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Newsletter 2628 February 2003 CONTENTS
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Public tenders in the EU |
Framework Contract for the provision
of experts in evaluation of project applications, activity reports and
financial reports
Statistical studies within the framework of
the 2003 statistical strand of the Leonardo da Vinci programme
News from other sources
Bologna Items
Publications Key Data on
Education in Europe 2002
Europe of knowledge
The CHEPS inaugural lectures
2002
Models of Technology and Change In Higher
Education : An international comparative survey on the current and future
use of ICT in Higher Education
Academia in the 21st century. An
analysis of trends and perspectives in higher education and research
Higher Education in a
globalising world. International trends and mutual observations
Reviews of National Policies for
Education: Lifelong Learning in Norway
As the Walls of Academia are Tumbling
Down
Barriers to Distance Education
(2003)
Constructing Knowledge
Societies: New Challenges for Tertiary Education
The learning business: Can trade in
international education work?
Upcoming Conferences
News from the ACA Secretariat and ACA membersOver the last decade, the global education market has experienced significant growth. In 2000, there were an estimated 1.8 million international students enrolled in universities around the world. Recent research by IDP Education Australia predicts a four-fold increase by 2025. Utilising detailed data from 137 source countries, the IDP Global Student Mobility 2025 report provides vital information to address future planning needs:
The Global Student Mobility Report also contains an interactive CD Rom which enables users to develop their own scenarios, by varying some of the assumptions underpinning the global forecasting model and explanations for the range of outcomes.
For more information on the study and how to order it, contact IDP
Education Australia, tel: 61 2 8251 2700, fax: 61 2 8251 2728, E-mail: simon.bush@idp.com
On November 5, 2002, the board of directors of one of the French ACA members, EduFrance, appointed Gérard Binder, aged 56, as its new President. Gérard Binder succeeds Bernard Raoult. His appointment followed the French government's renewal of the agency's mandate for another four years and the appointment of a new board of directors, on which Binder represents the French Association of University Presidents (CPU, Conférence des Presidents d'Université).
The President's first task was to recruit a new Director General, to succeed the recently departed François Blamont. The nominated candidate, Thierry Audric, was approved by the Board of Directors on 18 November. This date marks the last day of the agency's first four-year mandate.
We congratulate, and we wish both Gérard Binder and Thierry Audric success.
News from the European Union InstitutionsOn 5 February the Commission published a Communication entitled The Role of Universities in the Europe of Knowledge. The Communication analyses the current state of higher education institutions in Europe in the light of its "future objectives of education and training systems", which are to turn European education systems into a "world-wide reference" by 2010. The Communication notes a number of areas within which reflection and, often also action, is needed, and raises a series of questions such as: how to achieve an adequate and sustainable income for universities, how to ensure autonomy and professionalism in academic and managerial affairs, how to create conditions under which universities can attain and sustain excellence, how to make universities to contribute better to local and regional growth, how to establish closer cooperation between universities and enterprises, and how to create the European higher education and research areas.
The Communication also entails a consultation, in that it invites all interested parties to react, and to relate their relevant experience and contribute examples of best practice. Taking into account the responses received, the Commission will propose suitable initiatives, possibly in the form of a further Communication to be submitted to the Education and Competitiveness Council, as well as to the summit of education ministers to assemble in Berlin on 18 and 19 September 2003 ("Bologna summit").
http://europa.eu.int/comm/research/consultations/pdf/university_en.pdf
The first Education Council under the Greek Presidency, held in Brussels on 6 February, held a policy debate on the importance of education and training in the knowledge society/economy. The debate was based on the two recent Commission Communications Investing Efficiently in Education and Training: an Imperative for Europe and The Role of Universities in the Europe of Knowledge. The Council approved several conclusions to be submitted to the Spring European Council, highlighting the importance of improving European education and training systems to become institutions of worldwide quality reference, as well as the importance of efficient investments for the further development of education and training systems.
Preliminary discussions were also held on the second issue on the Council's agenda, i.e. benchmarking criteria of education and training systems. Decisions on the above issue are to be taken during the next Education Council in May 2003.
