Formation Continue du Supérieur

Educación Continua: ideas, acciones y resultados. Del 27 al 30 de septiembre de 2011. Cuando se habla de la Educación continua no se puede dejar de lado a la educación permanente, de la cual deriva la Educación Continua, la primera concebida como una función permanente presente en todas las etapas de la vida de las personas, las cuales son capaces de adquirir cada día nuevas destrezas y habilidades a partir de los aprendizajes adquiridos.
Por su parte, la educación continua pensada como la oportunidad complementaria de formación, la cual principalmente incorpora a personas profesionales en las distintas áreas del conocimiento, para potenciar las necesidades tanto en el campo laboral o profesional.
Las instituciones de educación superior, tienen la misión de incorporar dentro de sus planes de desarrollo las actividades complementarias de formación permanente como una alternativa de intercambio de experiencia y conocimiento, así como de colaboración entre ellas y la sociedad.
La diversidad de actividades que se pueden contemplar dentro de la educación continua y actualización profesional puede estar enmarcada en talleres, seminarios, congresos, cursos especializados, entre otros lo que conlleva a plantear también la duración de dichas actividades.
En muchos países los programas de educación continua cumplen también con el propósito de vinculase con poblaciones de atención prioritaria o capacitar a profesionales que trabajan con comunidades.
Desde esta perspectiva organizaciones conformadas como redes pueden atender a dichas poblaciones potenciando la participación el intercambio de saberes y conocimientos entre instituciones, grupos organizados, sectores sociales, para propiciar las trasformaciones necesarias que permitan un mejoramiento en la calidad de vida de los involucrados.
Lo anterior, sin duda alguna, se revierte en el desarrollo nacional de un país.
La Red de Educación Continua de Latinoamerica y Europa (RECLA) promueve espacios de difusión de las investigaciones sobre Educación Continua en diversas partes del mundo, en ellas “se dan a conocer buenas prácticas con el fin de ser aplicadas por los organismos interesados”.

La relación de los Estudios de Postgrado y la Formación Continua con el sector empresarial y el tejido productivo en Iberoamérica, Granada, 7 al 9 de Septiembre de 2011.
Los días del 7 al 9 de Septiembre de 2011, las tres redes AUIP (Asociación Universitaria Iberoamericana de Postgrado), RUEPEP(Red Universitaria de Estudios de Postgrado y Educación Continua y RECLA(Red de Educación Continua de Latinoamérica y Europa, han organizado en el Centro Mediterráneo de la universidad de Granada (España) el curso "La Relación entre los Estudios de Postgrado y la Formación Continua con el sector empresarial y el tejido productivo en iberoamérica". Programa.

