Consulter le tableau dans le dossier thématique de l'ARFTLV consacré au SPO.
Etat des lieux national de la labellisation du Service Public de l'Orientation (19 avril 2012).
Ce bilan, réalisé par le CCREFP Poitou-Charentes, est régulièrement mis à jour en fonction des nouvelles labellisations. - Consulter le tableau récapitulatif.
Cette photographie de la situation de la labellisation dans les différentes régions de France a été réalisé par l’Agence Régionale de la Formation Tout au long de la Vie (réseau des CARFI-OREF) de Poitou-Charentes. Les informations ont été recueillies à partir de 3 sources:
· mail adressé aux personnes assurant le secrétariat permanent des CCREFP,
· mail adressé aux membres du « groupe info » du réseau des Carif-Oref,
· sites internet des CCREFP, Direccte, Région et CARIF.
Il n'y a aucune données pour les 9 Régions suivantes: Champagne Ardenne, Corse, Franche-Comté, Guadeloupe, Guyane, La Réunion, Languedoc-Roussillon, Martinique, Midi Pyrénées.
Cité des métiers de Marseille: première labellisation dans le cadre de la mise en oeuvre du SPO en région La Cité des métiers de Marseille est le premier site labellisé Service Public d’Orientation pour tous en région Provence-Alpes-Côte d’Azur. Il s’agit ici du site de Marseille, cette labellisation ne concerne pas l’ensemble des centres associés en région. La Commission AIO du CCREFP, a validé dans sa séance du 5 janvier 2012, l’accord cadre régional, qui définit les principes et les modalités du service public d’orientation en région Provence-Alpes-Côte d’Azur. Cet accord cadre sera complété par des conventions de partenariat, permettant à chaque opérateur de formaliser sa réponse SPO, au regard d’un découpage territorial pré-défini par la Commission régionale.
Voir les données des 16 autres Régions.
Pozrite sa na tabuľku v téme zložky pre ARFTLV venovaný SPO.
Aktuálny stav národnej označovanie verejné služby orientácia (19. apríla 2012).
Preskúmanie, vykonaný CCREFP Poitou-Charentes, je pravidelne aktualizovaný na základe nových značiek. - Pozrite sa na súhrnnú tabuľku.
Táto fotografia umiestnenie značenia v rôznych regiónoch Francúzska vykonala Regionálna agentúra formácie v priebehu života (sieťová CARFI-OREF) Poitou-Charentes. Viac...
Le candidat doit remplir un dossier détaillant son expérience professionnelle et les compétences acquises. Ce dossier est ensuite présenté à un jury qui décide de le valider en tout ou partie. En cas de validation partielle des acquis, des prescriptions sont alors proposées au candidat.
Ces dispositifs sont frequemment employés par les universités pour déterminer et valider le niveau auquel correspond en France le cursus préalable des étudiants étrangers souhaitant s'y inscrire.
Il existe en pratique deux procédures distinctes, l'une (VAP 85) permet d'accéder directement à une formation après validation du parcours antérieur, l'autre (VAE) permet d'obtenir tout ou partie d'un diplôme en certifiant les acquis du candidat. Voir le site du gouvernement français consacré à la La validation des acquis de l'expérience.Welcome on the National Website of the Validation of Learning Through Experience (VAE: Validation des Acquis de l'Expérience). Bienvenido en el sitio de la Validación de los Conocimientos de la Experiencia (VAE: Validation des Acquis de l'Expérience).
Spécificités de l’enseignement supérieur
La démarche de VAE dans l'enseignement supérieur s'organise, dans les grandes lignes, selon les modalités générales présentées dans le portail. Cependant, il existe des spécificités pour l'enseignement supérieur, présentées dans cette page. Chaque établissement relevant de l'enseignement supérieur définit ses propres modalités d'application de la VAE, dans le respect de la règlementation.
Quels sont les établissements d'enseignement supérieur?
Les établissements d'enseignement supérieur sont rattachés aux ministères chargés de:
- l'Enseignement Supérieur
- la Défense
- la Santé
- la Culture.
