Jean-Yves Le Déaut, député de Meurthe-et-Moselle, parlementaire en mission, a remis au Premier ministre, en présence de la ministre de l'enseignement supérieur et de la Recherche, un rapport consacré aux conséquences législatives pouvant être tirées des Assises de l'enseignement supérieur et de la recherche. Ce rapport va contribuer à l'élaboration de la future loi qui sera présentée par Geneviève FIORASO, ministre de l'Enseignement supérieur et de la Recherche d'ici quelques semaines, en conseil des ministres. [RAPPORT] Refonder l'université, dynamiser la recherche - Jean-Yves Le Déaut.
Chargé, en août dernier, d'une mission visant à tirer les conclusions législatives des Assises de l'enseignement supérieur et de la recherche, Jean-Yves Le Déaut, vice-président de l'Office parlementaire d'évaluation des choix scientifiques et technologiques (OPECST), a remis son rapport au Premier ministre lundi 14 janvier 2013.
Jean-Marc Ayrault a souligné "la richesse et la pertinence des analyses", précisant que ce rapport contribuerait "à l'élaboration d'un texte de loi très attendu par la communauté scientifique et faisant partie des priorités du gouvernement".
Le rapport Le Déaut vient compléter le rapport de synthèse réalisé par le comité de pilotage des Assises et remis au Président de la République le 17 décembre dernier. Ces deux rapports constituent une base très utile en vue de la future loi sur l'enseignement supérieur et la recherche préparée par la ministre de l'Enseignement supérieur et de la Recherche, Geneviève Fioraso, et qui devrait être présentée au conseil des ministres d'ici quelques semaines.
Jean-Yves Le Déaut
Député d'une circonscription de Meurthe-et-Moselle depuis 25 ans, Jean-Yves Le Déaut est actuellement vice-président de l'Office parlementaire d'évaluation des choix scientifiques et technologiques (OPECST), dont il a assuré trois fois la présidence depuis 1989. Depuis 2004, il est aussi premier vice-président du Conseil régional de Lorraine, délégué au développement et à la mobilisation économique. Il est docteur es sciences en biochimie, et professeur des universités. Il a dirigé le laboratoire de biosciences de l'aliment, et l'unité de sciences biologiques de l'Université de Nancy I. Télécharger le RAPPORT Refonder l'université, dynamiser la recherche - Jean-Yves Le Déaut.

By Gene A. Budig. From student loans to graduation rates, higher education is mess.
There is much talk about the skyrocketing rise in college tuition. For most people, there is a real fear that a four-year degree has become unaffordable. This cost issue is a serious problem, but it is not the only challenge in higher education. The whole sector is facing increased scrutiny on a variety of fronts.
Concern about the performance of higher education is no longer limited to policymakers and researchers. It is widespread, and for good reason: The failures of our colleges and universities are reflected in our economy, our social stability and our quest for an equitable society. In a recent poll by Time magazine and the Carnegie Corp., 89% of U.S. adults say higher education is in crisis; 54% say it is moving in the wrong direction; 96% of senior higher education administrators say their sector is in crisis; 40% say that crisis is "severe." Read more...

Au Conseil des ministres du 09 janvier 2013
Le ministre du redressement productif, la ministre de l’égalité des territoires et du logement et la ministre de l’enseignement supérieur et de la recherche ont présenté une communication relative à la troisième phase des pôles de compétitivité.
Le Pacte national pour la croissance, la compétitivité et l’emploi a placé l’innovation et la montée en gamme des entreprises au cœur de la stratégie du Gouvernement pour le redressement du pays; il annonce une nouvelle phase de développement pour les pôles de compétitivité, qui devront mieux intégrer l’objectif de mettre sur le marché et de diffuser les produits ou services innovants issus de leur activité.
Acteurs majeurs du dispositif d’innovation français, présents dans un grand nombre de secteurs économiques, les pôles de compétitivité sont des associations qui réunissent localement des entreprises innovantes de toute taille et des acteurs de la formation et de la recherche, autour de projets collaboratifs, en s’appuyant sur les atouts et les savoir-faire présents dans les territoires.
L’ambition nouvelle des pôles est de se tourner davantage vers les débouchés économiques et l’emploi pour mieux participer à la structuration des filières industrielles et se mobiliser pour la réindustrialisation. Les pôles doivent accompagner plus efficacement les petites et moyennes entreprises (PME) et les entreprises de taille intermédiaire (ETI) innovantes depuis la recherche et développement jusqu’à la commercialisation de leurs produits, en s’appuyant sur une gouvernance renouvelée associant l’Etat, les régions et les métropoles. Ils participeront ainsi au renforcement des territoires en cohérence avec les stratégies régionales de développement économique.
