01 décembre 2012

The first ACA Policy Seminar in 2013: What’s new in Brussels

It has become a tradition. The series of four ACA European Policy Seminars is opened every year by the very popular event What’s new in Brussels? Recent developments and trends in European policies and programmes. 2013 will not be an exception to this rule.  The event, to take place on 24 January, is timely. The decision on the successor to the Lifelong Learning Programme, expected to be named Erasmus for All, will be imminent. The same goes for the Horizon 2020 scheme, the next in the series of EU research framework programmes. We will also be getting a preview of a new Commission Communication on policies for higher education collaboration with non-European countries. Updates will also be provided on the activities of the European Institute of Technology and on details of the Bologna mobility strategy. Former Dutch education minister Jo Ritzen will present his vision for “empowered European universities”.
Ritzen will not be the only luminary at What’s new in Brussels? There will also be high-ranking Commission staff, such as Director Jordi Curell, as well as the ever-entertaining and fact-rich Peter van der Hijden and Claire Morel. The view of important stakeholders will be presented by the European Student Union, the European University Association and the Polish National Agency for EU programmes. The national level is represented by Birgit Galler of Germany’s Federal Ministry of Education and Research.
Registrations for the event are open now. EPS 1 2013 - What’s new in Brussels? Recent developments and trends in European policies and programmes.

Posté par pcassuto à 11:26 - - Permalien [#]


Budget turmoil at the EU level

The month of November brought fierce budgetary negotiations at the European level between the EU institutions, but without much progress. The talks referred, on the one hand, to the proposed EU budget for the year 2013, and coupled with that a request from the European Commission to amend the 2012 budget (the so-called “amending budget 6” proposal), and on the other hand, the budgetary negotiators for the multiannual financial framework 2014-2020.
Last month, negotiations over the 2013 budget between the European Parliament (EP) and the EU member states grouped in the Council reached a dead end, following stark disagreement between the two EU institutions (see ACA Newsletter – Education Europe, October 2012). As previously reported, a conciliation procedure was subsequently started, meant to bring the two EU institutions to reach a solution. Nevertheless, the conciliation procedure collapsed on 14 November, when MEPs decided to unilaterally suspend negotiations because the Council refused to accept the amendment request proposed by the European Commission for the 2012 budget (worth EUR 8.9 billion), which was clearly backed by the EP. Consequently, the European Commission was asked to present a new Draft Budget for the year 2013 facilitating convergence between the positions of the two other EU institutions, which it did, on 26 November. In financial terms, the differences between the “old” and the “new” Draft 2013 budget are marginal. The new Draft Budget, as well as the (unmodified) Commission’s proposal for amending the 2012 budget are now again on the table of the EP and the Council, who must again search for an agreement.
On 22-23 November European leaders convened in Brussels for an extraordinary summit to discuss (and agree on) the EU budget for the next 7-year financial framework (the period 2014-2020), following a call from the Cypriot chair of the Council to “go below the Commission’s proposal” (worth EUR 1 033 billion, i.e. approx. 1% of European GNI). The summit ended without a common solution being reached. Fearing stark budgetary reductions compared to the Commission’s proposals for the Erasmus for All and Horizon 2020 programmes, the higher education and the research communities mobilised themselves and launched strong calls for caution. Close to 150 000 scientists and researchers from around the world as well as 44 Nobel Prize laureates signed by the end of November an online petitionA top priority for Europe: secure the EU research and innovation budget! – asking the EU leaders to safeguard investment in research, which is crucial particularly in times of crisis. In parallel, more than 100 personalities from all EU member states urged EU leaders through and open letter to back up Erasmus.

European Parliament

European Commission

Researchers’ petition

Erasmus open letter.

