Posted 3 August 2012 by Paul Clifton (NTEU National Office). Higher Education Workforce Planning & Policy.
Improving the evidence base to enhance institutional performance
28 & 29 November 2012, Crowne Plaza, Melbourne. Read More.
Download the Higher Education Workforce Planning & Policy brochure.
Aligning workforce planning with institutional goals
The number of students entering undergraduate places has expanded in the past year. A proportionate growth of the educational workforce is required to maintain the quality of teaching and research outcomes.
Accurately informed workforce policy can support the multi-faceted challenges and opportunities of a university such as:
•• Managing academic and research allocation
•• Assisting the advancement of technology in teaching
•• Addressing the leadership shortage caused by an ageing workforce
The need for an evidence based workforce planning has been identified by DIISRTE’s “Higher Education Staff Data Collection Review”. This is also echoed in the regulatory landscape with TEQSA requesting more robust data from institutions.
You will learn:
•• How to establish an evidence base for greater validity in reporting and transparency in compliance
•• How to develop a framework for workforce policy and planning
•• Strategies to attract, retain and recruit university staff in response to the changing needs of the workforce
•• The benefits of intra and inter-institutional collaboration to improve the quality and sustainability of current workforce planning strategies.
How to maximise workload allocation models
Pre Conference Evening Workshop A, Tuesday 27th November, 2012 5:00pm- 8:00pm
Addressing the ever demanding teaching-research nexus in workforce allocation is a universal challenge for all institutions today. JCU has utilised research from the Excellence in Research for Australia (ERA) as a basis for the research workload allocation model. This has enabled JCU to establish its niche place within the competitive university space to pursue and encourage study and research, especially in subjects of importance to the people of the tropics with a strong focus in regional Queensland. Developing the core workforce output systems was integral to achieve this and ensure sustainability.
This workshop aims to facilitate practitioners and strategists in practically navigating and exploring workload allocation models that:
• Work for your organisation
• Consider all factors that challenge efficient workload allocation
• Align with your overall institutional workforce strategy
• Yield maximum staff productivity outcomes
About your workshop leader
Colette Wasson, Director Human Resources, James Cook University
Colette is the Director of Human Resources Management for James Cook University. Building a broad spectrum of expertise as she enhanced her repertoire in the Education and Tourism Industries, Colette followed her innate passion for performance and innovation to join James Cook University as the Director of Human Resources Management. Highly regarded as a seasoned HR professional, Colette is currently responsible for aligning Human Resources strategy and policy with the organisation’s goals for advancement.
How to align workforce planning with institutional strategy, Post Conference Workshop B, Friday 30th November, 2012 9:00am – 4:00pm
The University of Canberra has undergone an amazing transformation over the past few years – financial, cultural and physical – to competitively represent the organisation in the sector. Its strategic plan included examining key measurement and performance indicators, identification of workforce challenges, and fostering an institutionwide adoption of institutional change. This has enabled the university to successfully transform amidst financial constraints and strong competition.
Through this case study, you will consider in practice your own institutional workforce planning strategies to:
• Help create and implement a vision to be successful in a competitive performance-based era
• Create key contextual Human Resources/Organisational Development interventions such as UC’s new employment category
• Measure and monitor success to drive improvement
• Foster and develop greater engagement across all levels of staff
About your workshop leaders
Sue Thomas, Director Human Resources, University of Canberra
Sue has been the Director Human Resources at the University of Canberra since late 2008. Prior to this appointment she occupied Director Human Resources roles at the National Library of Australia, Victoria University in Melbourne and Warringah Council in Sydney. Sue is a registered psychologist and holds a Bachelor of Science (Psychology) Honours from the University of New South Wales and an MBA (Executive) from the Australian Graduate School of Management.
