02 novembre 2012

Lifelong Learning Week from the 26th to 29th of November 2012

EUCIS-LLL invites you to the Lifelong Learning Week from the 26th to 29th of November 2012
“Rethinking skills: A civil society perspective”, 26-29 November 2012, Brussels

The aim of Lifelong Learning Week, organised for the first time in 2011 by EUCIS-LLL, is to raise awareness on the social dimension of education and training, as the important factor to reach the headline targets of Europe 2020 in this field. With this year edition, we would like to tackle topics such as active inclusion, social innovation, equity and social cohesion in all forms of education and training, with the intention of putting an emphasis on the development of peoples’ skills and competences, as prerequisite to enable full participation in society in its civic, social and economic dimensions.
Monday 26 November

Introducing Historiana – History Education and 21st Century Competences-Based Learning

Schedule: 16:30-18:30. Venue: European Parliament, Jozsef Antall Building, room 6Q1. Organiser: EUROCLIO, Ritesh Kowlesar
EUROCLIO presents its programme Historiana, Your Portal to the Past, an on-line multimedia tool that offers a framework for comparing and contrasting the impact on and responses by Europe’s nations to a range of different events and developments which have shaped Europe from the distant past to modern times. This online tool to teach and learn history is a result of EUROCLIO’s 20-year-long commitment to improve excellence and equity in education, a pillar of the new EU policy framework. Cocktail reception: Celebrating 20 years of EUROCLIO
Tuesday 27 November
SOLIDAR-Eurofound conference “Active
Inclusion and Social Innovation”

Schedule: 10:00-16:00. Venue: EESC, room TRE7701. Organiser: SOLIDAR-Eurofund
Facing new challenges: how social innovation contributes to active inclusion

Parents –Pivot in Lifelong Learning
Schedule: 16:30-18:00. Venue: EUCIS-LLL Events room. Organiser: EPA
During this workshop, EPA will present its activities and look at parents as providers of informal learning and partners of the formal education system that progress in parallel by non-formal learning. The winner of EPA’s ALCUIN-Award 2012, the Austrian programme “Parents’ Health Platform” (Plattform Elterngesundheit) will be introduced by the initiator Ingrid Wallner. This initiative is an encouraging example of how to bridge the sectors and co-operate with education, health, social and other policy fields.
Wednesday 28 November

EUCIS-LLL Public Hearing on “Basic Skills for
Inclusive Growth: A civil society perspective”

Schedule: 9:30-12:30. Venue: EESC, room VM3. Organiser: EUCIS-LLL
As the Commission is about to release a Communication on “Rethinking Skills in Europe” partly aiming to raise the level of basic skills, EUCIS-LLL will dedicate a public hearing on the role of basic skills in lifelong learning strategies in a context of crisis, on 28th November in Brussels. Contributing every day through grassroots initiatives to equip people with the right competences to become fulfilled, active and employed citizens, civil society can help framing the concept and fostering basic skills in lifelong learning strategies. The public hearing will include the presentation of three cases studies from EUCIS-LLL members, followed by an open discussion with the participants and representatives from the EU Institutions. Programme. Registration.
Round table on “Building learning societies: Recognition and validation of learning outcomes of social work and volunteering”
Schedule: 14:00-16:00. Venue: EESC, 74 rue de Treves, 7th floor, room TRE7701. Organiser: SOLIDARCEMEA
Currently one can observe a severe increase of inequalities in Europe: more than 120 million people are living in poverty or are threatened to fall into poverty and 14 million young Europeans are not in employment, education and training (NEETs). In order to diminish inequalities and to promote the well-being of our society at large, the inner potential of communities has to be unlocked. The promotion of Learning Societies in which each member’s personal contribution is being utilised, and knowledge, skills and competences are both shared and developed has to be at the core of this endeavour. SOLIDAR and CEMEA invite you to discuss with education and training practitioners, social service providers, representaties of EU Institutions and researchers how recognition and validation of non-formal and informal learning outcomes can be better integrated into policy strategies on national and European levels. Programme. Registration. More information.
EUCIS-LLL LifeLong Learning Week 2012 Cocktail Reception
Schedule: 18:00-20:00. Venue: EUCIS-LLL office. Organiser: EUCIS-LLL
Thursday 29 November

