Archives
The revised ESG, a suitable tool for the modernisation of universities? QA & diversified HE provisions
Short-Cycle Higher Education in Slovenia
CHAIN5 Community for Level 5
EURASHE introduction
The mission of EURASHE is to promote the interests of European professional higher education. Specifically, we:
· contribute to the creation of a European Higher Education and Research Area (EHERA);
· promote the transnational cooperation between members;
· provide a platform for members to obtain and exchange information on the future development of higher education;
· ensure and safeguard the cooperation between members of EURASHE and institutions outside the European Higher Education and Research Area (EHERA);
· achieve cooperation in the field of higher education by establishing close links with other organisations that have similar objectives.
QA & Accreditation newest trends
Quality Assurance (QA) is one of the 10 action lines in the Bologna Process. It was mentioned since 1999 and repeated many times since.
The national quality assurance systems vary in each of the 47 countries member of the Bologna Process: There is no European QA, but the European Standard Guideline (ESG) provide a framework for good practice shared by the whole European higher education area (EHEA). The accreditation bodies are in charge of QA but how to ensure that they are careful: QA must be internal and external.
PHE faces specific issues when it comes to QA and accreditation. QA was developed later than in academic education as it came mainly from external QA, internal QA was much less developed. They have different requirement than academic universities, when it comes to practice, work placements etc. EURASHE feels more PHE features should be added in the ESG and started it PHExcel Project.
Quality management at Polish higher education institutions: new regulations and examples of good practice
In Poland, the QA mechanisms were put in place in the 90's. In 2001, Poland joined the Bologna process and adapted its structure to develop its national qualification framework (NQF). Academic accreditation is awarded by the University Accreditation Commission (UAC), based on accreditation standards, site visits and reports from the HEI. A new decree is to come into effect in 2011.
The QA procedures are described, and the case study of the Jagiellonian University is presented.
Professional Higher Education in Europe: state of the art and emerging trends
We observe two trends in professional higher education (PHE). On one hand, some institutions are trying to become more academic, while other insist on what differentiates them from traditional universities. PHE is at the crossroads of academic HE and higher vocational education and training (VET), it can offer bridges between them for a more consistent European Higher Education Area (EHEA).
Reckoning the importance of PHE and its changing features, the HAPHE project tries to harmonise approaches to professional higher education in Europe, strengthen PHE, enhance its quality and raise awareness on its importance. The project already produced the most extensive PHE survey to date, the profile of PHE in 15 countries, a collection of good practices, a definition and a mapping of PHE:
Teaching and Learning at Kauno Kolegija/University of Applied Sciences
The teaching and learning takes place at three level, the didactic level (classes), the project level and the level of research and development. At every level, Kauno Kolegija has excellent practice with proven results. Their chocolates are famous, they have intense cooperation with local businesses in chemistry etc.
The College is well recognised for its excellency, variety and its attractive learning environment. It offers lifelong learning opportunities. The internal quality assurance is well developed.
To continue improve in the field of PHE, the European Commission could support research conducted in Universities of Applied Sciences. It is important to encourage to business-higher education cooperation as much as possible, offer better possibilities for short term mobility.
Life-long Learning & Recognition Key Priorities within European Professional Higher Education Development
Today, in the knowledge society, the labour market requires more and more graduates, and offer very responsive, competitive work environment. Workers have to be be flexible, constantly updating their skills and knowledge.
EURASHE wonders how to help higher education institutions (HEI), and particularly professional higher education institutions (PHEI) to meet today's and tomorrow's challenges regarding LLL. The FLLLex project (The Impact of Life Long Learning Strategies on Professional Higher Education in Europe) offers some answers to those questions, showing that LLL has a huge impact on HEI and that good practices must be shared as the level of implementation and of incentives varies greatly.
EURASHE commits to:
- Flexible HE systems & programmes with different entry and exit points
- Promotion of Lifelong learning as an aspect of PHE
- Diversified HE systems to accommodate a variety of requirements, expectations, capacity
- Role of qualifications frameworks & learning outcomes, Promotion of Recognition of PriorLearning, its coordination & transparency
-Data and understanding to different elements promoting employability of graduates
- Enhanced communication with employers & other stakeholders
To support LLL, EURASHE focused specifically on recognition of prior learning (RPL) in 2012.