Natalie Bowman, Manager Organisational Development, University of Canberra
Natalie Bowman is currently the Organisational Development Manager at the University of Canberra, responsible for staff development, workforce planning, staff equity and diversity. Prior to this role Natalie was an independent Human Resources practitioner consulting across a broad range of industries including Government, Finance and Telecommunications and specialising in organisational and leadership development.

The Bologna Process, launched with the Bologna Declaration, of 1999, is one of the main voluntary processes at European level, as it is nowadays implemented in 47 states, which define the European Higher Education Area (EHEA).
Members of the Bologna Process are the 47 countries, together with the European Commission, and the consultative members, namely the Council of Europe, UNESCO-CEPES, EUA, ESU, EURASHE, ENQA, Education International and BUSINESSEUROPE.
Every two years there are Ministerial Conferences organised in order to assess the progress made within the EHEA and to decide on the new steps to be taken (more information can be found in the table below).
Ministerial Conferences
 Bologna, 18-19 June 1999 Bologna Declaration       
 Prague, 18-19 May 2001 Prague Communiqué; Conference website
 Berlin, 18-19 September 2003 Berlin Communiqué; Conference website
 Bergen, 19-20 May 2005 Bergen Communiqué; Conference website
 London, 17-18 May 2007 London Communiqué; Conference website
 Leuven/Louvain-la-Neuve, 28-29 April 2009 Leuven/Louvain-la-Neuve Communiqué; Conference website
 Budapest/Vienna, 10-12 March 2010 Budapest-Vienna Declaration; Conference website
 Bucharest, 26-27 April 2012 Bucharest Communiqué; Conference website
In order to ensure the implementation of the steps upon which the Ministers have decided, the EHEA makes use of several support structures.
The main follow-up structure is the Bologna Follow-up Group (BFUG). The BFUG oversees the Bologna Process between the ministerial meetings and meets at least once every six months, usually for one-and-a-half days. The BFUG has the possibility to set up working groups to deal with specific topics in more details and, also, receives input from Bologna Seminars. The BFUG is composed of the representatives of all members of the Bologna Process and the European Commission, with the Council of Europe, the EUA, EURASHE, ESU, UNESCO-CEPES, Education International, ENQA and BUSINESSEUROPE, as consultative members. The BFUG is being co-chaired by the country holding the EU Presidency and a non-EU country, which rotate every six months. The vice-chair is the country organising the next Ministerial Conference.
The work between two meetings of the Bologna Follow-up Group is overseen by a Board.
The composition of the Board changed in 2010, together with the adoption of the document “Briefing note for decision by the Ministers” (BFUG (ES) 20_7c).
The current members of the Board are:
• the EHEA Chairs double Trioka (the outgoing, present and incoming Chairs of the EHEA);
• the EHEA Vice-Chairs;
• the European Commission;
• four consultative members (Council of Europe, EUA, ESU, EURASHE).
The proceedings of the Board meetings are recorded by the Bologna Secretariat, who is permanently invited to Board meetings.
The overall follow-up work is supported by a Secretariat, provided by the country hosting the next Ministerial Conference. The mandate of the Bologna Secretariat coincides with the period between two ministerial conferences, and it is aimed to ensure the continuity for all the Bologna Process reforms, considering that the Bologna Process is chaired by the country holding the EU Presidencies, which rotates every six months.
The central task of the Bologna Secretariat is to support the work of the Follow-up Group at various levels: BFUG, Board, Working Groups, Networks and Seminars. The Secretariat prepares draft agendas, draft reports, notes and minutes and carries out the practical preparation for meetings as requested by the Chairs.
Another task of the Secretariat that has become increasingly important is to provide up-to-date and reliable information about the Bologna Process (for both a European and a non-European audience) and to maintain an electronic archive. To fulfill those functions, the Secretariat makes use of the EHEA permanent website as a central tool.
It is noticeable that the main advantage of the Bologna Process and the present support structures is that they enable the key stakeholders to work together as partners, and having a relatively informal character, thus increasing the sense of engagement and ownership among all participants.
