30 janvier 2012

Régions de France: la formation n'est pas une marchandise

L’Association des Régions de France, représentée par Jean-Paul Denanot, président de la région Limousin en charge de la commission « formation professionnelle » a rencontré récemment à Bruxelles le vice-président de la Commission européenne, Joaquin Almunia, en charge de la concurrence.
Cette rencontre a permis d’obtenir des précisions sur le projet  « Almunia » rendu public le 20 décembre dernier, qui apporte des éclaircissements sur les notions de service d’intérêt éccnomique général (SIEG),  d’aide et d’activité économique.   La question était de savoir si formation professionnelle relève d’un service social, d’un service économique soumis à la concurrence ou encore d’un SIEG pouvant donner lieu à compensation.
Les régions françaises, compétentes en matière de formation des demandeurs d’emploi, mettent l’accent sur le caractère social de cette activité en particulier lorsqu’elle s’adresse aux publics les plus fragiles et éloignés de l’emploi. Au-delà, il s’agit de sécuriser juridiquement l’existence de services publics régionaux de formation professionnelle.
M.  Denanot a rappelé que « la formation professionnelle n’est pas une marchandise comme les autres ». A ce titre, « elle doit évoluer dans un contexte de transparence indispensable à la mise en œuvre de politiques de formation en faveur des plus démunis ».
Le vice-président Almunia s’est montré très attentif à la problématique et s’est félicité de cette rencontre et à clairement dit sa disponibilité pour travailler dans ce sens avec les Régions dans les semaines à venir.
Voir aussi Services d'intérêt général: des spécificités enfin reconnues par la loi, Face à la montée du chômage, les Régions tentent de trouver des solutions concrètes pour favoriser l’insertion des demandeurs d’emploi.
Foreningen af regioner i Frankrig, repræsenteret ved Jean-Paul Denanot, formand for Limousin regionen har ansvaret for Kommissionen "faglig uddannelse" for nylig mødtes i Bruxelles, næstformand i Europa-Kommissionen, Joaquin Almunia, der er ansvarlig for konkurrence.
Dette møde gav mulighed for en præcisering af projektet "Almunia" udgivet den 20. december, som klarlægger begreberne tjenesten éccnomique interesse (public service), støtte og økonomisk aktivitet.
Spørgsmålet var, om uddannelsen er en social service, en service økonomi til konkurrencedygtige eller et sæde, der kan ydes erstatning. Mere...

Posté par pcassuto à 23:42 - - Permalien [#]
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Master "Mondes arabe, musulman et hamito-sémitique": le dossier de candidature pour 2012-2013 est disponible

http://blog.univ-provence.fr/templates/blog_41/Mams/img/header.jpgLe Master "Mondes arabe, musulman et hamito-sémitique" est habilité pour la période 2012-2016 par le Ministère de l'Enseignement Supérieur et de la Recherche en tant que Mention: LANGUES ET CULTURES ÉTRANGÈRES: AIRE CULTURELLE ARABE, MUSULMANE ET HAMITO-SÉMITIQUE. Les responsables de la Mention sont Philippe CASSUTO et Pierre LARCHER.

Télécharger le Dossier de Pré-inscription - 2012-2013 à renvoyer impérativement avant le 1er juin 2012
.
Les candidats retenus seront auditionnés les 28 et 29 juin 2011 par les responsables du Master. Voir le site du Master.

Liste des directeurs de mémoire potentiels et leur spécialité de recherche.

Son Laboratoire d'accueil est l'IREMAM.
Il se décline en trois Spécialités.
Spécialité : Formation à la recherche, Responsable M. LARCHER.
Spécialité : Métiers de l’Enseignement et de la Formation, Responsable M. IMBERT.
Spécialité : Tourisme, Langues, Patrimoine en développement durable, Responsable M. CASSUTO.

Renseignements pédagogiques: Mme Christine CHALLULAU, lieu: Aix-Marseille Université, 29 avenue Robert Schuman, Aix-en-Provence, Bureau: A 435, horaires d'ouverture: ouvert de 9h-11h du mardi au vendredi, tél: 04 42 95 34 62, fax: 04 42 95 34 66.

  • Dossier de Pré-inscription : Année 2012-2013
  • Pièces à fournir :
    - Photocopie des relevés de notes du Baccalauréat et de 2ème année de licence (DEUG) ou d'IEP, et le relevé de notes du premier semestre de licence (ou de première année de Master pour les candidatures directes en M2)
    - Une lettre de motivation de la candidature de 15 lignes maximum précisant la spécialité choisie.
    - Une photo d'identité.
    - Les attestations de diplômes obtenus.
    - Deux enveloppes timbrées libellées à vos noms et adresse.
    - Curriculum vitae.
    - Photocopie de la carte nationale d'identité.
    - Pour les étudiants étrangers :
    • photocopie de la carte de séjour (si déjà en France) ou du passeport.
    • Attestation de niveau en français (DALF-DELF ou TCF) pour les non-francophones
    Les dossiers doivent être rendus soit au secrétariat A435 avant le 1er juin 2012, soit envoyés par courrier à l'adresse du secrétariat pédagogique : Christine.challulau@univ-amu.fr.
  • Si votre dossier est retenu, vous recevrez une convocation par e-mail pour un entretien de motivation devant un jury.
    Cet entretien se déroulera les 28-29 juin 2012. A l'issue de celui-ci, il sera fait mention de votre acceptation, ou non, en master. Les candidats se trouvant à l'étranger doivent prendre contact avec le secrétariat pour organiser l'entretien par visioweb.
    Attention, l'admission sera conditionnelle pour les étudiants qui n'ont pas encore validé leur licence ou en attente de dispense ou d'équivalence. 
  • Les dossiers incomplets ne seront pas examinés.
  • On ne peut candidater qu'à une seule spécialité.

CONDITIONS D'ADMISSION
En première année de Master :

1. Pour les étudiants titulaires d'une licence LLCE d’une des langues relevant du domaine du Master (arabe, hébreu, turc, persan, etc.) ou d'une licence en Sciences Humaines (histoire, histoire de l’art et archéologie, géographie, anthropologie, sociologie, sciences du langage, lettres classiques et modernes, philosophie, sciences politiques), l'admission en Master 1 est délivrée par les responsables de la formation. La candidature doit s'accompagner d'un projet de travail d'étude et de recherche.
2. Les étudiants possédant un autre diplôme ou un diplôme étranger doivent obligatoirement passer par la Commission pédagogique.
En deuxième année de Master :

1. Pour les étudiants titulaires d’un diplôme français autre que le Master 1 Monde Arabe, Musulman et Hamito-Sémitique l'admission en Master 2 est prononcée par la Commission des Masters. Ces étudiants sont invités à retirer un dossier auprès de la Division de l'étudiant (bureau 9) ou du Secrétariat Pédagogique (bureau A435 – 4ème étage).
2. Avoir été admis à s’inscrire en Master 2 par le Jury de Master 1 Monde Arabe, Musulman et Hamito-Sémitique.

http://iremam.univ-provence.fr/IMG/jpg/logo-iremam-petit.jpgOBJECTIFS DU MASTER
La spécialité « Recherche » est adossée à l’IREMAM dont le rayonnement international est reconnu dans les mondes arabe, musulman et, sur le plan linguistique plus particulièrement, hamito-sémitique. Les étudiants peuvent y bénéficier de séjours et de collaborations avec les centres de recherches français: IFPO, CEDEJ, CFRJ … Outre la médiathèque de la MMSH, les étudiants peuvent aussi travailler aux archives nationales d’Outremer. L’Ecole doctorale qui lui fait suite a 50 inscrits en 2009/2010. Cela fait d’Aix-en-Provence le premier centre « Recherche » en France après Paris. Elle mène aux métiers de: Chargé(e) de recherche, Enseignant(e)-chercheur(se). Liste des directeurs de mémoire potentiels et leur spécialité de recherche.
Pour la spécialité « Métiers de l’Enseignement et de la Formation en Arabe (MEF) », Aix-en-Provence est un centre essentiel en France pour préparer les concours d’enseignement. Seuls deux autres centres existent en France: Paris et Lyon. En 2009, Aix-en-Provence a obtenu 50% des postes à l’agrégation d’arabe, ainsi que le major du CAPES. La création de cette spécialité permet d’offrir une préparation aux concours sur deux ans. La préparation s’en trouve grandement valorisée. Elle mène aux métiers de: Enseignant(e), Formateur(trice).
Pour la spécialité « Tourisme, Langues, Patrimoine en développement durable », il y a un conseil de perfectionnement. Il se réunit au moins une fois par an pour tirer le bilan de la période écoulée et pour réfléchir sur les perspectives d’évolution de la formation et sur son adaptation au marché du travail. Elle est particulièrement adaptée à la Région PACA dont le tourisme est l’une des premières activités économiques. Le patrimoine des mondes arabe, musulman et hamito-sémitique nécessite pour sa conservation et sa restauration des spécialistes de ces cultures qui auront acquis des compétences professionnelles adaptées. Elle mène aux métiers de: Conservateur(trice), Chargé(e) de mission tourisme, Interprète, Traducteur(trice).

