This edition explores the changing patterns in higher education worldwide. The 2009 Global Education Digest (GED) presents the latest education statistics from primary to tertiary education levels for more than 200 countries. Data are provided for the school year ending in 2007 or the latest year available, as well as for 2008 for a small number of countries. The wide range of education indicators presented in the report helps assess progress towards Education for All and Millennium Development Goals. The analytical chapter explores the changing patterns in global higher education. It analyses the rising demand for higher education, represented by an explosive growth in tertiary students worldwide since 1999. Moreover, this edition presents a unique picture of the landscape of international student mobility.
Beyond the global set of education indicators, the GED continues to report more in-depth education data for a group of 62 countries, including those that are members of the World Education Indicators (WEI) programme, the Organisation for Economic Co-operation and Development (OECD) and Eurostat. This data set offers cross-national comparisons of more detailed information on tertiary educational programmes, as well as on the sources and flows of tertiary education funding. The 2009 GED introduces additional time series data on tertiary education to assess progress since 1970, highlighting the rapid growth of tertiary education systems, changing patterns in tertiary education graduates by field of study, and in particular, the shift in global trends for international student mobility. It also expands reporting on upper secondary education graduates to 70 countries, which helps forecast the number of potential entrants into tertiary programmes.
The Digest is available in English, French and Spanish (Arabic version is forthcoming).

Pre-conference Dates: 25-26 September 2009 (Friday - Saturday), Main Conference Dates: 28-30 September 2009 (Monday - Wednesday).
Private and public enterprises, national and international agencies provide a wealth of data and information about education systems and processes unknown to previous generations. Concepts like “evidence-based policy making”, “quality assurance”, “data-driven decision making”, and “evidence-based teaching” have played an important part in this development. The rapid spread of national and international testing systems is another sign of the ongoing transformation of the field.

Key Data on Education in Europe sets out a very wide variety of both qualitative and quantitative indicators on different aspects of education systems in 31 European countries. The report presents a comparative analysis on how the education systems are organised, the human and financial resources invested in them, teaching processes and qualifications awarded. Full report. European press release. Press Memo.
Higher education has seen a massive rise in the number of students, in particular in the younger age groups and female students. In the EU-27, the share of GDP given over to education has largely remained stable, and some countries have even increased social investment in human capital over the last years.
Higher education: A significant rise in the number of students and increasing requirements for sustainable funding During the period from 1998 to 2006, the student population in tertiary education has been continuously rising in the European Union. In total, the number of students in European countries grew in those years by 25 % and amounts to 18.7 million students (Figure C13). In a majority of countries students are required to contribute financially to the cost of their studies (Eurydice, 2009b). At the same time, students in many countries may benefit from a range of financial support measures issued in accordance with different criteria to help meet the cost of living (Eurydice, 2007a).
The Commission Communication on delivering on the modernisation agenda for universities urges Member States to press on with the modernisation of Europe’s universities to achieve changes in the way in which systems are regulated, managed and financed, thereby  addressing the skills needs of Europe’s workforce. Important areas that need to be addressed by future reforms include increased investment from more diversified sources and adequate student support schemes to ensure high-quality education and research as well as greater efficiency and equity in higher education outcomes (European Commission, 2006b). Out of those total education enrolments (at ISCED levels 0-6) the proportion of those enrolled in tertiary education increased from 15.6 % in 2002 to 17.4 % in 2006 (Figure C12). In 2006, on average across the EU-27, 123 women enrolled for every 100 men (Figures C15 and C16). Women account for the very large majority of enrolments in three main fields of studies, namely 'education', 'health and welfare', 'humanities and arts'. At the other extreme, men largely outnumber women in 'engineering, manufacturing, construction' and 'science, mathematics, computing' and this situation has not changed much since 2002 (Figure C18). Tuition fees are a widespread form of private contribution which is adopted in 16 countries (Figure D15). Differences between countries in the amounts required are substantial, ranging from under PPS EUR 200 to over PPS EUR 1 000 (Figure D16). Financial support to cover the cost of living and/or to pay administrative fees and contributions to tuition
costs is awarded in almost all countries (Figure D14). In 2006, graduates in ‘social sciences, business and law’ account for over 35 % of all graduates in Europe, followed by 'health and welfare' graduates with 14.4 % and 'engineering' and 'humanities' with a little more than 12 % (Figure F5). The number of tertiary education graduates in ‘science and technology’ per 1000 inhabitants rose at EU level from 11 in 2002 to 13 in 2006 (Figure F9).

