05 septembre 2011

Bilan 2010: augmentation de l'activité formation du CNFPT

http://www.mutame.com/upload/wysiwyg/Image/mutame74/cnfpt.jpgLe conseil d'administration du CNFPT du 22 juin 2011 a approuvé le bilan d'activité de l'établissement concernant l'exercice de l'année précédente. L'activité formation du CNFPT a progressé de 16,9% entre fin 2008 et fin 2010 dont +5,6% en 2010.
La part des formations statutaires représente plus de 60% de l'activité formation. Il s'agit des formations d'intégration qui concernent tous les agents territoriaux de catégorie A, B et C (16%), des formations initiales des élèves administrateurs et conservateurs ainsi que des policiers municipaux (4%), et des formations de professionnalisation (43%). Pour les formations d'intégration, l'activité du CNFPT est dépendante des politiques de recrutement des collectivités.
La production en formation continue (professionnalisation et perfectionnement) a progressé de 13,2% entre 2009 et 2010. Ce sont 192 873 journées de formation qui ont été réalisées en 2010.
Certaines délégations régionales (Alsace-Moselle, Bretagne, Centre, Languedoc-Roussillon, Midi-Pyrénées, Poitou-Charentes, Rhône-Alpes, Guadeloupe, Martinique et Mayotte) ainsi que les instituts ont vu leur production fortement augmenter, les autres stabilisent leurs résultats après une forte hausse les années précédentes.
Les préparations aux concours et examens professionnels représentent 16% de l'activité globale, en baisse entre 2009-2010. Il s'agit d'une activité fluctuante, dépendante des calendriers des concours et examens des centres de gestion.
Le montant de la cotisation versée par les collectivités et leurs établissements au CNFPT, pour la formation de leurs 1,8 millions d'agents territoriaux, a été de 335,5 millions d'euros en 2010, soit une progression de 1,2% par rapport à 2009.
Bilan 2010 : qui sont les stagiaires ?

61% des stagiaires sont des femmes ce qui est représentatif de la démographie de la fonction publique territoriale. Près de 60% des agents viennent des communes et des centres communaux d'action sociale. La part des stagiaires venant des communes rurales (communes de moins de 2 000 habitants) a progressé de 34,4% entre 2008 et 2010.
Les autres stagiaires se répartissent entre les intercommunalités (12%), les conseils généraux (15,5%), les conseils régionaux (4%) et les services d'incendie et de secours (3%).
64% des stagiaires relèvent de la catégorie C, 17% de la catégorie B, 10% de la catégorie A, les 9% restant se répartissent entre les emplois aidés ou agents hors fonction publique territoriale (postiers, agents de France Télécom…). Il faut souligner la croissance du nombre des stagiaires de catégorie C qui ne représentaient que 52% des stagiaires en 2008.
Les stagiaires issus de la filière technique sont les plus nombreux (38%), suivis par ceux de la filière administrative (33%) et ceux de la filière médico-sociale (12%). Les policiers municipaux représentent 6% des stagiaires et les sapeurs-pompiers 4%.
En 2010, les structures du CNFPT (délégations régionales et instituts) ont enregistré une augmentation de 11% des inscriptions aux actions de formation. Le nombre de sessions a par ailleurs crû de près de 13%. Malgré l'effort du CNFPT pour mieux répondre aux besoins des collectivités, le taux de refus est de 9%.
En ce qui concerne l'absentéisme, son taux se stabilise à 16,7%. Sur 1140536 inscrits, l'absentéisme concerne 173 582 agents.
Trois domaines de formation concentrent le plus grand nombre de stagiaires : génie technique et sécurité (22,5%), social et santé, enfance, éducation et jeunesse (18,5%) et repères et outils fondamentaux (14,6%). Ce dernier domaine vise tous les agents souhaitant acquérir des savoirs de base, des techniques d'expression orale ou écrite, des techniques professionnelles d'organisation. C'est dans ce domaine que sont aussi classées les actions de lutte contre l'illettrisme.
Bilan 2010 : évolution des dépenses de formation

Entre 2009 et 2010, les dépenses de formation (pédagogie, logistique, frais de stagiaires) ont crû de 13%. 78% du budget de l'établissement est consacré à son cœur de métier : la formation. Les coûts globaux des dépenses de fonctionnement et de logistique restent stables en journée formation à l'exception des frais des déplacements des stagiaires qui croissent et qui représentent 22,2% des dépenses de formation. Toutefois, on peut faire l'hypothèse que les démarches de territorialisation (rapprochement des lieux de formations des lieux d'activité professionnelle des agents) commenceront à produire leurs effets pour contenir ces dépenses.
En 2010, l'établissement a fait appel à 14413 intervenants dont 8716 agents territoriaux et à 25600 organismes de formation.
Bilan 2010 : une activité réduite sur le plan de l'emploi