To implement the Bologna reforms and to make progress in all priority areas, strong efforts will be required especially at national and institutional level. To support these efforts with joint action at European level, the Ministers entrusted the Bologna Follow-up Group to prepare a work plan for the period leading up to the next Ministerial Conference.
As part of the 2009-2012 work plan, the Bologna Follow-up Group set up seven working groups on the following topics:
- Social Dimension
- Qualifications Frameworks
- International Openness
- Mobility
- Recognition
- Reporting on the implementation of the Bologna Process
- Transparency mechanisms
To further disseminate the Bologna reforms, countries and organisations participating in the Bologna Process also organise various seminars and conferences that are announced via the calendar of events.
Disclaimer:
This text is part of the “Bologna beyond 2010 – Report on the development of the European Higher Education Area, Backgroung Paper for the Bologna Follow-up Group prepared by the Benelux Bologna Secretariat -, Leuven/Louvain-la-Neuve Ministerial Conference, 28-29 April 2009”.
A short overview of the EHEA functioning (according to the 2009-2012 work-plan) is presented in the table below:

The policy area of education is an important factor for economic growth and social cohesion in the EU, as well as for the well-being of citizens. The objective of the Presidency will be to emphasize the social dimension of this field, through the modernization of education and training systems with the provision of more qualitative and equitable education. In this context an Informal Meeting of Education Ministers will take place on 4 and 5 of October 2012.
Quality Assurance and the Modernization of Higher Education
In the field of Higher Education, focus will be given on the modernization of universities. In this respect, emphasis will be given to quality assurance and internationalization of higher education in line with the objectives of the EU modernization agenda for higher education and the Bologna Process. The Presidency will also focus on teaching and learning excellence in higher education. Achieving excellence in teaching requires the reformation and modernization of Europe’s higher education in order to enrich teaching, improve learning experiences, support personalized learning, facilitate access through distance learning and virtual mobility, streamline administration and create new opportunities for research.
The Presidency will host a Meeting of Directors General for Higher Education, on 22 and 23 October 2012.
Equity and Excellence in Vocational Education and Training
The vocational education and training is important to ensure the future competitiveness and innovation in Europe. Actions improving vocational education and training are needed, so as to prepare individuals for today’s labour market.
During the Cyprus Presidency, focus will be placed on strengthening vocational education and training (VET) among young people and adults with an emphasis on equity and excellence in VET. Furthermore, the updated Copenhagen Process agenda, which aims to improve the performance, quality and attractiveness of vocational education and training through enhanced cooperation at European level, will be carried forward by exploring the issue of expanding opportunities and raising skills, by opening pathways between Vocational Education and Training on the one hand, and Higher Education on the other.
These issues will be discussed during the meeting of the Directors General for Vocational Education and Training, which will take place on 22 and 23 of October 2012.
Non-formal and informal learning
Formal learning (learning which takes place in formal education and training systems) is traditionally the most recognised and acknowledged form of learning by society and the labour market in particular. In recent years, however, the importance of learning in non-formal and informal settings is receiving a growing appreciation. The validation of non-formal or informal learning is a key element in the EU’s actions to support education and training. Therefore, new approaches are needed to identify and validate these less formal learning experiences, acknowledging that Member States are at different stages in supporting this validation.
In this context, the Presidency will propose a Council Recommendation on the validation of non-formal and informal learning.
The contribution of education and trainingto the Europe 2020 strategy
The Presidency, in close cooperation with the Council and the Commission, will follow-up the results of the European Semester in the fields of Education and Training.
As the European Semester process (an EU level policy coordination tool which is part of a broader EU aim to strengthen economic governance, monitoring the implementation of structural reforms in the context of Integrated Guidelines, outlined in National Reform Programmes to ensure progress towards the agreed goals of the EU Strategy for Growth and Jobs) indicates, the EU has to step up growth-boosting measures and policies. This has direct implications for education and training, as it is necessary to preserve investment in growth-friendly areas such as education and training.
