By Paul Davidson. Students today demand choice and New Brunswick’s universities offer tremendous diversity and quality across the disciplines. In focus, languages, geography and size, they offer the choice in programs and experiences that allow students to find their best pathway to a rewarding career – be they from New Brunswick or New Delhi. More...
By Paul Davidson. In every recession we see shifts in employment outcomes for graduates that rebound as conditions improve. But even recent graduates coming out of a degree program in the midst of the economic downturn are faring very well in the labour market today. Statistics Canada’s 2013 National Graduate Survey reveals that just three years after completion well over 90% of bachelor’s graduates are employed – and almost 85% in full-time jobs. Their average income is some $53,000 – effectively at the outset of their careers. The unemployment rate for these recent graduates was just 5%. More...
Eight early career researchers from Bulgaria, Croatia, the Czech Republic, Poland, Romania, Russia and the Slovak Republic have been named as the successful Group of Eight European Fellows for 2015. Each fellow will receive benefits worth up to AUD 20,000 to travel to Australia and work at a Go8 university for up to six months.
The Go8 European Fellowship scheme began in 2007. It recognises the importance of international contacts for early career researchers and plays an important role in building Go8 research partnerships in Europe.
File: go8_media_release_-_go8_european_fellowship_recipients_for_2015.pdf (228.15 KB). More...
By Andrew Trounson. LEVYING a tax on university fees is a better way to limit the risk of excessive price increases in a deregulated market compared with capping prices or loans, according to sector expert David Phillips.
Education Minister Christopher Pyne is understood to be giving serious consideration to proposals from Mr Phillips and economist Bruce Chapman to charge a progressive tax on university fee increases above set thresholds. The details of how such a system could work are likely to be included in submissions to the latest Senate inquiry into higher education.
The tax is aimed at addressing concerns that cheap HECS loans and status seeking could drive up fees excessively under deregulation. More...
QAA has announced that its next overseas review will take place in Cyprus, Greece and Malta.
Over 630,000 students study for a UK higher education qualification outside the UK, and QAA is committed to protecting the interests of these students wherever in the world they are studying.
To achieve this, QAA takes an in-depth look each year at a country or region with a significant amount of UK transnational education (TNE). Over 20,000 students study on a UK higher education programme across Cyprus, Greece and Malta. More...
QAA has opened a consultation on revised guidance for higher education providers that recruit international students.
The guidance focuses on some of the expectations set out in the UK Quality Code for Higher Education that are particularly relevant for providers when considering the needs of international students.
It identifies a series of steps providers can take to create the best UK learning experience for international students - from recruitment through to graduation.
The consultation is open until 13 March 2015. More...
New guidelines on higher education standards could come into force next year if approved and adopted by the European Higher Education Area (EHEA) Ministerial Meeting in May 2015.
The 'Standards and Guidelines for Quality Assurance in the European Higher Education Area' sets standards for institutions, external quality assurance and the agencies that carry out this work across Europe.
The revised guidelines (opens in new window) state that external quality assurance processes should be reliable, useful, pre-defined, implemented consistently and published. Quality assurance agencies should be independent, have an established legal basis, and ensure the involvement of stakeholders in their governance and work. More...
Building Bridges Together Between HE and VET: Diversity in Learning - Istanbul, Wed 03 - Fri 05 June 2015
Learning processes today are changing. Lifelong learning includes a combination of formal, informal and non-formal learning. In order to value and recognise different learning outcomes, universities as lifelong learning institutions have a significant role in creating links with different actors and bridges between different sectors and stakeholders.
Sub-topics: (1) Connecting VET and HE; (2) Diversity in Learning; (3) Partnership in review.
The CALL FOR ABSTRACTS is now out. Do not miss the opportunity to joining us!
Read more about eucen's next Annual Conference in the event's website!
