Formation Continue du Supérieur

By Jan Petter Myklebust. Hundreds of students blocked a bridge over the Danube in Budapest last Monday and several thousand marched to parliament on Wednesday to protest against cutbacks in scholarships and the introduction of tuition fees for 80% of Hungarian students from 2013.
Most new entrants to Hungarian higher education institutions will have to pay fees of between HUF50,000 and HUF100,000 (US$232 to US$464) per semester from next year.
Students will also have to sign a contract with the government under the student loan scheme, Diakhitel 2.0, pledging to stay and work in Hungary for at least twice as long as their studies lasted. If they leave Hungary, they will have to pay back outstanding tuition fees. This clause will apply for 20 years after graduation. Read more...

By David Jobbins. Latest British government statistics show a 1% increase in applications for student visas for university study, but huge falls in applications for the further education and language school sectors – setting the scene for a shrinking UK global market share of international students.
Teresa May, the British Home Secretary, argues that the number of foreign applicants to British universities is actually up at the same time that moves to tackle abuse have cut student visas.
But analysts argue that the government is wrong to claim that the small rise in university student visa applications, from 154,575 to 155,821, means the higher education sector is ‘unaffected’ by its clampdown on visas and migration. Read More...

Text: Francesca Operti. Encouraging a discussion between education and development stakeholders on the challenges and opportunities for non-formal adult education: this was the aim of the advocacy workshop organised by International Council of Adult Education (ICAE), the European Association for Education of Adults (EAEA) and dvv international.
EAEA, ICAE and dvv international Advocacy Workshop The event was titled "Meeting the challenge: Skills Development and Adult Education in the informal sector" and was held on the 4th December at the EAEA premises, Brussels. By gathering representatives from the European Commission (DG EAC and the DG ENLARG), the EESC, the European Parliament and NGOs, the event was successful in initiating a dialogue among actors from different levels.
Alan Tuckett: AE and LLL in Global Perspective
Participants benefitted from an inspiring introduction given by Alan Tuckett - President of ICAE. On one hand he reported on the initiatives undertaken by the UN in the last decades and the challenges which unfortunately still exist; on the other hand he described the ICAE´s priorities and commitments towards the current situation. Mr Tuckett provoked the audience with some of the dilemmas about education in developing countries: the resistance of the idea that learning coincides with school education; the lack of funding; the weak support given to the UN Millennium Development Goals. Two case studies were then presented, with the aim to look at the challenges and similarities between two very different geographical regions.
Sonja Belete: Integrated Women Empowerment Programme
Sonja Belete from the German Adult Education Association, dvv international, illustrated a model of using Adult Education and Lifelong Learning for development by presenting the "Integrated Women Empowerment Programme" (IWEP) in Ethiopia. This interesting best practice example allowed the participants to reflect on the necessity of changing some paradigms when running education programmes in developing countries´ contexts. Some fruitful actions that European stakeholders could envisage to contribute to the improvement of the dramatic situation of education in those countries were deepened as well.
Anni Karttunen: Validation in the Nordic Countries
Thanks to Anni Karttunen -Nordic Network for Adult Learning, NVL- participants had the opportunity to learn about the Validation of non- and informal learning experiences in the Nordic Countries. Having a closer look at the validation systems in Finland, Sweden, Iceland, Norway, Denmark and Greenland has been instrumental to consider possible ways of proceeding towards the recognition of skills in the developing countries and to contribute to the personal and professional growth of individuals.
Uwe Gartenschlaeger: The New BMZ-Education Strategy
The discussion was further enriched by Uwe Gartenschlaeger - dvv international, who described a concept by the German Federal Ministry for Economic Cooperation and Development (BMZ) of using education for development. Particularly interesting was the key role the Civil Society plays in the described programme. This led to think about the responsibilities each stakeholder has in the implementation of development policies. Participants´ interest in the event´s innovative approach has strengthened EAEA´s conviction that synergies among different actors are needed for tackling global challenges of adult education. The association commits itself to be the ring of conjunction among the concerned stakeholders and is planning the next event in order to create the base for further cooperation.