All Member States share the challenge of improving educational performance in a context of tight public finance. All Member States are looking for ways to increase efficiency and quality at the same time. And virtually all Member States are working on the design and the implementation of their policy response to tackle the challenges addressed in the 2011 and 2012 CSRs.
The Presidency, in cooperation with Member States and the Commission, will coordinate cooperation in the context of the ET 2020 strategic framework by exploring key challenges identified as an outcome of the European Semester and pin-pointed in the 2012 Country Specific Recommendations and by sharing and exchanging experiences to the mutual benefit of all Member States. As a result of this process, the Presidency will propose Council Conclusions on education ministers' response to the challenges of Europe 2020 strategy in the field of education and training.
New programme for education, training, youth and sports
The proposal for the new programme for education, training, youth and sports “Erasmus for All" aims to contribute to the European Union’s growth, by investing in the potential of people. Up to 5 million people, almost twice as many as now, could get the chance to study or train abroad with a grant. “Erasmus for All", is expected to bring together all the current EU and international schemes for education, training, youth and sport, replacing seven existing programmes with the aim to increase efficiency, simplify application procedures, as well as reduce duplication and fragmentation.
The Cyprus Presidency will advance the discussions, aiming to reach an agreement on the content of the proposal.
Literacy
Many young people and adults in Europe lack basic reading and writing skills, which consequently, constitutes an obstacle for their employment and may result in social exclusion.
The Presidency, within the context of the strategic co-operation framework "Education and Training 2020" and in response to relevant Commission’s communications, will propose Council conclusions on this issue, calling for the effective tackling of illiteracy through more qualitative education and training. The Presidency will organise a Conference on Literacy, on 5 and 6 September 2012.

Mr George Demosthenous, Minister of Education and Culture in Cyprus, presented on 10 July to the CULT Committee in the European Parliament the Presidency priorities in the field of education and training. He showed high concern about strengthening the contribution of education and training to the EU2020 Strategy. The increased budget allocated for the new funding programme was also defended by the Minister, who is confident about the negotiations on “Erasmus for all”. Tackling literacy, fostering participation of young people in education and society (especially with an immigrant background) valuing non-formal and informal education through an increased recognition (see EUCIS-LLL Mag on validation), support sport for children and older people are among the highest priorities of the Presidency with a will to focus on the social aspects of education and training. See the Presidency programme and the minutes of the CULT Committee in our members’ area (section “working groups”).

By Ariel Schwartz. Is the era of the ivy-walled college coming to an end? How much will technology reshape what we think of as the college experience? See what the experts had to say.
Higher education is rapidly changing--you don’t have to even be paying much attention to see that. Universities have started streaming lectures en masse, schools like Harvard and MIT are teaming up to create content tailored for the web, startups like UniversityNow are creating reasonably priced online universities, and startups like Udacity offer online-only classes from renowned professors. None of this existed 10 years ago, and the field isn’t done changing yet. A new report from Pew Internet looks at what higher education will look like in 2020, based on survey responses from over 1,000 "Internet experts, researchers, observers and users."
Below, highlights from the survey, including notable responses from those who were polled.
    * Just 39% of respondents believe there will be modest changes by 2020, represented by the following scenario outlined by Pew: "In 2020, higher education will not be much different from the way it is today. While people will be accessing more resources in classrooms through the use of large screens, teleconferencing, and personal wireless smart devices, most universities will mostly require in-person, on-campus attendance of students most of the time at courses featuring a lot of traditional lectures. Most universities’ assessment of learning and their requirements for graduation will be about the same as they are now."
    * Far more respondents--60%--believe there will be more substantial change. Pew outlines this scenario: "By 2020, higher education will be quite different from the way it is today. There will be mass adoption of teleconferencing and distance learning to leverage expert resources. Significant numbers of learning activities will move to individualized, just-in-time learning approaches. There will be a transition to "hybrid" classes that combine online learning components with less-frequent on-campus, in-person class meetings. Most universities’ assessment of learning will take into account more individually-oriented outcomes and capacities that are relevant to subject mastery. Requirements for graduation will be significantly shifted to customized outcomes."
