Formation Continue du Supérieur

1st session: 7 - 9  November 2011, Dublin, Ireland. Venue: Raymond Pierre Bodin. Conference Centre, Eurofound.
Background
Demographic change is one of the key challenges faced by many Western societies, whose effects will stay a major concern in the years ahead. The phenomenon of demographic ageing is a consequence of people living longer than ever before but fewer children being born, which translates into growing dependency ratios (dependent/productive population ratio) and the possibility that the active population is not replaced in the short term.
Demographic ageing is particularly acute in Europe. If trends are sustained, with each generation there will be less people (productive population) contributing to the welfare state policies, mainly state pensions and healthcare systems, needed by an increasing number of people outside the labour market (older people mainly). Therefore, ageing threatens the macroeconomic performance and competitiveness of European countries and the sustainability of social protection systems, especially against the background of poor economic performance and austerity in public budgets.
Objectives of the seminar
The Foundation Seminar Series (FSS) 2011-2012, now in its 8th edition, aims to contribute to the active ageing strategy by putting forward arguments and case studies showing how improved working conditions may contribute to keeping older workers employed. The current edition of the FSS will be particularly timely, since 2012 will be the European Year of Active Ageing.
The 1st session of FSS will focus on various initiatives aimed at improving working conditions for older workers around three main areas, where older workers may face particular challenges. These areas are:   
* Increasing training opportunities
* Developing health management
* Providing adequate work organisation
The objective of the FSS is to provide training in the subject area by mapping out the situation at European level and in the member states and familiarise participants with the work of the European Foundation in the specific area. More information on the programme of the event will be available soon.
Contact details
Further information is available from Oscar Vargas (Research Officer), Cécile Deneys (Assistant to the Research Unit) or Catherine Preston (Head-External Communications).

The question of quality emerged slowly as an important factor for the success of the Bologna process and received only cursory mention in the original Bologna Declaration. However, as ministers met every two years to take stock of progress and define mid-term objectives, the issue of quality kept growing in importance, until it rose to the fore of the ministerial agenda. The Berlin Communiqué (2003) marked a major turning point by stating that “consistent with the principle of institutional autonomy, the primary responsibility for quality assurance in higher education lies with each institution itself”.
Quality assurance in European higher education comprises three levels:
1. Institutional level: Enhancing quality
EUA has taken the lead in developing the capacity of higher education institutions to create internal quality processes through the Institutional Evaluation Programme (IEP) and various projects such as Quality Culture, Creativity in Higher Education and and  Quality Assurance for the Higher Education Change Agenda (QAHECA). This last resulting in recommendations for HEIs and QA agencies on how to develop QA processes which can enhance creativity and innovation in higher education. In 2006, EUA also published Guidelines for Quality Enhancement in European Joint Master Programmes. Currently EUA is working on a project called Examining Quality Culture (EQC) through which it aims – along with its partners QAA Scotland and HRK from Germany – to map internal quality assurance processes in European higher education institutions and promote sharing of good practices.
2. National level: Enhancing external accountability procedures
Many countries that have signed the Bologna Declaration have at least one quality assurance or accreditation agency. Many of these agencies, as well as EUA, are members of the European Association for Quality Assurance (ENQA).
3. European level: Promoting the development of a European dimension for quality assurance
Since September 2001, EUA has been meeting regularly with ENQA, ESIB and EURASHE (E4 Group) to discuss how to develop a European dimension for quality assurance. This partnership resulted in the European Standards and Guidelines for Quality Assurance (ESG) which were adopted by the European Ministers for Education in Bergen in 2005. In relation to the ESGs, EUA – along with other E4 Group members – is currently working on a project that aims to map the experiences of various stakeholders in implementing the ESGs. At EUA’s initiative, the E4 organises an annual European Quality Assurance Forum (EQAF)  since 2006. The EQAF gathers together QA agencies and higher education institutions at European level in order to bring forward a European QA agenda based on a broad understanding of what constitutes best QA practices in the context of European higher education trends. EUA is one of the founding members, along with other E4 Group members, of the European Quality Assurance Register for Higher Education (EQAR). 