Workshop on “Technology Enhanced Learning with Game Based Learning”

Schedule: 11:00-13:00. Venue: EUCIS-LLL Events room. Organiser: ETDF
Past editions
Lifelong Learning Week “Different Pathways to Learning”, 14-17 March 2011, Brussels

“Different Pathways to Learning”, Permanent Exhibition, 14-17 March

During the Week, EUCIS-LLL and its members organised an exhibition on “Different pathways to learning” within the European Parliament aiming at raising awareness on Lifelong Learning and on the various actors that contribute to make it a reality for all European citizens. EUCIS-LLL members held stands organised by sectors and organised several animations. A cocktail reception took place on 16th March hosted by Marie-Christine Vergiat (GUE), member of the European parliament and sponsor of the LifeLong Learning week.
Round table on investing in New Skills and Competences, 16 March

A special focus of the Week was to ring the alarm bells on austerity measures that particularly endanger the equity and efficiency of our education and training systems. EUCIS-LLL co-organised together with SOLIDAR a round table with MEPs on “Investing in New Skills and Competences: the social dimension of education and training” on 16th March 2011. Chaired by Doris Pack, it gave a possibility to more than 120 stakeholders to establish a dialogue on promoting investment on skills and competences development amongst socially and economically vulnerable groups.
Public Hearing on transnational learning mobility, 17 March

It was also an opportunity to launch a debate on the impact and added value of learning mobility schemes for learners of all ages and from all levels and sectors. EUCIS-LLL public hearing on “The impact and added value of transnational learning mobility to develop personal, social and civic competences” was held on 17th March 2011 at the European Economic and Social Committee. Around 70 participants exchanged ideas and practices and came up with some policy-recommendations on competences as well as on mobility programmes.

Posté par pcassuto à 09:50 - - Permalien [#]

PLOTEUS - Portal on Learning Opportunities throughout the European Space

European Commission logoWelcome to PLOTEUS (Portal on Learning Opportunities throughout the European Space).
earning Opportunities

Learning opportunities and training possibilities available throughout the European Union. This section contains a lot of links to web sites of universities and higher education institutions, databases of schools and vocational training and adult education courses.
xchange & Grants

Exchange programmes and grants (Comenius, Erasmus, Leonardo da Vinci, Grundtvig, Youth in Action) available in European countries. Who to contact, how to apply for grants, etc.
oving to a country

Everything you need to know when moving abroad to another European country: cost of living, tuition fees, finding accommodation, legal framework and other general information for European countries.
ducation Systems

Education and training systems: descriptions and explanations about the different education systems of European countries.

Do you need further information? Here you may find relevant guidance contacts.
PLOTEUS is managed by Directorate General for Education and Culture of the European Commission with the collaboration of the National Resources Centres for Vocational Guidance (Euroguidance). PLOTEUS VIDEO: BG - DE - ES - FR - IT - PL - EN.

Posté par pcassuto à 09:42 - - Permalien [#]

Study in Europe

Online Banner 'Button' - 120*90pxDownload the “Study in Europe” Videos.
This video is available in seven languages. For the download, just right click on the link and select "Save as ..." in the menu.

Posté par pcassuto à 09:39 - - Permalien [#]