La loi de 2007 a transféré la majeure partie de l'activité emploi du CNFPT aux centres départementaux et interdépartementaux de gestion. La compétence emploi du CNFPT est recentrée, depuis le 1er janvier 2010, sur les administrateurs, ingénieurs en chef, conservateurs territoriaux du patrimoine et conservateurs territoriaux des bibliothèques. En 2010, il a pris en charge au total 35 cadres A+ privés d'emploi. Il a géré sur le site du CNFPT et sur emploi-territorial.fr près de 450 offres d'emplois dont la plus grande partie concernait les administrateurs (236 offres) et les ingénieurs en chef (133 offres).
157 postes ont été ouverts aux concours de cadres A+ en 2010 dont 65 postes d'administrateur, 50 d'ingénieurs en chef, et 42 pour les conservateurs de patrimoine et les conservateurs des bibliothèques.
Le nombre de candidats aux concours a baissé de 15% notamment pour les concours d'administrateur (1 904 candidats) et de conservateur des bibliothèques (1266), et est resté stable pour les concours de conservateur de patrimoine (960) et d'ingénieur en chef (767).
http://www.mutame.com/upload/wysiwyg/Image/mutame74/cnfpt.jpg Zarząd CNFPT z 22 czerwca 2011 zatwierdziła sprawozdanie z działalności instytucji na wyniki z poprzedniego roku. Działalność szkolenia CNFPT wzrosła o 16,9% od końca 2008 r. i pod koniec 2010 roku z 5,6% w 2010 roku.
Udział ustawowych szkolenia jest ponad 60% szkolenia biznesowe.
Ta integracja szkolenia z udziałem wszystkich agentów terytorialnej klasy A, B i C (16%), kształcenie studentów i administratorów i kuratorów miejskich policjantów (4%) i szkolenia zawodowego (43%). Szkolenia dla działalności integracji zależy od polityki zatrudnienia CNFPT społeczności.
Produkcja w kształceniu ustawicznym (zawodowe i rozwój) wzrosły o 13,2% między 2009 i 2010.
Są to 192 873 dni szkolenia były prowadzone w 2010 roku. Więcej...

Posté par pcassuto à 22:42 - - Permalien [#]
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3078 licences pour l’emploi

http://www.jeunes.gouv.fr/squelettes/images/logo.pngIl existe en France 1458 licences et 1620 licences professionnelles. Le plan « Réussir en licence », lancé en 2007, a pour ambition de diviser par deux le taux d’échec en première année à l’université. Désormais, les étudiants sont mieux accueillis et mieux accompagnés.
Une rentrée à l’université mieux préparée

Une prérentrée est organisée pour les étudiants de première année afin de les familiariser avec la vie universitaire: présentation des lieux de vie et de travail du campus, des centres de ressources documentaires, des espaces numériques de travail, propositions de tests de niveau donnant droit à des modules de soutien, unités d’enseignement de méthodologie universitaire...
Un encadrement renforcé

En première année, les nouveaux étudiants bénéficient d’un encadrement renforcé correspondant en moyenne à 5 heures supplémentaires par semaine (encadrement pédagogique, soutien aux étudiants en difficulté). Ce supplément d’heures disponibles est laissé à l’appréciation des équipes pédagogiques. Les petits groupes sont privilégiés et des heures de soutien sont aménagées pour les étudiants en difficulté.
Un contenu rénové pour la première année de licence générale

La première année devient une année fondamentale pluridisciplinaire pour consolider les acquis du lycée et poser les fondements de la réussite universitaire: méthodologie, expression écrite et orale, anglais, culture générale, technologies de l’information et de la communication. L’accent est mis sur les langues et les nouvelles technologies avec une certification nationale ou internationale obligatoire en fin de cycle.
L’enseignant-référent, un interlocuteur privilégié pour les étudiants

Durant tout le cycle de licence, et particulièrement en première année, les étudiants peuvent s’adresser à un enseignant-référent s’ils rencontrent des difficultés. Son rôle est de répondre à leurs questions et de les conseiller.
Des séances de tutorat pour les étudiants en difficulté

Les étudiants en difficulté bénéficient d’une aide méthodologique personnalisée. Ces séances de tutorat sont dispensées par des étudiants tuteurs, rémunérés dans le cadre des nouveaux contrats étudiants signés avec les universités.
Des possibilités de réorientation élargies dès la fin du premier semestre

Si un étudiant souhaite changer d’orientation, il peut en faire part à son enseignant-référent. Une commission d’orientation se réunit dans chaque université à la fin du premier semestre pour examiner les souhaits des étudiants et pour statuer.
http://www.jeunes.gouv.fr/squelettes/images/logo.png Prantsusmaal on 1458 litsentside ja professionaalne litsentside 1620. Plaan "edukas litsents", mis käivitati aastal 2007, eesmärk on vähendada määr läbikukkumine esimesel aastal ülikoolis. Nüüd õpilased on parem saanud ja parem koos.
Tagasi kooli ülikoolis paremini valmis. Velle...

