8 mai 2011

International Symposium «Globalization Studies: Trends, Problems, Perspectives», (Moscow, May 19-22, 2011). On May 19-22, 2011 the Lomonosov Moscow State University will hold International Congress «Globalistics-2011».
Congress is dedicated to the 300th anniversary of the founder of Moscow University Mikhail Vasilyevich Lomonosov; 50th anniversary of the First Manned Space Flight Lomonosov Moscow State University.
Impressive efficiency gains in economic integration and in development of global transportation network and world trade, rapid advances in information and communication technology have facilitated an unprecedented level of global interwovenness and interdependence. Emerging global trends that reflect the most profound and unexplored processes are coming to the fore. Main goals of the Congress: analysis, generalization and the comparative measurement of the global processes based on the juxtaposition of the points of view of the leading scientists, who are forming the international experts network devoted to the analysis of global socio-natural trends. Interdisciplinarity of Global Studies specifies the respective scale and form of the Congress organization. This enables the participants to concentrate on the study of recent groundbreaking trends in the field of the global processes and problems. Conference Programme (En/Rus). Registration form • Getting visa.

La Cátedra UNESCO de Gestión y Política Universitaria organiza el Seminario bienal “En pos de la educación activa”, compuesto por cuatro jornadas distribuidas en los cuatro semestres comprendidos entre 2011 y 2012.
La primera jornada, titulada “Educación superior y empleabilidad” se llevará a cabo el 7 de junio de 2011 en la Fundación Gómez-Pardo, y cuyo objetivo es ofrecer un espacio de reflexión y debate en el cual diferentes agentes y expertos del sistema universitario y social expresen sus ideas y opiniones acerca de los puntos fuertes de nuestro actual sistema y de las estrategias que debe impulsar la universidad para la mejora de la empleabilidad de sus estudiantes.
La redefinición de la misión universitaria, surgida a raíz del proceso de construcción del EEES, va más allá del cambio de contenidos, métodos educativos, y del establecimiento de nuevos estudios de grado y postgrado.
Es necesario replantearse un modelo de universidad centrada en el estudiante y en su éxito educativo. Una universidad eficiente y de calidad, que incentive la formación de sus profesores y de su personal de apoyo, que se comprometa con sus egresados, y que en definitiva, impulse y estimule una educación más activa.
Con este fin, la Cátedra UNESCO de Gestión y Política Universitaria organiza el Seminario bienal “En pos de la educación activa”, compuesto por cuatro jornadas distribuidas en los cuatro semestres comprendidos entre 2011 y 2012.
La primera jornada, titulada “Educación superior y empleabilidad” se llevará a cabo el 7 de junio de 2011 en la Fundación Gómez-Pardo, y cuyo objetivo es ofrecer un espacio de reflexión y debate en el cual diferentes agentes y expertos del sistema universitario y social expresen sus ideas y opiniones acerca de los puntos fuertes de nuestro actual sistema y de las estrategias que debe impulsar la universidad para la mejora de la empleabilidad de sus estudiantes.

A new European Commission report, on Progress towards the common European objectives in education and training – Indicators and benchmarks 2010/2011, highlights that out of the five EU education benchmarks set for 2010– on early school leavers, low achievement in reading, upper secondary completion, maths science and technology (MST) graduates, and on adult lifelong learning – only the MST benchmark has been attained. The number of MST graduates in Europe increased by 37% since 2000, i.e. well above the set target of 15%. In the other areas, despite steady progress, performance remains below expectations at the aggregate European level. Apart from the average figures, the report also provides individual country records, showing which countries score below or above the EU average, as well as which European states are frontrunners or lagging behind in a comparative perspective.