Billet du directeur de 2E2F, Antoine Godbert. Les propositions annoncées par la Commission européenne il y a deux semaines avancent un monde nouveau qui correspond quasi parfaitement à la vision que l’Agence 2E2F souhaitait défendre pour l’avenir du programme Education et Formation tout au Long de la Vie.
Oui, il est désormais temps de mettre en avant un programme unique! Oui, il est important de regrouper tous les outils aujourd’hui disponibles pour la coopération éducative avec l’extérieur ! Oui il faut désormais penser « worldwide » et ne plus s’en tenir à une représentation de notre continent circonscrite aux frontières du Conseil de l’Europe!
C’est en inversant l’approche au profit du programme unique dont la création en 2007 représentait déjà une étape très importante d’évolution que l’on pourra plus sereinement présenter l’éducation et la formation tout au long de la vie comme une réalité d’avenir et obtenir que les traditionnelles segmentations sectorielles entre enseignement supérieur, enseignement secondaire et formation professionnelle puissent peu à peu s’estomper.
C’est en montrant à nos amis du « voisinage », mais aussi de tous les espaces mondiaux qui considèrent l’Union comme un pôle essentiel dans le renforcement de l’économie de la connaissance, que nous savons optimiser nos outils en les regroupant, que nous pourrons peser dans la compétition scientifique, culturelle et économique mondiale.
C’est en prenant en considération les demandes de mobilité entrante et sortante qui privilégient de plus en plus le hors Europe que nous pourrons tout à la fois bâtir sur le succès d’Erasmus Mundus et donner une réalité concrète à ce que sera une Europe puissance reconnue comme telle par tous les grands pôles mondiaux.
Il y a quelques semaines, l’Agence 2e2f présentait au Directeur Général Jan Truszczynski ses propositions d’évolution du Programme.  La simplification du nombre d’actions et de sous-actions, le primat donné au Programme unique et la capacité à agir de manière encore plus solide hors des frontières du continent y figuraient en bonne place. Nous ne pouvons donc que nous réjouir que la Commission soit visiblement assez proche de notre constat.
Il reste cependant un certain nombre de questions à approfondir. La Direction Générale Education Audiovisuel et Culture devra être profondément réformée pour s’adapter aux trois nouvelles grandes lignes d’action plutôt qu’aux programmes sectoriels. Les modes de contrôle a priori devront être multipliés, surtout si l’Agence exécutive se voit chargée de la majorité des projets d’innovation. Et, surtout, il faudra définir avec plus d’attention l’axe qui reste, naturellement, moins net que les deux autres : celui concernant le soutien aux politiques éducatives nationales.
Par ailleurs, si on peut se réjouir qu’un nom unique « Europe Education » ait été mis en avant pour faire se rejoindre les nécessités de donner une réalité au concept d’éducation et de formation tout au long de la vie et le besoin de ne pas oublier les considérations marketing de toucher un public le plus large possible, on peut encore regretter que le nom choisi reste un peu froid. Notre campagne en faveur d’ »Erasmus » reste donc d’actualité.
Mais nous ne sommes là que dans un souci rationnel d’entrer dans les détails de la future base légale du Programme, et le diable réside souvent dans les détails comme le Docteur Faust l’a appris à ses dépens. L’essentiel est ailleurs. Il réside à la fois dans l’avancée d’une perspective de doublement de la dotation générale du programme par rapport à 2007-2013 qui, s’il n’est pas sûr qu’elle reçoive en totalité l’agrément du Conseil, s’inscrit déjà dans les desiderata déjà exprimés du Parlement européen et dans cette avancée historique que nombre d’autres espaces mondiaux nous envieront à coup sûr : donner à l’éducation et la formation tout au long de la vie une existence réelle et non plus marginale et asymptotique. Ce siècle commencé dans la terreur terroriste avait besoin de symbole positif. La proposition du Président de la Commission est, en ce sens, vraiment porteuse d’espoirs.

By Marcus Leach. A groundbreaking agreement outlining how the UK and China will work together to boost vocational learning in both countries has been announced. The Memorandum of Understanding (MoU) was signed during an official visit to Beijing, China, by Further Education, Skills and Lifelong Learning Minister John Hayes. The MoU will provide the basis for deepening our collaborations on vocational education. The agreement will last for the next three years.
“There are already many examples of very productive collaborations across China with UK awarding organisations, colleges and training providers working together with their Chinese counterparts. This MoU builds on this positive foundation with the aim of developing this relationship even more," the Skills Minister said.
“It will open up a fantastic array of valuable and enriching opportunities for vocational education colleges and other organisations in both the UK and China.
“I am particularly pleased with the Chinese interest in our apprenticeship model. Apprenticeships are at the heart of the British Government’s approach to vocational education.”
The five key areas of activity will be:
- Trials of apprenticeships in China drawing on UK models and expertise
Expanding the mutual recognition of qualifications and vocational education providers.
- Support for institutional partnerships including joint course development and student/teacher exchanges.
- Joint development of e-learning and remote learning facilities.
- Sector specialists from the UK and China working together to develop curriculum material and training resources.
The MoU follows detailed discussions between Ministers in both countries. A UK-China Education Summit took place in November 2010 where Education Secretary Michael Gove signed a broad Partnership Agreement on education, including a commitment to explore deeper ties on vocational education with the Chinese. In June this year, Prime Minister welcomed Chinese Premier Wen and his delegation to the UK for the UK-China Summit. Following his stay in Beijing, John Hayes will visit Hong Kong for two days. He will meet Ministers to discuss the educational reforms in Hong Kong and attend a conference on learning in a globalised world. He will also visit the Hospitality Industry Training and Development Centre and Chinese Cuisine Training Institute of Vocational Training Council.

