University of Melbourne, Australia. Established in 1853, the University of Melbourne is a public-spirited institution that makes distinctive contributions to society in research, learning and teaching and engagement.
Xi’an Jiaotong – Liverpool University (XJTLU) is an international university jointly founded by Xi’an Jiaotong University China and the University of Liverpool UK. As an independent Sino-British venture, XJTLU is a pioneer in the field of higher education in mainland China. The campus is located in the city of Suzhou on China’s Eastern seaboard. In addition to our many local students and staff, XJTLU is rapidly developing its cosmopolitan image and global academic potential by welcoming students and professors from all over the world.
Noorul Islam Centre for Higher Education (NICE) - with University status, India. It aims at contributing to the engineering education systems of India, promotes research and innovation, focuses on building linkages with the industry and community. NICE provides instruction and training in Engineering and Technology, Management, Applied sciences, Medical Sciences, Dental Science and Para-Medical Sciences.
S.D. Asfendiyarov Kazakh National Medical University, Kazakhstan, provides teaching and research in the fields of therapeutic treatments, pediatry, public health, management in public health and pharmacy, general medicine, professional training.
Greenwich University, Pakistan. GU's Study programs ranges from Short Courses to Post-Doctoral Fellowships in disciplines fitting the needs of today while choosing the best possible technologies in order to deliver the knowledge required and educate interactively. All study programmes and fields of study are presented online.
Prince Mohammad Bin Fahd University, Saudi Arabia. The vision of the founders is to ensure that the University participates in: Preparing future leaders in various fields of human knowledge and its application; Enriching and developing intelligence; Exploring innovative methodologies and technologies to achieve its objectives; Breaking the barrier between the academic and business society. Academic disciplines taught are : Business, Engineering, Arts & Sciences, Computer Engineering & Sciences, Graduate Programs, Undergraduate Programs, IT.
The University of West London, United Kingdom's mission is to raise aspiration through the pursuit of excellence. UWL’ vision is to be one of the leading employer engaged universities in the country, playing a major role in taking forward the world class skills agenda; be a business-facing University with a demand-led portfolio, delivered flexibly; continue to be a 'University of choice and opportunity' reaching out to students of all ages and backgrounds; be the leading modern University in London specialising in the generation, application, and transfer of knowledge. UWL’s values are: Creativity; Quality; Inclusiveness; Enabling and empowering all to access education that meets their needs; Diversity; Integrity.
American University in the Emirates (AUE), Dubai, UAE is one of the largest private not-for-profit liberal higher educational institution in the region with a wide portfolio of programs both Bachelors and Masters, in six colleges namely College of Business Administration, College of Computer Information Technology, College of Fashion Arts and Design, College of Education and College of Media and Mass Communication. AUE is committed to fostering a research-intensive culture and knowledge transfer through student-centered activities.
More about Membership in IAU.
Since 2005, IAU has been advocating for and advancing the idea for the need of greater inclusion of higher education in the United Nations Education for All (EFA) initiative, both at the global and local levels. In view of this objective, the Workshop brings together high-level representatives from the higher education and research community, the Ministry of Education and other levels/sectors of education, civil society and UNESCO. Challenged to think out of box, participants reflect on their own experience, analyse the local context, and collectively development a concrete plan for a way forward to ensure greater higher education input in achieving EFA. This Workshop is part of the more comprehensive IAU Project on higher education for EFA (HEEFA).
Interested Member institutions/organisations must be located in a non-OECD country. Working language is English or French. Interested parties are invited to read the Partnership Protocol on responsibilities and working modalities and to return a completed application form.
To learn more about IAU's work in HEEFA, visit the IAU HEEFA website and read about previous Workshops.
Deadline for applications: 30 April
Contact: Nadja Kymlicka or Isabelle Turmaine.
A report presenting new data on the non-continuation rates of different groups of students at English higher education institutions (HEIs) has been published today.
The data and report can be viewed in more detail on our new interactive web pages.
The report shows non-continuation rates for full-time first degree UK domiciled entrants to HEIs in England, split by student and course characteristics, between 2005-06 and 2010-11.