The findings of the report are equally informative for the newly-set education targets, within the Europe 2020 strategy. The two headline targets – of raising the share of the young adult population with tertiary level education attainment to 40% and of reducing early-school leaving to less than 10% – are achievable, assesses the report. Nevertheless, the authors underline that the ‘conservative’ targets, set at the national level in some EU member states, might undermine this European-level objective. The report further emphasises that increased investments into education are needed, if European states want to be successful in this strategy. As much as EUR 10 000 more per student would be necessary to catch up with the levels of the US spending on higher education.
As for the next steps, the Commission is expected to launch the two remaining benchmarks – on learning mobility and employability, while all the EU member states are expected to spell out the EU-level targets in their national reform programmes.
Download the COMMISSION STAFF WORKING DOCUMENT, Progress towards the common European objectives in education and training (2010/2011), Indicators and benchmarks.
3. Higher Education (pp.54-66)
Higher education is crucial to Europe's ambitions to be a world leader in the global knowledge economy. The Europe 2020 Strategy aims to support the further modernisation of European higher education systems, to allow higher education institutions to reach their full potential as drivers of human capital development and innovation. In order to respond to the demands of a modern knowledge-based economy, Europe needs more highly skilled higher education graduates, equipped not only with specific subject knowledge, but also the types of cross-cutting skills – such as communication, flexibility and entrepreneurial spirit – that will allow them to succeed in today's labour market. At the same time, higher education institutions must be able to play their full part in the so-called "knowledge triangle", in which education, research and innovation interact.
Europe 2020 has established the headline target that 40% of 30-34 year olds should have tertiary education qualifications by 2020. Closely linked to this is the headline target that Europe should spend 3% of GDP on research. Other EU-level objectives for higher education include the education benchmark for 2010 to increase the number of mathematics, science and technology graduates by at least 15% over 2000 level and the Bologna process objective that, by 2020, 20% of all university graduates should have undertaken learning mobility as part of their university education. When it comes to funding, the European Commission has proposed an objective that 2% of GDP should be spent on higher education.
The first section of this sub-chapter examines progress in the European modernisation agenda in higher education and the related inter-governmental Bologna Process to create a European Higher Education Area. The following section focuses on quality in higher education institutions and the remaining sections look at progress in participation in higher education by analysing growth in the number of students and graduates.
3.1 The Modernisation Agenda for Higher Education and the Bologna Process
The European Commission presented an over-arching strategy for European higher education in its 'Modernisation Agenda for universities: education, research and innovation' Communication of 2006. The Modernisation Agenda sets out three core priorities: curriculum, governance and funding reform. The issue of degree structure and curriculum reform was established as a key priority with the intergovernmental Bologna Process. Launched with the signature of the Bologna Declaration in 1999, the Bologna Process aims to create a European Higher Education Area, in which national higher education systems are more coherent and compatible. 47 European countries now participate in the Process, which has expanded in scope and geographical coverage over the years since 1999. On 28-29 April 2009, Ministers responsible for higher education met in Leuven/Louvain-la-Neuve to establish the priorities for European Higher Education until 2020. The importance of lifelong learning, widening access and mobility were underlined. The goal was set that by 2020 at least 20% of those graduating in the European Higher Education Area should have had a study or training period abroad. The Ministerial Anniversary conference, held in March 2010, confirmed the priorities set the year before but acknowledged that some of the Bologna aims and reforms have not been fully implemented and explained and that an increased dialogue with students and staff is necessary. Ministers committed to step up efforts to accomplish the reforms to enable students and staff to be mobile, to improve teaching and learning in higher education institutions, to enhance graduate employability, and to provide quality higher education for all...
3.2 Current International University Rankings
There are currently three worldwide university rankings initiatives regularly published and subject to much public debate: the Academic Ranking of World Universities (ARWU) from Shanghai’s Jiao Tong University, the World University Ranking from the Times Higher Education (THE) and since addition the QS World University Ranking (in previous years QS prepared the Times ranking). In the "Shanghai" ranking institutions are ranked according to six criteria mainly related to their scientific production. The "THE" ranking on the other hand applies criteria covering the international dimension of staff and students, teachers to student ratios and peer reviews...