    * Many of the people polled think that opportunity, efficiency, and student and parent demands will lead to new teaching methods. Mike Liebhold, senior researcher and distinguished fellow at The Institute for the Future theorized: “Under current and foreseeable economic conditions, traditional classroom instruction will become decreasingly viable financially. As high-speed networks become more widely accessible tele-education and hybrid instruction will become more widely employed.”
    * At the same time, respondents believe that the increasingly inaccessible economic situation in higher education will bring on changes. Tapio Varis, professor emeritus at the University of Tampere, explained his thoughts: "Traditional face-to-face higher education will become a privilege of a few, and there will be demand for global standardization of some fields of education which also will lower the level in many cases."
    * Some respondents don’t take distance learning seriously, but others recognize that tools to make online education more accessible are rapidly emerging. One anonymous respondent believes that location-based higher education is a bubble that’s about to pop: "I believe we will see somewhat of a return to a Socratic model of single sage to self-selecting student group, but instead of the Acropolis, the site will be the Internet, and the students will be from everywhere.”
    * While higher education is already changing, don’t expect it to look too different than the way it is today, say many respondents. Steve Jones, professor of communication at the University of Illinois-Chicago and a leader of the Association of Internet Researchers, had this to say: "Simply put, few universities can afford to change from the way they are today. While a riposte is that they cannot afford not to change, inertia is powerful, and taking the long view is hard. By 2020 not much will have changed.”
Of course, it’s just traditional universities that can’t afford to change. Newly emerging online universities and certification programs already are circumventing barriers like cost and location. It’s still hard to get a well-paying job without a college degree, and that probably won’t change by 2020. But there may be many more paths to that degree than there are today.

Dans le cadre des journées européennes du Patrimoine, les samedi 15 et dimanche 16 septembre 2012, le ministère de l'Enseignement supérieur et de la Recherche ouvre ses portes au grand public. L'entrée se fait au 21 de la rue Descartes de 10h à 18h.
Riche de sept siècles d’histoire, le site a abrité:
    * dès 1353, le Collège de Boncourt
    * de 1805 à 1976, l’École polytechnique
    * en 1981, le ministère de l'Enseignement supérieur et de la Recherche
    * depuis 1993, le ministère de l'Enseignement supérieur et de la Recherche.
Visite au public
La visite consiste à découvrir la plus grande partie du domaine attribué au ministère de l'Enseignement supérieur et de la Recherche, après le transfert de l'École polytechnique à Palaiseau en 1976.
Le Pavillon Boncourt
C'est dans le Pavillon Boncourt  que se trouve le bureau de la ministre.
Cliquer: Vue à 360° du Pavillon Boncourt
L'aperçu donné de l'ancien Amphithéâtre Arago, dépendant du Collège de France mais donnant sur le jardin du Pavillon Boncourt motivera les visiteurs avertis.
Le jardin carré
Le jardin carré fait partie du site occupé par le ministère. Il est habituellement ouvert au public les samedis et dimanches en tant que jardin public. Son accès se fait par le 11 rue Descartes. Une promenade dans le jardin carré complète la visite du Pavillon Boncourt.
Cliquer: Vue à 360° du jardin carré
Font parties du parcours de visite:
    * La cour d’honneur
    * La salle Hubert Curien (anciennement appelée Salle des Conseils)
    * Le salon blanc
    * Le jardin du Pavillon Boncourt avec aperçu de l’amphithéâtre Arago et du bureau de Claude Lévi-Strauss (anthropologue français).
Informations pratiques
Entrée gratuite
Ouverture au public : 15 et 16 septembre 2012 de 10h à 18h.