Key findings include:
- The overall trend in the percentage of entrants no longer in higher education has remained steady (around 8.2 per cent since 2005-06).
- Female entrants were less likely to leave higher education one year after entry compared to their male counterparts. However, transfer rates were similar for male and female entrants.
- Entrants from areas where there is low participation in higher education were more likely to have left higher education one year after entry.
Further details of plans for the 2013 Destinations of Leavers from Higher Education (DLHE) survey in further education colleges
1. Further to our letter of November 2012, ‘Plans for the 2013 Destinations of Leavers in Higher Education survey in further education colleges’ (HEFCE Circular letter 28/2012), we are writing to provide information on the next steps in the process, including a timeline and the options for institutional engagement in the DLHE.
2. HEFCE Circular letter 28/2012 stated that 2013 would be a transition year in which further education colleges (FECs) should begin preparations to administer and fund the survey themselves in 2014. During this transition year, HEFCE will pay the full costs of the survey for the first tranche for leavers between 1 August and 31 December (the survey conducted in April 2013), and subsidise the cost for the second tranche for leavers between 1 January and 31 July (the survey conducted in January 2014) at a rate of 50 per cent. The survey will be conducted as usual by our contractors, I-Graduate. After both tranches, in July 2014, HEFCE will invoice each college for 50 per cent of the total cost of the second tranche. This will amount to approximately £5 per eligible student.
3. From March 2014, further education colleges will be expected to fully fund and administer the survey for themselves. We hosted a roundtable event in January 2013 and invited a number of FECs to discuss the options for administering the survey, including informing them of the development of a ‘framework’ (or preferred list of contractors). Using contractors from the framework will enable colleges to contract out the survey administration should they so wish, thus benefitting from using providers familiar with administering the survey who can achieve economies of scale. The options available for conducting the DLHE survey are outlined below. Read more...
Date: du 29-05-2013 au 31-05-2013
Organisation: sous le patronage du Ministère de l'Education de la République de Namibie, avec le soutien du Ministère de l'Information et des Technologies de la Communication (TIC)
Répondant aux besoins de mise en réseau du secteur panafricain du eLearning et de l'éducation à distance, la conférence annuelle eLearning Africa est le lieu de rendez-vous principal pour les utilisateurs et professionnels d'Afrique et du monde entier.
Les participants sont des décideurs et des professionnels de haut niveau venant des trois secteurs clefs de la mise en œuvre du eLearning et de l'innovation: l'éducation, l'entreprise et le secteur public.
La conférence est bilingue anglais et français. Elle comprend des sessions plénières avec des experts de renommée mondiale, de plus petites présentations et des sessions à thème précis ainsi que des démonstrations pratiques et des débats sur des matières spécifiques. Elle offre également de nombreuses opportunités de networking (mise en réseau) informel où les usagers partagent leurs expériences, leurs idées, informations et perspectives.
Placée cette année sous le signe de la Tradition, du Changement et de l'Innovation, la Conférence eLearning Africa 2013 explorera les différentes expériences, les projets mis en place, les investissements consentis, les politiques menées, les partenariats entrepris de même que la recherche, autant de points qui façonnent le paysage de la formation et de l'apprentissage du continent Africain.
Les nouvelles technologies couplées à un esprit visionnaire tendant à l'amélioration de la vie modifient déjà profondément nos méthodes d'apprentissage et de travail, nos manières de jouer et de penser. Comment les jeunes Africaines et Africains façonnent-ils leurs identités, comment se meuvent-ils dans les nouveaux espaces éducatifs, à l'aide de ces nouvelles technologies ? Comment les universités, les gouvernements et le secteur privé collaborent en vue de développer une culture de l'innovation sur le Continent ? Les nouvelles technologies sont-elles fondamentalement attentatoires à la tradition ou sont-elles, au contraire, à même d'ouvrir un espace où la numérisation de la tradition est possible?