COMPETENCES
Spécialité Recherche :

Méthodes d'investigation, Méthodologie de recherche, Conduite de projet, Analyse statistique, Utilisation de logiciels de modélisation, de simulation, de gestion documentaire
Contribuer à l'accroissement des connaissances dans son champ disciplinaire en menant des travaux de recherche, des chantiers scientifiques sur de nouvelles problématiques des sciences de l'homme et de la société. Valoriser et diffuser les résultats auprès de la communauté scientifique, d'institutionnels et d'entreprises
Liste des directeurs de mémoire potentiels et leur spécialité de recherche.
Spécialité Métiers de l’Enseignement et de la Formation en Arabe (MEF) :
Ingénierie pédagogique, Ingénierie de la formation, Programme de l'Education Nationale, Réglementation des diplômes et certifications, Législation de la formation continue
Enseigner et transmettre des connaissances à des étudiants selon les avancées de la recherche et les programmes d'enseignement nationaux. Pouvoir réaliser des travaux de recherche fondamentale et appliquée. Coordonner une équipe pédagogique ou de recherche et diriger une structure ou une unité de recherche. Enseigner aux élèves des disciplines générales ou délivrer des actions de formation selon les programmes d'enseignement nationaux. Réaliser, dans le cadre de la formation continue, les apprentissages des savoirs et des savoir-faire de publics adultes ou jeunes afin de favoriser leur insertion professionnelle ou leur adaptation aux évolutions techniques et professionnelles. Réaliser l'analyse des besoins de formation d'une structure et concevoir des produits pédagogiques. Enseigner aux élèves les apprentissages premiers et fondamentaux (lecture, écriture, ...) ou les matières d'enseignement général (français, mathématiques, histoire, géographie, ...) selon les programmes d'enseignement nationaux.
Spécialité Tourisme, langues, patrimoine en Développement Durable (TLP) :

Conduite de projet, Techniques de communication, Normes rédactionnelles, Veille documentaire.
Techniques de traduction, Techniques d'interprétariat, Utilisation de logiciel de traduction assistée par ordinateur, Utilisation de matériels audio (écouteurs, casque, micro....).
Muséologie, Muséographie, Histoire de l’art et des styles, Archéologie, Principes de conservation préventive, Techniques de communication.
Elaborer ou participer à l'élaboration de projets de valorisation du patrimoine local (aménagement de circuits de visite ou d'infrastructures de loisirs, mise en valeur de sites, ...) afin d'augmenter l'attractivité du territoire et les flux touristiques.
Interpréter des communications orales (conférences, échanges, interviews, ...) ou traduire des documents écrits (livres, notices techniques, ...) et les transposer d'une langue à une autre.
Superviser et mettre en oeuvre la politique et les actions de conservation, d'étude, d'enrichissement, de mise en valeur et de diffusion des patrimoines culturels, selon la réglementation et la politique culturelle de la structure.

DÉBOUCHÉS DU MASTER ET POURSUITES D'ÉTUDES

* Inscription en thèse de doctorat.
* Ecoles de traduction et d'interprétariat.
* Ecoles de journalisme.
* Concours de l'administration et de la fonction publique.
* Concours de l'enseignement.
* Enseignement (secondaire et supérieur).
* Métiers du livre.
* Traduction, interprétariat.
* Métiers dans les domaines de la culture (musées, bibliothèques, associations culturelles)
* Organismes internationaux (ONU, UNESCO, OMS etc.)
* Métiers du tourisme...

PROGRAMME DES ENSEIGNEMENTS

Master 1 : Spécialité « Recherche »
Semestre 1

ISLQ10 Méthodologie (Recherche) (6 ECTS)
ISLQ2C Langue de spécialité (6 ECTS)
ISLQ3C Langue et civilisation 1 (6 ECTS)
ISLQ4C Langue et civilisation 2 (6 ECTS)
ISLQ11C Langue et civilisation 3 (ISLQ12C) ou LSH 1 (ISLQ5C) (6 ECTS)

Semestre 2
ISLR5 Dossier de Recherche (12 ECTS)
ISLR2C Langue et civilisation 4 (6 ECTS)
ISLR3C Langue et civilisation 5 (6 ECTS)
ISLR6C Langue et civilisation 6 (ISLR7C) ou LSH2 (ISLR4C) (6 ECTS)

Master 2 : Spécialité « Recherche »
Semestre 3

ISLS1 Enseignement thématique commun (6 ECTS)
ISLS2 Etat de la Recherche et Méthodologie (6 ECTS)
ISLS4C Enseignement de spécialité 1 (6 ECTS)
ISLS5C Enseignement de spécialité 2 (6 ECTS)
ISLS18C Enseignement de spécialité 3 (6 ECTS)

Semestre 4
ISLT2 Mémoire de recherche (24 ECTS)
ISLT3 Activité recherche (6 ECTS)

Master 1 : Spécialité « Métiers de l’Enseignement et de la Formation »
Semestre 1

ISLQ13 Thème et version (MEF) (6 ECTS)
IFMQ1 Le système éducatif et la classe (6 ECTS)
IFMQ Didactique - L’enseignement de l’arabe dans le système éducatif (6 ECTS)
ISLQ2C Langue de spécialité (6 ECTS)
ISLQ3C Langue et civilisation 1 (6 ECTS)

Semestre 2
ISLF06 Pratique de la langue arabe 10 (6 ECTS)
IFMR1 Les élèves et les politiques éducatives (6 ECTS)
IFMR Didactique et stage (6ECTS)
ISLR3C Langue et civilisation 5 (6 ECTS)
ISLR7C Langue et civilisation 6 ou LSH2 (6 ECTS)

Master 2 : Spécialité « Métiers de l’Enseignement et de la Formation »
Semestre 3

ISLS21 Traduction pour concours
ISLS22 Enseignements de concours (6 ECTS)
ISLS23 Civilisation sur textes arabes 6 ECTS)
ISLS24 Linguistique arabe pour concours (6 ECTS)
ISLS25 Méthodologie du commentaire (6 ECTS)

Semestre 4
IFMT1 Agir en fonctionnaire éthique et responsable (6 ECTS)
IFMT Pédagogie et pratique (stage en responsabilité) (6 ECTS)
IFMT Mémoire professionnel (6 ECTS)
ISLT6 Préparation à l’oral (12 ECTS)

Master 1 : Spécialité Tourisme, Langue et Patrimoine en Développement Durable
Semestre 1

ISLQ10 Enseignements fondamentaux 1 (6 ECTS) - Institution et entreprise culturelle (TLP)
ISLQ2C Langue de spécialité (6 ECTS)
ISLQ3C Langue et civilisation 1 (6 ECTS)
ISLQ4C Langue et civilisation 2 (6 ECTS)
ISLQ5C LSH1 ou Langue et civilisation 3 (6 ECTS)

Semestre 2
ISLR1 Application pratique (12 ECTS) (TLP)
ISLR2C Langue et civilisation 4 (6 ECTS)
ISLR3C Langue et civilisation 5 (6 ECTS)
ISLR4C LSH2 ou Langue et civilisation 6 (6 ECTS)

Master 2 : Spécialité Tourisme, Langue et Patrimoine en Développement Durable
Semestre 3

ISLS1C Enseignements fondamentaux 2 (6 ECTS) : Développement durable
ISLS2C Enseignement de spécialité 1 (6 ECTS) : Art et patrimoine
ISLS3C Enseignement de spécialité 2 (6 ECTS) : Conduite de projet
ISLS4C Enseignement de spécialité 3 (6 ECTS)
ISLS5C Enseignement de spécialité 4 (6 ECTS)

Semestre 4

ISLT1 Stage professionnel (12 ECTS)
ISLT2 Mémoire (12 ECTS)
ISLT3 Rapport de stage (6 ECTS)

Dans tous les cas, prenez contact avec le secrétariat pédagogique du master:
Christine Challulau, Tél : 04 42 95 34 62, Email : christine.challulau@univ-amu.fr,
ou avec les responsables de la formation:
Pierre Larcher : Email : Pierre.Larcher@univ-amu.fr,
Philippe Cassuto : Email : Philippe.Cassuto@univ-amu.fr,
Frédéric Imbert : Email : Frederic.Imbert@univ-amu.fr.

