05 décembre 2010

French University Rankings Draw Praise and Criticism

http://graphics8.nytimes.com/images/misc/nytlogo152x23.gifBy Maïa De La Baume. A new French government survey that ranks public universities by graduate students’ employment rates after graduation has already earned both praise and criticism from academics.
The Ministry of Higher Education and Research surveyed 43,000 graduate students from 63 of France’s 83 universities. The study found that, on average, 91.4 percent of students were employed within 30 months of graduation, rising to 92.3 percent for those with degrees in science, technology or health.
“The result is interesting in itself,” said Jacques Fontanille, president of the University of Limoges, which came 38th in the ranking, with 91.2 percent. “It shows that French universities worked well.”
But while the study’s results were meant to underscore that the universities were not, as critics have claimed, “unemployment factories,” some university leaders and education experts called the survey simplistic and inaccurate. They added that they worried that the use of such performance indicators might undermine a system that has been based on principles calling for uniform teaching and learning conditions throughout the country.
“We weren’t prepared for a ranking,” said Yannick le Long, who runs the Institute for the Study of Student Life at the University of Rouen, which participated in the study. “It’s just silly and lacks objectivity. It’s all about consumption, like saying, ‘You can buy this car rather than that one.”’
The ranking of universities is a first in a country where universities are public, almost free and open to any citizen who has passed the baccalauréat, the high school exit examination. It is part of a broad effort by President Nicolas Sarkozy to overhaul France’s public university system, which has been called sclerotic and unambitious, by granting schools financial autonomy and pushing the increased use of performance measures.
French universities have lost a great deal of their attractiveness over the years, critics concede, as private institutions and particularly the Grandes Écoles, the elite schools that all but guarantee top jobs for life, have grown in popularity.
The ministry said, however, that the study challenged common perceptions.
“It has stricken down many prejudices,” the French minister of higher education and research, Valérie Pécresse, said in a recent interview in Le Figaro magazine. The ranking “is a real revolution of mentalities.”
“For a long time, universities considered that their responsibility would end after delivering students’ diplomas,” Ms. Pécresse said. But now, she said, helping students find a job after graduation “has become their new mission.”
The survey, which was conducted between December 2009 and July of this year and was made public last month, also provided information on recruitment, the profile of employers and the proportion of graduates from each university holding long-term work contracts.
But there was dissent from the beginning. France’s most competitive universities, including Dauphine and Jussieu in Paris, declined to participate in the survey, saying they had already conducted similar surveys of their graduates.
For Patrick Porcheron, vice president in charge of teaching and careers at Pierre and Marie Curie University, the ranking is “a null and void work that doesn’t deserve any publicity.”
Many university professors and students say such a ranking could create a patchwork of better and worse institutions, instead of a homogenous offering across the country. One prominent student union, FAGE, worried that low-ranked universities might see declines in enrollment.
“We would prefer a map of universities rather than a ranking,” FAGE said in a statement on its Web site.
Paris-XI Sud ranked highest in the survey (94.9 percent), followed by Lyon I (94.5 percent) and Rennes I (94.3 percent), while Perpignan (84.1 percent) and La Reunion (77.6 percent) in one of the country’s overseas territories, came last.
Many of the smaller universities in the survey, like the University of Pau, in southwestern France, or Le Mans, in western France, found themselves among the highest post-graduation employment rates, ahead of larger institutions like Aix-Marseille or Toulouse.
The main association of university presidents, in a statement posted on its Web site, noted that since 2007, Mr. Sarkozy’s plans had confronted French universities with “a new economic model.” But it said the results of the ranking show “differences that are too slight and indicators that are too few” for universities to develop a strategy.
For Mr. Fontanille, of the University of Limoges, the problem is more about improving the quality of employment opportunities for undergraduate degrees rather than master’s. In 2006, according to the Ministry of Higher Education, only about half of all students completed a bachelor’s degree within the standard three years.
“There is a lot of work that still needs to be done on employment for undergraduate students,” he said. “Too many people in France quit before getting an undergraduate degree and then struggle to integrate themselves into the workplace.”