The Commission also presented its new programme on e-learning and informed the Council on the results of the first ever informal meeting held on 5 February with social partners on EU educational policies, pursuant to the Copenhagen Declaration of November 2002.
http://ue.eu.int/pressData/en/educ/74435.pdf
Thirteen new EU/USA and six EU/Canada education and training cooperation projects were selected for funding from among the 50 proposals submitted in 2001 under the EU-US and EU-Canada schemes. These transatlantic projects, which involve 66 higher education and vocational training establishments in the EU, will receive Community funding of around EUR 2.3 million (of which more than two-thirds the thirteen EU/USA, the rest for the six EU/Canada projects). They cover a broad spread of academic disciplines and themes and combine different cooperation activities, such as the development of joint curricula, student exchanges, or e-learning. One project, in the field of journalism, is on finding an adequate transatlantic response to 11 September.
http://europa.eu.int/rapid/start/cgi/guesten.ksh?p_action.gettxt=gt&doc=IP/03/67|0|RAPID&lg=EN
Raising investment in research, increasing human resources for research and connecting science with society are the strategic themes by which benchmarking can become a useful instrument for mutual learning and exchange of knowledge between the European countries. This is the basic conclusion of a European conference jointly organised by the Greek Council Presidency and the European Commission (DG Research) on 17 and 18 January 2003 in Athens. The conference discussed the first-ever attempt at benchmarking national research policies, undertaken by the member states and the Commission and tried to define a future work agenda in this area.
The first cycle of benchmarking was concluded in September 2002, having examined five themes selected by the Research Council: Human Resources in RTD, Public and Private Investment in RTD, Impact of RTD on Competitiveness and Employment, S&T Productivity, Promotion of RTD Culture and Public Understanding of Science. The final reports have been published and discussed in international workshops in the member and associated states. The conference served the double objective of disseminating the results from the first cycle and designing the next phase. Potential topics for the second benchmarking cycle include human resources in industrial research, mobility of researchers, action to counter "brain drain", scientific careers and graduate training. Issues to be analysed include funding of university research, direct and indirect public support measures to boost private R&D investment, technology transfer and spin-offs from universities, incubators, and support for small and medium-sized enterprises (SME) research.
The progress report was presented at the end of January, giving first analyses on policy issues and trends: ftp://ftp.cordis.lu/pub/rtd2002/docs/bench_sec129_02en.pdf
More information on the conference: http://www.cordis.lu/greece/events170103.htm
The European Economic Area Joint Committee has concluded an agreement extending scientific cooperation under the Sixth Framework Programme (FP6) to the three EFTA states Norway, Iceland and Liechtenstein. Entering into force on 10 January 2003, the agreement secures the three countries equal participation in FP6.
Switzerland, the fourth EFTA state, is not a member of the European economic area, so that it has to separately negotiate its FP6 participation. It is hoped that these negotiations can be concluded before the coming summer.
Research Commissioner Philippe Busquin has announced plans to adopt a
Communication in June this year looking at the issue of scientific
research careers in Europe. The document is expected to outline a number
of concrete proposals aimed at improving the career prospects and social
visibility of researchers working in Europe. The overall objective is to
encourage more young people to take up scientific careers, essential to
Europe's future competitiveness and job creation potential.
He also outlined two new initiatives, developed by the Commission in
co-operation with the Member States and candidate countries, which will be
launched during the first half of this year. These will help to make a
researcher's mobility experience as trouble-free as possible:
http://europa.eu.int/comm/research/fp6/mariecurie-actions/news/headline07_en.html
On 4 February, the Commission launched a new website on e-learning at
the 2003 Learntec fair in Karlsruhe. The purpose of this portal is
to be a virtual meeting place and directory of information for all aspects
of e-learning. It is also to provide information on major European
e-learning events, and it contains a glossary of terms used in this area.
A section of the site devoted to European Community policies will contain
all relevant texts, particularly on "e-Europe". The site can
also be used to access national policies to promote e-learning, in the 15
member states, the candidate countries and the four EEA states, and to
identify and contact ongoing projects.
Aimed at a wide audience of both users and content providers, the portal
is hoped to disseminate best practice in education-related ICT.
Visit the e-learning portal: http://www.elearningeuropa.info
At its plenary session of 12 February, the European Parliament (EP) adopted a legislative resolution on the Commission Proposal for a Directive "on the re-use and commercial exploitation of public sector documents". The directive aims to harmonise the ways in which public-sector information is re-used in the EU and thereby increase its accessibility and improve its quality. The EP voted against the inclusion of educational and cultural bodies into the scope of the Directive.