Télécharger le Dossier de Pré-inscription - 2012-2013.
Voir aussi Le Master "Mondes arabe, musulman et hamito-sémitique" présent au 2e Salon des Masters à Marseille, La vidéo du 2e Salon des Masters à Marseille.

http://blog.univ-provence.fr/templates/blog_41/Mams/img/header.jpg The Master "Arab, Muslim and Hamito-Semitic" is authorized for the period 2012-2016 by the Ministry of Higher Education and Research as Mention: foreign languages and cultures: cultural area of Arab, Islamic and Hamito- Semites. The officials are Philippe Mention CASSUTO and Pierre Larcher.

Download the file Pre-registration - 2012-2013 Please return before June 1, 2012.

Successful applicants will be interviewed on 28 and 29 June 2011 by officials of the Master.


List of Directors of memory potential and research specialty.

His host laboratory is the IREMAM.

It comes in three specialties.
Specialty: Research training, Head Mr. Larcher.
Specialty: Crafts Education and Training, Head M. Imbert.
Specialty: Tourism, Languages, Heritage in Sustainable Development, Mr. Head CASSUTO.


Educational information: Christine Challulau , located in Aix-Marseille University, 29 Avenue Robert Schuman, Aix-en-Provence, Office: A 435, opening hours: open from 9am-11am Tuesday to Friday, tel: 04 42 95 34 62, fax: 04 42 95 34 66.

  • Pre-registration file: Year 2012-2013
  • Requirements:
    - Photocopy of transcripts Baccalaureate and second year degree (Bachelor) or IEP, and the transcript of the first half of license (or first-year Master for direct applications in M2)
    - A letter of application specifying maximum 15 lines of the chosen language.
    - A photo ID.
    - The certificates of qualifications obtained.
    - Two stamped envelopes labeled with your name and address.
    - Curriculum vitae.
    - Photocopy of the national identity card.
    - For foreign students:
    • photocopy of the residence permit (if already in France) or passport.
    • Certificate level in French (DELF DALF or TCF-) for non-francophones
    Applications must be made either to the secretariat before June 1, A435 2012, sent by mail to the Secretary: Christine.challulau @ univ-amu.fr.
  • If your application is successful, you will receive a notice by e-mail interview with a teacher before a jury.
    This interview will be held in 28-29 June 2012. At the end of it, it will be referred to your acceptance, or not, master. Applicants who are abroad should contact the secretariat to organize maintenance by Visioweb.
    Attention will be conditional admission for students who have not yet validated their license or waiting for waiver or adjustment.
  • Incomplete applications will not be considered.
  • It can not be candidates for only one specialty.

ADMISSION
In the first year of the Master:
1. For students licensed LLCE one of the languages in the field of the Master (Arabic, Hebrew, Turkish, Persian, etc..) Or a degree in Humanities (History, Art History and Archaeology geography, anthropology, sociology, linguistics, classics and modern philosophy, political science), admission to a Master is issued by the training officers. The application must be accompanied by a draft study work and research.
2. Students with another degree or a foreign degree must go through the Education Committee.
In the second year of the Master:
1. For students with a degree other than the French Master 1 Arab world, Muslim and Hamito-Semitic admission to Master 2 is decided by the Commission of the Masters. These students are invited to withdraw an application to the Division of Student (office 9) or the Pedagogical Secretariat (Room A435 - 4th floor).
2. Have been allowed to enroll in Master 2 by a Master Jury Arab world, Muslim and Hamito-Semitic.

http://iremam.univ-provence.fr/IMG/jpg/logo-iremam-petit.jpg OBJECTIVES OF THE MASTER
The specialty "Search" is backed by the IREMAM whose international influence is recognized in the Arab world, Muslim, from a particular language, Hamito-Semitic. Students can receive visits and collaboration with French research centers: IFPO, CEDEJ, CFRJ ... In addition to the library of MMSH, students can also work with Overseas National Archives. The Graduate School which follows was 50 recorded in 2009/2010. That makes Aix-en-Provence the first center "Search" in France after Paris. It leads to careers: Manager (e) Research, Teacher (E)-Applicant (se). List of directors of memory potential and research specialty.
For the specialty "Professions Education and Training in Arabic (MEF)," Aix-en-Provence is a major center in France to prepare the teaching competition. Only two other centers exist in France: Paris and Lyon. In 2009, Aix-en-Provence has obtained 50% of posts to the aggregation of Arabic, and the staff of the CAPES. The creation of this specialty can offer a contest preparation over two years. The preparation is greatly valued. It leads to careers: Teacher (s), Instructor (trice).
For the specialty "Tourism, Languages, Heritage in Sustainable Development", there is a development board. It meets at least once a year to take stock of the period and to reflect on the prospects of training and its adaptation to the labor market. It is particularly suited to the PACA region in which tourism is one of the leading economic activities. The heritage of the Arab world, Muslim and Hamito-Semitic requires for its conservation and restoration specialists in these cultures who have acquired professional skills adapted. It leads to careers in: Conservative (trice), Head (e) Mission tourism, interpreter, translator (trice).

SKILLS
Specialty Search:
Methods of investigation, Research Methodology, Project management, statistical analysis, using software for modeling, simulation, document management
Contribute to the growth of knowledge in his field of discipline by conducting research, scientific sites to new issues of the sciences of man and society. Promote and disseminate the results to the scientific community, institutional and corporate
List of Directors of memory potential and research specialty.
Specialty Trades Education and Training in Arabic (MEF):
Pedagogical engineering, Engineering Training Program, Education, Regulation of qualifications and certification, continuing education legislation
Teach and impart knowledge to students as research advances and national curricula. Able to carry out basic research and applied. Coordinate a team teaching or research and direct a structure or a research unit. Teach students general subjects or deliver training according to national curricula. Achieve, through training, learning knowledge and skills of adults and young audiences to promote their vocational integration or adaptation to technical and professional developments. Perform the analysis of training needs of a structure and design of educational products. Teaching students first and fundamental learning (reading, writing, ...) or the subjects of general education (French, mathematics, history, geography, ...) according to the national curriculum.
Tourism specialty, language, heritage Sustainable Development (TLP):
Project management, communication techniques, standards writing, Documentary Watch.
Technical translation, interpretation techniques, using software for computer-assisted translation, use of audio (headphones, headphone, microphone ....).
Museology, Museography, art history and styles, Archaeology, Principles of preventive conservation, communication techniques.
Develop or participate in the preparation of development projects of local heritage (development of circuit access or recreational facilities, development of sites, ...) to increase the attractiveness of the territory and tourist flows .
Interpret oral (lectures, discussions, interviews, ...) or translate written documents (books, technical manuals, ...) and translate from one language to another.
Oversee and implement policies and actions to conserve, study, enrichment, enhancement and dissemination of cultural heritage, according to the regulation and cultural policy of the structure.

MASTER OF OPPORTUNITIES AND PROSECUTION OF STUDY

* Registration PhD.
* School of Translation and Interpreting.
* School of Journalism.
* Contest administration and public service.
* Contest education.
* Teaching (secondary and higher).
* Trades in the book.
* Translation, interpreting.
* Trades in the fields of culture (museums, libraries, cultural associations)
* International organizations (UN, UNESCO, WHO etc).
* Tourism Trades ...

