Canalblog
Suivre ce blog Administration + Créer mon blog
Formation Continue du Supérieur
30 mai 2012

Le président du CNFPT propose 7 mesures prioritaires concernant la formation professionnelle des agents et l'emploi territoriaux

http://www.cnfpt.fr/site/infos/wikiterr/banniere.jpgLe président du CNFPT propose 7 mesures prioritaires concernant la formation professionnelle des agents et l'emploi territoriaux.
- Allonger les formations d'intégration des agents de catégories A et B,
- Prolonger la validité de l'examen professionnel de rédacteur territorial,
- Contribuer aux actions en direction de la jeunesse, par le biais de l'apprentissage, et d'actions ciblées au profit de publics prioritaires en collaboration avec les régions,
- Accompagner les mesures concernant l'emploi dans le secteur public,
- Inscrire un volet « fonction publique territoriale » dans l'acte III de la décentralisation,
- Renouveler la gouvernance de l'ENSOSP (Ecole normale supérieure des officiers de sapeurs-pompiers),
- Rétablir la cotisation formation à 1% dès le 1er janvier 2013.
Dans ses courriers, accompagnés d'un mémorandum, adressés à Jean-Marc Ayrault, Premier Ministre, à Marylise Lebranchu, ministre de la Réforme de l'Etat, de la décentralisation et de la fonction publique et à Jérôme Cahusac, ministre délégué auprès du ministre de l'économie, des finances et du commerce extérieur, chargé du budget, François Deluga propose une collaboration plus étroite du CNFPT et des services de l'Etat pour favoriser l'appréhension des évolutions législatives et réglementaires par le secteur public local, d'améliorer le partage d'expertise, de connaissances et de données statistiques concernant l'emploi public, et d'accompagner la mise en œuvre des politiques publiques prioritaires du gouvernement.
http://www.cnfpt.fr/site/infos/wikiterr/banniere.jpg Formanden foreslår CNFPT 7 prioriterede aktioner for erhvervsuddannelse og beskæftigelse agenter territoriale.
- Udvide integrationen uddannelse af personale i kategori A og B,

- Forlænge gyldigheden af ​​undersøgelsen Editor Professional territoriale

- Bidrage til aktioner mod unge, gennem læring og målrettede aktioner til fordel for prioriterede grupper i samarbejde med regionerne,

- Støtteforanstaltninger for beskæftigelsen i den offentlige sektor,

- Tilføj en sektion "lokal civil service" i lov III af decentralisering,

- Fornyelse af Governance ENSOSP (ENS officerer brandmænd)

