By EAIE. A brand new charter advocating international students’ rights has been adopted at the 24th Annual EAIE Conference.
The International Student Mobility Charter was developed in response to the significant increase in the number of students moving abroad to study and their ensuing need for improved rights and welfare.
This need was accentuated recently when more than 2000 students faced potential removal from the UK after the London Metropolitan University had its licence to teach and recruit students from outside the EU revoked. The students involved were required to find an alternative institution to sponsor them; failing this, they were told that they would have to leave the UK.
Gudrun Paulsdottir, outgoing President of the European Association for International Education highlights the issue: “With this constant increase in the mobile student population, the increasing need for qualified and educated people all over the world, and the lack of funding available for higher education on a national level, there is also an increase in incidence where students, higher education institutions and countries suffer from decisions made by partners, their governments or other external stakeholders.”
According to UNESCO, by 2025 the number of international students is expected to rise to 8 million. With such a large number of students moving abroad to study, there is a definite need for governments, education institutions, and international agencies to endorse and support a charter outlining the rights of international students.
The International Student Mobility Charter covers concerns such as equity of treatment, integration of international students, portability and continuity of funding, visas and formal requirements, quality assurance of institutions, and other important issues affecting mobile students. Developed by a working group of international higher education associations which was led by the EAIE, the charter is aimed at fostering greater endorsement from key stakeholders in international education with the overarching objective of keeping students safe and protected during their study abroad periods. A network of higher education associations officially agreed the charter during the 2012 EAIE Conference.
The EAIE encourages other institutions and associations to endorse this charter. The entire charter can be downloaded from the EAIE website.
International Student Mobility Charter
In 2010 more than 4 million students were studying outside their home countries.
According to UNESCO this number may rise to 8 million international higher education students by 2025. This globally mobile population of mainly young people seeking education represents an investment in crucial assets for sending countries, assets that are essential for future development, prosperity and welfare, when students return home with increased knowledge and skills prepared for global citizenship. For receiving countries, these students bring cultural and intellectual diversity to the institutions and the countries they visit, often representing also a source of revenue for those institutions and communities, and in some cases a source of skilled migrants’ post-education experience.
Consequently, it should be in the interest of any country to facilitate mobility in higher education. This implies that every country and higher education institution needs to recognize the complexity of mobility and have a framework of support for both incoming and outgoing students.
At the same time there is a need to secure international students’ rights and welfare. In some countries and communities, international students have suffered from discrimination on grounds of race, religion and culture, gender and have been confronted with circumstances on and off campuses, which pose a threat to their safety, dignity and security.
The demand for knowledge is global. All countries and cultures are in need of an increased level of knowledge, for many different reasons. This is a call to institutions of education, cities, regions and countries to recognize this need and to make efforts to facilitate knowledge mobility, in particular knowledge mobility linked to the global movement of students.
While respecting the integrity of education institutions, taking account of their diverse strategies and academic and national cultures and their roles in their communities, we call on governments and education institutions, as well as international agencies and associations of international education, to endorse, support and promote the following:
1. Equity of treatment
The civil and human rights of international students must be understood and protected, and measures taken by governments and higher education institutions to safeguard against discrimination.
2. Inter- cultural competences
In order to improve the quality of education and the integration of international students in the respective host country, the inter-cultural competences of faculty and staff at every level of service and education must be welldeveloped and actively applied. Such competences include recognition of one’s own cultural and national perspectives, an awareness and respect for other perspectives, and the ability to communicate successfully across cultural differences. With the same aim to enhance competences, mobile students should be given intercultural preparation and have access to advice on intercultural awareness as well as support with reintegration when they return home.
3. Integration of international students
When admitted to an education institution, international students are automatically also admitted to a country, a new community and its different culture. International students’ integration and interaction with the academic as well as the wider community needs to be actively facilitated to maximize the value for all stakeholders.
4. Opportunity to complete studies
International students should enjoy the same opportunities to complete their education, taking into account the same rules and regulations that are valid for local and national students.
5. Portability and continuity of funding
National student loans and grants should always be portable. Students on grants that cover tuition and expenses while studying abroad should be provided with safeguards against arbitrary withdrawal of their funding.
6. Student status
A student’s status in both host and home countries should be protected with safeguards against arbitrary withdrawal of study rights or temporary visitor rights.
7. Visas and formal requirements
In order to promote global student mobility and in compliance with national security priorities, transparent visa application procedures and swift processing of student visa applications are needed in all countries.
8. Information
Information on study and research opportunities, facilities and all aspects about entering and living in a respective host country should be open and easily accessible to all education seekers and other stakeholders. Students, their families, grant and student loan agencies, home institutions and schools and governments should all have easy access to relevant, adequate and accurate information, in order that students and sponsors can make informed choices and have realistic expectations.
9. Student rights support
In order to ensure quality in the provision of services for international students and to protect their rights, an independent authority both in their home and host country should be available on a local, regional or national level to which students can turn for a resolution of their legitimate problems, disputes or concerns or, if necessary, for legal advice pertaining to their studies, status and welfare.
10. Quality assurance
In order to benefit from global knowledge capacity, well-developed national and institutional quality assurance systems need to be in place. Institutions of higher education should meet agreed standards of accreditation in all aspects of their activities. Quality assurance systems should include all dimensions of international higher education - administrative, academic, extra-curricular programs and support as well as social care.

