17 décembre 2011

L’atelier de l’évaluation - CPRDFP

http://a2.idata.over-blog.com/178x156/1/38/56/33/Logo.jpgAtelier de l’évaluation 2011. Jeudi 8 décembre 2011. CFA Interprofessionnel 32, rue Benjamin Franklin, Châlons-en-Champagne.
Liste des participants
. Documents présentés: Etat des lieux de la mise en place des CPRDFP, Enseignements des PRDF, Régions: Centre - Champagne-Ardenne - Limousin - Poitou-Charentes - Provence-Alpes-Côte d’azur, Présentation des tableaux financiers. L’évaluation des CPRDFP: Orientations et gouvernance des CPRDF, Modalités générales pour le suivi et l’évaluation. Base de données des tableaux financiers des PRDF/CPRDF, en ligne à la rubrique Activités et Outils.Pour information, les Contrats des Plans Régionaux de Développement des Formations Professionnelles (CPRDFP) 2011-2014 ont été signés dans 9 régions: Alsace - Basse-Normandie - Centre - Champagne-Ardenne - Haute-Normandie - Limousin - Lorraine - Nord-Pas-de-Calais - Rhône-Alpes.
Programme
Introduction par le président du Conseil national et par les autorités régionales
Eléments de méthode : 9h45 – 10h30
Présentation par le président de la commission d’évaluation du Conseil national du déroulement de la journée et  des éléments de cadrage:
- Etat des lieux de la mise en place des contrats de plan régionaux de développement des formations professionnelles (CPRDFP);
- Principaux enseignements des évaluations conduites dans le cadre des précédents plans régionaux de développement des formations professionnelles (PRDF);
- Points clés des modalités générales d’évaluation proposées par le Conseil national.
Groupes de travail : 11h – 12h30 et 14h00 – 15h30
Deux groupes de travail en parallèle. Dans chaque groupe de travail, présentation par 2 ou 3 régions des réflexions et des travaux engagés pour la mise en place de l’évaluation de leur CPRDFP et débat avec les participants.
Groupe A/B - Intervenants: Centre, Limousin et Provence Alpes Côte d’Azur - Animateurs: Françoise Amat et Pierre Le Douaron
Groupe C - Intervenants: Champagne-Ardenne et Poitou-Charentes - Animateur: Christophe Usselio La Verna
Restitution et synthèse: 15h30 – 16h30. Présentation de la synthèse des groupes de travail par les animateurs afin de dégager les éléments méthodologiques transférables.
Conclusion: 16h30 – 17h00. Réactions et conclusions par Jacques Freyssinet, Economiste, Professeur émérite à Paris I.
Etat des lieux de la mise en place des CPRDFP au 8 décembre 2011

• 10 CPRDFP ont été signés
• 10 ont été adoptés par l’Assemblée du Conseil régional
– 4 ont arrêté la date d’une signature en décembre
– 6 signature envisagée : fin d’année ou tout début 2012
• Pour les 6 autres :
– 1 CPRDFP a prévu une adoption en décembre par l’Assemblée régionale
– 5 CPRDFP semblent moins avancés et une signature en février 2012 est évoquée
Principaux enjeux des CPRDFP

• Construits dans une période difficile (conséquences de la crise économique et financière de 2008)
⇒ Répondre, par la formation, aux besoins des habitants, des secteurs économiques et des territoires.
⇒ Permettre aux individus de bénéficier d’un 1er niveau de qualification; de servir les besoins des entreprises dans leur recherche de performance et d’innovation et d’adaptation des compétences, …
• Double enjeu, double défi économique et social
– La sécurisation des parcours professionnels : pour tout public en vue de favoriser l'insertion ou le maintien dans l'emploi et la réussite des projets professionnels tout au long de la vie.
– L'anticipation des mutations économiques et le développement des territoires.
La quasi-totalité des CPRDFP est souvent conçu en articulation avec le SRADT et le SRDE = lien nouveau entre Formation – Emploi – Economie.
Les principales priorités communes

Lecture à partir des 10 CPRDFP signés. Il s’agit d’une synthèse des priorités/orientations qui n’entre pas dans la spécificité de chaque contrat.
Moyens d’action

1. Prendre en compte les besoins des territoires, le contexte économique, le marché du travail, les mutations économiques et sociales, les évolutions des métiers et des qualifications
2. Faire évoluer l’offre de formation vers plus de lisibilité et l'adapter aux besoins
3. Mieux coordonner les politiques de formation professionnelle
4. Développer l’expertise et les outils d’observation au service des décideurs
5. Proposer une offre de service d’AIO cohérente et coordonnée tout au long de la vie
Les principales priorités communes
Finalités
5- Construire la sécurisation des parcours professionnels
6- Donner à tous accès à un premier niveau de qualification
7- Faire évoluer l’appareil de formation et veiller à la cohérence entre FI et FI/FC
Evaluation/suivi (CPRDFP signés)