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EURASHE 21st Annual Conference in Nice March, 31 – April, 1 2011

http://www.eurashe.eu/T_images/top.gifGrowing research brings professional higher education outputs closer to important practical applications
EURASHE 21st Annual Conference in Nice to Examine Expanding Field of Professionally Oriented Programmes in Higher Education, March, 31 – April, 1 2011,  at the Institut Universitaire de Technologie Nice in partnership with ADIUT-France.
The Conference is traditionally a meeting of EURASHE’s individual and associate members, outside experts from a range of academic fields and stakeholders to construct a unique range of educational experiences of relevance to professionals from all geographical regions and sectors of European Higher Education Area (EHEA) and from outside the EHEA.
"This year's conference is particularly important for professional higher education," said conference co-organizer and the Vice-President of l'ADIUT Philippe PIERROT. "The IUTs (Instituts Universitaires de Technologie), which form an integrated part of the university system, focus on the professionally oriented programmes in France. These technological and commercial tracks within the university system, contribute to regional development and applied research. One of the peculiarities of the IUTs is well-developed co-operation with other ‘regions’ in the world, such as Latin America, Africa and Asia. In addition to the growth in basic research activities related to professionally oriented programmes, we are also looking at the main features of ‘professionally oriented mobility’ outside the EHEA, with examples from the experience of the French IUTs, and other member associations of EURASHE, so as to give a varied picture of mobility in professional and vocational contexts. We would also like to underline the role which technological higher education plays in the policies of town and country planning and as tool mattering from accession in higher education for strata less favoured by society”.
Over the next decade, European Professional Higher Education is expected to undergo a profound change because of the “Europe 2020 Strategy”. The two tracks of the conference will provide the input for some of the topics in EURASHE’s planned Bologna 2020 publication, based on “EURASHE’s Ten Commitments for the European Higher Education Area (EHEA) in 2020 – Visions & Strategies”.
The conference will cover the topic of European Mobility in the global context, and the special role of professional Higher Education: higher interest in applied research, synergies through innovative role of placements; factors and conditions influencing the mobility flows and the position of the individual institution on the global market.
Mr.Delplace, Secretary General of EURASHE, underlined that EURASHE would in this upcoming 21st conference pay attention to the unique position of one of its member organisations and compare their achievements to other models in European Higher Education. It will also be an outstanding occasion for EURASHE to develop and present its own involvement in a recently approved Erasmus Mundus project, in the Caribbean Islands, where there is a broad spectrum of professionally oriented institutions and programmes.
In the margin of the conference, a ‘mini-seminar’ will offer to participating heads of institutions and of faculties, quality assurance coordinators and stakeholders in QA, the possibility to give their feedback on the “Implementation of the European Standards and Guidelines for Quality Assurance on an institutional level”, an EU funded project.

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CPU, AMUE, EUA: Universities Implementing Full Costing

http://www.eua.be/images/events/logo.jpg14 January 2011, University of Pierre and Marie Curie, France.
To become financially sustainable, universities need to be able to identify the full costs of all their activities.
EUA’s continuing work on full costing is now taken up by the EUIMA – Full Costing project (“European Universities Implementing the Modernisation Agenda”), which will organise a series of events around Europe, one of which is the country workshop in France.
The workshop will bring together international experts to work with the leadership and management of French universities as well as relevant government ministries and funding bodies.
The aim of the workshop is to contribute to the development of a coordinated approach to the implementation of full costing among French universities, and to discuss strategic issues such as how to ensure external support to the project. The workshop will also strive to identify possible actions to undertake in the future, with a view to supporting the implementation of full costing in France. Interested institutions will be invited to join the follow-up activities.
The format of the workshop will be very practical and will draw on examples of best practice in the implementation of full costing in Europe which will be carefully selected to suit the specific needs and conditions in France. It will provide a forum for debate, giving participants the opportunity to discuss the framework conditions needed to implement full costing in French universities and to establish a network for cooperation between institutions.
AUDIENCE