24th Anniversary Conference, ‘A Conversation on Academic Freedom: The Magna Charta Universitatum Then and Now - 1988 to 2012’, Bologna, Italy (21 September 2012).
The 24th Anniversary Conference of the Magna Charta Universitatum, will take place on 21 September in Bologna, Italy. The key objective of the conference is to stimulate debate on the role and relevance of the principles (set forth in the Magna Charta Universitatum) to higher education in the modern context.
The target audience for the event includes higher education professionals, students and policy-makers, as well as other higher education stakeholders. To find out more, please visit the conference website.

24th Anniversary Conference, ‘A Conversation on Academic Freedom: The Magna Charta Universitatum Then and Now - 1988 to 2012’, Bologna, Italy (21 September 2012).
The 24th Anniversary Conference of the Magna Charta Universitatum, will take place on 21 September in Bologna, Italy. The key objective of the conference is to stimulate debate on the role and relevance of the principles (set forth in the Magna Charta Universitatum) to higher education in the modern context.
The target audience for the event includes higher education professionals, students and policy-makers, as well as other higher education stakeholders. To find out more, please visit the conference website.

The Erasmus University Charter (EUC) provides the general framework for the European co-operation activities a higher education institution (HEI) may carry out within the Erasmus programme. It is a prerequisite for HEI to organise student mobility and teaching and other staff mobility, to carry out Erasmus intensive language courses and intensive programmes, and to apply for multilateral projects, networks, accompanying measures and to organise preparatory visits. Call for proposals EUC 2012.
Specifically, the EUC allows higher education institutions to apply for Erasmus funding to:
• Send its students for studies to HEI abroad
• Receive students for studies from HEI abroad
• Send its students for placements to enterprises and other organisations such as HEI abroad
• Send its teaching staff to HEI abroad
• Receive teaching staff from HEI abroad
• Receive invited teaching staff from enterprises abroad
• Send its staff for training abroad
• Receive staff for training from HEI abroad
• Organise Erasmus Intensive Language Courses (EILCs)
• Coordinate Erasmus Intensive Programmes (IPs)
• Coordinate Erasmus multilateral projects
• Coordinate Erasmus academic and structural networks
• Coordinate accompanying measures
• Organise preparatory visits
In addition, EUC holders may apply for the ECTS/DS label through a specific call for proposals. See the Executive Agency website for further information.
Awarded by the European Commission following a call for proposals, the Charter sets out the fundamental principles and the minimum requirements with which the higher education institution must comply when implementing its Erasmus activities.
The institution's application for an EUC includes an Erasmus Policy Statement (EPS) setting out the institution's overall Erasmus co-operation plan in coherence with the strategy defined in the mission statement of the institution and specifying the measures and actions the institution intends to introduce in order to fulfil the requirements of the Charter. The EPS should be published and given wide visibility.
Higher education institutions can apply for three different types of charters:
1. The Standard Erasmus University Charter is for institutions which wish to apply for Erasmus funding for transnational student mobility for studies, for transnational mobility activities for teachers and other staff and/or to apply for EILCs, Erasmus IPs, multilateral projects, networks, accompanying measures or preparatory visits.
2. The Extended Erasmus University Charter (Student Placements only) is for institutions which wish to apply only for Erasmus funding for transnational student mobility for placements.
3. The Extended Erasmus University Charter (Standard Charter and Student Placements) is for institutions which wish to apply for activities covered by both the Standard and the Extended University Charter (Student Placements only).
When awarding the EUC, the Commission informs the recipient institution as to whether its Charter refers to study activities or placements or both.
The EUC is awarded for the entire duration of the Lifelong Learning Programme (LLP). EUC compliance is monitored on an ongoing basis, and the Charter may in the last resort be withdrawn by the Commission if an institution fails to meet its EUC commitments.
Institutions and national authorities shall notify the European Commission without delay of any change in the situation or status of the institution which might necessitate changes to or withdrawal of the Charter.