TEACHING PROGRAMME

Master 1: Speciality "Search"
Semester 1
ISLQ10 Methodology (Research) (6 ECTS)
ISLQ2C Language Specialty (6 ECTS)
ISLQ3C Language and Civilization 1 (6 ECTS)
ISLQ4C Language and Civilization 2 (6 ECTS)
ISLQ11C Language and Civilization 3 (ISLQ12C) or HML 1 (ISLQ5C) (6 ECTS)

Semester 2
ISLR5 Record Search (12 ECTS)
ISLR2C Language and Civilization 4 (6 ECTS)
ISLR3C Language and Civilization 5 (6 ECTS)
ISLR6C Language and Civilization 6 (ISLR7C) or LSH2 (ISLR4C) (6 ECTS)

Master 2: Speciality "Search"
Semester 3
ISLS1 common thematic teaching (6 ECTS)
ISLS2 State of Research and Methodology (6 ECTS)
ISLS4C Education Specialty 1 (6 ECTS)
ISLS5C Education Specialty 2 (6 ECTS)
Teaching specialty ISLS18C 3 (6 ECTS)

4 semester
ISLT2 Research paper (24 ECTS)
ISLT3 Research Activity (6 ECTS)

Master 1: Speciality "Professions Education and Training"
Semester 1
Skin and ISLQ13 version (MEF) (6 ECTS)
IFMQ1 The educational system and the class (6 ECTS)
IFMQ Teaching - Teaching of Arabic in education (6 ECTS)
ISLQ2C Language Specialty (6 ECTS)
ISLQ3C Language and Civilization 1 (6 ECTS)

Semester 2
ISLF06 Practice of Arabic 10 (6 ECTS)
IFMR1 Students and educational policy (6 ECTS)
IFMR Teaching and training (6ECTS)
ISLR3C Language and Civilization 5 (6 ECTS)
ISLR7C Language and Civilization 6 or LSH2 (6 ECTS)

Master 2: Speciality "Professions Education and Training"
Semester 3
Translation contest for ISLS21
Lessons ISLS22 competition (6 ECTS)
ISLS23 Civilization Arabic texts on 6 ECTS)
Arab Linguistics ISLS24 contest (6 ECTS)
ISLS25 Methodology comment (6 ECTS)

Semester 4
Acting IFMT1 ethical and responsible official (6 ECTS)
IFMT Pedagogy and practice (internship liability) (6 ECTS)
IFMT Professional Memory (6 ECTS)
ISLT6 Preparing for oral (12 ECTS)

Master 1: Specialty Tourism, Language and Heritage in Sustainable Development
Semester 1
Teaching basic ISLQ10 1 (6 ECTS) - Establishment and cultural enterprise (TLP)
ISLQ2C Language Specialty (6 ECTS)
ISLQ3C Language and Civilization 1 (6 ECTS)
ISLQ4C Language and Civilization 2 (6 ECTS)
ISLQ5C LSH1 or Language and Civilization 3 (6 ECTS)

Semester 2
ISLR1 Practical Application (12 ECTS) (TLP)
ISLR2C Language and Civilization 4 (6 ECTS)
ISLR3C Language and Civilization 5 (6 ECTS)
ISLR4C LSH2 or Language and Civilization 6 (6 ECTS)

Master 2: Specialty Tourism, Language and Heritage in Sustainable Development
Semester 3
Teaching basic ISLS1C 2 (6 ECTS): Sustainable Development
ISLS2C Education Specialty 1 (6 ECTS): Arts and Heritage
ISLS3C Education Specialty 2 (6 ECTS): Project
Teaching specialty ISLS4C 3 (6 ECTS)
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Semester 4
ISLT1 Internship (12 ECTS)
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ISLT3 Internship report (6 ECTS)

In all cases, please contact the secretariat of the master teacher:
Challulau Christine, Tel: 04 42 95 34 62, Email: christine.challulau @ univ-amu.fr,
or those responsible for training:
Pierre Larcher: Email: @ univ-Pierre.Larcher amu.fr,
Philippe Cassuto: Email: @ univ-Philippe.Cassuto amu.fr,
Frederic Imbert: Email: @ univ-Frederic.Imbert amu.fr.
Download the file Pre-registration - 2012-2013.
See also The Master "Arab, Muslim and Hamito-Semitic" in this second Masters Exhibition in Marseille, the second video of the Masters Exhibition in Marseille.

Posté par pcassuto à 23:39 - - Permalien [#]
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VET: growing and popular despite mixed outcomes

http://savevca.org/wp-content/uploads/2010/04/the-australian_logo1.jpgBy Stephen Matchett. Funding of vocational education is creating inconsistencies with the funding of higher education. LESS than half the unemployed people who completed a government funded training qualification in 2010 found work, according to the Productivity Commission's report on government services, released this morning.
Some 46 per cent found employment after their course, with 44 per cent unemployed and nearly 9 per cent describing themselves as out of the workforce.
And the number of unemployed helped into work by a course dropped by 8 per cent between 2006 and 2010.
The findings are part of the Commission’s comprehensive report on the $4.9 billion state and federally funded training system, which provided courses to 1.4 million people in 2010. A further 400,000 people studied with private providers.
Declining student outcomes confirm this finding. In 2010 nearly 59 per cent of publicly funded vocational education and training graduates, “indicated they had improved their employment circumstances after completing their course,” down more than 5 per cent since 2005.
Despite the declines in employment outcomes an overwhelming majority of VET graduates said they were satisfied with the quality of courses they completed and the publicly funded system expanded significantly last decade. Between 2005 and 2009 the number of completed VET qualifications grew by over 30 per cent. Around 80 per cent of employers in contact with the VET system are also satisfied.  
The findings are part of the Commission’s comprehensive analysis of state and commonwealth funding of the training system.
The mix of VET subjects studied approximates what is popular in the university system with nearly 30 per cent of publicly funded training system students in management and commerce subjects. A further 17 per cent were in “society and culture with 15 per cent in engineering and nearly 9 per cent in food and hospitality. 

Posté par pcassuto à 23:26 - - Permalien [#]