Ils comprennent notamment des universités, des écoles d'ingénieurs, le Conservatoire National des Arts et Métiers (CNAM).
Quelles sont les certifications concernées par la VAE?
Ce sont les diplômes nationaux, les titres d'ingénieurs et les diplômes visés par le ministre chargé de l'enseignement supérieur comme par exemple ceux des écoles de commerce, de gestion et de management. Toutes ces certifications sont inscrites « de droit » au Répertoire National des Certifications Professionnelles (RNCP). Les diplômes dits d'université (DU) peuvent être également inscrits au Répertoire National des Certifications Professionnelles, si les établissements concernés en font la demande et suivent la procédure d'inscription prévue au Répertoire.
Le retrait et le dépôt du dossier de recevabilité de la demande
Ils sont effectués dans l'établissement qui délivre la certification visée par le candidat. Il n'y a pas de lieu centralisateur des demandes, ni au niveau national, ni au niveau régional.
L'examen de la demande
Les établissement vérifient que le candidat remplit les conditions administratives de recevabilité et informent les candidats de leur décision. Afin d'accroître les chances de réussite des candidats à la VAE, les établissements étudient leurs dossiers en se fondant sur leur expérience et de leur projet professionnels, en fonction de la certification visée. Les candidats sont informés des résultats de cette étude.
Constitution du dossier de recevabilité
La nature de l'expérience
Selon la loi: « Toute personne qui a exercé pendant au moins trois ans une activité professionnelle salariée, non salariée ou bénévole « en rapport avec l'objet de sa demande » peut demander la validation des acquis de son expérience. Dans l'enseignement supérieur, ces acquis doivent justifier tout ou partie des connaissances et des aptitudes exigées pour l'obtention d'un diplôme ou d'un titre.
Le calcul de la durée de l'expérience
Les stages et les périodes de formation en milieu professionnel ne sont pas exclus à priori et relèvent de l'appréciation du certificateur pour le calcul de la durée d'expérience requise.
Le candidat dont la demande a été déclarée recevable doit, pour poursuivre la démarche de VAE, s'inscrire à l'établissement qui délivre la certification visée.
La validation par le jury
Le jury de validation
Il n'est pas le même que le jury habituel du diplôme ou du titre. Il comprend une majorité d'enseignants - chercheurs, ainsi que des personnes ayant une activité principale autre que l'enseignement et compétentes pour apprécier la nature des acquis, notamment professionnels, dont la validation est sollicitée. Les membres du jury sont nommés par le chef de l'établissement: président d'université ou directeur d'école.
Les modalités d'évaluation par le jury
Le jury se prononce suite à l'examen du dossier du candidat et d'un entretien avec ce dernier. Une mise en situation réelle ou reconstituée peut être organisée, si l'établissement l'a prévue..
La décision du jury
Le jury détermine les connaissances et les aptitudes qu'il déclare acquises. Dans le cas d'une validation partielle, le jury précise la nature des connaissances et aptitudes qui doivent faire l'objet d'un contrôle complémentaire et, éventuellement, leurs modalités d'acquisition : stage, expérience professionnelle ou formations complémentaires, rédaction d'un mémoire, etc. Aucun délai n'est fixé pour la validation des compétences manquantes en vue d'obtenir la totalité du diplôme.
The candidate must complete a dossier detailing his experience and skills. This file is then presented to a jury that decides to accept in whole or part. In case of partial validation of acquired requirements are proposed to the candidate.
These devices are frequently used by universities to determine and validate the level which corresponds in France the first course for foreign students wishing to enroll.
There are in practice two separate procedures, one (VAP 85) provides direct access to training after confirmation of previous studies, the other (VAE) provides all or part of a diploma certifying the acquired the candidate. See the website of the French government dedicated to the validation of acquired experience. More...
