30 juillet 2011

Networked Curricula consortium meeting in Lisbon, Portugal

http://www.eadtu.eu/images/stories/logos/netcu.jpgThe NetCu consortium organised a meeting on the 23rd and 24th of June at Universidade Aberta in Lisbon to bring together the research results on 20 networked curricula in Europe.
The analysis was focussed on the essential aspects of networked curricula like management, teaching and learning, didactic tools, technical aspects, mobility, quality assurance and curricula design. The data collected in the past half year on all these examples has shown to be very valuable as they cover many elements and a diversity of approaches that will help the NetCu consortium to come to a rich guide on the added value, the success factors and the way to create new opportunities in this field. The project consortium of NetCu will also look specifically into the support of social media in networked curricula and come with recommendations in direct relation to the goals of each model identified. First results will be presented in the EADTU annual conference in Eskisehir, 3-4 November 2011.

Posté par pcassuto à 10:45 - - Permalien [#]
Tags :

Conceptual evolution and policy developments in lifelong learning

This book is an outcome of the Shanghai International Forum on Lifelong Learning co-organised by UNESCO, the Shanghai Municipal People’s Government, the Chinese Society of Educational Development Strategy and the Chinese National Commission for UNESCO. The Forum took place in Shanghai during the World Expo 2010, from 19 to 21 May.
The 24 papers collected here document the debates and discussions led by experts from across the world. The papers are grouped into five themes, recounting first how lifelong learning has evolved conceptually and then how policy has developed in its promotion. Subsequent sections examine its relationship with distance education, new learning media and higher education; its association with the learning cities movement; and its role in rural and industrial development. The General Rapporteur’s Summary Report of the Forum provides the final section, giving an overview of the event.
The UNESCO Institute for Lifelong Learning and its Chinese partners hope that this publication will contribute meaningfully to international endeavours in making lifelong learning a reality for all.
Download Conceptual evolution and policy developments in lifelong learning.

Posté par pcassuto à 10:41 - - Permalien [#]

ALADIN, the Adult Learning Documentation and Information Network

http://www.unesco.org/uil/litbase/_skin/effective.snippets/images/uil_unesco2.gifALADIN, the Adult Learning Documentation and Information Network, has been established to support networking and capacity building between documentation centres and libraries in the area of adult learning and literacy.
ALADIN is working towards facilitating global access to information and documentation on adult learning and serving as an information broker between researchers, practitioners and policy makers by:
- sharing relevant information on adult learning;
- correcting the uneven distribution of adult learning documentation and information resources;
- providing training in adult learning knowledge management.
Today it comprises of 95 documentation centres in 47 countries in all regions of the world, with some being complex university libraries and research units, some being small NGO resource centres and others being virtual collections. The various activities of ALADIN are co-ordinated by Lisa Krolak, the Head of Documentation at the UNESCO Institute for Lifelong Learing (UIL), in close co-operation with the international ALADIN Advisory Committee. Contact: Lisa Krolak, ALADIN Co-ordinator, UNESCO Institute for Lifelong Learning, Feldbrunnenstrasse 58, 20148 Hamburg, Germany. Tel.: (+49) 40 44804133, Fax: (+49) 40 4107723, l.krolak@unesco.org.
The collection comprises more than 63,000 books, documents, non-print media and periodicals on the subjects of Adult Education, Non-formal Education, Lifelong Learning.

• 60% of the holdings are English-language materials, followed by publications in German, French, Spanish and a variety of other languages.
• An online catalogue gives access to the general collection. A separate catalogue provides access to a special collection of sample literacy learning materials.
• A Bibliography on Lifelong Learning and a New Acquisitions List are published regularly and distributed free of charge.
• The Documentation Centre and Library is open to the general public and residents of Hamburg may borrow materials free of charge. The following user guidelines do apply.