‘Americanisation’ of European universities is not on the cards

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy Georg Krücken. Higher education systems in Europe are currently undergoing profound transformations. At the macro-level of society we can see an increasing inclusion of persons, subjects of study and university missions. The second level where we can find changes is at the level of university governance.
New Public Management reforms have put into question the traditional mode of governance that was based on the interplay of strong state regulation and academic self-governance. In this process, new actors like accreditation and evaluation bodies or boards of trustees are emerging. A third level where profound changes can be observed is at the university level itself. The university as an organisation is transforming into an organisational actor, that is, an integrated, goal-oriented and competitive entity in which management and leadership play an ever-more important role.
Americanisation?
Should these trends be labelled as the ‘Americanisation’ of European universities? Universities cannot be seen as isolated entities confined within national boundaries. At least since the early 19th century intensive exchange processes can be observed and several factors have accelerated these processes over time – from the withering charisma of the nation-state as a source of meaning and identity to the facilitating role of information and communication technologies in the exchange of ideas.
These factors seem to play an ever-increasing role. The rapid circulation of transnational trends and models in contemporary societies can at least in part be traced back to them and one could further investigate the distinct cultural and organisational aspects of the formation of a common transnational frame of meaning in higher education.
Following the three aspects and levels of change outlined – inclusion at the macro-societal level, new forms of university governance, and universities as organisations – we cannot only identify common trends, but we can also establish that these trends occur in some countries earlier, and in some countries later. It is obvious that the United States is in many regards a forerunner in terms of what we currently observe in Europe. This holds true for all three dimensions.
‘Inclusion’ has certainly been a general feature of American higher education since the 19th century. American higher education has been much more open to different subjects, formats and missions as compared to the Europe of the past. The same holds true with regard to the level of governance. Boards of trustees, whose very existence still sparks a lot of controversy in Europe, first appeared at Harvard University in 1642 and can now be found at literally every American university, be they private or public.
Likewise, actors such as accreditation agencies and competition as a governance mechanism could be found much earlier historically in American higher education than in Europe. American universities were a forerunner also regarding the common trend of conceptualising universities as organisational actors – at least in theory if not always in practice.
Therefore, there is ample evidence to see current changes in Europe as being triggered by American models and some European observers criticise the mega-trend as representing the ‘Americanisation’ of higher education. However, I doubt whether this is really the case. On the one hand, the United States and its universities are not just an ‘independent variable’ with regard to the changes we are currently witnessing. They are, rather, also a ‘dependent variable’ when it comes to changes that are mostly global in character and that are not confined to one national system.
On the other hand, even if one assumes American universities are the forerunners in terms of trends that eventually took stock in Europe, it is striking to see that some very central aspects of American universities and the overall system do not resonate in Europe at all. College education is still a very particular feature of the American university system that does not have a lot in common with most European university concepts.
One might think of the newly created bachelor programmes in Europe as a good example of Americanisation and of a move by European higher education toward the American model of college education. But bachelor programmes in Europe typically focus on one subject of study and, at least in theory, often advocate the international exchange of students. This is very different from the American model of college education with its emphasis on a broad, liberal arts-based education and no student exchange at all at the undergraduate level.
Other aspects of American universities have also barely diffused. Team sports and the related competitive leagues that have such an enormous relevance in the American system and for the individual university budget do not have any counterpart in Europe – the Champions League is for professional soccer and the annual Oxford and Cambridge Boat Race is a local phenomenon with its own history.
There are also more profound and systematic differences between Europe and the United States that relate to the role of public and private institutions as well as to aspects of higher education funding and financing. A strong public university sector is by and large taken for granted in Europe, while private universities play a much more limited role. Private universities in Europe are mainly focusing on teaching, not on research. Typically only few subjects are taught and a lot of private universities are rather small entities located in particular niches (business and law schools, for example). As such, they do not compare to the highly prestigious, comprehensive and research-oriented non-for-profit private universities in the US among the category ‘doctoral-research universities-extensive’.
Furthermore, private for-profit higher education institutions that currently see a steep increase in enrolment in the US play only a modest role in Europe. In addition, the dramatically decreasing role of state funding of public higher education in the US does not compare to most EU member states. In Germany nearly 70% of the university budget comes from basic state funding, while at the University of California, Berkeley, it is only about 10%.
In addition, new funding opportunities arise at the national level for many European states that emphasise research excellence and the European Union through its 7th Framework Programme for research and technology has become an important funding source (CREST 2009).
Diffusion versus creative deviation
But I think it is not only empirically shortsighted to see the different trends as indicating the Americanisation of European universities. Conceptually, one should also go further than the diffusion model that is implied when speaking of ‘Americanisation’.
Diffusion, as we understand from chemistry, implies that cultural and structural patterns diffuse through space like a gas, beginning with regions of high concentration of its molecules; eventually the gas molecules are equally distributed in space, provided the process does not encounter obstacles. This ‘top down’ model implies a clear distinction between the ‘sender’ and the ‘receiver’; likewise, certain practices are supposed to be adopted or not.
We can certainly observe the increasing discursive diffusion of models, ideas and idealisations that refer to images of American higher education. One has, however, to distinguish between practices and images. While powerful images rapidly diffuse, practices do not, as they can only be understood within a particular context.
More specifically, the culture and historicity of different national settings – including very different academic labour markets – are not taken fully into account by straightforward diffusion models. Rather, the so-called ‘travel of ideas’ and their enactment create complex situations full of contradictions through which new patterns emerge that cut across the alternatives of adoption and non-adoption.
The universalisation of dominant principles remains incomplete because of creative deviation on the receiver side. Complete universalisation typically fails as elements of transnational and national models merge and give way to creative deviation from a given path. In this I see a major, yet rather unexplored, source of institutional innovation. Historically, the invention of the American research university is a good example as it is the result of such overlapping processes, in particular of English and German influences that were contextualised in the ‘new world’.
But not only national contexts shape global and local adaptation processes of transnational trends. Although in most comparative research national differences are stressed, one should not underestimate differences that occur at the organisational level.
History also matters for organisations. I assume that universities, which in their past showed a high degree of openness toward their social environments, will incorporate new institutional elements that circulate at a transnational level easier than those whose organisational history was mainly defined by concern with purity and a sense of elitism. Former technical institutes and universities founded in an era of mass education, for example, will differ strongly from the proverbial ‘ivory tower’. Hence, different organisational formats as well as their historical trajectories further complicate the picture.
Comparative research across national boundaries might show that distinct cross-national types of universities also have to be taken into consideration when exploring the enactment of larger, transnational trends. Although the construction of images of American higher education will certainly continue to accompany higher education reforms in Europe, when focusing on the concrete enactment of these images I do not see a convergence toward a new and unequivocally accepted model.
Instead, increasing heterogeneity and differentiation will result from the specific national and organisational enactment of the three large-scale transnational trends toward inclusion, new forms of governance, and organisational actorhood. Universities all over the world devise diverse solutions in the face of transnational trends that may appear standard, but that are never standardised in their effects as they are adapted, incorporated or resisted by universities that are ultimately rooted in particular times and places.
Here, a broad agenda unfolds for cross-national research on transnational trends and their national and organisational contextualisations, images and practices, discursive formations and institutional innovations.
* Professor Georg Krücken is based in the International Center for Higher Education Research (INCHER) at the University of Kassel in Germany. His full paper, “A European Perspective on New Modes of University Governance and Actorhood”, is published by the Center for Studies in Higher Education at the University of California, Berkeley.

Posté par pcassuto à 23:09 - - Permalien [#]

Europe leads world in student mobility despite lack of policies

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy Brendan O'Malley. Given the great importance that most governments in Europe attribute to student and academic mobility in public statements, and the 1.5 million non-Europeans now studying in the region, it is remarkable how few have comprehensive and systematic mobility policies, a just-released study for the European Commission has found.
“With few exceptions, countries vaguely endorse mobility as a desirable activity and adopt a ‘the more the merrier’ approach,” the report says.
Mapping Mobility in the European Higher Area was released by the Academic Cooperation Association (ACA) last week, although submitted to the European Commission last June. It says Europe attracts far more foreign degree-seeking students than any other part of the world. Europe's global market share has even increased in the past decade, despite growing competition worldwide. Increasingly, foreign students in Europe come from other world regions.
But the striking differences that exist between individual European countries with regard to student mobility flows demand careful consideration when designing European-level mobility policies and instruments, the report argues. The study looks at mobility into, out of and between 32 European countries – the 27 European Union members, plus four European Free Trade Area countries and Turkey.
The number of European nationals from the 32 countries enrolled outside their country of nationality is considerably lower than those of foreign nationals studying in the Europe 32 zone. The total number of study abroad students in 2006-07 was 673,000, which is less than half the 1,507,000 foreign nationals studying in the Europe 32 countries during the same period. Study abroad by European grew between 1998-99 and 2006-07, but at 37.1% it is considerably below the proportion of foreign nationals studying in Europe.
In 2006-07, for every 1,000 students enrolled in their country of nationality, there were 33 nationals from that country studying abroad. But this average hides very important differences between countries. The extremes are Cyprus, where the majority of its citizens are enrolled abroad (1,380 abroad for every 1,000 at home), and the UK (12 abroad for every 1,000 in at home), where study abroad is a rare phenomenon.
Within countries the focus of policy statements is either on outgoing temporary mobility (19 countries), or on incoming diploma mobility (18). But outgoing degree mobility and incoming credit mobility play no role at all, the report says. Although the setting of quantitative targets is becoming more widespread, numerical targets are often still a little-understood concept and indicators are rarely precisely defined, the study says. Levels of mobility ambition vary strongly across Europe.
In terms of regional orientation, the EU-EEA is deemed the highest priority for most countries, especially those with a focus on temporary outgoing mobility. Neighbouring regions and parts of the world with old ties are also often mentioned, as are increasingly emerging countries such as Brazil, Russia, India and China (BRICs).
Graduate students are the favoured target group in incoming mobility. For outgoing mobility, the policies remain vague in terms of level of study. A wide range of measures is mentioned to facilitate and boost mobility, for example scholarship programmes, English-taught programmes, information and encouragement measures, marketing and promotion, recognition procedures and student services. But most countries remain somewhat vague on their reasons for wanting mobility, the report says.
Those with more palpable motivations mention an increase in the quality of education and in graduate employability. For incoming degree mobility ‘knowledge gains’ and related, economic reasons figure high. Skilled migration, internationalisation at home through more foreign students, development aid and foreign cultural policy are further rationales. The share of study abroad students in the Europe 32 area has even increased since 1998-99, from 82.2% to 85.5%.
But there is a lack of comparable data on the mobility of academic staff and researchers and even lack of agreement on the definition of who these people are. The study recommends improved collection of data on mobile scholars; doctoral awards; visits, exchanges and sabbaticals; and retrospective information on international mobility in the course of careers.
Among the obstacles to mobility cited by the report are:
* Lack of information on mobility opportunities.
* Low motivation levels or little interest in being mobile.
* Inadequate financial support.
* Foreign language skills deficiencies.
* Insufficient time or opportunity for international studies within the framework of an established curriculum or programme of study.
* Concerns about the quality of mobility experiences.
* Legal barriers (particularly relating to visas, immigration regulations, and work permits).
* Problems in gaining recognition for academic work completed abroad.
Incentives for mobility include:
* Financial support (mostly in the form of more money for individuals and-or mobility programmes).
* Curricular support through a variety of technical mechanisms (such as the implementation of the Diploma Supplement and ECTS) and innovative programming (including ‘mobility windows’).
* Personal support, especially in the form of guidance and counselling, to convince a wider range of individuals to take part and more consistently ensure a high quality mobility experience.
The study, having been commissioned by the European Commission, focuses its recommendations on action to be taken at the European level. But it warns that “given the very different aims of member states in mobility and the very different mobility levels and patterns in single countries – the main arena for intervention is the national level”.
For incoming degree mobility the ACA report recommends that a European-level target should be set of one in 10 students being incoming degree students. But it also recommends setting differentiated country growth targets.
“These growth targets would be higher for countries with currently low shares of incoming students, and lower for destinations with already high shares,” the report says.
On outgoing temporary – and mainly intra-European – student mobility, the study recommends continuing the present Erasmus programme relatively unchanged, by keeping it inclusive and open to all subject areas and levels of study and maintaining the emphasis on temporary mobility.
But Erasmus should be strengthened and funded to prioritise the creation of mobility windows and the application of robust recognition procedures. There should also be a quantitative target for outgoing temporary mobility in line with the Bologna target, but a definition of mobility must be applied that ensures serious minimum standards of duration and activity abroad.
Degree mobility should not count towards this target, but could be counted separately. Better support should be provided to encourage the temporary study of European students at selected high-class institutions in selected non-European countries, such as the BRICs.
The study was commissioned by the directorate general for education and culture, and conducted between October 2009 and June 2011. ACA coordinated the work, in close cooperation with Ulrich Teichler from INCHER-Kassel, two ACA member organisations (CampusFrance and DAAD) and the Hanover-based social science research institute Hochschul-Informations-System. The editors are Ulrich Teichler, Irina Ferencz and Bernd Wächter.

