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The European University Continuing Education Network, stylized eucen, is a multidisciplinary European association for University-based continued education. It was created in May 1991 and registered in Belgium as a non-governmental, non-profit organization.
In May 1991 the representatives of 15 European universities met in the University of Bristol (UK) to discuss the theme "Towards a European Universities Continuing Education Network". The represented universities were: Aalborg (DK), Aarhus (DK), Bordeaux (FR), Bristol (UK), Cambridge (UK), Exeter (UK), Galway (IE), Granada (ES), Hannover (DE), Leiden (NL), Liege (BE), Porto (PT), Oxford (UK), Pavia (IT) and Valladolid (ES). The participants at this initial meeting were invited to become the initial Full Members of eucen. [1] The group decided that the main activities of eucen would be the exchange of information on strategies, regulations and techniques, establishing objectives and drawing up plans to meet them, enhancing international contacts, working towards setting standards of quality, agreeing routes to credit transfer and aiming at internationally recognised qualifications through Continuing Education. It was also agreed that an important role for eucen would be to inform policy makers and encourage them to decide on and set goals for Continuing Education development for the year 2000.
New members were accepted for first time in eucen's history at the General Assembly in Barcelona in May 1993. [1] From that date, the number of partners and countries involved progressively increased. eucen decided to have two conferences per year and started developing important European projects (for example, TheNUCE).
In May 2000, the Association made a radical change in its organization, appointing professional staff and establishing the eucen's Secretariat in Barcelona (ES). In the following years, eucen evolved from being a volunteering network into becoming a wide European multidisciplinary network trying to bring consistency to the concept of University Lifelong Learning.
2004's Professions, Competence And Informal Learning wrote that as an organization eucen was "especially prolific in publication terms" and that their conference papers were particularly useful as review on European issues of continuing education, concluding that eucen had "opened up the European professional development research community to news of the rapid changes in the field arising from the deep-seated political, social, economic and educational transformations of these former Communist countries in the past 15 years." [2] By 2009, eucen had representative organizations and universities from around 40 countries. [3]
In 2020, eucen initiated UniLab, a project co-funded by the Erasmus+ Programme under KA2 – Capacity Building in Higher Education aimed at updating study programmes in Russia, Belorussia and Azerbaijan by incorporating modern competencies and skills, expanding international cooperation between universities and business and improving the international career centres in the Higher Education Institutions (HEIs) of these countries. [4]
Professional development, also known as professional education, is learning that leads to or emphasizes education in a specific professional career field or builds practical job applicable skills emphasizing praxis in addition to the transferable skills and theoretical academic knowledge found in traditional liberal arts and pure sciences education. It is used to earn or maintain professional credentials such as professional certifications or academic degrees through formal coursework at institutions known as professional schools, or attending conferences and informal learning opportunities to strengthen or gain new skills.
A teacher, also called a schoolteacher or formally an educator, is a person who helps students to acquire knowledge, competence, or virtue, via the practice of teaching.
Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner, and to ensure the fulfillment of an individual.
Continuing education, also known as lifelong education or lifelong learning is an all-encompassing term within a broad list of post-secondary learning activities and programs. The term is used mainly in the United States and Canada.
Lifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. It is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development.
M-learning, or mobile learning, is a form of distance education where learners use portable devices such as mobile phones to learn anywhere and anytime. The portability that mobile devices provide allows for learning anywhere, hence the term "mobile" in "mobile learning." M-learning devices include computers, MP3 players, mobile phones, and tablets. M-learning can be an important part of informal learning.
Norman Longworth is a British educational theorist who was a professor of lifelong learning at several universities.
In the European Union education is at the responsibility of its Member States and their Ministries of education that they have; in such, the European Union institutions play only a supporting and overseeing role. According to Art. 165 of the Treaty on the Functioning of the European Union, the Community
shall contribute to the development of quality education by encouraging cooperation between Member States, through actions such as promoting the mobility of citizens, designing joint study programmes, establishing networks, exchanging information or teaching languages of the European Union. The Treaty also contains a commitment to promote life-long learning for all citizens of the Union.
Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators.
