Formation Continue du Supérieur

The government of the Islamic Republic of Iran agrees with the United Nations Development Assistance Framework that education is an essential element in development and reducing poverty.
More specifically, the Iranian government has committed to embedding lifelong learning into the national education policy, and to this end invoked a high-level workshop on lifelong learning, the first of its kind to be held in Iran.
The National Training Workshop on Innovative Concepts and Systems of Lifelong Learning was held from 11 to 14 February 2013, organised by the Ministry of Education of the Islamic Republic of Iran, the Iranian National Commission for UNESCO, and the UNESCO Tehran Cluster Office in Tehran. The Iranian Ministry of Education looked to UIL, global centre of excellence for lifelong learning, for technical and conceptual assistance in preparing and holding the workshop.
The Workshop addressed both the Iranian context and an international perspective on lifelong learning, the latter which was implemented by a UIL team of experts. UIL’s contribution took a good practice approach, presenting a series of examples of successful lifelong learning policies in Asian and European countries. The UIL team comprised Jin Yang, Senior Programme Specialist and Rika Yorozu, Programme Specialist, along with two external consultants (Jørn Skovsgaard, Senior Adviser, Ministry of Children and Education of Denmark; and Professor Yadollah Mehralizadeh, Shahid Chamran University of Ahvaz, Iran). The Iranian contribution included presentations on policies and perspectives along with the Iranian educational, socio-economic and cultural context by leading researchers in Iran.
Over 40 representatives from ten ministries and institutions with responsibilities for human resource development exchanged experiences and generated new ideas to develop a lifelong learning society in Iran during the Workshop. The initial output of the proceedings was a proposal to set up a national committee on lifelong learning under the Iranian National Commission for UNESCO and an expert task force to develop a national policy framework on lifelong learning, along with a pledge from individual participants to (1) file a short report on the workshop to each respective minister/director; (2) write articles on lifelong learning and publish them in newspapers and journals in Iran; (3) organise internal workshops for colleagues in the ministries; (4) conduct empirical need assessment of learners; and (5) introduce several changes in policies to promote lifelong learning for all.
The Islamic Republic of Iran is well on track as regards the 2015 Education for All goals and education-related Millennium Development Goals. Fully integrating lifelong learning for all into the Iranian education and development system will significantly contribute to building coherent and holistic strategies beyond 2015. UIL will continue to provide technical support to the Islamic Republic of Iran with a focus on developing a national policy framework for implementing lifelong learning for all.

Outcomes of the Final Event of the ULAB
The Final Conference was entitled “Bridging Research and Innovation: The Role of European Universities”
Last 11 December 2012 took place in Brussels the Final Conference of the European Laboratory for modeling the technical research University of tomorrow (ULAB Project). The Project is an innovative think-tank created by five leading Technical and Research-intensive European Universities: Universidad Politécnica de Madrid (Spain), Politecnico di Torino (Italy), Technische Universität München (Germany), University of Oxford (UK), Paris Institute of Technology (France).
The event gathered representatives from the European Commission, the European University Association (EUA), the European Institute of Innovation & Technology (EIT), and the ULAB partner institutions.
For more information and presentations, follow this link.

BIGGS, John & TANG, Catherine. Teaching for Quality Learning at University. 2011. Maidenhead, UK: Open University Press
This is the fourth edition of this publication, which deals on themes of constructive alignment used in implementing outcomes-based education. In the shape of a “how to” manual, each chapter suggests tasks to implement constructive alignment in teaching practices of interested teachers, staff developers or administrators.
Furthermore, this edition focuses on the implementation of constructive alignment in the specific cases of Australia, Hong Kong, Ireland and Malaysia, and also evaluates in one of its sections how constructive alignment is used worldwide for quality teaching and assessment.
For more information, follow this link.

LLORENS, Faraón (coord.). Tendencias Universidad. Nº 1. En pos de la educación activa. 2013. Madrid: Cátedra UNESCO de Gestión y Política Universitaria
This report is the first issue of a new series of publications by the UNESCO Chair in Higher Education Management and Policy (Madrid). These publications will be compendia of short monographic reports, which will offer thoughts on important issues in Spanish higher education that are linked to the activity of the Chair.
This first report is the outcome of the biennial seminar “En pos de la educación activa”, and it makes a summary of the four different conferences organized by the Chair along the years 2011 and 2012.
For more information, follow this link.

EAEA has started a new project called ARALE for "Awareness Raising for Adult Learning and Education."
ARALE aims to add the visibility of adult education in Europe.
More information: Dedicated ARALE website.