Posté par pcassuto à 22:27 - - Permalien [#]
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Presidency seeks to expand Erasmus

http://www.universityworldnews.com/layout/UW/images/logoUWorld.gifBy Brendan O'Malley. The Polish presidency of the European Union is planning to expand the Erasmus student and staff exchange programme to non-EU countries on its eastern and southern borders.
Barbara Kudrycka (pictured), the Polish Minister for Higher Education, said on Tuesday: "We would very much like to see a widening of the Erasmus-scheme to non-EU countries, not only our Eastern neighbors but also for example the ones in the southern neighbourhood. In my view, the best diplomats for countries are students and scientists."
She was speaking at the 22nd European Students' Convention in the Polish city of Lazy on Tuesday, a four-day event organised by the European Students Union, the umbrella organisation of 45 national unions of students from 38 European countries.
Kudrycka has previously called for all students from Eastern Partnership countries - Armenia, Azerbaijan, Belarus, Georgia, Moldova and Ukraine - to be given the opportunity of studying in EU countries.
Allan Päll, the ESU's chairperson, backed the drive to expand Erasmus. "We think education mobility enriches the life of students, both from an educational and social perspective. Moreover, we firmly believe that mobility supports European integration." But he said that as well as enlargement of the scheme there should be an increase in the size of grants, especially for students who are less well off, as the biggest obstacle to mobility was lack of financial means.
The vast majority of European universities take part in Erasmus. More than 2.2 million students have participated since it started in 1987, as well as 250,000 higher education teachers and other staff since 1997. It has an annual budget of more than EUR450 million (US$648 million), and more than 4,000 higher education institutions in 33 countries participate, with others waiting to join.
An overriding aim of the programme is to help create a 'European Higher Education Area' and foster innovation throughout Europe. In addition to enabling students to study in another country for part of their degree - 'transnational mobility' - Erasmus helps higher education institutions to work together through intensive programmes, networks and multilateral projects.
In July, Kudrycka said one of the priorities of the presidency of the EU, which Poland holds until December, is mobility for PHD students. She said the presidency wanted to not only decrease legal and formal barriers to Eastern Partnership countries and increase in funding for mobility with them, but to include these countries in the Erasmus scheme.
"Today we consider mobility is an essential of the European Communitybecause mobility is an emanation of freedom and therefore the eastern dimension of mobility is becoming even more important," she said. "Students from European Partnership countries should be given the possibility of studying in EU counties on the same terms as students from EU countries."
According to the European Commission, Erasmus has become a driver in the modernisation of higher education institutions and systems in Europe and, in particular, inspired the establishment of the Bologna Process. There are plans to expand the programme to reach three million Erasmus students by 2012, the commission says.
Currently the scheme operates in the following countries: Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Iceland, Hungary, Ireland, Italy, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Romania, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, Turkey and the UK.

Posté par pcassuto à 11:34 - - Permalien [#]
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Vatican threatens university's Catholic status

