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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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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.

EAEA´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...

The 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:

• Conference´s presentations and material are available at the ENIL website
• See EAEA's ENIL webpage.

Job Opportunity - Cedefop Director - Cedefop/2012/08/AD.
External notice of vacancy
The Governing Board of Cedefop invites applications for the post of Director (Grade AD 14 temporary contract pursuant to Article 2a of the Conditions of employment of other servants).
Reference: Cedefop/2012/08/AD Attachments
BG ОБЯВЛЕНИЕ ЗА СВОБОДНА ДЛЪЖНОСТ — ДИРЕКТОР (93.50 Kb)
CS OZNÁMENÍ O VOLNÉM MÍSTĚ ŘEDITELE (90.50 Kb)

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MEDDELELSE OM LEDIG STILLING SOM DIREKTØR (79.00 Kb)

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STELLENAUSSCHREIBUNG: DIREKTOR (82.50 Kb)

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VACANCY NOTICE FOR A DIRECTOR (90.50 Kb)

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CONVOCATORIA PARA EL PUESTO DE DIRECTOR (87.00 Kb)

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DIREKTORI VABA AMETIKOHA TEADE (73.00 Kb)

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JOHTAJAN TOIMEA KOSKEVA HAKUILMOITUS (70.00 Kb)

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AVVISO DI POSTO VACANTE DI DIRETTORE (78.50 Kb)

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KENNISGEVING VAN EEN VACATURE VOOR DE FUNCTIE VAN DIRECTEUR (108.00 Kb)

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By Graeme Paton. More teenagers should be encouraged to take work-based apprenticeships as an alternative to university, a major Government review has suggested.
 Standards of apprenticeships should be raised to stop them being seen as “second class” in relation to a conventional three-year degree, it is recommended.
The review – led by entrepreneur Doug Richard – said the previous Government’s target to push half of school leavers into university had resulted in an “unthinking collective belief” that a degree “offers an indication of greater capability which it does not, in fact, confer”.
He said that a successful overhaul of the system should be made to enable 18-year-olds to turn down “a place at Oxbridge to take up an apprenticeship if that is the right path for them”.
The study – jointly commissioned by the Department for Education and Department for Business – recommended the introduction of new standards for each industry to clearly define the goals of an apprenticeship programme. Read more...

One of the greatest strengths of the higher education world is its diversity - and this shone through in a competition asking filmmakers to describe what it is that makes their institution world class.
The competition, set up to mark the launch of the 2012-13 Times Higher Education World University Rankings on 3 October 2012, attracted dozens of entries from all around the world. Some 14 videos which made the final long-list represented institutions in Australia, Canada, China, Estonia, Germany, Hong Kong, the Netherlands, Singapore, South Africa, the US and UK.
The videos, which were restricted to just ten seconds, had collectively accumulated almost 25,000 views on the video sharing website You Tube as Times Higher Education went to press. Read more...