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16 juin 2013

New universities 'greener', student ranking finds

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy David Jobbins. New universities are greener than their longer established counterparts, according to the UK's only comprehensive and independent ranking of universities by ethical and environmental criteria, People & Planet Green League, published on 11 June. Manchester Metropolitan University tops the league table of almost 150 UK universities, with Plymouth University in second place for the second year running. All of the top 10 institutions are newer universities, with the sole exception of Bradford University in ninth equal place. Read more...
16 juin 2013

Universities in Hong Kong and Singapore top new Asian ranking

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy David Jobbins. Two Hong Kong universities and the National University of Singapore, or NUS, share the three leading positions in the QS University Rankings: Asia, released last Monday. Hong Kong University of Science and Technology takes first place for the second year running while NUS and Hong Kong University tie for second place. Only one Chinese university – Peking – appears in the top 10, up one place to fifth, its highest ever position. Read more...
16 juin 2013

ETF Governing Board adopts report on 2012 activities

http://www.etf.europa.eu/web.nsf/Images/etf-logo.gifOn 14 June 2013 the ETF Governing Board unanimously adopted the agency’s Annual Activity Report for 2012. The Governing Board - which comprises representatives of EU Member States, the European Commission, the European Parliament as well as observers from the partner countries - welcomed the high level of ETF activities and quality of results. Following presentations from ETF Director Madlen Serban, the Governing Board members congratulated the ETF for its operational and financial achievements in 2012.
”We are very happy with the activities and achievements. It shows the importance of the work of the ETF. The organisation is not just producing quantity and doing activities for the sake of activities, but it delivers quality to the benefit of people in the partner countris,” said Ann Mary Redmond, Governing Board member representing Ireland and the Irish Presidency of the EU. Also the Danish member, Torben Kornbech Rasmussen, welcomed the report: ”It underlines the ETF´s central role in human capital development,” he said. The ETF Governing Board agreed to forward the report to the European Parliament for the final approval.
The meeting also saw the launch of the discussions on the ETF’s Work Programme for 2014 and the Mid-term Perspective 2014-2017. The members of the Governing Board, representatives from ETF partner countries and other stakeholders will be involved in the consultation process that is expected to come to an end with the approval of the document at the Board’s next meeting in November 2013. The Board also adopted the ETF’s financial statements and other budget-related issues.
Annual Activity Reports

The Annual Activity Report describes the results of ETF actions in the last year in support of the European Union and its neighbouring countries in the area of human capital development. The report highlights the ongoing adoption of the outputs based approach to planning and reporting that was foreshadowed by the European Commission in its proposal for the operation of the ETF in the period 2008-13. Decision of the Board signed by the Chair. GB12DEC003+02_EN. GB12DEC003+02_DE. GB12DEC003+02_FR. GB12DEC003+02_ES. GB12DEC003+02_IT.
ANNUAL ACTIVITY REPORT 2011 – ANALYSIS AND ASSESSMENT
The Governing Board has analysed and assessed the Director’s report on the results for the 2011 financial year. The Board acknowledges the results achieved by the ETF and offers the following analysis and assessment.
Analysis