- Gendan uddannelse gebyr på 1% fra 1. januar 2013
. Mere...
30 mai 2012

Les bilans de compétence au Tribunal des conflits

http://www.juricaf.org/images/juricaf.pngFrance, Tribunal des conflits, 14 novembre 2011, C3804. Texte:
Vu, enregistrée à son secrétariat le 21 décembre 2010, l'expédition du 16 décembre 2010 par lequel le tribunal administratif de Rennes, saisi d'une demande de la société BLV Consulting Group (la société BLV) tendant à la condamnation du Fonds de gestion du congé individuel de formation de Bretagne (Fongecif), du Fonds national d'assurances formation des salariés des exploitations et entreprises agricoles (Fafsea) et de l'association Uniformation à lui régler différentes sommes en réparation du préjudice résultant pour elle de sa non inscription sur la liste annuelle des prestataires habilités à réaliser des bilans de compétence, a renvoyé au Tribunal, par application de l'article 34 du décret du 26 octobre 1949 modifié, le soin de décider sur la question de compétence;
Vu le jugement du 25 septembre 2007 par lequel le tribunal de grande instance de Rennes s'est déclaré incompétent pour connaître du litige;
Vu, enregistré le 10 février 2011, le mémoire du ministre du travail, de l'emploi et de la santé, tendant à ce que la juridiction de l'ordre judiciaire soit désignée pour connaître du litige, par les motifs que, si la mission confiée aux organismes paritaires collecteurs agréés, personnes morales de droit privé, de percevoir et gérer les contributions versées par les employeurs au titre de la formation continue est d'intérêt général, l'établissement de la liste des prestataires agréés pour la réalisation des bilans de compétence n'implique la mise en oeuvre d'aucune prérogative de puissance publique;
Vu, enregistré le 10 mars 2011, le mémoire du Fongecif Bretagne tendant à ce que la juridiction de l'ordre judiciaire soit désignée pour connaître du litige opposant des personnes morales de droit privé et où ne sont en cause l'exercice d'aucune prérogative de puissance publique;
Vu, enregistré le 7 mars 2011, le mémoire de l'association Uniformation tendant à ce que la juridiction de l'ordre administratif soit désignée pour statuer, aux motifs que, chargée d'une mission d'intérêt général sous le contrôle de l'administration, elle doit être regardée comme gérant un service public administratif, l'accréditation des prestataires pour la réalisation des bilans de compétence caractérisant une prérogative de puissance publique;
Vu les pièces desquelles il résulte que la saisine du Tribunal des conflits a été notifiée au Fafsea et à la société BLV qui n'ont pas produit de mémoire;
Vu les autres pièces du dossier;
Vu la loi des 16-24 août 1790 et le décret du 16 fructidor an III;
Vu la loi du 24 mai 1872;
Vu le décret du 26 octobre 1849 modifié;
Vu le code du travail, en particulier les dispositions des livres III, titres I, II et III, parties législative et réglementaire;
Après avoir entendu en séance publique:
- le rapport de M. Jean-Louis Gallet, membre du Tribunal,
- les observations de la SCP Gatineau et Fattaccini pour la société BLV Consulting group,
- les observations de Maître Blondel pour le Fongecif de Bretagne et autres,
- les conclusions de M. Pierre Collin, commissaire du gouvernement;
Considérant que la société BLV Consulting Group poursuit l'indemnisation des préjudices qu'elle allègue à la suite des décisions prises, respectivement, par le Fonds de gestion du congé individuel de formation de Bretagne, par le Fonds national d'assurances formation des salariés des exploitations et entreprises agricoles et par l'association Uniformation, organismes collecteurs paritaires agréés, de l'omettre des listes des prestataires chargés de la réalisation des bilans de compétence qu'ils ont établies dans le cadre des dispositifs de formation professionnelle continue;
Considérant que si, eu égard à l'intérêt général de leurs activités, aux obligations qui leur sont imposées et aux contrôles dont ils font l'objet de la part des pouvoirs publics, les organismes collecteurs paritaires agréés sont des personnes de droit privé investies d'une mission de service public, ils ne disposent, pour l'accomplissement de cette mission, s'agissant de l'établissement de la liste des prestataires chargés de la réalisation des bilans de compétence, d'aucune prérogative de puissance publique ni n'agissent au nom et pour le compte de l'Etat ; que, dès lors, le litige né des décisions prises, à ce titre, par ces organismes, qui relèvent de leur appréciation des qualités, compétences et garanties de la société BLV Consulting Group en tant que prestataire chargé de la réalisation de bilans de compétence, sans mettre en oeuvre des prérogatives de puissance publique, est de la compétence de la juridiction judiciaire;
DECIDE
Article 1er:
La juridiction de l'ordre judiciaire est compétente pour connaître du litige qui oppose la société BLV Consulting Group au Fonds de gestion du congé individuel de formation de Bretagne, au Fonds national d'assurances formation des salariés des exploitations et entreprises agricoles et à l'association Uniformation.
Article 2: Le jugement du tribunal de grande instance de Rennes en date du 25 septembre 2007 est déclaré nul et non avenu. La cause et les parties sont renvoyées devant ce tribunal.
Article 3: La procédure suivie devant le tribunal administratif de Rennes est déclarée nulle et non avenue, à l'exception du jugement rendu le 16 décembre 2010 par ce tribunal.
Article 4: La présente décision sera notifiée au garde des sceaux, ministre de la justice, qui est chargé d'en assurer l'exécution.
Composition du Tribunal :

Président : M. Gallet.
Rapporteur : M. Franck Terrier.
Commissaire gouvernement : M. Collin.
http://www.juricaf.org/images/juricaf.png~~V Fransa, Tribunalının 14 noyabr 2011, C3804 mübahisələr. Mətn:
Göründüyü kimi, Rennes İnzibati Məhkəmə Fondunun İdarəetmə məhkum çalışır şirkət Consulting Group BLV (BLV cəmiyyəti) bir sorğu əldə edən onun katibliyinin 21 dekabr, 2010, 2010, 16 göndərilməsinə qeydə qeyri-qeydiyyat-dan çatacaq ziyana görə ona müxtəlif məbləğlərdə ödənilməsi üçün fərdi Britaniya (Fongecif), Milli Sığortalanması Fondunun əməkdaşı təlim təsərrüfatlarının və kənd təsərrüfatı müəssisələri (FAFSEA) təlim məzuniyyət və birliyin Uniformation və yurisdiksiyası məsələsi həll 26 düzəliş kimi Oktyabr 1949 fərmanı 34-cü maddəsinə uyğun olaraq Tribunalının istinad bacarıqlarının qiymətləndirilməsi, yerinə yetirmək üçün səlahiyyətli təchizatçıları illik siyahısını
. Davamını oxu...
30 mai 2012