International level
Alongside its involvement in European policy development, EUA is also active internationally to ensure the visibility of European higher education on the world stage. Through its membership in INQAAHE, the CHEA International Commission, the UNESCO Global Forum and by lending its QA expertise to such multinational organisations as OECD, EUA strives to shape the international QA discussions as well.
The annual EQAF
EQAF 2011 – Quality and Trust: at the heart of what we do
The sixth European Quality Assurance Forum, entitled “Quality and Trust: at the heart of what we do”, will be hosted by the University of Antwerp and Artesis University College on 17-19 November 2011, and will take place in Antwerp, Belgium. Through a mix of plenary and parallel sessions, EQAF 2011 will specifically aim to explore the impact and essence of both internal and external QA, and how QA can be further developed to serve these better.
5th European Quality Assurance Forum (Lyon, 2010). Building bridges: Making sense of quality assurance in European, national and institutional context.A selection of papers from the 5th EQAF.
4th European Quality Assurance Forum (Copenhagen, 2009). Creativity and Diversity: Challenges for quality assurance beyond 2010. A selection of papers from the 4th EQAF.
3rd European Quality Assurance Forum (Budapest, 2008). Trends in Quality Assurance. A selection of papers from the 3rd EQAF.
2nd European Quality Assurance Forum (Rome, 2007). Implementing and Using Quality Assurance: Strategy and Practice. A selection of papers from the 2nd EQAF.
1st European Forum for Quality Assurance (Munich, 2006). Embedding Quality Culture in Higher Education. A selection of papers from the 1st EQAF.

The ENIC Network (European Network of Information Centres)
To implement the Lisbon Recognition Convention and, in general, to develop policy and practice for the recognition of qualifications, the Council of Europe and UNESCO have established the ENIC Network (European Network of National Information Centres on academic recognition and mobility). The Council of Europe and UNESCO/CEPES jointly provide the Secretariat for the ENIC Network. The ENIC Network cooperates closely with the NARIC Network of the European Union.
The Network is made up of the national information centres of the States party to the European Cultural Convention or the UNESCO Europe Region. An ENIC is a body set up by the national authorities. While the size and specific competence of ENIC may vary, they will generally provide information on:
- the recognition of foreign diplomas, degrees and other qualifications;
- education systems in both foreign countries and the ENIC’s own country;
- opportunities for studying abroad, including information on loans and scholarships, as well as advice on practical   questions related to mobility and equivalence.
The NARIC Network (National Academic Recognition Information Centres)
The NARIC network is an initiative of the European Commission and was created in 1984. The network aims at improving academic recognition of diplomas and periods of study in the Member States of the European Union (EU) countries, the European Economic Area (EEA) countries and Turkey. The network is part of the Community's Lifelong Learning Programme (LLP), which stimulates the mobility of students and staff between higher education institutions in these countries.
All member countries have designated national centres, the purpose of which is to assist in promoting the mobility of students, teachers and researchers by providing authoritative advice and information concerning the academic recognition of diplomas and periods of study undertaken in other States. The main users of this service are higher education institutions, students and their advisers, parents, teachers and prospective employers.
The NARICs were designated by the Ministries of Education in the respective countries, but the status and the scope of work of individual NARICs may differ. In the majority of States, institutions of higher education are autonomous, taking their own decisions on the admission of foreign students and the exemption of parts of courses of study programmes that students may be granted on the basis of education undertaken abroad. As a result, most NARICs do not take a decision, but offer on request information and advice on foreign education systems and qualifications.
About the enic-naric.net website
This site, a joint initiative of the European Commission, the Council of Europe and UNESCO/CEPES, has been created primarily as a tool to assist the ENIC-NARIC Networks in carrying out the tasks they have been mandated to accomplish within their own jurisdiction, by directing them to up-to-date information supplied and maintained by the competent bodies in each member country and by each member organization. It is also its express purpose to help other interested organizations and individuals easily find information on current issues in international academic and professional mobility, and on procedures for the recognition of foreign qualifications.
Europe and North America Region
Countries that are party to the Lisbon Recognition Convention. Legal frameworks, tools and related resources.