Gudrun Paulsdottir, President of the European Association for International Education reviews the book ‘Making a difference: Australian International Education’. Edited by Dorothy Davies and Bruce Mackintosh, the primary goal of the book was to identify benefits of Australian international education, often not recognised in the wider community.
I had the privilege to attend the 25th conference of AIEC/IEAA in Adelaide in October 2011. I had been in Australia before but not in this kind of setting and that is what made the big difference. The lasting impression that really struck me was the uniformity of the language shared by the different stakeholders of international education. If the rest of the world of higher education had an equally joint approach, however different the goals and incentives, international education would be in a very different place today. Australia not only has a national strategy for international education, there are measures to fulfil it as well. That kind of setup is only true for a handful of countries in Europe. Governmental support is essential if countries and universities are to be successful in internationalisation. These impressions from the conference in Adelaide are confirmed by this very interesting book, Making a Difference: Australian International Education.
I must add that after reading the book, it has become increasingly clear that there is so much more to learn from the Australian experience. By putting together this historical overview, they are giving us the opportunity of a rare overview where the dots are coming together in various interesting ways. There is no doubt that the geographical position of Australia has had an impact of the development of the internationalisation of higher education. Being so close to developing countries with strong economic development has played a huge part. The distance from Europe has contributed to the fact that in general we, the Europeans, (UK excluded) have been watching from afar without really paying attention to what was going on and how it was done. That is our loss.
This book gives us the opportunity to look at the long term effects of Australian internationalisation, which are very interesting. The list of benefits is very long and to a large extent the outcomes correlate to the European Union Agenda 2020 goals. The added values of societal development, innovation, capacity building and public diplomacy, which are just some of those mentioned in the book, are also goals set up for Europe. They are seen as essential in order for Europe to maintain its standard of living and continue to develop in the years to come.
Both Australia and Europe have invested in mobility, from very different points of departure at different times, but in both cases it is apparent that this investment has had a large impact on the development of higher education. The Australian programmes for capacity building and public diplomacy which were launched in the 1950s, and the European mobility programmes seem, to a large extent, to deliver the same kind of outcomes even though the intentions were very different. Outcomes like intercultural competencies, development of language education, innovation in delivery of education, development of student services and support. While Australia sees the result of that impact already, Europe is still learning, even though the Bologna process has speeded up the process somewhat.
When it comes to making good use of the added values and benefits that can be drawn from international mobility, the networks and resources pertaining from good alumni relations are excellent examples of how Australia has maximised the outcomes of their international activities.
In the conclusion of the first chapter, I found a short phase that strikes me as one of the most important messages in international higher education today – namely, “it is more to it that economics” [exact wording]. Today’s tendency to focus so much on the money puts us at risk of forgetting the true mission of higher education. Yes, money is important but what we can achieve with international higher education should be our primary focus and goal. In the last chapter of the book, the author elaborates on this topic. This is interesting reading and plausible, based on our knowledge today. All of us engaged in international higher education know that this is a very difficult area to predict, changes can come very quickly and from the most unexpected direction. There are so many actions and decisions coming from all over the globe which can change the scenery at any moment. This book however, gives us the opportunity to learn and to some extent also prepare ourselves for the future. However it will develop, I’m sure it will be interesting and exciting. To order your copy, visit the IEAA website.
The remarkable fact that international education has reached number three in Australia’s exports, contributing over $16 billion to the Australian economy in 2010/2011, is not overlooked, but other positive outcomes of international education are also highlighted including the number of international alumni of Australian institutions - over two and a half million of them – significantly enhancing Australia’s diplomatic presence in the region; more than 320,000 Malaysians, for example, have been educated in Australia. The ongoing relationships many of these former students have with Australia are illustrated in the book as are the experiences of Australian students who have benefitted from the interaction with international students from many different countries. These student perspectives demonstrate the difference which international education has made to their lives, from personal connections and greater understanding of other cultures, to opportunities for overseas experience and enhanced career options.