The information from cultural and research institutions were first exempted from the scope of the Directive. However, it was reinstated by the amendments proposed by the EP. Universities in Europe and the European University Association (EUA) lobbied hard for the rejection of the amendments, which could have a detrimental effect on the higher education sector in Europe. Publicly funded European universities increasingly rely upon income from commercial exploitation of their assets, for example from materials in which they own intellectual property rights. The adoption of the amendments would make educational and cultural institutions even more dependent on government funding, and destroy the incentive to further develop the information and content in question.
The Council common position on this directive is expected to be adopted on 27/03/2003.
Commission Proposal:
http://europa.eu.int/eur-lex/en/com/pdf/2002/com2002_0207en01.pdf
EP legislative resolution: http://www3.europarl.eu.int/omk/omnsapir.so/pv2?PRG=CALDOC&FILE=030212&LANGUE
=EN&TPV=PROV&LASTCHAP=15&SDOCTA=7&TXTLST=1&Type_Doc=FIRST&POS=1
On 5 February the Commission approved the initial offer to improve third countries access to the EU services market, in the on-going negotiations under the Doha Development Agenda. The document will now go to the Council and European Parliament for their consideration, before being tabled in Geneva at the end of March 2003, at which time it will be made publicly available.
The draft offer responds to requests made by other WTO members in the
negotiating process, and in particular those submitted by developing
countries, for which services generate over 50% of GDP. Such is the case
of third country nationals temporarily moving to the EU to provide
services, who will see their access to the EU improved under the proposed
deal (so-called mode 4).
At the same time, the offer does not affect the provision of public
services within the EU, the right of the EU to regulate its services
sector, and to design its own appropriate regulatory frameworks. Thus, it
maintains the EU position of taking no commitments in the audio-visual
sector, and also proposes no commitments on either education or health
services.
http://europa.eu.int/comm/trade/services/pr050203_en.htm
The European Commission's EuropeAid Co-Operation Office has launched a second two-stage call for proposals for the Asia-Link Programme, which is to promote regional and multilateral networking between higher education institutions in EU member states and South Asia, South-East Asia and China. The deadlines for applications are 7 May and 25 September 2003.
http://europa.eu.int/comm/europeaid/projects/asia-link/apply_en.htm
http://europa.eu.int/eur-lex/en/dat/2003/c_025/c_02520030201en00050007.pdf
In 1999, the European Commission started to award a European Label to what it perceives to be particularly innovative projects in language learning and teaching. These projects have now been made accessible to everyone interested, by means of a database. The database is intended to inspire practitioners, stakeholders and policy makers by presenting "best practices" in the field of language teaching and learning. The European Label is awarded to local, regional, or national projects that have found creative ways to improve the quality of language teaching, to motivate students, and to make the best of available resources to diversify the language offer.
http://europa.eu.int/comm/education/language/label/index.cfm
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Public tenders in the EU |
The contracting authority: The European Training
Foundation (ETF)
Contract description: ETF Tempus department wishes to set up
a framework contract for the provision of experts in the following two
fields:
Field 1: to carry out the technical assessment of project
applications under the TEMPUS Programme following established criteria and
methods approved by the European Commission; to provide administrative
support in the Tempus selection procedure; to assess, on the basis of
approved guidelines, project reports, including the progress of a project,
whether the activities and outcomes have been implemented as planned, and
whether the project is likely to achieve its objectives; to draft
correspondence related to the assessment activities; to participate in
training and/or meetings related to the assigned tasks.
Field 2: to carry out the evaluation of Tempus project expenses
following established criteria and procedures approved by the European
Commission; to follow up on the financial assessment process, including
drafting of correspondence (requests for information and reimbursements),
closing of files and preparation of files for legal follow-up; to
participate in training and/or meetings related to the assigned tasks.
Total quantity: 660 000 EUR over three years
Duration: 1 year with the possibility of renewal up to 3
years.
Deadline: 28/03/2003
Contact: European Training Foundation, Att: Ian Fowden,
viale Settimio Severo 65, I-10133 Torino. Tel.: +39 011 630 22 22. Fax:
+39 011 630 2200. E-mail: Legal.services@etf.eu.int.
URL: http://www.etf.eu.int/etfweb.nsf/pages/procurement.
The contracting authority: the European Commission, DG
Education and Culture.
Contract description: The contract comprises two statistical
studies distributed in two lots within the framework of the 2003
statistical strand of the Leonardo da Vinci programme: Lot 1: contributing
results from research projects in the area of lifelong learning. Lot 2:
exploring sources of funding.