Paris, Jeudi 16 Juin 2011, à la Sorbonne. L’objectif de ce colloque international est, au travers d’un dialogue entre universitaires, experts, hauts fonctionnaires, représentants du secteur privé et responsables étrangers, d’éclairer le rapport entre le monde universitaire, celui de la décision publique et le secteur privé.
En France, l’Université a longtemps entretenu avec la Cité et le monde des affaires des relations complexes, ambivalentes et relativement limitées : aujourd’hui, ces relations doivent être aussi fluides et naturelles que possible, pour permettre des coopérations fructueuses entre ces univers.
Quelle est la situation actuelle, avec les évolutions considérables que le monde académique a connues ces dernières années, et qui tendent à l’ouvrir et aussi à transformer progressivement son image à l’extérieur ?
Quelle est et quelle doit être la place de l’Université dans le Monde ?
Le colloque sera organisé autour de trois tables rondes :
- Dans le Monde ou hors du Monde ? L’Université française en perspective
- L’Université et la décision publique : quelle influence ? Quelles collaborations ?
- L’Université et le secteur privé : nouveaux dispositifs, nouvelle coopération ?
Diffussion en différé : http://cas-unimonde.itislive.com/.

Defining Lifelong Learning
In the first chapter of ”Organising Lifelong Learning” the European policy framework for lifelong learning and the the university responses to this development have been outlined (see ”Organising Lifelong Learning p. 5-13 ).
When we look at the concept of lifelong learning as it has evolved over the last decade differences in focus between the socio-economic approach and the higher education approach become obvious. From a socio-economic point of view lifelong learning serves the function of upgrading the manual unskilled labour for more knowledge intensive jobs for the benefit of themselves as well as for society as a whole. To a large extent this involves education at secondary level – pre-BA level – delivered by other institutions than universities.
From a higher education point of view the obligation to become involved in lifelong learning is basically the same, but it is reformulated as a need for widening access to university education. Some open universities are able to respond directly to these needs by recruiting students directly into their programmes due to their policy of openness – e.g. some dedicated open universities like Open University, UK and Open Universiteit, The Netherlands. Most recently, we can point to the development of Open Educational Resources, which is an initiative aiming in the same direction.
For most universities openness is not an option due to national regulations requiring the same entrance qualification to university education for all students – independently of age, gender and work experience. This is the case for mixed-mode universities, but also for some distance teaching universities such as Fernuniversität, Germany.
At the same time it is interesting to note that the latest report from the Commission “Europe 2020. A European strategy for smart, sustainable and inclusive growth” claims, “lifelong learning benefits mostly the more educated” (p.16). Undoubtedly, this is a major problem for society, but the solution is hardly to cut back on lifelong learning offered by universities. The upgrading of unskilled labour and widening access to higher education should supplement each other. Both processes are needed in order to turn Europe into a knowledge society.
The USBM project analyses experiences and cases of best practice of delivering lifelong learning at university level by open universities and mixed-mode universities. The main target group for these institutions is the age group 25+ attached to the labour market and often with an initial education (see “Showcases of University Strategies and Business Models for Lifelong Learning”). Consequently the considerations in this report - “Organising Lifelong Learning” - on implementing university strategies and business models have a similar focus and should be read with this limitation in mind.
Lifelong Learning 2011- 2020
In “The Bologna Process 2020 – The European Higher Education Area in the new decade” the ministers agreed upon central issues such as widening participation, partnerships between public authorities, higher education institutions, students, employers and employees and coordination of national qualifications frameworks.
Widening participation shall also be achieved through Lifelong learning as an integral part of our education systems. Lifelong learning is subject to the principle of public responsibility. The accessibility, quality of provision and transparency of information shall be assured. Lifelong learning involves obtaining qualifications, extending knowledge and understanding, gaining new skills and competences or enriching personal growth. Lifelong learning implies that qualifications may be obtained through flexible learning paths, including part-time studies, as well as work-based routes.
10. Widening participation shall also be achieved through Lifelong learning as an integral part of our education systems. Lifelong learning is subject to the principle of public responsibility. The accessibility, quality of provision and transparency of information shall be assured. Lifelong learning involves obtaining qualifications, extending knowledge and understanding, gaining new skills and competences or enriching personal growth. Lifelong learning implies that qualifications may be obtained through flexible learning paths, including part-time studies, as well as work-based routes.
11. The implementation of lifelong learning policies requires strong partnerships between public authorities, higher education institutions, students, employers and employees. The European Universities’ Charter on Lifelong Learning developed by the European University Association provides a useful input for defining such partnerships. Successful policies for lifelong learning will include basic principles and procedures for recognition of prior learning on the basis of learning outcomes regardless of whether the knowledge, skills and competences were acquired through formal, non-formal, or informal learning paths. Lifelong learning will be supported by adequate organisational structures and funding. Lifelong learning encouraged by national policies should inform the practice of higher education institutions.
12. The development of national qualifications frameworks is an important step towards the implementation of lifelong learning. We aim at having them implemented and prepared for self-certification against the overarching Qualifications Framework for the European Higher Education Area by 2012. This will require continued coordination at the level of the EHEA and with the European Qualifications Framework for Lifelong Learning. Within national contexts, intermediate qualifications within the first cycle can be a means of widening access to higher education.” (p.3) (http://www.ond.vlaanderen.be/hogeronderwijs/Bologna/).