Quality of Mobility in Higher Education (2)
To ensure the quality of mobility programmes, many elements should be taken into account. The quality of teaching in the institutions organising the exchange, a mobility friendly curriculum, the presence of staff specialised in international competence, multiculturalism. For the individual, it a good personal preparation, academically, socially, logistically, for the language and culture etc. If one wants to increase the number of exchange, it is importance to increase staff and infrastructure capacity as not to impair quality.
The European offers many mobility opportunities, but other bilateral agreements can be established. Other foundations also offer mobility programmes.
In the future, many aspects of mobility could still be improved. The administrative services have to support mobility, and be trained for it; the curricula can be adapted to encompass mobility; information should be widely disseminated. It is important tha those mobility programmes not only address students but also teachers.
Higher Education & Labour Market
Employers are generally very satisfied with the level of skills of graduates. They think higher education could be improved by work placements and practical experience. The cooperation between higher education institutions and employers is still scarce.
In conclusion, higher education and labour market needs are in phase but structural imbalance increased, worsened by the crisis.
More and more, graduates have to accept jobs for which they are overqualified. As the labour market is more unstable, they have to constantly adapt, by themselves or lifelong learning.
EURASHE supports a diversified and flexible higher education to fill labour market needs, it supports lifelong learning, through flexible entry points and recognition of prior learning. It reckons the importance of data collection and consultation with employers to follow closely the trends in the skills graduates need.
Les enjeux de la recherche dans l’enseignement supérieur européen – presentation FR
EURASHE en tant que représentant du secteur professionnel de l’enseignement supérieur dans le processus de Bologne est au milieu du débat sur la contribution des filières professionnelles dans l’innovation et le développement régional. En accord avec le thème général du Congrès «Les enjeux de la recherche collégiale », vous sont proposés des pistes de réflexion pour voir comment le Québec et l’Europe peuvent se comparer et s’inspirer mutuellement en matière de recherche en enseignement supérieur.
Since the implementation of the Bologna process in Europe, research is largely recognized as part of the mission of higher education institutions. However, this research also faces a series of challenges linked to the availability of sources of funding, competition between higher education institutions and research cleavage between the different levels of education (bachelor, Master, Doctorate , etc.).
EURASHE as representing the professional sector of higher education in the Bologna process is in the midst of the debate on the contribution of vocational courses in innovation and regional development. In line with the general theme of the Congress "Challenges of college research ", we explore how Quebec and Europe can compare and learn from each other regarding research in higher education.
La recherche dans la mission des institutions d’enseignement supérieur : le modèle européen – input FR
EURASHE en tant que représentant du secteur professionnel de l’enseignement supérieur dans le processus de Bologne est au milieu du débat sur la contribution des filières professionnelles dans l’innovation et le développement régional. En accord avec le thème général du Congrès «Les enjeux de la recherche collégiale », vous sont proposés des pistes de réflexion pour voir comment le Québec et l’Europe peuvent se comparer et s’inspirer mutuellement en matière de recherche en enseignement supérieur.
Since the implementation of the Bologna process in Europe, research is largely recognized as part of the mission of higher education institutions. However, this research also faces a series of challenges linked to the availability of sources of funding, competition between higher education institutions and research cleavage between the different levels of education (bachelor, Master, Doctorate , etc.).
EURASHE as representing the professional sector of higher education in the Bologna process is in the midst of the debate on the contribution of vocational courses in innovation and regional development. In line with the general theme of the Congress "Challenges of college research ", we explore how Quebec and Europe can compare and learn from each other regarding research in higher education.
Self-organization processes in the European Higher Education Area
- dynamics of international mobility flows,
- the concept of self-extracting quality management systems,
- sectoral qualification frameworks viewed as complex adaptive systems
In conclusion, to characterize evolution and structural changes in European higher education it is necessary to adopt a systemic approach. There is a lot of research on particular aspects of higher education using systems dynamics. However, there is a wide gap between the research on systems dynamics in HE, Educational policy makers and Academic practice. There are now favorable conditions to bridge these gaps, a valuable effort can thus be made in sectors such as quality assurance, mobility and qualifications frameworks.
European Association of Institutions in Higher Education (EURASHE)
EURASHE is the European association of Higher Education Institutions (HEIs) that offer professionally oriented programmes and are engaged in applied and profession-related research within the Bologna cycles. Currently, more than 1,400 higher education institutions in 40 countries within and outside the European Higher Education Area (EHEA) are affiliated to EURASHE. The Association is present mostly through National Associations of Higher Education Institutions and individual institutions, such as Universities, (University) Colleges and Universities of Applied Sciences, as well as through other professional associations and stakeholder organisations active in the field of higher education.
