Since 1991 this network has brought together historians of adult education with active research interests in the history of the role of social movements in the cross-cultural dissemination and reception of innovations in adult education and adult learning throughout Europe. The major focus of the network’s research activities has been upon the historical period 1880-1930, which was an important formative period throughout Europe in establishing the organised responses by the working-class and women’s movements to challenge the provision of adult education by bourgeois and philanthropic organisations in the public sphere. Recurring themes have included: university extension, folk high schools, workers’ education, women’s education, labour camps, Christian Socialism, Social Catholicism, Free Masonry, Anarcho-syndicalism and the Third International, etc. The network is primarily organised in the form of research seminars which enable a maximum of 25 researchers and PhD students to intensively and critically discuss the results of their ongoing historical research. The publication of a series of volumes of selected and edited papers has been a continuing priority for this network.

http://www.esrea.org/                                              

"Was Hänschen nicht lernt, lernt Hans nimmermehr" hat heute keine Geltung mehr. Lernen hört nach Schule, Ausbildung oder Studium nicht auf, denn Lernen ist das wesentliche Werkzeug zum Erlangen von Bildung und damit für die Gestaltung individueller Lebens- und Arbeitschancen. Lebenslanges Lernen heißt das Schlüsselwort, wenn man auf dem Arbeitsmarkt mithalten, einen Berufs- oder Schulabschluss nachholen oder sich einfach nur weiterbilden will.
Das Lernen im Lebenslauf gehört zu den großen politischen und gesellschaftlichen Herausforderungen in Deutschland. Die Verwirklichung des Lernens im Lebenslauf ist entscheidend für die Perspektive des Einzelnen, den Erfolg der Wirtschaft und die Zukunft der Gesellschaft. Dieser Herausforderung zu begegnen, gehört zu den vorrangigen bildungspolitischen Aufgaben. Daher ist eine Konzeption zum Lernen im Lebenslauf dem Ziel verpflichtet, Deutschlands wichtigste Ressource "Bildung" stärker für wirtschaftliche Dynamik und persönliche Aufstiegschancen zu erschließen. http://www.bmbf.de/

The EQF is a common European reference framework which links countries' qualifications systems together, acting as a translation device to make qualifications more readable. It has two principal aims: to promote citizens' mobility between countries and to facilitate their lifelong learning.
The EQF was formally adopted by the European Parliament and the Council on 23 April 2008.  The EQF text is available at:
On 24 October 2007, the European Parliament voted in favour of adopting the Recommendation on the establishment of the European Qualifications Framework for lifelong learning (EQF).
The EQF will link countries' qualifications systems, acting as a translation device to make qualifications more readable to Member States, employers and individuals and so enable individual citizens to move to another country to work or study.
Following the agreement between the Parliament, the Council and the Commission, the EQF will be formally adopted by the Council in the coming weeks.
At the national level, the EQF will, and is indeed already doing this, promote the development of national qualifications frameworks (NQFs). Qualifications frameworks promote lifelong learning by, for example, making it easier for people to move between different types of education and training institution, for example between higher education and vocational education and training.
As an instrument for the promotion of lifelong learning, the EQF encompasses general and adult education, vocational education and training, as well as higher education. It applies to all types of qualifications from those achieved at the end of compulsory education to those awarded at the highest level of academic and professional or vocational education and training.
The core of the EQF is its eight reference levels describing what a learner knows, understands and is able to do - their 'learning outcomes' - regardless of where a particular qualification was acquired. The EQF reference levels therefore shift the focus away from the traditional approach, which emphasises learning inputs (length of a learning experience, type of institution). Shifting the focus to learning outcomes:

• supports a better match between the needs of the labour market (for knowledge, skills and competences) and education and training provisions;
• facilitates the validation of non-formal and informal learning;
• facilitates the transfer and use of qualifications across different countries and education and training systems.