http://www.universityworldnews.com/layout/UW/images/logoUWorld.gifBy María Elena Hurtado. The prestigious Pontifical Catholic University of Peru (PCUP) risks losing its name and status if it refuses to align its statutes with a Vatican dictate. The university is challenging the order from Rome arguing that it is bound by Peruvian, not Vatican, rules.
In mid-August the Congregation for Education of the Holy See ordered the university to align its charter to the apostolic constitution for Catholic universities and higher education institutes, of which there are 1,358 around the world. The constitution was introduced in 1990 by the late Pope John Paul II. The PCUP was founded in 1917 with prior approval from the Vatican. In 1942 it received the honorific title of 'apostolic' awarded to those that are closest to the Holy See.
The statutory amendments requested by the Vatican include guaranteeing the university's catholic identity and its dependence on the Holy See. The changes were "necessary and unavoidable", said the Vatican in a document it issued. University administrators and students are upset over a clause establishing the right of the church to participate in the appointment of senior positions. University authorities and students have been invoking a 1980 agreement between the Holy See and the Republic of Peru that establishes that the university must conform to Peruvian not canonic law. "According to Peruvian law, it is the assembly that elects the rector," said Marcial Rubio, Rector of PCUP.
But the conflict between the university and the church is not new and goes deeper than who appoints the rector. Rubio accuses Cardinal Juan Luis Cipriani, a member of the controversial Catholic group Opus Dei, of trying to take over the university. "He disagrees with us and thinks we are not Catholic," Rubio told the Peruvian press. He also accuses the cardinal of focussing on gaining power and acquiring more funds. Cipriani shot back: "I think the university is distorting the issue, nobody wants to take away their autonomy, nor their money nor anything." He also denied that Opus Dei is seeking influence in the university. "It is like mixing sweet potatoes with pork cracklings just to create confusion. I have to say that their intentions are not honourable," the cardinal added.
The disagreement over the university statutes have exacerbated a long-dating dispute between Lima's archbishopric and the PCUP over the ownership and administration of properties bequeathed to the university in 1944 by José de la Riva-Aguero. Riva-Aguero's testament established that the legacy should be jointly administered by a church-university committee for the first 20 years and exclusively by the latter after that. A university brief about the conflict states that "the cardinal is now seeking to go back to the 1944 joint administration".
In turn, Cipriani and his spokesmen have accused the university of using its political influence to reverse a constitutional court resolution of March 2010 that went against them. The court dismissed a university petition seeking protection against threats to its autonomy and property rights posed by the Archbishop of Lima. The matter is now before the Inter-American Court of Human Rights after university authorities, faculty and student representatives filed a petition last year claiming that the Constitutional Court of Peru has violated provisions of the American Convention on Human Rights.
Who controls the university's property would become an issue if the university lost its denomination as Catholic. "If their rebellion goes on, the church could forbid them to use the name of Catholic. I cannot say I'm Catholic and govern myself as I deem fit," said Natale Aprimo, the lawyer of Lima's archbishopric. There are different views over the implications.
According to the PCUP's constitution, if it closes down "its property will go to the Archbishopric of Lima". But rector Rubio says there is a legal impediment against this course of action. The university assembly is backing him. In an extraordinary meeting on 19 August the assembly expressed its support for "the current model expressed in its statutes" and its "wish to preserve the university's autonomy and property rights over its patrimony". An assembly commission appointed to study the statutory changes demanded by the Vatican will report in a month.
"It is highly likely that the assembly will reject the statutory changes on the archbishop's terms. These go against the identity of the institution and the way it's governed," Luis Peirano, PCUP's Academic Director of Institutional Relations, told University World News.

Posté par pcassuto à 11:26 - - Permalien [#]

Cambridge hangs on to top slot in 2011 QS global ranking

http://www.universityworldnews.com/layout/UW/images/logoUWorld.gifBy David Jobbins. The University of Cambridge has retained the leading place in the 2011 annual QS World University Rankings after displacing Harvard University in 2010. But Oxford University, which was fifth last year, dropped a place as MIT continued its move up the rankings to third place. MIT was in ninth place in 2009, and fifth last year. Harvard's failure to recapture first place from Cambridge was despite its domination of the series of subject tables published by QS over the past few months. Observers attribute this to the continuing impact of the decline in staffing levels that cost it the top place in 2010.
Ben Sowter, QS head of research, said: "The gap between Cambridge and Harvard is very small, but Cambridge's superior student-faculty ratio helped tip the balance. "Individual attention is one of the key attractions of the Oxbridge tutorial system." Writing for QS, John O'Leary, former education editor of The Times, pointed out that both the 33,000-plus academics from 141 countries and the 16,785 employers responding to the surveys, had placed Harvard top. "But Cambridge's superiority on other indicators gave it the overall lead."
Universities from 38 countries appear in the top 300, and from 32 in the top 200, three up on 2010. Almost 3,000 institutions were included in the research that produced the latest rankings, with 712 featuring in the results. North America and the United Kingdom continue to dominate the rankings. US universities occupy 13 of the top 20 and 70 of the top 300 places. Despite higher rankings from McGill (up two places at 17th, the highest ranked university outside the US and the UK) and Toronto (up six to 23rd), 14 of 19 Canadian universities ranked lower than in 2010. In the UK, four universities made the top 10 and 18 were in the top 100. In 18th place, ETH Zurich remains the leading university in continental Europe, ahead of the École Normal Supérieur (33rd), the École Polytechnique Fédérale de Lausanne (35th) and l'Institut des Sciences et Technologies Paris (36th).
No German university makes the top 50 despite the federal government's EUR1.9 billion (US$2.7 billion) Excellence Initiative. Heidelberg and the Technische Universität München are placed 53rd and 54th respectively, trailing the leading Danish university (Copenhagen) at 52nd. The highest placed Swedish university, Uppsala, falls from 62nd to 83rd.
Australian universities again performed strongly, with all G8 universities in the top 100. The Australian National University (26th) ranked highest, with Melbourne (31st) closing the gap from 18 places to five, while Sydney is placed 38th. Top universities in Asia are also highly placed with Hong Kong University (22nd) ahead of Tokyo (25th), the National University of Singapore (28th) and Kyoto (32th). India's difficulties in making an impact continue, with the Indian Institute of Technology, Bombay, dropping out of the top 200. But in China, Tsinghua (47th) has joined Peking (46) in the top 50.
Ten universities are represented in the top 200 for the first time, including the Universidad Nacional Autóma de Mexico (UNAM) and the Universidade de São Paulo in Brazil (169th). In 200th place King Saud University, in Saudi Arabia, makes the top 200 for the first time, with six other Middle Eastern universities in the top 300. The QS rankings are based on six indicators including surveys of more than 33,000 academics and 16,000 graduate employers. They are the second of the main international rankings to be published.
The latest Academic Ranking of World Universities, published by Shanghai Jiao Tong University, appeared last month, while QS's main rival, the Times Higher Education World University Rankings, are not due to appear until early October. For the first time this year the QS results are published alongside comparative data for international tuition fees here.
Nunzio Quacquarelli, QS managing director, said: "Since students are generally being charged more than ever before for their education, QS is publishing for the first time ever comparative course fees of ranked universities."