eLearning Papers

HomeeLearning Papers: Call for articles on Mobile Learning open until November 19th
While learning has always expanded beyond the walls of the classroom, the proliferation of devices and applications, which have greatly expanded when, where and how information can be accessed and stored, brings this issue to the fore. How have such devices had an impact in learning, and what role may they play in the future? This issue hopes to showcase practical examples and generate serious reflection on an emerging topic.
Today’s youth are growing up in a world very different from the world their teachers or parents knew when they were young. Where and how they learn is changing as mobile learning and social networking become part of their every day life. Ubiquitous access to social media, tools and knowledge resources is taken for granted, while passive teacher-directed work dominates life at school.
Open, social and participatory media have significant potential to transform learning and teaching. They offer numerous ways to communicate, collaborate and connect with peers. The range of free educational resources and tools is rapidly increasing. Cloud computing has enabled free or inexpensive access to applications that were once available only to those who were willing to pay premium license fees.
The gap between the potential and actual use of technology in education is a paradox. eLearning Papers seeks to facilitate the sharing of innovative and creative uses of technology to support learning among its readers. The upcoming 32nd issue focuses on mobile technology applications and their potential to enhance learning within the broad spectrum of education and training. Papers are welcome on any aspects related to the use of open, social and participatory media, cloud computing or mobile learning. Some suggested focus areas  are listed below:
  • How do mobile devices enhance learning and creativity?
  • Mobile learning and creative classrooms
  • OER for mobile learning
  • Mobile learning management models and strategies
  • Learning design for mobile learning
  • Mobile learning platforms, devices and operating systems
  • Authoring tools and technologies for mobile learning
  • Content design and development for mobile learning
  • Platform specific applications for learning
  • Augmented reality in education
  • Mixed reality and mobile devices supporting learning
  • Mobile devices and schoolwork, in classrooms and beyond
  • Mobile devices supporting performance and learning at work
  • Low-tech mobile learning, e.g. the power of SMS
The article submission deadline is November 19th, 2012. The provisional date of publication is December, 2012. For further information and to submit your article, please contact: jimena.marquez@elearningpapers.eu.

Posté par pcassuto à 09:12 - - Permalien [#]

FAQ on Erasmus and its budget

European Commission logoOn 23 October, the European Commission asked the Council and the European Parliament to urgently bridge a €9 billion shortfall in the 2012 EU budget; without this cash injection, several of its funding programmes, including the flagship Erasmus student exchange scheme, will be at risk.
See IP/12/1137.
The Commission's amending budget proposal highlights a €180 million deficit in the Lifelong Learning Programme budget, with €90 million needed to meet commitments to Erasmus students, as well as a shortfall of €102 million for researchers supported by the Marie Curie Actions.
The Erasmus programme enables students in higher education to spend between 3 and 12 months in another European country – either for studies or for a placement in a company or other organisation. Any student enrolled in a participating higher education institution in one of the 33 Erasmus countries can benefit (EU Member States, Croatia, Iceland, Liechtenstein, Norway, Switzerland and Turkey). Erasmus is a part of the EU's Lifelong Learning programme and accounts for more than 40% of its budget. The Lifelong Learning programme also covers the Leonardo da Vinci programme (vocational education and training, at least 25% of the budget), the Comenius programme (school education, at least 13% of the budget) and the Grundtvig programme (adult education, at least 4% of the budget).
What is the origin of the current funding problem for Erasmus?
The European Commission's proposal for the overall EU budget for 2012 amounted to €132.7 billion. However, the final budget, agreed by Member States and the European Parliament, was €129.1 billion. The 2012 budget also had to cover some €5 billion in unpaid bills held over from the previous 2011 EU budget, which was also underfunded. The Commission, the Council and Parliament agreed to take stock of budget implementation in the course of 2012 to see if additional funding would be necessary. The three institutions have been in regular contact regarding funding shortfalls affecting numerous programmes, however they have not reached an agreement. The 'amending' budget proposed on 23 October aims to bridge the deficits.
Will Erasmus run out of money before the end of 2012?

No. The European Commission has transferred 70% of Erasmus funding for the 2012-2013 academic year to national agencies in the participating countries, which distribute the money to universities and students. So during the current semester, up to the end of the year, there should be no problem in paying Erasmus grants to students who are going abroad for a study period or job placement.
Have students who went abroad between January and September 2012 received their grants?

Yes, if they have completed their exchange and submitted reports to their university, showing they completed their study period or placement. In this case, they will have received 100% of their grants. These grants are not affected by the current budget squeeze since national agencies, and as a consequence universities and vocational institutes, already received the necessary funding for the 2011-2012 academic year.
Will Erasmus students who go abroad between October 2012 and February 2013 receive a lower grant than they expected?