Chaque pôle présentera au nouveau Conseil national de l’industrie ses objectifs technologiques et d’innovation ainsi que ses marchés-cibles dans un projet comprenant des objectifs quantifiés et collectifs dont le suivi sera renforcé et les retombées économiques évaluées. Ils développeront des liens étroits avec les acteurs du transfert et de l’innovation, dont les plateformes de recherche technologique, et permettront aux entreprises d’accélérer leur croissance par l’innovation.
L’accompagnement des PME sera renforcé dans quatre domaines principaux en lien avec les régions: l’accès au financement (capital investissement), l’internationalisation, l’accès aux compétences et le conseil. Ces services seront mis en œuvre en s’appuyant sur les acteurs de chaque territoire, en particulier la Banque publique d’investissement.
Les pôles de compétitivité renforceront les relations entre les PME, les ETI et les grands groupes, et porteront une attention particulière aux achats, à la sous-traitance, à la mise sur le marché et à l’accompagnement à l’export. Ils veilleront à une implication plus forte des acteurs de la formation, pour mieux mettre en cohérence l’offre de formation avec les besoins des entreprises sur leur territoire.
Les pôles les plus stratégiques, une vingtaine au maximum, permettront à la France de se positionner à l’échelle internationale sur des secteurs de pointe où le savoir-faire français est reconnu. Ils participeront activement à l’attractivité du pays et seront mis en avant par nos outils de diplomatie économique.
Enfin, les investissements d’avenir seront mobilisés dès 2013 pour soutenir l’industrialisation des projets des pôles.
Les objectifs seront fixés dans un contrat de performance individualisé en fonction des ambitions et du potentiel de chaque pôle sur les six prochaines années, qui devrait être signé avant la fin du mois de juin 2013. Un bilan en sera effectué à mi-parcours.

In mid-December, members of the European Parliament approved the proposed "EU patent package" (unitary patent, language regime and unified patent court).
Following the compromise reached with the Council of the EU, the Parliament said the new scheme would mean that inventors would be able to apply to the European Patent Organisation for an EU unitary patent valid in all 25 EU member states taking part. Patents would be made available in English, French and German (and applications would have to be made in the same languages). If done in another language, they would have to be accompanied by a translation into one of these three languages.
The European Parliament said it had ensured that translation costs would be fully reimbursed for EU-based small and medium-sized enterprises, non-profit organisations, universities and public research organisations.
The Council of the EU also adopted the two regulations on the Unitary Patent and the translation arrangements in December.
The third element of the package is the Unified Patent Court Agreement (UPC) designed to ensure the uniform applicability of patent law throughout the member states participating. The Parliament said the international agreement creating a unified patent court “would enter into force on 1 January 2014 or after thirteen contracting states ratify it, provided that the UK, France and Germany are among them”.
The other two acts would apply from 1 January 2014, or from the date when the international agreement enters into force, whichever is the latest. More information is available here.

The theme of this year’s EUA Annual Conference taking place at Ghent University (Belgium) is ‘European Universities – Global Engagement’.
In an increasingly competitive international environment internationalisation affects all elements of the university mission. Against a backdrop of demographic decline and underfunding in many parts of Europe the continuous growth of the international student body, although often seen as an opportunity, also brings with it considerable challenges in terms of adapting services and student support. At the same time research has become an even stronger driver for internationalisation. Investments have been made to promote excellence and attract the most talented graduate students and young researchers, while expanding research collaborations and joint programmes have transformed the global research landscape in response to the need to address global challenges. In this context, the development of strategic approaches to internationalisation is a necessity for European universities. EUA’s Annual Conference will therefore explore different interpretations and drivers of the globalisation of higher education as well as internationalisation processes in institutions.
The first plenary session will feature a discussion between European policy makers and university presidents from the US and South Africa on internationalisation drivers, approaches and processes. While governments tend to pursue internationalisation strategies to improve regional and national competitiveness, universities see them as a means of enhancing the quality of their teaching and research activities. Two working group sessions, entitled ‘Internationalising European higher education: developing and implementing institutional internationalisation strategies’ and ‘Positioning European universities in a global research landscape: expanding collaboration and attracting the best researchers’ will focus on these different elements. Meanwhile the Annual Conference will also address the profound changes taking place in the structure and form of national systems and the extent to which these changes stem from pressure to make systems more efficient and internationally competitive, be it through the introduction of targeted funding policies and ‘excellence initiatives’ or through mergers and other forms of institutional consolidation. Perspectives on these issues will be provided by a panel of European university leaders.
