Modalités de recensement des enseignants-chercheurs optant pour la procédure spécifique d'avancement de grade
JORF n°0264 du 15 novembre 2011, texte n° 48. NOR: ESRH1129351A
Le ministre de l'enseignement supérieur et de la recherche,
Vu le décret n° 84-431 du 6 juin 1984 modifié fixant les dispositions statutaires communes applicables aux enseignants-chercheurs et portant statut particulier du corps des professeurs des universités et du corps des maîtres de conférences, notamment ses articles 40 et 56 ;
Vu l'arrêté du 31 octobre 2001 modifié définissant les fonctions autres que d'enseignement et de recherche prévues aux articles 40 et 56 du décret n° 84-431 du 6 juin 1984 modifié fixant les dispositions statutaires communes applicables aux enseignants-chercheurs et portant statut particulier du corps des professeurs des universités et du corps des maîtres de conférences,
Les maîtres de conférences et les professeurs des universités remplissant les conditions fixées aux articles 40-1, 56 et 57 du décret du 6 juin 1984 modifié, pour accéder au grade supérieur et exerçant l'une des fonctions énumérées par l'arrêté du 31 octobre 2001 susvisé, peuvent choisir, au titre de la campagne d'avancement de grade 2012, de voir leur dossier examiné par l'instance nationale et selon la procédure spécifique d'avancement de grade définie aux articles 40 et 56 du décret n° 84-431 du 6 juin 1984 modifié.
Les maîtres de conférences et les professeurs des universités visés à l'article 1er ci-dessus expriment leur choix en retournant la fiche de candidature (1) dûment complétée, par voie électronique à l'adresse suivante: firstname.lastname@example.org.
Les rubriques concernant l'identification du candidat (nom, prénom, date de naissance, établissement d'affectation, signature obligatoire) et les fonctions ouvrant droit à la procédure spécifique d'avancement de grade doivent être obligatoirement renseignées. A défaut, la déclaration de l'intéressé(e) sera considérée comme nulle et sans objet.
Les maîtres de conférences et les professeurs des universités visés à l'article 1er ci-dessus expriment leur choix chaque année dans un délai d'un mois à compter de la date de publication sur GALAXIE du calendrier des opérations de la procédure spécifique d'avancement de grade, le cachet de la poste faisant foi.
Les enseignants-chercheurs qui adresseront leur choix après le délai fixé à l'alinéa précédent seront considérés comme n'ayant pas choisi la procédure spécifique d'avancement de grade. Leur dossier sera alors examiné dans le cadre de la voie d'avancement de droit commun ou, le cas échéant, dans celui de la voie réservée aux enseignants-chercheurs affectés dans un établissement à effectif restreint.
Le calendrier des opérations ainsi que la fiche de candidature (1) font l'objet d'une publication annuelle sur GALAXIE.
La directrice générale des ressources humaines est chargée de l'exécution du présent arrêté, qui sera publié au Journal officiel de la république française.
Fait le 24 octobre 2011. Pour le ministre et par délégation: La directrice générale des ressources humaines, J. Théophile.
(1) La fiche de candidature, la notice explicative et la fiche de présentation du dossier de candidature seront consultables et téléchargeables sur: www.enseignementsup-recherche.gouv.fr, portail GALAXIE, rubrique: avancement de grade des enseignants-chercheurs, informations concernant l'avancement spécifique, fiche de candidature et notice explicative. Toutes ces informations seront également consultables et téléchargeables sur le site intranet i-dgrh.
Dziennik Ustaw Nr 0264 z dnia 15 listopada 2011 r., tekst 48. NOR: ESRH1129351A
Minister Szkolnictwa Wyższego i Badań Naukowych. Więcej...
L’année 2012 sera l’année des enjeux électoraux dont l’emploi sera l’un des sujets centraux pour l’avenir de notre société, "l’Année Européenne du Vieillissement Actif", événement initié par la Commission Européenne pour 2012.
Deux rendez-vous pour l’emploi des seniors en 2012 :
JANVIER 2012 : PARIS - Ile de France, 4ème édition : les 17 & 18 janvier 2012 - Espace Champerret - PARIS
FEVRIER 2012 : STRASBOURG, 3ème édition le 16 février 2012 - Palais des Congrès - STRASBOURG
EMPLOI SENIORS, C’EST :
- Un salon DIFFÉRENT : pour en finir avec les préjugés sur l’âge dans le monde du travail !