The 2011 Annual Activity Report (AAR) records the achievement of the ETF’s objectives for 2011 following its annual work programme and according to the functions, themes and regions in its Council Regulation. 2011 was the second year of the mid-term perspective 2010-13. Part I of the AAR summarises the activities and results achieved in each of the four regions and in the thematic expertise development area, presents the work organised by function and distinguishes between country-based and regional activities. The AAR contains a detailed record and description of the corporate outputs achieved in 2011 together with annexes and specific tables outlining areas of expenditure by theme, region and function. In particular, the activity based budget tables report the use of resources according to the three dimensions of ETF planning (geographical, functional and thematic). The report also presents details on the specific requests received from the European Commission and the services provided by the ETF in response.
Of the 150 corporate outputs achieved in 2011 (against the 149 targeted), 121 were targeted in the 2011 Work Programme, 15 were the result of new requests in 2011 and 14 were carried-over from 2010. Overall, the level of outputs completed is in line with the final budget received by the ETF and indicates the achievement of the objectives proposed in the work programme. The 2011 AAR records an increase in policy analysis outputs (22 achieved compared to 18 targeted), as well as those related to support to the European Commission (31 achieved against 27 targeted) at the expense of two less in dissemination and networking (25 achieved, 27 targeted) and five less capacity building outputs (72 achieved, 77 targeted). The changed mix of outputs achieved in 2011 compared to 2010 is explained by the increase in capacity building activities due to ToriNet in 2011 (compared to Torino Process policy analysis in 2010), by the number and type of requests from the European Commission (which increased in 2011 and became more diversified reflecting requests for expertise from different DGs and the complex and dynamic political situation in several ETF partner countries), and the central role of the ETF in the field of human capital development (policy analysis and dissemination and networking), as found in the External Evaluation undertaken in 2011. The Governing Board highlights the success of the Torino Process conference and the importance of the resulting Declaration where policy leaders from partner countries, the EU and the international community acknowledged the value of structured evidence in guiding the policy cycle. The Board also welcomes the approach inspired by the Bruges Review, which has encouraged national authorities to take a leading role in driving assessment processes and follow up. The Board acknowledges the importance of the ETF’s response in Tunisia and other countries in the aftermath of the Arab Spring. For example, the ETF redefined its support in line with the priorities of the Tunisian transition government to focus on support to the government and other stakeholders in field of employment (capacity building) and on the contribution of human resources to territorial development. The ETF’s work in supporting the Commission in the Eastern Partnership platforms, in mobility partnerships and in lifelong learning in Eastern Europe is also noted.
The priorities of attractiveness of VET and relations between education and business were supported by all five partner countries in Central Asia at the first regional policy dialogue on VET that was followed up at the Torino Process conference in May, the conference on evidence-based policy making in November in Turin and the OECD’s policy seminar on VET in December. The Governing Board also highlights the work on social inclusion in the Western Balkans and Turkey. The regional network promoted by the ETF in this field was called upon when DG Enlargement asked the agency to design an IPA multi-beneficiary project for inclusive education. The work of the members of the network resulted in a project proposal that will consolidate the work done by the ETF and its partners in promoting inclusive education and training. From the extensive activity in thematic development, the Board emphasises the success of the “Qualifications Frameworks, from concepts to implementation” conference organised by the ETF at the European Parliament, which brought together experts from ETF partner countries, the EU and third countries. This conference underscored the ETF’s expertise at national and international levels in order to provide the expert support required by ETF partner countries. Parts II, III and IV of the AAR detail the processes that the ETF uses to ensure its effective and efficient functioning as an EU agency. Part II describes the key features of the significant developments that have improved and reinforced management supervision and control of ETF activities. In 2011 the organisation continued to implement a comprehensive system of internal controls, quality and risk management, ensuring proportional compliance and the effectiveness of internal procedures. These developments covered changes in the organisational structure, changes in internal processes and systems, procedures and workflows and in resources management. Read more...
16 juin 2013

2013 EUA report on public funding of universities launched

Hedda - Higher Education Development AssociationBy Marielk. This week, the European University Association (EUA) published a new report on the issue of funding of higher education in Europe in the context of crisis, following up on the previous report from June 2012 that identified that the countries which had suffered most from cuts in public funding were to a large extent located in Eastern and Southern Europe.
The news release from the 2013 reporthighlights that out of the 17 countries that had reported data on funding developments the changes in the last year show that in a number of countries the public budgets are now on the increase:
  • nine countries reported an increase in funding (Austria, Iceland, Czech Republic, Norway, Poland, Sweden, Belgian French-speaking Community, France, Lithuania)
  • eight reported cuts up to 25% (Italy, Netherlands, Slovakia, Croatia, Portugal, UK – England and Wales, Greece, Hungary). Read more...
16 juin 2013

Call for papers: SRHE Conference 2013

Hedda - Higher Education Development AssociationBy Marielk. SRHE 2013 conference will be held 11-13th of December 2013. The main event is accompanied with a Newer Researcher Conference on 10th of December 2013. The conference will take place at Celtic Manor, Newport in South Wales, United Kingdom.
The theme of the conference is “Experiencing Higher Education: Global Trends and Transformations“, and is outlined as following:
“Presentations and discussions will explore global trends and examine what research into higher education tells us about the impact of these changes, with a particular focus on how higher education experiences are now evolving in a global context and embracing new technology.”
Read more...
16 juin 2013

The role of European initiatives in higher education in national policy development

Hedda - Higher Education Development AssociationBy Marielk. We are pleased to share yet another session from the HEIK academic seminar series in the field of higher education, with both invited international speakers and members of the research group HEIK (Higher Education: Institutional dynamics and Knowledge cultures) here at the University of Oslo. This lecture was recorded in February 2013 and features Martina Vukasovic (HEIK, UiO) who discusses the role of European initiatives in higher education in national policy development, with focus on three countries of the former Yugoslavia – Croatia, Serbia and Slovenia, and covering roughly the period between the break-up of the former federal country (1990) and the proclaimed deadline for establishment of the European Higher Education Area (2010). Read more...
16 juin 2013

