25 February-2 March 2013, Ireland
The National Adult Learning Organisation (AONTAS) believes that all adults in Ireland should have equal access to learning opportunities. Adult learning has a hugely important role to play in the economic and social future of Ireland. Adult learners and adult learning centres do vital work on a daily basis. The nationwide Adult Learners' Festival is about

• Celebrating adult learning and the achievements of adult learners
• Showcasing the work of adult education providers
• Promoting the work of AONTAS and the adult education sector
• Ensuring that adult education is placed firmly on the political agenda

If your organisation would like to become involved in the 2013 Festival, please contact AONTAS by e-mail: klaing@aontas.com. More information on the festival here.
The STAR Awards are about recognising and celebrating the invaluable collaborative work undertaken by adult learning initiatives in our communities. In the current climate it's even more important that we continue to showcase the value of the sector in responding to the needs of individuals, communities, society and the economy. The STAR Awards application process will open in early September 2012 so get your thinking hats on for great and innovative adult learning projects that you could nominate for 2013. More information here.

Text: Francesca Operti. Encouraging a discussion between education and development stakeholders on the challenges and opportunities for non-formal adult education: this was the aim of the advocacy workshop organised by International Council of Adult Education (ICAE), the European Association for Education of Adults (EAEA) and dvv international.
EAEA, ICAE and dvv international Advocacy Workshop The event was titled "Meeting the challenge: Skills Development and Adult Education in the informal sector" and was held on the 4th December at the EAEA premises, Brussels. By gathering representatives from the European Commission (DG EAC and the DG ENLARG), the EESC, the European Parliament and NGOs, the event was successful in initiating a dialogue among actors from different levels.
Alan Tuckett: AE and LLL in Global Perspective
Participants benefitted from an inspiring introduction given by Alan Tuckett - President of ICAE. On one hand he reported on the initiatives undertaken by the UN in the last decades and the challenges which unfortunately still exist; on the other hand he described the ICAE´s priorities and commitments towards the current situation. Mr Tuckett provoked the audience with some of the dilemmas about education in developing countries: the resistance of the idea that learning coincides with school education; the lack of funding; the weak support given to the UN Millennium Development Goals. Two case studies were then presented, with the aim to look at the challenges and similarities between two very different geographical regions.
Sonja Belete: Integrated Women Empowerment Programme
Sonja Belete from the German Adult Education Association, dvv international, illustrated a model of using Adult Education and Lifelong Learning for development by presenting the "Integrated Women Empowerment Programme" (IWEP) in Ethiopia. This interesting best practice example allowed the participants to reflect on the necessity of changing some paradigms when running education programmes in developing countries´ contexts. Some fruitful actions that European stakeholders could envisage to contribute to the improvement of the dramatic situation of education in those countries were deepened as well.
Anni Karttunen: Validation in the Nordic Countries
Thanks to Anni Karttunen -Nordic Network for Adult Learning, NVL- participants had the opportunity to learn about the Validation of non- and informal learning experiences in the Nordic Countries. Having a closer look at the validation systems in Finland, Sweden, Iceland, Norway, Denmark and Greenland has been instrumental to consider possible ways of proceeding towards the recognition of skills in the developing countries and to contribute to the personal and professional growth of individuals.
Uwe Gartenschlaeger: The New BMZ-Education Strategy
The discussion was further enriched by Uwe Gartenschlaeger - dvv international, who described a concept by the German Federal Ministry for Economic Cooperation and Development (BMZ) of using education for development. Particularly interesting was the key role the Civil Society plays in the described programme. This led to think about the responsibilities each stakeholder has in the implementation of development policies. Participants´ interest in the event´s innovative approach has strengthened EAEA´s conviction that synergies among different actors are needed for tackling global challenges of adult education. The association commits itself to be the ring of conjunction among the concerned stakeholders and is planning the next event in order to create the base for further cooperation.

