28 novembre 2010

Les archives de la formation des adultes

http://gehfa.com/GEHFA_QUADRI%20copie.jpgJournée d’étude: Les archives de la formation des adultes, Vendredi 14 janvier 2011, 9 h – 17 h 30, Archives départementales de la Seine-Saint-Denis, 18 avenue du Président Salvador Allende - 93000 Bobigny.
Dans le cadre d’une convention passée entre le Groupe d’étude – Histoire de la formation des adultes (Gehfa) et les Archives départementales de Bobigny, il est organisé une journée d’étude et de rencontres entre chercheurs et archivistes, sur la question des archives de la formation des adultes.
Cette journée d’étude a pour objectifs:
- de faire le point sur la localisation des différents fonds d'archives, publics ou privés, pouvant contenir des archives intéressantes pour l'histoire de la formation. Aujourd'hui, de nombreux centres d'archives conservent des fonds importants d'institutions publiques, de syndicats, d'entreprises ou encore de personnalités.... La multiplicité des acteurs, intervenant à des niveaux différents et selon des perspectives variées, implique nécessairement un éparpillement des sources qui ne facilite pas toujours la recherche. Cette difficulté est accentuée par l’hétérogénéité des ces fonds d’archives. Ceux-ci sont parfois très riches car émanant de structures dont la mission principale a trait à la formation des adultes. Dans d’autres cas, quand la formation ne représente qu’un aspect limité du champ d’intervention des acteurs, les archives peuvent contenir des dossiers très intéressants sur le sujet, mais difficilement repérables car noyés dans la masse des documents relatifs aux activités principales de la structure ou de la personne concernée. Parvenir à une meilleure connaissance de ces fonds conduira à réfléchir à l’élaboration d’un guide de recherche sur la formation des adultes;
- de discuter des modalités de traitement et de description de ces fonds: qu'attendent les chercheurs? quelle répartition des rôles peut être envisagée entre chercheurs et archivistes?
- de réfléchir collectivement, archivistes et chercheurs, à des moyens de rendre plus visibles et de mieux exploiter ces fonds; éventuellement de chercher des solutions pour faciliter le travail des chercheurs.
Une quinzaine de contributions, organisées en tables rondes, présenteront des travaux de deux sortes. Elles s’articuleront autour:
1. d’un fonds particulier ou d’une thématique à partir de plusieurs fonds d’archives,
2. d’une question de recherche à travers son étude archivistique, d’itinéraires de recherche dans les centres d’archives, etc.
Les archives en question pouvant être de classiques archives papier, mais également des documents sonores ou des images fixes ou en mouvement. S'inscrire à la journée d'étude.
http://gehfa.com/GEHFA_QUADRI% 20copie.jpg Studiedag: De geschiedenis van volwasseneneducatie, vrijdag de 14 januari 2011, 9 uur - 17 uur 30 departementale archieven van de Seine-Saint-Denis, 18 Avenue du President Salvador Allende - 93.000 Bobigny.
Grond van een overeenkomst tussen de Study Group - Geschiedenis van Volwassenenonderwijs (Gehfa) en de departementale archieven van Bobigny, organiseerde hij een workshop en ontmoetingen tussen onderzoekers en archivarissen over de kwestie archieven van het volwassenenonderwijs
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Posté par pcassuto à 18:20 - - Permalien [#]


Bologna Process: Responding to the post-2010 challenge

http://www.heacademy.ac.uk/assets/site/york/logo-main.gifA new Academy briefing paper has been published which identifies challenges to and opportunities for UK higher education institutions in the Bologna Process and the European Higher Education Area (EHEA.)
Written by Simon Sweeney, a UK Bologna expert, National Teaching Fellow, and senior lecturer in International Business and Governance at Sheffield Hallam University, the paper aims to help UK HEIs to engage in the spirit and application of Bologna, and identifies ways in which students, staff and HEIs might benefit from active commitment. It also provides an overview of the principles underlying the Bologna Process and the EHEA. “In the European and global context for UK HE, it becomes increasingly important to demonstrate an ideological and practical commitment to educational and cultural mobility, both inward and outward, and for students and staff,” comments Dr Rachel Segal, Assistant Director at the HEA.   “The predicted increase in transnational education also presents some real challenges and opportunities for UK HEIs. "At the Academy, we work with higher education institutions to improve the student learning experience. The context for that experience is broadening. We hope that this paper helps HEIs to assess both the practicalities and benefits of Bologna.”
Mr Sweeney outlines the ways in which the UK complies with key Bologna mechanisms and frameworks; for example, it has already established:
* the three-cycle framework;
* quality assurance;
* awards based on credit accumulation, and credits based on learning outcomes;
* articulation between UK qualification frameworks and the Bologna Qualification Framework of the European Higher Education Area;
* a commitment to lifelong learning.
But, the paper asks, is compliance sufficient, or is there a need to engage more actively with the mechanisms and the spirit of Bologna? “There is a tendency in the UK to diverge from the norms and expectations of Bologna,” writes Mr Sweeney. “The introduction of fast-track degrees, major increases in fees, differences in Masters-level provision, reduced contact time, and access to doctoral study directly from a first-cycle qualification raise important questions that may threaten the perceived international competitiveness of UK higher education.”
 There is evidence that study abroad and/or work placement brings many benefits to students, the paper notes,  including a better degree classification, improved key skill competences, enhanced confidence and potentially better employment prospects, as employers look favourably on graduates with what is perceived to be added value in relation to potential recruitment. Mobility also provides institutional benefits such as:
* enhanced attractiveness of the university, adding value to the university brand and reputation;
* strengthening international institutional partnerships;
* building collaborative research opportunities;
* internationalising staff experience – a key element in staff professional development;
* integration with European educational and professional communities and networking;
* combating institutional and particularly departmental insularity.
Read the full report, Bologna Process: Responding to the post-2010 challenge, here.