Finally, there will also be the opportunity for further discussion of global rankings and their impact, with EUA’s second Rankings Review being published and presented in a final plenary session by report author Andrejs Rauhvargers, Secretary General of the Latvian Rectors’ Conference.
To view the preliminary conference programme, please click here. EUA members are also encouraged to attend the EUA General Assembly prior to the main conference. This will feature the election of three new members to serve on the EUA Board from 2013 to 2017. To register and for more information, please visit the conference website.

By Fr. Ranhilio Aquino. The Constitution of the Republic does not provide for State control of higher education.  In fact, control in even its most benign form would be antithetical to a clear constitutional grant of academic freedom the parameters of which are, by now, well established in jurisprudence, both local and foreign.  With good reason then does Fr. Joel Tabora, SJ advance the argument that the law purposely designed the Commission on Higher Education to be a “weak agency” so that there would be no derogation at all of the academic freedom that guarantees the flourishing of universities and colleges in their role of being centers of higher education as well as of research.  In fact the community of scholars and professors that a university is should be as independent as possible for such is the demand of scholarship and of academic pursuits. Read more...

By Tamar Lewin. MOUNTAIN VIEW, Calif. — In August, four months after Daphne Koller and Andrew Ng started the online education company Coursera, its free college courses had drawn in a million users, a faster launching than either Facebook or Twitter.
The co-founders, computer science professors at Stanford University, watched with amazement as enrollment passed two million last month, with 70,000 new students a week signing up for over 200 courses, including Human-Computer Interaction, Songwriting and Gamification, taught by faculty members at the company’s partners, 33 elite universities.
In less than a year, Coursera has attracted $22 million in venture capital and has created so much buzz that some universities sound a bit defensive about not leaping onto the bandwagon. Read more...

The last issue of the magazine in 2012 is a joint issue prepared together by the ECVET core and support teams. It contains:
    An editorial by Erik Hess, Policy Officer ECVET at European Commission DG EAC, reviewing the year 2012 and stating the priorities for 2013;
    An article on the second joint ECVET-EQAVET-EQF seminar held in October in Paris on using units within professional qualifications;
    An article on the customized seminar for the UEAPME (European Association of Craft, Small and Medium-sized enterprise) held in September in Brussels;
    An article on the customized seminar for the nuclear energy sector held in September in Brussels;
    An article on the pilot projects’ approaches to the definition of units of learning outcomes and their assessment;
    An article on the ECVET expert teams from Greece, Malta, Italy and Slovenia; 4 articles each describing a pilot project: VET-CCS (Vocational Education and Training Credit Conversion System in Malta), CO.L.O.R (competency valorisation and learning outcome recognition for migrants and mobile workers within Italy), ESyCQ (ECVET-solution to the recognition of prior learning in Germany) MEN-ECVET (analysing alternatives for recognised mobility in France);
    An article on the NetECVET network, which promotes ECVET to practitioners;
    An article on the “PEP goes local” project, follow up of the PEP project (Partnership for Experimenting with ECVET in a Practical Context). Download ECVET Magazine n. 12.
MEN-ECVET – Analysing alternatives for recognised mobility in France
MEN-ECVET is a pilot project led by the French Ministry of National Education which analyses how ECVET can be introduced into the existing framework for the design and award of qualifications under the responsibility of this ministry. The project works with five qualifications, all of the same type and level (vocational leaving certificates Baccalauréat Professionnel EQF level 4), but covering different sectors (manufacturing and services).
The project will result in recommendations on how to proceed with further implementation of ECVET in France for the qualifications under the responsibility of the Ministry of National Education.
In the first stage, the project analysed the compatibility between ECVET technical specifications and the national regulatory framework, in particular the rules and practices for designing and describing qualifications. The results of this first stage of analysis were presented in an earlier version of the ECVET Magazine (number 7, 2012). In the second stage, the project partners analysed the practical feasibility of recognised mobility as part of the existing system. In the context of this project recognised mobility is about:
• Transnational mobility of learners in initial VET;
• Recognition takes the form of award of a full unit or part of a unit which will be part of the full qualification. The unit (or part of the unit) is assessed abroad and validated and recognised upon return. This second stage of the project is discussed in this article.