The Lisbon Recognition Convention, 1997. The Convention, documents adopted under the Convention, and related legal instruments.
Recognition Tools. Resources about academic (Diploma Supplement, ECTS) and professional mobility (Europass and National Europass Centres, National Reference Points, the Recognition of Refugee Qualifications).
The Bologna Process. References, events and activities related to the Bologna Process, initiated in 1999 to establish a European Higher Education Area by 2010.
Framework of Qualifications in the Europe and North America Region. References and resources on qualifications frameworks. Other Resources.
Other Regions
Africa, Arab States, Asia & the Pacific, Latin America and the Caribbean, Mediterranean Region. International Organizations.

Voici la présentation des questions-réponses pour mieux connaître ECVET. Télécharger la version pdf. Voir la version en ligne.
ACQUIS D'APPRENTISSAGE
1. Que sont les acquis d'apprentissage ?
2. Comment les acquis d'apprentissage sont-ils décrits ?
3. Comment les acquis d'apprentissage sont-ils utilisés dans ECVET ?
UNITÉS
4. Qu'est-ce qu'une unité et comment se rapporte-t-elle à une certification ?  
5. Comment ECVET peut-il être utilisé dans un système de certifications qui n'utilise pas d'unités ?
6. Comment les acquis d'apprentissage peuvent-ils être regroupés afin de créer des unités ?
7. Comment les unités peuvent-elles être décrites au moyen d'ECVET ?
POINTS ECVET
8. Que sont les points ECVET ?
9. Combien de points ECVET sont alloués à une certification et comment ?
10. Quelle est la différence entre points et crédit ECVET ?
TRANSFERT ET ACCUMULATION DE CRÉDIT
11. Qu'est-ce que le crédit?
12. Qu'est-ce que le transfert de crédit ?
13. Qu'est-ce que l'accumulation de crédit ?
14. Comment le transfert de crédit est-il organisé dans le cadre de partenariats ECVET ?
15. Est-il possible de transférer des acquis d'apprentissage ne correspondant pas à une unité complète ?
ÉVALUATION DES ACQUIS D'APPRENTISSAGE
16. Qui organise l'évaluation des acquis d'apprentissage ?
17. Où sont décrites les exigences d'évaluation ?
ECVET ET APPRENTISSAGE NON FORMEL ET INFORMEL
18. ECVET est-il applicable à l'apprentissage non formel et informel ?
Oui, la Recommandation affirme que :
* ECVET facilite le développement de parcours flexibles ET individualisés et également la reconnaissance de ces acquis d'apprentissage qui sont acquis par l'apprentissage non-formel ET informel.
* Pour appliquer ECVET aux acquis d'apprentissage obtenus dans un contexte d'apprentissage non-formel et informel, ou en dehors du cadre d'un accord de partenariat, il appartient à l'institution compétente habilitée à délivrer les certifications ou les unités, ou à octroyer les crédits, de mettre en place des procédures et des mécanismes pour l'identification, la validation et la reconnaissance de ces acquis par l'attribution des unités correspondantes et des points ECVET associés.
19. Comment ECVET facilite-t-il la validation de l'apprentissage non formel et informel ?
Le processus de validation de des acquis d'apprentissage non formel et informel en vue de l'obtention d'une certification suit généralement les phases suivantes :
* Identification des savoirs, aptitudes et compétences développés lors d'activités personnelles, au travail ou à la maison dans le contexte familial.
* Attestation de ces acquis d'apprentissage par le recueil de données disponibles : descriptions des précédentes activités professionnelles, développement d'un portefeuille de compétences ou évaluation.
* Validation de ces acquis d'apprentissage sur la base des standards, des référentiels ou listes des acquis d'apprentissage requis.
* Délivrance d'une certification ou d'une partie de certification (reconnaissance des acquis d'apprentissage).
ECVET facilite ce processus car il :
* Décrit les savoirs, aptitudes et compétences requis pour une certification et ses unités. Ceci aide l'institution compétente à identifier ce que les apprenants ont déjà obtenu par rapport à ce qui est requis en vue d'une certification.
* Peut être utilisé pour permettre aux apprenants d'obtenir certaines unités par la validation d'apprentissage non formel et informel et d'autres par l'apprentissage formel.
