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Cedefop Director James Calleja told participants at a conference on skills mobility and competitiveness that there are solutions to the ‘worrying situation with millions of jobs in Europe still remaining vacant while 27 million people are unemployed’.
Mr Calleja addressed particularly the issue of youth unemployment, saying that it is up to 23 % – in some countries even hitting the 60 % mark. 
‘This is an issue, which will be picked up again in this particular city next year because Thessaloniki will be European Youth Capital, and I think it will be particularly appropriate for us as an EU agency to really focus on this,’ he noted in his speech at the conference organised by the European Economic and Social Committee’s Labour Market Observatory. More...

The challenges of greening the economy and the implications for employment and skills vary across regions and local areas, depending on their economic and industrial structure, as well as their current and potential innovative activities. Despite these national differences, sustained and inclusive employment is a shared objective for policy makers in all types of localities.

The 2nd Green Skills Forum will have a special focus on the links between skills and knowledge needs and inclusive green growth. Experts in innovation, employability and skills development policies will draw lessons from work conducted by Cedefop, the OECD and other organisations in this area. The discussions will help identify the obstacles and challenges lying ahead for the development of skills, education and training policies. The Forum’s outcomes will contribute to inform new work to be conducted to address the transition of labour markets to greener employment growth.

Link: Green Skills Forum website.

The Government has announced that it will remove the cap on student numbers at publicly-funded universities and colleges from 2015-16, with an additional 30,000 students for 2014-15, and provide an additional £185 million for STEM subjects over four years from 2015-16.
Steve Egan, HEFCE Interim Chief Executive, said:

    'Removing controls on the numbers of students entering higher education will give more people the opportunity to benefit from higher education. We welcome the additional support for STEM subjects, which will help universities and colleges to capitalise on the upturn in demand in these areas and support economic growth.
    'We look forward to further details from the Department for Business, Innovation and Skills in due course.'

By Christopher Pappas. The rise in e-Learning's popularity isn't showing any signs of slowing. In fact, judging by the following Top 10 eLearning statistics for 2014 article and infographic, the future of the e-Learning Industry is brighter than ever.
e-Learning has revolutionized the educational sector, and has changed the way we look at knowledge and skill acquisition altogether. Thanks to modern educational technology, e-Learning tools and techniques just keep getting bigger and better. Today, they are providing learners with a more impressive, and more effective, educational experience. More...

C’est en assistant à un concert de Jazz ce vendredi que le rapport entre cette structure musicale ou plutôt la méthode musicale mise en œuvre et les cMOOC s’est imposé.
Le Jazz repose sur l’interaction entre les différents musiciens. Ils s’écoutent et se répondent. Il y a aussi une grande part d’improvisation. C’est de l’interaction entre les différents musiciens que l’œuvre né à elle même.
Alors que dans un concert de musique classique, les partitions existent déjà et sont respectées "à la note" par les musiciens. Ces derniers n’ont guère de liberté à l’intérieur de la partition, ni d’espace de créativité, mise à part l’interprétation.

Comme l’a dit Stephan Downes, lors des entretiens Jacques Cartier du 25 et 26/11/2013 à l’ENS-Lyon : "­ Dans les MOOC l’important ce ne sont pas tant les contenus, mais ce qui se passe entre les gens. L’interactivité est créatrice, les ressources doivent venir des différents participants ".

Pour mémo : une définition des xMOOC et cMOOC donnée sur son blog par Simple It, http://www.simple-it.fr/blog/2013/06/xmooc-cmooc-quest-ce-qui-marche-vraiment/. More...

By Ryann K. Ellis. Africa and the Middle East bypass e-learning and head straight for mobile learning. 
The mobile learning markets in Africa and the Middle East are thriving, according to two new reports from industry analyst Ambient Insight. 
In fact, the mobile learning market in Africa is the highest in the world, according to The 2012-2017 Africa Mobile Learning Market, which reports that the five-year compounded annual growth rate is 38.9 percent. The report also forecasts revenues from mobile learning products to grow more than five times to reach $530.1 million by 2017, up from the $102.4 million reached in 2012. More...

Authors: Isobel Falconer, Lou McGill, Allison Littlejohn, Eleni Boursinou
Editors: Christine Redecker, Jonatan Castaño Muñoz, Yves Punie
EUR Number: 26258 EN
Publication date: 11/2013
Abstract
This report synthesizes the findings of the "OER4Adults study", a study conducted in 2012-13 by a team from the Caledonian Academy, Glasgow Caledonian University, under a contract with the European Commission Joint Research Centre IPTS, and in collaboration with DG Education and Culture. The project aimed to provide an overview of Open Educational Practices in adult learning in Europe, identifying enablers and barriers to successful implementation of practices with OER. The report identifies over 150 Open Educational Resources (OER) initiatives, and develops a typology that classifies them primarily by their main activity type. A survey based on the typology drew 36 responses from initiative leaders, and these are analysed against a context of developments in adult learning to arrive at an analysis of strengths, weaknesses, opportunities and threats facing OER in adult learning in Europe. The analysis reveals six tensions that drive developing Open Educational Practices in adult learning; open versus free; traditional versus new approaches; altruism versus marketisation; community versus openness; mass participation versus quality; addon versus embedded funding. The report recommends: 1. Recognising that ‘learning’ takes place everywhere; 2. Extending the range of people and organisations that produce and use resources; 3. Thinking about OER more broadly than as content; 4. Promoting awareness of open licensing and its implications; 5. Improving the usability of OER; and 6. Planning for sustained change.
Download a copy.