Posté par pcassuto à 11:22 - - Permalien [#]


Why Universities Often Ignore the U.S. Constitution

http://chronicle.com/img/photos/biz/icons/innovations-nameplate.gifBy Richard Vedder. In the Golden Age of higher education, defined as when I attended school (around 1960), colleges were viewed as oases of free speech with full respect for First Amendment rights. In 1964, for example, the school where I teach, Ohio University, allowed a hateful leader of the American Nazi Party to spill his venom on the campus, believing free and unfettered peaceful expression of ideas is the hallmark of a good university. The American Association of University Professors’ successful fight for tenure was predicated on the proposition that free expression of ideas without repercussions is critical to the functioning of a community of scholars.
How things change. Colleges today aid and abet the suppression of ideas that are not those accepted by the prevailing leftish establishment of intellectuals that dominate Ivory Towers. University speech codes are a prime example, and it is noteworthy that the Foundation for Individual Rights in Education (FIRE) has never lost a lawsuit filed to end these outrageous assaults on freedom of speech and expression.
The latest outrage was prompted by the Obama administration’s assault on due process in campus judicial hearings. The Office of Civil Rights has stated that in campus rape cases, it “strongly discourages” universities to allow the accused to confront and cross-examine the accuser, a basic right of citizenship. If the accused is found innocent, the accuser can appeal to a second panel—double jeopardy, explicitly outlawed in the Constitution in formal legal proceedings.
Worse, the standard used to evaluate claims must be “predominance of evidence,” which roughly says that if a jury is 60 percent sure the accused is guilty, but 40 percent not sure, they should find him guilty anyhow. And, I forgot to mention, the judge and the jury are one and the same, and not randomly selected.
Now, this is not unexpected behavior from an Obama administration so out of sync with the American people, as recent polls show. But as Peter Berkowitz put it brilliantly in a Wall Street Journal commentary, where are the professors, the deans, and the college presidents? Why are they not fighting this outrage, this assault on the rule of law and sacred and long-held Anglo-American legal principles? (By the way, I predict that the courts ultimately will throw out some or all of this foolishness, when groups like FIRE or the Institute for Justice get the right case to litigate.)
I think there are three reasons for university inaction: money, hubris, and institutional independence. College presidents probably would not sell their mothers or daughters into prostitution if the money was good, but I am less sure about cousins, nieces, and nephews. College presidents will abandon principle and fighting for justice if the bribe for their silence is large enough.
As to hubris: Many academics think that they are truly super smart and that this gives them uniquely superior wisdom to make decisions for the good of lesser human beings. The intellectual mind is often an intolerant, closed mind, one that is more authoritarian than democratic in character. Thus if the University Establishment believes that rape is such a horrific crime that the ordinary and, to them, archaic, rules of fair play and due process should no longer apply, so be it.
Finally, to protect universities from intolerant public protests and political interference—in short, to protect academic freedom—society has given them a lot of independence (which really means lack of accountability). Thus to them the regular judicial procedures need not apply. Ironically, it was the Supreme Court, in Dartmouth College v. Woodward (1819) that greatly reinforced this independence (New Hampshire was rebuffed trying to force Dartmouth into becoming a state-supported college).