Students who go abroad in the first semester of the 2012-2013 academic year should not have a problem. However, if the shortfall in the 2012 EU budget is not resolved, funds from the 2013 budget will have to be used to cover the gap. Faced with the prospect of a continuing shortage of funds, universities and colleges are likely either to reduce the number of places they make available for the second semester of the 2012-2013 year, or to reduce the level of grants - which is likely to mean that students from more disadvantaged backgrounds will not able to take part in the scheme. If the full funding is made available, the Commission envisages that around 270 000 students will benefit from the Erasmus programme in 2012-2013.
How much has the Commission paid to national agencies so far? What is the shortfall?

The Commission has already transferred around 99% of the 2012 budget for the Lifelong Learning Programme (LLP), which covers Erasmus, Leonardo Da Vinci, Comenius and Grundtvig. In total, it has transferred €925 million to national agencies in the participating countries and to the Education, Audiovisual and Culture Executive Agency (EACEA) which runs part of the LLP. Around 45% of this sum is earmarked for Erasmus grants. The deficit in the 2012 budget means that the Commission has not been able to reimburse payment claims from national agencies for LLP grants totalling some €160 million.
The claims have been filed by the following national agencies: Austria €6.3 million, Belgium (French-speaking community) €3 million, Belgium (Dutch-speaking community) €4.7 million, Czech Republic €7.2 million, Estonia €2.8 million, Germany (Leonardo and Grundtvig) €14.5 million, Germany (Erasmus) €11.3 million, Germany (Comenius) €5.9 million, Ireland (Erasmus) €1.3 million, Ireland (Leonardo, Comenius and Grundtvig) €0.9 million, Italy €23.7 million, Latvia €3.7 million, Lithuania €4.3 million, Poland €29.5 million, Romania €12.9 million, Slovakia €5 million, Slovenia €2.7 million and UK (Erasmus and Comenius) €19.2 million.
The Commission also expects to receive further payment requests totalling around €60 million before the end of the year. The national agencies expected to present a payment request are Belgium (German-speaking community), Bulgaria, Cyprus, Denmark, France, Greece, Hungary, Malta, Netherlands, Norway, Spain and Sweden. The Commission will not be able to meet these payment demands either unless the EU budget receives an injection of funds, or only in 2013 when the new budget is available. Non-EU countries participating in Erasmus and its sister programmes pay to be part of the scheme.
What is the Commission doing to solve the problem?

The deficits concern practically all headings of the EU budget. The Commission is doing what it can to manage the situation, including proposing the transfer of any funds which will not be used elsewhere. This so-called 'Global Transfer proposal' has been proposed by the Commission and is now under discussion by Parliament and Council. This year, however, the sources which can be transferred amount to less than €500 million in total for all areas, which is not enough. That is why the Commission has asked the budgetary authority (European Parliament and Member States) to urgently increase their payments into the 2012 budget.
What will happen if Member States fail to make up the deficit?

The implementation of the Lifelong Learning Programme will be put at risk if Member States and the European Parliament do not agree on additional payments into the budget. It is expected that the first areas to be hit will be cooperation projects involving schools, adults and vocational training, while it will not be possible to pay Erasmus students and Leonardo Da Vinci apprentices the level of grants they expected. If the shortage of funding continues it could in some cases also affect the salaries of staff in the national agencies. The situation will initially improve in 2013 when funding from the new yearly budget is available. The Commission has proposed €1.09 billion in payments to support the Lifelong Learning Programme next year, of which roughly €490 million would be spent on Erasmus grants for students and staff on exchanges. But, if the Member States fail to make up the shortfall from 2012 (at least €180 million), the 2013 budget will be partially used to cover this negative balance and it is likely that it will have been totally used by mid-2013 – so even bigger problems are to be expected after that.
What part of EU budget goes to the Lifelong Learning programme?