- Un salon de RECRUTEMENT : pour les 45 ans … et plus parce que les seniors ont les idées, l’envie, et l’expérience en plus !
- Un lieu de RÉFLEXION sur toutes les solutions facilitant l’employabilité des seniors.
- Un événement destiné aussi bien aux SENIORS qu’aux DRH et DIRIGEANTS D’ENTREPRISES : tous les acteurs de l’emploi des seniors sont concernés.
TOUTES LES INFOS SUR www.salon-emploiseniors.com.
EMPLOI SENIORS est placé sous le haut parrainage du Ministère du Travail, de l’Emploi et de la Santé.
Aastaks 2012 on aasta valimiste küsimusi kelle töö on üks keskseid teemasid meie ühiskonna tulevik, "Euroopa aasta aktiivsena vananemise" üritus, mille algatas Euroopa Komisjon 2012.
Kaks kohtumist vanemate tööhõive 2012:
PARIS Jaanuar 2012: PARIS - Ile de Prantsusmaa, 4. väljaanne: 17 ja 18 jaanuar 2012 - Champerret - Pariis
Veebruar 2012: STRASBOURG, 3rd Edition 16. veebruar 2012 - Convention Center - STRASBOURG. Täielik teave www.salon-emploiseniors.com. Velle...
By Yojana Sharma. There are big differences around the world in the reasons why students turn to education agents for university and student visa applications, with use of agents highest in regions and countries where there is less familiarity with the target education system. Language issues are also important, a new study by the British Council has found.
Analysis of 131,000 student responses, or 30,000 responses each year since 2007 gathered by the British Council for its just-released Student Insight report Why Students use Agents, found students in Europe were the least likely to use an education agent for assistance in applying for a university place while students in East Asia are most likely to commission their services. In Latin America and Africa, use of education agents varies more broadly from country to country.
"Prospective students and their parents view agents differently, depending on where in the world they live," said Elizabeth Shepherd, research manager for the British Council's education intelligence unit in Hong Kong.
However, in all countries they sought an agent only once they were seriously considering overseas study. "They see it as a final stage of the process," Shepherd said.
"A big part of it is confidence. Study abroad is such a complicated issue and the perception is that it's an in-depth process to go through with a number of hurdles to cross," Shepherd told University World News.
"There will always be, especially for students entering an education system for the first time, a lot of them who have never been outside their own country."
Above all they want a time-saving and trustworthy source of guidance. "Students may seek an agent if they or their parents have never studied overseas before, or if they intend to study a newly popular subject and do not have an easily accessible reference point, or for many practical reasons, including needing someone to submit an application on their behalf or identify suitable accommodation," the study said.
"Agents have got a bad reputation. There are many awful stories. The purpose of our study was to look at students perception to gain an insight into how they have been treated," said Shepherd.
African students and students in China turn to agents to get information about universities themselves, while in South Asia the most sought after service is assistance in obtaining a student visa - possibly because there is already some familiarity with education systems in countries like Britain and the US.
"Visa application would always be high on students' need for assistance. The visa system has always been one that required time, including the need for referencing and other documentation that applies to academic study and credibility that visa regimes now call for," Shepherd said. Among the largest groups of students going abroad, Indian students were less likely than Chinese students to use an agent, while Indian students who have previously studied overseas are less likely to use agents for subsequent applications. European Union students wanting to study in another European country are least likely to have visa issues and as EU citizens they are entitled to pay the same tuition fees as home students.
"A large number of European organisations and associations provide information on obtaining financial aid in a student's home country for study in another EU country, they also provide advice on students rights as EU citizens and possible scholarship opportunities," the study said.
German students were the least likely to use an agent, with three-quarters of them responding negatively, followed by Belgium at 65%. Of the French students surveyed, three out of five said they would not go to an agent. Like non-Europeans, European students sought assistance or reassurance that they are choosing the right institutions and help with accessing additional information on the institutions, the study noted. Accommodation advice is another important service.
East Asia and China
The East Asian region was the most inclined to use education agents. More than half of students in China, Malaysia, South Korea, Taiwan and Vietnam said they were likely to use and agent's services although many in Hong Kong, Indonesia, Japan, the Philippines and Thailand appeared unsure about the value of agents. In East Asia the most popular service was the provision of information relating to institutions, followed by advice on which institutions to apply to.