By Ricarda Motschilnig. In order to support staff development activities in University Lifelong Learning (ULL), there is now an online training pack for managers and trainers in higher education available. The pack has been developed by the IMPLEMENT project.
The IMPLEMENT project, ending in December 2012, underlines the importance of staff development. It aims at the dissemination and exploitation of learning materials (developed in an earlier project, BeFlex Plus), by adding value to the existing training materials on the five topics by adapting them to national needs and using them in real training at institutional, national and transnational events. Project´s goal is to develop and deliver an online version of each topic in order to provide a sustainable and dynamic solution for the longer term exploitation of the learning resources and best practice examples.
Training pack can also be useful for adult educators
The materials encourage tackling the following questions:
    How can universities do justice to their responsibility and role as "important social actors contributing to the better integration of adult learners"?
    How can universities be supported "to invest more in services for learners" and to "better use their partnerships and effectively communicate the results of their cooperative activities"?
    How can they become truly LLL universities?
    And most importantly: How can you and your colleagues develop your skills, competences, understanding and professional networks to enable you to be more effect change agents in your institution?
In response to these questions the on-line learning is targeted at university staff and their partners and stakeholders, in order to encourage them to reflect on their institutional situation, to develop action plans, and to implement changes.
The courses are designed for individuals around key learning activities to reflect on their own practice (individual professional development) or for colleagues to do so together. Although targeted primarily at universities, very similar challenges are faced by other kinds of institutions including adult education. Therefore the materials could also be useful to other staff in other sectors.
Online courses presented at Malta
At the final event of IMPLEMENT in Malta, on 7-8 November 2012, five online courses were used in blended learning workshops. The materials include a plenary introduction to the courses on Implementing LLL and covered five 'hot topics':
    Exploring Diversity in University Lifelong Learning
    Curriculum in Partnership
    Implementing Institutional Change in University Lifelong Learning
    Recognition of Prior Learning
    Regional Collaboration and Partnership in University Lifelong Learning
Furthermore a trainers' guide for advice on using the courses in groups is available on the learning platform and the IMPLEMENT website.
The workshops gave the opportunity to transnational and trans-sectorial participants to explore and try out the training packs in face-to-face sessions. But also learners and other interested persons, who could not make the way to Malta, had the possibility to join the event in real time by joining a distance on-line presentation.
Further information:
The materials are now ready and freely available for you to use at the EUCEN e-learning platform. You can also get involved with the IMPLEMENT activities by joining the established LinkedIn discussion group.

VET-Alert - Just published on Vocational Education and Training - no 12 - December 2012 issue
VETAlert is a monthly selection of publications on vocational education and training available from Cedefop’s bibliographic database VET-Bib. Please subscribe to VET-Alert and you will receive this monthly review in your mailbox. Cedefop's "VETAlert" for December 2012 is now available for download: www.cedefop.europa.eu.
Abstract
Créativité et innovation dans les territoires: une stratégie d'avenir? 5e Université d'été "Emploi, compétences et territoires" / Michun, Stéphane [Creativity and innovation in the territories: a strategy for the future? 5th summer University « Employment, skills and territories ».] -- In Relief, No 38 (juillet 2012), 84 p. Marseille: CEREQ, 2012. 84 p. - ISBN 978-2-11-098951-2 ISSN 1763-6213, France.
Les observatoires prospectifs des métiers et des qualifications: des outils pour agir / d’Agostino, Alexandra; Delanoë, Anne [The prospective observatories of the trades and qualifications: tools for action] -- In Bref CEREQ, No 297-2 (Mars 2012), 4 p.. Marseille: CEREQ, 2012. 4 p. ISSN 2116-6110, France.
Apprentissage et professionnalisation: nouveaux potentiels, nouveaux financements / Tugal-Garraud, Marie [Apprenticeship and professionalisation: new potentials and new funds.]. Saint-Denis-La Plaine: Centre Inffo, 2011. 53 p. (Dossier documentaire). - ISBN 978-2-84821-205-0 ISSN 1269-1518, France.
CPRDFP 2011-2014/2015: orientations et gouvernance / Conseil national de la formation professionnelle tout au long de la vie [CPRDFP (Regional Contract of the Plan for the Development of Vocational Training) 2011-2014/2015: guidelines and governance.]. Paris: CNFPTLV, 2012. 8 p. (Jalons de la formation professionnelle). France.
Emploi des jeunes: synthèse des principales données relatives à l'emploi des jeunes et à leur insertion / Colin, Christel [Youth employment: a synopsis of the main data related to employment of young adults and to their inclusion.]. Paris: DARES, 2011. 63 p. (Document d'études; 166). France.
Formation professionnelle: pour en finir avec les réformes inabouties / Cahuc, Pierre; Zylberberg, André [Vocational training: how to do away with incomplete reforms.]. Paris: Institut Montaigne, 2011. 60 p. France.
Pour une approche circonstanciée de l'apprentissage / Romani, Claudine [For a detailed approach of the apprenticeship.] -- In Bref CEREQ, No 299-1 (Mai 2012), 4 p.. Marseille: CEREQ, 2012. 4 p. ISSN 2116-6110; France.
Les pays partenaires de la France dans les programmes européens d'éducation: Fiche No 5 / Agence Europe-Education-Formation France [The partner countries of France for the European programmes of education: fact sheet No. 5.] -- In Soleoscope, No 5 (Avril 2012), 6 p.. Bordeaux: Agence Europe-Education-Formation France, 2012. 6 p. France.
Les programmes européens et les stages professionnels: Fiche No 4 / Agence Europe-Education-Formation France [The European programmes and the vocational internships: Fact sheet No. 4.] -- In Soleoscope, No 4 (Février 2012), 6 p. Bordeaux: Agence Europe-Education-Formation France, 2012. France.
L'ingénierie de formation pour les publics adultes migrants: dossier / Verdier, Eric; Lembas, Elise [Training engineering for adult migrant: file.] -- In Savoirs et formation, No 77 (Juillet-Août-Sept. 2010), p. 8-19. Montreuil: AEFTI, 2010. ISSN 0769-6094; France.
Le retour en formation en début de vie active: un effet ambivalent sur l’accès à l’emploi / Arrighi, Jean-Jacques; Mora, Virginie [The return to training in the begining of the working life: an ambivalent effect on employment access.]. Marseille: CEREQ, 2011. 78 p. (Net.Doc; 83). ISSN 1776-3177. France.
VETAlert - no 11 - November 2012
VETAlert - no 10 - October 2012
VETAlert - no 9 - September 2012
VETAlert - no 8 - August 2012
VETAlert - no 7 - July 2012
VETAlert - no 6 - June 2012
VETAlert - no 5 - May 2012
VETAlert - no 4 - April 2012
VETAlert - no 3 - March 2012
VETAlert - no 2 - February 2012
VETAlert - no 1 - January 2012.