This country workshop is aimed exclusively at the national audience in the host country. The event should be of interest to institutional leaders and managers such as rectors, vice rectors, heads of administration and heads of finance departments as well as other interested members of the university community.
ORGANISED BY
EUA will organise the country workshop in cooperation with AMUE (Agency for Mutualisation) and CPU (Conference of University Presidents) which have been selected through the EUIMA – Full Costing project to take on the role of national convenors in furthering the implementation of full costing in France.
VENUE
The country workshop will take place at the University of Pierre and Marie Curie in Paris.
http://www.eua.be/Libraries/Country_Workshop/FP7_logo.sflb.ashxSUPPORTED BY
The country workshop is part of the EUIMA – Full Costing Project, which is supported by the 7th Framework Programme of the European Commission. This website reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
EUIMA - The sustainability of university funding, financial management and full costing
What is EUIMA – Full Costing. The EUIMA - Full Costing project endeavours to contribute to the development of full costing in European universities by helping them to better identify the costs of all their activities and projects. The project builds on experience from EUA’s work which looks into the financial sustainability of universities (see report “Towards full costing in European Universities”) as well as an ongoing study on the diversification of income streams in universities around Europe through the EUDIS project. It will also address cross cutting issues identified in the report prepared by the European Commission Expert Group on the “Impact of external project-based funding on the financial management of universities”.
The EUIMA - Full Costing aims at implementing this expertise in practice byorganising 7 country workshops and 4 study visit programmes across different universities in Europe the project offers participants the opportunity to learn from best practice in implementing full costing from the most experienced universities in Europe.

Posté par pcassuto à 21:21 - - Permalien [#]
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9th Transformative Learning Conference

http://www.tlcathens2011.gr/images/LOGO_HAEA.jpgInternational Transformative Learning Conference in Europe 28-29 May 2011.
Theme for the Conference

The theme for the conference is Transformative Learning in Time of Crisis: Individual and Collective Challenges. The emergence of crisis represents both an opportunity and a challenge for professionals in the field of education. The aim of this conference is to provide an opportunity to reinterpret through the lens of transformative learning theories the nature of contemporary political, economic, social, psychological, cultural or environmental crisis, as experienced individually and collectively.
Keynote speakers and plenary sessions will center on the conference theme. In addition to sessions dealing with individual and collective experiences of crisis, proposals are invited on all dimensions of research, theory and practice dealing with transformative learning. We invite you to submit proposals in four categories: paper presentations, innovative experiential sessions, symposia and roundtable.
Led by a group of conference presenters and leaders, participants will collaboratively explore a diversity of perspectives on transformative learning and the various contexts where it can happen. The conference will juxtapose and articulate conceptions, practices, ideologies and epistemologies in conversation with each other, exploring differing definitions and visions of transformative learning, appreciating existing contributions, and envisioning future possibilities. We invite you to come together in community through authentic engagement with other scholars and practitioners who care about the transformative potential of learning and other related issues. Participants will focus on transformative learning for individuals, groups, organizations, and communities, as well as for social change.
Although English is the official language of the conference, there will be translation in Greek and French during the plenary sessions. Papers, experiential sessions, symposia and roundtables proposals and abstracts have to be submitted in English. However, we will to work together, drawing on the linguistic skills of attendees, as much as we can, and in the interests of inclusivity, to ensure that people may present in, say, French, or other languages, but with colleagues present to assist with translation and communication issues.
http://www.tlcathens2011.gr/images/logo.gifLe thème de la conférence
L'apprentissage transformateur en temps de crise (Transformative Learning in Time of Crisis). L'émergence de crises représente à la fois une opportunité et un défi pour les professionnels de la formation et de l'éducation. L'objectif de cette conférence est d'offrir un espace d'échange pour penser, sous l'angle des théories de l'apprentissage transformateur (transformative learning), les enjeux des crises politiques, économiques, sociales, psychologiques, cutlurelles ou environementales contemporaines, telles qu'elles sont vécues autant sur le plan individuel que collectif.
Les conférenciers invités et les sessions plénières seront centrés sur le thème de la conférence. En plus des communications faisant référence aux expériences de crises individuelles et collectives, toutes les propositions d'interventions relatives aux recherches, aux théories et aux pratiques liées à l'apprentissage transformateur sont les bienvenues. Les personnes intéressées sont invitées à soumettre leurs communications dans l'une des quatre catégories suivantes: présentation d'une communication, session expérientielle innovante, panel et table ronde. En collaboration avec un groupe de conférenciers invités, les participants à ce colloque exploreront de façon collaborative la diversité des perspectives développées autour de l'apprentissage transformateur et des différents contextes au sein desquels il émerge. Cette conférence sera l'occasion d'articuler des conceptions, des pratiques, des idéologies et des épistémologies hétérogènes à travers des échanges mutuels visant à explorer des définitions et des visions plurielles de l'apprentissage transformateur, à apprécier les contributions existantes et à concevoir des possibilités futures. Nous vous invitons à vous réunir au sein d'une communauté de chercheurs et de praticiens concernés par le potentiel transformateur de l'éducation et de la formation et par les enjeux qui s'y rattachent. Les participants se centreront sur l'apprentissage transformateur, tel qu'il se développe au niveau individuel, groupal, organisationnel et communautaire, autant que dans une visée de changement social.

