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"Ten years ago, the UNESCO International Meeting on Innovation and Excellence in TVET Teacher/Trainer Education held in Hangzhou, China, asked for developing TVET into an internationally acknowledged scientific community in order to professionalize TVET teacher/trainer education and to integrate TVET as sustainable, reproductive and innovative national scientific systems into national systems of innovation. The First World Congress on Teacher Education for Technical and Vocational Education and Training held in 2008 in Bandung, Indonesia reaffirmed this request by demanding that TVET teacher/trainer education should encompass "studies in the analysis, design and evaluation of: (a) vocational learning, educational and qualification processes, (b) occupational work and business processes, and (c) technology as an object of work and learning processes (d) as well as critical pedagogy for social change," and by asking for establishing respective "frameworks for promoting the continuing professional development of TVET practitioners." T"

"'Educational exchange can turn nations into people, contributing as no other form of communication can to the humanizing of international relations'. Senator William Fulbright As the debate on internationalisation of higher education grows stronger, so does the interest in mobility not only of students, but also of staff. This is likely to intensify in the coming months, as the European Commission's new Erasmus+ programme, starting in 2014, promises more opportunities and funding for higher education and teaching staff to study, train and work in another country. Indeed, higher education staff will account for a significant percentage of the 1 million beneficiaries of a mobility period funded by the programme between 2014 and 2020. Staff mobility is seen as a vital and often cost-effective means of creating 'internationalisation at home' - enabling students to (in)directly experience another higher education culture on site. It is also widely believed that staff mobility has an additional value in acting as a catalyst for student mobility. "

UNESCO is celebrating its 70th anniversary in 2015, a crucial year for the international community's efforts to reach a consensus on limiting global warming and the creation of cleaner environments for individuals, communities and countries. In the coming months, UNESCO will continue supporting efforts to meet these challenges by focusing on several major events ahead of the UN General Assembly's scheduled adoption of new international development goals known as Sustainable Development Goals (MDGs). In education, the natural sciences and culture, UNESCO will continue using the soft power of advocacy, diplomacy and networking with civil society, to reduce the devastating effects of conflict and help make lasting peace possible. In the month of May, the World Education Forum, which brings together UN partners, national governments and international stakeholders, will hold its third session in 25 years in Incheon (Republic of Korea). The Forum will take stock of progress made towards the Education For All goals established in 2000 and define future objectives. As the Director-General of UNESCO, Irina Bokova, says, "this forum is truly the threshold to the future of education, and a springboard for the post 2015 agenda," in which UNESCO is pressing for an "equitable, quality education and lifelong learning for all".

Establishing a national qualifications framework in Morocco is a government priority, forming the bedrock of the government's reformed educational and training policies. Reforming education and training policies and increasing the role of vocational education and training (VET) are priorities for Morocco. This year alone the Moroccan government has approved a new VET strategy , completed a thorough evaluation of education reform and made progress with the approval process of the new employment strategy.

"The relationship between Tertiary Agricultural Education (TAE) and its siblings - Research, Policy and industry actors- can make or break Africa's agricultural sector. Strengthening the link between these four components not only ensures food security in the continent but also bolters - significantly - the continent's socio-economic development.Africa's agricultural potential can only be optimally harnessed if deliberate efforts are made to ensure that agricultural education is aligned to industry needs and research findings generate innovative products and approaches for industrial application and also feed into national and regional policies."

"The relationship between Tertiary Agricultural Education (TAE) and its siblings - Research, Policy and industry actors- can make or break Africa's agricultural sector. Strengthening the link between these four components not only ensures food security in the continent but also bolters - significantly - the continent's socio-economic development.Africa's agricultural potential can only be optimally harnessed if deliberate efforts are made to ensure that agricultural education is aligned to industry needs and research findings generate innovative products and approaches for industrial application and also feed into national and regional policies."

Global aid to education is dropping. After rising steadily in the first decade of the 21st century, aid to education fell by 10 per cent between 2010 and 2012. Yet almost 58 million children remain out of school, with girls particularly affected. The Millennium Development Goal of giving every child basic literacy and numeracy skills by 2015 will not be met.

The key messages in this brief are as follows: 1) Engineering can help Africa unlock its huge potential for economic growth and development and make faster progress toward the Millennium Development Goals. 2) However, there is a serious lack of engineering capacity in Africa and heavy reliance on imported expertise in engineering. 3) Higher education institutions need to change their approach to teaching engineering so that graduates are creative problem-solvers. Engineering courses also need to be oriented towards market and development needs. 4) Women are under-represented in engineering education, constituting less than 10 percent of the student population in Ghana, Nigeria, and Zimbabwe in 2010. 5) Few African countries have established a robust accreditation system. In addition to improving national accreditation, regional accreditation of engineering professionals should be encouraged so that engineers have greater mobility within Africa. 6) A proposed World Bank initiative, the Partnership for Skills in Applied Sciences, Engineering and Technology (PASET) will build capacity for technical, vocational and higher education in African countries.