Living and Learning for a Viable Future: The Power of Adult Learning
The Sixth International Conference on Adult Education (CONFINTEA VI), hosted by the Government of Brazil in Belém from 1 to 4 December 2009, provided an important platform for policy dialogue and advocacy on adult learning and non-formal education at global level. The conference brought together UNESCO Member States, United Nations agencies, multi- and bi-lateral cooperation agencies, organisations from civil society, the private sector and learners from all world regions. Objectives.
The third issue of the electronic CONFINTEA VI Follow-up Bulletin features activities undertaken in pursuit of the Belém Framework for Action from July 2011 to January 2012, both within and across countries.
It highlights efforts invested to produce national progress reports on the state of adult education three years after CONFINTEA VI. These reports are due at the end of the month, and are to provide information about a wide range of activities at regional and country level. You will also find the latest news on the status of UNESCO commitments such as developing guidelines for the recognition, validation and accreditation of non-formal and informal learning and the review of the Nairobi Recommendation on the Development of Adult Education, adopted by UNESCO’s General Conference in 1976. Follow-up Bulletin no. 3.
1 Monitoring and support to the follow-up of CONFINTEA VI
1.1 National CONFINTEA VI progress reporting launched: template sent out to countries
To take stock of the implementation of the Belém Framework for Action by UNESCO Member States, a template to report on progress in adult education has been developed by the UNESCO Institute for Lifelong Learning (UIL), with the support of the UNESCO Institute for Statistics (UIS) and other experts. The template, available in English, French and Spanish, solicits data for the key areas identified in the Belém Framework for Action – policy, governance, finance, participation and quality. It is intended to be a convenient and efficient means for Member States to provide background material for both the next Global Report on Adult Learning and Education (GRALE) in 2012 and for the final evaluation of the United Nations Literacy Decade (UNLD, 2003-2012).
The template was sent out by UNESCO’s Assistant Director- General for Education to all UNESCO National Commissions in early November. To complete the template and validate the data, Member States have been requested to bring together the widest possible range of stakeholders. The template is accompanied by explanatory notes, which provide further clarification on the reporting procedure. The national progress reports are to be submitted to UIL by the end of February 2012.
UIL strongly recommends that those who are interested in supporting the reporting process in their countries should contact their UNESCO National Commission to that end. The addresses of National Commissions are available at http://www.unesco.org/. The template and the explanatory notes are available for download, together with all other relevant documents relating to CONFINTEA VI, at http://uil.unesco.org/... Follow-up Bulletin no. 3.
1.3 2012 issue of the Global Report on Adult Learning and Education (GRALE) in preparation
The national reporting template described above was finalised during the first meeting of the GRALE Editorial Board held 21-22 July 2011 at UIL. The reports will provide the key data for GRALE pertaining to the five areas of policy, governance, finance, participation and quality. The template also contains questions to assess the outcomes of the United Nations Literacy Decade (UNLD), which comes to an end in 2012. This timely coincidence, coupled with the fact that the Belém Framework for Action reiterates the fundamental role of literacy in adult education, led to the decision that adult literacy would be the special focus of GRALE 2012. The GRALE Editorial Board is so far composed of representatives from China, Ecuador, South Africa, the United Kingdom of Great Britain and Northern Ireland, the United States of America, the UNESCO Institute of Statistics and UIL... Follow-up Bulletin no. 3.
2 News from the regions
Two regional consultations were organised by the UNESCO Regional Office in Beirut to improve literacy, basic education and adult education in the Arab States. In Sharjah (United Arab Emirates, 10-12 July 2011), some 60 decision-makers and practitioners from 15 countries agreed to reinforce efforts to meet the Education for All targets. There was agreement on the need for closer coordination of activities undertaken within a number of inter-related frameworks and UNESCO initiatives, including a more systematic follow-up to CONFINTEA VI.