Identifying the possibilities
The work of the project identified two possible options for introducing recognised mobility to France. The feasibility of these options is being analysed. The options are:
• Option 1 - Achieving part of an existing unit abroad;
• Option 2 - Designing and recognising an optional unit which would certify the acquisition of competences specific to mobility.
In initial VET, it is already possible for VET providers to break down the final assessment into several continuous assessments. This rule is the basis for the first option. It means that each unit in a given qualification can be achieved either via a final assessment (upon completion of the full programme – hence not compatible with mobility) or via continuous assessment. Continuous assessment means that the learner undergoes several assessments (the number and nature of these is defined in the qualification standard) during his/her pathway. When all the assessments are validated the unit is achieved and there is no final assessment. While final assessment has to be undertaken in strictly defined conditions, in particular when it comes to the composition of the jury, continuous assessment is more flexible and can be carried out by an external assessor (namely the in-company trainer). This is notably used when the continuous assessment concerns competences achieved as part of workbased learning. Theoretically, it would hence be possible to delegate one of the continuous assessments to a foreign partner institution, even though this would require adjustments in the current regulations.
The second option would introduce a new element to VET qualifications of the Ministry of National Education. The possibility of ‘optional units’ already exists. It is relatively wide-spread in the general education leaving certificate (Baccalauréat Général) where students take an optional subject (and related assessment) in addition to those subjects that are required for this qualification. Though also possible in VET, in practice the use of optional units in this sector of education is rare. Via the introduction of an optional unit, the MEN-ECVET project aims to recognise explicitly the competence achieved through international mobility. It would be a transversal unit (not specific to any given qualification) on international competence which would certify that the person has achieved the capacity to orientate himself/herself in a foreign professional environment.
Method followed
To identify and further fine-tune these two options the project followed this method:
• The project core team interviewed practitioners who took part in earlier ECVET experimentations in France and who were also working within the framework of the Ministry of National Education;
• These people were interviewed about their methods of testing ECVET, the solutions as well as difficulties. Based on these interviews the two above described options were fine-tuned;
• Two working groups were successively set up, one for each of the above options. Each of the groups had a different sectoral focus. They worked on the basis of the five qualifications chosen for the MEN-ECVET project, each covering different sectors: manufacturing and services.
Results of the analysis
Both groups were able to develop hypothetical examples of processes where mobility would be recognised. Regarding the first option, the group reviewed the qualifications standards and identified which of the units contain knowledge, skills and competence that could be achieved abroad. The reflection took into account the feasibility for students to develop the required skills and competence abroad, in a foreign environment, and also in a limited period of time. The group also took into consideration the added value mobility would have for the development of those competences. As a result, for each qualification chosen for the project, a set of competences which is part of one larger unit from the French qualification standard concerned was recommended for mobility. The group also discussed how the competences would be assessed and validated. The group concluded that this approach to recognised mobility would be feasible. The main challenge for further development of this option is that the host organisation needs to provide learning that corresponds to the competences defined in the French national qualification standard for the given part of a unit. The second group analysed, based on existing research and experience, the possibility to define and describe transversal competence linked to international experience. The group also analysed how such a unit could be assessed. The group concluded that the development of this option needed further analysis and fine-tuning: The main challenge being the need to identify a clear and unambiguous set of competences corresponding to the international experience, which can be assessed rigorously and in an objective manner.
Next steps
In the next steps, the project is going to:
• Refine the analysis of the second option to assess whether it is truly feasible to define and assess (in an objective manner) the set of competences expected; and
• Analyse the possibilities for using ECVET points in the context of qualifications of the Ministry of National Education.
The project is expected to conclude in the summer of 2013. The final report will include, among other aspects, recommendations regarding the two options discussed above. It will contain suggestions for regulatory amendments that will be submitted for decision at the ministry level.
More info: Martine PATY, Ministère de l'éducation nationale. E-mail: martine.paty@education.gouv.fr. Website: http://www.ciep.fr/expert_educ/professionnel/Leo_men-ecvet.php.
See also: ECVET Magazine n. 11, ECVET Magazine n. 10, ECVET Magazine n. 9, ECVET Magazine n. 8, ECVET Magazine n. 7, ECVET Magazine n. 6, ECVET Magazine n. 5, Issue 4, April 2011, Issue 3, January 2011, Issue 2, November 2010, Issue 1, June 2010, Issue 4, April 2010, Issue 3, November 2009, Issue 2, July 2009, Issue 1, April 2009.