* Facilite l'attestation des acquis d'apprentissage obtenus par l'utilisation d'outils tel que le relevé individuel de résultats.
ECVET permet donc aux apprenants d'obtenir des certifications en partie par un apprentissage non formel et informel validé et reconnu et par l'obtention des unités restantes par l'apprentissage formel.
ACCORD DE PARTENARIAT
20. Qu'est-ce qu'un accord de partenariat ?
21. Pourquoi un accord de partenariat est-il nécessaire ?
CONTRAT PÉDAGOGIQUE
22. Qu'est-ce qu'un contrat pédagogique ?
23. Pourquoi un contrat pédagogique est-il nécessaire ?
RELEVÉ INDIVIDUEL DE RÉSULTATS
24. Qu'est-ce qu'un relevé individuel de résultats ?
INSTITUTIONS COMPÉTENTES
25. Qui sont les institutions compétentes impliquées dans ECVET ?

Briefing note - Despite its many benefits, vocational education and training lacks esteem. Evidence indicates that training not only helps specific target groups, but that its wider benefits are equal to those of general education. Dowload the briefing note Despite its many benefits, vocational education and training lacks esteem.
L’enseignement et la formation professionnels souffrent d’un manque d’estime malgré les nombreux bénéfices qu’ils procurent
La formation apporte non seulement une aide à des groupes cibles spécifiques, mais aussi des bénéfices plus larges équivalents à ceux de l’enseignement général. La recherche montre que l’éducation procure de nombreux bénéfices. Elle est importante pour la croissance économique ainsi que pour une cohésion et une égalité sociales plus grandes. Sur le plan personnel, l’éducation a des effets positifs en termes de satisfaction au travail, de santé, de longévité et d’épanouissement. Si les bénéfices de l’éducation ont fait l’objet de nombreux travaux de recherche, les bénéfices spécifiques de l’enseignement et de la formation professionnels (EFP) ont suscité peu d’attention. L’organisation et le statut de l’EFP présentent des différences importantes dans les divers pays européens. Malgré ces différences, la recherche indique que l’EFP est potentiellement générateur de multiples bénéfices économiques et sociaux observables dans tous les pays.
Ces bénéfices sont partagés aussi bien par les individus et les entreprises que par l’économie et la société dans leur ensemble. La formation dispensée par une entreprise accroît la satisfaction des salariés et la productivité. Une productivité accrue peut à son tour améliorer la compétitivité et contribuer à une meilleure croissance économique. Les données indiquent également que les gains de salaire procurés par l’EFP, ainsi que ses bénéfices sociaux plus larges, sont équivalents à ceux de l’enseignement général. Cependant, la réalisation de ces bénéfices dépend fortement du contexte institutionnel dans lequel est ancré l’EFP. Pour mieux cerner les bénéfices spécifiques de l’EFP, le Cedefop a conduit une recherche dont il a commencé à publier les résultats dans une série d’études...
Les bénéfices de l’EFP semblent sous-évalués
L’investissement dans le type d’EFP approprié de la part des pouvoirs publics, des entreprises et des individus peut générer des bénéfices sociaux, économiques et personnels considérables. Les données indiquent que l’EFP et l’enseignement général devraient être considérés comme aussi attractifs l’un que l’autre, du moins du point de vue de leur retour sur investissement. Cependant, malgré les effets positifs potentiels de l’EFP, il ressort des travaux de recherche et d’analyse des politiques du Cedefop que l’EFP ne jouit toujours pas du même prestige que l’enseignement général.
L’EFP est essentiellement reconnu comme un précieux levier d’inclusion sociale. Il est largement utilisé par les États membres de l’UE pour intégrér, ou réintégrer, les individus victimes ou menacés d’exclusion sociale. Ironiquement, le rôle de l’EFP dans l’aide apportée aux individus désavantagés peut parfois entretenir le stéréotype selon lequel l’EFP ne serait qu’une option pour les moins performants, un itinéraire pour les individus qui ne sont pas faits pour la filière générale ou universitaire et qui, implicitement, seraient inférieurs.