Posté par pcassuto à 23:03 - - Permalien [#]
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Selecting the Right Chinese Students

http://chronicle.com/img/subscribe_11_2011.jpgBy Jiang Xueqin. You may have seen him on campus. He's a Chinese student who aced his SAT's, but once enrolled as a freshman he sits quietly by himself either in the library cubicle or at the back of the class. He has only Chinese friends, and thinks sports and parties are beneath him. Day by day, he misses China, and is uninterested in America. And year by year he multiplies on American campuses.
He's in America because he wants a college degree, and because his American college wants his money. But in this marriage of convenience, both parties suffer.

Much of the problem lies in how American admissions officers use hard numbers (standardized test scores) to evaluate Chinese students, and discount soft skills. The hard numbers may determine if a Chinese will excel as a student, but it's the soft skills that will determine if he or she thrives as a member of your campus community.
I have been working in and studying Chinese education since 1999 when I graduated from Yale, and for the past three years I have been working as a curriculum director in two prestigious public high schools in China preparing Chinese students for study in America. Even though our students are some of the brightest in the country, they have struggled to adapt to the Western classroom as much as their peers from less elite schools. Initially, I thought the American college-admissions process could evaluate the Chinese students best suited for study in America, but I've slowly become disillusioned with how American admissions officers select students based almost exclusively on hard numbers. This practice, I believe, benefits mainly the rote learners who thrive in China's schools, and hurts the thoughtful students who have the potential to be transformed by a rigorous American liberal-arts education and who, in turn, may transform the lives of their fellow students and professors.
To be fair, American college recruiters in China feel overwhelmed by the proliferation of cheating, lying, and fraud: Study abroad is big business in China, and young Ivy League graduates write essays for Chinese applicants while many a Chinese public school fakes transcripts and recommendation letters. Amid such chaos, it's understandable why American colleges fall back on standardized tests. But these tests tell only half the story. To really judge a Chinese student's potential to thrive on campus, American colleges and universities could add depth to the admissions process by including an oral interview, one designed to challenge Chinese students with focused questions that test their empathy, imagination, and resilience. Those American colleges that choose to do so will discover that their new Chinese recruits, even though their test scores may suggest limited English, will quickly adapt to a culture of critical thinking and intellectual inquiry in a way they failed to adapt to the Chinese education system of obedience and conformity.
To better understand how this oral interview would work in the admissions process, let's look at David and Michael, two Chinese applicants who are composites of students I've taught and who are now studying in America. David has an average GPA, a B, scored about 2000 out of 2400 on his SAT Reasoning Test, and was editor of his school's newspaper for two years. Michael has the highest GPA in his ultracompetitive high school, scored around 2300 on the SAT, got a 5 on the English Advanced Placement examination, and started his own business.
Michael is a student many American campuses would love to have, and he's set on the Ivy League (Duke is his safety school). But ultimately it doesn't matter where he goes, because he'll take courses that will ensure him a 4.0 GPA and get into a good business school. He'll be shocked that not everyone shares his passion for grades, and he'll attribute that to American shallowness. He'll drop history class because he got an A- on his first paper, and after a month on campus he'll shelter himself in his small circle of Chinese friends. After four years, he'll leave the campus very much the way he arrived.
Unlike Michael, David won't be a straight-A student. He plans to be an architect because he loves drawing, but he'll also try history and literature classes. He'll struggle to keep pace in seminar discussions, but he'll replay class discussions in his head, and one or two comments may linger with him for days. And one day he'll surprise his classmates and professors with a comment that will linger with them for days. Over the dinner-table he'll pepper his classmates with questions, and he won't graduate from college with his life all planned out like Michael. What he will graduate with is a lot of questions about himself and life, and his four years on campus he'll remember forever as a time of his intellectual blossoming.
If Michael happens to be the ideal, then American colleges and universities are in luck because Michaels abound in China. But David is much less common because the three traits he possesses empathy, imagination, and resilience are strangled at a young age in China.
That's why the toughest question you can ask a Chinese student is also the easiest you can ask an American: "What do you think?" Many Chinese students don't know what they think because their parents and teachers just order them about. Their education alienates them from one another, from the world in which they live, and ultimately from themselves. Unable to construct a self-narrative, they may live comfortably in their bubble but have problems overcoming new challenges. In short, a Chinese education does not prepare most students to study abroad.
And it's easy to figure this out in a 30-minute interview, which must become a mandatory part of the application process if American colleges and universities are to recruit Chinese students who will thrive on campus.
Here's how to conduct the interview. First, it ought to be focused, detailed, and deliberate. Here are some examples of good interview questions that look for empathy, imagination, and resilience:
* Pick a novel or a movie, and discuss the characters. Which character did you identify with? Why? Which part of the book or movie made you sad? Made you angry? Why? What experiences have you had that remind you of events in the book or movie?
* Pick a memorable experience, and explain why it was so memorable. Tell the story. Explain your feelings during the experience. Why did you have these feelings? Do you know anyone either real or fictional who has had a similar experience? Did they behave the same as you did? Do you think their feelings were the same as yours?
* When was the last time you were angry or sad? What made you angry or sad? How did you get over your anger or sadness? What do you think will happen the next time you encounter the same situation?
Persist in asking "why?" Look for sincerity, for logic, and for clarity of thought.
In English class, my Chinese students and I read English novels together, and I use these lines of questioning in class. What's frustrating is that while I'm trying to get them to look into themselves, they're always trying to "read" me for the "right" answer. I persist because teaching these students to relate themselves to the text is crucial in the reconstruction of their lost selves, as well as a fundamental skill they'll need to thrive on the American campus.
As you may suspect, David is far more comfortable in my class than Michael.
In a 30-minute interview, David would talk about his experience editing the school's newspaper, how he was the last one out of the newsroom to make sure the papers got printed, how he had to prod his reporters to take on assignments, and how he had to think of ways to build team spirit among a group of high-achieving individuals.
Michael might talk fast and fluently about his business venture, but he wouldn't be clear and direct. Ask him which college he'd like to attend, and he couldn't give you a straight answer either. It'd be an uncomfortable interview because what he wants to say he can't: that he started his business to pad his résumé but that his real passions are increasing his GPA and SAT score; that he hasn't really thought about which college he'd like to attend because he plans to attend the most highly-ranked; that he's the one talking but it's really his parents who are pulling the strings.
An interview may not capture everything you want to know about these students. But it would be a start in the right direction, and that's exactly what American recruiting efforts in China need right now.
Jiang Xueqin is deputy principal of Peking University High School, and director of its international division.

