The European Youth Forum and Eurofound are organising a joint event in the European Parliament on the issue of Youth Disengagement in the context of youth unemployment. This seminar, hosted by the European Parliament Intergroup on Youth, will analyse Eurofound's report on NEETs: Young people not in employment, education or training. The European Youth Forum and youth organisations have been highlighting for years that unemployment when young not only hinders personal development and lowers life chances, exposing youth to poverty and social exclusion, but also prevents young Europeans from contributing to the overall development of their local community, their country and Europe as a whole.
This joint event will be the first broader public discussion on Eurofound's report on NEETs. The discussion will address youth unemployment policy responses, considering in particular the release of the Youth Employment Package and the European Commission proposal for a Council Recommendation on Youth Guarantees. The event is targeted at policy makers, government representatives, experts and academics, social partners, and youth organisations. A programme is available.
Research Manager Massimiliano Mascherini will make a presentation on Young people and NEETs in Europe Policy challenges for those not in employment, education or training.
The government of the Islamic Republic of Iran agrees with the United Nations Development Assistance Framework that education is an essential element in development and reducing poverty.
More specifically, the Iranian government has committed to embedding lifelong learning into the national education policy, and to this end invoked a high-level workshop on lifelong learning, the first of its kind to be held in Iran.
The National Training Workshop on Innovative Concepts and Systems of Lifelong Learning was held from 11 to 14 February 2013, organised by the Ministry of Education of the Islamic Republic of Iran, the Iranian National Commission for UNESCO, and the UNESCO Tehran Cluster Office in Tehran. The Iranian Ministry of Education looked to UIL, global centre of excellence for lifelong learning, for technical and conceptual assistance in preparing and holding the workshop.
The Workshop addressed both the Iranian context and an international perspective on lifelong learning, the latter which was implemented by a UIL team of experts. UIL’s contribution took a good practice approach, presenting a series of examples of successful lifelong learning policies in Asian and European countries. The UIL team comprised Jin Yang, Senior Programme Specialist and Rika Yorozu, Programme Specialist, along with two external consultants (Jørn Skovsgaard, Senior Adviser, Ministry of Children and Education of Denmark; and Professor Yadollah Mehralizadeh, Shahid Chamran University of Ahvaz, Iran). The Iranian contribution included presentations on policies and perspectives along with the Iranian educational, socio-economic and cultural context by leading researchers in Iran.
Over 40 representatives from ten ministries and institutions with responsibilities for human resource development exchanged experiences and generated new ideas to develop a lifelong learning society in Iran during the Workshop. The initial output of the proceedings was a proposal to set up a national committee on lifelong learning under the Iranian National Commission for UNESCO and an expert task force to develop a national policy framework on lifelong learning, along with a pledge from individual participants to (1) file a short report on the workshop to each respective minister/director; (2) write articles on lifelong learning and publish them in newspapers and journals in Iran; (3) organise internal workshops for colleagues in the ministries; (4) conduct empirical need assessment of learners; and (5) introduce several changes in policies to promote lifelong learning for all.
The Islamic Republic of Iran is well on track as regards the 2015 Education for All goals and education-related Millennium Development Goals. Fully integrating lifelong learning for all into the Iranian education and development system will significantly contribute to building coherent and holistic strategies beyond 2015. UIL will continue to provide technical support to the Islamic Republic of Iran with a focus on developing a national policy framework for implementing lifelong learning for all.
The Final Conference was entitled “Bridging Research and Innovation: The Role of European Universities”
Last 11 December 2012 took place in Brussels the Final Conference of the European Laboratory for modeling the technical research University of tomorrow (ULAB Project). The Project is an innovative think-tank created by five leading Technical and Research-intensive European Universities: Universidad Politécnica de Madrid (Spain), Politecnico di Torino (Italy), Technische Universität München (Germany), University of Oxford (UK), Paris Institute of Technology (France).
The event gathered representatives from the European Commission, the European University Association (EUA), the European Institute of Innovation & Technology (EIT), and the ULAB partner institutions.
