HEFCE welcomes a report published today on outward student mobility. The report, by a group led by Professor Colin Riordan reviews current incentives, financial support and obstacles to outward student mobility. It also includes recommendations on how to ensure that mobility increases in the future. The Government has responded to the review by limiting tuition fees for students taking year abroad placements to up to 15 per cent of the maximum fee cap that applies to full-time undergraduates; it has also agreed to provide loans to students to cover these costs. This will apply to students taking a year abroad under the Erasmus scheme and those taking a study (rather than work) year abroad under other international arrangements outside the Erasmus scheme.
HEFCE is currently consulting on teaching funding arrangements from 2013-14. Subject to the outcome of this consultation, we intend to develop proposals for a supplementary contribution to universities and colleges of around £2,250 for each such student from 2014-15, which will require around £25 million in total teaching funding. These proposals will be considered by the HEFCE Board at its meeting on 12 July, and the outcome will be confirmed soon after. We hope that these arrangements will provide a sustainable basis for universities and colleges to support and increase the mobility of their students.
As with other areas of HEFCE funding, this will be subject to our annual grant allocation from Government and would need to be reviewed in the event of any reduction to our current expectations of future funding levels
Notes

Social entrepreneurship is a rapidly growing movement within the higher education (HE) sector. A £2 million HE support initiative, funded by HEFCE, and delivered by UnLtd, the Foundation for Social Entrepreneurs, has now selected 56 higher education institutions (HEIs) from across England to lead a pioneering programme to place social entrepreneurship at the heart of their culture and infrastructure.
The initiative was launched by UnLtd and HEFCE in January 2012. Over the next 12 months the chosen HEIs will be recruiting Champions from across their institutions to engage a wide range of staff and students from all disciplines.
In their applications for this funding, HEIs proposed a wide range of outreach approaches, from cross-campus ‘virtual hubs’ established to raise awareness of social entrepreneurship and the support available, to inspirational master classes delivered by high profile social entrepreneurs.
They will be testing a range of methods and approaches to finding, funding and supporting social entrepreneurs within their institutions, including developing ‘acceleration hubs’ for social venture growth; recruiting ‘social entrepreneurs in residence’ to provide one-to-one mentoring; and setting up online support platforms.
The new programme follows the success of the Higher Education Social Entrepreneurship Awards, which saw 200 social ventures established in 70 HEIs between 2009 and 2011.
Cliff Prior, CEO of UnLtd, said:
‘We received an overwhelming and brilliant response to the initiative from universities in England and selecting the final 56 was a difficult process. We believe the chosen universities will deliver high quality support, helping both staff and students to start up and thrive as social entrepreneurs, and that they will show how this work can be embedded across higher education to improve student experience, employability, research and studies.’
David Sweeney, Director of Research, Knowledge Exchange and Skills at HEFCE, said:
‘This is a fantastic opportunity for universities to develop a sustainable culture of support for social entrepreneurs within their institutions.  This unique initiative builds upon HEFCE’s partnership with UnLtd and will help university staff and students use their talent and enthusiasm to make a difference in the wider community.’
The initiative will also see the HEIs matched with a network of local business professionals who will provide pro bono support to staff and students looking to start up or grow their social venture. It will also provide opportunities for collaboration and knowledge sharing across a network of HEIs. Full list of the universities and more information about the initiative.
Notes
What is social entrepreneurship?
Social entrepreneurship is the recognition of a social problem and the uses of entrepreneurial principles to organise, create and manage a social venture to achieve a desired social change. While a business entrepreneur typically measures performance in profit and return, a social entrepreneur also measures positive returns to society.
About UnLtd
UnLtd is the leading provider of support to social entrepreneurs in the UK and offers the largest such network in the world. UnLtd resources over 1,000 individuals each year through its core Awards programme. UnLtd operates a unique model by investing directly in individuals and offering a complete package of resources; from awards of funding between £500 and £15,000 to ongoing advice, networking and practical support. UnLtd resource community entrepreneurs to start-up; support those with more established ventures to scale up; and are committed to developing an eco-system of support to make it easier for those who need help to find it. More about the support offered by UnLtd.

A new Cedefop study opens a discussion on international qualifications: what they are, how they are managed, and how they may affect national qualifications and standards as well as the common EU tools for vocational education and training.
Not all diplomas and certificates are awarded by public authorities within a national education and training system. International qualifications, awarded by social partner organisations or multinational companies, now cover fields as diverse as construction, ICT, welding, sports, transport, financial services and hairdressing.
So what does this trend mean for education and training standards and for the wider recognition of qualifications?
Cedefop’s study aims to launch the discussion on international qualifications, whose reach and popularity affect two European initiatives: the European qualifications framework (EQF) and the European classification of skills/competences, qualifications and occupations (ESCO). Download publication.