Subsequently, a second regional consultation in Beirut (Lebanon) on 15-16 November explored the role the Literacy Enhancement Arab Programme (LEAP, which is due for launch in 2012) can play in following up CONFINTEA VI. LEAP is a regional coordination and support mechanism to streamline national and international efforts in literacy and adult education in the Arab region, jointly steered by UNESCO, ALECSO (Arab League Educational, Cultural and Scientific Organization) and ISESCO (Islamic Educational, Scientific and Cultural Organization). Participants from Egypt, Iraq, Jordan,
Kuwait, Lebanon, Oman, Saudi Arabia, Syria, Tunisia and the United Arab Emirates discussed forthcoming activities, priorities and timelines.
To address the lack and/or unreliability of data, the clearest priority for LEAP is improved data collection. A second major issue is quality improvement. General priority issues include advocacy, clarification of concepts, capacity-building and the integration of adult education into overall planning. LEAP will serve to renew momentum and coordinate activities in literacy and adult education with a lifelong learning perspective. Evaluations are planned in 2014 and 2016. It is expected that, through LEAP, the CONFINTEA VI follow-up process will strengthen the further development of adult education and literacy provision in the region. Follow-up Bulletin no. 3.
See also CONFINTEA VI Follow-up News, Final Report of CONFINTEA VI, The Global Report on Adult Learning and Education (GRALE), VI Conferencia Internacional de Educación de Adultos.
Brussels — China and the European Union Wednesday took their co-operation to a new level with the launch of a "people-to-people" dialogue covering education, culture, youth, research and multilingualism.
Chinese State Councilor Liu Yandong, and Androulla Vassiliou, European Commissioner for Education, Culture, Multilingualism and Youth, signed a joint declaration, committed to strengthening contacts and exchanges between their peoples in order to deepen understanding and trust.
"Today's joint declaration is a very important step forward in our relationship. The people-to-people dialogue will open up our contacts and co-operation on a wide range of issues, bringing real benefits to European and Chinese citizens," Vassiliou says.
The new EU-China High-Level People-to-People Dialogue represents a "third pillar" in relations between the two partners, building on two previous cooperation agreements: the High-Level Economic and Trade Dialogue ("first pillar") and the High-Level Strategic Dialogue ("second pillar").
The people-to-people dialogue will enjoy the same status as the other agreements and will have flexible structure with very low financial implications.
A number of follow-up actions have already been identified. China and the EU will expand the opportunities for mobility in education, and increase the number of exchanges between students and scholars, particularly in higher education.
The two sides will work together to improve the mutual recognition of academic qualifications. To promote language-learning, China and the EU will jointly organize a major conference on multilingualism at the end of the year.
For their youth, the two parties will increase support for exchanges and networking between their respective youth organizations, and strengthen web-based cooperation between the Chinese and EU portals specialized in youth issues.
Its cloing ceremony, which will take place in China at the end of the year, will include a declaration on future cultural co-operation.
Europe’s universities will need to recruit academics by flexible, open and transparent procedures and to provide them with attractive career prospects. Without a committed and adequately compensated professoriate, universities will find it hard to recruit the best and brightest academics to work for them and to provide the teaching and research that Europe needs in order to be a competitive, knowledge-driven region. When comparing the attractiveness of the academic profession between European countries, salaries are naturally a key place to start.
When we compare European countries such as Italy, the United Kingdom, France, The Netherlands and Germany with the United States, and take into account international differences in purchasing power, Italy displays the widest salary range between entry-level, medium-level and top-level positions. Like the UK, it offers relatively high salaries to senior academics. The UK compares relatively well with the US, judging from the average academic salary. For entry-level positions (for example, assistant professor) the salaries are lower and higher for top-end positions.
French universities are not particularly attractive to foreign professors due to France's national career framework and non-competitive salaries. Hiring is very centralised, with a national screening of candidates by national councils. Until recently, institutional salary policies were not allowed, but this is changing. A bonus system to reward performance in teaching and research has recently been introduced, alongside laws to increase the autonomy of universities and to introduce more differentiation among academics. More...
Target group(s): All citizens, in particular young people, trainees, social partners, enterprises, education institutions.
Period of consultation: from 19/04/2012 to 11/07/2012.