Les trois entrées thématiques suivantes structurent le programme:
A- Le présent : innovation et apprentissage sous le ciel africain
B- Le passé : les riches traditions et héritages d'apprentissage africains
C- Le futur de l'apprentissage en Afrique
Les principaux conférenciers sont:
- Donald Clark, UfI (University for Industry), Royaume-Uni
- Prof Dr Johannes Cronje, Cape Peninsula University of Technology, Afrique Du Sud
- Mark East, Microsoft, Royaume-Uni
- Mark Kaigwa, Partner, Afrinnovator, Kenya
- Prof Sugata Mitra, Newcastle University, Royaume-Uni
- Mark Pilgrim, NComputing, Royaume-Uni
- Prof Kwesi Kwaa Prah, Director of the Africa-wide Centre for Advanced Studies of African Society (CASAS), Afrique Du Sud
- Stewart van Graan, Dell Southern & Central Africa.
These organizations will be reviewed at the June 10-11, 2013 meeting of the Council for Higher Education Accreditation (CHEA) Committee on Recognition. Third-party comment must be received in the CHEA office no later than May 10, 2013 and may be submitted by mail, fax or email to:
Council for Higher Education Accreditation
One Dupont Circle, NW, Suite 510, Washington, DC 20036
Phone: 202-955-6126 - Fax: 202-955-6129 - Email: email@example.com
Western Association of Schools and Colleges Accrediting Commission for Community and Junior Colleges.
National Recreation and Park Association Council on Accreditation of Parks, Recreation, Tourism and Related Professions.
New England Association of Colleges and Schools Commission on Institutions of Higher Education.
The Committee on Recognition meeting will take place at One Dupont Circle, Level 1B in Conference Room A.
CHEA recognition review includes an opportunity for parties independent of the accrediting organization under review to comment on whether the organization meets the CHEA recognition standards. Third-party comment may be either oral or written and is limited to the accrediting organization's efforts to meet the CHEA recognition standards. This may include commentary from many different sources, such as other accrediting organizations, institutions and programs, or professional or higher education associations. The comments will assist the CHEA Committee on Recognition as it considers the applications for recognition. A list of the committee on recognition members is provided here.
CHEA staff will review any third-party comment to assess its applicability to the recognition review. As provided in the 2006 and 2010 CHEA Recognition Policy and Procedures, third-party comments are reviewed by the CHEA Committee on Recognition.
"THIRD-PARTY COMMENT. Third-party comment may be either oral or written and is limited to the accrediting organization's efforts to meet the CHEA recognition standards. All third parties requesting the opportunity to make comment related to an accrediting organization's recognition review are to notify CHEA staff and provide the names and affiliations of the persons requesting the opportunity to make third-party comment and a description of the organization(s) they represent. CHEA staff will review third-party requests for oral or written comment for completeness and applicability to eligibility and recognition standards.
Third parties who wish to appear for oral comment before the CHEA Committee on Recognition are to provide an outline of the proposed oral comment. Where in the judgment of the Committee doing so may be useful, the Committee may invite third parties to appear before the Committee. The accrediting organization will receive the outline of the proposed oral comment of third parties invited to appear. Accrediting organizations will have the opportunity to review and respond to proposed oral comment.
Third parties wishing to make written comment are to provide the text of the third-party comment. After review by CHEA staff, written comment will be provided to the Committee and the accrediting organization. Accrediting organizations will have the opportunity to review and respond to written comment.
Third parties are to provide an outline of their oral comment or the text of their written comment in sufficient time to provide for review by CHEA staff, review and response by the accrediting organization, and for the outline or text to be provided to the Committee.
CHEA staff will notify all concerned parties of the location, date, and time of the public presentation."
Call for Participation in the Rankings in Institutional Strategies and Processes (RISP) project
The European University Association (EUA) has issued to call to participate in an online survey in the context of the Rankings in Institutional Strategies and Processes (RISP) project.
In the perspective of its recently launched project entitled “Rankings in Institutional Strategies and Processes” (RISP), the – together with its partners the , the and the - aims to analyze the impact of rankings on institutional decision-making. This represents the first pan-European study of the influence of rankings on European universities.