Durée de la visite : trente minutes
Personnes à mobilité réduite : la visite accessible aux personnes à mobilité réduite (accueil particulier à l'entrée) se fait en deux temps : les jardins (cour d'honneur et jardin du ministre) et le bâtiment Boncourt.
Historique et patrimoine en détail
Rubrique historique et patrimoine à consulter
    •    Visite du site Descartes en images
    •    La mission des Archives nationales, Secteur Recherche-Technologie
    •    Historique de l'Institution
    •    Histoire de l'Ecole Polytechnique
    •    Informations pratiques
    •    Les bâtiments.
Télécharger la plaquette de Présentation de l'histoire du site Descartes.

A country can develop its relevant skills by encouraging and enabling people to learn throughout life. This can be accomplished in several different ways.
1. Gather and use evidence about the changing skills demand to guide skills development
Investing in skills development throughout a person’s lifetime is at the heart of skills policies. During the past few decades there have been major shifts in the economic underpinnings of OECD countries and, more recently, of many emerging and developing countries too. In most countries, the labour market has moved from agriculture to industry to, increasingly, services. These changes imply a decline in the demand for craft skills and physical labour and a rise in the demand for cognitive and interpersonal skills, and for higher-level skills more generally.
As economies continue to evolve, the types of skills demanded by the labour market will necessarily change too. Government and business can work together to gather evidence about skills demand, present and future, which can then be used to develop up-to-date curricula and inform education and training systems.
2. Engage social partners in designing and delivering education and training programmes
Skills development is more effective if the world of learning and the world of work are linked. Compared to purely government-designed curricula taught exclusively in schools, learning in the workplace offers several advantages: it allows young people to develop “hard” skills on modern equipment, and “soft” skills, such as teamwork, communication and negotiation, through real-world experience. Hands-on workplace training can also help to motivate disengaged youth to stay in or re-engage with the education system and smooths the transition from education into the labour market.
Workplace training also facilitates recruitment by allowing employers and potential employees to get to know each other, while trainees contribute to the output of the training firm. Employers have an important role in training their own staff; but some, particularly small and medium-sized enterprises, might need public assistance to provide such training.
Trade unions can also help to shape education and training, protect the interests of existing workers, ensure that those in work use their skills adequately, and see that investments in training are reflected in better-quality jobs and higher salaries.
3. Ensure that education and training programmes are of high quality
Spending time in education is one thing; learning is another. The OECD’s Programme for International Student Assessment (PISA) shows that significant numbers of 15-year-olds in many countries do not acquire even a minimum level of skills through compulsory schooling.
Governments can help to foster quality in education and training from early education through school and beyond. Education and training institutions need to be governed by a clear quality-assurance framework that serves both accountability and improvement purposes, and that combines internal and external evaluation without imposing an excessive administrative burden.
Teaching must be valued as a profession so that the best candidates are recruited and the most effective teachers are retained. Workplace training should also be subject to quality control in the form of contractual arrangements, inspections and self-evaluations.
4. Promote equity by ensuring access to, and success in, quality education for all
Individuals who have low levels of skills because they do not have access to good-quality education, because they fail to succeed in education or because they do not get a second chance to improve their skills later on are much more likely to have poor labour market and social outcomes. 
Yet findings from PISA show that equity and quality in education are not mutually exclusive. Investing in high-quality early childhood education and initial schooling, particularly for children from socio-economically disadvantaged backgrounds, is an efficient strategy to ensure that children start strong in their education careers so that first skills beget future skills.
Later in life, financial support targeted at disadvantaged students and schools can improve the development of skills. And since individuals with poor skills are unlikely to engage in education and training on their own initiative and tend to receive less employer-sponsored training, second-chance options can offer them a way out of the low skills/low income trap.