Objective of the consultation
The objective of the consultation is to gather views about how the quality of traineeships can be enhanced through a framework in order to help young career starters make a smooth transition from education to work. The questionnaire is available online.
In the interests of transparency, organisations have been invited to provide the public with relevant information about themselves by registering in the Interest Representative Register and subscribing to its Code of Conduct. If the organisation is not registered, the submission is published separately from the registered organisations.
Their ideas can be reduced to the following extremely short synthesis: the Anglo-Saxon model provides the individual with a way to realise him- or herself through learning; in the German model learning serves the truth; the American model sees learning as being about human progress. In the two remaining models, the French and the Soviet, learning serves the needs of existing power structures.
As a French academic, my first reaction could have been taken straight out of an Asterix cartoon: “They are crazy, the Belgians”. But I do realise that our Belgian colleagues are so much better placed than we are to form a synthetic and comparative view of university systems. So after some thought and with my point of comparison defined as 1968, it became clear that this analysis is quite precise in historical terms.
There are actually not very many people, not even among academics, who know that the French Revolution suppressed traditional universities in 1793, and that Napoleon confirmed the new university system and placed it at the service of la nation with its essential mission being to provide professional training.
Universities were replaced by grandes écoles – including schools of engineering, military training, medicine, chemistry and law – all in the service of the state. Only two traditional faculties remained: faculties of letters and faculties of science. Their essential mission was to train teachers who, in turn, would train little French boys in the lycées (upper secondary) – girls were only admitted to the grandes écoles at a very late stage – and prepare them for Napoleonic schools. So the system was perfectly coherent and self-contained.
Napoleon’s université impériale took the place of a national ministry of education until it was replaced by the ministry of public instruction during the republic. In this way 'university' came to stand for the higher education sector of the regional administrative units known as 'academies' (as they are still known), at the head of which the government appoints a high-level administrator with the title of recteur. The French recteur is in charge of all types of education: primary schools, secondary schools and tertiary-level education. The académie awards the title of ‘university', but this does not relate to any unified structure. So, on the one hand, rectors manage the finances and personnel issues at universities while, on the other, faculties and their deans manage pedagogical issues and now also research.
Meanwhile, the schools of medicine, law and, later, pharmacy preferred to be known as faculties, as this sounded more prestigious in international terms and corresponded better to the development of research at these institutions. But the presence of several such faculties in any given city does not necessarily lead to the creation of a university. The rector remains the administrator appointed by Paris who has an overview of all areas of education, and the deans, elected by their peers, enjoy a wide measure of autonomy, although within the financial limits set by the ministry. The large majority of university personnel are civil servants.
The traditional grandes écoles, structured to meet the needs of the large corps de l’état, are essentially professional education institutions that enjoy wide autonomy and are usually linked to ministries other than the national Ministry of Education. They have increasingly included the large (and subsequently the less large) schools of commerce that are structured in much the same way, but are almost all under the auspices of chambers of commerce and not the national Ministry of Education.
French system is very different
From this it becomes clear that the French system of higher education differs in every way from the systems found in all the other countries surrounding France. Even countries that have been under strong Napoleonic influence, such as Spain or Italy, have maintained traditional universities with an elected rector, while polytechnic universities contain the equivalent of the grandes écoles for engineers or administrators.
In this historical perspective it is easier to understand the shock that occurred in France at the end of the 1960s: it was the result, on the one hand, of the demographic explosion in the number of young people who demanded enrolment in higher education and, on the other, of the implementation of a new law, which introduced new structures according to which universities could elect their own presidents. The first shock, that of student demographics, resulted in immense efforts being made by faculties of science and letters and, to a lesser extent, of law and economics, to overhaul their curricula completely in order to cope with the influx of students.
It was no longer a question of concentrating on the training of future teachers, as it had been earlier, but of diversifying courses to make them more professional and to respond to the need to prepare students for different jobs. All of this was done on a limited budget. In the light of limited funding, the constraints imposed (no changes were made around student selection and student rights) and criticism of institutions' lack of contact with civil and economic society – contact that was normally reserved for the grandes écoles) – this proved a success.