• Tous comportent un volet évaluation/suivi.
• Organisation:
– dans le cadre du CCREFP (structuration en GT ou commission)
– faisant appel aux compétences des « structures d’appui et d’aide à la décision » (CARIF-OREF, …)
– certains évoquent l’appui d’un prestataire extérieur ou à des experts « hors CCREFP ».
• Rapport au temps:
– Evaluation « chemin faisant »
– Suivi annuel (via tableaux de bord de suivi, bilans, recensement des réalisations,…)
– Certains ont séquencé les travaux jusqu’en 2014 (bilans, nombre de présentations, colloques,…).
• 2 « niveaux » d’évaluation
– / objectifs et priorités du CPRDFP (généraux et/ou actions prioritaires)
– La plupart, sur les éléments de la contractualisation => contenu des « fiches actions », « conventions d’application », « conventions de partenariats », …
• « Trois niveaux » d’indicateurs (cas/cas):
• / objectifs et priorités du CPRDFP.
• Plutôt lors de l’écriture des fiches actions (efficacité/efficience; cohérence)
• / autres outils de la contractualisation (COT, COM,…)
• Certains évoquent une actualisation possible au fur et à mesure du suivi et de l’évaluation (objectifs, indicateurs,…) et évoquent une clause de « revoyure » entre décideurs.
http://a2.idata.over-blog.com/178x156/1/38/56/33/Logo.jpg Oceny Workshop 2011. Czwartek, 08 grudzień 2011. CFA Inter 32, rue Benjamin Franklin, Chalons-en-Champagne.
Lista uczestników. referaty: Aktualny stan realizacji CPRDFP, Nauki FDSR, Regiony: Centrum - Szampania-Ardeny - Limousin - Poitou-Charentes - Provence-Alpes-Côte d'Azur, Prezentacja tabel finansowych. Ocena CPRDFP: Wytyczne i zarządzania CPRDF, Ogólne Warunki dla monitorowania i oceny. bazy danych z tabel finansowych FDSR/CPRDF, internetowych oraz sekcji Narzędzia. Informacje umów regionalnych planów Rozwoju Kształcenia Zawodowego (CPRDFP)

2011-2014
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Posté par pcassuto à 23:39 - - Permalien [#]


Une personne née à l'étranger sur 3 est "surqualifiée"

Logo de l'Agence Régionale de la Formation tout au long de la vie (ARFTLV Poitou-charentes)Selon un communiqué de presse d'Eurostat, en 2008 dans l'UE27, le taux de chômage des personnes âgées de 25 à 54 ans nées à l'étranger était supérieur à celui des natifs du même groupe d'âge (10% contre 6%). Lorsqu'elles travaillent, les personnes nées à l'étranger ont souvent plus de difficultés à trouver un emploi correspondant à leur niveau d'éducation. Cette caractéristique peut être mesurée par le taux de surqualification qui se réfère au pourcentage des travailleurs ayant un niveau d'éducation élevé, c'est-à-dire ayant terminé l'enseignement supérieur, qui occupent des emplois peu ou moyennement qualifiés. Dans l'UE27 en 2008, le taux de surqualification des personnes âgées de 25 à 54 ans nées à l'étranger était supérieur à celui des natifs: 34 % contre 19 %. En France 27% contre 19%.
De même, le taux de chômage des personnes âgées de 25 à 54 ans nées à l'étranger était supérieur à celui des natifs du même groupe d'âge dans tous les États membres pour lesquels les données sont disponibles, à l'exception de la Grèce et de la Hongrie. Des différences particulièrement importantes étaient enregistrées en Belgique (14% pour les personnes nées à l'étranger contre 5% pour les natifs), en Suède (11% et 3%), en Finlande (11% et 5%), en Espagne (15% et 9%), en France (12% et 6%) et en Allemagne (12% et 6%).
Logo de l'Agence Régionale de la Formation tout au long de la vie (ARFTLV Poitou-charentes) Vastavalt pressiteate Eurostati 2008 EL27, töötuse määr inimest vanuses 25-54 välismaal sündinud oli kõrgem kui põliselanike sama vanuserühma (10% võrreldes 6 %). Kui nad töötavad, need sündinud välismaal on sageli raskem tööd leida vastavalt nende haridustasemele. See omadus saab mõõta määra üle kvalifikatsioon, mis viitab protsent töötajate kõrge haridustase, mis tähendab, võttes kõrgharidus, töökohti vähe või keskmise kvalifikatsiooniga. EL27 2008 määra üle kvalifikatsiooni vanuses 25-54 välismaal sündinud oli kõrgem kui põliselanike: 34% võrreldes 19%. Prantsusmaa 27% vastu 19%. Velle...

Posté par pcassuto à 23:17 - - Permalien [#]

Lifelong Learning in the South: Critical Issues and Opportunities for Adult Education

http://www.sida.se/ClientUI/Images/sida_logo.gifA report in the Sida Studies series. A critical review of international development initiatives and policy recommendations as to adult education and lifelong learning. The present gap between the North and the South could be overcome and a great potential for poverty reduction and for social and human development could be realised, given that current initiatives are reorientated. Different local experiences around the world are illustrated. The report is a revision of the report Lifelong Learning, New Education Division Documents No. 14, published in May 2003, (2726en). This report is also available in Spanish: Aprendizaje a lo Largo de Todo la Vida (2726es). Download Lifelong Learning in the South Critical Issues and Opportunities for Adult Education.
Lifelong learning has been acknowledged as a need and a principle for education and learning systems worldwide, and is being actively embraced by the North for its own societies. However, the learning needs of adults continue to be sidelined or ignored in recent international development initiatives and education policy recommendations for the South, including Education for All and the Millennium Goals. Rosa María Torres illustrates the need and opportunities for governments, national societies and the international donor community to re-frame the North-South gap and to re-orient education and learning towards social transformation and human development.
Lifelong Learning is activated today as the key organizing principle for education and training systems, and for the building of the “knowledge society” of the 21st century. There is an overall shift in focus from education to learning and from lifelong education to lifelong learning.
This study focuses on adult basic learning needs and adult basic education in the South, within a systemic and holistic approach to education and learning, and with a Human Development perspective. Literacy is viewed as part of basic education, not in isolation, and basic education is understood in a broad sense, far beyond literacy and numeracy. Learning is emphasized over education as the key organizing category and within a lifelong learning framework. Broadly defined, this paper deals with the issue of Basic Learning Needs of Adults for Human Development in the South. We introduce the notion of Adult Basic Learning and Education – as different from Adult Basic Education – to stress the importance of learning both within and beyond educational provision: learning in the family, in the community, at work, with friends, learning through the mass media, libraries, traditional and modern technologies, learning by observing, by doing, by working, by teaching, by participating. The term “adult” is used here as an all-embracing category that includes youth, adults, and the elderly, thus stressing the meaning and value of lifelong learning, across the life span. We maintain that all people, irrespective of age, gender and of the country and zone where they live, have a right to learn and to continue learning and must thus be considered learners and part of the “learning-age population” for basic education/training/learning purposes.
The term South is preferred to that of “developing countries”, while acknowledging the many problems of these and other designations (i.e. “Third World”, “low- and middle-income countries”, “periphery”, “aidreceiving countries”, “partner countries”, etc.). The very notion of “development” is today blurred and distant in most countries labeled such by the international community, in a world context where poverty and inequality continue to grow. We keep the term “developing” as a reminder that the goal continues to be (social, economic, human) development and progress, and that education continues to be, more than ever, decisive for such progress.