Throughout October, NIACE has been demonstrating the positive impact of adult learning and advancing the debate around ‘what counts as evidence'. Building on the findings of its 2012 Annual Adult Participation in Learning Survey and Valuing the Impact of Adult Learning report by Daniel Fujiwara, NIACE has organised and participated in several events, including:

• A policy roundtable on 11 October, which featured a presentation from Daniel Fujiwara on the subjective wellbeing research featured in Valuing the Impact of Adult Learning. Attendees included representatives from government departments, think tanks and local authorities.
• An input on Social Return on Investment (SROI) and impact in the UK from Penny Lamb at the Fall Institute conference on ‘Social Finance and Innovation for Adult Basic Learning: Opportunities and Challenges' in Canada. Read Penny's blog post on the conference.
• A 2-day SROI training session in Manchester, which was well attended.
• Two Making Sense seminars, in York and London, helping practitioners and heads of service to think about how they can collect effective evidence of impact.

In addition, NIACE has been working with Community Learning Trust pilots and other local authorities to enhance and demonstrate the impact of their adult learning. It has also been working with a group of Adult and Community Learning Fund projects towards accreditation for their SROI analyses; the final reports are due later this year. We will share the lessons from the projects once final.
In order to take the conversation forward, NIACE needs more examples of good practice in terms of evidence-gathering and demonstrating impact. Examples can be shared, by emailing them to jenny.sherrard@niace.org.uk.

The Draft Report from the rapporteur Doris Pack concerning EU's new programme for education, training, youth and sport was discussed in the European Parliament´s Culture and Education Committee in 19 September 2012. EAEA has published a statement regarding the Draft Report and proposed amendments in order to further improve the programme.
The Draft Report suggests renaming the programme. EAEA appreciates this, as well as the fact that Grundtvig, as well as the other sub-programmes, will continue within the new structure of the programme.
EAEA welcomes that the mobility of adult learners will be continued through the learning partnerships, which have been very successful and popular in the current programme. The Association proposes that the other two mobility schemes for adult learners, i.e. workshops and senior volunteering, will also be continued.
Adequate funding should be secured
EAEA believes that the budget increase for adult learning to 6 % is already a big improvement. Grundtvig is a programme that is the target of many groups and sectors within lifelong learning due to its non-formal nature. It is, for example, being used for young adults´ non-formal training, parents´ education as well as non-formal teachers´ training. Adequate funding is therefore crucial. In order to secure this funding, EAEA proposes to match at least the percentage for Youth, i.e. 8.3 %.
EAEA understands that the training for unemployed people remains the main task of national unemployment services and the European Social Fund, but believes that the transfer of innovation in this field should remain an important issue for the Lifelong Learning Programme.
More recognition to civil society organisations
EAEA is still sceptical about the ‘sustainable systemic impact´ that the programme is aiming for. Focusing too much on the systemic level can have an adverse effect and impede a broader participation. Indeed, smaller projects may not have a systemic impact but they do have greater qualitative individual, organisational and societal impacts, especially projects aimed at social inclusion and active citizenship. Civil society organisations should be recognised as agents of social change and innovation and their projects should not be hindered because their impact is not directly measurable.
EAEA regrets that operational grants are restricted to the Youth sector. The argument that for the continuity of the youth sector, it is crucial to ensure that youth NGOs receive also in future operating grants for their work in the field is just as true for the lifelong learning sector. Currently, operating grants for European associations are administered under Jean Monnet, key activity 3. EAEA would also like to see a stronger involvement of civil society in the planning, implementation, monitoring and evaluation of the programme as well as the European Civil Society Platform on Lifelong Learning (EUCIS LLL) directly mentioned as a reference civil society partner in the framework of a regular dialogue in education & training.
Related file: 2012_Statement_LLLP2.