The total EU budget 2007-2013 was €975 billion in current prices. The Lifelong Learning programme is €7 billion which represents 0.71%. The current shortfall for the LLP is about €180 million. The total proposed EU budget 2014-2020 is in current prices €1.156 trillion. The budget proposed for the future Erasmus for All programme is €19 billion, which represents 1.64% of this total.
How much does the EU spend on the Erasmus programme and how is it distributed?

In the current budgetary period (2007-13) the EU has allocated €3.1 billion for the Erasmus programme. In 2012 the allocation is €480 million and the estimate for 2013 is €490 million (see table below). This represents around 0.35% of the EU budget. During the 2012-2013 academic year, the number of Erasmus students since the launch of the scheme 25 years ago will reach 3 million. The EU provides annual grants to national agencies in the 33 participating countries. National agencies are responsible for organising calls for proposals and for signing grant agreements with universities, schools, colleges and other educational institutions in their country. Students apply for an Erasmus grants through their home university which is responsible for paying them the agreed grant.
The overall Erasmus budget for student and staff mobility is allocated to different countries on the basis of the following factors:

    Population: number of students, graduates and teachers in higher education (level 5-6 of the International standard classification of education, ISCED). Data is provided by Eurostat.
    Cost of living and distance between capital cities: used as corrective factors, applied to the population factor.
    Past performance indicator: calculated on the basis of the number of outbound staff and students in the past (using the latest available data).
Nearly 90% of the Erasmus budget is invested in student and staff mobility. Erasmus also supports cooperation projects and networks which account for around 4% of the budget. These are managed centrally by the Education, Audiovisual and Culture Executive Agency (EACEA) in Brussels. The remaining 6% of the Erasmus budget covers the operating costs of the agencies (average of 4.4%) and other actions including studies, conferences, university-business cooperation, Bologna secretariat, as well as preparatory work for the new university multidimensional ranking system.
More on Erasmus decentralised funds allocated to National Agencies...
For more information

Erasmus hits new record with 8.5% increase in student exchanges (IP/12/454)
More about the Erasmus programme and the Lifelong learning programme
Erasmus facts and figures [brochure]
Erasmus statistics


Posté par pcassuto à 09:06 - - Permalien [#]
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Key Data on Teaching Languages at School in Europe 2012

European Commission logoKey Data on Teaching Languages at School in Europe 2012 - Date of publication: 20 September 2012
This new Eurydice report traces the context and organisation of foreign language teaching, student participation levels, as well as the initial and continuing education of foreign language teachers. Download Key Data on Teaching Languages at School and Highlights of Key Data on Teaching Languages at School.
Key Data on Teaching Languages at School in Europe 2012 provides a complete picture of the language teaching systems in place in 32 European countries. More precisely, the report combines statistical data with qualitative information to describe the context and organisation of foreign language teaching, student participation levels as well as the initial and continuing education of foreign language teachers. In addition to giving a snapshot of the situation today, the report also presents several time series which are particularly helpful in identifying trends in language teaching over recent years and past decades.
The 61 indicators contained in the report are mainly drawn from four distinct sources: Eurydice, Eurostat, the European Survey on Language Competences (ESLC), and the OECD's PISA 2009 international survey. By combining these sources, Key Data on Teaching Languages at School in Europe 2012 provides comprehensive information that can serve to improve the quality and efficiency of language learning across Europe. Improving language learning has not only become one of the key objectives of the strategic framework for Education and Training (ET 2020), but also a means to facilitate cross-border mobility of EU citizens as highlighted in the European Union's overall strategy – 'Europe 2020'.
Key Data on Teaching Languages at School in Europe 2012 is a joint Eurydice/Eurostat publication and has been produced in close cooperation with the European Commission. Reference years and country coverage of the report depend on the data source. Eurydice data cover all countries of the European Union as well as countries of the European Economic Area, Croatia, and Turkey, and take the reference year 2010/11. Eurydice indicators mainly provide insight into the policies and recommendations in place in European countries which influence foreign language teaching. Key Data indicators derived from the ESLC 2011 survey cover 15 education systems. Eurostat has the same country coverage as Eurydice, but its data take the reference year 2009/10.
This leaflet provides a glance of some of the report's key findings.
What is Eurydice

The Eurydice Network provides information on and analyses of European education systems and policies. As of 2011, it consists of 38 national units based in all 34 countries participating in the EU's Lifelong Learning programme (EU Member States, EFTA countries, Croatia, Serbia and Turkey) and is coordinated and managed by the EU Education, Audiovisual and Culture Executive Agency in Brussels, which drafts its publications and databases...

