The GINCO Network recently held a successful Information and Training Day on Grundtvig IST (In-Service Training) provision.

The day was opened by Guy Tilkin from Landcommanderie Alden Biesen, in Belgium, and the Co-ordinator of the GINCO Network, who delivered a presentation on Validation of professional development in Adult Education.

This was followed by Sonia Shakir, from ECORYS UK, who operate as the National Agency for UK Grundtvig provision who gave an overview of the Lifelong Learning Programme and details of the Grundtvig IST programme from both trainers and trainees perspectives.

In a short presentation prior to breaking for lunch, Muir Houston from Glasgow University provided an overview and some details about the upcoming inaugural GINCO Quality Award to be presented at the 3^rd GINCO Annual Conference to be held in Hasselt, Belgium 26^th to 29^th September 2012.

The afternoon session was given over to Jaap van Lakerveld Director of the PLATO research centre who provided the training element of the day and delivered two fine presentations: one on issues of quality in Grundtvig courses; and one on representations of adult learning, which included an interactive breakout session with some scenarios for participants to discuss.

On 18 April 2012 more than 60 academics, students, teachers and representatives from Non Governmental Organisations (NGOs) attended the UK launch of the new edition of the internationally popular development education resource, "80:20 – Development in an unequal world". The launch, hosted by The Glasgow Centre for International Development (GCID) and The Centre for Research and Development in Adult and Lifelong Learning (CR&DALL) in conjunction with the Conforti Institute and Oxfam, was introduced by Colm Regan, the book’s editor.

Colm explained how the book, jointly published by 80:20 Educating and Acting for a Better World, Ireland and the University of South Africa Press is a development education resource designed and written by an international group of authors and educationalists to provide an introductory and accessible overview of development and human rights issues today.  Now in its 6th edition it is extensively used by universities, schools, adult and youth organisations as well as by NGOs.  Prof John Briggs highlighted Glasgow’s commitment to development issues and to the strong links between the University of South Africa and the University of Glasgow following the signing of a Memorandum of Understanding in 2010. Philippa Bonella, SCIAF’s head of Education and Communications spoke about how the book is used in classrooms in Scottish schools. Prof Mike Osborne emphasised the importance of a text that is used internationally to discuss the inequalities and injustices in the 21^st century.

On the 17th of October, CR&DALL, the Centre for Research and Development in Adult and Lifelong Learning, hosted a gathering of senior figures in higher education from all five continents. This meeting of minds considered the place of universities in our communities of the future.

The individuals participating in the ‘Global Dialogue 2’  represent all of the significant networks that exist world-wide in this area of study. Held in collaboration with the Global Alliance on Community-Engaged Research (GACER) the ‘Global Dialogue 2’ is chaired from the University of Glasgow by Professor M.J. Osborne (Director of CR&DALL and Co-Director of the PASCAL International Observatory) and by Professor Rajesh Tandon (Chair of GACER and President of Participatory Research Institute Asia (PRIA), India).

The objectives were, first, to produce a short collective statement that highlights a future vision for community-university research and engagement. For example: imagine the world report on higher education, knowledge and engagement for the year 2030, what are some of the key achievements that should have been made by our post-secondary institutions and communities working together?

Second, to explore priorities areas for collaboration amongst the various networks that might help them to achieve what they wish for 2030. For example: If one of the targets is to have some positive impact on the lives of the "bottom billion" people living in the world, what are some priorities or areas of engagement that the diverse networks might work towards?

Thirdly, the Global University Network for Innovation (GUNI) will focus its next World Report on Higher Education on Knowledge, Engagement and Post-Secondary Education in 2012/13. Forty per cent of the report will be on current trends, but 60 per cent should be on looking forward. So, what are the most promising areas for new or expanded investment in community-university research and engagement?

The dialogue will expand and facilitate discussion aimed at securing tangible outcomes for the processes of interaction between higher education institutions and systems and the communities they exist to serve.

The University of Glasgow was delighted to host the 2011 Forum for Access and Continuing Education conference on the theme of Lifelong Learning and Community Development from Wednesday 29th June ­ Friday 1st July 2011.