An increasing number of university rankings are being published every year, and there is a growing consensus that rankings are becoming a part of the higher education realm. All higher education institutions are invited to participate in completing a survey by 17 June 2013.
To fill in the survey, follow this .
For more information, follow this
Thor Rutgersson, 30, is a writer on adult education, whose themes range from study guides to theories and ideas about the future of non-formal adult education. At the moment he works as an Activity Developer in the Workers´ Educational Association (Arbetaras Bildningsförbund, ABF). His duties include planning and organising learning activities for the Association´s member organisations. Read more...
Attention has clearly focused on helping young people remain in, and return to, education and training through work-based learning routes. Building on their joint work in the last decade, countries have advanced in setting up qualifications frameworks and devising approaches to assure quality in VET, but much work is still in the planning stage. More attention to the professional development of VET staff, better monitoring of VET labour market outcomes, and considering incentives where appropriate, could help progress in the coming years. Download Trends in VET policy in Europe 2010-12.
This is the mid-term review of progress towards the 22 short-term deliverables defined in the Bruges communiqué of 2010. The current slow economic development and high unemployment in the EU have increased the need for policies that have a real impact in the short term. The pressure to address high unemployment, especially high youth unemployment, in several countries, is growing. Investment in skills is a challenge in times of tight budgets but the policy agenda in Europe, and in other countries such as the United States, has put more labour market relevant (vocational) education at the centre of strategies for long-term economic success and competitiveness. Vocational education and training at all levels is at the core of Europe’s response to the economic crisis. Skills are also critical in addressing the consequences and challenges of an ageing labour force and rapidly changing skill needs, as well as an important facet of the strategies to develop a greener and sustainable economy.
Vocational education and training (VET) for young people and adults is an essential part of the Europe 2020 strategy. Traditional distinctions between vocational, general and higher education are blurring because of the strong vocational component of the last. VET also contributes to innovation and entrepreneurship. Despite high unemployment and weak prospects for economic growth in some countries, labour market bottlenecks are already visible for some occupations. Even in countries still in recession, unemployment coexists with unfilled vacancies, indicating structural imbalances between skills supply and demand. VET and work-based learning are attractive options for acquiring labour market relevant qualifications closely matched to needs. They serve the needs of citizens, enterprises, and society by easing access to the labour market and providing opportunities to update individuals’ skills and competences. This goes hand-in-hand with the need for flexible education and training paths that offer opportunities for, and allow combining, different types and levels of education and training throughout life.
In 2002, in Copenhagen, under the Lisbon strategy and as a parallel to the Bologna process for higher education, ministers responsible for VET in the EU, EEA-EFTA and candidate countries, the European Commission and social partners agreed on priorities for VET. The core intentions were to improve lifelong learning opportunities and mobility between Member States in a single European labour market. The process of coordination that followed has supported Member State cooperation and has become a catalyst for modernising VET systems across Europe.
The Bruges communiqué in 2010, in line with the Europe 2020 strategy and the policy priorities for VET, combines a long-term perspective with short-term measures. Pursuing short-term deliverables requires immediate action and it is important to follow developments closely; as before, Cedefop and ETF have been entrusted with this task.
This report analyses progress towards the short-term deliverables. The synthesis report indicates the overall trends and the progress of Member States. Separately published country fiches, concise information on VET systems, and statistical indicators, to be published in the beginning of 2013, will complement the report and provide further, specific data which will allow policy makers to consider concrete actions for development. I hope that this mid-term review of progress, 10 years after the cooperation on VET was launched, can inspire European and national policy-makers and pave the way for policies and practices in the years ahead. Christian F. Lettmayr Acting Director.
Attractive, open, modern and inclusive vocational education and training (VET) is a pillar of knowledge economies. Dealing with the economic crisis, and the long-term challenges that Europe faces, requires investment in people’s skills: VET is an important part of that investment. In Europe, about half of all jobs require a medium level qualification, primarily acquired through VET.