The second shock, however, came as a result of the 'Edgar Faure' law, which introduced genuine universities. It had disastrous consequences: the faculties embraced the new structures and under the fallacious but then famous pretext of ‘small is beautiful’, they set themselves up as universities by instituting haphazard alliances; law and medicine here, letters and law there.
In many cases they simply set up on their own. In this way, in the majority of our cities in the provinces (not to mention Paris) the faculties split into two, three, even four separate universities. It is not worth elaborating on the consequences of this state of affairs: a lack of visibility and confusion on the national as well as international level, not to mention sterile rivalries among universities in the same location and the multiplication of identical job functions, leading to a lack of efficiency and to funding problems. Unfortunately, this state of affairs is impossible to change easily.
Even with the best of wills and when people are persuaded of the argument about how inefficient these divisions are, a university president cannot lightly take the risk of attempting to merge with one or two other universities since a merger will always be seen internally as being advantageous only to the other institutions involved and will mean the president's power is diminished. Few mergers have so far been completed; the present powers of the presidents are far too strong and strategic. Now and again, a merger project is advertised. There are the ‘PRES’ structures, which bring universities and research institutions together in clusters, but they risk cementing divisions instead of minimising them.
And yet this question is scarcely addressed in the swelling debate on current university reforms in France, regardless of the fact that it is one of the fundamental issues if one wants to reinstate some sort of order in the French higher education system, and to align French institutions with the great universities throughout the world.
The main objection to regrouping France's many institutions is that it would result in huge universities. This is true, but one can imagine several solutions along the lines of those practised elsewhere and there are multiple examples: the University of London, the Complutense University of Madrid and the University of California are all enormous institutions in terms of sheer numbers. But they have managed to adapt their forms of governance. In essence, these forms of governance are based on a definition of the respective strengths of their various components and a decentralisation of central power (whether rector or president) to faculties or their equivalents, which are situated on different campuses.
A rector or president should in essence be responsible for general policy, institutional planning, global inter-university relations – with the professional world and with international partners – and long-term decision-making. They should not get involved in things, such as evaluating academic competence, that are outside their remit (except within their own academic field, of course) or research issues. That should be what the deans or heads of departments do since they are responsible for the functioning of faculties or departments.
It is vital that France find the regulatory and financial means to encourage or oblige universities at major locations to merge into large, universal and decentralised institutions. The law should reserve the title of ‘university’ (or ‘research university’ as some countries abroad term it) for institutions that bring together all the major basic disciplines in education and research in large faculties or schools. This reunification may be difficult, but it is inevitable. It could also involve the grandes écoles which call themselves ‘graduate schools’, as they benefit from what universities do. Unfortunately, the new law has completely missed this point.
Furthermore, the new law has given greater powers to presidents in areas that should not be theirs, such as the selection of teaching staff. All this law does is to replace the present system of national centralisation, with all its flaws as well as its strengths, with an internal centralisation. This risks creating a more inefficient system, which will merely lead to a reinforcement of local competition.
* Jean-Marie Boisson is professor emeritus in the economics faculty of the University of Montpellier. A longer version of this article has been published in the Journal of European Higher Education Area, March 2012, under the title “Why Do So Many French Universities Wear a Number? Some reflections on the recent (hi)story of French universities system".
Découvrez le classement 2011 des établissements "Erasmus" les plus dynamiques.
Le Palmarès des 20 universités françaises les plus performantes en termes de mobilité Erasmus Etude est défini par la mobilité d’étude sortante Erasmus rapportée à l’effectif global de l’université. C'est l'Université de Savoie qui est en tête depuis trois ans. Téléchargez le classement.
En région PACA, deux universités sont classées: l'Université de Provence et l'Université d'Avignon et des Pays de Vaucluse.
L'Université d'Avignon et des Pays de Vaucluse est 8e pour 2010-2011. Elle régresse: 3e en 2009-2010 et 5e en 2008-2009.