Total quantity: 400 000 EUR
Duration: 12-18 months
Deadline: 31/03/2003
Contact: European Commission, DG Education and Culture, for
the attention of Eliane Clifit-Minot, Unit B1/Vocational Training Policy,
rue de la Loi/Wetstraat 200, B-1049 Bruxelles/Brussel, tel.: (32-2) 299 10
93, fax: (32-2) 299 53 25, e-mail: Eliane.Clifit-Minot@cec.eu.int.
News from other sourcesIn their joint declaration on the occasion of the 40th anniversary of the Elysée Treaty, French President Jacques Chirac and German Chancellor Gerhard Schröder proposed to their European Partners a range of initiatives in various policy areas aimed to further strengthen the European Union.
In the field of education, the two leaders committed themselves to continue working towards the full mutual recognition of diplomas and encouraging transparency and comparability of vocational qualifications in order to facilitate exchanges of students and young people undergoing training as well as job mobility between the two countries. They pledged to develop of Franco-German University (Université franco-allemande) and enable it to admit the largest possible number of students. France and Germany proposed to give it a new dimension by encouraging their European partners to set up multilateral consortia of higher education institutions, which would develop joint qualifications. The project, details of which are yet to be clarified, goes under the name of Airbus universitaire.
The initiative received immediate support from Vivian Reding, the Commissioner for Education and Culture. She declared that this initiative comes within the scope of the EU strategy aimed at creating centres of academic excellence by encouraging universities from several European countries to work closely together on the creation of international higher education courses. She stressed that the Airbus universitaire initiative is complementary to the Erasmus World programme, which will run from 2004-2008. Like Erasmus World, it is to be open to all member states and aims to increase the mobility of students and professors and to reduce the brain drain from Europe to the United States.
http://www.ambafrance-us.org/news/statmnts/2003/elysee24.asp
At an otherwise less than consensual meeting in Le Touquet held on 4
February 2003, Tony Blair and Jacques Chirac launched the "University
of Transmanche". This cross-channel collaboration between the
University of Kent, Lille's three universities and the University of the
Littoral, with campuses at Dunkirk, Calais and Boulogne, will see students
doing joint degrees and PhDs, amongst other things. Kent's first joint
degree in politics and international relations was launched in September
with the Institut d'Etudes Politiques in Lille - students will spend the
first and fourth years in Canterbury, and the two middle years in Lille.
Under a joint co-tutelle arrangement for PhD students, who spend a minimum
of 12 months in each country, a candidate's thesis is written in French
and defended in an oral exam in English, or vice versa.
On the same day, the education ministers of two countries signed a £1.4m
agreement intended to advance student and teacher exchanges, school
twinning via the internet and cross-border relationships between teacher
training institutions in England and France.
http://education.guardian.co.uk/higher/worldwide/story/0,9959,888776,00.html
Cambridge University is set to become the first UK university to launch
an electronic super-archive that would make its academic material freely
available.
The £1.7m Dspace project, being developed in collaboration with the
Massachusetts Institute of Technology (MIT), will provide a digital
repository of academic information that could potentially be accessed by
anyone with a Google search engine. Dspace@Cambridge will allow academics
to pool resources, including theses, technical reports and archives, with
formats ranging from databases to multimedia clips and teaching material.
http://education.guardian.co.uk/elearning/story/0,10577,893541,00.html
Bologna ItemsThe updated version of the Polish National Report on progress made towards the Bologna goals is now available.
http://www.bologna-berlin2003.de/pdf/Poland.pdf
PublicationsOffice for Official Publications of the European Communities
(EUR-OP), January 2003,The report is available online on http://www.eurydice.org/Doc_intermediaires/indicators/fr/frameset_key_data.html
http://www.eurydice.org/News/Communique/en/Press%20Release%20Key%20Data%202002%20EN.pdf
The fifth edition of Key Data on Education in Europe provides a wide-ranging overview of the functioning of education systems and the participation of young people at all levels of education in 30 European countries (the 15 Member States of the EU, the three EFTA/EEA countries and 12 candidate countries). It contains 145 indicators. Besides the wide variety of information contained in five chapters structured by level of education, the report also adopts a subject-oriented approach in three chapters devoted to the teaching of foreign languages, teaching staff and the financing of education.