Posté par pcassuto à 11:25 - - Permalien [#]

Growth of English-taught programmes and courses in East Asia

Overview: Growth of English-taught programmes and courses in East Asia, ACA Newsletter guest article by Prof. Futao Huang, Research Institute for Higher Education, Hiroshima University, Japan.
There has seen a rapid increase in the numbers of English-taught programmes and courses at both undergraduate and graduate levels in China, Japan and South Korea in the past decade. Rationales and motivations driving the emergence and development of English-taught programmes and courses vary considerably among the three countries, but it is generally acknowledged that economic globalisation and internationalisation of higher education are common factors facilitating the internationalisation of university curriculum, including the development of English-taught programmes and courses.
Besides, in the case of East Asia, the decisive role of national governments should not be overlooked. For example, a document issued by the Ministry of Education of P. R. China in 2001 indicates that in the three years that followed, the percentage of courses taught in English among all the courses in the leading universities should go up from 5% to 10%, especially in such areas as Biology, Information Science, New Materials, International Trade, Law, and at the undergraduate level. At a policy level, though later than China and Korea, in 2008, Japan’s Government also launched the Global 30 programme as one of initiatives aiming to triple the number of foreign students by 2020. In order to achieve the goal, 13 universities, including 7 national and 6 private, were selected to play a central role in implementing the programme. These Global 30 universities were required to provide at least two English-taught degree programmes and accept more international students. Similar to China, since early 2000s, the South Korean Government has allocated additional budget for colleges and universities to increase the provision of English-medium teaching through various national programmes or projects, e.g., BK 21 project. Read more...

Posté par pcassuto à 11:22 - - Permalien [#]

VET for social inclusion and cohesion

European Training FoundationVET for social inclusion and cohesion: ETF launches new research
The ETF, together with KulturKontakt Austria, will host a workshop on the role of vocational education and training in social inclusion and cohesion in Vienna on 3-5 December.
The recently started ETF action research project will be discussed with the team from the London School of Economics Research on South Eastern Europe and some 70 stakeholders from the Western Balkan countries, Turkey and Israel.
The research project uses the methodology of participatory action research, in which a wide range of stakeholders, including national and local policy makers, school professionals, students, employers, researchers and civil society organisation representatives from the "community of practice," are consulted to ensure that the project addresses the relevant issues.
‘The research is based on the view that a school is an integral part of the community in which it functions,’ says Lida Kita, who is in charge of the project at the ETF. ‘Schools are key actors in the local "skill development system," along with the employers, local government, trade unions and NGOs.
The meeting will also be an opportunity to learn from the Austrian experience. The participants will visit VET schools and will talk to representatives of the Austrian Federal Ministry for Education, the Arts and Culture, the Austrian Federal Ministry of Economy, Family and Youth and other relevant institutions.
Background of the project
The profound economic and societal changes in the Western Balkans and Turkey have resulted in great inequities in the access to and participation in education, training and employment. This situation is shared by Israel’s minorities and vulnerable groups. The resulting skill mismatches gave rise to long term unemployment, poverty and social exclusion of young people and older workers alike.
‘Although skill mismatches should ideally be addressed by vocational education and training national systems have failed to provide this vital function,’ says Ms Kita. ‘In omitting to equip the most disadvantaged workers with appropriate skills they have also failed to fulfil their role of supporting social inclusion at an individual level and social cohesion at a societal level.’
The Western Balkans and Turkey, share common present-day aspirations for EU membership and are involved in the process of accession to the European Union, although at various stages.
Combating social exclusion and poverty is among the key priorities of the European Union. Building a more inclusive Europe is vital to achieving the European Union’s goals of sustained economic growth, more and better jobs and greater social cohesion, as reiterated by the Europe 2020 strategy. Therefore, social inclusion is a policy area highly relevant to the candidate countries and the potential candidates.
This has prompted the ETF to launch a regional intervention in the Western Balkans, Turkey and Israel to deal with linkages between VET and social inclusion. With this regional action research project, carried out in cooperation with three VET schools/training centres in each of the countries, ETF aims to deepen the understanding of the main barriers and potential opportunities for building inclusive and equitable VET systems vis-à-vis the current socio-economic challenges in the in the Western Balkans, Israel and Turkey.
The research will look into the holistic-school approach towards inclusion in education, i.e. incentives and barriers in developing whole-school systems and cultures to foster the participation and achievement of all students.
The ETF - European Training Foundation is an EU agency that helps transition and developing countries to harness the potential of their human capital through the reform of education, training and labour market systems in the context of the EU's external relations policy. We are based in Turin, Italy, and are operational since 1994.