L'Université de Provence est 19e pour 2010-2011. Elle régresse: 14e en 2009-2010 et 13e en 2008-2009. Il faudra être attentif au résultat 2011-2012, Provence ayant fusionné au 1er janvier 2012 avec Méditerranée et Cézanne pour former Aix-Marseille Université (AMU).
Scopri le classifiche 2011 delle istituzioni "Erasmus" la più dinamica.
Le Top 20 università francesi di maggior successo in termini di studio Erasmus è definito dalla mobilità di studio Erasmus in uscita riportati nella dimensione complessiva dell'università. Questa è l'Università di Savoia, che sta conducendo per tre anni. Scarica il ranking. Più...
L'Union européenne encourage la mobilité des citoyens désireux d'étudier ou de se former dans un autre Etat membre.
Le programme d'éducation et de formation tout au long de la vie géré au sein de l'agence nationale, propose des aides financières aux étudiants, aux élèves et apprentis, aux demandeurs d'emploi mais aussi aux tuteurs, aux formateurs, aux enseignants, aux conseillers, à tous ceux qui sont concernés par la formation et l'insertion professionnelles.
Les bourses sont en général allouées directement aux institutions ou aux organismes de placement en entreprises (organismes de formation, universités, ANPE, conseils régionaux, etc.) qui reversent aux stagiaires des allocations individuelles forfaitaires.
Le portfolio Europass permet à toute personne en mobilité de faire reconnaître son parcours de formation initiale, continue et professionnelle.
Vous êtes étudiant, découvrez l’entreprise à travers un stage professionnel
Vous êtes étudiant, préparez votre insertion professionnelle et familiarisez-vous avec le monde de l’entreprise dans le cadre d'ERASMUS.
Pendant votre cursus ou en fin de cursus, vous pouvez valider un stage professionnel de 3 à 12 mois, sur le principe de la reconnaissance de la période effectuée dans l’entreprise d’accueil.
Prenez contact avec le service des relations internationales ou le service des stages de votre établissement d'enseignement supérieur.
Vous êtes demandeur d'emploi ou récemment diplômé, saisissez l'opportunité d’un stage professionnel en Europe
Vous pouvez bénéficier d'une bourse de mobilité LEONARDO DA VINCI pour effectuer un stage dans une entreprise située dans un autre pays européen.
Votre demande ne peut se faire de façon individuelle: rapprochez-vous d'un organisme basé en France qui a déposé un projet de mobilité et qui vous aidera à préparer votre départ: préparation pédagogique, linguistique et culturelle.
Si votre profil professionnel correspond aux critères de sélection de cet organisme, vous pouvez le contacter pour obtenir davantage de précisions sur les modalités d'attribution de cette bourse de mobilité Leonardo sous réserve de places disponibles.
Liste des organismes qui proposent, en France, des stages Leonardo da Vinci.
Vous êtes éducateur, formateur d'adultes
Vous souhaitez travailler avec des européens impliqués dans la formation d'adultes et l'éducation tout au long de la vie, le programme GRUNDTVIG vous propose de monter des partenariats avec des organismes de plusieurs pays en Europe et d'analyser ensemble des problématiques de votre choix. En savoir plus sur les partenariats éducatifs.
Si vous souhaitez suivre une action de formation continue pour renouveler ou enrichir vos pratiques de formation, vous pouvez solliciter une bourse de formation d’adultes. En savoir plus sur les bourses pour formateur d'adultes.
The European Union encourages the mobility of citizens wishing to study or train in another Member State.
The program of education and training throughout life managed within the national agency, offers financial aid to students, apprentices and students, job seekers but also tutors, trainers, teachers , counselors, all who are involved in training and professional insertion.
Scholarships are generally allocated directly to institutions or in mutual companies (training organizations, universities, job centers, regional councils, etc..) That pay trainees sum of individual allocations.
The Europass portfolio allows anyone on the move to recognize its course of initial training and continuous professional. More...