Posté par pcassuto à 10:36 - - Permalien [#]

Lifelong Learning

http://www.unesco.org/uil/litbase/_skin/effective.snippets/images/uil_unesco2.gifIn the 21st century, the need to embed the principles of lifelong learning in education and broader development policies takes on a more urgent tone than ever before. Lifelong learning principles, if systematically implemented, will be able to contribute to more just and equitable societies.
Lifelong learning encompasses learning at all ages and subsumes formal, non-formal and informal learning. Two ground-breaking reports on lifelong learning by UNESCO (Faure Report, 1972; Delors Report, 1996) articulated fundamental principles of lifelong learning. The UNESCO Medium-Term Strategy 2008-2013 has, as one of its overarching objectives for the Education Sector, “attaining quality education for all and lifelong learning”. The United Nations Decade of Education for Sustainable Development, which UNESCO coordinates, has similarly stressed the importance of lifelong learning as a key to the 21st century. The Belém Framework for Action now also affirms the role of lifelong learning in addressing global educational issues and development challenges.
In recent decades the UNESCO Institute for Lifelong Learning (UNESCO Institute for Education, UIE, until 2006) has organised a wide range of activities along strategic areas of action on advocacy, research, capacity-building and partnership.
Lifelong learning policy dialogue

UIL organises policy dialogues at national, regional and international level (for example, the Shanghai International Forum on Lifelong Learning at the Shanghai World Expo 2010), bringing together key stakeholders. These discussions highlight the impact of lifelong learning policies and showcase innovative practice in, for example, active citizenship, workforce development and social integration.
UIL has started to compile the International Directory of Lifelong Learning: Policy and Research. Member States have been asked to enumerate key organisations, including sub-ministerial governmental departments (offices, agencies, etc.), responsible for formulating lifelong learning policy at national level, as well as leading research institutions or university faculties engaged in the study of lifelong learning.
Research on synergies between formal, non-formal and informal learning

The Institute undertakes and publicises research on effective practice in bridging between formal and non-formal learning. It synthesises experience on the recognition, validation and accreditation (RVA) of non-formal and informal learning to foster the development of lifelong learning systems, particularly through the integration of RVA into national qualifications frameworks (NQFs). UIL focuses on the potential economic, social and individual benefits of recognition, particularly in less-developed countries, where non-formal and informal learning have traditionally played a major role in knowledge transfer. UIL’s distinctive contribution to the RVA discussion is to exchange information through South-South and North-South Dialogues.
Developing capacity-building programmes

Advancing lifelong learning for all is one of UIL’s Medium-Term (2008-2013) strategic objectives, and capacity-building for effective lifelong learning policies and practice is a key area. UIL has a mandate to
- enhance national capacities in providing a wide range of formal, non-formal and informal learning opportunities;
- build on policy-driven research focusing on effective learning strategies and supportive learning environments; and
- provide an international forum to exchange information on innovative developments in educational policy, concepts and practice in lifelong learning.
UIL works with higher education institutions to develop capacity-building programmes for establishing lifelong learning systems in UNESCO Member States. The objectives are to promote sound conceptual understanding among policy-makers and to advocate the integration of a lifelong learning perspective into educational policy; to develop a contingent of core change agents for policy-making and policy research; and to enhance international collaboration in capacity-building.
Lifelong learning: Networking

UIL has formed an Interagency Advisory Group to strengthen discussion among lead agencies on recognition, validation and accreditation. Representatives include the International Labour Organisation (ILO), the Organisation for Economic Cooperation and Development (OECD), the European Centre for the Development of Vocational Training (CEDEFOP), the European Union (EU), the European Training Foundation (ETF), the Norwegian Institute for Adult Learning (VOX), the Association for the Development of Education in Africa (ADEA) and the French National Commission for UNESCO.

Posté par pcassuto à 10:28 - - Permalien [#]

CONFINTEA VI Follow-up News

Follow-up newsThe second issue of the “CONFINTEA VI Follow-up News” reports on recent activities undertaken in pursuit of the Belém Framework for Action, both within and across countries. In addition to highlighting a series of events at country level, it includes information on the first Regional CONFINTEA VI follow-up meeting (held in Latin America and the Caribbean) and the Eighth World Assembly of the International Council for Adult Education (ICAE), held in Malmö, Sweden. Download Confintea VI Follow-up news 2 and Confintea VI Follow-up news 1.
The UNESCO Institute for Lifelong Learning is very pleased to be able to report on a number of CONFINTEA VI follow-up activities within and across countries during the first half of 2011. Among the highlights were the first Regional CONFINTEA VI follow-up meeting (held in Latin America and the Caribbean) and the Eighth World Assembly of the International Council for Adult Education (ICAE), held in Malmö, Sweden, where implementing the Belém Framework for Action (BFA) recommendations was a key theme. These and other events have demonstrated a real interest in issues relating to CONFINTEA and the Belém Framework.