Ce stéréotype ne peut se justifier. Les entreprises recourent à l’EFP pour développer une main-d’oeuvre hautement qualifiée. Les individus recourent à l’EFP non seulement pour accéder au marché du travail et trouver un emploi, mais aussi à des fins d’évolution de carrière et pour accéder à un niveau élevé d’emploi et de salaire ou pour changer d’emploi et réorienter leur carrière dans une direction plus en phase avec leurs intérêts personnels. La capacité de l’EFP à promouvoir l’inclusion sociale et à prévenir l’abandon scolaire dans l’éducation et la formation devrait être perçue comme un autre aspect positif de l’EFP et ne devrait pas occulter le fait que, si les entreprises et les individus investissent dans l’EFP, ils le font principalement à des fins d’excellence.

The European inventory is a tool for realizing lifelong learning in Europe. It provides an updated overview over good practices in the area of validation and is addressing the needs of both policy makers and practitioners working in the field.. The European Inventory is closely connected to the European Guidelines on validation (hyperlink) and exemplifies in na concrete way the principles outlined in these. The 2010 version of the Inventory was updated by GHK Consulting on behalf of the European Commission and in close cooperation with Cedefop.
Why is a European inventory on validation needed?
Learning taking place outside the formal education and training system is crucially important for individuals, companies and society at large. Existing information about validation of non-formal and informal learning is, however, in most countries, scattered and not easily accessible. The European inventory aims to address this weakness by presenting regularly updated information on current practices in all countries taking part in the EU2020 cooperation process and by making this information - including a range of practice examples from selected areas and sectors - available to everybody working in this field.
The European inventory is an ongoing project. The original idea for a European Inventory was presented in the EU communication on lifelong learning from 2001 (Com 2001 678). So far this has resulted in four updates; in 2004, 2005 and 2007 and 2010. The Inventory has been taken forward in a cooperation between the European Commission (DG EAC) and Cedefop, supported by external contractors. All material gathered so far is publicly available and can be downloaded from this Web site. The 2010 version of the Inventory has been structured in such a way that it reflects and illustrates the European Guidelines on validation of non-formal and informal learning published (1st edition 2009, second edition planned for autumn 2011).
Policy background
During the last decade a number of initiatives have been taken at different levels (European, national, sub-national, industry, third sector) introducing arrangements for validation of non-formal and informal learning. This reflects that validation has been identified as a European priority on repeated occasions, notably in the Communication on Lifelong Learning (2001), the Copenhagen process on increased cooperation in VET (Declarations 2002, 2004, 2006, 2008 and 2010), in the Recommendation on the European Qualifications framework (2008) as well as in the ministerial declarations of the Bologna process (2007 and 2009). Of particular interest are the 'Common European Principles' for the identification and validation of non-formal and informal learning adopted by the European Council in 2004. The European Commission is currently, 2011, preparing a draft Recommendation on validation. This Recommendation aims to put in place a more coherent European strategy in this field and will further underline the the need for updated and high quality data. During 2011 a Recommendation on validation of non-formal and informal learning will be published by the European Commission.
European Inventory 2010
The overall situation as regards validation of non-formal and informal learning in Europe in 2010 is presented in the following synthesis report. An executive summary of this report is also available. The 2010 update of the European Inventory covers developments in 32 countries. The 32 countries are described in 34 reports. Belgium is covered by separate reports for Flandern and Wallonia; UK by separate reports for England/Wales/Northern Ireland and Scotland. For the 2010 update of the inventory, the scope of the country reports have widened considerably compared to previous versions. The aim has been to look at validation from different angles and a common thematic structure is used throughout the 34 reports. This structure mirrors the focus of the European Guidelines on validation.
List of countries covered by the European inventory: Austria, Belgium - Vlaandern - Wallonie, Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Turkey, Greece, Hungary, Iceland, Liechtenstein, Lithuania, Luxembourg, Ireland, Italy, Latvia, Malta, Croatia, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, Netherlands, United Kingdom - England, Wales and Northern Ireland - Scotland.