La 15ème Université de la Formation, de l'Education, de l'Orientation aura lieu les 29 et 30 septembre 2009 à Artigues-près-Bordeaux et aura pour thème  : Qui oriente ?  information conseil  décision  prescription.
Université de la Formation, de l'Education et de l'Orientation: Réunir les acteurs de la formation professionnelle, initiale et continue, de l'accompagnement vers l'emploi, de l'orientation professionnelle.Partager des expériences concretes et transférables, débattre sur des questions d'actualité, confronter des pratiques de professionnels et le point de vue des chercheurs. L'UFEO est un colloque annuel, ou se rencontrent élus, acteurs de terrain, décideurs publics, monde associatif, responsables syndicaux, chercheurs universitaires. Programme en PDF. Journée du 29 septembre. Journée du 30 septembre.

15 Universitātes apmācības, izglītības, Orientation notiks 29 un 30 septembris 2009 Artigues-Pres-Bordeaux tēma: Kas vada? Padomes lēmumam izrakstīšanas informāciju. Par UFEO ir ikgadēja, vai atbilst vēlētām amatpersonām, spēlētāji, veidotājiem, apvienības, savienības vadītāji, universitāšu pētniekiem. Programma PDF. Diena 29 septembrī. Diena 30. Vairāk...

Extraits : L’internationalisation, vecteur de l’hégémonie culturelle ?
Pour donner une forme de conclusion à l’ensemble des observations que nous avons pu réunir sur l’enseignement supérieur, les analyses du chercheur australien Simon Marginson (2008) peuvent offrir une mise en perspective intéressante.
Marginson s’interroge sur la position particulière qu’occupe l’enseignement supérieur états-unien vis-à-vis du reste du monde. Il propose d’abord un tableau schématique de l’université américaine, qui se répartit entre deux pôles, deux « gabarits » pour reprendre ses termes :
– d’un côté, le prototype Harvard : « l’université d’élite privée à but non lucratif, centrée sur la recherche et sur la formation doctorale, compétitive, imprégnée d’esprit d’entreprise, sélectionnant sévèrement ses étu-diants, pratiquant des droits très élevés mais offrant des aides généreuses, bénéficiant de donations impor-tantes et se livrant une forte concurrence pour les meilleurs étudiants et les meilleurs enseignants-chercheurs » ;
– de l’autre, le prototype Phoenix : « l’institution d’enseignement supérieur à but lucratif, qui prépare ses étudiants à la vie professionnelle dans des matières comme la gestion, les technologies, les professions de santé, l’enseignement. Ce sont des entreprises commerciales, centrées sur le “consommateur”, expansion-nistes, efficaces, économes (on n’y fait pas de recherche), pratiquant en matière de ressources humaines la gestion de la performance et l’assurance qualité » ;
– entre les deux, des universités de plus en plus dévalorisées et marginalisées.
Marginson remarque ensuite que l’activité « exportatrice » de l’université américaine, tout importante soit-elle (9,1 milliards de dollars en 2001), pourrait l’être bien davantage « si son seul objet était mercantile ». Un autre intérêt semble donc supplanter l’intérêt économique. S’appuyant sur la définition du concept d’« hégémonie culturelle » développé par Gramsci, l’auteur défend la thèse que tel est bien cet intérêt premier. « C’est là un enjeu autrement plus important que la balance commerciale ou l’enrichissement des universités », estime-t-il.
Ce Dossier d’actualité n°42 est une publication mensuelle du service de Veille scientifique et technologique de l'INRP.
Marginson poi notato che la "esportazione" delle università americane, mentre può essere significativo (9,1 miliardi di dollari nel 2001), potrebbe essere molto più "se il suo unico scopo è stato mercantile... Questo Hot Topics n°42 è una pubblicazione mensile del servizio di monitoraggio scientifico e tecnologico del NPRI. Maggiori informazioni...

Experts from 54 Francophone countries gathered in Lyon this month to discuss sustainable literacy in preparation for the world conference on adult education (CONFINTEA VI) to be held in Brazil in May.
The meeting brought together ministers and directors of education and culture, NGOs and representatives of bi- and multi-lateral agencies on the theme of knowledge as a lifelong skill using methods that adapt to changing needs. Other topics included the use of Information and Communication Technologies (ICTs), multilingualism and the recognition and validation of all types of learning. The conference was organised by the French agency for literacy, the Agence Nationale de Lutte contre L’illettrisme (ANLCI) and the French National Commission for UNESCO in close collaboration with the UNESCO Institute for Lifelong Learning, the French Ministry of Foreign and European Affairs and the Organisation Internationale de la Francophonie (OIF).
Recommendations will be presented at the Sixth International Conference on Adult Education (CONFINTEA VI), in Belém, Brazil in May. UNESCO Institute for Lifelong Learning.