3.3 Investment in higher education
The economic crisis, which has resulted in sometimes drastic cuts in higher education budgets, has had an impact of many higher education systems. The full extent of effects still remains to be seen, which will make further monitoring and analysis important. Whilst no specific target for investment has been agreed at European level, the European Commission has repeatedly stressed that in order to fulfil their potential, universities and other higher education institutions need to be adequately funded, and at least 2% of Gross Domestic Product (GDP) should be invested in a modernised higher education sector, public and private sources combined. Current levels of investment are substantially below this level: 1.2%, for the EU as a whole, of which public investment accounts for by far the largest part, about 1.12% of GDP (due to data lag these figures do not take into account recent cuts in budgets). Levels of investment in higher education vary significantly between Member States, for example, in Denmark, public spending on higher education already surpasses 2% of GDP ; a large share of this, however (as in Finland and Sweden) is direct financial aid to students and direct public spending on higher education institutions in these countries is hence considerably lower. Seven EU countries have a share of direct public spending below 1%, including Italy, Spain and Romania...
3.4 Graduates in higher education
The knowledge-based society on which the EU bases its hope for future prosperity and social cohesion requires a considerable supply of highly skilled people. High private returns to tertiary education - evidenced by relatively high wage levels and low unemployment rates for tertiary graduates as a whole - demonstrate that there is strong demand for tertiary graduates. Demand is particularly strong for graduates in science and engineering, but also in other fields like languages and economics...
3.5 Higher education attainment of the population: meeting the Europe 2020 headline target
As already discussed in section 2.3 and the Introduction (Figure 2.8), the new Europe 2020 headline target for tertiary attainment levels among the young adult population foresees that by 2020 at least 40% of 30-34 year olds should hold a university degree or equivalent. In 2009, 32.3% of 30-34 year olds in the EU had tertiary attainment, compared to only 22.4% in 2000. The trend since 2000, shown in Figure 2.8, suggests it will be possible to reach the target level by 2020. However, Member States' targets, as set out in their first provisional National Reform Programmes, are by and large very cautious and would lead to a lower rate of progress and possibly failure to meet the target by 2020. In 2009, eleven EU countries had already exceeded the 2020 target of 40%. Ireland, Denmark, Luxembourg and Finland show the highest tertiary attainment, with rates of over 45%. Southern European countries (with the exception of Spain) and Central European countries, despite the fact that they have very high secondary education completion rates, tend to lag behind. Progress in tertiary attainment rates in the period 2000-2009 was strongest in Luxembourg, Ireland and Poland (more than 20 percentage points increase)...

On 1 April 2011, the Quality Assessment Council of the Estonian Higher Education Quality Agency (EKKA) adopted new procedures regarding accreditation. EKKA, the quality assurance body of the Archimedes Foundation, will from this point forward adopt an institutional accreditation approach, whereby entire higher education institutions will be assessed and evaluated, not individual study programmes. Currently, only study programmes are subject to accreditation. EKKA sees this change as a way to ensure the security of students with regard to the fate of study programmes that lose accreditation.
The new accreditation procedure will emphasise university management, administration, teaching and research. It will examine whether academic and research environments are in compliance with legislation, and consider each institution’s expressed targets and overall higher education development plan. The first Estonian higher education institution will undergo the new institutional evaluation in autumn of 2011 and every higher education institution will be required to undergo institutional accreditation once every seven years.

Les formations de l’enseignement supérieur. Programmation des formations 2010/2011. Télécharger (format PDF) la plaquette « reprendre ses études à l’université ».
Vous souhaitez reprendre des études après une longue période d’activité professionnelle? Cette brochure s’adresse à vous.
Les universités, le Centre national des arts et métiers et les écoles d’ingénieur de Midi-Pyrénées mettent à votre disposition un grand choix de cursus accessibles par la formation continue et tout spécialement adaptés à la reprise d’emploi et à la mobilité professionnelle. Chaque année, la Région consacre près de 4 millions d’euros pour soutenir la reprise d’études supérieures de près de 3000 personnes.