Posté par pcassuto à 11:13 - - Permalien [#]

Repères - penser la mobilité

http://www.campusfrance.org/sites/default/files/imagecache/ressource_image/ca_ressource/198968/reperes_01_hs_fr.pngLa nouvelle collection REPÈRES de CampusFrance a pour objet de donner la parole aux “penseurs de la mobilité”, en France et dans le monde.
La mobilité au-delà des frontières est en effet devenue un thème d'une importance croissante dans les débats nationaux et internationaux: le dernier rapport du PNUD s’intitule ainsi “Lever les barrières: mobilité et développement humains”.
En ce qui concerne le monde universitaire, les effets conjoints de la mondialisation économique et de l’internationalisation de l’enseignement supérieur ont conduit à une accélération du phénomène des échanges académiques. En France, par exemple, le nombre d’étudiants étrangers a augmenté de 71% depuis 1998. Des prospectives mettent en évidence qu’à l’horizon 2025, les étudiants “internationaux” dans le monde devraient être passés d’1,7 million en 2000 à 7,5 millions. Les institutions elles-mêmes évoluent vers plus de “mobilité”. Les délocalisations de campus dans les pays étrangers sont un phénomène qui prend de l’ampleur depuis une dizaine d’années.
Repères - penser la mobilité

n° HS 01, Repères : penser la mobilité Indonésie, un archipel émergent Octobre 2012.
n° 15, Repères : penser la mobilité L’enseignement supérieur britannique aujourd’hui Mai 2012.
n° 14, Repères : penser la mobilité La passion de l'excellence dans l'enseignement supérieur en Allemagne, en Espagne et en France Mai 2012.
n° 13, Repères : penser la mobilité Le Brésil: une grande puissance universitaire? Mars 2012.
n° 12, Repères : penser la mobilité L’internationalisation de l’enseignement supérieur en Australie Janvier 2012.
n° 11, Repères : penser la mobilité La circulation des compétences dans un monde multipolaire Janvier 2012.
n° 10, Repères : penser la mobilité Internationalisation de l’enseignement supérieur au Japon: enjeux et évolutions Décembre 2011.
n° 09, Repères : penser la mobilité Une analyse de la mobilité étudiante: l’exemple des échanges entre le Mexique et la France Octobre 2011.
n° 08, Repères : penser la mobilité L’enseignement supérieur indien en transition Septembre 2011.
n° 07, Repères : penser la mobilité Attractivité de la France dans le domaine de l’enseignement supérieur: points forts, points faibles Juillet 2011.
n° 06, Repères : penser la mobilité Mondialisation de l’enseignement supérieur et stratégies internationales Juin 2011.
n° 05, Repères : penser la mobilité Course mondiale aux talents: les Etats-Unis sont-ils menacés? Avril 2011.
n° 04, Repères : penser la mobilité Course à l’excellence: dix erreurs à éviter lors de la création d’universités de rang mondial Mars 2011.
n° 03, Repères : penser la mobilité Mobilité étudiante: succès et échec de Processus de Bologne Février 2011.
n° 02, Repères : penser la mobilité Circulation des personnes dans un monde global, diaspora de la connaissance et migration d’élites Janvier 2011.
n° 01, Repères : penser la mobilité La mobilité, seconde condition du progrès technique Novembre 2010.

