The European Commission has released a report on Progress in Quality Assurance in Higher Education and a report on the implementation of a 2009 Recommendation on a European Quality Assurance Reference Framework in VET (EQAVET) (see press release). The research led in the field of higher education recommends a deeper paradigm shift towards a genuine quality culture in the sector, so that quality assured qualification frameworks for lifelong learning reflecting more flexible learning pathways become a reality. In the field of VET, the Commission recommended to increase efforts in work-based learning and non-formal provision that are key in dual systems but have been to a lesser extent targeted by quality assurance measures than formal school-based provision.

The 6^th International Conference on Education and New Learning Technologies (EDULEARN14), organised by the International Academy of Technology, Education and Development (IATED), will take place in Barcelona, Spain from 7 to 9 July 2014. More than 700 participants will gather to discuss the latest developments in the field of teaching and learning methodologies, educational projects and innovations and new technologies applied to education and research. Submit your abstracts until 3 April.

“At the interface of learning for employability” is the latest note released by CEDEFOP and tackling latest and upcoming CEDEFOP work on the modernisation of VET systems (i.e. a VET policy monitoring report is notably announced for this year), careers …

The McKinsey Center for Government has produced a new report on “Education to employment: designing a system that works” acknowledged by the European Commission (see Commissioner Vassiliou’s speech). The report provides some interesting statistics, i.e. 39% of education providers think the main reason students drop out is that the course of study is too difficult, but only 9% of youth say this is the case (46% evoke cost-related reasons for skipping post-secondary schooling). The study interprets those profound differences of understanding as a consequence of the fact that education providers, learners and employers do not engage enough with each other; it also describes the close collaboration between education providers and employers (on-site visits, curricula design) as a key success factor of the most innovative systems to bridge the worlds of education and work.

This call for proposals is based on the Erasmus+ regulation recently adopted by the European Parliament and Council to implement the Erasmus+ programme 2014-2020. Deadline for Key Action 1 (“Mobility of individuals in the field of education, training and youth”): 17 March. Deadline for Key Action 2 (“Strategic Partnerships in the field of education, training and youth”): 30 April.

The objective of the call is to provide structural support, referred to as operating grant, to European non-governmental organisations (ENGOs) and EU-wide networks active in the field of education and training or in the field of youth and pursuing several aims (multiplication of EU action, increase stakeholders participation  and commitment, etc.) Deadline: 17 march 2014.

UNESCO has launched on 29 January the latest edition of the Education for All Global Monitoring Report, aimed at providing key data on progress in the six “Dakar” EFA Goals defined in 2000 at the World Education Forum (including for instance targets in adult literacy or equal access to education). This edition is in particular focused on equity, quality (with a particular emphasis on the teacher training) and funding of education.

The OECD has published a new working paper on “Promoting skills for innovation in higher education: a literature review on the effectiveness of problem-based learning and on teaching behaviours”. The research investigates the development of skills for innovation in higher education, notably through problem-based learning that seems to effectively develop transversal skills such as critical thinking, behavioural skills or creativity among students, who are also better than others at applying this knowledge to real-world situations.

The Slovenian act on short cycle higher vocational education has marked some changes in November 2013. The amendments to the Act will bring about more autonomy for higher vocational colleges regarding curriculum implementation. The process of accrediting new programmes has been simplified, but still remains the responsibility of a special committee nominated by the Council of Experts for Vocational Education of the Republic of Slovenia. The changes are also expected to increase the flow of knowledge from industry to education institutions since field experts are now easily able to teach in higher vocational colleges. Further collaboration with social partners regarding practical education has been ensured by introducing a procedure for nominating relevant chambers of commerce and industry and consequently securing funds for practical education.
Traditionally in Slovenia short cycle higher vocational education is provided in vocational colleges and is very responsive to the needs of labour market demands as well as focused on high employability of its students.

In 1981, France implemented a policy (the “priority education policy” aimed at strengthening education provision in the most underprivileged areas This is done by allocating additional resources, both in terms of teaching personnel and finance to all primary and secondary schools based in these areas. It is estimated that this policy affects about 20 % of pupils in France. However, studies conducted by the Department of Education reveal that pupils enrolled in the schools benefitting from the “priority education policy” continue to suffer from learning difficulties (Depp, Note d’information n° 13.07, mai 2013. Moreover PISA 2012 results illustrate that France is the OECD country in which a pupil’s socio-economic background is most likely to determine their academic performance and that this situation has in fact deteriorated since 2003. In short, the “priority education policy” does not seem to bring about sufficient results. Because of this, the Minister of Education decided to reform the implementation of the “priority education policy” (eligibility criteria, responsibilities, funding, etc.), while reaffirming its underlying principles. Consultations were organised (the "Assises de l’Education prioritaire" and are now underway (November-December 2013) in the académies. In early 2014, the Minister of Education and the Minster responsible for educational attainment will make the results of the policy reform public. Meanwhile, the government has implemented a number of measures from the beginning of the 2013/2014 school year to improve the learning environment in the most socio-economically underprivileged areas.