There is no single European VET system. VET is very diverse and the variations in systems, providers, regions, and sectors make comparisons challenging. Complicated governance structures that affect the consistency and complementarity of policies make it difficult to point to single policies to tackle or alleviate problems. The merit of any particular policies must always be assessed taking into account the unique features of a country's VET system and the socio-economic context.
Since 2002, European countries have worked jointly on common priorities for vocational education and training in the ‘Copenhagen process’. The second phase of that process started in 2010 and supports the Europe 2020 agenda. The Bruges communiqué combines the long-term vision for 2020 with a commitment to implement a series of actions (short-term deliverables, or STDs) by 2014. This report reviews what countries have done since 2010 to implement these STDs.
Europe has done a lot to make VET more attractive, not just since 2010 but also before. Education and career fairs with a VET focus take place in all countries and skills competitions are held in most. Activities to familiarise young people in compulsory education with VET have been stepped up, in several cases using simulated or real business experience or work-experience/‘tasters’. Several countries have also introduced campaigns to encourage enterprises to provide or invest in VET.
Improving mobility and recognition of skills and competences, within and across Europe's diverse VET and labour markets, requires trust. A common approach to quality assurance in VET helps create this trust. In line with the relevant recommendation (European Parliament; Council of the EU, 2009b), the majority of the countries had devised a national quality assurance approach or were working towards this aim by 2011. They are also progressing towards a national quality assurance framework for VET providers, an objective for 2015 set out in the Bruges communiqué.
Key competences and basic skills provide the foundation for lifelong learning and career development. Including key competences in the level descriptors of national qualification frameworks (NQFs) helps to make them visible. Across Europe, they are part of IVET curricula. In two out of three countries, opportunities to improve underdeveloped key competences already existed before 2010; in those where this was not the case most are taking steps to create such opportunities. In some countries, however, foreign language learning remains an area of concern.
Work-based learning and, more specifically, apprenticeship have a long tradition in many European countries. The trend to reinforce work-based learning and to (re)introduce apprenticeship, which became apparent before 2010, has continued. Ensuring that work-based learning is of high quality, labour market relevant and accessible, is a high priority. Cooperation between the VET and employment authorities as well as social partners is common at different governance levels. Areas where progress appears slow are policies and services to support cooperation between VET and enterprises for professional development of teaching staff.
Although data on graduate transition and employability in their early career are collected in many countries, only about half report using the data systematically to inform VET provision. Monitoring can also help to support at-risk groups’ participation in VET by identifying which groups partake the least and providing more background on why this is the case. Despite these potential benefits, using monitoring to support VET participation for at-risk groups is absent in many countries and is an issue that requires more attention in the coming years.
Lifelong learning plays a crucial role in the knowledge economy and individual countries; actions to support it have been at the core of joint work on common priorities since 2002. Improving lifelong learning and labour mobility requires that qualifications are comparable with each other and across borders. The aim of the European qualifications framework (EQF), endorsed in 2008, is exactly this. Most countries have decided to develop national qualification frameworks as a basis to link up to the EQF. Since early 2010, NQFs based on learning outcomes have developed dynamically across Europe, with 29 countries developing or having designed comprehensive NQFs; seven of these have entered early operational stage and four have implemented them fully. As well as ensuring qualification transparency, NQFs are sometimes seen as a regulatory tool, as instruments to make education and training more coherent, or as a way to reinforce permeability and lifelong learning.
Making sure that knowledge, skills and competences acquired in work or elsewhere are valued has been part of European policy since 2001, but only a minority of countries had a highly developed system to validate non-formal and informal learning by 2010. In many countries, validation focuses on easing access and progression to education and training, rather than on acquiring qualifications; where this is the case, validation is often limited to VET qualifications.
More than half of the countries stimulate participation in adult learning by making access to VET easier and ensuring that learning outcomes or qualifications are valued in subsequent training and on the labour market. Most countries also encourage learning through suitable time arrangements, accessible learning venues, and good opportunities for combining learning with family obligations.