Posté par pcassuto à 22:03 - - Permalien [#]

Erasmus for All: 5 million in line for EU funding

http://europa.eu/rapid/images/logo-europa.gifBrussels, 23 November 2011 - Up to 5 million people, almost twice as many as now, could get the chance to study or train abroad with a grant from Erasmus for All, the new EU programme for education, training, youth and sport proposed by the European Commission today. Among them would be nearly 3 million higher education and vocational students. Master's degree students would also benefit from a new loan guarantee scheme set up with the European Investment Bank Group. The seven-year Erasmus for All programme, which would have a total budget of €19 billion, is due to start in 2014. See the video.
"Investing in education and training is the best investment we can make for Europe's future. Studying abroad boosts people's skills, personal development and adaptability, and makes them more employable. We want to ensure that many more people benefit from EU support for these opportunities. We also need to invest more to improve the quality of education and training at all levels so we are a match for the best in the world and so that we can deliver more jobs and higher growth," said Androulla Vassiliou, Commissioner for Education, Culture, Multilingualism and Youth.
The Commission's Erasmus for All proposal would allow:
* 2.2 million higher education students to receive grants to spend part of their education and training abroad (compared to 1.5 million under current programmes);
* This figure includes 135000 students getting support to study in a non-EU country, as well as non-EU students coming to study in the Union;
* 735000 vocational students would be able to spend part of their education and training abroad (compared to 350 000 under the current programme);
* 1 million teachers, trainers and youth workers would receive funding to teach or train abroad (compared to 600 000 under current programmes);
* 700000 young people would go on traineeships in companies abroad (compared to 600000 under the current programme);
* 330000 Master's degree students would benefit from loan guarantees to help finance studies abroad under a brand-new scheme;
* 540000 young people would be able to volunteer abroad or participate in youth exchanges (compared to 374000 under the current programme);
* 34000 students would receive grants for a 'joint degree', which involves studying in at least two higher education institutions abroad (this compares to 17 600 supported under the current programme);
* 115000 institutions/organisations involved in education, training and/or youth activities or other bodies would get funding to set up more than 20 000 'strategic partnerships' to implement joint initiatives and promote exchange of experience and know-how;
* 4 000 education institutions and enterprises would form 400 'knowledge alliances' and 'sector skills alliances' to boost employability, innovation and entrepreneurship.
Background
Erasmus for All would bring together all the current EU and international schemes for education, training, youth and sport, replacing seven existing programmes 1 with one. This will increase efficiency, make it easier to apply for grants, as well as reducing duplication and fragmentation.
The Commission is proposing an increase of approximately 70% compared to the current seven-year budget, which would allocate €19 billion to the new programme in 2014-2020. The figure takes account of future estimates for inflation and includes expenditure foreseen for international cooperation.
The new programme will focus on EU added value and systemic impact, with support for three types of action: learning opportunities for individuals, both within the EU and beyond; institutional cooperation between educational institutions, youth organisations, businesses, local and regional authorities and NGOs; and support for reforms in Member States to modernise education and training systems and promote innovation, entrepreneurship and employability.
Two-thirds of the funding would be spent on mobility grants to enhance knowledge and skills.
The streamlined structure of the new programme – together with its significantly increased investment – means the EU will be able to deliver many more opportunities for students, trainees, young people, teachers, youth workers and others to improve their skills, personal development and job prospects. Erasmus for All will also promote research and teaching on European integration, and support grassroots sport.
Since 2007, an average of 400 000 people per year have received EU grants for study, training and volunteering abroad. Under the Commission's proposal, this figure would nearly double to almost 800 000. (In 2010, 560 000 received grants in the 27 Member States, see Annex 1).
Next steps

This proposal is now under discussion by the Council (27 Member States) and the European Parliament who will take the final decision on the budgetary framework for 2014-2020.
For more information: MEMO/11/818, http://ec.europa.eu/. European Commission: Education and Training website.
Annex 1:
Table shows the number of recipients of EU grants for study, training and volunteering under the Lifelong Learning Programme and Youth in Action in 2010. (Erasmus for All will encompass both programmes and aims to nearly double the number of beneficiaries across the EU).
Annex 2:
Proposed funding levels by sector 2014-2020, compared to the 2007-2013 programmes (€ Million, EU-27).
See also: "Erasmus for All", EU sets 20% student mobility target.

