Following the Council’s adoption of a partial general approach for the Commission-proposed Erasmus for All in May, it was now the European Parliament’s turn to take a closer look and stamp its own vision on the new programme. Under the leadership of MEP Doris Pack (rapporteur), the long-time Chair of the Committee on Culture and Education (CULT), the Parliament issued its first version of the Draft Report at the end of July. Although still to be ratified by the plenary in November, the amended proposal lays the groundwork for future negotiations with the Council and has already attracted plenty of attention.
In general terms, members of the CULT committee agree with the new streamlined structure organised along three key actions of mobility, cooperation and support for policy reform. More critique is reserved for the vagueness of the legal base especially when it comes to specific information on activities across sectors for all three key actions. In the same vein, the Parliament would like to increase the minimum allocations per sector to 82%, rather than the 56% proposed by the Commission in order to guarantee more parity in funding across the different levels of education.
The first major issue taken up by the rapporteur is the name. Although Erasmus for All as a brand has been hotly debated in the Council with many alternatives thrown around, very few member states felt strongly about retaining the current Lifelong Learning Programme tag. However, this is exactly what the Parliament would like to do, although its claim that the name is “well-known” is up for discussion when one steps outside the education community. On the other hand, the report’s second proposal to keep the current sectoral names is likely to find more support. Equally similar to the Council’s approach are the suggestions for a separate chapter and budget line for youth, as well as the inclusion of a provision guaranteeing funding for all six academic institutions active in the field of European integration. The Parliament would also like to preserve a flexible approach to allow more than one National Agency in cases where national structures already have a multi-institution landscape.
When it comes to higher education, the report does feature one oddity or a failed attempt to accommodate a frequent call from organisations active in internationalisation of higher education. In the Explanatory Statement the rapporteur mentions the idea of introducing multiple mobility within Erasmus (higher education) reasoning that “it should be possible to study at least at two universities and in different academic years”. However, this suggestion is nowhere to be found in the preceding proposed amendments to the legal base thus effectively ‘explaining’ a non-existent clause.
The matter of the overall budget still remains in the air due to the Multiannual Financial Framework negotiations, but the Parliament would like to see funding for the new programme increased to the level proposed by the Commission. To seasoned EU observers, this is somewhat surprising as it is out of line with the usual ‘cat and mouse’ game between the Parliament and Council, where the Parliament normally proposes an even higher increase knowing that the Council will decrease the funding level anyway. At this moment, the previously set timeline for Erasmus for All (or the Lifelong Learning Programme II?) remains in place, as both sides hope a final version of the legal base can be agreed upon in early 2013. As with the budget and the name, we will just have to wait and see…

European Parliament

Jobs 4 Europe: The Employment Policy Conference, 6 - 7 September 2012, Brussels, Belgium. Venue: European Commission, Charlemagne Building, 170 Rue de la Loi - 1040 Brussels
Objectives
The European Commission is organising a major conference on employment policy: Jobs 4 Europe. This event will build on the Employment Package put forward by the Commission on 18 April 2012 and on the outcomes of the 2012 European Semester, but also on a series of conferences which the Commission organised during 2011 in order to explore new dimensions of employment policy, notably regarding the functioning of European labour markets, wage developments, flexicurity in a crisis context, and inequalities.
The conference will be structured around five main topics:
    Building a dynamic European labour market: transitions, human capital investment, mobility
    Impact of the crisis on employment: "programme countries", wages, jobless households
    Sectors with high job-creation potential: green economy, white coat jobs, information and communication technologies (ICT)
    Employment policy throughout the life cycle: youth, gender & work-life balance, active ageing
    Pathways to full employment: job guarantee, social economy, welfare to work.
Eurofound contribution
Robert Anderson will contribute to Barriers to women's employment and work-life balance as a panellist from 10.40 - 12.20 on Thursday 6 September. Juan Menéndez-Valdés will chair the session on Active ageing – the labour market dimension from 16:45 – 18:30 on 6 September.