The UNESCO Institute for Lifelong Learning (UIL) is currently seeking a

The description of this vacancy can be found here.

The UNESCO Institute for Lifelong Learning (UIL) is currently seeking a

The description of this vacancy can be found here.
Project Secretary as maternity cover from 1 October 2012 to 15 December 2013
Duties for this post include:
Supporting research staff and the Director in logistical preparations for conferences and seminars held in Hamburg and in other countries, and ensuring their smooth running.
Interacting daily with travel agencies, hotels and meeting participants as well as other internal and external sources and responding to inquiries, or assigning the communication to the appropriate person.
Assisting in all administrative formalities, especially finding accommodation and visa issues as well as providing introductory information to new staff members, fellows and study visitors.
Carrying out secretarial duties and preparing simple correspondence independently; undertaking research and selecting information from pertinent files, records and reports; preparing or summarising abstracts; verifying and correcting correspondence prepared by other staff for format, spelling and grammar; and compiling and carrying out pre-editing of official documents.
Maintaining senior research specialists’ calendars and keeping the main filing system up-to-date.
UNESCO works to create the conditions for dialogue among civilizations, cultures
Your profile:
You will have completed secondary education and high-level vocational education as travel agent/event organisation specialist/secretary/senior office assistant.
You should have competence in the administrative organisation of conferences
and similar events gained from at least five years’ experience.
You have good communication and interpersonal skills.
You are familiar with the use of MS-Excel, Word and Outlook Express.
You possess outstanding organisational talent.
You have a very good command of English (preferably a native speaker) and French and a working knowledge of German.
Terms & conditions:
The salary for this local post is based on the German Tariffs Agreement for Public
Service (TVöD), salary group 9. The salaries of the staff of UIL are exempt from direct taxation.

Mother tongue-based multilingual education is a lever for quality in education in multilingual African contexts. Building on UNESCO’s prior work with the African region UNESCO/BREDA, UIL and the African Academy of Languages recently collaborated with the Summer Institute of Linguistics in organising a training for teachers, trainers of trainers and curriculum specialists from state and private sectors as well as policy and decision makers. The training on “The rationale, purposes and strategies for implementing mother tongue-based education programmes which also ensure success in French” took place from 2–13 July 2012 in Dakar, Senegal. The participants came from four Sahelian countries, namely the Republic of Senegal, the Republic of Gambia, the Republic of Mali and the Republic of Niger. UIL and UNESCO/BREDA worked with the participants on two projects which will be beneficial for the training of trainers and teachers: an action research guide for improving adult literacy programmes in multilingual contexts and a curriculum framework for teacher training on bi/multilingual education in the Sahelian countries.

The Recommendation on the Development of Adult Education, adopted by the General Conference of UNESCO in Nairobi in 1976, is the key normative instrument on adult education, providing guiding principles and a global approach for promoting and developing adult education in Member States. Its review and update have already been proposed on several occasions, more recently in the Belém Framework for Action, and UNESCO’s Executive Board adopted a plan of action to that end in late 2011. As a first step, a group of five experts from several world regions met at UIL on 10–11 July to explore and clarify technical and legal aspects of a potential revision, and provided key arguments for a decision to be taken later on by UNESCO’s governing bodies.
While the experts acknowledged the forward-looking and emancipatory spirit of the 1976 Recommendation, which has not lost its critical substance, they also underlined the need to re-formulate substantial parts in the light of the changed reality and new challenges for adult learning and education. They discussed related consequences concerning conceptual clarity (e.g. with regard to the definition of adult education, its objectives and key areas) and updating the language. In a next step, the proposals of the expert meeting will be broadly debated during an online consultation in September and subsequently submitted to UNESCO’s Executive Board.

In order to  implement the commitments adopted  by the regional CONFINTEA Follow-up meeting on May 2011 in Mexico City, “From Commitment to Action: Taking the CONFINTEA Agenda Forward”, three members of the Mexican National Institute for Adult Education (INEA), headed by  its General Director, visited the UNESCO Institute for Lifelong Learning (UIL) on 14 June to present the Observatory for Adult Education for the region of Latin America and the Caribbean.
The Observatory will monitor policies for adult education and will provide feedback to policy makers and other stakeholders for defining and implementing those policies, as well as to academics and participants in the field, through the integration, analysis and dissemination of information.
During the meeting, the structure of the Observatory project was defined. It will consist of a Governing Board formed by seven members, including representatives from international agencies and Member States. There will also be a Consultative Board involving the 33 Member States of the LAC region. A work plan for the first phase of the Observatory was designed with which operations are expected to start in the first quarter of 2013.
The meeting ended with the signature of a Memorandum of Understanding between both institutions.