Posté par pcassuto à 20:25 - - Permalien [#]

Le niveau de qualification des jeunes, indicateur de développement durable territorial

http://www.stats.environnement.developpement-durable.gouv.fr/fileadmin/templates/images/logo_meeddat.jpgIndicateur territorial de développement durable. Thème: Société de la connaissance et développement économique et social. Orientation: Favoriser le développement du capital humain et valoriser le potentiel d’emploi. Le niveau de qualification des jeunes par zone d'emploi.Télécharger la fiche complète d'analyse au format PDF. Télécharger les données au format Excel.
En France la part des jeunes de 25 à 34 ans titulaires d’un diplôme de l’enseignement supérieur avoisine 40 %, plaçant la France parmi les pays avancés de l’Europe ou de l’OCDE. Les territoires affichent de fortes disparités pour cet indicateur.
Si l’Ile-de-France se distingue par une part supérieure à 50 % de jeunes diplômés d’enseignement supérieur, d’autres régions se détachent à la fois par leur part élevée de jeunes diplômés et par leur progression: Midi-Pyrénées, Bretagne, Rhône-Alpes, Pays de la Loire. Les grandes agglomérations restent les plus attractives pour les diplômés du supérieur, mais quelques zones d’emploi rurales ou animées par des villes moyennes montrent aussi une forte hausse de la part des diplômés du supérieur entre générations, notamment à l’ouest et dans le sud du massif central.
http://www.stats.environnement.developpement-durable.gouv.fr/uploads/pics/IDDT_Qualificationjeunes_450.gifPertinence
Le capital humain est un facteur d’adaptation auquel l’économie fera de plus en plus appel pour faire face aux défis économiques, environnementaux et sociaux. Le renforcement de ce capital humain permet de mieux anticiper les évolutions prévisibles et nécessaires. L’importance de diplômés du supérieur dans la population en âge de travailler, et plus spécifiquement parmi les jeunes, est un gage de moyens pour répondre aux défis de la société de la connaissance, parmi lesquels les défis économiques de l’innovation et du développement.
L’échelon territorial retenu est celui de la zone d’emploi. Ce zonage est pertinent pour analyser le développement économique local et permet une analyse qui intègre d’autres aspects du développement durable, comme la capacité à valoriser le potentiel de main-d’oeuvre, mesurée par le taux d’emploi ou encore la cohésion sociale, notamment à travers la population des non qualifiés.
Résultat au regard de l’enjeu de développement durable
Selon l’enquête Emploi, la France est bien positionnée en termes de diplômés du supérieur parmi la jeune génération des 25-34 ans: ils sont en effet 41% en 2007, soit un niveau comparable aux États-Unis ou la Suède. Cette forte proportion de diplômés parmi les jeunes contribue à résorber le déficit constaté en France sur l’ensemble des adultes en âge de travailler. L’enquête Emploi ne permet pas de calculer l’indicateur à des échelons géographiques infranationaux. Le recensement de la population en fournit une estimation légèrement différente (39,4%) mais permet d’effectuer des comparaisons entre les différents territoires, et entre générations. Le ratio est en progrès par rapport aux générations plus anciennes : calculé sur la population des 35-64 ans, il n’est que de 22,7%. Sur l’ensemble des 25-64 ans, il atteint 35,5%.