Posté par pcassuto à 11:18 - - Permalien [#]

Minding the Midpoint Where Labor and Education Meet

http://chronicle.com/img/chronicle_logo.gifBy Kevin Carey. In the early 1970s, when Anthony Carnevale was a young man, he came to the nation's capital seeking justice for low-income students. The Supreme Court disappointed him, but his experiences set him on a path tracking profound changes in the relationship between higher education and the economy. During his working lifetime, college has become, for better or worse, the only American job-training system that matters. And today Carnevale, more than anyone else, is responsible for explaining why.
If his name sounds familiar, that's because the small research group he leads at Georgetown University's Center on Education and the Workforce has produced a seemingly endless stream of studies over the last two years that describe, in various ways, the value of college in the labor market. Hundreds of thousands of people­—most of them nonacademics—have read those reports, which have received prominent coverage in The Chronicle and in other national media like The New York Times.
In total, the center's message has been overwhelmingly positive for higher education. Despite the long-term growth in college enrollments, and contrary to fashionable speculation that a "higher-education bubble" is about to burst, the center's research shows that college pays, now more than ever. Indeed, the center projects a future shortage of about three million college-educated workers if the nation doesn't increase the number of those receiving college degrees. At a time when public colleges and universities are struggling to get funds from cash-strapped state legislatures, the center's data make a powerful case for new public investment in higher learning. But, as Carnevale is the first to acknowledge, yoking universities to a job-training mission for which they were arguably not designed creates many dangers and complications.
Carnevale himself is an object lesson in the value of higher education. Born into modest economic circumstances, he graduated from Colby College before going to Syracuse University to earn a Ph.D. in public-finance economics. While there, he volunteered to work on the landmark Rodriguez v. San Antonio Independent School District lawsuit that was eventually decided by the Supreme Court in 1973. Barely out of college, he sat in the front of the court's soaring chambers and listened to the justices debate his analysis of profound financial inequities in education for impoverished children. Unfortunately, they decided by a single vote that the injustice, while real, was not unconstitutional.
The suit against the State of Texas threw a wrench in Carnevale's plans to continue academic work at the University of Texas at Austin's school of public affairs. He decided instead to stay in Washington and improve education another way: He was soon responsible for education, training, employment policy, and social services as a staff member on the newly formed Senate Budget Committee.
It's hard to fathom now, but in the mid-1970s, people seriously questioned the relationship between earnings and college education. Media discussion was dominated by books like Richard B. Freeman's The Overeducated American, which predicted that a glut of degrees would push wages for college-educated workers down. Even People magazine weighed in with skepticism: "Is a college degree still a passport to white-collar success?"
So when the federal government tried to tackle employment problems in the 70s, it's perhaps unsurprising that it didn't turn to higher education. Billions of dollars were spent creating hundreds of thousands of publicly subsidized jobs through the Comprehensive Employment and Training Act. But CETA was politically unpopular and plagued by local corruption. It was repealed in the early 1980s, and the federal government never tried to directly create jobs on such a scale again.
As it happens, that was also when the value of college degrees began to skyrocket. Freeman had it exactly wrong: The value of degrees increased even as the supply of degrees grew. The economy steadily transformed itself to match the advanced skills that higher education conferred. Unlike Europe, America lacked a widespread system of job training through labor unions working in collaboration with government. In part through policy and in part by default, higher education became a place—for most people, the only place—that granted access to jobs and careers that paid enough money to lead a good life.
Carnevale watched all of this happen in real time—first through the budget battles in Congress, where education and training duked it out with national defense. (He still has a scale model of the doomed B-1 bomber on his desk, a gift from an embittered defense contractor.) That was followed by high-level appointments to national commissions by Presidents Ronald Reagan and Bill Clinton. As the years passed and college degrees became ever more valuable, Carnevale noticed that the government and the economics profession weren't keeping up. The federal government still had a Labor Department that didn't care much about education and an Education Department that didn't care much about labor. Economists specialized in one or the other but not both, even as the economy increasingly saw educational and labor credentials as one and the same.
Carnevale conceived of the Center on Education and the Workforce as, metaphorically, a small wooden shack in the center of the National Mall at the midpoint between the giant labor and education bureaucracies to the north and south. By taking the time to carefully analyze the complex interaction between different kinds of degrees, career paths, and earnings, the center has come to dominate the national conversation on higher education and the economy in a manner far out of proportion to its size. Carnevale takes pains to emphasize that while degrees matter, some college degrees are far more valuable than others. In times past, people chose a specific industry and built a career of many occupations, rising in the ranks from the loading dock to the factory floor, management, and beyond. Today, people choose an occupation and move through different industries.
Yet political power in America is still dominated by industries, not occupations. This worries Carnevale, as does the awkward fit between the tradition of colleges as wellsprings of knowledge creation and their new occupational role. "Higher education is stuck with job training," he says. "It's a bittersweet reality for them. Colleges would be very small if they didn't serve that function, but if they serve it they have to be accountable for it." Carnevale also emphasizes the role of colleges in helping people become enlightened citizens as vital for democracy. "You don't want a system that just trains foot soldiers for capitalism," he says. At the same time, it's hard to be an enlightened citizen if you can't find a decent job.
As policy makers push to fill the future shortage of college degrees, they will almost certainly focus on practical credentials that lead to employment. This is very clearly what the public wants from higher education, and the people who get those degrees will disproportionately come from middle- and lower-income families that are highly vulnerable in turbulent economic times. Those degree-holders will be more prosperous and secure, and only those who have lived the pain and fear of true economic insecurity can know how much that means. But many will have little contact with the ideas and ideals that characterize the historic core of higher learning.
These knotty problems are at the center of Carnevale's work. It's fortunate that someone who has spent a lifetime thinking about them now has the ear of the wider world.
Kevin Carey is policy director of Education Sector, an independent think tank in Washington.