Investing in Higher Education: from rhetoric to reality for part-time and mature students.
Conference to be held at Friends House, 173—177 Euston Road, London, NW1 2BJ, on Wednesday 28th November 2012, 10.00am - 4.00pm
The aim of this conference is to explore the impact of recent changes in government policies on students, institutions and employers. Will the benefits be worth the investment? To what extent is the student voice incorporated into strategic development? The day will provide an opportunity to hear about the latest research relating to part-time and mature students in higher education, with further perspectives given by individual institutions, employers and students.
Programme
10.00am Arrival, registration and coffee
10.30am Welcome and introduction to the day: Pauline McManus, University of Warwick
10.35am Never too late to learn: Debbie McVitty, NUS & Katy Morris, Million+
11.15am Expanding and improving part-time higher education: Deborah Beck, Department of Business, Innovation and Skills
12.00pm The student experience: contributions from a panel of students
12.30pm Lunch
1.15pm An employer perspective: John Sidney, Sellafield
1.45pm UUK’s study of part-time students: Fiona Waye, Universities UK
2.15pm When is a door not a door?:An institutional perspective on new funding arrangements for part-time students: Liz Marr, Open University
2.45pm Tea
3.15pm Panel discussion
4.00pm Depart
Fee (inclusive of lunch and refreshments): UALL members £80.00 Non UALL members £100.
UALL 2012 AGM And Seminar, London: 29 November - Programme
The UALL 2012 AGM and Seminar is taking place at the Russell Hotel, Russell Square, London on Thursday, 29th November.  The title of the seminar is on Part-time Higher Education: Access in the new fees regime.  The keynote speakers are Professor Les Ebdon in his new role as Director of the Office for Fair Access and Professor Claire Callender, Professor of Higher Education Policy at Birkbeck, University of London. The programme for the day can be found here.
To register, please complete the booking form.

Online consultation on the Review of the 1976 Recommendation on the Development of Adult Education
To support the follow-up and monitoring at the International level of the Belém Framework for Action, UNESCO and its structures were requested by the 6th International Conference on Adult Education (CONFINTEA VI)  “to review and update, by 2012, the Recommendation on the Development of Adult Education adopted in Nairobi (1976).” The 1976 Recommendation represents the key normative instrument on adult education, providing guiding principles and a global approach for promoting and developing adult education in UNESCO Member States. Conscious of the fact that to be successful this revision and update process requires support from key stakeholders and actors in adult learning and education world-wide, including representatives from governments, civil society, research institutions and national, regional and international networks, UIL is organizing an online consultation forum from 24 September to 5 October, 2012.
Through the consultation the review process would benefit from the expertise and experiences of a broader spectrum of individuals and institutions working for the development of adult learning and education.
To participate in this consultation you need to be subscribed to the Google group monitoringbfa(at)googlegroups.com You will subsequently receive an e-mail with more background information, including access to relevant documents and all necessary details on this online forum.

AGEFOS PME publie les actes de la Rencontre nationale AFDET – AGEFOS PME « Quelles ambitions pour la formation des adultes dans la société du XXIe siècle ? »
Retrouvez l'intégralité des riches échanges des 17 et 18 janvier derniers, au Conservatoire national des arts et métiers (CNAM), entre les 500 personnes présentes sur les 2 jours de la 1ère Rencontre nationale Emploi-Formation 2012. Téléchargez l'intégralité des actes. En savoir plus
Mardi 17 Janvier
Mot d’accueil par le Recteur Christian FORESTIER – Administrateur général du CNAM
Ouverture par Jacques LAIR – Président de l’AFDET et Jean-Philippe LEROY – Président AGEFOS PME
Intervention de Anne-Sophie GROUCHKA – ancienne Directrice de cabinet de Nadine MORANO – Ministre en charge de l’apprentissage et de la formation professionnelle
Quelles finalités pour la formation continue et pour quels publics ?
Introduction : Yves LICHTENBERGER – Professeur des Universités
Table ronde (Animateur : Gilbert AZOULAY – journaliste)

• Quels sont les enjeux sociétaux et économiques ?
• Quels sont les objectifs de la formation continue : emploi, compétitivité, épanouissement personnel, citoyenneté ?
• Y a-t-il eu un déplacement des objectifs depuis la loi de 1971, celle-ci a-t-elle tenu ses promesses ?
• Quels publics prendre en compte (salariés, demandeurs d’emploi, jeunes, adultes) ?
• Quelles prestations (formation, conseil, bilan, positionnement, certification, etc.), quels contenus ?