Posté par pcassuto à 22:43 - - Permalien [#]

'Gainful' Comes to the Nonprofits

http://www.insidehighered.com/sites/all/themes/ihecustom/logo.jpgBy Libby A. Nelson. Obama higher education plan signals policy
After the applause faded from President Obama’s State of the Union address, a question lingered: Obama told colleges they were "on notice," but what does “on notice” mean, anyway?
Friday provided a few answers.
In a speech at the University of Michigan, the president laid out a plan for higher education that could be a key plank of his re-election campaign this year. Obama proposed using campus-based financial aid programs to reward colleges that keep net price low and punish those that  do not. Two new competitions, modeled on the administration’s “Race to the Top” program for elementary and secondary education, would reward states that invest in higher education and colleges and nonprofit groups that improve productivity. A host of new disclosure forms would give students more information on price and financial aid.
On one level, the plan is  an election year crowd-pleaser, an appeal to middle-class voters who feel college for their children is increasingly out of reach. But it also signals a shift in the administration’s higher education policy, which until now has focused on reining in for-profit colleges and increasing financial aid for low-income students.
The plan calls for linking federal aid not only to net price increases but to whether colleges provide “good value” to students -- a “quality education and training that prepares graduates to obtain employment and repay their loans,” the White House wrote.
If that sounds familiar, it’s for good reason. A similar philosophy guided the Education Department’s controversial and much-protested "gainful employment" rule, which judges the value of for-profit colleges and vocational programs based on on whether they prepare their students for “gainful employment” by looking at student loan repayment rates.
The real message in “on notice”: Increased scrutiny and regulation aren’t just for for-profit colleges anymore.
“They’re sending a strong signal about where the second Obama administration, if we have one, is likely to go,” said Kevin Carey, policy director at Education Sector, a think tank. “They’re not going to just keep putting millions of dollars into the Pell Grant Program and letting the chips fall where they may.”
The president’s higher education plan appears poised to become a major feature of his re-election campaign, alongside support for manufacturing, clean energy and other ideas intended to help shore up the troubled economy.
The plan’s central feature is a change to the campus-based Perkins Loan Program, which provides funds to institutions to lend to their students. The White House has proposed expanding the program to $10 billion per year and revamping the formula for distributing both Perkins loans and Supplemental Educational Opportunity Grants. Money would be directed to colleges that do well on three criteria: setting a “responsible tuition policy,” providing “good value” to students, and enrolling and graduating relatively large numbers of low-income students. Colleges that do not meet those standards could see their funding for campus-based programs cut.
The plan also would create a $1 billion “Race to the Top” competition for college affordability and completion. The money would serve as an incentive for states to maintain funding on higher education, the administration said. A second competition, called “First in the World,” would provide up to $55 million for colleges or nonprofit organizations to improve productivity.
“If you can find new ways to bring down the cost of college and make it easier for more students to graduate, we’ll help you do it,” Obama said, referring to the states, in his speech at Michigan.
Many higher education experts and college groups were skeptical of Obama’s plan when it was first proposed, in broad strokes, during the State of the Union address Tuesday night. Reactions from the major higher education associations after his speech Friday were tempered. Most praised the president for his proposals to expand work-study programs and Perkins loans: “If approved by Congress, it would provide an enormous amount of money to help students and families,” Molly Corbett Broad, president of the American Council on Education, said in a statement. “Colleges and universities stand ready to do everything they can to help enhance student access and completion.”
But they also pushed back strongly on additional federal involvement, especially in measuring the value of a college education or trying to force universities to keep prices low: “Colleges, states, and the federal government must work together in a climate of mutual trust and collaboration,” David Warren, president of the National Association of Independent Colleges and Universities, said in a statement. “The answer is not going to come from more federal controls on colleges or states, or by telling families to judge the value of an education by the amount young graduates earn in the first few years after they graduate.”
(Responses from individual college presidents were less measured. Michael Young, president of the University of Washington, called Obama’s plan “nonsense on stilts” and “political theater of the worst sort,” according to the Associated Press.)
All noted that important questions remained. For public universities, state support is key: so far, it’s unclear how the Race to the Top competition would function, and whether it would be enough of a reward to spur states into increasing support. Tuition increases at public colleges and universities have been driven largely by declining state support, which Obama noted in his speech Friday and many higher education leaders reiterated.
“I think it’ll be very hard to sustain holding tuition to inflation if the states can’t keep their side of the bargain,” M. Peter McPherson, president of the Association of Public and Land-Grant Universities, said in an interview. “Affordability for publics is fundamentally a question of state appropriations.”
The Race to the Top for elementary and secondary education required states to make policy changes before they could even be eligible to enter the competition. But whether the competition for higher education will work that way, and what changes might be required, is unclear, said Andrew Kelly, a research fellow in education policy studies at the American Enterprise Institute.
“It sounds like what they’re getting at is a maintenance of effort,” Kelly said, referring to requirements to keep funding above certain levels to remain eligible for federal funds. But maintenance of effort requirements, including some related to higher education, have foundered in the past because the amount of federal funding at risk pales in comparison to state budget shortfalls. “What would the prerequisites even look like?” Kelly said. “I don’t think anybody knows.”
Education Department officials said more details will be released with the budget request for fiscal year 2013, which will provide information on how the administration plans to pay for the expanded Perkins loans, the two competitions and other factors of the plan. Obama has called on Congress to act on other parts of his higher education agenda immediately, including stopping the interest rate on subsidized student loans from doubling in July. The Democratic-led Congress cut the interest rate in half in 2007, with the knowledge that it would reset to the higher 6.8 percent rate without action (and available funds) to stop it, as Republican critics of Obama's new plan have been quick to note.
Still, given the Congressional deadlock, it’s unclear whether any part of the plan will face a vote in the near future. And some provisions, especially the proposal to measure the “value” of degree programs, might require additional legislation, Kelly said. The regulation of for-profit colleges hinged on a brief phrase in the Higher Education Act: for-profit colleges, and programs not in the liberal arts, must prepare students for “gainful employment in a recognized occupation.” There is no such basis for regulating traditional degree programs.
In a way, using similar criteria makes sense, Carey said: after all, even students studying art history or philosophy are attending college because they hope to get a job. “The president has kind of taken on the lenders and the for-profits and won significant victories, and he’s now turning his attention to the traditional sector,” Carey said. “They’ve been treating the symptoms of rising college prices, but they haven’t really tackled it as a problem.”
But some critics said that shift in focus takes away from what was seen as the administration’s primary goal: enrolling and graduating more low-income students. Further expansions to the Pell Grant Program would do more to make college accessible, said Sara Goldrick-Rab, an associate professor of higher education policy at the University of Wisconsin at Madison.
“I don’t have high hopes for [the new plan] being very effective in helping him achieve what I thought his goal was, which is getting more students from low-income families to be college graduates,” Goldrick-Rab said, describing the plan as “a little all over the place.”
“This is going to cause problems for the institutions that have the least resources to begin with.”
Goldrick-Rab said she saw the plan largely as an election-year attempt to appeal to the middle class. But given the unlikelihood of major change this year -- and the fact that a second Obama term would also include the 2013 scheduled reauthorization of the Higher Education Act, an anticipated vehicle for many of the new policy proposals -- its ramifications are likely to linger long beyond 2012.
“This is setting a new agenda, and I think it’s easy to underestimate that this is an important shift in the dialogue,” Kelly said. The new conversation is about using incentives to force colleges to change, rather than just funding grants for low-income students, he said. “That’s a fundamentally different agenda than we’ve had in the past, even within this administration.”
Open Letter to the President
Robert Sternberg offers 10 suggestions to the Obama administration as it pursues higher education reform -- including patience and respecting institutional differences.

