Quel est le poids de l’Europe dans la mobilité internationale ? Que pèse le programme Erasmus dans la mobilité européenne ? Quelle place occupe la France dans la mobilité européenne et dans le programme Erasmus ?
C’est pour répondre à ces questions que l’Agence Campus France et l’Agence Europe-Education- Formation France se sont associées pour analyser la mobilité européenne. Première région d’accueil des étudiants internationaux, l’Europe est aussi la deuxième région d’origine des étudiants en mobilité à l’étranger avec 800 000 étudiants européens dans le monde. Au sein de cet ensemble, la France se situe au 4e rang des pays d’accueil avec 7,5 % des mobilités, en augmentation de 12,8 % depuis 2007.
Campus France a pu analyser les statistiques des principaux pays d’accueil des étudiants européens et leur évolution depuis 2007 et propose dans ce document quelques caractéristiques de cette mobilité. Ces éléments d’analyse sont enrichis par les résultats du baromètre Campus France réalisé avec TNS Sofres sur l’image et l’attractivité de la France auprès des étudiants européens.
Au coeur de la mobilité européenne, le programme Erasmus a permis à plus de 3 millions d’étudiants et 300 000 enseignants et personnels des établissements de partir pour étudier, se former ou enseigner en Europe. Voir Soleoscope 10 - Forces et diversité de la mobilité des étudiants européens.

Au niveau de l'Union européenne, la mobilité du travail contribue au bon fonctionnement du marché intérieur, en assurant un meilleur appariement entre l'offre de travail et la demande des entreprises, nécessaire pour réduire le chômage et accroître la productivité. En outre, dans une union monétaire comme la zone euro, la mobilité du travail est un des moyens de faire face à un choc asymétrique, la politique monétaire répondant surtout aux chocs concernant l'ensemble de la zone et dans un contexte où les politiques budgétaires sont fortement contraintes dans certains pays.
Greater mobility of European workers may be supported by actions to reduce cultural and linguistic barriers (through exchange programmes, etc) and to reduce administrative obstacles (portability of rights, etc.) However, if high unemployment in the countries hardest hit by the crisis was to persist, preventing them from catching up to the rest of Europe, new waves of mobility could appear, with permanent one-way flows of migrants from the peripheral countries to the "core". In such a hypothetical situation, European investment programmes and social mechanisms would be required to offset the impact of potential agglomeration effects.

• Trésor-Éco N°143 : « Quelle mobilité du travail pour l'Europe ? »,
• Trésor-Economics No. 143: «Labour mobility in the EU: dynamics and policies». Voir l'article...

Register now includes 37 agencies from 18 countries
The Register Committee convened in Rome on 28 and 29 November and admitted the following four new agencies to the Register:

• A3ES - Agency for Evaluation and Accreditation of Higher Education (Portugal)
• AQ Austria - Agency for Quality Assurance and Accreditation Austria
• CAQA - Commission for Accreditation and Quality Assurance (Serbia)
• Unibasq - Agency for Quality of the Basque University System (Spain)

The Register Committee also decided to renew the registration of another four agencies:

• AAC-DEVA - Andalusian Agency of Knowledge, Department of Evaluation and Accreditation (Spain)
• ACSUG - Agency for Quality Assurance in the Galician University System (Spain)
• CTI - Engineering Degree Commission (France)
• IEP - Institutional Evaluation Programme

These agencies have demonstrated their substantial compliance with the European Standards and Guidelines for Quality Assurance (ESG) through an independent external review. More...

The role of the Department for Employment and Learning is to formulate policy and administer funding to support education, research and related activities in the Northern Ireland higher education sector. 
Higher education in Northern Ireland is delivered through three universities and two university colleges

• The Queen’s University of Belfast 
• University of Ulster 
• The Open University in Ireland 
• St. Mary’s University College 
• Stranmillis University College 

Higher education courses are also delivered in the six Institutes of Further and Higher Education.

• Northern Ireland Further Education Colleges

Unlike other parts of the UK, Northern Ireland has no higher education funding council; the Department fulfills the roles of both a government department and a funding council. 

How the Department`s Higher Education Division is split
The Department’s higher education division is split into eight branches.
1. Student Finance
Thisbranch is responsible for student support including student loans and grants, Postgraduate Awards, and Education Maintainance Allowance.

• Postgraduate Awards
• Education Maintainance Allowance 

2. Higher Education Finance
This branch is responsible for financial support of the sector and the promotion of good financial practice.
3. Higher Education Policy
This branch formulates and implements policies relating to learning and teaching, higher education quality assurance, international higher education, and sign language. It is also responsible for the administration of initial teacher education and administering the All-Ireland Scholarships on behalf of the McManus Trust.

• Higher Education Policy

4. Higher Education Widening Participation branch
Widening participation in higher education facilitates and increases the participation of those groups which are currently under represented in HE in particular students from disadvantaged backgrounds and students with learning difficulties and disabilities.