Exploring the benefits of investing in an ageing workforce
It is a well-known fact that the European workforce is getting older. Perhaps less well-known is that attitudes towards ageing are changing for the better.
Instead of being seen as a demographic time bomb with very negative consequences, Europe’s ageing workforce is increasingly talked about as ‘the silver economy’ that may energise development and bring new opportunities for economic growth.
Being more positive about an ageing workforce, does not mean that Europe is prepared for the challenges it brings. For example, important issues, stressed by the European year for active ageing and solidarity between generations in 2012, have been rather overshadowed by the enduring economic crisis.
By 2060 there will be only two people of working age (15-64 years) in the European Union for every person aged over 65 years. This compares to a ratio of four to one today. The labour market is already feeling the effects of an ageing population. Many baby boomers born in the 1950s and 1960’s will retire in the next decade or two. These workers will have to be replaced largely by people already in the workforce.
Changing age-structures in enterprises are a major challenge. Participation in lifelong learning by older workers has been consistently below European targets. Employers recognise the problem of ageing, but indications confirm that they are not yet prepared for these changes.
Investment in an ageing workforce depends on it bringing real returns and benefits to employers and individuals. Cedefop's latest study on working and ageing (1), focuses on investing in learning later in life. It also looks at the impact of policies to keep people in the workforce and the conditions needed to tap an ageing workforce’s potential.
Download in the following language(s)
DE Ältere Arbeitnehmer – Chancen auf eine goldene Zukunft?
EL Παλιοί εργαζόμενοι – νέες ευκαιρίες
EN Silver workers – golden opportunities
ES Trabajadores de plata, oportunidades de oro
FR Travailleurs aux tempes argentées: un nouvel âge d’or
IT "Anni d’argento", opportunità d’oro
PL Srebrni pracownicy na wagę złota
PT Trabalhadores mais velhos – novas oportunidades
DE Ältere Arbeitnehmer – Chancen auf eine goldene Zukunft? (ebook)
EL Παλιοί εργαζόμενοι – νέες ευκαιρίες (ebook)
EN Silver workers – golden opportunities (ebook)
ES Trabajadores de plata, oportunidades de oro (ebook)
FR Travailleurs aux tempes argentées: un nouvel âge d’or (ebook)
IT "Anni d’argento", opportunità d’oro (ebook)
PL Srebrni pracownicy na wagę złota (ebook)
PT Trabalhadores mais velhos – novas oportunidades (ebook).

Cedefop is looking for national experts based across Europe to help prepare and validate skill supply and demand forecasts for their country. The data will be used to prepare the next pan-European forecasts which are being used to help shape Europe’s education, training and employment policies.
An expert is needed in each of the 27 EU Member States, as well as in Norway, Iceland, Switzerland, Croatia, the Former Yugoslav Republic of Macedonia and Turkey.
Applications and supporting documents should be sent by e-mail to: roula.panagiotou@cedefop.europa.eu by 30 March 2013.
Below you will find:

• more details about what experts will do;
• the application form;
• the rules on reimburement;
• information on protection of personal data.

Should you need further information, please contact the Skills analysis team.
Attachment: Call for experts and application form.

En recherche d'emploi, peut-on agir sans être sur les réseaux sociaux, sans avoir notre photo affichée sur Google et des centaines de relations sur Facebook, Google+, LinkedIn, Viadeo et maintenant Pinterest ou encore Instagram. En même temps, récemment, je participais au recrutement d’un nouveau collaborateur. Premier réflexe quand j’ai eu son CV sous les yeux: taper son nom dans Google. Et là, le vide. Il n’y avait rien. Enfin, rien, il y a toujours quelque chose sur Google, je vous rassure, mais aucune info sur mon candidat. Bon, c’est son choix mais je me suis posée la question: aurait-il quelque chose à cacher? Suite de l'article...

Par NavisRector. Alors que Vincent Peillon doit faire face aux protestations de nombreux enseignants, une quinzaine de hauts fonctionnaires de l'enseignement supérieur et de l'éducation nationale lancent un cri d'alarme. En exclusivité pour L'Express, ce "Cercle des recteurs disparus" publie une tribune pour protester contre la dégradation du métier de recteur.
A en croire l'exposé des motifs du projet de loi sur la refondation de l'école, les déclarations hebdomadaires de l'actuel Ministre de l'Education nationale ou de ses conseillers, la pédagogie serait clairement au coeur de l'action menée par le gouvernement depuis 9 mois... Enfin, sera-t-on tenté de dire dans certains cercles! Et, représentant direct du ministre dans les 30 académies de notre territoire national, le recteur se doit fort logiquement d'être le premier des pédagogues, comme s'en faisait l'écho une récente dépêche AEF citant, là encore, le Ministre... Un pédagogue de terrain et non un comptable, ajoutait-il dernièrement! Or, par une sorte de paradoxe, si ce n'est de contradiction (!), force est de relever que jamais dans l'histoire plus que bicentenaire des recteurs d'académie on a compté un nombre aussi élevé de recteurs qui ne sont pas issus du corps enseignant et, en particulier, du corps des professeurs d'université, son vivier traditionnel et naturel.
Alors la pédagogie, chose trop grave pour être confiée aux professeurs? Situation inédite, donc, allant même jusqu'à confier, dans deux académies dont le paysage de l'enseignement supérieur et de la recherche est parmi les plus denses en France, des fonctions de chanceliers des Universités à des recteurs aussi improbables qu'inexpérimentés quant aux choses de l'université et du monde des universitaires! Suite de l'article...
L'appellation Navis Rector regroupe un "Cercle des recteurs disparus", composé d'une quinzaine de hauts fonctionnaires de l'éducation nationale et de l'enseignement supérieur. Dans cette tribune, ils lancent un cri d'alarme contre la dénaturation de la fonction de recteur.