Το νέο MARK Campusfrance στην συλλογή έχει ως στόχο να δώσει φωνή στην "κινητικότητα στοχαστές", στη Γαλλία και στον κόσμο.
Κινητικότητα πέραν των συνόρων έχει πράγματι γίνει ένα θέμα αυξανόμενης σημασίας σε εθνικό και διεθνές συζητήσεις: η τελευταία έκθεση του UNDP έχει ως τίτλο "Ξεπερνώντας τα εμπόδια: Ανθρώπινη κινητικότητα και ανάπτυξη".
Όσον αφορά τον ακαδημαϊκό κόσμο, οι συνδυασμένες επιπτώσεις της οικονομικής παγκοσμιοποίησης και της διεθνοποίησης της τριτοβάθμιας εκπαίδευσης έχει οδηγήσει σε επιτάχυνση του φαινομένου των ακαδημαϊκών ανταλλαγών. Στη Γαλλία, για παράδειγμα, ο αριθμός των ξένων φοιτητών έχει αυξηθεί κατά 71% από το 1998. Από υποψήφιους τονίζουν ότι μέχρι το 2025, οι μαθητές "διεθνή" στον κόσμο, θα πρέπει να αλλάξει από το 1, 7 εκατομμύρια το 2000 σε 7,5 εκατ. ευρώ. Ίδια τα θεσμικά όργανα εξελίσσονται προς την κατεύθυνση πιο "κινητικότητα". Offshoring πανεπιστημιούπολη σε χώρες του εξωτερικού είναι ένα φαινόμενο που αυξάνεται τα τελευταία δέκα χρόνια. Περισσότερα...

Posté par pcassuto à 10:45 - - Permalien [#]


Les cartes de Campus France

Les cartes de Campus France
La Carte couleur.
Télécharger.
La Carte enseignement supérieur, recherche et innovation en France: PRES et opération Campus. Télécharger. PÔLES DE RECHERCHE ET D'ENSEIGNEMENT SUPÉRIEUR (PRES) http://www.enseignementsup-recherche.gouv.fr>Stratégie et organisation>Instruments. OPÉRATION CAMPUS http://www.enseignementsup-recherche.gouv.fr>Stratégie et organisation>Stratégie>Opération Campus.
La Carte complète enseignement supérieur, recherche et innovation en France.
Télécharger. PÔLES DE COMPÉTITIVITÉ http://competitivite.gouv.fr. OPÉRATION CAMPUS http://www.enseignementsup-recherche.gouv.fr>Stratégie et organisation>Stratégie>Opération Campus. INVESTISSEMENTS D’AVENIR EN OUTRE-MER http://www.enseignementsup-recherche.gouv.fr>Stratégie et organisation>Investissements d’avenir. INITIATIVES D'EXCELLENCE (IDEX) http://www.agence-nationale-recherche.fr>Programmes de recherche>Investissements d’avenir. RÉSEAUX THÉMATIQUES DE RECHERCHE ET DE SOINS (R.T.R.S.) http://www.enseignementsup-recherche.gouv.fr>Stratégie et organisation>Instruments. PÔLES DE RECHERCHE ET
D'ENSEIGNEMENT SUPÉRIEUR (PRES) http://www.enseignementsup-recherche.gouv.fr>Stratégie et organisation>Instruments. RÉSEAUX THÉMATIQUES DE RECHERCHE AVANCÉE (R.T.R.A.) http://www.enseignementsup-recherche.gouv.fr>Stratégie et organisation>Instruments.
La Carte enseignement supérieur, recherche et innovation en France: pôles de compétitivité.
Télécharger. PÔLES DE COMPÉTITIVITÉ http://competitivite.gouv.fr.
La Carte enseignement supérieur, recherche et innovation en France: Idex, Rtra, Rtrs, Investissements d'avenir.
Télécharger. INVESTISSEMENTS D’AVENIR EN OUTRE-MER http://www.enseignementsup-recherche.gouv.fr>Stratégie et organisation>Investissements d’avenir. INITIATIVES D'EXCELLENCE (IDEX) http://www.agence-nationale-recherche.fr>Programmes de recherche>Investissements d’avenir. RÉSEAUX THÉMATIQUES DE RECHERCHE ET DE SOINS (R.T.R.S.) http://www.enseignementsup-recherche.gouv.fr>Stratégie et organisation>Instruments. RÉSEAUX THÉMATIQUES DE RECHERCHE AVANCÉE (R.T.R.A.) http://www.enseignementsup-recherche.gouv.fr>Stratégie et organisation>Instruments.