Posté par pcassuto à 10:21 - - Permalien [#]

Le PRES d'Aix-Marseille visité par Shangai

http://media.enseignementsup-recherche.gouv.fr/image/Global/94/1/logo_184941.jpgUne délégation du centre de recherche de l'Université Jiao Tong de Shangai s'est rendue en France du 23 au 30 juillet 2011 pour rencontrer les responsables de 4 Pôles de Recherche et d'Enseignement supérieur (PRES).
Une délégation du centre de recherche de l'Université Jiao Tong de Shanghai qui publie le classement ARWU  (Academic Ranking of World Universities) ou classement de Shanghai, s'est rendue en France du 23 au 30 juillet 2011, à l'invitation du Ministère de l'Enseignement supérieur et de la recherche en coopération avec le Ministère des affaires étrangères et européennes.
Ce voyage d'études a permis de souligner les effets positifs des regroupements opérés ces dernières années au sein des Pôles de Recherche et d'Enseignement supérieur (PRES), en améliorant la visibilité et la légitimité des pôles français à l'international.
La visite a notamment été l'occasion de rappeler que les regroupements autour des PRES se sont notamment manifestés dans les réponses aux récents appels à projets des Investissements d'Avenir.
Au cours de sa visite la délégation a été reçue par les responsables des PRES de l'Université de Lorraine, d'Aix Marseille Université, de Paris Sciences et Lettres et de l'Université de Bordeaux.
Ces PRES sont ceux qui avaient été appelés à réaliser une fusion au 1er janvier 2012 (Lorraine et Aix Marseille). La délégation a également choisi de se rendre dans deux PRES qui viennent d'être choisis dans le cadre de la première vague des initiatives d'excellence (Paris Sciences et Lettres et Bordeaux). Le troisième lauréat des initiatives d'excellence, l'Université de Strasbourg a déjà fusionné et sa situation est bien connue de l'ARWU.
Une seconde mission sera organisée à l'automne, afin de permettre aux chercheurs de l'Université Jiao Tong de se rendre sur le site d'autres PRES.
Ce déplacement s'inscrit donc dans la volonté des Universités françaises de mieux voir reconnue son excellence et son rayonnement dans le monde.
http://media.enseignementsup-recherche.gouv.fr/image/Global/94/1/logo_184941.jpg Delegatsioon Research Center Shanghai Jiao Tong Ülikooli külastas Prantsusmaal 23-30 juuli 2011 vastavad juhid nelja Centers for Teadus-ja kõrghariduse (PRES). Delegatsioon uurimiskeskus Shanghai Jiao Tong University, mis avaldab pingeread ARWU (Academic Ranking of World Universities) või järjekoha Shanghai külastas Prantsusmaa 23-30 juuliks 2011 kutsel ministeeriumi Kõrgharidus-ja Teadusministeerium koostöös välisministeeriumi ja Euroopa asjade minister. See õppereis on rõhutanud positiivset mõju konsolideerimisel viimaste aastate jooksul tegutsenud teaduskeskustes ja Higher Education (PRES), parandades nähtavust ja õiguspärasust Prantsuse klastrite välismaal. Visiidi käigus delegatsioon sai juhid PRES Ülikooli Lorraine, on Aix Marseille Ülikool, Pariis, Teaduste Kirjad ja Bordeaux 'ülikoolis. Veel...