The issue 11, prepared by the ECVET support team, is dedicated to the annual ECVET Forum 2012 held in Brussels from May 31 to June 1. In this issue Cedefop has a prominent role. Link to the ECVET Forum 2012. Download ECVET Magazine n. 11.
Update on Erasmus for All and the national teams of ECVET experts, Alison Crabb and Erik Hess (European Commission, DG Education and Culture)
Introduction
There are a number of initiatives that support the development of an ECVET community of practice, e.g. the forthcoming “Erasmus for All” programme and the creation of national teams of ECVET experts. Alison Crabb and Erik Hess led a discussion and information session on the idea of a community of practice. This plenary session was introduced by two videos from “You Tube”:
• the first video introduced ‘Erasmus for All’ which has been proposed by the European Commission on 23 November 2011. It was clear that this programme could provide a response to the funding problems facing a growing number of mobility schemes. More information is available at: http//ec.europa.eu/education/Erasmusfor-all/
• the second video looked at some of the ECVET technical specifications including the use of a Memorandum of Understanding. This video is particularly useful for those who are new to ECVET. A copy can be found at: http://www.ecvet-team.eu/fr/content/documentation-forum-2012
Through a series of questions, the “Erasmus for All” programme was further explained by Alison Crabb.
Erasmus for All is the future EU programme for education, training, youth and sport proposed by the European Commission. Could you tell us more about the objectives of the programme, and why the decision was made to merge some previous programmes?
Erasmus for All proposes to bring together youth, training, formal, informal and non-formal education, international cooperation and sport. It offers three key actions: learning mobility, cooperation for innovation and developing good practice, and support for policy reform. After several decades of experience of Leonardo da Vinci, Erasmus, Youth and other programmes, we know that learning is the common goal of many activities supported by European programmes. We can see that different learning sectors are cooperating more - our objective is to offer a programme which reflects this.
What is the connection with ECVET?
I think there are two things to note, both of which demonstrate interesting developments in VET at a European level:
• firstly there is a proposal related to “Sector Skills Alliances”. This targeted action supports cooperation in addressing skill mismatches in order to ensure that VET systems provide the skills required by the labour market. We are looking for “win-win” solutions which increase competitiveness as well as learners’ employability. “Sector Skills Alliances” can promote cooperation between the world of education and training; develop sector-specific expertise; and work with those authorities who are involved in policy-making or decision-making for education and training systems. The core of the action is to identify the skills needs for the sector. Based on evidence, the “Sector Skills Alliances” will design and produce joint curricula and set out a range of teaching and learning methods which provide learners with the skills required by the labour market. Our overall goal is to have a more systemic impact on training. The call for pilot projects is focused on five sectors: automobile, aeronautics, health care, tourism, and sustainable energy including construction. More information is available at: http://ec.europa.eu/education/calls/s0112_en.htm
• the second new aspect of Erasmus for All relates to mobility. In terms of volume, the objective is to double the number of participating VET learners, as well as to increase the number of participating staff. In terms of quality (where ECVET can play an important role), the objective is to make mobility part of the overall strategy of participating institutions. Mobility should not be based on a single "pioneer" member of staff; we really want to make an impact on the whole institution.
Will a quota be set for VET mobility?
In the proposal from the European Commission, a minimum percentage of the budget is assigned to individual education sectors (VET, higher education etc…). At the moment the percentage assigned to VET includes funding for adult education and is 17 per cent. The percentage assigned to higher education is 25 per cent. In relation to “learning mobility”, the proposal is to direct around 60 per cent of budget to this activity. We should note that the budget is still under discussion.
Should young learners be sent abroad?
Yes. Many organisations have years of experience with Comenius and Leonardo da Vinci. They know that once learning outcomes are set and the right framework is in place, mobility can provide young learners with a good quality experience. While mobility must give learners an experience that is compatible and valued in their national systems, the benefits for young learners can be very convincing.
Are there study visits in the future programme?
Study visits are not included in the European Commission proposal. However the proposal includes measures which support staff and their professional mobility e.g. job shadowing, teaching, experiencing different forms of learning.
How can mobility be promoted to encourage more VET students to go abroad?
Demand from learners is already high. The funding needed to support this demand already exceeds the available budget by 100 per cent. But are we sure that workplaces are ready to receive more trainees? It is important to promote the benefits of mobility, not only for participating learners, but also for their home institutions and for the host workplaces. We also have to stress the connection to ECVET, explaining the value of using learning outcomes, and the need to ensure that learning meets the expectations of the learners’ curricula. This is the challenge for VET policy makers.
Why is cooperation with 3rd countries available to the higher education sector and not to VET?