Le 1er Forum mondial de l’éducation et de la formation tout au long de la vie a eu lieu Mardi 28 et mercredi 29 octobre 2008 à Paris (Unesco), sous le Haut patronage du Président de la République française dans le cadre de la Présidence française de l’Union européenne.
Le Forum a pour objectif d’interroger les systèmes d’éducation et de formation tout au long de la vie et de valoriser les pratiques innovantes dans différentes régions du monde alors que les enjeux de la compétence sont au coeur des logiques concurrentielles entre les continents. Les transformations récentes des acteurs et systèmes d’éducation et de formation, liées à des mutations culturelles, économiques, politiques, sociétales et technologiques profondes, accompagnent le développement sous toutes ses formes, aussi bien en ce qui concerne les politiques publiques, les stratégies d’entreprises que les dynamiques individuelles et collectives.

Communications du 1er Forum : Présentation, Quels enjeux : Adama OUANE

Session 1 : Le Concept - Barbara ISCHINGER, Nicholas BURNETT, Claude CAMPIONNET, Janos Sz TOTH
Quels défis : Pedro PONTUAL
Session 2 : Les territoires - Marie-Laure MEYER, Sonia DUBOURG-LAVROFF, Teriitepaiatua MAIHI, Muriel PENICAUD, Alain ROUSSET
Session 3 : Analyses et Prospectives - Anders HINGEL, Gabriel MAZZA, Robin POPPE, Edouard STEINTHAL
Bilan : Marie-Thérèse GEFFROY. 

V 1. světové fórum o vzdělávání a odborné přípravy v průběhu života se uskutečnilo úterý 28. a středa 29. říjen 2008 v Paříži (UNESCO), pod záštitou prezidenta Francouzské republiky v rámci předsednictví francouzsky EU.
Komunikace Fórum 1: Úvod, co je v sázce: Adama OUANE
Session 1: Koncepce - Barbara Ischinger, Nicholas BURNETT, Claude CAMPIONNET, Sz János TÓTH
Výzvy: Pedro PONTUAL 
Session 2: územích - Marie-Laure Meyer, Sonia DUBOURG-LAVROFF, Teriitepaiatua MAIH, Muriel Penicaud, Alain ROUSSET
Zasedání č. 3: analýza a perspektivy - Anders HINGEL, Mazza, Robin POPPE, Edouard STEINTHAL
Bilance: Marie-Thérèse Geffroy.

June 23-24,2 2009, Bonn, Germany
1. The Conference
The conference will bring together key representatives, decision makers and practitioners in adult education and lifelong learning from the South, East and West with representatives of donor agencies, ministries, development banks and foundations. Additionally, experts and representatives of international organisations, professional agencies, research institutions and other actors working in the field of development oriented education policy will be invited.
2. Why this Conference?
Education for All (EFA) targets improved access, quality, and gender parity of the education, learning and training sector. All these initiatives should have a direct or indirect impact on the development of adult education as well. However, in most of these processes our field is playing a marginal role only. This is especially true for the EFA framework, which almost read as "Except For Adults". The Fast Track Initiative (FTI) has even up to now no component to support youth and adult literacy. On the other hand, several interesting developments and initiatives could be witnessed in the global lifelong learning movement for the last decade: linking literacy to livelihood skills training and social issues, the genesis of HIV/AIDS prevention, the revival of target group and labour market oriented vocational Bonn Conferences on Adult Education and Development education and training (VET), the transformation of universities in lifelong learning institutions and many initiatives for cooperation between civil society and the governmental sector are only a few examples.
3. Broad Objectives of the Conference
The objectives for the event are:

• To reflect on the impact of recent development policies and financing mechanisms to strengthen youth and adult learning in the South
• To discuss the challenges development policy is facing and to identify the role and the needs of adult and lifelong learning in this context
• To share best adult learning practices and experiences in development action and programmes
• To create a possibility for networking between actors in adult education and major donor agencies

4. Conference Organising Committees
The conference planning and organisation will be through a committee including representatives of all partners: Paul Belanger of ICAE, Gina Ebner of EAEA, Maria Almazan Khan of ASPBAE, and Heribert Hinzen of dvv international. www.dvv-international.de www.icae.org.uy www.eaea.org www.aspbae.org
Educazione degli adulti di finanziamento per lo sviluppo. Educazione per Tutti (EFA) obiettivi di migliorare l'accesso, la qualità, la parità di genere e l'istruzione, l'apprendimento e la formazione del settore. Tutte queste iniziative dovrebbero avere un impatto diretto o indiretto sullo sviluppo della formazione degli adulti, come pure. www.dvv-international.de www.icae.org. Suite...