Intervenants :

• Gérard CHERPION, Député
• Jean-Paul DENANOT, Président de la Commission Formation de l’Association des Régions de France, Président du Conseil Régional du Limousin-
• Jean-Marc HUART, Sous directeur des lycées et de la formation professionnelle tout au long de la vie
• Stéphane LARDY, FO
• Bertrand MARTINOT, Délégué Général à l'Emploi et à la Formation  Professionnelle
• Eric PIOZIN, Adjoint au Directeur Général pour l'Enseignement Supérieur et l'Insertion Professionnelle
• Jean-Michel POTTIER, CGPME

Mercredi 18 Janvier
9h00 Comment optimiser la réponse aux besoins ?
Introduction : Jean-Luc FERRAND – Professeur au CNAM
Première Table ronde (Animatrice : Françoise AMAT – Secrétaire Générale du Conseil National de la Formation Professionnelle Tout au Long de la Vie)

L’évolution de l’offre de formation continue : conditions de l’efficacité

• Quels acteurs sur le marché de la formation tout au long de la vie ?
• Quelles réponses aux besoins des différents publics ?
• Le système est-il organisé ?
• Quels intermédiaires structurent l’offre de formation ?
• Le marché laisse-t-il de côté des publics ? Quels sont ses effets sur la promotion sociale ?
• Quelle place, quelle spécificité du service public de la formation tout au long de la vie ? Doivent-elles/peuvent-elles évoluer ?
• Comment peut s’opérer la régulation du système ?
• Quelle place respective pour l’État et pour les régions ?

Intervenants :

• Paul DESAIGUES, CGT
• François FALISE, Fédération Française du Bâtiment
• François HOMMERIL, CFE-CGC
• Gérald LEFEVRE, Président du Groupement des Acteurs et Responsables de la Formation
• Catherine BEAUVOIS, Directrice adjointe de la direction de l'orientation et de la formation professionnelle à Pôle emploi
• Francis PETEL, CGPME
• Robert PIERRON, Conseiller technique au Conseil Régional d’Aquitaine

L’évolution de l’offre de formation continue : pratiques d’aujourd’hui, pratiques de demain

2^e Table ronde (Animateur : Bernard LIETARD – Professeur honoraire au CNAM)

• Quelle évolution des contenus, des démarches en formation continue ?
• Quelles nouvelles formes pédagogiques pour la formation continue : le e-learning remplacera-t-il l’enseignement présentiel, les stages… ?
• Secteur marchand, secteur public, mêmes réponses ou une nouvelle répartition des rôles ?
• Éducation ou formation, un même métier ?
• Jeunes, adultes, une même pédagogie ?
• Quelle évaluation ?
• Comment promouvoir la qualité de la formation continue ?
• Peut-on imaginer l’instauration d’un contrôle qualité ?

Intervenants :

• Pierre ALIPHAT, Délégué Général de la Conférence des grandes écoles
• Philippe CAÏLA, Directeur Général de l’AFPA
• Éric FAVEY, Secrétaire général de la Ligue de l’Enseignement
• Jean-Marie FILLOQUE, Président de la Conférence des directeurs des services universitaires de formation continue
• Jean-Yves LEDOUX, Président de l’Association des Délégués Académiques à la Formation Professionnelle Initiale et Continue, des Délégués Académiques à la Formation Continue
• Jean WEMAERE, Président de la Fédération de la Formation Professionnelle

Comment relever les futurs enjeux de la formation tout au long de la vie ?
Introduction : Christian FORESTIER – Administrateur général du CNAM

Table ronde (Animateur : Stéphane BECHAUX – Journaliste)

• Comment la formation continue peut-elle répondre aux attentes des individus aux différentes étapes de leur vie ?
• L’individualisation des parcours de formation et la sécurisation des parcours professionnels ne conduisent-elles pas à terme vers un statut de l’Actif ?
• Peut-on/doit-on situer l’offre de formation professionnelle continue dans le cadre de l’éducation permanente ?de la promotion sociale ?
• Comment orienter les adultes ?
• Faut-il repenser la formation initiale et l’organiser dans la perspective de la formation tout au long de la vie ?
• À quelle condition l’éducation de base peut-elle être continuée ?
• Quelle place et quels rôles pour les partenaires sociaux ?

