The conference Latin American Universities and the International Rankings: Impact, Scope and Limits sought to provide a space for dialogue and debate on the international university classification systems.
The Conference brought together university rectors, ranking producers, and academic specialists who presented their views and perspectives on the topic.
In an effort to spur further debate on the issues, as well as to prompt the implementation of the resulting  initiatives and responses, the organizers  compiled and systematized the main ideas and proposals expressed throughout the conference as a Final Declaration. 
The document offers the combined vision of the participants, and will be further enriched with views from throughout the region, with the goal of presenting a common Latin American position on the international rankings.
For more information, follow this link.

The dossier is coordinated by Dr. Francisco Rubio, from University of Las Palmas de Gran Canaria (Spain)

UC Temuco is one of the 22 universities signing an historical Agreement
Twenty-two of the most important universities of Chile, the Universidad Católica de Temuco (UC Temuco) among them, have signed an agreement to promote sustainability in the country. The "Acuerdo de Producción Limpia" (Agreement on Clean Production) has been penned with the Consejo Nacional de Producción Limpia (CPL), institution that depends on the Chilean Ministry of Economy.

The AMECYD Conference promoted a place to discuss, share and plan Lifelong Learning

Sudan is a multilingual country with approximately 70 different languages

This edition is focused on Knowledge, Engagement & Higher Education. The Conference will provide visibility and will critically examine one of the most significant trends: the growth of the theory and practice of engagement as a key feature in the evolution of higher education.
In the Conference, GUNi aims to approach the challenge of engagements by higher education institutions in the larger society in an integrated manner: it will explore ways in which engagement enhances teaching, learning and research;  it will explore ways in which engagement enhances teaching, learning and research; it will approach engagement in ways that accept the multiple sites and epistemologies of knowledge, as well as the reciprocity and mutuality in learning and education through engagement.
In exploring this contemporary issue, the Conference will attempt to describe how university-community engagement is evolving nowadays and will propose to go beyond by offering new visions and ways for the future. GUNi invites the international academic community to jointly analyze how to build transformative knowledge to drive social change.
You are cordially invited to attend Conference or nominate the member(s) of your institution. In this space you can find information regarding the conference, as well as details of its programme and contents.
Presentation
The 6th International Barcelona Conference on Higher Education and the 5th GUNi Report are focused on Knowledge, Engagement & Higher Education. They will analyze how to build transformative knowledge to drive social change. In exploring this contemporary issue, the Report and the Conference will attempt to describe how it is evolving nowadays, and will propose to go beyond the narrow and compartmentalized approach to engagements of higher education by offering new visions and ways for the future.
In the Conference, GUNi aims to approach the challenge of engagements by higher education institutions in the larger society in an integrated manner:  it will explore ways in which engagement enhances teaching, learning and research; it will approach engagement in ways that accept the multiple sites and epistemologies of knowledge, as well as the reciprocity and mutuality in learning and education through engagement.
The Conference will look at our changing understanding about who the agents of knowledge creation are, and how the creation, distribution and use of knowledge are linked to our aspirations for a better world.  It will offer us elements of a vision for a renewed and socially responsible relationship between higher education (HE), knowledge, and society. It will also take into account the current conceptualization of the role of higher education in the process of knowledge production.
In this sense, one aim of the Conference is to call upon policy-makers, leaders and practitioners of HEIs around the world to ‘rethink’ social responsibilities of higher education and to become a part of a hub of societal innovation. We aim to move towards a more just, equitable and sustainable planet over the next decades. Thus, the Conference hopes to present experiences and ideas that suggest directions for transformation of higher education (and its diverse institutions) to exercise its social responsibility to citizens and societies locally and globally.
The other aim of the Conference is to provide visibility and to critically examine one of the most significant trends in higher education over the past 10-15 years: the growth of the theory and practice of engagement as a key feature in the evolution of higher education.
Facilitating socially engaged universities is paramount to the necessary creation of knowledge. The practices and structures of engagement are rich and continually evolving. Some scholars speak of a Community-University Engagement movement (Talloires; Holland, 2005), of service learning (Campus Compact; McIlraath and Mac labhrainn, 2007), of community-based research (Strand et al, 2003a/b), of engaged scholarship (Boyer, 1996; Fitzgerald et al, 2012), of community-university research partnerships (Hart et al, 2007; Hall, 2011), and of knowledge mobilization and its variants, such as knowledge translation, impact or utilization (Levesque, 2010, blog).
GUNi invites the international academic community to actively participate in the Conference in an open space to share and learn together, with the conviction that it is by taking action that we can improve real changes in education and enlarge the transformative awareness of our societies.
References
Boyer, E. L. (1996) The Scholarship of engagement, Bulletin of the American Arts and Sciences, 49(7), pp 18-33
Campus Compact web site http://www.compact.org/
Fitzgerald, Hiram, Karen Bruns, Steven T. Sonka, Andrew Furco,  Louis Swanson (2012) “The Centrality of Engagement in Higher Education” in Journal of Higher EducationOutreach and Engagement, 2012, 16(3).
Hall, B. et al (2011) “Towards a Knowledge Democracy Movement: Contemporary Trends in Community University Research Partnerships” in Special Issue of Rizoma Freireano on “Global Developments in Community University Research Partnerships. Vol 9.
Hart, A., Maddisson, E. and Wolff, D. (2007) Community-university partnerships in practice. Leicester, UK: National Institute for Adult and Continuing Education
Holland, B. (2005) Scholarship and Mission in the 21st Century University: The Role of Engagement Keynote Address to the Australian Universities Quality Agency
Forum, 5 July, Sydney Australia.
Levesque (2010) knowledge Mobilization (Retrieved from: http://bit.ly/zbPyME)
McIlrath, L. & Mac Labhrainn, I. (Eds.) (2007) Higher Education and Civic Engagement: International Perspectives. Aldershot, UK: Ashgate.
Talloires Network web site - http://www.tufts.edu/talloiresnetwork/