A programme is available on the EC website.

22.10.2012 - 23.10.2012 Location: 'FILOXENIA' Conference Centre, Lefkosia (Nicosia).
The Directors General of Vocational Education and Training of the Member States, representatives of candidate countries and other VET stakeholders and social partners are expected to participate.
The objective of the Meeting is to discuss and promote the Bruges Communiquand more specifically vocational excellence and equity, which will be achieved through the modernisation of VET systems in Europe. During the second day, the Meeting will focus on the pathways between Vocational Education and Training and Higher Education, and vice versa.

22.10.2012 - 23.10.2012. Location: 'FILOXENIA' Conference Centre, Lefkosia (Nicosia).
Expected participants are Directors General and other governmental officers responsible for higher education from all Member States, representatives from the candidate countries, the European Commission as well as other relevant bodies and organizations.
The aim of the Meeting is to give the participants an opportunity to debate current topics on the European higher education in line with the objectives of the EU modernization agenda for Higher Education and the Bologna Process, and share best practices.
During the first day, emphasis will be given to Quality Assurance and Internationalization of Higher Education and Excellence in Teaching in Higher Education. On the second day, DG for Higher Education and DG for VET will join, to discuss expanding opportunities and raising skills: Opening pathways between Vocational Education and Training and Higher Education.

Compare and learn more about the European national vocational education and training systems. VET in Europe - Country reports are a product of the VET in Europe project and review vocational education and training systems in Member States, Iceland and Norway. They are prepared and updated by ReferNet, according to a common structure provided by Cedefop.
France – Country Report 2011. Author: ReferNet France
Abstract: This is an overview of the VET system in France. Information is presented according to the following
themes:
1. General context – framework for the knowledge society
2. Policy development – objectives, frameworks, mechanisms, priorities
3. VET in times of crisis
4. Legislative and Institutional framework – provision of learning opportunities
5. Initial vocational education and training
6. Continuing vocational education and training for adults
7. Training VET teachers and trainers
8. Matching VET provision with labour market needs
9. Guidance and counselling for learning, career and employment
10. Financing - investment in human resources
11. National VET statistics – allocation of programmes
This overview has been prepared in 2010 and its reference year is 2009. Similar overviews of previous years can be viewed at: http://www.cedefop.europa.eu/. More detailed thematic information on the VET systems of the EU can also be found at: http://www.cedefop.europa.eu/.
5.7 Vocational Education And Training At Tertiary Level
Higher education is possible in universities, public or private higher colleges, some of which are called grandes écoles.
- Universities accept students without any selection process - except for medical, dental and pharmaceutical disciplines and technological university institutes. The entry requirements are the baccalauréat, or the diplôme d'accès aux études universitaires - DAEU (Diplôme d'Accès aux Etudes Universitaires - diploma to access to university's education) - see § 1.5 or an equivalent qualification. It’s not possible tio acces to high education with a CAP (Certificat d'Aptitudes professionnelles - Professional Skills Certificate), BP (Brevet de technicien - Technician's Certificate) or a “mention complémentaire”.
Studies are split into semesters and course units for which the student is awarded credits. A degree is awarded to students who obtain 180 credits, normally over a period of three years. 300 credits are needed to obtain a masters degree - or 120, more than needed for a first degree, over two additional years study.
There is a professional master degree leading to employment, and research masters which permit following a doctorate over a three-year period.
According to the Bologna process, France began to adapt the diplomas on 3 levels (licence, master and doctorate). There is also a vocational licence leading to employment, and research masters which permit following a doctorate over a three-year period.
- Technology university institutes attached to universities have a student selection process and prepare them in two years for a DUT (Diplôme Universitaire de technologie - Technological University Diploma) designed to provide entry into working life. DUT (Diplôme Universitaire de technologie - Technological University Diploma) designed to provide entry into working life.