Posté par pcassuto à 11:06 - - Permalien [#]

Les erreurs à éviter dans votre CV

Aller a la home de France 5Par Nadia Graradji. La rédaction d'un CV est un exercice difficile. Trop souvent encore les recruteurs se plaignent d'erreurs commises par les candidats. Pour éviter que votre CV ne finisse à la corbeille, voici les principales bévues à éviter.      
Un CV rédigé à la va-vite

La rédaction de votre CV nécessite un temps de réflexion pour mettre à plat les expériences et les missions les plus significatives dans votre parcours professionnel. Un CV fourre-tout n'a aucune chance de retenir l'intérêt des recruteurs. Si les modèles de CV présents sur le Web peuvent vous aider à construire votre CV, à choisir une mise en page claire et structurée, vous devez toutefois personnalisé votre CV.
Un CV trop long
Selon une étude publiée en mars 2011 par le site de recrutement en ligne Carreerbuilder, 33% des recruteurs ne lisent pas un CV dès qu'il dépasse trois pages. Le CV sur une page n'est pas une obligation si vous avez de nombreuses années d'expériences. Toutefois, il est recommandé de ne pas excéder 2 pages. L'essentiel est de mettre en avant les expériences les plus récentes et les plus significatives en lien direct avec le poste à pourvoir et le profil recherché par l'entreprise.
Un CV unique
Vous avez repéré des offres d'emploi qui vous intéresse? Vous souhaitez envoyer des candidatures spontanées? Un simple clic et voilà votre CV en pièce jointe dans vos différents mails. Erreur! Vous devez adapter votre CV à chaque candidature. Ayez deux à trois modèles de CV dans votre disque dur qui correspondent à votre projet professionnel.
Les fautes d'orthographe
Relisez avec attention votre CV pour faire la chasse aux fautes d'orthographes ou de grammaire ou encore aux fautes de frappe. N'hésitez pas à soumettre votre document à un regard extérieur pour vous assurer que rien ne vous a échappé.
Mentir sur son CV
Années d'expériences, diplômes, maîtrise de logiciels ou de langues étrangères, période de chômage camouflée... La tentation est grande de mentir sur son CV pour augmenter ses chances de décrocher un poste. Un choix à risques.  Pour en savoir plus, consulter l'article de France 5 emploi: Mentir sur son CV, quels sont les risques?
Un CV sans mots-clés
Nombre d'entreprises utilisent des logiciels de tri pour sélectionner les CV. Pour passer ce cap, votre CV doit comporter les mots-clés correspondant au profil du candidat recherché. Veillez à identifier et reprendre dans votre CV tous les mots-clés présents dans l'offre d'emploi (fonction, compétences recherchées, logiciels à maîtriser, etc) et les termes techniques les plus familiers dans votre secteur professionnel. Mettez vous à la place du recruteur afin de trouver les mots clés qu'il utiliserait pour définir sa recherche.
Un document mal nommé

N'appelez pas votre document "CV.doc".  Précisez votre nom, prénom. Exemple: "CV Sylvie Dubois.doc". Cela permettra au recruteur de s'y retrouver.
Le format du CV

Le poids de votre fichier ne doit pas excéder 2 Mo. Au-delà les messageries des recruteurs pourraient ne pas l'accepter. Optez pour des formats de fichier Word ou PDF.
Mine koju Prantsusmaa 5 Poolt Nadia Graradji. Kirjutamine jätkamiseks on keeruline ülesanne. Liiga tihti värbajate kurdavad vead kandidaate. Takistada oma CV lõpeb trash, siin on vigu vältida.
CV kirjutatud kiirusta

Kirjalikult oma CV vajab aega järelemõtlemiseks dekonstrueerida kogemus ja selle kõige olulisemate ülesannete oma karjääri.
CV tassima puudub võimalus hoida huvi värbajate. Kui jätkata malle veebis aitab teil ehitada oma CV, valida paigutuse selgel ja korrastatud, kuid tuleb kohandada oma CV. Velle...