EAEA General Assembly 2013, EAEA Grundtvig Award Ceremony and Conference
6-7 June 2013, Leicester, United Kingdom.

25 February-2 March 2013, Ireland
The National Adult Learning Organisation (AONTAS) believes that all adults in Ireland should have equal access to learning opportunities. Adult learning has a hugely important role to play in the economic and social future of Ireland. Adult learners and adult learning centres do vital work on a daily basis. The nationwide Adult Learners' Festival is about

• Celebrating adult learning and the achievements of adult learners
• Showcasing the work of adult education providers
• Promoting the work of AONTAS and the adult education sector
• Ensuring that adult education is placed firmly on the political agenda

If your organisation would like to become involved in the 2013 Festival, please contact AONTAS by e-mail: klaing@aontas.com. More information on the festival here.
The STAR Awards are about recognising and celebrating the invaluable collaborative work undertaken by adult learning initiatives in our communities. In the current climate it's even more important that we continue to showcase the value of the sector in responding to the needs of individuals, communities, society and the economy. The STAR Awards application process will open in early September 2012 so get your thinking hats on for great and innovative adult learning projects that you could nominate for 2013. More information here.

By Aura Vuorenrinne. EAEA´s logo will change in 2013. The new logo, designed by the EAEA Communications Officer Aura Vuorenrinne, will be taken into use gradually.
The reason for change is above all practical. The previous EAEA logo is technically difficult in use because of the complexity of the graphics. Additionally, on its own the logomark does not indicate which organisation the symbol refers to. EAEA has gone through a fundamental change during 2012: a great portion of the staff has changed. The new visual identity also represents a fresh chapter in EAEA´s history.
New logo: simple and effective
In the new logo, the acronym "EAEA" has the main role, which makes it easy to use in different settings and in different colours (colourful, black and white, grayscale). The colours are familiar from EAEA´s previous logo and therefore form a bond between the old and new. The form of the new logomark represents community (connection between all the parts of the logomark), vitality (playfulness of the layout) and progressivity (the letters are on the move). The timeless design symbolises the depth and long history of European education.
Communication further enhanced in 2013
The new logo was designed during this autumn and it was approved by the EAEA Executive Board in the December meeting. The transition from the old visual identity to the new will be carried out gradually as the old materials run out. The logo and guidelines for its proper use will be available on EAEA´s website from January 2013. Also other EAEA´s communication tools will be renewed during next year. The newsletter and website will be restructured to answer the present needs better. We will keep you posted!

Curriculum reform in Europe - The impact of learning outcomes
The past decade has seen intense curriculum reform in vocational education in Europe. This has been the result of national policies that seek to make vocational training more attractive, efforts to make economies more competitive by developing skills, and the introduciton of European policies and tools for transparency. Learning outcomes now provide the foundation for curriculum design in all European countries, but these are not understood in the same manner in all countries.
This Cedefop comparative study looks at how curriculum reform based on learning outcomes has affected two sectors: tourism and electronics. The study covers 32 countries participating in Education and Training 2020. Download Curriculum reform in Europe.