VET systems are more diverse than higher education systems. This makes well-structured cooperation with third country institutions more of a challenge. It is mainly for this reason that cooperation with third countries is not yet available to VET. Through a second series of questions, the role of the national teams of ECVET experts was further explained by Erik Hess. The questions arose in response to the European Commission’s call for proposals to create these national teams.
What will be the role of the experts?
The role of the national experts is to bridge the gap between the policy level where national authorities, social partners and others work on ECVET implementation and those individuals who work in VET institutions. Trainers and training providers need materials that are easy to use. The guidelines and templates must be easy to understand and suitable for an audience that is not as well informed as people in this forum. There is a real danger that those individuals in VET organisations who will put ECVET into practice do not understand what we are talking about. We have to modify our materials in order to meet the needs of trainers in companies, individuals in VET providers and the learners. The national teams of ECVET experts will be attached to the Lifelong Learning Programme’s National Agencies, and they will contribute to the adoption, implementation and use of ECVET. They will provide information and give advice to promoters (schools, companies etc.). They will organise seminars, workshops, launch information campaigns and modify guidance so it can easily be understood by all.
A question about a possible road map: what is the plan?
This is a restricted call for proposals. There is no specific roadmap in place. In making this call in the VET area, we were inspired by the success story of the Bologna experts in the higher education sector. This is a two year call under the Lifelong Learning Programme - we expect the proposals to address technical issues in an activity plan overseen by the National Agencies.
How will the European coordination be done?
It is not our intention to set up a governance body. Our governance arrangements are already in place - the ECVET Users Group - many of whom are here today. We have linked the national teams of ECVET experts to National Agencies so they can support the success of ECVET implementation through project funding. At a European level, there is close cooperation with social partners and Member States. This is helping us to produce guidance, users’ guides, and templates for a Memorandum of Understanding and Learning Agreement. One task for the national teams of ECVET experts is to use this information in their national context.
Can ECVET experts come from a range of backgrounds, including the business world?
Decisions on national experts are made at a national level. It would not be appropriate for us to decide on individuals. Individuals from the business world may well have an excellent background for this role.
How can the quality of the experts be assured?
When we prepared the restricted call, we included some criteria so that the experts are able to support ECVET implementation. But we also provided flexibility to allow the selectors to choose the most suitable people in order to meet national, regional or sectorial needs. I would stress that we are at the start of a process and we are learning and listening to feedback.
Will there be an EU evaluation of the whole project (e.g. an assessment of what has been delivered by each team of experts)?
There is no plan for an assessment – it will be part of the global evaluation of the Lifelong Learning Programme. However, the National Agencies will have to prove they have delivered what they intended to do in the activity plan. The executive agency will assess progress and the final reports that are submitted by the National Agencies.
You mentioned the need to simplify. How?
At a European level we are working in a wide range of areas where different instruments are being developed: e.g. we have the European Qualifications Framework (EQF), the European Quality Assurance in Vocational Education and Training (EQAVET) and ECVET. This has led to numerous contacts points (national reference points, national coordination points etc.) There is much to gain from greater synergy. We can reflect on the advantages of the merger of different coordination points. This is for Member States to consider as they reflect on the need to create a simplified approach at the national level. Other questions were submitted to the European Commission officials. Due to the time constraints, it was not possible to answer all of them during the forum. All the unanswered questions have been sent to the European Commission for comment. Download ECVET Magazine n. 11.
See also: ECVET Magazine n. 10, ECVET Magazine n. 9, ECVET Magazine n. 8, ECVET Magazine n. 7, ECVET Magazine n. 6, ECVET Magazine n. 5, Issue 4, April 2011, Issue 3, January 2011, Issue 2, November 2010, Issue 1, June 2010, Issue 4, April 2010, Issue 3, November 2009, Issue 2, July 2009, Issue 1, April 2009.

Higher Education Conference - "Rankings and the Visibility of Quality Outcomes in the European Higher Education Area". 30.01.2013 - 31.01.2013.
The subject of this conference is higher education ranking systems with a particular focus on the needs of different users. The conference will also focus on the Commission's U-Multi-rank project and will provide an opportunity for the consortium leading this project to provide clarity to institutions and policy makers around the opportunities, challenges and requirements of the project.
Expected participants include representatives of the various users of rankings systems including students, institutional leaders, academics, enterprise leaders and policy makers.
Aoife Conduit, Assistant Principal, Higher Education Division. T: +353 1889 22 65. E: aoife_conduit@education.gov.ie.