Students who graduated DUT can study for a further one-year period to obtain a new qualification created in 1999 under the Bologna process to build a European higher education area.
University enrolment rights are limited and some students can obtain a financial assistance in the form of grants based on social criteria, university criteria or of interest-free loans on trust.
- There are also establishments supervised by the various ministries which have selective process and provide higher education.
These establishments offer short forms of education: in technology, business and paramedical disciplines or a high level long-term education: political institutes, engineering schools, business and management schools, veterinary schools etc.
- Private establishments must be issued with a legal declaration of opening. These establishments are highly diversified and have in common a rigorous selective process.
Entry to the most prestigious higher education colleges, known as "grandes écoles" is by competition prepared in two years in Classes préparatoires aux grandes écoles.
5.4 Apprenticeship Training
"The apprenticeship contract is a particular type of employment contract made between an apprentice and an employer. The employer undertakes, apart from the payment of a salary, to provide the apprentice with complete vocational training, given in part within the company and in part in an apprentice training centre or apprenticeship department of an education establishment. In return, the apprentice undertakes for his training, to work for this employer for the duration of the contract and to do this training course" (article L. 6221-1of the labour Code)
Apprenticeship contracts are mainly aimed at young people under 26 in initial training. They enable diplomas or certificates listed in the national directory of vocational certificates to be obtained which range from the CAP (Certificat d'Aptitudes professionnelles - Professional Skills Certificate) (level 5 in the 1969 French nomenclature, equivalent to level 3 of the European certification framework) to diplomas awarded by universities or 'grandes écoles' (selective universities) (level 7 or 8 of the EQF).
This contract, that may be entered into with an employer from the private or public sector (local authorities, hospitals, the armed services etc), is for a period of between one (apart from exemptions) to three years depending on the duration of the training stage being studied for and the apprentice's initial qualification. In 2006, 72.7% of apprenticeship contracts signed, are for a period of between one and two years, 15.2 are shorter than a year (Source: DARES).
It may be modulated according to the initial skill level of the youngsters.
Apprentices are aged between 16 (end of compulsory education) and 25. These age limits may however be brought forward (in particular where the first stage of secondary education has been completed) or put back in certain cases (disabled workers and creators of companies for example).
The theoretical training period in an apprentices' training centre (CFA) (managed by a local chamber of commerce, a professional sector etc), apprenticeship department (in vocational high-school) or in an apprentices' training unit (in higher education) cover around 25% of the duration of the contract (a minimum of 400 hours per year). 51.5 % of CFA are private, 32.8 of CFA are controlled by chamber of commerce and industry or of Agriculture, 12.5 by public school or university. CFAs CFAs (Centre de formation d'apprentis - apprentice's training center) are subject to the educational supervision of the State (Ministère de l'éducation nationale) and the technical and financial supervision of the State or the regional authorities. Training is mainly funded through an apprentice tax paid by all businesses. An employer may, moreover, benefit from exemptions from payroll contributions, consideration paid by the département council and other financial incentives according to the case and the economic situation in the apprenticeship market.
The period of practical training in the company is carried out under the responsibility of an apprentice supervisor who fulfils the role of tutor and has the teaching and vocational competencies required by the law. In the event of the employer or apprentice supervisor not complying with their obligations, the apprenticeship contract may be suspended or even terminated by the labour inspectorate.
Apprentices are paid from between 25% to 78% of the minimum salary according to their age and progress in the training stage.
On February 2010, 8 months after leaving a CFA (Centre de formation d'apprentis - apprentice's training center), 70% of the apprentices (with all types of qualifications) were in employment.
In 1st February 2010, 60,5 % of the leavers who achieved their apprentiship at the start of new school year 2008 are employed, against 64,2% the previous year. 54.8% were in unassisted employment, 5.7% were in assisted employment, 2.9% were involved in training periods, 36.7 % were jobseekers.