Remove barriers to investing in further learning
Preparing young people for their entry into the labour market with up-front education and training is only one facet of skills development; working-age adults also need to develop their skills so that they can progress in their careers, meet the changing demands of the labour market, and don’t lose the skills they have already acquired. A wide spectrum of full- or part-time adult-learning activities needs to be available:  from work-related employee training, formal education for adults, second-chance courses to obtain a minimum qualification or basic literacy and numeracy skills, language training for immigrants, and labour-market training programmes for job-seekers, to learning activities for self-improvement or leisure.
To encourage people to participate, governments can provide better information about the economic benefits (including wages net of taxes, employment and productivity) and non-economic benefits (including self-esteem and increased social interaction) of adult learning; information and guidance can be provided both online and through specialised services; informal learning should be recognised with clear certifications through reliable assessments; and education and training programmes must be relevant to users and flexible in content and in how they are delivered so that adults can adapt learning to their lives.
5. Ensure that costs are shared and that tax systems do not discourage investments in learning
Employers have to create a climate that supports learning, and invest in learning; and individuals must be willing to develop their skills throughout their working life. Governments can design financial incentives and favourable tax policies that encourage individuals and employers to invest in post-compulsory education and training. For example, allowing taxpayers to deduct the cost of such education from their income taxes could help to offset the disincentives to invest in skills resulting from progressive personal income taxes.
Some countries fear that, with rising enrolment rates and the increasing cost of tertiary education, they might not be able to sustain these investments. To make investing in tertiary education more cost-effective, individuals can be encouraged to shoulder more of the financial burden and funding can be linked more closely to graduation rates.
At the same time, disadvantaged individuals should be assured access to education opportunities through grants and loans.
6. Maintain a long-term perspective on skills development, even during economic crises
In periods of depressed economic conditions and when public budgets are tight, governments tend to cut investments in human capital first. But cutting investment in skills at such times may be short-sighted, as a skilled workforce will play a crucial role in generating future jobs and growth.
If cuts to public spending have to be made, they should be based on the long-term cost/benefit ratios of alternative public investments. On these grounds, there is usually a strong case to be made for maintaining public investment in skills.

The 2012 Conference of Experts in Higher Education, an annual event co-organized by the National Centre of Public Accreditation (NCPA) and the Russian National Guild of Experts in Higher Education will be held in Moscow, Russia, on 9-10 November 2012.
The conference is open to representatives of quality assurance agencies, researchers, academics, policy makers, administrators and educators who are invited to take part in the event by submitting their proposals for a presentation or a poster (in Russian or in English) during the Conference, as well as by participating in the discussions of most urgent quality assurance issues.
The Seventh Annual Conference of Experts in Higher Education "Implementation of the European Standards and Guidelines for Quality Assurance Systems" will be held on 9-10 November 2012, Moscow, Russia.
The 2012 Conference of Experts in Higher Education, an annual event co-organized by the National Center of Public Accreditation (NCPA) and the Russian National Guild of Experts in Higher Education will be held in Moscow, Russia, on 9-10 November 2012.
The conference is open to representatives of quality assurance agencies, researchers, academics, policy makers, administrators and educators who are invited to take part in the event by submitting their proposals for a presentation or a poster (in Russian or in English) during the Conference, as well as by participating in the discussions of most urgent quality assurance issues.
Further Information and the programme will be available soon at the NCPA website.

This report is based on the ENQA workshop on the theme “Quality Assurance in Lifelong Learning” that was held from the 16-17th of May 2011 in Bonn, Germany. The workshop provided a platform for discussion and exchange of experiences among the main stakeholders in quality assurance. The workshop aimed to contribute to joint understanding of the quality assurance in lifelong learning (LLL) between stakeholders, to disseminate information on good practice of external quality assirance in LLL, and to discuss standards and procedures for external quality ssurance in LLL. Download the Report.
See also ENQA workshop on Quality Assurance and Lifelong Learning, Quality Assurance and Learning Outcomes, L’AERES, évaluée et reconnue par l’ENQA, 6th European Quality Assurance Forum.