EUCEN 2015 Conference which will take place in Istanbul at Boğaziçi University cordially invites scholars, graduate students, academics, researchers, professionals and public employees to present their research studies and success stories. The Steering Committee of EUCEN, the Scientific and the Organizing Committees have the pleasure to forward this invitation to attend the 47th International EUCEN Conference that will be held at Boğaziçi University in Istanbul, Turkey from June 3rd to 5th in 2015.
The 2015 EUCEN Annual Conference will focus on building bridges together between higher education and vocational education, diversity in learning forms and partnerships, work on the types and forms of partnerships, share the best practises and explore the changes implied by this learning paradigm shift i.e. changes for universities and changes for diverse actors.
The three days long conference in Istanbul, where the continents meet, will offer a novel approach for Lifelong Learning (LLL) by unifying societies and discussing how to develop a strong link between the actors, the concepts and the applications.
Learning processes today are changing. Lifelong learning includes a combination of formal, informal and non-formal learning. In order to value and recognise different learning outcomes, universities as lifelong learning institutions have a significant role in creating links with different actors and bridges between different sectors and stakeholders i.e. policy makers, social partners, professional bodies, VET providers, private and public sectors. Greater collaboration and engagement with different actors is crucial.
Key note presentations by different actors will be accompanied by interactive workshops on a variety of key priorities facing ULLL. Those will offer participants the opportunity to track the policies, approaches and methodologies throughout Europe and sharing good practices through case studies and researches, as well. In addition, the participants are invited to disseminate their project outcomes in posters, to promote their project development initiatives, and to make networking to create new partnerships. EUCEN conferences have always been a media for debate and exchange of ideas, and it is a good opportunity for all stakeholders to share their experiences, issues and visions.
Sub-topics of the EUCEN 2015 Conference
- Connecting VET and HE
In order to reach a competitive and sustainable economy and create an inclusive society towards the 2020 goals, connecting VET and HE through more flexible learning pathways gains importance. The collaboration should refer to current needs and anticipation of future skills and competences, employability, bridging the VET & HE programs, counselling and guidance, reduction of youth unemployment, better transitions to labour market, and better opportunities for disadvantaged groups.
What are the opportunities, threats and benefits in case of permeability and complementarity of VET and HE? What kind of new and flexible learning pathways does ULLL propose to learners? How can qualifications frameworks affect the transparency and recognition in Europe? Are ECTS and ECVET systems compatible? What would be the role of ULLL for the future needs of the labour market? How can collaboration address the issue of youth unemployment? Which new staff roles will be needed to face the challenges of individualized pathways into HE? How do Lifelong Learning Universities anticipate, manage and recognize these new roles?
- Diversity in Learning
New forms of learning are appearing within universities, in order to face diversity in learning forms, which are pedagogical development (i.e. problem solving, case reasoning, reverse learning, etc) and technological development (i.e. e-learning, distance learning, etc). Additionally, universities have also to take into account and integrate the previous learning and experience of adult learners. Besides the learning development, individual approaches and priorities are changing. The individuals need more flexible education systems and transition in between learning forms. Researches also show that new ways of teaching or facilitating learning for adults are needed.
How does ULLL manage those different types of learning? What kind of changes does ULLL need to operate on their learning provision? How are the different types of learning recognised? How do ULLLs anticipate and manage their new roles for diverse form of learning?
- Partnerships in review
In principal, all the stakeholders should work in harmony, since there is a mutual benefit in lifelong learning for individuals, for the society and for the economy. Development of human capital of lifelong learners is particularly important in the light of demographic changes; the transition between university and employment should be also well paved. However, there are discrepancies in the policies and practices in reality.
How to improve existing partnerships between education and training stakeholders as well as with other actors? Which kind of new partnerships are needed and how to enable them? What are the main issues in these partnerships? How to ensure the quality of training using these alliances?
Par Stéphanie Maurice. La génération Y fait vaciller le modèle traditionnel du recrutement, avec sa demande de transparence sur l'entreprise. Face à ce nouvel enjeu, les collaborateurs deviennent des porte-parole de la marque employeur. Voir l'article...