6.2 Non-Formal Education
In France there is no specific program related to non-formal education. Prescribers training are the same: state, regions, employment centre, and business. They have the ability to schedule non-formal training, but they will not be identified as such and there is no specific stastistics to separate the skill training from non-qualifying. The status of a probationer does not depend on formal or non formal.
Nevertheless, France created 2 systems for accrediting and validating non-formal/informal learning (Validation des acquis de l’expérience –VAE).
The first one is to obtain an access to high education (validation of prior learning) and the second one to obtain totally or partially a diploma.
The law of 22 July 1992 on validation of professional experience introduced a system of dispensations for credits leading to qualifications where such are awarded by the Education and Agriculture Ministries. These conditions have been extended to cover all certifications recognised at national level and included in the RNCP (répertoire national des certifications professionnelles - National Directory of professional certifications).
The social modernisation law of 17 January 2002, states that any person with a least three years’ paid or voluntary experience may be granted part or all of a professional certification from the national certifications directory (diplomas, degrees or certificates) on the basis of his/her experience.
Under this system, each individual can ask to have his previous experience recognised. Any person taking part in the active world – whether a jobseeker, an employee or a volunteer worker – can have experience acquired over a period of at least three years validated, in order to gain partial or full exemption from coursework required for a diploma, certification or qualification certificate awarded by a professional branch. This qualification method carries the same dignity and weight as do traditional schooling or university studies, apprenticeships or CVET.
This competency-evaluation procedure is organised by the authorities, ministries or other bodies with responsibility for awarding certifications. The evaluation may be conducted based on the contents of the application or on a real or simulated work situation. The validation is decided by a board composed of teachers and professionals.
For secondary-level qualifications, dispensations or examination postponements are authorised by Ministries, which, in the regions, are responsible for organising examinations. Concerning higher education, individual universities examine candidates’ entry applications. In 2009, the number of candidates increased by 7 points (57,000 in 2009 compared to 53,000 in 2008). Since 2002, 168,000 candidates have been certified thanks to the VAE After an increase phase until 2005 (+ 65% of certified candidates between 2003 and 2004 + 28% between 2004 and 2005) it increases slowly with a slight rebound in 2009 (32 000 VAE certification in 2009, 10% more than in 2008). They were 15% more between 2005 and 2006, over 16% between 2006 and 2007 and 3% from 2007 to 2008. Source: Budget Plan for 2011-Ministry of Employment
We notice that participation rate in non-formal education and training is more important in France than in Europe, on average and according ISCED.
The skills audit (BDC – Bilan de compétences) can help employees and job-seekers looking to define their career or training development plan. The skills audit allows the persons to define a professional project and, if necessary, a project of training. To reach this purpose, the implemented actions of skills audit aim to analyze the professional and personal skills of the person as well as his capacities and motivations.
In 2007, 194 000 skills audit were realized among which 32,5 % (63 000) by the network of the CIBC (Centre Interinstitutionnel de Bilan de Compétences - inter-institutional skills audit centres). Sources: Dares, Premières synthèses - October, 09, n°40-4.
Both of these measures (VAE and Bilan de compétences – BDC) can be implementing by the employee (leave) or by the employer (training plan).
The leave represents a discontinuous period of 24 hours during which the employee realizes the audit or prepare the file of his demand of VAE. During this period, the employee receive an allowance from the OPCA.
Beneficiaries of a skills audit are mainly employees (more than 50%). They are between 25 and 44 years old (78%). Women account for 67% of these people. Over 70% of the skills audit are followed outside working time. Financial assistance for a skills audit amounts to 1428 euros (-13%) for a person on a permanent contract and 1569 euros for a person on a fixed-term contract. Source: Budget Plan for 2011-Ministry of Employment

The Austrian Agency for Quality Assurance (AQA) is an independent institution for quality assurance, evaluation and certification for the entire higher education sector.
AQA develops and conducts quality assurance procedures in accordance with national and European standards.
AQA contributes with international expertise and know–how to the quality development of higher education institutions.