Posté par pcassuto à 09:48 - - Permalien [#]

Developing university strategies for internationalisation in a global context

http://www.eaie.org/professional_development/images/PDPweb2_TopBanner_04.jpgDeveloping university strategies for internationalisation in a global context, a new professional development event for senior management. Course dates: 28 November - 1 December 2011. Registration deadline: 10 October 2011. Course location: Rome, Italy.
Internationalisation is increasingly a key element of strategic planning in higher education, and many universities are in the process of rethinking what role internationalisation can or should play in their future development. This course aims to:
- Create a purposive forum for the discussion of current and future international agendas.
- Enable participants to reflect on, and receive advice on their own strategic priorities and their implementation.
- Provide participants with feedback on appropriate approaches to deal with real life cases in their own universities.
- Develop sound conceptual underpinnings for the advancement of their universities in the international domain.
The programme will be focused, issue centred, action oriented, collaborative, comparative, challenging and supporting. It requires some prior preparation of documents, as well as individual and group work in the evenings during the programme. Individual consultations will also be available in the evenings.
Target audience:
The course is designed for a group of 15-20 vice rectors, deans and international directors who play a key role in strategic processes for internationalisation in their institutions, and who are willing to undertake the necessary preparations, i.e. read assigned course material, complete a SWOT-analysis, and prepare a case study (optional). Upon registration the participants will be requested to submit a brief description of their role in order for the course leaders to be able to assess if they fall within the target audience of the course.

Fiona Hunter, University Carlo Cattaneo-LIUC, International Office, Italy
Hans de Wit, School of Economics and Management, Hogeschool van Amsterdam, Netherlands
John Davies, International Centre for Higher Education Management, University of Bath, United Kingdom.

Posté par pcassuto à 01:52 - - Permalien [#]

Quality assurance at Dutch research universities

http://www.vsnu.nl/static/project/vsnupresentation/images/logo-vsnu.gifQuality assurance at Dutch research universities concerns research groups as well as degree programmes. Research groups are subject to a research assessment scheme, degree programmes are monitored in an accreditation scheme. Standard Evaluation Protocol 2009-2015. Code of conduct for scientific practice.
Research assessment

Every six years the quality of research institutes and research groups at Dutch research universities is systematically assessed. Universities organise the assessment themselves and appoint an independent international peer-review committee. Next to an overall assessment of an institute, the quality, productivity, viability and relevance of all research groups are evaluated. PhD programmes are also included in this process. In addition to the external evaluation, an internal evaluation of the institutes takes place every three years.
The present research quality assurance system has been in use since the 1990s. Up until 2003, the VSNU had been responsible for organising nation-wide evaluations on discipline level. Since 2003 the universities themselves have organised the research assessments based on the Standard Evaluation Protocol (SEP). In this protocol, established by the VSNU, the Netherlands Organisation for Scientific Research (NWO) and the Royal Netherlands Academy of Arts and Sciences (KNAW), emphasis is placed on the international position of institutes and research groups. The protocol is periodically reviewed by an independent expert committee.

All university degree courses are permanently subjected to internal quality control and external assessment. The current system of external quality assurance started in 2002/3 with the introduction of the bachelor-master structure in the Netherlands. All degree programmes have to be accredited by the Netherlands-Flemish Accreditation Organisation (NVAO) to be eligible for recognition and funding by the government. Accredited programmes are listed in the Central Register of Higher Education Programmes (CROHO). Students can only apply for financial support and receive nationally recognised degrees if they enrol in accredited programmes.
Accreditation is granted on the basis of an evaluation report produced once every six years by an external assessment panel. The assessment panel judges the self-evaluation report of the programme under review and carries out on-the-spot inspections. Protocols ensure a transparent, systematic and reliable assessment of programmes in accordance with national and international benchmarks. Failure either to comply with or to meet the standards laid down in these protocols leads to enforced study programme closure. Within the framework of the Bologna process European countries are working towards the mutual recognition of their accreditation decisions.

Posté par pcassuto à 01:42 - - Permalien [#]
Tags :

Le renouvellement du titre de séjour

http://www.campusfrance.org/sites/all/themes/campusfrance/images/logo-footer.gifA l'issue du premier titre de séjour (le visa de long séjour valant titre de séjour – VLS-TS), les étudiant doivent en obtenir le renouvellement auprès de la préfecture de leur domicile (ou de la préfecture de police pour ceux habitant Paris).
En pratique, ce nouveau titre de séjour prend la forme d'une vignette apposée sur le passeport. Il n'est pas nécessaire de rejoindre son pays d'origine pour faire établir un nouveau visa. En revanche, la demande doit être présentée à la Préfecture au plus tard deux mois avant l'expiration du titre de séjour en cours. Un récépissé est alors délivré.
Que va faire la préfecture ?