Posté par pcassuto à 20:46 - - Permalien [#]

Un poco de Historia...

http://www.ruepep.org/_/rsrc/1263489381456/config/app/images/customLogo/customLogo.gif?revision=1Ya queda lejos el 16 de Mayo de 2001 cuando, aprovechando el inicio de la 21ª Conferencia de EUCEN,  se celebró en el IDEC de la U. Pompeu Fabra la primera reunión de los responsables de Formación Postgrado y Educación Continua de las universidades españolas con la participación de 32 universidades.
En dicha reunión se puso de manifiesto la diversidad de formas de gestión, estrategias y tipos de oferta con las que las universidades han organizado su formación postgrado y educación continua así como una gran variedad de temas, inquietudes y experiencias de interés para todos y que, por su especificidad, no habían encontrado un espacio en otros foros universitarios.
Como conclusión principal se destacó el interés generalizado de continuar en dicha línea de trabajo promoviendo el contacto entre las universidades en el tema específico de la FORMACIÓN POSTGRADO Y LA EDUCACIÓN CONTINUA tanto desde el punto de vista académico como el de su gestión especializada.
Desde entonces ha habido mucho trabajo hecho que, cada año se resumía en los encuentros anuales:

  • Valencia (UNiversidad Politécnica de Valencia) 2001
  • Granada (Universidad de Granada) 2003
  • Santander (Universidad de cantabria) 2004
  • Madrid (Universidad Carlos III de Madrid) 2005
  • Salamanca (UNiversidad de Salamanca) 2006
  • Tarragona (Universidad Rovira i Virgili) 2007
  • Sevilla (Universidad de Sevilla) 2008
  • Logroño (Universidad de la Rioja) 2009
  • Vigo (Universidad de Vigo) 2010
Con ya casi 10 años de vida, se decidió dar el paso importante de constituir una red formal: la RED UNIVERSITARIA DE ESTUDIOS DE POSTGRADO Y EDUCACIÓN PERMANENTE, que ya es una realidad.
El pasado 14 de Junio de 2010 se celebró la primera Asamblea General Constituyente con la elección de la primera Junta Directiva desde su constitución que dirigirá los primeros pasos de esta nueva etapa de la RED.
http://www.ruepep.org/_/rsrc/1300096026460/encuentros/valencia-2011/cab_mat_online.gifEl lema del encuentro “la formación permanente, una estrategia para toda la vida” nos  invita a las universidades e instituciones a adquirir un compromiso a largo plazo con la sociedad, participando en su desarrollo a través de la formación avanzada de sus alumnos acompañándoles desde la formación universitaria inicial hasta el resto de su vida profesional e incluso después de la jubilación.
Las universidades y sus fundaciones llevan mucho tiempo desarrollando una oferta propia sólida y cualificada que atiende a demandas puntuales en todos los ámbitos del conocimiento más allá de la formación reglada. Testimonio de esta larga trayectoria es el hecho de que en este año 2011 coinciden dos importantes acontecimientos, por un lado el vigésimo aniversario del Centro de Formación Permanente  de la Universidad Politécnica de Valencia desde su creación por el Consejo Social en 1991 y, por otro, el 10º aniversario de la creación de la red RUEPEP en unas Jornadas del IDEC en Barcelona en 2001.
Sin embargo la formación permanente universitaria ya no se puede entender como un área independiente y aislada de la universidad, sino que debe formar parte de la estrategia institucional de la universidad, de forma integrada con el resto de la estrategia global.
En este encuentro queremos hacer un repaso “de fuera hacia adentro”: desde las estrategias nacionales e internacionales y desde nuestro entorno socioeconómico hacia el interior de las universidades para plantearnos cómo respondemos a los retos que nos demandan la sociedad actual.
Esperamos que este encuentro permita el intercambio de experiencias entre sus asistentes que redunde en la mejora del conocimiento del propio sector y su entorno y en la mejora de la toma de decisiones y desarrollo de estrategias de formación permanente universitarias.

Posté par pcassuto à 20:37 - - Permalien [#]


Suisse: le cadre de qualification est lancé

CRUS logoLe cadre de qualification, une aide à l’orientation pour la formulation des learnings outcomes, est lancé.
La Conférence universitaire suisse (CUS) a approuvé le 1er juillet 2011 le cadre de qualifications pour le domaine suisse des hautes écoles. Pour les universités, la décision de la CUS ouvre la voie à l’implémentation de cet instrument, telle que fixée par le communiqué de Londres en 2007. Les recteurs des universités suisses sont convaincus que le cadre de qualification permettra de mieux comparer les diplômes sans toucher à la diversité des enseignements. Ils appellent de leurs vœux une implémentation suffisamment coordonnée, mais le moins réglementée possible. Télécharger le Cadre de qualifications.
Le cadre de qualification pour le domaine suisse des hautes écoles a été élaboré conjointement et adopté en automne 2009 déjà par les conférences des recteurs des universités, des hautes écoles spécialisées et des hautes écoles pédagogiques. Après l’approbation de cet instrument par la Conférence universitaire suisse (CUS), toutes les universités pourront l’appliquer en développant les curricula conformément à l’étape 8 fixée par le Bologna Follow Up Group pour l’élaboration et l’implémentation du cadre de qualifications: «Implementation at institutional level; reformulation of individual study programmes to learning outcomes based approach»).
Le cadre de qualification pour le domaine suisse des hautes écoles a été élaboré conjointement et adopté en automne 2009 déjà par les conférences des recteurs des universités, des hautes écoles spécialisées et des hautes écoles pédagogiques. Après l’approbation de cet instrument par la Conférence universitaire suisse (CUS), toutes les universités pourront l’appliquer en développant les curricula conformément à l’étape 8 fixée par le Bologna Follow Up Group pour l’élaboration et l’implémentation du cadre de qualifications: «Implementation at institutional level; reformulation of individual study programmes to learning outcomes based approach»).
La crainte selon laquelle le cadre de qualifications créerait un nouvel obstacle administratif est, pour Jacques Lanarès, vice-recteur de l’Université de Lausanne responsable de la qualité et des ressources humaines et cheville ouvrière du cadre suisse, infondée. Ce nouvel instrument doit être compris comme une aide à l’orientation pour la formulation des learning outcomes: «Il permet d'avoir un cadre de travail commun et sert de base à la discussion avec les équipes pédagogiques. Les learning outcomes spécifiques aux cursus peuvent être rattachés aux compétences du cadre. En ce sens il constitue un point de départ aux discussions sans pour autant les enfermer.»
Plusieurs universités suisses ont déjà lancé des travaux sur les learning outcomes