Future skills supply and demand in Europe - Forecast 2012
The 2008 financial crisis and the persistent economic downturn that has followed have had a major impact on the European labour market. Taking their effects into account, Cedefop has produced its latest forecast for skill labour supply and demand up to 2020.
Cedefop’s forecasts are unique in making a comparative analysis of the major trends in employment growth and decline for sectors, occupations and qualifications both across the European labour market as a whole and for individual European Union Member States.
According to the forecasts, assuming a slow but steady recovery, up to 2020, the European economy will create some eight million new jobs. However, nearly 10 times as many jobs, around 75 million, will need to be filled as people retire or leave the workforce. Although there will be job openings for all types of occupations, most new jobs will be at the higher and lower end of the skill spectrum bringing a risk of job polarisation. Weak employment growth indicates that there may be an oversupply of people with high-level qualifications in the short term, but by 2020, Europe will have the most highly-qualified workforce in its history. This publication provides the data behind these trends and discusses the challenges they pose for policy-makers. Download Future skills supply and demand in Europe.

Apprenticeship and similar schemes give young people a head start on the labour market. Awareness raising, targeted thematic peer learning and the use of European funds were tabled as key components of cooperation on dual training at a meeting of Ministers from Germany and other EU Member States, the European Commission and Cedefop.
In Germany, Austria and Denmark where more than 30% of vocational students participate in apprenticeships or other forms of work-based vocational training, youth unemployment is far below 15% - whereas in countries where less than 6% of vocational students are enrolled in this type of training (Greece, Portugal, Spain, Italy, Estonia), youth unemployment levels tend to be above 25%.
The key advantage of combining theoretical studies with working in a company gives young people the chance to acquire job-specific and soft skills and to get to know the day-to-day reality of the world of work.  Deputy Director General for Education of the European Commission Xavier Prats- Monné stressed that investing in work-based learning can bring a win-win situation for learners and companies.  He reiterated the European Commission’s commitment to establishing a European alliance for modern, high-quality and attractive apprenticeships, as stated in Rethinking Education (Commission Communication of 20 November 2012). A well-equipped toolbox to underpin the key actions of this ‘federation for excellence’ is required, as Antonio Silva Mendes, European Commission, Director in DG EAC underlined.
Cedefop’s Director Christian Lettmayr will point to the importance and key challenges of dual training in this complex European setting in his keynote speech on 11 December 2012. See also Dual education, better prospects?

Press release - A new initiative focuses on practical training for youth.
Cedefop has been invited to provide practical support to a new European initiative intended the help young people integrate more easily into the labour market. The initiative, which focuses on apprenticeship-type, work-based learning, was launched on 11 December 2012 in Berlin. Germany and six other Member States have signed Memoranda defining the scope and objectives of future collaboration.
Germany has been at the forefront of dual training, i.e. vocational training that includes both a theoretical, school-based component, and a period of practical work within a company. In light of the Education and Training 2020 Strategy, which focuses on job-related training, several countries had expressed a keen interest in developing dual forms of training in close cooperation with Germany.
On the invitation of German Federal Education Minister Annette Schavan, Germany, Greece, Italy, Lithuania, Portugal, Slovakia and Spain, in association with the European Commission, signed a memorandum of cooperation on vocational education and training in Europe on 11 December 2012. At the conclusion of the meeting, Xavier Prats Monné, Deputy General Director for Education and Training at the European Commission, said that this is the beginning of a European initiative which other Member States will soon join. Download the Full text of the press release.

Cedefop has been invited to provide its expertise to a new initiative in support of young people's integration in the labour market: a collaboration between seven EU Member States on developing dual training models.
Speaking at the meeting of ministers which took place on 10-11 December in Berlin, Cedefop Director Christian Lettmayr emphasised the importance of integrating dual models in each country's existing educational system and labour market - particularly its qualifications structure. He stressed that dual models, despite their many differences, help young people understand what the world of work is really like, and cultivates soft skills as much as purely technical ones. The signatories to the alliance - Germany, Greece, Italy, Lithuania, Portugal, Slovakia and Spain - agreed to focus their efforts on improving the image and quality of vocational education and training. Their joint cooperation is meant to provide lasting support to bilateral and multilateral initiatives in vocational training.
German Federal Minister for Education and Research Annette Schavan emphasised that this new alliance needs to have a European character, not just a bilateral one, in order to best help the 7.5 million young Europeans who are in search of employment.