De fortes disparités territoriales
La part des diplômés de l’enseignement supérieur dans la population des 25-34 ans varie selon les zones d’emploi de moins de 10 % dans la zone d’emploi de Saint-Laurent du Maroni en Guyane à plus de 70% à Paris. La plupart des zones d’emploi d’Ile-de-France se retrouvent parmi les mieux positionnées en termes de ressource en diplômés du supérieur, ainsi que la plupart des zones d’emploi siège des grandes agglomérations du sud, de Rhône-Alpes et de l’ouest et la zone d’emploi de Lille. Par ailleurs, des spécificités régionales apparaissent assez nettement. Quatre régions se distinguent à la fois par une part supérieure à la moyenne des diplômés du supérieur dans la population des 25-34 ans et une dynamique favorable, que l’on peut apprécier en comparant au même indicateur calculé sur la population des 25-64 ans.
Les régions Ile-de-France, Midi-Pyrénées, Rhône-Alpes et Bretagne ont une proportion de diplômés supérieure à 40% parmi les jeunes. Les régions suivantes, PACA et Pays de la Loire dépassent à peine 37%. La comparaison entre le ratio calculé sur les 25-34 ans et celui des 25-64 ans donne une mesure de l’évolution du niveau de qualification. L’écart est particulièrement marqué pour la Bretagne, Midi-Pyrénées et Pays de la Loire (autour de 14 points), à peine moins pour l’Ile-de-France et Rhône-Alpes (13 points), et seulement 10 points pour PACA. Au niveau national, la part des diplômés du supérieur parmi les 25-64 ans est de 26,7%, soit 12,7 points de moins que pour les 25-34 ans.
Quelques autres régions, sans atteindre en 2006 des niveaux élevés, semblent se positionner sur des trajectoires porteuses. Au premier rang, l’Auvergne dont la part de diplômés du supérieur parmi les jeunes est de 35,8%, alors qu’elle n’est que de 22,2% dans l’ensemble des 25-64 ans: l’écart est de 13,6 points, comparable à celui observé en Pays de la Loire. Ensuite viennent trois régions du nord et nord-est, le Nord-Pas-de-Calais, la Franche-Comté, la Lorraine et aussi le Centre pour lesquels l’écart avoisine 13 points. L’indicateur est calculé au lieu de travail et il n’est pas certain que ces actifs travaillent dans leur zone d’emploi de résidence. Ces quatre régions ont en effet en commun d’être à des degrés divers sous influence de régions voisines, frontalières pour les premières, de l’Ile-de-France pour la dernière.
Trois autres groupes de régions sont en retrait. Les autres régions du bassin parisien et de l’est -à l’exception de l’Alsace- ainsi que celles du centre de la France ont une proportion de diplômés du supérieur modeste, entre 30 et 35 % et une dynamique faible, qui trouve son en partie son origine dans le déficit migratoire des jeunes, en particulier des plus diplômés. A contrario, dans les régions méridionales, le solde migratoire est favorable. En Languedoc-Roussillon, Corse, PACA et Aquitaine, la forte attractivité, qui s’accompagne d’un développement davantage tourné vers l’économie résidentielle, se traduit par des arrivées nombreuses de main d’oeuvre peu qualifiée, qui tire l’indicateur à la baisse. Enfin les DOM peinent à rattraper leur retard, notamment la Guyane.

Posté par pcassuto à 00:37 - - Permalien [#]