Posté par pcassuto à 10:25 - - Permalien [#]

Le site de la compétence Senior

Chômage et emploi des seniors ACTIFS (+45 ans)ASSPRO Réseau solidaire gratuit pour l'emploi des ACTIFS seniors (+45 ans)
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Le prochain café des ACTIFS (+45 ans) qui aura lieu le 06 décembre à 15h30, au restaurant " la Fantasia de Marrakech" 332 bld Marcel Paul 44880 ST HERBLAIN, aura pour thème: ETRE RECRUTE, les conseils d'un pro.

Jean Michel CATHALA est "recruteur" et vient de publier, un livre: "Etre recruté, réflexions et conseils d'un expert en recrutement" (Ed GERESO). Fort de son expérience et après des milliers d'entretiens vécus du côté « consultant en recrutement », Jean Michel CATHALA vous  prodiguera quelques conseils. A ne pas manquer...
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Lors de votre venue, n'oubliez pas d'apporter votre cv et de le déposer: nous le transmettrons à nos partenaires. De même, vous pourrez, si vous êtes prestataire ou consultant présenter votre offre (gratuitement).
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Η ανεργία και την απασχόληση των μεγαλύτερων σε ηλικία ΕΝΕΡΓΗΤΙΚΟ (45 ετών) ASSPRO Δίκτυο Αλληλεγγύης δωρεάν ΕΝΕΡΓΗΤΙΚΟ απασχόλησης ηλικιωμένων (45 ετών)
Καλώς ήρθατε στη δικαιοδοσία. Μπορείτε να αντιγράψετε και να επικολλήσετε το βιογραφικό σας στην ιστοσελίδα και αν έχετε ένα επάγγελμα (σύμβουλος, επιχειρηματίας, portage ...) μπορείτε να υποβάλλετε την προσφορά σας και βάλτε το λογότυπο σας. Συσκευή μας είναι καλά-που αναφέρεται στο Διαδίκτυο. Οι ενέργειές μας είναι δωρεάν. Περισσότερα...

Posté par pcassuto à 10:05 - - Permalien [#]

CHEA Issues CHEA Initiative Final Report

The Council for Higher Education Accreditation (CHEA) has issued the CHEA Initiative Final Report, drawn from the CHEA Initiative’s four-year national conversation on the future of accreditation.
“The CHEA Initiative was launched in 2008, commencing an unprecedented national discussion of the challenges and opportunities facing higher education accreditation,” said CHEA President Judith Eaton.
The Initiative focused on building support for two major goals: (1) to sustain a balance and distinction between accountability to the federal government and the academic work of accreditation and (2) to further enhance accountability in accreditation. “In addition to affirming the importance of some modification of the accreditation-federal government relationship, the Initiative resulted in clear affirmation of the need for institutions and accrediting organizations to work together to further shape and provide additional leadership for public accountability,” Eaton said.
During the four years of the Initiative, some 2,500 representatives from colleges and universities, recognized accrediting organizations and other participants in higher education accreditation took part in National Accreditation Fora, CEO/CAO roundtables, meetings with accrediting commissions and other activities designed to stimulate discussion and generate ideas.
“The many voices in the accreditation discussion have yielded valuable insights and understandings, for the community and for CHEA,” Eaton concluded.
International Quality Assurance

5. As approved by the board of directors, CHEA has established a CHEA International Quality Group (CIQG). Its purpose is to provide service related to international higher education quality to member institutions, accreditation/quality assurance organizations, higher education associations, students, government and employers. These services are intended to advance understanding of international quality assurance, assist institutions and accreditation/quality assurance organizations in their expanding international engagement and further enhance capacity for academic quality in international higher education. In response to what was learned during the CHEA Initiative dialogue, CIQG will focus on capacity-building for U.S. accrediting organizations in particular, aiding accreditors as they make decisions whether or not to operate internationally, where and how.