Posté par pcassuto à 10:57 - - Permalien [#]

Douze établissements français classés au QS World University Rankings

http://qsiu.files.wordpress.com/2010/09/world-university-rankings.jpg?w=300&h=86Douze établissements français sont classés, voici leur rang: 33 École Normale Supérieure, Paris, 36 École Polytechnique, 119 Université Pierre et Marie Curie (UPMC), 133 École Normale Supérieure de Lyon, 201 Sciences Po Paris, 206 Université Paris Sorbonne, Paris IV, 208 Université Paris-Sud 11, 213= Université Paris 1, Panthéon-Sorbonne, 227 Université de Strasbourg, 238 Université Paris Diderot-Paris 7, 254 Université Grenoble, Joseph Fourier, 285= École des Ponts, ParisTech.

Welcome to the QS World University Rankings® 2011/2012 - among the most trusted world university rankings available. Here you will can find all you need about the QS World University Rankings® now including university fees information. View the world’s leading overall universities in the world, the best universities by subject rank area, and the best universities as voted by employers.
Methodology

The QS World University Rankings® currently considers over 2,000 and evaluates over 700 universities in the world, ranking the top 400. Plans continue to broaden the work in terms of number of institutions and deepen it in terms of the detail provided to users.
Six indicators are drawn together to form an international ranking of universities:

40% ACADEMIC REPUTATION from global survey
10% EMPLOYER REPUTATION from global survey
20% CITATIONS PER FACULTY from SciVerse Scopus
20% FACULTY STUDENT Ratio
5% Proportion of INTERNATIONAL STUDENTS
5% Proportion of INTERNATIONAL FACULTY
In addition, rankings in five broad faculty areas are produced: Arts & Humanities, Engineering & Technology, Life Sciences & Medicine, Natural Sciences and Social Sciences & Management. These are based entirely on the results of our global academic survey unlike the more sophisticated approach taken to derive the QS World University Rankings® by Subject.
Format
The QS World University Rankings® can be found online at www.topuniversities.com. They also receive significant coverage in many national and international newspapers and media channels including the Guardian, BBC News, the Sunday Times, US News & World Report, Chosun Ilbo, Al Jazeera, sina.com and The Times of India.
Publication date
Published annually in September/October. For complete information on the QS World University Rankings®, including detailed explanation of the methodology and the full tables, please visit http://www.topuniversities.com/university-rankings.

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

Privatization Overtakes the Original Logic Behind Public Universities

http://chronicle.com/img/chronicle_logo.gifTo the Editor: Roger Pielke Jr. ("The Problem With In-State Tuition" The Chronicle, July 24) suggests closing his state-university budget gap by raising in-state tuition to out-of-state levels.
Not included is a proposal for raising the family incomes of the in-state students proportionately; his suggestion is that a state might subsidize its resident students directly. It seems doubtful to me that a state will prefer a complex program of direct evaluation and subsidy to the simple expedient of funding its university to do the job for it, or that a state has the money in any case (the states are hurting too).
The original logic of state universities was that they would be accessible to the less affluent of a state's citizens, increasing the state's employable talent pool in areas not reached by private education, and thus eventually paying the state back for its initial subsidy—or, rather, investment. That logic is violated at the point where a student cannot combine summer work with a campus job and emerge every June tired but debt-free. Many "state" institutions passed that point years ago, and what we are currently seeing looks to me a lot like the privatization of public higher education. Professor Pielke's suggestion amounts to one more step down that path. Some will undoubtedly be inclined to follow him. I wish them well.
But the whole situation seems to be in flux: there are a lot of ideas out there (some of them you report in that same issue) for connecting education and students. What the future will be like, or how many educational futures there may be, I don't know.
But for consideration: if the typical state university were founded de novo next week, would it have its present shape? Would it include such high-ticket items as facilities for industry- and government-sponsored research? Spectator athletics? Or might these and other functions be differently distributed across the economic landscape? I suspect they might, and I sense from reading the newspaper that they are already beginning to be. Should be fun to watch.
E. Bruce Brooks, Research Professor of Chinese, University of Massachusetts at Amherst, Amherst, Mass.

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