The mission of EURASHE is to promote the interests of European professional higher education. Specifically, we:
· contribute to the creation of a European Higher Education and Research Area (EHERA);
· promote the transnational cooperation between members;
· provide a platform for members to obtain and exchange information on the future development of higher education;
· ensure and safeguard the cooperation between members of EURASHE and institutions outside the European Higher Education and Research Area (EHERA);
· achieve cooperation in the field of higher education by establishing close links with other organisations that have similar objectives.
VLHORA Flemish Council of University Colleges
. overview of higher education
. structure of PHE studies
. student's profile
. mobility
- VLOHRA
. its origins
. mission
. funding
. structure
. Quality Assurance Agency
HBO5 in Flanders
HBO5 legislation was introduced in 2009, introducing ECTS and quality assurance (QA). in 2012, some changes were introduced, to foster collaboration between university colleges and center for adult education, but implementation was dragged down by the complexity of the text. The NVAO and VLOHRA thus started pilot projects to see how to concretely implement level 5, by consulting all stakeholders.
From the Bologna Process to the further development of the European Higher Education Area (EHEA)
The agenda of the Bologna process was first established in 1999 in Bologna then updated in Prague in 2001 and in Berlin 2003. The EU had a huge influence on that agenda, but the process is also open to the world in its Bologna Policy Forum.
In 2009, the European higher education area (EHEA) was established, consolidating the achievements of the previous decade: the cooperation between stakeholders became permanent, the mobility is encouraged, the three cycle system and NQF were put into place.
For the next decade, the focus is put on social dimension, lifelong learning, employability, student central learning, founding, multilingualism/milticulturality in the EHEA and mobility.
The Bologna Process and its Implementation in Europe and non-EU Member States
From the Bologna Process to the European Higher Education Area (EHEA)
The agenda of the Bologna process was first established in 1999 in Bologna then updated in Prague in 2001 and in Berlin 2003. The EU had a huge influence on that agenda, but the process is also open to the world in its Bologna Policy Forum.
In 2009, the European higher education area (EHEA) was established, consolidating the achievements of the previous decade: the cooperation between stakeholders became permanent, the mobility is encouraged, the three cycle system and NQF were put into place.
For the next decade, the focus is put on social dimension, lifelong learning, employability, student central learning, founding, multilingualism/milticulturality in the EHEA and mobility.
European Association of Institutions in Higher Education (EURASHE) Introduction
The mission of EURASHE is to promote the interests of European professional higher education. Specifically, we:
· contribute to the creation of a European Higher Education and Research Area (EHERA);
· promote the transnational cooperation between members;
· provide a platform for members to obtain and exchange information on the future development of higher education;
· ensure and safeguard the cooperation between members of EURASHE and institutions outside the European Higher Education and Research Area (EHERA);
· achieve cooperation in the field of higher education by establishing close links with other organisations that have similar objectives.
Priority rozvoje neuniverzitního sektoru v evropském kontextu – CZ
Development of priorities of the higher education sector in the European context
QF-EHEA after 7 years as viewed from higher education institutions
The quality framework (QF) of the European Higher Education Area (EHEA) was launched in 2005. It was welcomed by higher education institutions (HEI) at first, helping the developement of national qualification frameworks on the basis of learning outcomes. It has permitted degrees to be compared, enhancing mobility.
Seven years later, the quality framework faces some issues, with various pressures, the competence with the European qualification framework (EQF), the incorporation of quality assurance (QA) in the QF and the struggle with the learning outcomes approach.
The QF-EHEA impacted deeply national educational realities, in the way statistics are collected, the policies are designed, the funding is organised etc.
Raziskava Delodajalci v bolonjskem procesu (2006 in 2011) SI
Findings from the EURASHE survey ‘L5 – Missing Link in the Bologna countries’
EURASHE's study on Level 5: the Missing Link intended to follow-up the situation of Short Cycle Higher Education (SCHE) after the 2003 TSC study in Europe; to check whether SCHE contributes to the objectives of the strategic framework for European cooperation in education and training (‘ET 2020’) and Whether SCHE contributes to the objectives of the Leuven Communiqué.