Posté par pcassuto à 01:33 - - Permalien [#]

Erasmus for All voted at the European Parliament: MEPs endorse EAEA's views on adult learning

European Association for Education of AdultsEAEA´s advocacy work paid off as MEP´s voted for increasing the budget for adult learning and keeping the Grundtvig subprogramme for adult education on board in the forthcoming Union Programme for Education, Training, Youth and Sport (YES Europe), previously known as Erasmus for All. The Committee on culture and education (CULT) strongly endorsed the draft report of the rapporteur, MEP Doris Pack (EPP, DE), at a vote in Brussels on 27 November 2012.
- Over the good ideas of the European Commission […] we made a better programme. This programme is not only mobility, it is cooperation, it is really working together, therefore I think we managed it in a good way, Pack said in her statement.
EAEA is pleased that a number of MEPs across different groups and parties during have supported its aims during the process. We appreciate all their efforts to improve the prorgamme, to strengthen adult learning, to support social inclusion and access to the programme, and to increase the participation of different stakeholders.
Budget on adult learning increased
The Association lobbied successfully for the budgetary increase for adult learning in the forthcoming programme. In the Commission´s proposal the portion of adult education was alarmingly low, only 2% of the total budget. Endorsing the rapporteur´s suggestion, the CULT Committee decided to increase the budget earmarked for adult learning to 6%. EAEA believes that this is a big improvement, although a clear assessment is currently difficult as the overall budget is yet to be decided.
- I would be happy if the governments would at least pay what they promised for this and next year. I am very cautious because they did not give the money promised for the Erasmus mobility programme for this year and for the next year […] I would be happy if we can increase the budget as the Commission has foreseen it for the next seven years. If you do not invest in education and youth we can forget the European Union, stated rapporteur Doris Pack.
For EAEA it was a relief that the financial allocation for the Programme shall also cover specific and sustainable administrative grants to European organisations active in the field of education, training and youth. This concerns EAEA´s core funding. Read more...

Posté par pcassuto à 01:20 - - Permalien [#]

Report on Intergenerational Learning and Active Ageing presented at ENIL conference

European Association for Education of AdultsThe second European Network in Intergenerational Learning (ENIL) conference took place in Nuremberg from the 24th to the 26th of October. It was titled "Intergenerational Learning: Towards Active Ageing and Intergenerational Solidarity" and it gathered educators, practitioners, policy makers, organisations and individuals across Europe who have an interest or are active in intergenerational learning. Also EAEA took part to the event.
One of the aims of the conference was to present the report on Intergenerational Learning and Active Ageing, which has been produced by four international experts as the result of a study carried out between June and September 2012 at the request of the European Network for Intergenerational Learning. The report presents the findings and conclusions of the study followed by a set of recommendations on the ways in which the Intergenerational Learning could be used and promoted by European institutions, national authorities, the European Network for Intergenerational Learning and practitioners at large. It also attempts to show how Intergenerational Learning could contribute to the implementation of European policies, including the Renewed Agenda for Adult Learning.
The main goal of the ENIL is to promote Intergenerational Learning (IGL) by bringing together and supporting sustainable, effective practice in the field and by facilitating the exchange of ideas and expertise beyond individual projects, and by creating a mechanism for practitioners to influence policy and practice.
Interesting presentations, exciting workshops
Participants had the opportunity to listen to interesting key note presentations from Dr. Renate Heinisch, former member of the European Parliament, current member of the Europe an Economic and Social Committee, Chairperson of the Parents Association of the State of Baden-Wuerttemberg; Dr. Julia Franz, Univ. of Erlangen-Nuremberg and Ms Helen Keogh, Expert Consultant on Adult Education Policy to the European Commission. During these three interventions participants had a chance to learn about European developments on IGL and to receive a theoretical background on intergenerational learning. A very much appreciated part of the conference was a range of thematic workshops, which explored how policy and practice can support learning, active ageing and intergenerational solidarity. The workshops tackled three different sectors (Employment, Education and Social) each of which was explored in the following three aspects: policy and financing, programmes, validation and quality assurance.
The conference was closed by a round table with testimonies of active ageing and a passionate speech of Rita Süssmuth, Former President of the German Bundestag and Federal Minister of Family Affairs, Senior Citizens, Women and Youth. This latter highlighted the importance of the intergenerational learning for the development of the European society and some key challenges of lifelong learning in relation to ageing.
- Adult education is underfunded, even if it has been more and more recognised as a fundamental need of the society, she stated.
More information:

Posté par pcassuto à 01:15 - - Permalien [#]