Une enquête menée auprès des membres du Réseau Bologne de la CRUS a révélé que presque toutes les universités suisses ont lancé des travaux de développement et de formulation d’acquis de formation, de compétences ou de profils de qualification. Dans quelques cas, les équipes ont déjà recours au cadre de qualification suisse. A Lausanne, «quatre facultés sont en train de réfléchir à la mise en place de leurs nouveaux plans d’études, témoigne Jacques Lanarès. A l’occasion des évaluations de cursus, plusieurs bachelors et masters devraient être décrits dans ce cadre d’ici à la fin de l’année. Une personne a été spécialement recrutée pour ces projets et le Centre de soutien à l'enseignement accompagne les équipes pédagogiques de ces facultés pour réfléchir sur la mise en place du cadre et plus globalement la mise en œuvre d'une approche-programme.»
La discussion menée dans le Réseau Bologne a en outre montré que les experts des hautes écoles connaissent bien le cadre et comprennent son utilité. Il reste en revanche largement méconnu du corps enseignant, où un grand besoin d’information a été identifié pour les années à venir. Romina Loliva, membre du comité exécutif de l’Union des étudiants de Suisse, résume l’enjeux: «les hautes écoles reçoivent des instruments pour concevoir des programmes et des cursus orientés sur les learning outcomes et pour opérer la reconnaissance des prestations d’études en fonction des compétences acquises et non pas en fonction des inputs délivrés. Evaluer comment les étudiants obtiennent leurs diplômes est désormais moins pertinent. »
Des descripteurs génériques pour des learnings outcomes spécifiques

Pour les enseignants et les spécialistes universitaires, c'est le caractère générique des descripteurs propres aux différents niveaux qui est essentiel. De tels descripteurs permettent d’assurer un point de départ solide à la formulation des acquis de formation de tous les cursus sans remettre en question ou mettre en danger la diversité de l’offre voulue par les universités suisses. La définition de learning outcomes spécifiques tient ainsi de la seule compétence des équipes responsables de l’enseignement dans les hautes écoles, en particulier des professeurs. Selon Jacques Lanarès, «la mise en place du cadre entraîne une modification profonde de la culture académique concernant l'élaboration des plans d'études». Il s’explique: «La mise en œuvre d’un cursus dans ce cadre invite les enseignants à opérer un double changement. D’une part passer d’une approche centrée sur les contenus à transmettre à une approche focalisée sur les apprentissages des étudiants et d’autre part sortir d’une approche-cours classique pour adopter une approche-programme où les décisions concernant les contenus et les learning outcomes sont prises au niveau collectif par l’équipe enseignante et non au niveau individuel par l'enseignant.»
Les avantages du cadre de qualification sont connus depuis l’adoption du méta-cadre européen, en 2005. A côté du développement de cursus orientés sur les compétences acquises, il permet de mieux comparer les diplômes et les prestations offertes au niveau national et international. La reconnaissance s’en trouve améliorée, ce qui encourage la mobilité. Pour  Romina Loliva, le doute n’est pas permis: «le cadre de qualification crée plus de transparence à tous les niveaux et améliore l'information pour les étudiants. De cette manière, le chemin vers une mobilité sans obstacle est, au moins en théorie, tracé.»
Niveau intermédiaire: vers des descripteurs spécifiques aux disciplines?

Pour aborder la mise en place du cadre de qualification dans les hautes écoles de façon coordonnée et l’accompagner, le recours à une étape de concrétisation semble nécessaire. Cette étape permettrait de maintenir le caractère générique des descripteurs, tout en se plaçant à un niveau inférieur. «Je crois que la nécessité de concrétiser ce cadre général ne fait pas de doute, éclaire Antonio Loprieno, recteur de l’Université de Bâle et président la CRUS. Comme je le dis toujours, je pense que c’est aux disciplines de faire ce travail, car il me paraît important que nous évitions de nous retrouver dans cinq ans avec des interprétations lucernoise, lausannoise et bâloise du cadre. Cela ne ferait pas de sens!» L’introduction de descripteurs spécifiques aux disciplines pourrait de la sorte entrer en ligne de compte: ils garderaient un niveau d’abstraction suffisamment élevé pour englober les offres les plus diverses, tout en étant assez précis pour définir les caractéristiques des disciplines. La faisabilité de cette procédure sera évaluée prochainement dans différentes filières d’étude.
Les learning outcomes demeurent prioritaires

La préoccupation principale est et reste toutefois le développement et la formulation de learning outcomes, qui est pour les universités suisses une des priorités dans la poursuite de la réforme de Bologne pour les années 2009 à 2011, et demeure au sommet de l’agenda avec le lancement du cadre de qualification. Aux yeux de Jacques Lanarès, «la formulation des learning outcomes permet aux équipes enseignantes de s'interroger dans un premier temps sur la finalité, les buts d'un programme d'études. Une fois les learning outcomes du cursus définis, cela permet d’apporter une cohérence au cursus, d’éviter des redondances entre certains enseignements et d’améliorer la complémentarité entre différents modes d’enseignements, les cours et les séminaires par exemple.»
RAW logo Europejskich ram kwalifikacji, pomoc w orientacji w celu opracowania wyników w nauce, jest uruchomiona.
Szwajcarska University Conference (CUS) zatwierdzone 01 lipca 2011 w ramach kwalifikacji do szwajcarskiego sektora szkolnictwa wyższego.
W przypadku uniwersytetów decyzji CUS otwiera drogę do realizacji tego instrumentu, jak określono w prasie w Londynie w 2007 roku. Szwajcarska rektorów uczelni uważają, że ram kwalifikacji będzie lepiej porównać stopni bez dotykania różnorodności nauczania. Oni domagają się realizacji wystarczająco skoordynowane, ale mniej regulacji, jak to możliwe. Pobierz ram kwalifikacji. Więcej...