The study covers the socio-economic context of SCHE, its definition and ambiguous definition regarding level 5 EQF, the objective, duration and curricula of SCHE. It goes over QA, accreditation, the use of ECTS and diploma supplements. It studies the link between SCHE with degree studies and employment, the degree of flexibility of SCHE students. It explores the link with the labour market, specifically the local one. It exposes the profile of students and teachers.
The study led to recommendations:
- Promote strong links between L5 and HE
- Clarify the title(s) held: e.g. Associate degree
- Clarify link L4 – L5: ECVET and ECTS
- Strengthen social / societal role of L5-Access to HE for youngsters of low SES
- Organise PLAs for decision-makers as to L5 to share good practice
- Extend study to all Bologna countrie
- Link up with L5 developments across world
- Translation tool to ISCED
Quality of Mobility in Higher Education
To ensure the quality of mobility programmes, many elements should be taken into account. The quality of teaching in the institutions organising the exchange, a mobility friendly curriculum, the presence of staff specialised in international competence, multiculturalism. For the individual, it a good personal preparation, academically, socially, logistically, for the language and culture etc. If one wants to increase the number of exchange, it is importance to increase staff and infrastructure capacity as not to impair quality.
Many more questions should still be studied on the question of mobility, such as mobility competence, virtual mobility, intersectoral mobility etc.
The Innovation Union, Societal Challenges and Universities of Applied Sciences (2)
Society faces new challenges, such as climate change and aging population, that require new solutions. The Common Strategic Framework for Research and Innovation is a solution but will not suffice. Applied and fundamental research are necessary. For society, UAS R&D leads to more jobs, improved lives and a better society.
The Innovation Union, Societal Challenges & Universities of Applied Sciences
Growth of Research Capacity in Ireland’s Institutes of Technology – an EDUPROF Case Study
Since 1992, Research and Development (R&D) is a mission of IOT. The presentation goes over the strong points and weaknesses of the strategies on applied research.
Ovidius University of Constantza (Romania), an “Engaged University”
Challenges and Goals of Short-Cycle Higher Education – SCHE reflection in European strategic documents
European Qualifications Frameworks: Current State and Challenges Ahead
They are based on learning outcomes in terms of knowledge, skill and competences, which are described differently in the two frameworks. The two pay much attention to quality assurance. Those similarities and difference create a complex picture at national level.
It leads to questions about the quality frameworks, recognition and sectoral qualifications.
The Link between Learning Outcomes and Qualification standards, with the LO as Transparency tools
Qualifications and Quality Assurance in the European Higher Education Area – The Bologna Process
Verification of compatibility of NQF and QF-EHEA – Roadmap to self-certificaiton
-Bergen: the NQF has primacy
-Berg: seeking to implement European Standards and Guidelines (ESG)
-Bespoke: iterative process
The presentation exposes when to certify, how to design the process and the methods, how to report on it band finally, how to cope at the same time with the EQF.
In conclusion, the process is driven by subsidiarity and creativity. It is important to increase cross-references to prior verification. Time pressure is potential threat for mutual trust.
RPL What about the French case?
VAE has a long history in France. In 2002, a new decree puts in place two systems of recognition, for professional experience (at least 3 years) and qualifications from other countries, according to the learning outcomes of the French national qualification framework.
Beyond the Bologna Process: Creating and connecting national, regional and global higher education areas
In this context, the creation of higher education areas linked to geographical proximity, and – at least to some extent – cultural heritage and shared history is a natural development. But in order to achieve the desired freedom of knowledge and allow higher education to fulfil its multi-faceted mission, these higher education areas need to be connected and to cooperate with each other.
With this in mind, the Third Bologna Policy Forum proposes to focus its high level debates on four broad issues:
Global student mobility: incentives and barriers, balances and imbalances
Global and regional approaches to quality assurance
Public responsibility for and of higher education
The contribution of higher education reforms to enhancing graduate employability
Because cross-border educational activities bring into play many actors and policy areas in a country, an effective policy strategy regarding internationalisation of higher education must take into account this diversity and ensure co-ordination, or compatibility, between several policy agendas such as: quality assurance, qualifications frameworks and recognition policy; public policy for the development of education systems and institutional autonomy, understandings of quality development and assurance informed by an understanding of the multiple purposes of education, development assistance in education and policies for economic development; other domestic educational policies; cultural policy; migration and visa policy; trade policy; economic policy etc.