Parliament endorses 2012 as the European Year for Active Ageing and Solidarity between Generations. European Year shall facilitate the creation of a sustainable active ageing culture, based on a society for all ages and on solidarity between generations. National, regional and local authorities as well as social partners, businesses and civil society should promote "active ageing" and do more to mobilise the potential of the rapidly growing population in their late 50s and above. This should be done through conferences and events, information campaigns, exchange of information and good practices, but also by commissioning surveys and studies, focusing on social and economic impact of active ageing. Download the decision European Year for Active Ageing and Solidarity.
Article 1 Subject
The year 2012 shall be designated as the "European Year for Active Ageing and Solidarity between Generations" ("the European Year"). It shall promote the vitality and the dignity of all.
Article 2 Objectives
The overall objective of the European Year shall be to facilitate the creation of an active ageing culture in Europe based on a society for all ages. Within this framework, the European Year shall encourage and support the efforts of Member States, their regional and local authorities, social partners, civil society and the business community, including small and medium-sized enterprises, to promote active ageing and to do more to mobilise the potential of the rapidly growing population in their late 50s and over. In doing so, it shall foster solidarity and cooperation between generations, taking into account diversity and gender equality. Promoting active ageing means creating better opportunities so that older women and men can play their part in the labour market, combating poverty, particularly that of women, and social exclusion, fostering volunteering and active participation in family life and society and encouraging healthy ageing in dignity. This involves, inter alia, adapting working conditions, combating negative age stereotypes and age discrimination, improving health and safety at work, adapting life-long learning systems to the needs of an ageing workforce and ensuring that social protection systems are adequate and provide the right incentives.
On the basis of the first paragraph, the objectives of the European Year shall be:
(a) to raise general awareness of the value of active ageing and its various dimensions and to ensure that it is accorded a prominent position on the political agendas of stakeholders at all levels in order to highlight the useful contribution that older persons make to society and the economy, raising the appreciation thereof, to promote active ageing, solidarity between generations and the vitality and the dignity of all people, and to do more to mobilise the potential of older persons, regardless of their origin, and to enable them to lead an independent life;
(b) to stimulate debate, to exchange information and to develop mutual learning between Member States and stakeholders at all levels in order to promote active ageing policies, to identify and disseminate good practice and to encourage cooperation and synergies;
(c) to offer a framework for commitment and concrete action to enable the Union, Member States and stakeholders at all levels, with the involvement of civil society, the social partners and businesses and with particular emphasis on promoting information strategies, to develop innovative solutions, policies and long-term strategies, including comprehensive age-management strategies related to employment and work, through specific activities, and to pursue specific objectives related to active ageing and intergenerational solidarity;
(d) to promote activities which will help to combat age discrimination, to overcome age-related stereotypes and to remove barriers, particularly with regard to employability.
Article 8 Budget
1. The financial envelope for the implementation, at the level of the Union, of this Decision, in particular in respect of the activities set out in Article 3(1), for the period from 1 January 2011 to 31 December 2012, shall be EUR 5 000 000.
2. Annual appropriations shall be authorised by the budgetary authority within the limits of the financial framework.

During its first three years, the Programme has financed, with almost EUR 3 billion, transnational education and training activities promoting the modernisation of education systems in 31 European countries.
It has catered for 900 000 learning mobility periods of European citizens, of which more than 720000 by students and almost 180000 by teachers/trainers/staff. More than 50000 European organisations have taken part in various forms of co-operation activities. Download the Mid term review of the Lifelong Learning Programme.
INTRODUCTION
In accordance with Article 15, paragraph 5 of the Decision No. 1720/2006/EC of the European Parliament and of the Council of 15 November 2006 establishing an action programme in the field of lifelong learning (LLP Decision: OJ L327, 15.11.2006, p. 45), this report provides information on the Lifelong Learning Programme (LLP). It builds on the findings of the LLP interim evaluation, on National Reports on LLP implementation from the 31 participating countries and on information gathered by the Commission. National reports provided by countries participating in the LLP (27 EU Member States, EEA countries and Turkey) in agreement with paragraph 15.4 of the LLP Decision and covering the 2007-09 period were important sources of information and data for the overall interim evaluation of the LLP.