Posté par pcassuto à 22:30 - - Permalien [#]

Exclusion from European higher education area must continue

http://www.universityworldnews.com/layout/uwn/images/logo-footer.gifBy Jan Petter Myklebust. Belarus’ bid to join the European Higher Education Area should be turned down, according to the high-level group following up the Bologna process. The country is not living up to the principles and values of the Bologna process, which created the EHEA, and its inclusion therefore cannot be recommended, the Bologna Follow Up Group (BFUG) has decided.
Belarus remains the only country of the 48 in greater Europe outside the EHEA. It applied for official membership in November last year, but the BFUG meeting in Copenhagen on 18-19 January, chaired by Denmark and Azerbaijan, decided against any recommendation that ministers of the 47 countries accept Belarus at the present time.
According to the group, the country does not follow the Bologna process principles and values of academic freedom, institutional autonomy and student democracy. Supporting the recommendation Morten Østergaard, Denmark’s minister for science, innovation and higher education, said: “It is our wish that Belarus should be included [in the Bologna process], but only when academic freedom is secured, and the country has made university reforms and secured the basic rights of students.”
In the meantime, there were other ways to support students, the academic environment and Belarusian society.
“Denmark is and will continue to be an active supporter of the Open Europe Scholarship Scheme, giving students from Belarus grants to European universities,” he said.
The European Students Union (ESU) welcomed decision on the grounds that Belarus should make reforms before being admitted.
“We agree with these conclusions, as we have repeatedly spoken out against EHEA membership of Belarus and have asked for reform first,” said Allan Päll, ESU chair.
“We absolutely support that Belarusian repressed civil society must have every opportunity to build contacts in Europe. While we are doing our part by establishing contacts ourselves, we think that to let Belarus join the Bologna process would only be used for government propaganda, while doing little to improve fundamental issues for students and academics such as freedom of research and study.”
The ministers of the 47 member countries are expected to follow the advice of the BFUG when they meet in Bucharest in April. The group said Belarus must adopt all principles and values of the Bologna process, such as academic freedom, institutional autonomy and student participation in higher education governance before being admitted.
Päll said: “If Belarus wants to show its willingness to join the Bologna Process, it must allow students who have escaped the country and have been forced to study elsewhere in Europe to return to study free of any fear of repression while their academic freedom and right to association is guaranteed. That would be a great start.”
Last month in Belarus Digest, a Washington DC-based newsletter published by a group of independent international analysts, Yauheni Preiherman argued that Belarus needed a comprehensive transformation of its education system to become a generic part of the European education region. He suggested that the country’s accession to the Bologna process should take place in three stages and be based on the ‘road map for reforms’ suggested by the Belarusian Independent Bologna Committee.
The first would involve de-politicising and eliminating state control over higher education, and reintroducing transparent and fair elections of university rectors. The second would provide a legal framework for reform. The third would include technical improvements such as the completion of degree and qualification reform, the completion of quality assurance reform, and the establishment of a national system for supporting mobility.  This month the Belarus Digest reported an increasing braindrain to Russia of young Belarusians – often students – because the European Union is closed to them.
It said the European Union should become more open and offer more education and work experience opportunities for Belarusian youth if it wanted to see a democratic and pro-European Belarus in the future and to balance Russia's influence.
Volha Charnysh, executive editor of the Digest and a PhD student in government at Harvard, told University World News: “By refusing Belarus admission to the Bologna process, Europe is giving up a potential channel of influence in the already closed and isolated country.
“It is true that there is no academic freedom in Belarus, but the country is not that different from several other Bologna members in the post-Soviet space. However, the decision to exclude the country from the Bologna process will hurt Belarusian youth rather than the regime.”
She said the decision would decrease the likelihood of European values ever reaching Belarusian students by preventing deeper cooperation with European universities.
“Criticising Belarus but not declining its membership would have been a much more efficient strategy, not only for influencing education policy in the country but also for reaching future generations of Belarus leaders.”
The heart of the matter, as reported by University World News in December, is the continuous breach of human rights by the Belarusian government of Alexander Lukashenko, notably towards university students. On 19 December 2011 Catherine Ashton, high representative of the European Union, and US Secretary of State Hillary Clinton issued a joint statement on the human rights situation in Belarus, in which they referred to the “brutal crackdown by the Belarus government on civil society, political opposition and independent media”.
They expressed grave concern over “new laws that will further restrict citizens' fundamental freedoms of assembly, association and expression and that target support to civil society”.

Posté par pcassuto à 22:23 - - Permalien [#]
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Apprentis: Le quota relevé de 4 à 5% dans les entreprises de plus de 250 salariés

Les EchosPar Derek Perrotte. Lors du sommet social, Nicolas Sarkozy avait exigé une accélération des entrées en contrat d'apprentissage, soulignant « la nécessité absolue de faire rentrer les jeunes en entreprise » et déplorant qu' « une entreprise sur deux de plus de 250 salariés a encore moins de 1% de jeunes en apprentissage » (1,7% en moyenne). « Certaines préfèrent payer des pénalités que faire des efforts », commente le ministère du Travail. En conséquence, le chef de l'Etat a annoncé hier soir un relèvement du taux d'apprentis exigé dans les entreprises de plus de 250 salariés pour la période 2012-2015. Il passera de 4% à 5%. Un net durcissement de la surtaxe d'apprentissage appliquée aux entreprises n'atteignant pas ce seuil est également prévu: en cas de non respect, les sanctions financières seront doublées. En 2011, les entrées en alternance ont progressé de 7,3% pour atteindre 467000 (+ 31600).
Nicolas Sarkozy a fixé l'objectif de 800.000 apprentis en 2015 et de 1 million à terme.

Les EchosDerek Perrotte. Na sociálne vrcholnej schôdzke, Nicolas Sarkozy žiadal urýchlenie vstupu do učenia, zdôrazňujú "absolútna nutnosť, aby mladých ľudí v podnikaní", a ľutuje, že "spoločnosť dva viac ako 250 zamestnancov ešte menej ako 1% mladých ľudí vo vzdelávaní "(1,7% v priemere)." Niektorí radšej zaplatia pokutu, že snažiť, "hovorí ministerstvo práce. V súlade s hlavou štátu včera oznámila zvýšenie miery učňov potrebné vo firmách s viac ako 250 zamestnancov v období 2012-2015. Viac...

Posté par pcassuto à 22:15 - - Permalien [#]

Autonomie des universités: une réforme « encore inachevée »

Les EchosPar Isabelle Ficek. Le rapport 2011 du comité de suivi de la loi LRU avance douze recommandations pour poursuivre la mise en oeuvre de cette réforme phare du quinquennat. Elles touchent aux questions brûlantes de la gouvernance, de l'évaluation, des moyens et du rôle de l'Etat.

C'est un rapport qui tombe à pic dans le débat sur l'autonomie des universités. Quand, à droite, la loi relative aux libertés et responsabilités des universités (LRU) est désignée comme l'une des plus grandes réussites du quinquennat, et que, à gauche, François Hollande veut la modifier par une « loi-cadre » afin de donner « une réelle autonomie ». Quand, depuis plusieurs mois, la polémique monte sur la réalité de l'autonomie des établissements face, entre autres, au coup de frein sur les budgets.
Le comité de suivi de la LRU rend public aujourd'hui son rapport annuel 2011, que « Les Echos » se sont procuré. Il devrait être lu avec attention. Il souligne tout d'abord la «  dynamique » engagée et des « acquis » : « les efforts de structuration des établissements et des sites, de rationalisation de la gestion, d'amélioration de la politique des recrutements ». Il relève aussi que les aspects législatifs ont été « menés à bien » : toutes les universités sauf trois sont autonomes depuis le 1er janvier 2012...
Les EchosBy Isabelle Ficek. The 2011 report of the Monitoring Committee of the LRU twelve recommendations to further advance the implementation of this reform flagship of the quinquennium. They affect the burning issues of governance, assessment, resources and the role of the state.
This is a report which is timely in the debate on university autonomy.
When right, the Law on Rights and Responsibilities of Universities (LRU) is designated as one of the greatest achievements of five years, and left, Francois Hollande wants to modify a "framework law" to provide "real autonomy". When, for several months, the controversy goes on the reality of institutional autonomy face, among others, the brake application on budgets. More...

Posté par pcassuto à 21:24 - - Permalien [#]
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