Posté par pcassuto à 19:12 - - Permalien [#]

Madrid aims to become education hub of Europe

Arab newsBy MUSHTAK PARKER. Islamic finance and business education has flourished over the last decade or so in line with the growth of the industry. Universities, business schools, colleges and professional bodies — both in the Muslim countries and in other countries especially Europe, Singapore and the US — have introduced courses on Islamic finance purportedly helping to meet the demand for trained human capital, the dearth of which is a major bottleneck threatening the continued growth of the industry.

Not surprisingly, in the absence of a globally recognized accreditation body for Islamic finance and business education, quality and standards are at best mixed, with some courses bordering on the ordinary and mediocre. At the same time, students who do graduate, complain that it is very difficult to find employment placements in the Islamic finance industry, sometimes even as internships.
In the UK, maintains Professor Simon Archer of the ICMA Center and the Henley Business School, Reading University, which offers Masters and PhD courses in Islamic Finance, "a number of universities responded to this demand for human capital development in the Islamic finance industry with varying levels of quality. Some of these responses it seems to me personally to be rather opportunistic. They saw this bandwagon and the chance of fees to be earned from new students, and decided to jump on. There are some very honorable exceptions to this, especially Durham University."
Indeed the IE Business School in Madrid earlier this month organized a seminar on Islamic finance and business education and the role of universities in its development and expansion, with Reading University, IE Business School, Durham University, Strasbourg University, King Abdul Aziz University in Jeddah and Casa Arabe in Madrid all participating.
The consensus was that there is a dearth of excellent text books on Islamic finance; research literature is somewhat sparse and where it exists it is spread out in a number of journals on Islamic finance which are not tremendously accessible.
Perhaps to some people's surprise, IE Business School, which is in the Top 10 of the FT Business School rankings, is spearheading education in Islamic finance and business and has the aspiration of becoming the Islamic finance education hub in Europe. Its campuses in the financial district of Madrid and elsewhere in the city are second to none, and it already offers Islamic finance as a subject or component of nits MBA and Masters in Finance degrees.
Next October, the IE Business School, according to Professor Ignacio de la Torre, academic director for Masters Program at the school, will introduce a first Degree in Finance "of which Islamic finance will be a key component." The school earlier this month also launched a credit and trading room to train students in the rubrics and dynamics of trading floor activity, including Islamic finance.
Professor de la Torre is also aware that education should also serve the wider interests of the economy and society. "In the business school environment, we have to make people aware of asset growth and bubbles and the dangers of too much leverage," he stresses. But he defers the responsibility of teaching financial literacy in schools, in the workplace and to housewives to the government. However, some 30 percent of IE Business School Masters in Finance students opt to study courses such as microfinance, including Islamic microfinance.
One of the big gaps in the market is job creation in the Islamic finance market. "There are not many jobs in Islamic finance going in Europe. Employers in general prefer students who have some experience — not necessarily in IF but in banking per se. It is a catch 22 situation. In the Middle East, jobs are more on the basis of personal contacts than market dynamics. It is important that industrial placement programs and internships are developed. At the same time executive education is also an important field - shorter courses for middle and senior managers. In Europe, France has the largest Muslim population and is a tremendous potential market. But, demand for such courses will depend on the perception that courses are of a required quality. This in turn will depend on the particular university," maintains Professor Archer.
In fact, there have been some important developments in industrial placements in recent weeks. The Kuala Lumpur-based International Centre for Education in Islamic Finance (INCEIF), the Global University for Islamic Finance, the Islamic finance education arm of Bank Negara Malaysia, last month signed a landmark agreement with the Islamic Corporation for the Development of the Private Sector (ICD), the private sector funding arm of the Islamic Development Bank, whereby the latter will finance a capacity building programme, the Islamic Finance Talent Development Program (IFTDP), for selected participants to be delivered by INCEIF.
The agreement was signed by Daud Vicary Abdullah, the new president and CEO of INCEIF and Khaled Al-Aboodi, CEO of ICD, in the presence of Zeti Akhtar Aziz, the chancellor of INCEIF. According to the two parties, the IFTDP aims to address the global shortage of Islamic finance professionals. INCEIF will educate postgraduates students selected by ICD from its 46 member countries through its Chartered Islamic Finance Professional (CIFP) program. In return ICD will offer corporate attachments to the participants within the ICD and IDB Group as well as ICD's investee companies globally. The 2-year work-and-study programme will commence in first quarter 2012.
According to Daud Vicary, the ICD is a perfect fit to INCEIF as both share a vision to develop talent for the Islamic finance industry. Al-Aboodi is confident that this strategic collaboration will be the catalyst in laying the foundation in addressing the talent shortage of Islamic finance professionals and serve as "building in the knowledge in-roads" to the growing interest in Islamic finance in Central Asia, Sub-Saharan Africa, Middle East and North Africa and other parts of the world.
There is a need for closer alignment between the industry and the providers of human capital development. "The Islamic finance industry," maintains Vicary, "continues to grow and develop apace and a standard-setting body, such as ACIFP (Association of Chartered Islamic Finance Professional) which represents the industry, needs to move further into this space and create appropriate industry standards for human capital development. The delivery against these industry standards would need to be independently accredited. We are still in the early days of development as an industry, but would envisage ACIFP taking on a global role such as CIMA and ACCA have in the accounting profession, for example."
INCEIF has and will continue to keep its channel of communication open with the industry players through, among others, focus group discussions and engaging the industry in enhancing our syllabus to keep it current with industry needs.
Vicary also believes that build on and to enhance quality of education is important because although Malaysia is one of the global front runners in Islamic Finance, "we are aware that others are playing catch-up. Therefore, we are always striving to improve, benchmarking ourselves against international standards not just on Islamic finance, but other encompassing aspects that make an organization world class be it services and product offerings."
There also has been important progress on the accreditation front. Earlier this year the Government of Prime Minister Mohd Najib Abdul Razak and Bank Negara Malaysia allocated RM3.17 million for the establishment of the Association for Islamic Finance Advancement (AIFA), which aims to be the main accreditation body for Islamic finance programs worldwide and will develop initiatives to ensure the quality, industry relevance and global recognition of Islamic finance education and its related areas.
AIFA will collaborate with international accreditation bodies such as the US-based Association to Advance Collegiate Schools of Business to develop the standards and curriculum for Malaysia's higher education institutions. AIFA is also cooperating with US publisher, John Wiley, to publish five standard textbooks related to Islamic finance and banking.
With these developments, Malaysia is fast emerging as a global cluster for Islamic finance and banking education spearheaded by the International Islamic University of Malaysia (IIUM) and INCEIF, which was last year accorded university status, and the numerous other training, educational and research institutes.
Indeed, IIUM is spearheading the AIFA initiative. "This year, we have already received 2,000 students locally and globally to undergo Islamic banking and finance courses in higher education institutions in the country and we are confident of getting 6,000 students next year. At the core of the cluster is a new comprehensive curriculum for Islamic banking and finance education while the existing programs will be expanded," explained Professor Mohd Azmi Omar, Dean of IIUM.
The target is to have 55,000 local students and 28,000 foreign students in Islamic finance and business education by 2020.
The AIFA initiative should also be seen in the context of Prime Minister Mohd Najib Abdul Razak's Economic Transformation Program for Malaysia (ETF), which aims to develop Malaysia into one of the world's leading Islamic finance education hubs. This sector is expected to contribute RM1.2 billion to gross national income and to create 4,300 related jobs by 2020.