14 organismes paritaires collecteurs agréés (OPCA), Pôle emploi et l’Etat ont conclu le 22 mars une charte pour garantir un déploiement optimal de la Préparation opérationnelle à l’emploi  (POE). Les OPCA signataires encourageront leurs entreprises à recourir à ce dispositif de formation.
La charte comporte trois objectifs : la promotion de la POE au sein des entreprises confrontées à la difficulté de recruter des personnels qualifiés, la mobilisation de la POE à bon escient pour permettre aux demandeurs d’emploi d’accéder à un emploi durable, et l’évaluation et le suivi de la POE. Ce bilan permettra notamment de vérifier la qualité de l’emploi obtenu par les bénéficiaires et de connaitre les secteurs d’activité ainsi que le type de formation où la POE aura été particulièrement utile.
N. Morano demande une attention particulière aux caractéristiques de l’emploi proposé à l’issue de la formation et à la bonne adéquation de la formation à l’emploi proposé. Elle souhaite que les publics les plus en difficulté, notamment les demandeurs d’emploi de longue durée et les jeunes, puissent accéder à la POE.
A ce jour, 738 POE financées par Pôle emploi et 160 cofinancées avec un OPCA ont déjà été enregistrées.
Les 14 OPCA signataires sont : AGEFOS-PME, OPCALIA , AFDAS, AGEFAFORIA, ANFA, FAFIH, FAFSEA, FORMAHP, FORTHAC, OPCA 2, OPCA TRANSPORTS, OPCAIM, UNIFAF et UNIFORMATION.

Eric Molinié président de la HALDE a participé au Conseil supérieur de la fonction publique de l’Etat le lundi 24 janvier. Il a présenté le 2ème bilan de la charte de l’égalité dans la fonction publique mise en place en 2008 en soulignant « l’effort enclenché pour des recrutements plus ouverts et plus diversifiés, avec par exemple le développement progressif de la professionnalisation des épreuves, la reconnaissance des acquis de l’expérience professionnelle et les classes préparatoires intégrées ».
Des progrès restent néanmoins à réaliser notamment au niveau de l’évaluation des procédures de recrutement et de gestion des carrières, de l’attribution des primes, des promotions au choix et des mobilités. La gestion des carrières des agents dans la fonction publique doit s’appuyer des procédures plus objectives, transparentes et traçables.
Le Président de la HALDE a annoncé deux axes de travail avec la DGAFP pour l’année 2011: la formation et la sensibilisation des personnels de l’encadrement à la lutte contre les discriminations, et l’égalité professionnelle entre les femmes et les hommes.
Dans une délibération du 13 décembre 2010, la HALDE rappelle le cadre juridique dans lequel s’inscrit l’accès à l’emploi des personnes handicapées dans la fonction publique et précise les pratiques pouvant être développées par les employeurs publics pour favoriser l’insertion professionnelle des personnes handicapées.
Les discriminations liées à l’état de santé et au handicap représentent 19 % des réclamations reçues par la HALDE. Et elles constituent la première cause de réclamations dans l’emploi public en 2010.
Télécharger: Bilan de la charte de l’égalité dans la fonction publique signée avec la HALDE et mesures pour l’emploi des salariés handicapés et Délibération relative à l’emploi dans la fonction publique des personnes handicapées.

Ce dispositif, mis en place en 1998 et cofinancé par le FSE, l'Etat et AGEFOS PME PACA, permet de former chaque année quelques 2.500 salariés en PACA, soit environ 75.000 heures de formation dispensées sur l'ensemble du territoire, y compris les départements alpins.
• 42 thèmes de formation
• 175 organismes de formation sur l'ensemble des départements de la région
• 1 centaine de lieux de formation sur l'ensemble du territoire
• 1 participation unique de 60 € HT par salarié et par action
• 1 offre sélectionnée et réservée aux entreprises de moins de 250 salariés
Véritable outil de développement de la formation professionnelle, ces formations ont pour vocation d'accompagner les entreprises dans leurs problématiques d'anticipation et d'adaptation à leur environnement et faciliter l'accès à la formation des salariés. Ces actions sont dites "collectives" car organisées en interentreprises.
Depuis 2000, un "Passeport Formation", véritable journal de bord des formations suivies dans le cadre de ce dispositif soutenu par les partenaires sociaux, est adressé aux salariés afin de leur permettre d'être acteurs de leur évolution professionnelle. Il s'agit de les amener à réfléchir sur leurs besoins en formation, engager une Validation des Acquis de l'Expérience, préparer un entretien professionnel ou envisager un changement de poste. Cet état, propriété du seul salarié dont il garde la seule responsabilité d'utilisation peut désormais servir à alimenter le Passeport Formation proposé en ligne sur www.passeportformation.eu, site internet du Passeport Formation créé par le Fonds Unique de Péréquation à la demande du Comité Partiaire National pour la Formation Professionnelle.