Posté par pcassuto à 17:59 - - Permalien [#]

10 million Europass CVs generated online

http://www.cedefop.europa.eu/EN/Images-ContentManagement/cover_9031.jpgThe use of Europass documents has far surpassed expectations, confirming the relevance of this initiative to learners and workers in Europe.  By October 2010 more than 10 million CVs had been created online. That is seven million more than the target of 3 million Europass documents by 2010 set by Commissioner Ján Figel’. In October 2010 alone, the Europass website received more than 1 million visits.
Cedefop continues to support citizens in making their knowledge, skills and competence – however gained – understandable in all education EU systems and across the single European labour market. Europass is part of a series of complementary European tools – such as the European Qualifications Framework (EQF) and the European credit system for vocational education and training (ECVET) – that have been developed in the framework of enhanced cooperation in VET between the European Commission, Member States and social partners.
Europass in brief
Europass, an initiative of the European Union, helps European citizens to:
- make their skills and qualifications clearly and easily understood on the labour market and in education and training;
- access employment and move to a new post, a new occupation or a new country anywhere in Europe.
Europass consists of five documents:
- the Curriculum Vitae (CV) gives an overview of personal skills, including those acquired on the job or during leisure time;
- the Language Passport offers a self-assessment of language skills using standardised levels;
- Europass Mobility records work and education experiences in other European countries;
- the Certificate Supplement describes the content of vocational qualifications (entry requirements, skills acquired, level, certification);
- the Diploma Supplement lists the achievements of holders of diplomas or degrees (level, topics, grades).
- The Europass CV and Language Passport are completed by the users themselves; the Europass Mobility, Certificate Supplement and Diploma Supplement are issued by the competent authorities.
A network of National Europass Centres promotes the implementation of Europass in participating countries.
The use of the Europass documents
Five years after its launch, the use of Europass documents can be summarised as follows:
- the Europass CV is, understandably, the most popular of the five documents: 10 million CV have been created online and 13 million CV templates have been downloaded so far;
- 201 000 Language passports completed online and 700 000 Language Passports templates downloaded;
- over 200000 Europass Mobility have been issued;
- a growing number of higher education institution issue the Diploma supplements, even if its use varies considerably between Member States;
- 20 national inventories of Certificate supplements have been set up; holders of vocational certificates can download the supplement corresponding to their qualification.
Europass and Cedefop
Cedefop has been closely involved in preparing and implementing the Europass Decision adopted in December 2004. This states that the ‘Commission shall secure the expertise of the European Centre for the Development of Vocational Training (Cedefop) in implementing this Decision’.
Accordingly, Cedefop:
- helped to draft the Europass documents and web pages, in close cooperation with the Commission;
- designed and continues to maintain a multilingual web resource, bringing to the project its expertise
on content, languages (translation of the Europass tools into 26 languages) and information technology;
- designed and continues to maintain a web-based tool for the management of Europass Mobility;
- supports the National Europass Centres in implementing of the initiative in the Member States.
Cedefop continually monitors and improves web resources in order to meet users’ requirements. This is reflected by users’ positive comments – about 3 000 messages have been received to date.
Europass website in figures
Since its launch in February 2005, the Europass website shows a continuous increase of activity (state of play on 31 October 2010):
- 30 million visits to the site (from about 150 000 visits / month in 2005 to 1 million);
- 1 million visits in October 2010 alone;
- 10 million CVs completed online using Cedefop's online tool: (from about 15 000 CV / month in 2005 to 300 000 in October 2010).
- Europass is mostly used by young people: over 70% of the Europass CV online users are under 30;
- about 65% of the Europass CV online users have less than 5 years work experience.
- 69% of the users of the CV online speak at least two foreign languages, which shows that the tool is mostly used by people with a good level of education.
The next steps
In 2011-2012, Cedefop will continue its support to the European Commission, National Europass Centres, social partners and other stakeholders. The aim is to achieve a seamless implementation of all European tools and principles for VET and lifelong learning: the European Qualifications Framework (EQF), the European Credit system for Vocational Education and Training (ECVET) – all in line with the learning outcomes approach.
New Europass portal
Taking on board users suggestions, in 2011-2012 Cedefop will make improvements to the Europass webportal. The revamped portal will feature:
an easier interface with quicker access to information;
an improved CV online tool with enhanced tutorials.
Coherent implementation of EU tools
In 2011, Cedefop will publish the results of a pilot study on how to adapt the Europass Mobility and Certificate supplement following the introduction of:
-the European qualifications framework (EQF), a tool for comparing qualifications throughout Europe;
-the European credit system for VET (ECVET), which enables learning outcomes to be transferred from one qualifications system to another, and between general and vocational education.
Links with related platforms
Cedefop will continue to work on ensuring cohesion between the Europass documents with related platforms (Eures and EPSO) and European, national or private job portals and employment services. In addition, the European Commission is in the process of setting up a European classification for occupations and skills (ESCO). Cedefop will help to ensure that this platform can work with the learning outcomes approach.
The European skills passport
Cedefop will support the European Commission in designing a European skills passport. This will enable people to record the knowledge and skills they acquire throughout their lives on a single document. Cedefop will integrate the European skills passport into the Europass framework.
More information on Europass: Europass decision, Europass website, Europass website statistical reports, Report from the Commission on the first evaluation of the Europass initiative. Contact: Cedefop: Philippe.Tissot@cedefop.europa.eu, European Commission: Carlo.Scatoli@ec.europa.eu. Download the Document.

Posté par pcassuto à 16:51 - - Permalien [#]
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