The EQF foresees that Member States relate their national qualifications systems to the EQF by 2010 and that their qualifications contain a reference to the EQF by 2012. It will therefore enable individuals and employers to use the EQF as a reference tool to compare the qualifications levels of different countries and different education and training systems, for example vocational training and higher education.
The EQF is therefore an example of a common European reference developed in close cooperation with the countries and for their citizens' benefit.
>> Frequently asked questions about EQF
See the background to the development of the EQF, including information on the consultation process.
On 24 October 2007, the European Parliament approved the Recommendation on the establishment of the European Qualifications Framework for lifelong learning (EQF). The EQF will provide a common language to describe qualifications which will help Member States, employers and individuals compare qualifications across the EU’s diverse education and training systems. The adoption of the proposal follows almost 2 years of consultation across Europe. Following the agreement between the European Parliament, the Council and the Commission, the EQF will be formally adopted by the Council before the end of 2007.
A general approach was subsequently agreed in the Education Committee and endorsed by the November 2006 Council.  The EQF will continue to legislative co-decision procedure in the Parliament and Council during 2007.
Ján Figel’, European Commissioner for Education, Training, Culture and Multilingualism, said: “People in Europe too often face obstacles when they try to move from one country to another to learn or work, or when they want to build upon previous education or training. The EQF will help to solve that problem: it will make different national qualifications more understandable across Europe, and so promote access to education and training. Once adopted, it will increase mobility for learning or working. We believe the EQF is a key initiative in creating more jobs and growth, helping people in Europe to face the challenges of a globalising, knowledge-based world economy.”
The proposal is one of the concrete outcomes of the “Education and Training 2010” work programme established after the Lisbon European Council in 2000, and was specifically called for by the 2005 and 2006 Spring European Councils. It was developed following an extensive consultation with Member States, the social partners and other stakeholders. It forms part of the Community Lisbon Programme, actions put forward by the Commission in support of the Member States’ efforts to secure the objectives for social and economic development agreed in March 2000.
See the background to the development of the EQF, including information on the consultation process, the two conferences and associated documents.
The core element of the European Qualifications Framework (EQF) is a set of eight reference levels describing what a learner knows, understands and is able to do - their 'learning outcomes' - regardless of the system where a particular qualification was acquired. The EQF reference levels therefore shift the focus away from the traditional approach, which emphasises learning inputs (length of a learning experience, type of institution). Shifting the focus to learning outcomes

• supports a better match between the needs of the labour market (for knowledge, skills and competences) and education and training provisions;
• facilitates the validation of non-formal and informal learning;
• facilitates the transfer and use of qualifications across different countries and education and training systems.

As an instrument for the promotion of lifelong learning, the EQF encompasses general and adult education, vocational education and training, as well as higher education. The eight levels cover the entire span of qualifications from those achieved at the end of compulsory education to those awarded at the highest level of academic and professional or vocational education and training.
The draft recommendation foresees that Member States relate their national qualifications systems to the EQF (by 2009). It will therefore enable individuals and employers to use the EQF as a reference tool to compare the qualifications levels of different countries and different education and training systems, for example vocational training and higher education. The EQF will function as a type of translation device to make relationships between qualifications and different systems clearer.
The EQF will therefore help European education and training systems become more transparent and accessible to the general public.
The EQF proposal was approved by the European Parliament on 24 October 2007:
>> DG EAC published on 25 May the second Call for Proposals to test and develop the EQF. The Call aims to support projects in developing and testing the EQF, including national and sectoral qualifications frameworks. Details of the Call can be accessed at: http://eacea.ec.europa.eu/static/en/llp/eqf/index_en.htm
Presentation given by Commissioner Ján Figel'on 12 July at the Informal Meeting of Education and Training Ministers in London.