English is by far the most taught foreign language in nearly all countries, starting at primary level. Trends since 2004/05 show an increase in the percentage of students learning English at all educational levels. In 2009/10, on average, 73% of students enrolled in primary education in the EU were learning English.
In lower secondary and general upper secondary education, the percentage exceeded 90%. In upper secondary prevocational and vocational education, it reached 74.9%. Overall, English is a mandatory language in 14 countries or regions within countries.
In most countries, English is followed by either German or French as the second most widely taught foreign language. Spanish occupies the position of the third or fourth most widely taught foreign language in a significant number of countries, especially at upper secondary level.
The same goes for Italian but in a smaller number of countries. Russian is the second most widely taught foreign language in Latvia and Lithuania where large communities of Russian speakers live, and also in Bulgaria in lower secondary education.

In 2009/10, the percentage of students learning languages other than English, French, Spanish, German or Russian was below 5% in most countries, and in a significant number the percentage was less than 1%.
The countries with the highest percentages of students learning a language other than the main five were those where the alternative language was a mandatory language. These included Swedish or Finnish in Finland and Danish in Iceland...

In the majority of European countries, official guidelines for language teaching fix minimum attainment levels for both the first and the second foreign languages. These levels correspond to the six proficiency levels defined by the Common European Framework of Reference published by the Council of Europe in 2001.
The CEFR defines six levels of proficiency (A1, A2, B1, B2, C1, C2), where A corresponds to basic user, B to independent user and C to proficient user. At the end of compulsory general education, official guidelines in most countries set the minimum level between A2 and B1 for the first foreign language and between A1 and B1 for the second...Download Key Data on Teaching Languages at School.

Posté par pcassuto à 08:52 - - Permalien [#]

EQAR for quality assurance agencies

http://www.eqar.eu/fileadmin/tmpl/img/eqar_logo.gifEQAR allows quality assurance agencies to demonstrate their reliability and accountability at European level.
Inclusion on the register is decided based on an external review by independent experts that evidences a quality assurance agency's substantial compliance with the European Standards and Guidelines for Quality Assurance in Higher Education that were agreed by European ministers of higher education in 2005.
Such a review can be organised nationally or coordinated by another organisation independent of the reviewed quality assurance agency.
The next EQAR Register Committee meeting will take place on 1/2 December 2012. Applications by quality assurance agencies for inclusion on the Register have to reach the Secretariat by Sunday 7 October 2012 at the latest to be considered at that meeting.
Further information

Guide for Applicants

Frequently asked questions (FAQ)

General information on EQAR
Information on applications for inclusion

Posté par pcassuto à 08:46 - - Permalien [#]