A new Federal Act for Quality Assurance in Higher Education (Hochschul-Qualitätssicherungsgesetz), coming into force by 1st March 2012, sets a common frame for quality assurance in all sectors of higher education in Austria (public universities, universities of applied sciences, private universities). Part of the new law is the establishment of the trans-sectoral "Agency for Quality Assurance and Accreditation Austria" by the 1st of March 2012. The new agency will unify the functions of AQA, FH Council and Accreditation Council for the private universities.
AQA will operate until 2013 and progressively integrate its activities into the new agency. AQA staff will take care of the current procedures in the proven manner and AQA meet all of its obligations.
Please contact us for any questions regarding the reorganisation.
ATTENTION: We moved to new office!
Our new contact details from 16.7.2012:
AQ Austria
Renngasse 5, 1010 Vienna
Tel: +43-1-532 02 20-0, Fax: -99
All mail adresses stay active.

By HARRY DE BOER, BEN JONGBLOED, PAUL BENNEWORTH, DON WESTERHEIJDEN, JON FILE, CENTER FOR HIGHER EDUCATION POLICY STUDIES, UNIVERSITY OF TWENTE (NL). Engaging in the Modernisation Agenda for European Higher Education, MODERN Conference, Brussels, 30 January 2012.
The MODERN project
The new communication from the European Commission “Supporting growth and jobs – an agenda for the modernisation of Europe’s higher education systems” stresses the vital role of European higher education in developing human capital and driving research and innovation in the knowledge economy. The Commission emphasises once again the need to enhance the performance and international attractiveness of Europe’s higher education institutions. European higher education institutions need to modernise their governance and prepare their leaders to operate in increasingly complex sets of interactions at the institutional, regional, national and European level. European policies call for universities to play a strong role to achieve the objectives of the Lisbon Agenda and in making Europe a strong knowledge-based economy. Although the need to prepare university leaders, for increasingly complex positions is so obvious, the supply of management support to higher education institutions, their leaders and managers is highly fragmented in Europe. DownloadEngaging in the Modernisation Agenda for European Higher Education, MODERN Conference, Brussels, 30 January 2012.
Introduction
In September 2011 the European Commission issued a communication (EC, 2011a) entitled “Supporting growth and jobs – an agenda for the modernisation of Europe’s higher education systems”. The point of departure of this communication is that “...education, and in particular higher education and its links with research and innovation, plays a crucial role in individual and societal advancement, and in providing the highly skilled human capital and the articulate citizens that Europe needs to create jobs, economic growth and prosperity. Higher education institutions are thus crucial partners in delivering the European Union’s strategy to drive forward and maintain growth.” (2011a; 2)
This new communication on the modernisation of European higher education echoes and builds upon themes developed in a series of earlier Commission communications and Council of the European Union resolutions stressing education, research and innovation as pillars of the Lisbon Strategy:
• Investing efficiently in education and training: An imperative for Europe (2003a);
• The role of universities in a Europe of knowledge (2003b);
• Mobilising the brainpower of Europe: enabling European universities to make their full contribution to the Lisbon Strategy (2005b);
• Delivering on the modernisation agenda for universities: Education, Research, and Innovation (2006);
• Modernising universities for Europe’s competitiveness in a global economy (2007)
The Commission’s latest communication stresses that “The main responsibility for delivering reforms in higher education rests with Member States and education institutions themselves. However, the Bologna Process, the EU Agenda for the modernisation of universities and the creation of the European Research Area show that the challenges and policy responses transcend national borders. In order to maximise the contribution of Europe’s higher education systems to smart, sustainable and inclusive growth, reforms are needed in key areas: to increase the quantity of higher education graduates at all levels; to enhance the quality and relevance of human capital development in higher education; to create effective governance and funding mechanisms in support of excellence; and to strengthen the knowledge triangle between education, research and business. Moreover, the international mobility of students, researchers and staff, as well as the growing internationalisation of higher education, have a strong impact on quality and affect each of these key areas.” (2011a;3)