"Agence de financement: Banque Mondiale Acheteur: MG-Emergency Support to Education for All Langue d'origine: Français Missions Étude de faisabilité Texte original REPOBLIKAN'I MADAGASIKARA Fitiavana ? Tanindrazana - Fandrosoana -------------------- UNITE D'APPUI TECHNIQUEAU PROGRAMME EDUCATION POUR TOUS (UAT-EPT) --------------- PROJET D'APPUID'URGENCEA L'EDUCATION POUR TOUS (PAUET) ----------- Financement Don GPE TF015607"

"Agence de financement: Banque Mondiale Acheteur: MG-Emergency Support to Education for All Langue d'origine: Français Missions Étude de faisabilité Texte original REPOBLIKAN'I MADAGASIKARA Fitiavana ? Tanindrazana - Fandrosoana -------------------- UNITE D'APPUI TECHNIQUEAU PROGRAMME EDUCATION POUR TOUS (UAT-EPT) --------------- PROJET D'APPUID'URGENCEA L'EDUCATION POUR TOUS (PAUET) ----------- Financement Don GPE TF015607"

Le Groupe Action pédagogique pour l'éducation et la formation (APEF Education) a annoncé l'organisation du Prix de l'Arganier pour la recherche éducative au titre de l'année 2016. Ce prix est organisé sur le thème « éducation et nouvelles technologies », pour récompenser les efforts des chercheurs marocains qui s'investissent en matière d'éducation et de formation

Education budgets in Europe 2013: most recent data National Sheets on Education Budgets in Europe - 2013

"Spécial Education au Développement Durable L'exemple des adhérents du Comité 21 : Associations, Collectivités et Entreprises"

Erasmus+ call for proposals 2016 has just been launched. Maritime stakeholders can seek funding for vocational education and training (Blue Careers).

"This study focuses on the quality assurance arrangements that underpin the certification process in IVET (initial vocational education and training) with a view to generate trust and support the relevance of qualifications for the labour market and individuals. The study will examine to which extent the shift to learning outcomes influences quality assurance arrangements of IVET certification. This call has been published in the Supplement to the Official Journal of the European Union 2013/S 111-188916 of 11/06/13. Deadline of submitting tenders: 30/08/2013 (17h00 for hand-delivered tenders). "

Bretagne Développement Innovation (BDI) organise une journée d'échanges sur les enjeux prioritaires des énergies marines en région Bretagne. Cette journée, organisée au Quartz à Brest, prévoit d'aborder notamment les grandes thématiques suivantes : - Education, formation et emplois : quelles offres de formation (initiale, continue) développer pour quels besoins d'emplois et de compétences ? - Développement économique et industriel en Bretagne : quelles ambitions sont à donner aux potentiels régionaux localement et à l'export ? - Défis énergétiques, technologiques et de R&D : quelles priorités sont à donner et quelles synergies peuvent-être développées entre les filières EMR ?

Bretagne Développement Innovation (BDI) organise une journée d'échanges sur les enjeux prioritaires des énergies marines en région Bretagne. Cette journée, organisée au Quartz à Brest, prévoit d'aborder notamment les grandes thématiques suivantes : - Education, formation et emplois : quelles offres de formation (initiale, continue) développer pour quels besoins d'emplois et de compétences ? - Développement économique et industriel en Bretagne : quelles ambitions sont à donner aux potentiels régionaux localement et à l'export ? - Défis énergétiques, technologiques et de R&D : quelles priorités sont à donner et quelles synergies peuvent-être développées entre les filières EMR ?

"Tuesday, September 10, 2013 to Thursday, September 12, 2013 Comparative Approaches of issues and perspectives education in the Francophone world: two years before the 2015 deadline. Organized by the RAFEC (Réseau africain francophone d'éducation comparée) in partnership with the AFEC (Association francophone d'éducation comparée) - University of Yaoundé 1"

"« Maîtriser l'Hydre ? » pouvait-on lire sur les affiches. Comment maitriser les risques côtiers ? La question touche à plusieurs disciplines : SVT, géographie mais aussi physique-chimie, SES... Du 26 au 30 aout, une vingtaine d'enseignants ont choisi de participer à l'Université d'été Mer-Education organisée par l'institut universitaire européen de la mer (IUEM). Une première qui a réuni 36 enseignants dfont Julien Cabioch, professeur de SVT."

"TVET experts from the European Union met in Brussels on 17 November to discuss the preliminary findings of a study on the Internationalization of TVET in EU countries, and the European Commission's role in this. The purpose of the study is to map policies and practices from the EU, the European Free Trade Association (EFTA) member states (Iceland, Liechtenstein, Norway and Switzerland), Australia and five International Organizations that support international cooperation in TVET, including UNESCO. A set of recommendations for future actions at the European and national levels will be included in the study's final report. UNESCO was represented at the meeting by Katerina Ananiadou, programme specialist at UNESCO-UNEVOC. The study was commissioned by the Directorate-General for Education and Culture and carried out by International http://www.icfi.com. The Commission and the contractors gathered feedback on the preliminary findings from national and international experts. Their feedback will be incorporated in the final version of the study, which is due to be published in December 2014."

"Work-based learning approaches in continuing vocational education and training in Europe: practices and policies AO/ECVL/ADEHM-GUTCH/Work-based learning in CVET/002/13 "

"The role of VET in reducing early leaving from education and training AO/ECVL/IPS-ARANI/EarlyLeaving/005/13 "

"Le principal objectif de ce colloque international, organisé par le Centre de recherche en Education de Nantes avec notamment des collègues de différentes universités canadiennes (Québec, Ontario, Colombie britannique), est de débattre dans un cadre pluridisciplinaire (sciences de l'éducation, psychologie, sociologie, philosophie) sur des questions vives en matière d'éducation, d'ergonomie, d'enseignement et de formation. En effet, ces secteurs sont aujourd'hui directement influencés, dans un contexte de mondialisation des échanges et de circulation internationale des modèles, par des politiques publiques d'inspiration néo-libérale gagnées à la recherche de la performance et aux pratiques de la reddition de compt"