The European Union aims to become the world's most competitive
knowledge-based economy by 2010 (Lisbon Strategy) and has therefore
launched programmes and instruments to improve its education and training
systems and policies. In issue 18 of Le Magazine, the reader will
find short and easy-to-understand articles about various themes related to
this European innovation agenda, including e-learning and lifelong
learning, complemented by statistical tables. The issue also contains
articles on the Erasmus Programme, and on the Europass initiative.
Contact persons, addresses, e-mail addresses and web pages are also
indicated.
This free-of-charge magazine can be downloaded as a PDF file at http://www.europa.eu.int/comm/dgs/education_culture/mag/18/mag_en.pdf.
To obtain the paper version, please contact the European Commission,
Education and Culture DG, e-mail: eac-info@cec.eu.int,
fax (32-2) 296 42 59.
The year 2002 was special for CHEPS. Following the appointment of three professors, the centre witnessed three inaugural lectures in a single year. In order to mark this event CHEPS, published the three inaugurals as a collection of articles. The publication contains "On Stakeholders, Cheshire Cats and Seers: Changing Visions of the University", by Guy Neave, "Higher Education Globally: Towards a New Framework for Research and Policy" by Marijk van der Wende and "Governing the Academic Commons: About Blurring Boundaries, Blistering Organisations, and Growing Demands", by Jürgen Enders.
available in pdf format:http://www.utwente.nl/cheps/documenten/ictrapport.pdf
This study investigates scenarios which are emerging with respect to
the use of ICT in higher education, and how future developments can be
predicted as well as strategic choices which can be based on that. The
publication tackles the following questions: what strategic responses do
institutions make with respect to the use of ICT; which external
conditions and developments influence these choices; which external and
internal conditions and measures are taken in order to achieve strategic
targets; what are the implications for technology use, teaching and
learning processes and staff? The study, which applies an international
comparative methodology, was carried out in the Netherlands, Germany,
Norway, the UK, Australia, Finland and the USA.
What are the main trends worldwide which will or are likely to have an impact on the future of academia? What is expected from academia by different stakeholders in the years to come? Academia in the 21st century addresses these and related questions. The study focuses on the following seven trends in higher education: the development of information and communication technologies; the marketisation in higher education and science, including the changing roles of governments; globalisation, internationalisation and regionalisation; advancing the network society (e.g. the rise of consortia, strategic alliances, etc.); advancing the knowledge society; socio-cultural trends; and demographic trends. A concluding chapter looks at issues of differentiation at system and organisational level, excellence and diversity, and the role of universities in a knowledge society.
The phenomenon of globalisation is frequently claimed to be making an increasingly serious impact on higher education throughout the world. At the same time, higher education, both through the research and through its commitment to the international exchange of people and knowledge, is itself playing a key role in enabling, and even accelerating, the processes of globalisation. This book contains research-based essays by established scholars from four continents. The high-calibre authors draw on a range of perspectives in the field of higher education research to analyse the development of international policies in higher education and the impact of mutual observation and policy borrowing on national policies, and offer insights into recent changes and challenges for students, staff and labour market relationships. The book should be of special interest not only for researchers concerned with higher education in general and with international/comparative aspects in particular, but also for policymakers and managers in higher education, in academic institutions and in government, and for academic staff and other stakeholders concerned with the future of higher education.
Higher Education in a globalising world is dedicated to Professor Ulrich Teichler (Kassel), who celebrated his 60th birthday in 2002. Like only very few others, Ulrich Teichler has shaped research into higher education worldwide. His work particularly reflects the themes of internationalisation, the transition from higher education to work, academic staff and structural change in higher education.
Norway is a test-bed for the implementation of a bold vision of
lifelong learning. There is broad and strong political support within
Norway for lifelong learning as a next logical step for a highly developed
country with a highly educated population, confronted with challenges
ranging from economic re-structuring, to an ageing workforce, the
contradictions of labour shortages and increased leisure time, and an
increasingly diverse society. But even in Norway the institutional
arrangements and policies fall short of a systemic approach to lifelong
learning. The most obvious shortcomings concern adults where there are
daunting issues regarding the governance and finance of adult learning.
Leadership is a vexed issue insofar as successful implementation depends
on concerted action by several ministries as well as the social partners.
Choice, equity and quality are in many cases conflicting objectives and
difficult trade-offs have to be resolved. Norway is advanced, relative to
other countries, in the development of new politics regarding the
knowledge society. Indeed, it can be argued that if lifelong learning is
to succeed anywhere, Norway is one of the most likely places in view of
its history of reforms, co-operation among bodies, high educational
standards and outcomes. Lessons from the experience with this approach can
be usefully applied in other settings.