La préfecture ne délivre pas automatiquement ce titre de séjour : elle doit vérifier le caractère réel et sérieux des études. Des redoublements répétés, un changement radical d'orientation ou de niveau d'étude, des absences nombreuses peuvent constituer un motif de refus.
La préfecture est également chargée du contrôle des moyens d'existence en France. Si l'étudiant a travaillé en France, les ressources provenant de son activité salariée sont prises en compte.
La délivrance et le renouvellement du titre de séjour sont payants.
Renouvellement pluriannuel

Les étudiants poursuivant des études de niveau Master au moins au sein d'un établissement habilité au niveau national peuvent demander la délivrance d'un titre de séjour couvrant la totalité des études à venir, jusqu'à quatre ans.
Voir aussi: , , .

http://www.campusfrance.org/sites/all/themes/campusfrance/images/logo-footer.gif Po pierwsze zezwolenie na pobyt (wiza długoterminowa ważna zamieszkania - VLS-TS), student musi się odnowić w prefekturze ich domu (czy komisariat policji dla osób mieszkających w Paryżu). W praktyce nowe miejsce zamieszkania jest w formie naklejki umieszczonej w paszporcie. Nie jest konieczne do osiągnięcia jego kraju, aby ustalić nową wizę. Jednakże wniosek musi być złożony do Prefektura co najmniej dwa miesiące przed wygaśnięciem obecnego zamieszkania. Otrzymania jest następnie wydane. Zobacz także: , , . Więcej...

Posté par pcassuto à 01:31 - - Permalien [#]

Le programme du SPRFPA 2011-2012 de la région PACA est en ligne sur le site du CARIF Espace Compétences

http://www.espace-competences.org/Portals/_default/Skins/EspaceCompetences/pro/imgs/logo.jpgLe programme du Service Public Régional de Formation Permanente et d'Apprentissage (SPRFPA) 2011-2012 de la région Provence-Alpes-Côte d'Azur est en ligne sur le site du CARIF Espace Compétences/Formation professionnelle.
Le programme 2011-2012 du Service Public Régional de Formation Permanente et d'Apprentissage de la région Provence-Alpes-Côte d'Azur est en ligne sur le site internet du CARIF Espace Compétences.
Il est composé de trois volumes sous format pdf accessibles en ligne de manière séparée:
- Télécharger le catalogue consacré à l'apprentissage.
- Télécharger le catalogue consacré à l'enseignement supérieur, la culture et le sport.
- Télécharger le catalogue consacré aux ETAIOP ETAPS ETAQ.

Permettre aux personnes d’élever leur niveau de qualification et donc de faciliter leur insertion sociale et professionnelle,
est un des objectifs du Service Public Régional de Formation Permanente et d’Apprentissage.
Dans ce cadre, le Conseil Régional Provence Alpes Côte d’Azur conclut chaque année des conventions avec les six universités régionales, le Conservatoire National des Arts et Métiers (CNAM) et le Centre d’Etudes Supérieures Industrielles (CESI). Ces formations sont ouvertes prioritairement: aux jeunes, aux demandeurs d’emploi et aux personnes qui, pour des raisons économiques ou autres, ont dû arrêter leurs études supérieures initiales pour entrer dans la vie active et qui décident de cumuler emploi et reprise d’une formation supérieure professionnelle, dans une stratégie de promotion sociale.