The NetCu consortium organised a meeting on the 23rd and 24th of June at Universidade Aberta in Lisbon to bring together the research results on 20 networked curricula in Europe.
The analysis was focussed on the essential aspects of networked curricula like management, teaching and learning, didactic tools, technical aspects, mobility, quality assurance and curricula design. The data collected in the past half year on all these examples has shown to be very valuable as they cover many elements and a diversity of approaches that will help the NetCu consortium to come to a rich guide on the added value, the success factors and the way to create new opportunities in this field. The project consortium of NetCu will also look specifically into the support of social media in networked curricula and come with recommendations in direct relation to the goals of each model identified. First results will be presented in the EADTU annual conference in Eskisehir, 3-4 November 2011.

This book is an outcome of the Shanghai International Forum on Lifelong Learning co-organised by UNESCO, the Shanghai Municipal People’s Government, the Chinese Society of Educational Development Strategy and the Chinese National Commission for UNESCO. The Forum took place in Shanghai during the World Expo 2010, from 19 to 21 May.
The 24 papers collected here document the debates and discussions led by experts from across the world. The papers are grouped into five themes, recounting first how lifelong learning has evolved conceptually and then how policy has developed in its promotion. Subsequent sections examine its relationship with distance education, new learning media and higher education; its association with the learning cities movement; and its role in rural and industrial development. The General Rapporteur’s Summary Report of the Forum provides the final section, giving an overview of the event.
The UNESCO Institute for Lifelong Learning and its Chinese partners hope that this publication will contribute meaningfully to international endeavours in making lifelong learning a reality for all.
Download Conceptual evolution and policy developments in lifelong learning.

ALADIN, the Adult Learning Documentation and Information Network, has been established to support networking and capacity building between documentation centres and libraries in the area of adult learning and literacy.
ALADIN is working towards facilitating global access to information and documentation on adult learning and serving as an information broker between researchers, practitioners and policy makers by:
- sharing relevant information on adult learning;
- correcting the uneven distribution of adult learning documentation and information resources;
- providing training in adult learning knowledge management.
Today it comprises of 95 documentation centres in 47 countries in all regions of the world, with some being complex university libraries and research units, some being small NGO resource centres and others being virtual collections. The various activities of ALADIN are co-ordinated by Lisa Krolak, the Head of Documentation at the UNESCO Institute for Lifelong Learing (UIL), in close co-operation with the international ALADIN Advisory Committee. Contact: Lisa Krolak, ALADIN Co-ordinator, UNESCO Institute for Lifelong Learning, Feldbrunnenstrasse 58, 20148 Hamburg, Germany. Tel.: (+49) 40 44804133, Fax: (+49) 40 4107723, l.krolak@unesco.org.
The collection comprises more than 63,000 books, documents, non-print media and periodicals on the subjects of Adult Education, Non-formal Education, Lifelong Learning.
• 60% of the holdings are English-language materials, followed by publications in German, French, Spanish and a variety of other languages.
• An online catalogue gives access to the general collection. A separate catalogue provides access to a special collection of sample literacy learning materials.
• A Bibliography on Lifelong Learning and a New Acquisitions List are published regularly and distributed free of charge.
• The Documentation Centre and Library is open to the general public and residents of Hamburg may borrow materials free of charge. The following user guidelines do apply.