For more information and presentations, follow this link.
This is the fourth edition of this publication, which deals on themes of constructive alignment used in implementing outcomes-based education. In the shape of a “how to” manual, each chapter suggests tasks to implement constructive alignment in teaching practices of interested teachers, staff developers or administrators.
Furthermore, this edition focuses on the implementation of constructive alignment in the specific cases of Australia, Hong Kong, Ireland and Malaysia, and also evaluates in one of its sections how constructive alignment is used worldwide for quality teaching and assessment.
For more information, follow this link.
This report is the first issue of a new series of publications by the UNESCO Chair in Higher Education Management and Policy (Madrid). These publications will be compendia of short monographic reports, which will offer thoughts on important issues in Spanish higher education that are linked to the activity of the Chair.
This first report is the outcome of the biennial seminar “En pos de la educación activa”, and it makes a summary of the four different conferences organized by the Chair along the years 2011 and 2012.
For more information, follow this link.
ARALE aims to add the visibility of adult education in Europe.
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It is a well-known fact that the European workforce is getting older. Perhaps less well-known is that attitudes towards ageing are changing for the better.
Instead of being seen as a demographic time bomb with very negative consequences, Europe’s ageing workforce is increasingly talked about as ‘the silver economy’ that may energise development and bring new opportunities for economic growth.
Being more positive about an ageing workforce, does not mean that Europe is prepared for the challenges it brings. For example, important issues, stressed by the European year for active ageing and solidarity between generations in 2012, have been rather overshadowed by the enduring economic crisis.
By 2060 there will be only two people of working age (15-64 years) in the European Union for every person aged over 65 years. This compares to a ratio of four to one today. The labour market is already feeling the effects of an ageing population. Many baby boomers born in the 1950s and 1960’s will retire in the next decade or two. These workers will have to be replaced largely by people already in the workforce.
Changing age-structures in enterprises are a major challenge. Participation in lifelong learning by older workers has been consistently below European targets. Employers recognise the problem of ageing, but indications confirm that they are not yet prepared for these changes.
Investment in an ageing workforce depends on it bringing real returns and benefits to employers and individuals. Cedefop's latest study on working and ageing (1), focuses on investing in learning later in life. It also looks at the impact of policies to keep people in the workforce and the conditions needed to tap an ageing workforce’s potential.
Download in the following language(s)
DE Ältere Arbeitnehmer – Chancen auf eine goldene Zukunft?
EL Παλιοί εργαζόμενοι – νέες ευκαιρίες
EN Silver workers – golden opportunities
ES Trabajadores de plata, oportunidades de oro
FR Travailleurs aux tempes argentées: un nouvel âge d’or
IT "Anni d’argento", opportunità d’oro
PL Srebrni pracownicy na wagę złota
PT Trabalhadores mais velhos – novas oportunidades
DE Ältere Arbeitnehmer – Chancen auf eine goldene Zukunft? (ebook)
EL Παλιοί εργαζόμενοι – νέες ευκαιρίες (ebook)
EN Silver workers – golden opportunities (ebook)
ES Trabajadores de plata, oportunidades de oro (ebook)
FR Travailleurs aux tempes argentées: un nouvel âge d’or (ebook)
IT "Anni d’argento", opportunità d’oro (ebook)
PL Srebrni pracownicy na wagę złota (ebook)
PT Trabalhadores mais velhos – novas oportunidades (ebook).
Cedefop is looking for national experts based across Europe to help prepare and validate skill supply and demand forecasts for their country. The data will be used to prepare the next pan-European forecasts which are being used to help shape Europe’s education, training and employment policies.
An expert is needed in each of the 27 EU Member States, as well as in Norway, Iceland, Switzerland, Croatia, the Former Yugoslav Republic of Macedonia and Turkey.
Applications and supporting documents should be sent by e-mail to: firstname.lastname@example.org by 30 March 2013.
Below you will find:
- more details about what experts will do;
- the application form;
- the rules on reimburement;
- information on protection of personal data.