The new platform and its network aim at contributing to the ongoing and future debate in Europe on validation of non-formal and informal learning. It also shows new pathways for the realisation of a European lifelong learning area.
The European Association for University Lifelong Learning (EUCEN) has launched the European Observatory of Validation of Non-formal and Informal Learning (VNIL). VNIL is an exchange platform for practitioners, policy-makers, institutions and learners including case studies, country-specific information and other useful documents can be shared on multiple formats.
VNIL primarily offers a platform for exchange, where a range of data can be found about validation practices of non-formal and informal learning in different educational sectors - higher education, vocational education and training, adult education - in Europe. The platform is interactive; you can contribute by rating and commenting documents and by adding new resources, for example case studies, to the repository. Frequent online debates around issues of the three selected topics from 2012-2013 will take place and invite you to share your views and to exchange with professionals in the field.
EUCEN will award the validation prize to the best case study submitted at the end of the project in 2013 - so start collecting your information!
For more information, please contact EUCEN.

Reprendre une formation n’est pas le seul moyen de décrocher un diplôme. Grâce à la VAE (Validation des acquis de l’expérience), il est possible d’obtenir un diplôme en mettant à profit vos savoirs acquis dans le cadre professionnel.
Le principe de la VAE est simple: il s’agit de faire valoir vos compétences - techniques, managériales ou autre - dans le cadre d’un parcours de formation diplômante ou de formation certifiante. C’est-à-dire de faire en sorte que l’expérience soit transformée en diplôme. Le diplôme visé doit bien sûr correspondre à votre profil.
Exemple : vous êtes commercial, titulaire d’un bac, et disposez d’une expérience de cinq à dix ans. Vous pouvez demander à obtenir un BTS, voire une licence professionnelle dans votre spécialité, en faisant jouer la VAE. La VAE répond également à un besoin de reconnaissance personnelle.
Comment procéder? Il existe quelques astuces pour réussir sa démarche de VAE en 8 points clefs
Première étape: demander un dossier de VAE auprès de l’établissement (école, université). Ensuite, il s’agit de retourner ce dossier, puis de défendre votre demande devant un jury d’enseignants et de professionnels. L’objectif de cet oral est de vérifier que vous possédez les connaissances requises pour le diplôme en question.
Deux cas de figure: le jury estime que oui, et vous décrochez le diplôme. Le jury estime qu’il vous manque telle ou telle compétence : vous repassez le module en question. Toujours plus simple que de faire un diplôme dans son intégralité!
Petit bémol: la VAE est un processus de longue haleine. Le dossier de VAE est très complet, et de ce fait relativement long à boucler. Ceci explique que certains établissements proposent un accompagnement personnalisé.
Une aide que l’on ne peut que recommander vivement, notamment aux personnes qui ont quitté le système scolaire depuis longtemps, ce qui permet d’éviter les principales erreurs dans un dossier de VAE.
En savoir plus
 Faire une demande de VAE
 Modèle de lettre de demande de VAE
 VAE : toutes les étapes
 Comment financer sa VAE
 7 erreurs fatales dans un dossier de VAE
 La VAP: intégrer une formation sans avoir le niveau requis
 Avez-vous le bon profil pour une VAP?
Actualité
Un portail d’information sur la VAE pour les professions libérales
VAE : se faire accompagner se révèle efficace
VAE : 77 % de validations totales parmi les dossiers examinés (Fongecif IDF)
Fongecif Bretagne : forte progression des demandes de VAE en 2011.
Entretiens / Témoignages
VAE : pourquoi on échoue?
Université Paris-Descartes: comment circule un dossier de VAE?
L’université Bordeaux-I mise sur la VAE
VAE à l’université: l’exemple de Montpellier-II
Décrocher un diplôme grâce à la VAE : le parcours du combattant
La VAE? Un besoin de reconnaissance personnelle
Du BEP à la licence grâce à la VAE
Trois diplômes au bout de la lorgnette grâce à la VAE
Des rayons de supermarché à l’estrade de professeur
« La VAE reste un dispositif encore trop peu connu ».

On 21 September, European Cooperation will be celebrated all over Europe and in neighbouring countries!
Almost 40 countries will come together to celebrate cooperation and bridge-building between local communities across borders. Public events will take place during the week of 17-23 September all over Europe. Besides the fun, this will also be an opportunity to discover all the improvements local initiatives have brought to all aspects of your daily life; from creating jobs, to improving health care services, and the protection of environment, transport or energy.
The map below shows all the events taking place, so you can spot the one closest to your location. Come back regularly (bookmark this page!): many events will be added during the coming months. Join in on the fun — share borders, grow closer!
The website of the European Commission – Regional Policy – is featuring European Cooperation Day. Find out more on the Inforegio Website.