Intervenants :

• George ASSERAF, Président de la Commission Nationale de la Certification Professionnelle
• Yves ATTOU, Président du Comité Mondial pour les Apprentissages Tout Au Long de la Vie
• Anne FRAÏSSE, Vice-présidente de la Conférence des Présidents d’Universités
• Audrey FRITH, Directrice de l’European Civil Society Platform on Lifelong Learning – Bruxelles
• William MAROIS, Recteur de l’Académie de Créteil
• Francis PETEL, CGPME
• Jean-Pierre THERRY, CFTC

Paroles de clôture : Intervention de Jean-Luc CENAT – Président du Conseil d’Orientation de l’AFDET et Philippe ROSAY – Vice-président AGEFOS PME. Téléchargez l'intégralité des actes.

Centre d'Information et d'Orientation de Saint-Quentin, 38 bis Boulevard Gambetta, 02100 Saint-Quentin. 03 23 64 27 77. Contact: ce.0020085g@ac-amiens.fr.
Prestations Adultes
Validation des Acquis de l'Expérience (VAE).
Conseillers VAE : Claire Obeler (en charge du Point Relais Conseil), Corinne Bellet.
Validation des Acquis de l'Expérience (VAE)Transformez votre expérience en diplôme!
La VAE permet de faire valider les acquis de son expérience en vue d’obtenir autrement que par la formation, une certification (diplôme, titre professionnel, certificat de qualification). Elle  s’adresse à tous sans condition d’âge, de niveau ou de statut que vous soyez avec ou sans qualification reconnue, désirant en acquérir une, la compléter ou l'adapter. Votre activité, qui doit être (ou avoir été) en rapport avec le diplôme ou titre à finalité professionnelle pour lequel la demande a été déposée, peut avoir ou non été continue, à temps plein ou temps partiel.
Bilan de compétences.
Conseillers Bilan : Sylvie Pruvot-Seguy, Romain Hannier, Michel Amiri
Espace bilan de SAINT-QUENTIN - CIO 38 bis, boulevard Gambetta 02100 SAINT-QUENTIN. Tel 03.23.64.27.77.
Espace Bilan CIO GRETALe bilan de compétences permet à un salarié de faire le point sur ses compétences, aptitudes et motivations et de définir un projet professionnel ou de formation.
Réalisé par un prestataire extérieur à l’entreprise, selon des étapes bien précises, le bilan de compétences peut être décidé par l’employeur ou mis en œuvre à l’initiative du salarié, dans le cadre d’un congé spécifique.
Le bilan sert à:
- analyser ses compétences professionnelles et personnelles,
- définir un projet professionnel,
- vérifier ses aptitudes et motivations par rapport à ce projet,
- prévoir les principales étapes de la mise en œuvre du projet,
- envisager la meilleure stratégie de réalisation. C’est une démarche volontaire et active, accompagnée en toute confidentialité par les conseillers des Espaces bilan.
Un cadre réglementaire précis définit le bilan de compétences ou le bilan professionnel. Pour les salariés du secteur privé, c’est la loi 91-1405 du 31 décembre 1991 et celle du 4 mai 2004. Pour les agents de l’Etat, c’est l’arrêté du 7 janvier 1997 et pour les personnels de la fonction publique hospitalière, c’est le décret du 1er août 2003. En général, le droit au bilan de compétences peut s’exercer dans le cadre du congé bilan, du plan de formation ou du droit individuel à la formation
Les conditions dans lesquelles les fonctionnaires de l’Etat peuvent bénéficier d’un bilan de compétences sont précisées par le décret n° 2007-1470 du 15 octobre 2007 (JO du 16).