The most likely to use such services were students in China. "They really do feel it is such a well-established trend in the industry and a common-place practice to engage an education agent. What comes across most is the language barrier for the parent and the need to assist the child with an English language process and the time frame," Shepherd said.
In Guangzhou province in southern China, students were more likely to say they did not see the internet as a resource, referring to internet censorship issues. In Hong Kong, where internet censorship is not a problem, language was cited one of the biggest obstacles to using online resources and print materials. Students in China with the US as their first choice destination were most likely to seek advice from an agent about institution choice. Chinese students were also most likely to use an agent when they wanted to study subjects such as business administration.
"A possible explanation of this could be the huge and daunting number of possible course options which vary in cost and quality across all possible hosting countries. For any prospective student this would be a daunting prospect and one that would almost certainly justify the expense of consulting and education agent," the study said.
In African countries, internet connectivity and reliability are much more prominent factors in whether students turn to education agents or not. But the issue of agent reputation has had an impact in this region, with much controversy surrounding the high number of fraudulent applications from education agents acting on behalf of students from African countries, who have been seen as trying to gain access to loans and benefits or gain residency through the back door.
"The reputation of education agents has suffered as a result of this controversy and institutions and students are reportedly wary of having applications denied as a result of being suspected as fraudulent," the report said.
A slightly higher proportion of Kenyan, Nigerian and Ugandan respondents indicated they were more likely than not to use an agent. However for Zimbabwean and Ghanaian students a slightly higher proportion said they would not.
But in Nigeria, a high proportion - almost two-thirds - of students wanting to study Veterinary Science said they would use an agent, much higher than the 40-50% of students applying for other subjects.
By Claire Potter. We return to guest blogger, historian and former Zenith provost Judith C. Brown. Her full biography and Part I of this series can be viewed here. Brown ended the first section of her essay by reflecting: “in the early 19th century, it was in the relative ‘backwater’ of the German universities as well as in the newer universities of Europe, where imagination and flexibility with regard to change were able to flourish, that we see the beginnings of the modern research university.” She then asked: “Are we in that kind of turning point in American higher education?” The answer is yes.
American higher education is at a major turning point.
By Wagdy Sawahel. Despite dramatic growth since the 1990s in the number of private institutions, which make up about 45% of all Arab universities and have a market size of US$1.2 billion in Saudi Arabia and the United Arab Emirates alone, these institutions continue to have little impact on the development of higher education systems in the Arab world.
This is due to limited capacity, lack of academic credibility, absence of quality control and performance standards, and the perceived threat to Arab cultural identity that branches of Western universities represent. Educational reform is urgently needed to reach minimum levels of quality and produce students who meet national needs.
The status of private universities
Private universities in the Arab world emerged as a result of the inability of most public universities to meet the demand for higher education, in terms of both student numbers and academic quality. Public universities are heavily subsidised and run at a considerable financial loss. They are intensely overcrowded and cannot absorb the high demand for places, estimated at about 6.2 million in 2010. The problems of Arab public universities were outlined in the 2009 report Challenges Facing the Privatisation of Higher Education in the Arab World. As a result, since the early 1990s, 14 out of 22 Arab countries have officially opted for privatising higher education and started licencing private universities, which have been set up by either local investors or foreign universities.
Two-thirds (around 70) of the new universities founded in the Arab states since 1993 are private, and at least 50 of them are branches of Western, mostly American, universities, according to another 2009 report, The Politics of Higher Education in the Middle East: Problems and prospects. For example, Jordan has at least 12 private universities and Lebanon has only one public university and 28 private institutions. Syria has licensed some 20 private universities since 2001, 14 of which are up and running. Tunisia had the highest increase in the number of universities, up from 22 in 2003 to 44 in 2008, including 31 private universities.
Manar Sabry, a higher education expert at State University of New York in Buffalo, US, and the author of the report Funding Policy and Higher Education in Arab Countries, said Arab nations were the last to establish private universities. However, the number of private universities is increasing: of 152 new universities established in Arab countries from 2003-08, 115 were private - about 4.4 times the figure for 1993.
Nevertheless, private universities have little impact on higher education in the Arab world. Regardless of their increased numbers, Sabry told University World News, the public sector remains dominant in the provision of higher education "with the private sector still playing a small role in most countries in the region, as private universities are usually small and offer limited disciplines".
Market- or state-driven private universities?