Quality Assurance in Lifelong Learning
Endika Bengoetxea, Outi Kallioinen, Immo Schmidt-Jortzig, Richard Thorn.
Foreword
The implementation of Lifelong Learning (LLL) in European higher education institutions is one of the most important educational and carrier development oriented initiatives of this decade. Albeit an essential path in the continuous improvement of skills, competences and knowledge throughout the life of an individual, this project is also challenging, as it involves expectations not only from the educational, the social and the professional worlds, but employers and employees as well. Moreover, the fact that expectations and demands may vary nationally, regionally and locally demands understanding, transparency and coordination between lifelong learning providers. The quality assurance of implementing Lifelong Learning into European higher education institutions is currently part of ENQA’s main focus areas. ENQA is promoting debates on how to develop quality assurance processes for lifelong learning schemes. In order to contribute to joint understanding of the quality assurance in Lifelong Learning between all stakeholders, to disseminate information on good practice, and to discuss standards and procedures, ENQA organised a workshop on the theme “Quality Assurance in Lifelong Learning” that was held in May 2011 in Bonn, Germany. The workshop provided a platform for discussion and exchange of experiences among the main stakeholders in quality assurance.
This publication presents four articles based on the workshop on Lifelong Learning. The following articles will discuss the national experiences, observations and results from the perspectives of the European Commission, the Laurea University of Applied Sciences in Finland, the Foundation for International Business Administration Accreditation (FIBAA) in Germany, and the Institutes of Technology in Ireland. Achim Hopbach, President, European Association for Quality Assurance in Higher Education (ENQA)
CHAPTER 1: Quality Assurance in Higher Education Lifelong Learning: Objectives and challenges on the European Union, Endika Bengoetxea, European Commission, Belgium
1.1 Introduction
The European Union’s Europe 2020 strategy sets out a vision of Europe’s social market economy for the 21st century, with a strong focus on skills and lifelong learning. It shows how the EU can come out stronger from the crisis and how it can be turned into a smart, sustainable and inclusive economy delivering high levels of employment, productivity and social cohesion. It includes a European benchmark for raising the proportion of higher education graduates (in the age range 30–34 years) to 40% by 2020.
The strategic framework for co-operation in Education and Training for 2020 –ET20202– focuses on four key areas:
1. Making lifelong learning and mobility a reality (including a European benchmark that by 2020 at least 15% of adults (age group 25–64) should participate in lifelong learning);
2. Improving the quality and efficiency of education and training;
3. Promoting equity, social cohesion and active citizenship;
4. Enhancing creativity and innovation, including entrepreneurship.
Given the need for Europe to raise skill levels and provide high quality education and training, it is no coincidence that lifelong learning and quality assurance figure as two of these priorities. The European Commission is cooperating actively with member states and stakeholders on reforms and follow-up.
Since the Bologna process started in 1999, there has been considerable improvement in building a higher education quality assurance culture in Europe, although efforts are still required to improve cooperation at European level. At the same time, quality assurance and transparency tools may need to evolve in order to remain up to date, as for instance, the European Standards and Guidelines which are at present under review.
While much of the focus of quality assurance is on initial training courses and degrees, developing quality assurance mechanisms for continuous training is also essential. More than ever, education systems are required to offer training courses and modules that ensure the right mix of skills, and lifelong learning activities must ensure that people improve knowledge, skills and competences within a personal, civic, social and/or employment-related perspective. As part of this strategy, higher education quality assurance systems must also play their role in guaranteeing that quality assurance mechanisms are established for continuous training courses.
The need to develop flexible study paths is also a priority: the percentage of ‘nontraditional’ groups (such as part-time students) seeking training is increasing, but there are not yet sufficient initiatives to satisfy this demand. Furthermore, these mature learners express a particular concern about the quality of the educational offer, which calls for a more direct involvement of quality assurance systems in lifelong learning. Download the Report.