Guidance and counselling services support people in making educational and career choices and managing career transitions. Most countries have set up forums or platforms to coordinate guidance policies and provision, or integrated guidance in their lifelong learning strategies. To improve accessibility, countries have put in place, or further developed, web-based guidance. Attention to further development of counsellors’ competences has increased but a practitioners’ competence framework is not yet a reality in many countries.
Countries have committed themselves to promoting internationalisation and removing mobility obstacles, but few have set specific targets to increase mobility. Most learning mobility in VET is enabled through European programmes and (co)funding. Evidence on mobility outside European initiatives is difficult to capture. Crediting experience acquired during VET abroad is on the rise. The European credit system for VET (ECVET) supports borderless lifelong learning through the possibility to transfer and recognise learning abroad and by allowing people to build qualifications based on knowledge and skills acquired in different national contexts. As well as supporting cross border mobility, ECVET has also gained relevance for national and regional mobility. Countries are moving forward by revising standards and curricula and modularising, but few are ready to implement ECVET soon.
Creativity and innovation drive new ideas and support competitiveness and economic growth but the role and contribution of VET tends to be neglected. Activities focus on promoting creativity and innovation through competitions open to VET learners and institutions. While embedding innovation and creativity strategically into VET is becoming more popular, progress in including VET in national innovation strategies appears slower. Although knowledge exchange platforms exist in half of the countries in 2012, progress has been limited. Strategies to ensure VET relevance, by enabling learners to use innovative technology through cooperation with business and industry, tend to be more common.
Entrepreneurship drives business creation but, as a general mindset, it supports problem-solving and innovative skills which are useful in daily life as well as in different working environments. VET or lifelong learning strategies that promote entrepreneurship skills and appropriate learning methods were already in place in most countries before 2010. Entrepreneurship strategies that consider VET, however, tend to be more recent or are still in the pipeline. Progress is limited in developing services that help VET strengthen ties with the business world and in guidance and counselling strategies supporting entrepreneurship.
Europe missed its 2010 target to limit the share of Europeans who leave education and training with low or no qualifications. Alarmingly high youth unemployment has increased the pressure to take action. Governments have been invited to set national targets and several received specific recommendations from the Council to reduce early leaving from education and training. In line with earlier trends, measures focus on (alternative) work-based learning options to motivate young people to stay in education and training and on easing transition into VET. Some countries are also developing modularised approaches. Guidance and mentoring, and other forms of learner support, are important parts of the package. Incentives for learners and their families to remain in VET, and for enterprises to provide training or employment, are widespread. Second chance options are also widely available. One option to address early leaving remains relatively unused: incentives for VET institutions to prevent drop out.
Low-skilled and other at-risk groups face barriers to learning and risk being trapped in low-skilled jobs, low employability and, in some cases, unemployment. Countries have progressed in opening up learning opportunities for low-skilled and other at-risk groups, but focus is needed, as many actions and initiatives are only in the preparation phase. Most countries pay specific attention to learners with migrant backgrounds by providing opportunities to learn the host country language. Using ICT to support groups at risk in gaining access to VET is an area where progress appears limited. Few countries have an ICT strategy or digital agenda that considers at-risk groups.
Progress is visible in several areas, notably in EQF/NQF implementation, European quality assurance reference framework for vocational education and training (EQAVET), work-based learning, and reducing early leaving from education and training, but many policy measures are still in the planning stage. Areas where there has been less action so far require further attention, such as monitoring labour market outcomes and informing VET provision, using incentives, and the professional development of teachers and trainers. European tools and principles will need to interact and become more coherent to benefit European citizens fully.
In 2014, Cedefop will review achievements in the short-term deliverables and progress towards the strategic objectives of the Bruges communiqué. Maintaining momentum will be key to achieving the goals.
EUNEC, the European Network of Education Councils, comments on the set of policy recommendations published by the European Commission on 20 November 2012 in order to reinforce the cooperation between EU Member States and give a new impetus to education policy in the EU Member States. The recommendations of EUNEC focus on the most important part of the proposal, the Communication ‘Rethinking education: Investing in skills for better socio-economic outcomes’.
Link: EUNEC statements on the European Commission Communication ‘Rethinking education'.