Continuing vocational training statistics

http://epp.eurostat.ec.europa.eu/statistics_explained/images/thumb/9/9a/Percentage_of_companies_providing_training%2C_2010_%28%25%29.png/350px-Percentage_of_companies_providing_training%2C_2010_%28%25%29.pngThis article gives key figures on continuing vocational training (CVT) in the European Union (EU). CVT corresponds to training during working time or being paid for at least partially by the employer (for instance evening courses).
It is one of the components of the more generic vocational education and training. Vocational education and training is training in skills and teaching of knowledge related to a specific trade, occupation or vocation in which the student or employee wishes to participate. This article does not tackle vocational education and training statistics in general and only focuses on employees of companies from the business economy: almost all economic sectors apart from agriculture, forestry and fishing, public administration and defence, compulsory social security, education, human health and social work activities.
1 Main statistical findings.
1.1 Training offer at EU and Member State level.
In 2010, two thirds of EU companies provided training to their employees
— either CVT courses or other forms of training — in order to develop employees’ competences and skills and to increase the companies’ competitiveness (see Figure 1). At national level, the percentage of companies that provided training to their staff ranged from 23 % in Poland to 87 % in Sweden and Austria. Companies generally preferred to provide training through CVT courses that had been designed either by the company itself or by external providers, rather than to use other forms of training such as planned learning through job rotation, exchanges or secondments, participation in learning or quality improvement groups, or self-directed learning. Indeed, 56 % of EU companies provided at least CVT courses and 53 % of companies provided at least other forms of job-based training. When looking at individual countries, this propensity was particularly clear in France, where companies providing at least CVT courses were 26 percentage points more frequent than those providing at least other forms of job-based training, and in Spain (18 percentage points more frequent). In contrast, it was more common for companies to provide training through forms other than CVT courses in Cyprus (66% versus 48%), Malta (52% versus 38%), Slovenia (65% versus 41%) and the United Kingdom (75% versus 60%).
1.2 By enterprise size.

Company size
is a factor found to influence the provision of CVT courses. The survey found that, across the EU, employees attended CVT courses more often if they worked in large companies: 49% of those employed by large companies (i.e. with 250 employees or more) participated in training courses, whereas 45% of those employed by medium-sized companies (i.e. with 50-249 employees) and 46 % of those employed by small companies (i.e. with 10-49 employees) did so (see Table 1). Participation rates were highest for employees of larger firms than for employees of smaller firms in most countries, including Bulgaria (56% versus 46%), Spain (62% versus 50%), France (56% versus 37%), Italy (57% versus 45%), Cyprus (61% versus 51%), Luxembourg (69% versus 53%) and Malta (66% versus 42%). In contrast, CVT courses were more frequently attended by employees in smaller firms in Latvia, Croatia, the United Kingdom, Romania, the Czech Republic, Hungary, Portugal, Germany, and Lithuania.
1.3 Costs and reasons for not providing training.

The overall costs incurred by a company for the provision of CVT courses were captured in the Continuing vocational training survey. These costs corresponded to total monetary expenditure, that is to say the sum of direct training costs and the balance between contributions to national or regional training funds and subsidies received.
Training costs for EU companies, excluding the participants’ labour costs, represented an average of 0.8% of all labour costs (see Table 2). France recorded the highest ratio in the European Union (1.5%), partly because of the balance between contributions to regional or national funds and subsidies received from other funds. When compared to companies in other countries, French companies tended to contribute to certain funds more than they received from others. The balance was 0.5% in France and in Cyprus, which is significantly higher than the European Union average (0.1%)...
1.4 Evaluating targets.

Participants were often assessed to establish whether the targeted skills had been successfully acquired. This policy was implemented in 57% of EU companies that provided CVT courses (see Figure 3). French companies providing CVT courses almost systematically assessed the acquired skills after the training session (91% of French companies that provided CVT). Cypriot and Austrian employers also assessed the acquired skills more often than the EU average (64% and 62% respectively)...
1.5 Participation rates.

In 2010, in the European Union, an average of almost 40 % of employees participated in planned CVT courses which took place away from their usual workplace, either managed by the company itself or by another training provider...
2 Data sources and availability.

Most of the figures presented here come from the fourth Continuing vocational training in enterprises survey (CVTS4). This survey gives an overview of the companies’ training policies in the European Union (EU) in 2010. It was carried out in the 27 EU Member States, and in Norway and Croatia...
3 Context.

The conclusions of the November 2010 Council underline the need for data on vocational education and training (VET) systems in the context of the Copenhagen process and of the important contribution it has to make to the Europe 2020 strategy ...
4 Further Eurostat information.