In the 21st century, the need to embed the principles of lifelong learning in education and broader development policies takes on a more urgent tone than ever before. Lifelong learning principles, if systematically implemented, will be able to contribute to more just and equitable societies.
Lifelong learning encompasses learning at all ages and subsumes formal, non-formal and informal learning. Two ground-breaking reports on lifelong learning by UNESCO (Faure Report, 1972; Delors Report, 1996) articulated fundamental principles of lifelong learning. The UNESCO Medium-Term Strategy 2008-2013 has, as one of its overarching objectives for the Education Sector, “attaining quality education for all and lifelong learning”. The United Nations Decade of Education for Sustainable Development, which UNESCO coordinates, has similarly stressed the importance of lifelong learning as a key to the 21st century. The Belém Framework for Action now also affirms the role of lifelong learning in addressing global educational issues and development challenges.
In recent decades the UNESCO Institute for Lifelong Learning (UNESCO Institute for Education, UIE, until 2006) has organised a wide range of activities along strategic areas of action on advocacy, research, capacity-building and partnership.
Lifelong learning policy dialogue
UIL organises policy dialogues at national, regional and international level (for example, the Shanghai International Forum on Lifelong Learning at the Shanghai World Expo 2010), bringing together key stakeholders. These discussions highlight the impact of lifelong learning policies and showcase innovative practice in, for example, active citizenship, workforce development and social integration.
UIL has started to compile the International Directory of Lifelong Learning: Policy and Research. Member States have been asked to enumerate key organisations, including sub-ministerial governmental departments (offices, agencies, etc.), responsible for formulating lifelong learning policy at national level, as well as leading research institutions or university faculties engaged in the study of lifelong learning.
Research on synergies between formal, non-formal and informal learning
The Institute undertakes and publicises research on effective practice in bridging between formal and non-formal learning. It synthesises experience on the recognition, validation and accreditation (RVA) of non-formal and informal learning to foster the development of lifelong learning systems, particularly through the integration of RVA into national qualifications frameworks (NQFs). UIL focuses on the potential economic, social and individual benefits of recognition, particularly in less-developed countries, where non-formal and informal learning have traditionally played a major role in knowledge transfer. UIL’s distinctive contribution to the RVA discussion is to exchange information through South-South and North-South Dialogues.
Developing capacity-building programmes
Advancing lifelong learning for all is one of UIL’s Medium-Term (2008-2013) strategic objectives, and capacity-building for effective lifelong learning policies and practice is a key area. UIL has a mandate to
- enhance national capacities in providing a wide range of formal, non-formal and informal learning opportunities;
- build on policy-driven research focusing on effective learning strategies and supportive learning environments; and
- provide an international forum to exchange information on innovative developments in educational policy, concepts and practice in lifelong learning.
UIL works with higher education institutions to develop capacity-building programmes for establishing lifelong learning systems in UNESCO Member States. The objectives are to promote sound conceptual understanding among policy-makers and to advocate the integration of a lifelong learning perspective into educational policy; to develop a contingent of core change agents for policy-making and policy research; and to enhance international collaboration in capacity-building.
Lifelong learning: Networking
UIL has formed an Interagency Advisory Group to strengthen discussion among lead agencies on recognition, validation and accreditation. Representatives include the International Labour Organisation (ILO), the Organisation for Economic Cooperation and Development (OECD), the European Centre for the Development of Vocational Training (CEDEFOP), the European Union (EU), the European Training Foundation (ETF), the Norwegian Institute for Adult Learning (VOX), the Association for the Development of Education in Africa (ADEA) and the French National Commission for UNESCO.