13 academic year. The Quality Code gives all higher education providers a shared starting point for setting, describing and assuring the academic standards of their higher education awards and programmes and the quality of the learning opportunities they provide. Providers use it to design their respective policies for maintaining academic standards and quality.
What the Quality Code covers

The Quality Code has three Parts, on academic standards, academic quality and information about higher education provision. Each of these is subdivided into Chapters covering specific themes.
Further information
Read our brief guide to gain an overview of the Quality Code
- its key features, why it's important, and how it's used.
Read the General Introduction to the Quality Code
which supports all the other Chapters.
Find out about how the Quality Code is being developed and the protocols for revising it

How to get involved.

Posté par pcassuto à 10:57 - - Permalien [#]
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Raising the profile of vocational education in Jordan

http://www.etf.europa.eu/web.nsf/Images/etf-logo.gifJordan has become the first Arab country to launch a national campaign to promote its vocational education and training system. The campaign, on behalf of Jordan’s Ministry of Labour, is to run for four years starting this year. Communications agency Prisma, specialists in social marketing, is in charge of both the design and operational side of things.
Part of a broader reform of Jordanian vocational education and training, the campaign has two aims: raising its profile and encouraging more young Jordanians to consider working in vocational jobs. What lies behind this is the determination of the Jordanian government to increase the overall labour market participation rate. At around 40% - some 66% for men and just 14% for women, it is one of the lowest in the region.
Skills mismatch is also an issue. “We have a lot of university graduates but the labour market need is for intermediate and skilled people and we have high youth unemployment. Many job opportunities in the Jordanian economy tend to go to foreign labour because Jordanians are not willing to take these jobs,” says Nadera Al-Bakheet, director of the E-TVET Council Secretariat.
Prisma is using social marketing techniques to bring about the desired change in attitudes; young people are the main target group, with young women a significant sub-group, followed by parents, teachers, career counsellors and employers. The approach involves identifying the current behaviour of target groups and looking at the barriers that are stopping them from changing this. “For instance what is preventing youth from taking up the opportunities of TVET? How may parents be discouraging students from doing this?” says Hala Darwazeh, co-ordinator of the campaign at Prisma.
The initiative is using a mix of traditional and social media to reach its audience. The campaign team are aware that engineering social change will not happen overnight but can be done slowly but surely. “Something that 20 years ago was socially acceptable such as smoking no longer is today. When anti-smoking campaigns started they faced some resistance but now it is the social norm that smoking is not cool,” says Saad Darwazeh, managing director of Prisma, “the question of job stereotyping for women is exactly the same.”
The article by Rebecca Warden appears in the new issue of ETF magazine Live&Learn.

Posté par pcassuto à 10:45 - - Permalien [#]
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IAU HE for EFA Project - Two Workshops for 2012

http://www.iau-aiu.net/sites/all/themes/iauaiu/images/iau-fr-e-small.pngTwo IAU Member Universities have accepted to host the IAU Collaborative Workshop : A three-step activity to discuss links between higher education (HE) and Education for All (EFA) locally.
The University of Nairobi (Kenya) and Tribhuvan University (Nepal) and two Members of the HEEFA Reference Group are currently collaborating with the IAU to conduct a high-level Workshop which aims to enhance the contribution and involvement of higher education institutions in reaching the United Nations' EFA goals at the local level. The first Workshop will be held on 18-19 October 2012 in Nairobi, Kenya and the second Workshop on 6-7 December 2012 in Kathmandu, Nepal.
The Workshop is one of the activities undertaken within the IAU HE for EFA Project. Contact: Nadja Kymlicka.
Deux universités membres de l’AIU ont accepté d’organiser l’atelier collaboratif de l'AIU : Une activité en trois étapes pour discuter des liens entre l’enseignement supérieur et l’Education pour Tous (EPT) au niveau local.
L'Université de Nairobi (Kenya) et l'Université Tribhuvan (Népal) et deux membres du Groupe de référence travaillent en collaboration avec l’AIU pour organiser cet atelier de haut niveau qui vise à renforcer la contribution et l'implication des établissements d'enseignement supérieur dans la réalisation des objectifs de l'initiative EPT des Nations Unies au niveau local. Le premier atelier se tiendra les 18-19 octobre 2012 à Nairobi, Kenya ; le deuxième les 6-7 décembre 2012 à Katmandou, Népal.
L'atelier fait partie des activités menées dans le cadre du projet Enseignement supérieur et EPT de l'AIU.
Contact: Nadja Kymlicka.

Posté par pcassuto à 10:01 - - Permalien [#]