4.1 Publications.
4.2 Database.
4.3 Dedicated section.
4.4 Methodology / Metadata.
4.5 Source data for tables and figures (MS Excel).
4.6 Other information.
5 External links.
6 See also
.

16 juin 2013

Continuing vocational training

http://ec.europa.eu/wel/template-2012/images/logo/logo_en.gifContinuing vocational training -Two thirds of enterprises in the EU27 provided vocational training in 2010 - Ranged from 23% in Poland to 87% in Austria and Sweden
In the EU27, two thirds (66%) of all enterprises with ten or more employees provided vocational training to their staff in 2010, compared with 60% in 2005.
The highest proportions of enterprises providing training were observed in Austria and Sweden (both 87%) the United Kingdom (80%), the Netherlands (79%), Belgium (78%) and France (76%), and the lowest in Poland (23%), Romania (24%), Bulgaria (31%), Latvia (40%) and Hungary (49%).
These data, published by Eurostat, the statistical office of the European Union, come from the Continuing Vocational Training Survey (CVTS), which is carried out every five years. The news release presents data from the fourth and latest survey, referring to the year 2010, which covered the 27 Member States and Croatia.
To know more

Continuing vocational training statistics.
16 juin 2013

Translators wanted! New EPSO (European Personnel Selection Office) competitions

http://ec.europa.eu/languages/images/content/promo_banners/button_quizz_en.pngTranslators wanted!  New EPSO competitions for translators to be announced this summer
The European Personnel Selection Office (EPSO) is looking for translators into Croatian, Danish, Dutch, English, French, Italian, Maltese and Slovenian to work for the European Institutions.
The application period should start for Croatian on 20 June 2013 and for the other languages on 11 July 2013.
Social media were one of the means chosen to publicise the competitions: DG Translation has set up Facebook pages for six of the languages, with information about the competitions and about work and life as an EU translator:

More general information on translation issues and working as a translator in the institutions can be found on the main DGT Facebook page:

The following Croatian and Dutch pages dedicated to careers in the EU institutions can be consulted:

Watch the video on YouTube!

16 juin 2013

The European Language Label in the new programme

http://ec.europa.eu/languages/images/content/promo_banners/button_quizz_en.pngThe European Language Label in the new programme - European priorities for 2014-2015
The European Commission has defined the priorities for the years 2014-2015:
    * Languages for social inclusion
    * Languages and sport
Read the whole text.
EUROPEAN LABEL AWARDED TO INNOVATIVE PROJECTS IN LANGUAGE TEACHING AND LEARNING

European priorities for the 2014-2015 Label Campaigns On the basis of the Commission Staff Working Document, Language competences for employability, mobility and growth accompanying the Communication "Rethinking Education: Investing in skills for better socio-economic outcomes", the European Commission hereby defines the priorities for the years 2014-2015.
1. Languages for social inclusion
The term "Social inclusion" is a keyword for allowing people to feel respected and valued as individuals and to secure that their basic needs are met, so that they can live in dignity. It is also imperative to guarantee people to be part of the social, economic, political and cultural systems which contribute to their integration into the surrounding community. From a sociological perspective, social inclusion also means assuring to all individuals and groups in society certain rights such as employment, adequate housing, health care, education and training. Especially within the latter context, but fully in line with the former ones, languages play a relevant role. Following up on successful innovative approaches to language learning for people of all ages and backgrounds, further ways should be found to encourage individuals mostly in need to feel socially integrated to learn languages, e.g. extending their scope to offer help for immigrants, people coming from disadvantaged backgrounds, disabled persons, people who use sign-language, to name but a few.
2. Languages and sport
Several sports clubs are involved in projects aimed to motivate young and adult people to learn languages and other cultures through their passion for sports, which means that sport can make language learning more interesting and appealing. There is a clear link between youth exchanges in the field of sport and the need to understand and practice foreign languages. This is all the more reason for combining sport with best practices in language learning and intercultural dialogue. It is not difficult to motivate people to meet across borders and practice sport together. During such exchanges, language learning often happens in a non-formal way. The goal is not necessarily that the language is learned perfectly, but rather about reducing barriers to language learning and about learning in a playful but constructive way. Label projects should explore how such practices can be proliferated and possibly translated to more formal settings. By looking at innovative learning practices and teaching resources inspired by a cross-fertilisation between international sports and language learning, new approaches should be targeted which can promote multilingualism all over Europe. The world of sport and the world of languages should come together to develop common paths and discover what sport can do for languages and what languages can do for sport; encourage synergies for the development of new multilingual projects involving the world of sports and education; identify areas where further action on languages is needed and discuss new channels, new actions and new methodologies.
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