Skills mismatch: How to measure and reduce it in the partner countries

European Training Foundation‘Skills mismatch is a challenge in most ETF partner countries, it has adverse impact on individuals and whole economies, and results in high youth unemployment and low competitiveness of enterprises,’ said Shawn Mendes, deputy director of the ETF, at the opening of a three day expert conference on anticipation and matching of demand and supply of skills held in Turin, Italy from 29 to 31 October.
ETF project on matching skills
The conference was organised in the context of an ETF project supporting the partner countries in the area of skills matching. The ETF, in cooperation with Cedefop and the International Labour Office (ILO), is producing a number of practice-oriented guides that will help developing and transition countries use various methods of anticipating, forecasting and matching the demand and supply of skills. At the meeting, delegates from Croatia, Egypt, Jordan, Turkey, Ukraine and several international experts discussed and validated the first drafts and concepts of the methodological guides. 
Why methodological guides?
Timo Kuusela, who leads the project at the ETF, said the idea of the methodological guides came from a research the ETF did in ten of its partner countries.
‘There is data available, different kind of surveys are conducted in these countries, but there is a lot of confusion and misunderstanding on the methodologies and what kind of problems they can address,’ said Mr Kuusela. ‘So, we concluded that it made sense to develop a set of tools for handling the anticipation, forecasting, matching of skills.’
The guides deal with the issues like mid- and long-term forecasting or how to use labour-market information to analyse skills mismatch.
What are skills mismatches?
Skills mismatches are gaps or imbalances of skills, knowledge or competences. When there are skills shortages firms have trouble obtaining workers with the required competences. Skill surpluses, caused by over-education or over-qualification, are waste of valuable human resources.
‘ETF partner countries face continuous uncertainties on the labour market due to large informal sectors, ongoing restructuring of economy, said Mr Mendes. ‘They require new knowledge and intelligence on how to modernise their education and training provision to meet the demand of the labour market.’
The mismatch in ETF partner countries
Sanja Crnković-Pozaić, advisor to the Croatia’s Minister of Labour and Pension System, said her country had large surpluses of skills in certain areas, and at the same time experiences total lack of skills in other areas.
‘Sometimes you have very strange situations, where, for example, in textiles, a declining industry, you don’t have enough people to work, because it has become such an unattractive area and the wages are low, said Ms Crnković-Pozaić.
‘On the other hand, you have areas where you have absolutely too many people, like in economics, especially on vocational education level. These mismatches are particularly evident on the regional level, but on the national level they even out.
Who will benefit from the project?
The methodological guides developed by ETF project are mainly for policymakers, but they may also be useful for employers, who want to analyse their own sectors, and for training providers, who need to follow the demand for training in the expanding sectors.

Posté par pcassuto à 08:42 - - Permalien [#]

Magna Carta for entrepreneurial learning

European Training FoundationEU enlargement region: a Magna Carta for entrepreneurial learning
Building on an already established cooperation framework for lifelong entrepreneurial learning, ministers from the EU pre-accession countries of South Eastern Europe and Turkey reconfirmed their commitment to lifelong entrepreneurial learning.
At the summit called by the Croatian government on 23 October, all eight countries signed a charter committing the countries to continued cooperation and support for entrepreneurship promotion across all levels of education.
Charter for Entrepreneurial Learning: the keystone for growth and jobs
The Charter builds on an existing cooperation framework provided by the South East European Centre for Entrepreneurial Learning, where each country’s education and economy ministries are represented. Through the Charter the countries will reinforce commitment to systemic developments in lifelong entrepreneurial learning through continued policy improvement, good practice sharing and regional cooperation.
A centrepiece of the pre-accessions region’s ‘growth and jobs’ agenda
In his opening address, Niven Mimica, Croatia’s Deputy Prime Minister set the context for the summit.
‘Faced with a continuing global crisis we must work together to head off the challenges to our economies,’ said Mimica, He added: ‘our common European future requires us to work towards the EU 2020 objectives of smart, inclusive and sustainable growth.’
The meeting was chaired by Gordan Maras, Croatian Minister for Entrepreneurship and Crafts, who stressed the importance of education-economy cooperation for enhanced growth and jobs. The point was reinforced by Croatia’s education minister, Zlejko Jovanovic.
Achievements and challenges
The summit heard from a range of high-level officials from the European Commission who joined the proceedings. Pierre Mairesse, representing the European Commission’s education services, congratulated all signatory countries of the Charter. ‘The European Union shares the principles of the Charter,’ he said.
Marko Curavic of the Commission’s enterprise directorate warned delegates that ‘there are no shortcuts to building an entrepreneurial learning eco-system.’ He underlined the need for sustained investment in training of teachers, which the entrepreneurial learning agenda requires. Bo Caperman from the Commission’s enlargement services commended the countries for the excellent cooperation and achievements.
The ETF was represented by its Director Madlen Serban. ‘The signing of the Charter is an historic moment for the region,’ said Serban.

Posté par pcassuto à 08:39 - - Permalien [#]
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