A 2010 report, Universities in the Arab East: A crisis of privatisation and internationalisation, indicated that besides private for-profit universities, the Arab world has two types of universities: public or national universities, which absorb the overwhelming majority of students; and private non-profit universities, which attract the upper-middle class. Some private institutions historically belonged to missions, such as the American University of Beirut in Lebanon and the American University in Cairo. And some public universities have created private programmes, leading to the creation of what are in effect semi-private universities. While private non-profit universities in Lebanon date from the 19th century, Jordan opened its first private for-profit university in 1990, followed by Egypt, Syria and the Gulf region.
In Saudi Arabia the private higher education sector, although still small in size, is growing at an annual rate of more than 35% compared to the public sector, which is expanding at only 10%, according to an October 2011 study, GCC Insight Report: Investment opportunities in K-12 and higher education in the United Arab Emirates and Kingdom of Saudi Arabia, prepared by the Parthenon Group, a strategic advisor to the global education industry. Qatar and the United Arab Emirates (UAE) have adopted a model of offshore campuses of foreign universities in remote educational cities.
Since 2003, Qatar's Education City has welcomed at least eight universities (six American and two Australian). A 2009 study, The Politics of Higher Education in the Middle East: Problems and prospects, indicated that in Qatar funding is mainly governmental, through the Qatar Foundation, which covers the bulk of the construction costs for branches of foreign universities. But in the UAE, Dubai International Academic City, or DIAC, is following a market-driven approach, where branches of foreign universities are covering their own costs in what is designed as a co-investment operation.
According to a May 2011 report, The Higher Education Landscape in Dubai 2010, published by Dubai's Knowledge and Human Development Authority, DIAC currently hosts 32 institutions from 13 countries including the US, UK, Canada, Australia, India, France, Singapore, Belgium, Russia, Pakistan, Iran, Lebanon and the UAE. It has 20,000 students from more than 100 nationalities on some 300 higher education programmes. The Parthenon Group's study pointed out that Western-branded higher education institutions in the UAE are growing at 18% per annum.
DIAC is hosting 58% of the foreign branch universities in the Arab world, according to the Guide to Universities in the Arab Countries issued by the Beirut-based UNESCO Regional Bureau for Education in the Arab States. According to the UNESCO document, which covered 22 countries in the Arab world, the UAE hosts the most foreign universities. Of the 15.4% of the universities based there, 6.4% operate under DIAC. Among the Arab states of the Gulf, DIAC and the Dubai Knowledge Village host 23% of the total number of universities.
Foreign university-based private institutions
The higher education community has expressed divergent views concerning the significance of establishing foreign branches of international universities in the Arab world. Sabry indicated that the inability of some governments to improve the quality of their public higher education institutions due to management difficulties led them to partner with foreign universities to fill the gap.
But Hilmi Salem, an international consultant in higher education, told University World News: "This is just a transplant process for setting up revenue and profit-orientated fully fledged foreign branch campuses in the national education system, leading to the production of a foreign brain-washed generation as well as a new form of mental colonisation."
Salem continued: "Some of the off-shore campuses of foreign universities in the oil-rich Gulf states are running out of cash as they struggle to attract enough students and develop a viable business model."
According to an October report on the website of international business services company High Street Partners, titled Universities Re-thinking Global Expansion, George Mason University left the UAE two years ago, before its inaugural class could graduate, and Michigan State University, failing to recruit even a quarter of its planned student numbers, pulled out of Dubai after just two years in business.
"Answers to several questions remain to be seen, especially regarding who is evaluating foreign branches: the local authorities or overseas quality assurance and accrediting agencies? Who will control admission fees, how will foreigners be admitted, and how they will be managed?," asked Hilmi Salem.
"And who will control a highly complex set of foreign university practices and relationships, and how will the cultural identity of these universities interact with the local cultural identity and the meeting of societal needs?"
Salem's views echoed a statement made in a paper, "The Impact of Globalisation on Higher Education and Research in the Arab States", presented at a 2007 seminar held in Morocco.
"These private universities were not created following the models of Western countries. Instead, they were established in haste to try to solve a social problem rather than to improve higher education research activities and the quality of education. They were not well planned and could be compared to fast-food stands in the crowded streets of Western cities, whose role is to provide food to appease hunger," argued part of the report.