This paper aims to briefly introduce the four board issues mentioned above and to ask targeted questions that could start a rich and valuable dialogue between the participants of the Bologna Policy Forum. The results of this inter-governmental dialogue will be documented by the Third Bologna Policy Forum Statement and followed-up in the years to come in a joint fashion by all invited participants.
Welcome and opening of the Launch conference of the MAP-ESG project
SCHE in Europe – The Missing Link : Level 5 EQF Study TSC 2003-Preliminary results 2010
In 2003, EURASHE conducted research Tertiary Short Education Cycle in Europe. A new study was launched in 2010, Short Cycle Higher Education in Europe Level 5: the Missing Link, to update and complete the first study. The study is based on an international questionnaire. It features a definition of short cycle higher education (SCHE), its characteristics (regarding financing, access, national qualification framework, duration etc.). It explores the profile of students and teachers, the transition to level 6, the use of ECTS, dilpoma supplements. Finally, it observes quality assurance in SCHE, mobility, employability and link to the local labour market.
Finally, the research proposes recommendations to better classify SCHE in qualification frameworks and strengthen the sector.
SCHE in Europe – The Missing Link : Level 5 EQF Preliminary results
TSC in Bologna process: Developments in SCHE in Europe
EURASHE studies: SCHE, Level 5 of the EQF (EURASHE experience)
In 2003, EURASHE conducted research Tertiary Short Education Cycle in Europe. The sector concerns over 1,7 million students in Europe. It has a proven influence on educational achievement, especially for students from a disadvantaged background: there is no relation between the participation rate in Higher Education (HE) and the occurrence of Short Cycle Higher Education (SCHE), but a relation between the existence of SCHE and completion rate in HE. This type of education is recent, the legislation usually dates back from less than 10 years. SCHE is characterised regarding funding, place delivered,Entrance requirements, duration and certification of studies, Profile of students and teachers, Mobility, use of ECTS, QA and accreditation and transition to degree studies.
A new study was launched in 2010, Short Cycle Higher Education in Europe Level 5: the Missing Link, to update and complete the first study. The new study features a description of SCHE in 32 Bologna signatory countries (plus regions in some countries); a comparative chapter: similarities and differences, trends etc; a chapter with examples of good practice and recommendations for EU, for national (regional) policy-makers for HEIs. Compared to the first study, it adds a point on cooperation with local communities and employability
TSC in Bologna process: Developments in SCHE in Europe (2)
Introduction to Lifelong Learning in an EU perspective
It was also very soon at the core of the activities of the Bologna Process, insisting on it in the qualification frameworks, the creation of the European Higher Education Area etc.
OECD insist on Lifelong Learning as a factor of social inclusion. It has to be developed as such, the problem being that "lifelong learners tend to be those who have already done well in initial education".
Many other stakeholders care for LLL: Individuals, employers, governments, the providers of LLL and European organisations. EUA has a charter for LLL. EURASHE considers that LLL must be developed from the grassroots level, according to good practice and the needs of the learners. As many stakeholders as possible should be included, especially labour market actors.
In 2008, EURASHE defined priorities for LLL:
- Labour market orientation/regional development
- Strategy for LLL at HEIs / Funding
- Support services at HEIs
- Curriculum design/flexibility
- Recognition of Prior Learning
- Position in HE/progression in studies
- Methods of delivery
- IT
EquNet Conference on the Future of Social Dimension in Higher Education
I should be focused on the collection of quality data, specifically on Level ISCED 5B, SCHE (level 5 EQF ), adult students and men, underrepresented in HE.
Many tools are or should exist. Specifically, an observatory on the social dimension of higher education could be put in place, with the support of EURASHE.
Final Report from CELAN Questionnaire for Business
CELAN the Network for the Promotion of Language Strategies for Competitiveness and Employability conducted a questionnaire on the use of languages in Business. Most respondents agreed that languages were essential for their business, especially for managers. The employees are often hired for their existing language skills. Respondents mostly use EU, or EU neighbours languages.
Most do not have a language development policy and do not train themselves their employees to the use of foreign language. Most use IT tools such as computer assisted spell checks and dictionaries and automatic on-line translation tools. Terminology database are only used by 1/4 of respondents and the Common European Framework for Languages by 1/10.
Business mostly use external services for translation and language classes for the staff and prefer certified language services providers.