Pour ces formations, la contribution individuelle maximale est égale aux droits d’inscription nationaux, en vigueur selon
les textes réglementaires. Aucun autre frais ne peut être demandé aux stagiaires de la formation continue. Pour le Diplôme d’Accès aux Etudes Universitaires (DAEU), option littéraire ou option scientifique, aucun frais ne peut être demandé par l’Université, l’inscription est gratuite pour le stagiaire de la formation continue.
Compte tenu de la spécificité du CNAM, des frais peuvent être demandés aux stagiaires. Pour 2011/2012, ils se répartissent
comme suit:
Frais d’inscription: 140 euros
Frais de formation:
• UE de 4 crédits: 40 euros • UE de 6 crédits : 60 euros
• UE de 8 crédits: 80 euros • UE en FOAD-PACA : 160 euros
• UA : forfait de 70 euros (tutorat stages et projets)
Un devis détaillé du coût de la formation sur lequel figurera expressément la contribution individuelle du demandeur de formation, le financement de la Région et du Fonds Social Européen (le cas échéant) sera remis à toute personne avant son entrée en formation. Pour les demandeurs d’emploi inscrits au CNAM, une commission d’exonération partielle des frais de scolarité se réunira deux fois par an pour l’examen des dossiers prioritaires.
La Région ne prend pas en charge la rémunération des stagiaires sur les formations de l’enseignement supérieur.
La formation professionnelle continue et l’apprentissage: un service public à destination de tous ses usagers
Choisir sa formation est une expérience importante, tant les conséquences peuvent en être décisives pour l’avenir des personnes concernées. Une telle décision exige une réflexion approfondie et nécessite des informations de qualité sur l’offre de formation disponible. Elle requiert aussi, bien souvent, un accompagnement personnalisé, favorisant le conseil et le dialogue avec les spécialistes de l’information et de l’orientation professionnelles. Le Service Public Régional de Formation Permanente et d'Apprentissage, créé par la Région pour assurer cette mission, permet chaque année à plus de 80000 personnes d'accéder gratuitement à des formations les préparant à une qualification. Il édite chaque année les catalogues des formations professionnelles continues proposées en Provence-Alpes-Côte d’Azur. Ces ouvrages rassemblent les actions de formation auxquelles les jeunes et les adultes, prioritairement sans premier niveau de qualification et sans emploi, peuvent accéder pour actualiser leurs savoirs de base, pour se qualifier par la voie de l’apprentissage ou de la formation continue, et pour actualiser leurs compétences et être mieux préparés dans leur parcours d’insertion ou de réinsertion.
La variété et la complémentarité des formations proposées tiennent compte à la fois des besoins des territoires, des besoins économiques des entreprises et de la demande sociale des personnes. Pour que chacun puisse, en région Provence-Alpes-Côte d’Azur, trouver sa voie. Michel Vauzelle, Le Président de la Région Provence-Alpes-Côte d’Azur.
http://www.espace-competences.org/Portals/_default/Skins/EspaceCompetences/pro/imgs/logo.jpg Il programma del Servizio Pubblico Scolastico Regionale e l'apprendimento (SPRFPA) 2011-2012 in Provenza-Alpi-Costa Azzurra è pubblicato sul sito Skills CARIF Spazio/Formazione.
Il programma 2011-2012 del Servizio Pubblico Regionale Formazione Permanente e l'apprendimento Provence-Alpes-Côte d'Azur è pubblicato sul sito dello Spazio competenze CARIF.

Si compone di tre volumi in formato pdf disponibile online separatamente:

- Scarica il catalogo dedicato all'apprendimento.

- Scarica il catalogo destinate all'istruzione superiore, cultura e sport.

- Scarica il catalogo della ETAIOP ETAPS ETAQ.


Permettere alle persone di aumentare il loro livello di abilità, e quindi facilitare la loro integrazione sociale e professionale,

è un obiettivo della Pubblica Istruzione Servizio regionale e l'apprendimento.
In questo contesto, il Consiglio regionale Provenza Alpi Costa Azzurra ogni anno conclude accordi con i sei università regionali, il Conservatoire National des Arts et Métiers (CNAM) e il Centro Industriale di Studi Avanzati (CESI). Questi corsi sono in primo luogo aperto: giovani, disoccupati e le persone che per motivi economici o altro, hanno dovuto interrompere gli studi per entrare nella vita iniziale e decidono di unire il lavoro e la ripresa di professionali di istruzione superiore, una strategia di promozione sociale. Maggiori informazioni...

Posté par pcassuto à 00:35 - - Permalien [#]
Tags :