Posté par pcassuto à 18:28 - - Permalien [#]

Reforms in higher education be linked with global changes

http://www.thehindu.com/template/1-0-1/gfx/logo.jpgThe Kerala State Higher Education Council (KSHEC) Vice-Chairman T.P. Sreenivasan has said that any debate on reforms in higher education sector in the country should take into account the rapid changes occurring in the world.
Inaugurating the 'National seminar on higher education in India: challenges and prospects' organised by the Kannur University Union on the university campus at Mangattuparamba here on Tuesday, Mr. Sreenivasan, former diplomat, said that education should cater to the requirements of future. The whole mammoth endeavour of educating the millions in the country would elicit wonder as to how it had worked so far and how it would work in future, he said. The academic community, perhaps, was the only segment in society that resists any changes, he said adding that when the change was imposed it was done half-heatedly. Unless the change was accepted, the academic community could not equip students for future, he added.
Stressing the importance of employability as a major purpose of education, Mr. Sreenivasan said that unless the educational institution was able to provide its students knowledge and skills that would help them earn a living, education would fail to serve its purpose. He also said that there should be strong linkages between industries and educational institutions. In many countries, industries were part of the education process, he said adding that there is no ideology in educational thoughts.
Referring to debates about autonomy of universities, the KSHEC Vice-Chairman said that autonomy should be linked with responsibility.
Touching on the controversial issue of campus politics, he said that campus politics was acceptable if it would enable students to be future leaders of the country. However, politicisation of universities and colleges was a bane.
He also said that education in the country had benefited immensely from private educational institutions. He also said that ideology had to be set aside while debating participation of foreign universities in the country. Not a single Indian Institute of Technology had been included in the list of 200 best universities in the world, he said.
"We have to think hard how far our educational institutions can be built on external models," he asked,
Mr. Sreenivasan said that the KSHEC was mulling the idea of creating the State Assessment and Accreditation Council which would enable the council to pick and choose better institutions to be given incentives.
Economist Prabhat Patnaik in his keynote address at the seminar struck a different note saying that the purpose of education was to create organic intellectuals to serve the social order. If the purpose was to create students employable in the market, ordering of institutions was bound to be the outcome. The country did not want clones of foreign institution, he pointed out. Education in different societies could not be homogenous, he said adding that there was an effort to homogenise education to make deviant universities conform, he observed.
Admitting that there was remarkable deterioration of quality in higher education in the country despite increase in the number of educational institutions, Dr. Patnaik said that the concept of employability makes education a commodity. Stating that a university is a place for intellectual engagement, he said commoditisaton of education requires standardisation. Observing that this was now demanded by international mobile capital, he said that India was making a major departure by having institutions set up by capitalists. Privatisation of education produces commodities and not people who think, he pointed out. The objective of higher education must be to inculcate the values in our Constitution, he added.
Stating that the higher education in the country was facing serious crisis, Dr. Patnaik said that the crisis was associated with commoditisation of education which had become official policy. He also called for an urban employment guarantee programme that would ensure minimal income for the unemployed educated youth. He also questioned the tendency to debunk students and teachers from politics.

Posté par pcassuto à 18:24 - Permalien [#]