The MODERN project, the European Platform Higher Education Modernisation, aims to create an open platform as a key instrument for innovation, state-of-the-art knowledge, dissemination of good practice and joint action on university leadership, governance and management for the professionalisation of the sector. MODERN aims to contribute to raising awareness in European higher education institutions on the strong need to invest in people, to support potential leaders, and to encourage management training at all levels (junior and senior, academic and administrative staff) to ensure their competitiveness to respond to external challenges – such as those posed by the Modernisation Agenda itself. (For further information see: www.highereducationmanagement.eu)
This report is the last in a series of six reports to be published by the MODERN project on key issues related to current priorities in higher education management: governance, regional innovation, quality assurance and internationalisation, funding, and knowledge transfer. These five thematic reports, all written by staff members of the Center for Higher Education Policy Studies (CHEPS) of the University of Twente, the Netherlands (and all available on the MODERN web-site) are:
• Higher Education Governance Reforms across Europe: Harry de Boer and Jon File (2009)
• Funding Higher Education: A view across Europe: Ben Jongbloed (2010)
• Internationalisation and its quality assurance: Don Westerheijden (2010)
• University Engagement and Regional Innovation: Paul Benneworth (2010)
• Towards a Strategic Management Agenda for University Knowledge Exchange: Paul Benneworth (2011)
In selecting these five themes the MODERN steering committee focused on key policy areas identified in the Modernisation Agenda of 2007. The extracts from the September 2011 communication quoted above demonstrate that these themes remain highly relevant today. Our reports cover governance reform, funding reform, internationalisation and quality, and two central aspects of the knowledge triangle: knowledge exchange and regional innovation. So, while by no means providing an exhaustive coverage of all of the areas of the current modernisation agenda, our reports focus on many of its key components.
All five reports were written with a particular purpose in mind: as background resource materials for thematic MODERN conferences which would bring together university leaders and managers as well as providers and potential providers of higher education leadership and management development workshops and programmes to discuss the challenges that trends, policies and developments around the theme in question might create for university leaders and management. The outcomes of such discussions would form a valuable input into the development of new or improved management development activities.
This sixth and final report was envisaged to be an extended executive summary of the first five reports to provide an easily accessible and relatively concise overview of trends and developments across the five selected thematic areas. The publication of the September communication has however also provided an opportunity to explore the relevance of our analyses to the latest Modernisation Agenda. Our report will once again serve as background resource material for a (final) MODERN conference: “Engaging in the Modernisation Agenda for European Higher Education” to be held in Brussels on 30 January 2012.
The structure of this report is therefore straightforward: Part One is an attempt on our part to start a process of engagement with, and conference discussion about, the new modernisation agenda primarily from a MODERN perspective: from the angle of the five MODERN thematic areas and grounded in an interest in effective university leadership and management. Part Two contains the extended executive summaries of the five MODERN thematic reports (some needed to be more extended than others)......
Principles for effective regional innovation
Regional innovation is one way in which universities can demonstrate their fulfilment of the societal compact. But to understand how regional engagement and innovation can contribute to modernising Europe’s universities the following issues and challenges emerge:
1. How to balance regional innovation with the universities’ core missions, particularly when there are such strong pressures for universities to focus on a particular mission (‘profiling’). Is regional engagement a task for a sub-set of HEIs or potentially appropriate for all HEIs?
2. There is a strategic management challenge for universities in the sense of optimising the ‘base load’ of regional innovation activity on the one hand and, on the other, thinking strategically about the opportunities which the regions offer for on-going institutional development.
3. How to capitalise on existing activities and partners and to improve based on what is already done with regional partners?