On the other hand, a UAE economic expert was quoted as saying to Gulf News: "I believe those who criticised the move have extremely exaggerated the issue, with no consideration of the scientific and developmental role that can be played by the branches of these universities. We must take into consideration that some of these universities are prestigious ones with rich contributions to human development for more than 200 years."
Problems facing Arab private universities
The main problem with the establishment of private universities in Arab countries is that they are mostly for-profit and many have been established without adequate planning, clear policy or regulations, funds or even qualified staff, according to Manar Sabry.
He said that in most Arab countries, private university programmes were duplicating the public model. They neither offered innovative nor were they responsive to the needs of the job market. The lack of clearly implemented policy and regulations produced low quality private universities, and had frustrated private providers. Politics and cumbersome approval processes by regulatory committees often restricted the establishment of new universities and discouraged international investors.
As a result, the establishment of private universities in Arab countries has not, in most cases, led to improving education quality, Sabry argued. With one public university and 28 private universities licenced through the government but operating independently, Lebanon could be considered an extreme example of the crisis of Arab university privatisation, which was highlighted in the Muhanna Foundation's November 2010 study Private Universities in Lebanon: Performance indicators, accountability and value-for-money.
The report highlighted several challenges, especially with regard to producing adequately qualified human capital responding to the needs of the labour market and the sector's quality assurance and brand standing in the region.
"Several countries have passed to us their complaints over the quality of graduate and doctoral education received by Lebanese students," the local Daily Star quoted Education Ministry Director General Ahmad Jamal as saying at a June 2011 workshop.
Hilmi Salem argued that given problems associated with branches of foreign universities, "private universities built by wealthy Arab businessmen, individuals or national organisations must be encouraged, without scarifying quality and performance standards".
But Sabry warned that heavy regulations could demolish the private sector completely. Instead, there should be a functional legislative framework that would ensure transparency and accountability - legislation to offer the basis for rights and responsibilities, he suggested.
The strategy to achieve reform must include establishing quality assurance mechanisms to evaluate and accredit programmes and degrees offered by educational providers, Sabry argued. Although some countries had established a national system for quality assurance, the infancy of these systems limited their effectiveness. Besides encouraging and supporting non-profit private universities and academically elite universities, more use should be made of international benchmarks, Sabry added.
In addition to improving quality in private universities built by local investors, Salem called for building regional world-class universities and expanding partnerships with the world's best universities in the form of student and faculty exchanges, collaborative research, joint degrees and twinning programmes as well as help in setting up regional research centres.
* Wagdy Sawahel is a higher education and scientific research advisor and the general coordinator of the Science Development Network, as well as the director of the Virtual Incubator for Science-based Business. He was a guest on the Aljazeera programme "Foreign Universities in the Arab World".
Le deuxième rendez-vous des acteurs de la formation, de l'insertion et de l'accompagnement se déroulera le mardi 29 novembre 2011 de 9h30 au PRES Université - 34 cours Léopold à Nancy.
Le thème de cette journée portera sur : Les métiers de la formation : quelles évolutions ?
Maître de conférences à l'Université Paris Descartes. Elle est responsable du diplôme d'université de responsable de formation (DURF) et du master «Consultant et expert en ingénierie de formation».
Emmanuel De Lescure
Maître de conférences à l'Université Paris Est Créteil. Il est membre associé de l’équipe Professions, Réseaux, Organisations de l'unité de recherche du Centre M. Halbwach et chercheur au Centre interdisciplinaire de recherche Culture, éducation, formation, travail, Équipe Reconnaissance, expérience, valorisation de l'UPEC. Renseignements et inscription.
A l’occasion des 40 ans de la Loi Delors, la Direccte Ile-de-France, le Conseil régional Ile-de-France et le GIP CARIF Ile-de-France, en partenariat avec le Crefop de l’Université Paris Ouest ont le plaisir de vous inviter à la conférence « 40 ans après la loi Delors : regards croisés sur la formation professionnelle en Ile-de-France ».
Cette matinée réunira l’Etat, la Région et les partenaires sociaux pour débattre des évolutions de la formation professionnelle en Ile-de-France.
Cette manifestation gratuite aura lieu le:
Jeudi 24 novembre 2011, de 9h00 à 12h30
A l'Université Paris Ouest Nanterre La Défense (A 10 mn de Paris)
200 avenue de la République
Accès : RER A Nanterre Université (Plan d'accès).