Reforms in higher education be linked with global changes

http://www.thehindu.com/template/1-0-1/gfx/logo.jpgThe Kerala State Higher Education Council (KSHEC) Vice-Chairman T.P. Sreenivasan has said that any debate on reforms in higher education sector in the country should take into account the rapid changes occurring in the world.
Inaugurating the 'National seminar on higher education in India: challenges and prospects' organised by the Kannur University Union on the university campus at Mangattuparamba here on Tuesday, Mr. Sreenivasan, former diplomat, said that education should cater to the requirements of future. The whole mammoth endeavour of educating the millions in the country would elicit wonder as to how it had worked so far and how it would work in future, he said. The academic community, perhaps, was the only segment in society that resists any changes, he said adding that when the change was imposed it was done half-heatedly. Unless the change was accepted, the academic community could not equip students for future, he added.
Stressing the importance of employability as a major purpose of education, Mr. Sreenivasan said that unless the educational institution was able to provide its students knowledge and skills that would help them earn a living, education would fail to serve its purpose. He also said that there should be strong linkages between industries and educational institutions. In many countries, industries were part of the education process, he said adding that there is no ideology in educational thoughts.
Referring to debates about autonomy of universities, the KSHEC Vice-Chairman said that autonomy should be linked with responsibility.
Touching on the controversial issue of campus politics, he said that campus politics was acceptable if it would enable students to be future leaders of the country. However, politicisation of universities and colleges was a bane.
He also said that education in the country had benefited immensely from private educational institutions. He also said that ideology had to be set aside while debating participation of foreign universities in the country. Not a single Indian Institute of Technology had been included in the list of 200 best universities in the world, he said.
"We have to think hard how far our educational institutions can be built on external models," he asked,
Mr. Sreenivasan said that the KSHEC was mulling the idea of creating the State Assessment and Accreditation Council which would enable the council to pick and choose better institutions to be given incentives.
Economist Prabhat Patnaik in his keynote address at the seminar struck a different note saying that the purpose of education was to create organic intellectuals to serve the social order. If the purpose was to create students employable in the market, ordering of institutions was bound to be the outcome. The country did not want clones of foreign institution, he pointed out. Education in different societies could not be homogenous, he said adding that there was an effort to homogenise education to make deviant universities conform, he observed.
Admitting that there was remarkable deterioration of quality in higher education in the country despite increase in the number of educational institutions, Dr. Patnaik said that the concept of employability makes education a commodity. Stating that a university is a place for intellectual engagement, he said commoditisaton of education requires standardisation. Observing that this was now demanded by international mobile capital, he said that India was making a major departure by having institutions set up by capitalists. Privatisation of education produces commodities and not people who think, he pointed out. The objective of higher education must be to inculcate the values in our Constitution, he added.
Stating that the higher education in the country was facing serious crisis, Dr. Patnaik said that the crisis was associated with commoditisation of education which had become official policy. He also called for an urban employment guarantee programme that would ensure minimal income for the unemployed educated youth. He also questioned the tendency to debunk students and teachers from politics.

Posté par pcassuto à 18:24 - - Permalien [#]

African Union prepares to launch Pan African University

http://www.widoobiz.com/wp-content/themes/Widoobiz/includes/timthumb.php?q=100&w=480&h=260&zc=1&src=http://www.widoobiz.com/wp-content/uploads/2011/08/orange_starafrica.jpgADDIS ABABA, Ethiopia, December 14, 2011/African Press Organization (APO)/ -- The Department of Human Resources, Science and Technology (HRST) is organizing a two-day official launching of the Pan African University (PAU). The first day of the launch, 13 December, comprised participants from the Association of African Universities (AAU) which, on behalf of the AUC invites its member institutions, represented by Vice Chancellors, Rectors and other institutional heads, as well as other higher education stakeholders, particularly researchers, development partners, student representatives and policy makers from AU Member States.
On the first day of the planned two day launch activities, three themes were discussed:
1. Promoting intra-African trade through higher education;
2. Quality imperatives of African higher education;
3. Financing of African higher education.
The Director of HRST, Mrs. Vera Brenda Ngosi observed that it was an exciting day for the AUC to have such distinguished academics present for the realization of the dream of the PAU.
In her welcome remarks, Mrs. Ngosi said that the PAU is a priority education project of the Commission of the African Union, which has been endorsed at the highest political levels in recommendations of the Conference of Ministers of Education of the African Union (COMEDAF) and decisions of the Summit of Heads of State and Government of the African Union. She said that the development of the project concept was through engagement with a wide range of stakeholders, from representatives of African academic institutions and governments; international partners; and the Africa Roundtable of the World Conference on Higher Education (WCHE), among others. A High Level Panel (HLP) composed of leading African intellectuals was appointed by the Chairperson of the AUC to support the implementation of the PAU.
Despite the enormous challenges, the African Union Commission, working closely with its higher education partners that include the Association of African Universities (AAU), which is designated as the lead implementation agency, has developed the blue print based on the revitalization of Africa higher education component of the Plan of Action for the Second Decade of African Education (2006 – 2015), and the Africa Consolidated Plan of Action for Science and Technology. The conceptualization of this model- Pan African University, was endorsed by the Fourth Ordinary Session of the Conference of Ministers of Education of the African Union (COMDAF IV) held in Mombasa, Kenya in November 2009 as an academic network of already existing post-graduate and research institutions.
The Pan Africa University provides an opportunity for the continent to claim her rightful place in the global knowledge-based economy. In itself, the PAU is not an isolated new institution but one based on already existing centres across the continent, seeking to promote science and technology in Africa and a strong link between scientific research and economic development. The PAU will enhance the triple missions of modern universities around the world, namely; education and training; research; and public service/ engagement, which in the case of the PAU, is the entire African continent.
The following five areas constitute the thematic areas of PAU:
1. Space sciences (Southern Africa, with a host institution yet to be identified);
2. Water and Energy Sciences, including climate change (North Africa, with a host institution in Algeria);
3. Basic Sciences, Technology and Innovation (Eastern Africa, with Jomo Kenyatta University of Agriculture and Technology, Kenya, as the host institution;
4. Life and Earth Sciences, including health and agriculture (Western Africa, with University of Ibadan, Nigeria, as the host institution).
5. Governance, Humanities and Social Sciences (Central Africa, with University of Yaounde I, Cameroon as the host institution)
The PAU will be officially launched at the AU Commission's conference center on 14 December 2011, followed by a press conference. In addition to the PAU launch, the Kwame Nkrumah Scientific Awards for Women will also take place at the same venue.
Journalists are invited to cover the opening ceremony of the Launching of the Pan African University (PAU) at 10:00 am, and participate at the Press Conference at 13:30. For more information, visit the AU website: www.au.int.

Posté par pcassuto à 17:58 - - Permalien [#]