New Bulgarian University is a private university based in Sofia, the capital of Bulgaria. Its campus is in the western district of the city, known for its proximity to the Vitosha nature park. The university also owns multiple other buildings across the country, as well as its own publishing house and a library.
Community education, also known as community-based education or community learning & development, is an organization's programs to promote learning and social development work with individuals and groups in their communities using a range of formal and informal methods. A common defining feature is that programmes and activities are developed in dialogue with communities and participants. The purpose of community learning and development is to develop the capacity of individuals and groups of all ages through their actions, the capacity of communities, to improve their quality of life. Central to this is their ability to participate in democratic processes.
Kemi-Tornio University of Applied Sciences (KTUAS) was a Finnish University of applied sciences located in Kemi and Tornio. It was founded in 1992 as Kemi-Tornio Polytechnic, a merger of several institutes of higher vocational education in the Kemi-Tornio region of Finland. It was merged with Rovaniemi University of Applied Sciences into Lapland University of Applied Sciences on January 1, 2014.
Career counseling is a type of advice-giving and support provided by career counselors to their clients, to help the clients manage their journey through life, learning and work changes (career). This includes career exploration, making career choices, managing career changes, lifelong career development and dealing with other career-related issues. There is no agreed definition of the role of a career or employment counsellor worldwide, mainly due to conceptual, cultural and linguistic differences. However, the terminology of 'career counseling' typically denotes a professional intervention which is conducted either one-on-one or in a small group. Career counseling is related to other types of counseling. What unites all types of professional counseling is the role of practitioners, who combine giving advice on their topic of expertise with counseling techniques that support clients in making complex decisions and facing difficult situations.
Non-formal learning includes various structured learning situations which do not either have the level of curriculum, syllabus, accreditation and certification associated with 'formal learning', but have more structure than that associated with 'informal learning', which typically take place naturally and spontaneously as part of other activities. These form the three styles of learning recognised and supported by the OECD.
TARKI Social Research Institute is an independent research centre located in Budapest, Hungary. TARKI conducts applied socioeconomic research in social stratification, labour markets, income distribution, intergenerational transfers, tax-benefit systems, consumption and lifestyle patterns and attitudes in Hungary and, in the majority of its projects, in Europe. TARKI is closely embedded in international collaborations with major European academic partners in various research projects. Senior staff at TARKI all have PhDs with substantive and methodological interests and many hold professorial appointments at major universities. TARKI has its own fieldwork apparatus, capable of carrying out regular empirical surveys on social structure and on attitudes and of managing large scale international research. TARKI also carries out the Hungarian fieldwork of various high-quality international surveys.
The development of the European Lifelong Learning Indicators (ELLI) is an initiative of the non-profit Bertelsmann Stiftung to monitor the state of lifelong learning in Europe. The main focus of the ELLI project is the ELLI Index. The ELLI index is an annually updated composite indicator summarizing the state of lifelong learning for European countries. The ELLI IT platform is an online portal that provides access to regional data related to learning and socio-economic outcomes in Europe.
EUROGEO is a European scientific society, which networks geographers. It is an international non-governmental organisation. Since 1987 EUROGEO has been a participative member of the Conference of International NGOs of the Council of Europe. The association is involved in national and international activities and projects in geography including those related to education and training. It is a not profit organisation, which aims to develop, support and promote policies designed to advance the status of geography; establish and promote cross-border cooperation; promote education and training in geography from a European perspective and represent nationally and internationally the views of its members.
The Vocational Qualification Transfer System (VQTS) model is a proposal for a structured description of work-related competences. The core elements are the Competence Matrix and the Competence Profiles. A Competence Matrix displays competences structurally in a table according to core work tasks in a specific occupational field and the progress of competence development. Competence Profiles are formed from individual parts of this Competence Matrix. In the context of ECVET the VQTS project sought to support the transnational mobility of learners. A Competence Matrix can be used for the development of qualifications, training programmes, and job profiles, as well as for human resource planning, the allocation of qualifications to the Qualifications Framework, and for developing higher permeability between vocational education and higher education.
The European Confederation of Conservator-Restorers' Organisations (E.C.C.O.) is a European non-governmental professional organisation aimed at safeguarding cultural heritage through the use of conservation-restoration techniques.
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