• Higher Education Widening Participation branch

5. Higher Education Research Policy
This branch administers funding and formulate policy for research and knowledge transfer activities.

• Higher Education Research Policy

6. Higher Education Future Policy
This branch is responsible for four projects identified in the Higher Education Strategy for Northern Ireland "Graduating to Success" Projects 1,12, 13 & 15. Also responsible for Departmental policy in relation to the Service Leaver's Scheme in cooperation with the Ministry of Defence.
7. Higher Education Improving Quality
This branch is responsible for three projects identified in the Higher Education Strategy for Northern Ireland "Graduating to Success" Projects 4, 5, & 6. Review of Initial Teacher Education, Quality Assurance Polices and Implementation.
8. Higher Education Strategy Programme Management Office
This branch has oversight responsibility for the implementation of the projects resulting from the Northern Ireland Higher Education Strategy "Graduating to Success" and the Northern Ireland Regional strategy for widening participation in Higher Education "Access to Success". More...

Des outils au service de la mobilité - Europass
Europass doit permettre une meilleure transparence des qualifications et des compétences afin de faciliter la mobilité dans l'Union européenne. Il reprend des instruments déjà existants créés en un seul et même document.
L'Europass-Mobilité, en utilisant un modèle européen commun, vise à consigner toutes les périodes de mobilité transnationale à des fins d'apprentissage, à quelque niveau que ce soit : stage en entreprise, semestre d'études à l'université ou toute autre expérience de formation. Voir la suite dans l'Eclairage n° 35 décembre 2014 | L’Europe, levier pour les compétences.

Eclairage n° 35 décembre 2014 | L’Europe, levier pour les compétences ?
Crefor Haute - Normandie / Pôle information - décembre 2014
Conception - réalisation : Emmanuel Christain.
Avant-propos
Une nouvelle période 2014 - 2020 s’ouvre pour les politiques européennes, avec en particulier une nouvelle organisation des fonds européens (FSE,...). Il est essentiel d’informer les acteurs et les professionnels concernés sur les orientations régionales qui s’inscrivent dans le cadre européen et leur faire mieux connaître les dispositifs européens emploi formation en termes de mobilités professionnelles en s’appuyant sur des témoignages et des exemples concrets. Ce nouveau numéro d'Eclairage accompagne les participants de la Journée Emploi Formation organisée le 11 décembre 2014 à la faculté de droit et sciences économiques de Rouen.
Après une présentation de la stratégie Europe 2020 et du cadre général de la nouvelle programmation FSE, ce dossier présente d'abord le programme opérationnel FSE en Haute-Normandie. Il aborde ensuite successivement la stratégie européenne pour la lutte contre l’illettrisme, le cadre européen de certifications et le système européen de crédit d'apprentissages pour l'enseignement et la formation professionnels (ECVET). Enfin il explore quelques outils au service de la mobilité des citoyens européens avant un zoom particulier sur les aides régionales à la mobilité des Haut-Normands. Voir la suite dans l'Eclairage n° 35 décembre 2014 | L’Europe, levier pour les compétences.

The European inventory on validation of non-formal and informal learning provides an unrivalled source of information detailing how validation of prior learning is developing across Europe (1). It shows that validation strategies and legislation, despite complexity of the task before them, have been developing slowly but steadily. However, there is room for improvement, especially concerning reliability of information on takeup and use of validation arrangements.
This fifth update of the inventory comprises a portfolio of more than 1 000 pages, providing an overview of validation across 33 European countries (2). It includes examples of good practice and a thematic analysis of issues relating to further development and implementation of validation...
Evidence from the inventory suggests that political commitment in creating comprehensive national validation strategies is increasing, with the number of countries so engaged rising from five to 13 since 2010. Of these, only Finland, France and Spain have put in place a comprehensive strategy involving all education subsystems (vocational, general and higher education).However, available data are generally not up to the task. For several countries – Austria, Croatia, Hungary, Ireland, Lithuania, Malta, Poland, Portugal, Sweden and all four UK systems – it is not possible to reach a safe estimate of the number of candidates.
From the data available, it is possible to surmise that, in most countries, demand for validation is growing. Exceptions are countries with long-standing validation systems, such as France and the Netherlands, where demand seems to have stabilised.
Most other countries (France is an exception) do not publish data on qualifications issued through validation of nonformal or informal learning, or the proportion of total qualifications these represent...
This finding was confirmed by the 2014 update. In some countries, such as France and Norway, validation of non-formal and informal learning is promoted mainly as an individual right. In France, validation is open to anyone who meets application criteria (three years of relevant experience), but the unemployed and low-qualified are considered priority groups. Main users of the procedure are low-qualified individuals (52% in 2012), while unemployed individuals only account for 30%.
. Download the Briefing note "The validation challenge: how close is Europe to recognising all learning?".

Finnish universities are bending to the current government’s desire to introduce tuition fees for higher education students arriving from outside the EU and EEA. Students and youth organisations roundly condemn the move, seeing it as a threat to not only equal education, but also the national economy. More...