CONCLUSIONS
The Lifelong Learning Programme is considered by the external evaluation as relevant and instrumental to reaching the key Education and Training objectives agreed at EU level and thereby contributing to attaining the overarching strategic objectives of the European Union. It is also important for the lives of the individual citizens involved, user friendly, highly popular and addresses the needs of its various target communities. The control framework is working effectively.
But there is still room for improvements. Some of them are of a managerial nature and are within the reach of the Commission. Most are more far-reaching and would require a review and rethinking of the design of the Programme.
Based on the mid-term review of the LLP, the Commission intends to:
- fix the management framework that has reached a good quality level with stable rules, procedures and IT tools minimising efforts throughout the implementation chain: Commission, National Agencies, final beneficiaries. Potential change will be assessed against a thorough cost-benefit and risk analysis;
- examine as a matter of urgency the possibility to simplify audits by replacing the current approach of untargeted sampling with a new one, based on a serious risk assessment strategy ;
- test new exchange platforms or the extension of existing platforms or other means to facilitate exchanges of information and know-how to match offer and demand for cooperation projects and mobility (e.g. Leonardo or Erasmus placement partner search).
Without prejudging its proposals for the next programme generation in the context of the new MFF, the Commission intends to:
- reflect on a comprehensive policy framework for the new MFF, seeking synergies between different types of EU-financed investments in education and training, to avoid overlaps and maximise impact;
- consider how to further build on the strengths of the existing Programme to contribute to the overarching Europe 2020, E&T 2020 and the Digital Agenda objectives. EU-wide actions engaging all Member States in similar activities with common objectives, transnational learning mobility, providing evidence for policy reform, serving as an incubator for innovative actions and best practices, exchange and networking at low cost, are all areas where the Programme excels;
- reflect how better to balance ambitious targets, notably through meaningful concentration, streamlining, simplification and better impact measurement;
- prepare the management and control framework for the next Programme generation to ensure a seamless start-up phase and full exploitation of all possible simplifications.

This visit is organised by the host institution in cooperation with the European Commission addressing specifically policy- and decision-makers in education and training to transfer and share experience. 19/9/2011-23/9/2011, Warsaw, Poland.
A study visit organised under Study Visits programme will be held on the week preceding the conference. The study visit will be organised by the National Centre for Supporting Vocational and Continuing Education (KOWEZiU) in cooperation with the Foundation for the Development of the Education System acting as the National Agency of the Lifelong Learning Programme, the European Commission and the European Centre for the Development of Vocational Training (CEDEFOP).
The study visit addressed to decision makers responsible for the shaping of educational policy and in-service training and entitled Raising Quality of VET in Cooperation with Employers and Higher Education will be staged on September 19-23, 2011 in Warsaw. The goal of the study visit is to present good practices and solutions that contribute to boosting the effectiveness and attractiveness of VET in relation to the needs and requirements of the labour market. It will also emphasise the role employers and higher education play in the process.
Improving attractiveness and quality of vocational education and training (VET) is one of the priorities of Polish educational policy. To achieve this, several actions have been undertaken at national and regional levels, such as creating vocational training programmes based on learning outcomes and quality standards for VET, encouraging cooperation between VET schools and employers and higher education. The National Centre for Supporting Vocational and Continuing Education is the central public institution whose activities support reform of vocational education. The study visit will be part of promoting Polish education during the Polish Presidency of the EU Council.
The topic of the study visit is closely related with conference theme of lifelong education  and activities designed to improve employability thanks to intersectoral cooperation and activation of enterprises and employers as partners of the education sector. At the end of their study visit, the participants will attend the conference held on 23 September, which will crown the discussions held during the visit and constitute an excellent opportunity for exchange of experiences.
Developing cooperation between VET, higher education and adult learning in response to the challenge of lifelong learning. A conference organised by the Polish Presidency of the Council of the European Union.
The main aim of the conference is to underline the importance of the cooperation between different sectors of education with reference to the educational needs of youths and adults. Discussion on the topic of lifelong learning linking vocational training, adult education, higher education with such areas as competiveness, entrepreneurship and labour market will be the leading theme of the conference. The registration is available for the people invited via email only. The number of participants is limited. More information about this event.