Pour vous inscrire, remplissez le formulaire en ligne.
Bernadette Madeuf, Présidente de l'Université Paris Ouest Nanterre La Défense
9h00-9h30 : Introduction de la matinée
Pierre Ferracci, Président du groupe Alpha.
Sébastien Pietrasanta, Conseiller régional Ile-de-France et président du GIP CARIF Ile-de-France.
Anne-Sophie Grouchka-Souhaité, Directrice du Cabinet de Nadine Morano, Ministre chargée de l'Apprentissage et de la formation professionnelle auprès du Ministre du travail.
Un représentant de la Direccte Ile-de-France.
Débats animés par Pierre Ferracci.
9h30-10h00 : De l’idée de promotion sociale à la sécurisation des parcours professionnels
Hugues Lenoir, Enseignant-chercheur en Sciences de l’Education, à l’Université Paris Ouest Nanterre La Défense.
10h00-10h30 : Table ronde
Réactions de l’Etat, de la Région et des partenaires sociaux. Françoise Lareur, pour la CFDT Ile-de-France, Jean-Philippe Leroy, pour la CFE-CGC Ile-de-France, Jean-Philippe Maréchal, pour la CGT Ile-de-France, Henri Marichez, pour FO Ile-de-France
CFTC Ile-de-France, sous réserve, Abdellah Mezziouane, pour la CGPME Ile-de-France, Jérôme Dubus, pour le MEDEF Ile-de-France
10h30-10h45 : Echanges avec la salle
10h45-11h15 : Evolution du paritarisme et des relations tripartites au niveau régional
Olivier Mériaux, Chargé de recherche à la Fondation Nationale des Sciences Politiques (UMR Pacte, Grenoble).
11h15-11h45 : Table ronde
Réactions de l’Etat, de la Région et des partenaires sociaux.
11h45-12h00 : Echanges avec la salle
12h00 : Conclusion
Emmanuel Maurel, Vice-président en charge de la formation professionnelle, de l’apprentissage et de l’alternance au Conseil régional d’Ile-de-France. Contact: email@example.com.
To mark the 40th anniversary of the Act Delors, the Direccte Ile-de-France, the Regional Council of Ile-de-France and GIP CARIF Ile-de-France, in partnership with the Crefop the University of Paris West pleased to invite you to the conference "40 years after the law Delors: perspectives on vocational training in Ile-de-France." More...
Le Congé individuel de formation (Cif) permet, à tout salarié, de suivre une formation de son choix pour se perfectionner ou pour changer de métier (80% des cas). À condition d’avoir exercé une activité professionnelle d’au moins 24 mois dont 12 consécutifs dans la même entreprise. Le salarié peut suivre une formation, à son initiative et à titre individuel, d’un an. Et même de trois ans si le financement le permet et si la formation le justifie. Le salarié conserve généralement son salaire intégral et ses droits. L’employeur peut reporter un Cif de 9 mois, mais pas le refuser. La formation peut se faire à temps plein ou à temps partiel.
Satisfaction. En 2010, le Fongecif de Basse-Normandie a enquêté auprès de 100 bénéficiaires d’un Cif pris entre 2000 et 2004. 90% disent avoir atteint ou dépassé leurs objectifs. 20% ont créé leur entreprise.
Reconversion confirmée. 77% ont changé de métier ou de secteur d’activité, les autres ont réintégré leur entreprise sur le même métier, mais avec davantage de responsabilités.
Valorisation rapide. 74% des stagiaires ont valorisé leur Cif rapidement; 16%, entre deux et six mois après la sortie du dispositif.
Formation adaptée à l’emploi. Près de 80% des stagiaires estiment que le contenu de leur formation correspond à leur nouvelle activité.
Vocations d’entrepreneurs. 72% ont obtenu un CDI à l’issue de leur Cif, 20% sont devenus chef d’entreprise. Mieux payés. Sur les 100 stagiaires questionnés, 70 ont eu une rémunération supérieure à leur précédent poste, parmi eux trois chefs d’entreprise qui ont passé la crise. Sortir de la précarité. 25% des stagiaires qui étaient en CDD sont devenus chefs d’entreprise, contre 18% de ceux qui étaient en CDI. 60% des Cif qui étaient en CDD ont décroché un CDI, 10% sont en recherche d’emploi, 5% sont en intérim.