The study is divided into two parts: the background report (which was
prepared by the Norwegian authorities) and the OECD Examiners' report.
Started in 1997, the Glion Colloquium brings together a group of
leaders from higher education institutions in the United States and
Western Europe to define, advance, and disseminate knowledge about the
major issues facing research universities on the two continents. As the
Walls of Academia are Tumbling Down contains the papers of the third
colloquium, held between May 30 and June 3, 2001, and others commissioned
for the book.
Although technology has broadened the boundaries of higher education, significant barriers to distance learning remain. This paper, the sixth and final monograph in the ACE/EDUCAUSE series Distributed Education: Challenges, Choices, and a New Environment, closely examines these obstacles, including those both inside and outside the academy.
Developing and transition economies face significant new trends in the global environment that affect not only the shape and the mode of operation but also the very purpose of tertiary education systems. Among the most crucial dimensions of change are the convergent impacts of globalisation, the increasing importance of knowledge as a main driver of growth, and the information and communication revolution.
This report describes how tertiary education contributes to the building up of a country's capacity for participation in an increasingly knowledge-based economy and investigates policy options for tertiary education that have the potential to enhance economic growth and reduce poverty. It examines the following questions: What is the importance of tertiary education for economic and social development? How should developing and transition countries position themselves to take full advantage of the potential contribution of tertiary education? How can the World Bank and other development agencies assist in this process?
Education is largely a national affair, but it is fast becoming a
worldwide service industry too, even for publicly-funded systems. Does
trade in education help and can education be traded on the global market
without compromising on issues like cultural independence or quality?
These questions raise important challenges for governments, educators and
students alike that will grow in the years ahead.
This article analyses the growth in trade in educational services over the
past decade and raises questions regarding the trade issue, education for
all and the quality battle.
http://www.oecdobserver.org/news/fullstory.php/aid/872/The_learning_business.html
Upcoming
Conferences29 - 31 May 2003
EUA Convention of European Higher Education Institutions, Graz, Austria
Further information:
http://www.unige.ch/eua/En/Forthcoming_events/Graz Convention.html
1-5 June 2003
21st World Conference on Open Learning and Distance Education,
Hong Kong, Hong Kong Convention and Exhibition Centre
www.ouhk.edu.hk
5 - 6 June 2003
The 13th Annual EURASHE Conference
Gyöngyös, Hungary
http://www.eurashe.be/info/conf-2003.htm
5-7 June 2003
Bologna Seminar on Lifelong Learning: validation of non-formal learning
experiences
Prague, Czech Republic
http://www.bologna-berlin2003.de/en/bologna_seminars/index.htm
12 - 14 June 2003
IAU/IAUP: International Seminar, Women and Leadership in Higher Education
- How thick is the Glass Ceiling? Monterrey, Mexico
www.unesco.org/iau
13-14 June 2003
Seminar "Workforce Development and Higher Education"
Amsterdam, the Netherlands
http://www.org.uva.nl/eair/jointseminar/
Contact: eair@eair.uva.nl
12 - 14 June 2003
Bologna Seminar on Student Involvement in the Bologna Process
Oslo, Norway
http://www.bologna-berlin2003.de/en/bologna_seminars/index.htm
16-17 June 2003
Seminar on External Funding and University Autonomy
Hotel Bondeheimen, Oslo, Norway
Contact and registration: jan.karlsson@oecd.org
http://www.oecd.org/EN/home/0,,EN-home-610-5-no-no--no,00.html
16-18 June
Workshop "Innovation in Education for Electrical and Information
Engineering "
Gdansk, Poland
www.ely.pg.gda.pl/~ptetis/
23-26 June
Paris, France
UNESCO World Conference on Higher Education
http://www.unesco.org
25 - 26 June 2003
13th Biennial SAARDHE Conference, Rethinking and Re-imagining Higher
Education, University of Stellenbosch, South Africa
http://www.saardhe.ac.za/events/index.htm
27 - 29 June 2003
International Conference, 'Researching learning outside the academy',
Glasgow Caledonian University, UK
Further information: Ms Claire Scott, Administrator, Centre for research
in lifelong learning, St Andrew House 141, West Nile Street, Glasgow G1
2RN, United Kingdom, +44-141-582 03 46,
c.a.scott@gcal.ac.uk
http://www.gcal.ac.uk/conferences/