In terms of the first challenge, the framing of regional engagement and innovation as part of the third mission is not very helpful. The notion of a ‘third mission’ suggests something peripheral to universities’ core activities, hinting at an industrial liaison office or an engagement and placements centre. However, effective regional innovation involves exploiting emerging opportunities for societal engagement and networking to improve the salience, relevance and quality of the core tasks undertaken by universities. What this review makes clear is that there are no practical or conceptual reasons why excellent research cannot also be societally useful. In terms of the second challenge, the strategic management of regional innovation activities by universities, there are two types of activities to assess. First, the engagement activities already underway within universities.
Here the issue is how to optimise these activities to maximise the benefits they bring to the university consummate with the efforts and risks involved. Second, undertaking new, flagship, developmental regional innovation activities. These will bring the management challenge of attempting to change the way that things are done and to handle the relationships between regional actors. The latter type of activity implies a great deal more risk and uncertainty. The complex dynamics of the relationships require careful management and risk sharing if both universities and regions are to obtain the greatest benefit from their collaborations.
The final challenge relates to universities managing their regional engagement activities to maximise the benefits and opportunities, and minimise costs and risk. This involves writing a strategy, publishing policies and guidelines (covering things like intellectual property, building hire, staff and student volunteering, and participation in public life), allocating resources to encourage, stimulate and reward engagement, establishing performance indicators and targets, then monitoring progress towards the strategic goals. This will need to be discussed with the internal and regional stakeholders of the university to ensure that the potential benefits of regional engagement are legitimate.
Once these challenges have been addressed and digested, European HEIs will be better equipped to reinvent themselves as institutions central to securing long-term economic prosperity, social cohesion and environmental sustainability for Europe as a whole. DownloadEngaging in the Modernisation Agenda for European Higher Education, MODERN Conference, Brussels, 30 January 2012.

E-TRAIN Dissemination Conference - On 14 and 15 June 2012 ECA and ANECA organised the conference “Designing a European QA Expert: Prêt-à-porter vs Haute couture” in Madrid, Spain.
The conference main aim was to disseminate the results of the ECA project European Training of QA Experts (E-TRAIN). The training programmes for European QA experts and QA staff members were presented. The perspectives and project experiences of the trainers, trained experts and staff members were  shared with the audience as well. Also the main stakeholders’ organisations: ENQA, EUA, EURASHE and ESU were invited to present their perspectives on the experts training issues.
The discussion focused on the possible continuation of the E-TRAIN project. The participants agreed that training European QA experts is a natural consequence of the European Higher Education Area. It was also agreed that the training programme needs to be further developed in order to fit the purposes of various types of assessments.
During the conference other project results presented too. One of these results, the ECApedia, which brings together the knowledge for carrying out reviews, can be found here.
Another project outcome is the European Experts Exchange Database, which aims to share European experts among participating agencies so that they can participate in procedures in multiple countries. The experts database was discussed and enthusiastically welcomed by the participants.
The conference programme, presentations and photos can be found here.
For more information on the E-TRAIN project please visit the project page.

Vous envisagez de créer votre propre entreprise ou l'avez fait tout récemment ?
Le programme d'échanges « Erasmus pour jeunes entrepreneurs » offre aux jeunes et futurs entrepreneurs la possibilité de se former auprès d'entrepreneurs chevronnés dirigeant de petites entreprises dans d'autres pays de l'Union européenne. Les participants peuvent ainsi bénéficier d'une aide financière qui contribue aux frais de voyages et de séjour.
Pour participer au programme, il faut s'incrire en ligne sur le site et se mettre en rapport avec l'organisation intermédiaire de votre choix qui se chargera d'évaluer et de valider votre candidature. Un guide de l'utilisateur vient de paraître afin d'aider les jeuns porteurs de projets à bénéficier du programme.
Plus d'infos : consultez le guide du programme européen d'échanges pour entrepreneurs et le site internet dédié.
Voir aussi Un programme Erasmus pour les entrepreneurs, Erasmus pour jeunes entrepreneurs, Qu’est-ce que le programme Erasmus pour jeunes entrepreneurs.