Ce nouveau document rassemble les diplômes professionnels proposés dans le Programme Régional de Formation Professionnelle. Vous y trouverez, classées par secteur d’activité, des possibilités variées pour vous former selon vos disponibilités. Chaque parcours est unique et pourrait être exemplaire, car les aléas de la vie ne permettent pas toujours un parcours direct.
Or il existe de multiples possibilités de se réorienter tout au long de la vie. Ainsi l'exemple de ce jeune homme de 24 ans, titulaire d'un bac pro en productique qui voulait devenir kinésithérapeute. Il a pu se présenter au concours d'entrée et le réussir après avoir suivi en cours du soir le diplôme d'accès aux études universitaires scientifiques. Je ne prendrai qu'un autre exemple de promotion sociale et professionnelle, celui de Claire, 35 ans, orthoptiste dans un cabinet en difficulté. Elle intègre l'université pour acquérir les bases juridiques inhérentes à l'activité de chef d'entreprise dans le domaine de la santé, puis décide de poursuivre la filière professionnelle avec un Master. Elle est aujourd'hui directrice d'une institution médico-sociale.
Cette présentation de l’offre de formation a été élaborée à votre intention, dans le cadre des travaux du Plan Régional de Développement des Formations Professionnelles, animé et coordonné par la Région, pour mieux vous faire connaître l’accès à ces diplômes. C’est un plus pour les midi-pyrénéens qui souhaitent retourner sur les bancs de l’université pour actualiser leurs compétences, conforter leur savoir faire, trouver un emploi ou progresser dans leur parcours professionnel.
C’est aussi un plus pour les universités de Midi-Pyrénées, avec lesquelles nous avons signé des conventions, et qui, notamment avec les Pôles de Compétitivité, participent ainsi davantage à la vie des territoires et à son développement économique. Martin Malvy, Ancien Ministre, Président de la Région Midi-Pyrénées.
La Formation Tout au Long de la Vie, la Validation des Acquis de l’Expérience et les différentes mobilités imposées par les contextes économiques et sociaux constituent autant de facteurs de reprise d’études en prolongement de plusieurs années d’expérience professionnelle.
Les diplômes obtenus par la formation continue ont la même valeur que ceux obtenus par la voie de la formation initiale. Cependant les modalités de candidature et d’inscription sont différentes et les études en formation continue ont un coût. La Région participe au financement de parcours sur les diplômes présentés dans ce document par le biais d’une subvention attribuée directement aux établissements et parfois à la rémunération des stagiaires de la formation professionnelle par le biais de l’ASP.
Comment obtient-on un diplôme de l’enseignement supérieur ?
1-Par l’évaluation des connaissances après avoir suivi les enseignements constitutifs du diplôme visé. 3 modes d’apprentissage: formation initiale, apprentissage, formation continue.
2-Par validation des études supérieures accomplies en France et à l’étranger (VES) (décret du 16 avril 2002)
Permet d’obtenir tout ou partie d’un diplôme national au regard des études supérieures suivies, dans le domaine privé ou public, en France ou à l’étranger. Procédure : Constitution d’un dossier où sont explicitées, par référence au diplôme postulé, les connaissances et aptitudes acquises au cours des études dont la validation est demandée. Examen du dossier et entretien avec un jury du diplôme sur la base du dossier présenté.
3-Validation des acquis de l’expérience (VAE) (décret du 24 avril 2002)
Permet d’obtenir tout ou partie d’un diplôme national au regard de l’expérience professionnelle, extra-professionnelle ou bénévole d’une durée d’au moins 36 mois cumulés. Procédure : Constitution d’un dossier où sont explicitées, par référence au diplôme postulé, les connaissances, compétences et aptitudes acquises par l’expérience. Examen du dossier et entretien avec un jury de validation sur la base du dossier présenté.