Meanwhile the Magna Charta has been signed by some 600 rectors from all over the world and each year more university commit themselves to the principles laid out in the Magna Charta. The higher education scene has developed significantly since 1988 but the relevance of the Magna Charta has remained unchanged.
The 16th September 2010, the Magna Charta Observatory organises a conference to commemorate the 22nd anniversary and to discuss on Making the Magna Charta Values Operational. The idea is to offer an authoritative input to participants, who will then introduce their own experience, perspectives and suggestions in working groups. This will be followed by the main plenary where moderators of working groups will report, as panellists, to the whole audience. The participants will have the opportunity to react and intervene in this plenary-panel entitled The Magna Charta Principles and Values in the Daily Routines of a University. On 17 th September, the Magna Charta Observatory, together with the University of Bologna will arrange, as every year, the academic ceremony that should allow universities that have not yet signed the Magna Charta to do so.
This year the Magna Charta Observatory is working on a special that will precede the annual ceremony and conference outlined above.  The Magna Charta Observatory is collaborating with the University of Bologna and the Italian Ministry of Education, University and Research to organize a one-day conference on stocktaking and evaluation of the application of the Bologna Process after the establishment of the European Higher Education Area. This special event is scheduled for the 15th September 2010. Download The Magna Charta Universitatum.

VAE en PACA
Afin d’endiguer les difficultés soulevées par la VAE et soulignées notamment dans le rapport BESSON et par le groupe de travail sur la VAE présidé par Vincent MERLE, la Commission paritaire interprofessionnelle régionale de l’emploi (COPIRE) de Provence Alpes-Côte d’Azur (PACA) propose une Charte_des_bonnes_pratiques_de_la_VAE en trois points: les étapes en amont de l’accompagnement; les étapes et le contenu de l’accompagnement; l’aval de l’accompagnement.
Les partenaires sociaux partagent globalement l’analyse qui est faite des difficultés rencontrées dans le développement de la VAE. Les chiffres parlent d’eux‐mêmes et les objectifs fixés ne sont pas atteints. Bien qu’en diminution, le taux de déperdition des candidats tout au long de la procédure est particulièrement préoccupant et peut s’expliquer par de multiples facteurs: • Mauvaise information et orientation des candidats à la VAE, • Complexité des procédures, • Insuffisances de l’accompagnement, • Accès inégal à la certification en fonction des métiers et filières. Toutefois, la COPIRE PACA réfute toute position pessimiste sur l’avenir de la VAE et, dans la perspective d’un nouvel accord interprofessionnel sur la formation professionnelle, réaffirme son attachement à ce dispositif de certification qui – manifestement – monte en puissance et commence à porter ses fruits.
Des pistes de progression se dessinent tout au long du cheminement que le salarié suit pour aboutir à la VAE: • Un pré-accompagnement efficace est essentiel. Un certain flou perdure aujourd’hui quant à cet ensemble de prestation délivré au salarié (information/validation de projet/orientation). La solidité de cette étape permettrait de réduire sensiblement le nombre d’abandons en cours de procédure, mais aussi d’assister les salariés les moins enclins à se confronter aux procédures administratives parfois complexes. A l’heure actuelle, cette prestation n’est pas encadrée juridiquement, difficilement finançable et pourtant essentielle. La COPIRE PACA propose – à ce titre – de produire cette charte des bonnes pratiques du préaccompagnement VAE afin de fournir un cadre de référence aux organismes financeurs de la formation professionnelle et les encourager à s’engager dans ce sens.
• L’accompagnement à la VAE se doit d’être qualitativement sans concession. L’esprit même de la VAE consiste en une démarche proche du terrain et de la réalité de l’activité professionnelle. Il s’agit effectivement d’une voie de certification à part entière et le refus par principe des demandes de VAE, pour quelque raison que cela soit, restent des pratiques inacceptables que les partenaires sociaux condamnent fermement.
• L’évaluation qui conduit à la certification doit s’appuyer davantage sur les compétences et savoir-faire professionnels constatés en situation, modalité qui correspond parfaitement à l’objet de la VAE. L’abandon progressif de cette pratique est d’autant plus préjudiciable qu’elle pénalise prioritairement les bas niveaux de qualification, cible pourtant essentielle de la VAE. Source.