Le cadre européen des certifications pour l’éducation et la formation tout au long de la vie (CEC) : la recommandation publiée au Journal officiel de l'Union européenne.
Le CEC est un cadre de référence commun qui permet aux pays européens d’établir un lien entre leurs systèmes de certification. Il joue le rôle d’outil de transposition pour faciliter la lecture et la compréhension des certifications dans différents pays et systèmes européens. Il a deux objectifs principaux: promouvoir la mobilité des citoyens entre les pays et faciliter l’éducation et la
formation tout au long de la vie.
Cette recommandation permettra d’établir une référence européenne commune qui mettra en correspondance les divers systèmes nationaux de certification et facilitera la communication entre eux. On créera donc un réseau de systèmes de certification indépendants, mais pouvant être
mis en correspondance et être compris de tous.
RECOMMANDATION DU PARLEMENT EUROPÉEN ET DU
CONSEIL (du 23 avril 2008) établissant le cadre européen des certifications pour l'éducation et la formation tout au long de la vie.
RECOMMANDENT AUX ÉTATS MEMBRES:
1) d'utiliser le cadre européen des certifications comme un outil de référence pour comparer les niveaux des certifications relevant de systèmes de certification différents et pour promouvoir à la fois l'éducation et la formation tout au long de la vie et l'égalité des chances dans la société de la connaissance, ainsi que la poursuite de l'intégration du marché européen du travail, dans le respect de la riche diversité des systèmes éducatifs nationaux...
ANNEXE 1
Définitions
Aux fins de la présente recommandation, on entend par:
a) "certification": le résultat formel d'un processus d'évaluation et de validation obtenu lorsqu'une
autorité compétente établit qu'un individu possède au terme d'un processus d'éducation et de formation les acquis correspondant à une norme donnée...
ANNEXE 2
Descripteurs définissant les niveaux du cadre européen des certifications (CEC)
Chacun des huit niveaux est défini par un ensemble de  descripteurs indiquant quels sont les acquis de l’éducation et de la formation attendus d’une certification de ce niveau, quel
que soit le système de certification.
ANNEXE 3
Principes communs régissant l'assurance de la qualité dans l'enseignement supérieur et l'enseignement et la formation professionnels dans le contexte du cadre européen des certifications.
Voici le texte : couverture cec1, corps du texte cec2, annexes cec3.
Ang European Qualifications Framework para sa Edukasyon at pagsasanay sa buong buhay (CEC) . Ang teksto coverage CEC1, katawan ng teksto cec2, annexes cec3. More...

Thierry Cornillet, député européen, Président de l'Association Internationale des Régions Francophones, a réalisé un guide des aides de l'UE, car l'UE intervient plus qu'on ne le croit dans la vie quotidienne de chacun mais souvent avec une discrétion qui ne lui est pas imputable et qui tient surtout en France aux canaux et aux modalités de distribution des subventions (Préfectures, saupoudrage etc.). Cette part de l'action de l'UE n'est pas visible ni lisible et combien de mes concitoyens n'ont nulle conscience que beaucoup de ce qui est réalisé sur le sol national l'est avec l'argent de l'Europe ? À titre d'exemple, les fonds alloués à la France se sont élevés en 2006 à 13,5 milliards d'euros, soit l'équivalent du budget du Ministère de l'Intérieur, ce qui a fait de la France le 1er bénéficiaire des aides européennes ! Faire connaître l'action de l'Union européenne notamment celle qui s'exerce directement à l'attention des citoyens est un acte militant. Je le revendique comme tel car une Union européenne mieux comprise et donc mieux acceptée va dans le sens de l'intérêt général. L'Union européenne est une manifestation du présent et un garant de notre avenir. http://www.sfxcreation.com/guide2008.pdf ou http://www.cornillet.net/. Voir également : http://cordis.europa.eu/ et http://ec.europa.eu/.
Thierry Cornillet europoslanec, předseda Sdružení Internationale des Régions francophones, dal pokyn k podpoře v rámci EU, protože EU je více, než si možná myslíte, že v každodenním životě, ale často se na uvážení , který není odpovědný a které je způsobeno hlavně kanály ve Francii a postupy pro rozdělování grantů (prefektury, rozptyl atd.). Http://www.sfxcreation.com/guide2008.pdf nebo http://www.cornillet.net/. Viz též: http://cordis.europa.eu/ a http://ec.europa.eu/. Více...

Proposition de décision du Parlement européen et du Conseil modifiant la décision n°1720/2006/CE établissant un programme d'action dans le domaine de l'éducation et de la formation tout au long de la vie.
Le 15 novembre 2006, le Parlement européen et le Conseil ont adopté la décision n°1720/2006/CE établissant le programme d'action dans le domaine de l'éducation et de la formation tout au long de la vie pour la période 2007-2013. Ce programme vise à offrir aux individus la possibilité d’accéder, à toutes les étapes de leur vie et dans toute l’Europe, à un processus d’apprentissage dynamique. Il se compose de quatre sous-programmes, complétés par un programme transversal visant à optimiser leurs résultats, et par le programme Jean Monnet qui vise à encourager les études, la réflexion et le débat sur l’intégration européenne dans les établissements d’enseignement supérieur du monde entier. e3794.
Pada tanggal 15 November 2006, Parlemen Eropa dan Dewan mengadopsi Keputusan No 1720/2006/EC mendirikan program aksi di bidang pendidikan dan pelatihan sepanjang hidup untuk periode 2007 - 2013. e3794. Lagi...