Languages are used in many activities (ordered by importance): attending business meetings; maintaining international relations, traveling abroad; Presenting company, products, services; Using multilingual communications; Attending trade fairs, conferences, congresses; Preparing communication material; Interacting socially with customers and suppliers; Retrieving and using business/technical/market information; Interacting in teams/with colleagues/with headquarters; Preparing internal operational procedures; Responding to/presenting offers, bids, tenders; Managing multilingual website; Reporting: market analysis, policy documents, product development and Installing and maintaining company products abroad.
Stratégie européenne pour l’Internationalisation de l’enseignement supérieur FR
L'offre d'éducation supérieure en Europe est de plus en plus nombreuse et variée. Néanmoins, il reste de nombreux problèmes : le taux de réussite est bas, l'éducation est peu financée, certains pays connaissent une fuite des cerveaux. Le processus de Bologne et l'Agenda de Lisbonne se proposent de répondre à ces défis, mais la crise a parfois mis à mal les solutions. Les deux sont entre autres orientés vers l'internationalisation de l'éducation supérieure, l'emploi et la formation continue. Il reste de nombreux défis et possibilités concernant la mobilité internationale hors Europe: Erasmus Mundus, FP7, Marie Curie, LLL, appels à projets ACP...
Aujourd'hui, la stratégie Europeénne est complétée par Europe 2020 et Erasmus+.
The presentation is available in English as well: https://eurashe.eu/library/cariberasmus_sem_111128-29_pres_voldanova-pdf/
The European Strategy for Internationalisation of Higher Education
Higher education in Europe is increasing and varied. Nonetheless, there are still many problems: the success rate is low, education is not well funded, some countries are experiencing a brain drain. The Bologna Process and the Lisbon Agenda propose to meet these challenges, but the crisis has sometimes undermined their solutions. They are focused among other on the internationalization of higher education, employment and training. There are still many challenges and opportunities for international mobility outside Europe: Erasmus Mundus, FP7 Marie Curie, LLL, calls for ACP projects ...
Today, the European strategy is complemented by Erasmus and 2020 +.
Cooperacion y Movilidad Académica entre Repùblica Dominicana y Europa: Desafios y Oportunidades ES
This is the Spanish version of the presentation Academic Cooperation and mobility between Dominican Republic and Europe: Challenges and Opportunities - Versión en español de la presentación Academic Cooperation and mobility between Dominican Republic and Europe: Challenges and Opportunities.
CaribErasmus intenta fomentar la cooperación entre las instituciones de educación superior europeas y el Caribe en una perspectiva estructurada y sostenible. Los programas de movilidad fuera de Europa se enfrentan a muchos más desafío en comparación con la movilidad intra europea : en Europa, los programas de intercambio son multi lateral, institucionalizados, las instituciones están bien conectadas . Los sistemas de garantía de calidad y de ECTS aseguran una transición facíl. Para los intercambios con el Caribe, muchos desafíos deben ser enfrentados : la cooperación está bilateral , existe poca información, poca comunicación, los costos son mucho más altos. Sin embargo, los intercambios son extremadamente valiosos como las instituciones locales pueden ofrecer conocimientos y temas específicos (cambio climático, ecología marina, la investigación de alimentos, el turismo) , y compartir buenas prácticas . La sensibilización sobre las posibilidades de educación en el Caribe se puede hacer de forma barata y debería fomentarse. EURASHE con CaribErasmus unámonos en ese tema.
Academic Cooperation and mobility Between Dominican Republic and Europe: Challenges and Opportunities (2)
Promotional Kit EU universities towards Caribbean
In order to disseminate the project, a communication strategy was put into place, defining target groups, means of communication and persons in charge.
Contribution of Higher Education Reforms to Enhancing Graduate Employability
The role of higher education has evolved in the more complex societies we are living in. Society values (higher) education more than ever - pointing to knowledge as a powerful driver of change and development. Education plays a key role in the life of citizens, as it responds to the various needs of individuals and society as a whole. Understandably, more and more young people choose an education that they believe will secure their prospective employment. However, such a short-term vision may not necessarily be the best guarantee for sustainable employment, as generic skills and a sound general education background constitute the firmest basis for finding employment. A diversified offer of programs seems to respond more accurately to the diverse needs of society in rapidly changing contexts, as well as an increased mobility of students and workers.
There are challenges such as the study -to-work transition, or the involvement of businesses' stakeholders. In this context, a reflection is needed on the efforts that regions and individual countries are making to educate more employable graduates. There is a growing awareness among both governments and stakeholders that an exchange of relevant policies and experiences with other regions in the world will also stimulate global employment.