3965 Cif ont été financés dans l’Ouest en 2010: Cif CDI: Bretagne: 1135; Pays de la Loire: 1379; Basse Normandie: 857 (Total : 3093). CIF CDD: Bretagne: 328, Pays de la Loire: 335, Basse-Normandie: 209 (total : 872).
Voir aussi notre dossier sur le CIF.
Mae'r gwyliau hyfforddiant unigol (FfAC) yn caniatáu i unrhyw gyflogai i ymgymryd â hyfforddiant o'u dewis i uwchraddio neu i newid swyddi (80% o achosion). Mwy...
C’est au niveau II que les effectifs sont en plus forte augmentation, en Licence comme dans les autres formations. Le niveau I connaît lui aussi une forte croissance (+18%), lié au développement des masters et autres formations.
- Télécharger la synthèse des résultats de l'enquête SIFA dans AC-études du 26/10/2011
- Consulter l'ensemble des données chiffrées sur les effectifs d'apprentis au 31 décembre 2010 dans l'académie de Poitiers (hors agriculture).
Ces informations ont été transmises par les CFA par l'intermédiaire du Système d'information sur la formation des apprentis (SIFA).
Poziom II jest to, że liczby są najwyższy wzrost w licencji, jak w innych formacjach. Poziom I jest także dynamiczny wzrost (+18%), związane z rozwojem formacji kapitanów i innych. Więcej...
It says that the social sciences and humanities could be drivers of innovation. The paper, published on 25 October, calls for an increase in earmarked investments in the disciplines so that the success rate of this part of the programme could be on par with the average success rate in the current Seventh Framework Programme (FP7). The paper points out that 55% of Danish students graduating in the humanities in 2007 worked in the private sector, compared with 33% in 2001, and they were primarily engaged in strategic communication, product development and innovation, marketing and advertising, IT and sales.
The DEA says that research in social sciences and humanities is important for the European Commission in order to fully develop the 'Innovation Union'. But it adds that although FP7 is the world's largest research funding programme for the socio-economic sciences and the humanities, it is also smallest of 10 theme-oriented programmes. This echoes a call from the British government in May for research in the social sciences, arts and humanities to be "embedded in all aspects of future programmes with a higher profile and increased share of funding".
Gudmund Hernes, former president of the International Social Science Council, said the Danish Presidency, which begins in January 2012, should see the issue of European decline as an enormous opportunity to refocus. "The confluence of crises - in climate, energy and economy - needs to be addressed immediately, intelligently and forcefully by integrated research that addresses the complexities we face," he said. "Integrated research in its very design, execution, application and presentation must bring together the natural and social sciences in joint projects.
Several examples of the use of multiple social sciences in research are listed in the report. Notable among them, the Cambridge University Centre for International Studies programme 'Security in International Society', launched in the wake of the 9/11 terror attacks in New York, draws together political science, history, international relations, economics, theology, psychology and law. The report says: "The diversity of these fields reflects the complexity of a global society in which social, cultural and religious factors have become as important as political, commercial and military ones."
Jerzy Langer, professor of physics at the Polish Academy of Sciences and a former deputy minister of science, told University World News: "There is a fundamental point missing in the report, namely the very fact that it is business which takes more and more from the social sciences and humanities for both its daily and strategic operations. "Services are becoming the dominant economic factor worldwide and this is precisely where the social sciences and humanities are of larger importance than innovative technologies and all the gadgetry. Therefore business will support the initiative and already asked for it."
Katrien Maes, chief policy advisor to the League of European Research Universities (LERU), said the DEA's acknowledgement that moral, social and political progress have not kept pace with mastery of the physical world shows the need for more intensified research, fresh insights, vigorous criticism and inventiveness in the humanities and social sciences. "Research in the arts, humanities and social sciences addresses major current social, cultural, ethical and economic challenges, including the impact of scientific and medical advances, the management of international relations, development and security, and the effects of globalisation and migration'" said Maes.
"It contributes decisively to today's recognition that modern society depends on the whole range and interconnectedness of knowledge rather than on a few academic disciplines. It makes an increasingly effective practical contribution, together with other disciplines, to the creation of public policy". A spokesman for the Danish Ministry of Education said it was waiting to see what the Commission proposed for social sciences and humanities when it adopts its proposal for Horizon 2020 in the coming weeks before taking a position. But it generally held "a positive view on the importance of social science and humanities in relation to the European research and development framework programmes".