La Convention de reclassement personnalisé en Midi-Pyrénées - bilan 2009/2012

http://www.cariforef-mp.asso.fr/template/cariforef/img/logo.gifLa mise en oeuvre de la Convention de reclassement personnalisé (CRP) en Midi-Pyrénées, de 2009 à 2012, fait l'objet d'une étude réalisée à l’initiative d’Agefos-PME, de la Direction régionale des entreprises, de la concurrence, de la consommation, du travail et de l’emploi et de Pôle Emploi Midi-Pyrénées. Depuis novembre 2009, Agefos-PME Midi-Pyrénées a financé plus de 1 800 parcours de formation dans le cadre de la CRP. La CRP a apporté une réponse aux salariés licenciés des PME, 90% des bénéficiaires étant issus d’entreprises de moins de dix salariés qui ne proposent généralement pas de solutions de reclassement. Les formations suivies ont été plutôt courtes (remises à niveau). Ce dispositif a eu un effet très positif puisque plus de 66% des bénéficiaires interrogés ont retrouvé un emploi dans les six mois qui ont suivi leur formation. Cette étude qualitative analyse les modalités de gouvernance et la qualité du partenariat mis en oeuvre dans le cadre de ce dispositif. La CRP a été remplacée, mi-2011, par le CSP (contrat de sécurisation professionnelle), dans le cadre duquel Agefos-PME, Pôle emploi et la Direccte Midi-Pyrénées poursuivent leurs actions en étroite collaboration. Etude sur les effets de la mise en oeuvre des nouvelles modalités de financement de formation dans le cadre de la CRP 2009/2012, Agefos-PME, Pole emploi et Direccte Midi-Pyrénées.

http://www.cariforef-mp.asso.fr/template/cariforef/img/logo.gif Gennemførelsen af ​​konventionen personlige omfordeling (CRP) i Midi-Pyrenæerne, fra 2009 til 2012, er genstand for en undersøgelse foretaget på initiativ af Agefos-SMV'er, det regionale erhvervsliv, konkurrence, forbruger, arbejdskraft og beskæftigelse og jobcenter Midipyrenænerne. Siden november 2009 har SMV-Agefos Midi-Pyrénées finansieret mere end 1.800 kurser som en del af CRP. Kina har reageret på de afskedigede medarbejdere i små og mellemstore virksomheder, 90% af modtagerne er fra virksomheder med færre end ti ansatte, der generelt ikke tilbyder løsninger omklassificering. Mere...

30 mai 2012

Stratégie de l'OCDE sur les compétences

Logo de l'Agence Régionale de la Formation tout au long de la vie (ARFTLV Poitou-charentes)Les ministres des pays de l'OCDE et de six pays partenaires se sont rassemblés à Paris du 23 au 24 mai 2012 dans le cadre de la réunion annuelle du conseil de l'OCDE cdont le thème cette année était « Tous à bord: des politiques en faveur d’une croissance inclusive et de l’emploi ».
Les Ministres ont notamment donné leur aval à la Stratégie de l’OCDE sur les compétences, qui encourage les gouvernements à investir dans les compétences et l’éducation afin d’améliorer l’employabilité. Ils ont reconnu l’utilité de la Stratégie pour aider les pays à identifier les atouts et les faiblesses de leurs systèmes nationaux de compétences, à les comparer entre les pays et à élaborer des mesures capables de favoriser l’amélioration des compétences, avec à la clé de meilleurs emplois.
Les Ministres se sont engagés à mener une réflexion sur les recommandations pour l’action publique formulées dans la Stratégie et à prendre des mesures concrètes pour encourager l’acquisition des compétences nécessaires et assurer une meilleure adéquation entre les compétences disponibles et celles dont le marché du travail a besoin.
Les Ministres ont également soutenu la création d’un portail électronique interactif dédié aux compétences – baptisé Skills@OECD – qui permettra d’accéder aux données et analyses les plus récentes de l’OCDE sur les compétences.
Les Ministres ont pris note de l’intention de la Présidence d’accueillir une réunion informelle des Ministres de l’Éducation les 2 et 3 octobre 2013, qui sera consacrée au développement des compétences.
En savoir plus sur la stratégie de l'OCDE sur les compétences ou l'ensemble des conclusions du Conseil de l'OCDE.
Logo de l'Agence Régionale de la Formation tout au long de la vie (ARFTLV Poitou-charentes) Ministri z krajín OECD a šesť partnerských krajín zišli v Paríži od 23. do 24. mája 2012 ako súčasť výročného zasadnutia Rady OECD cdont Tohtoročná téma bola "Všetci na palubu: politika pre inkluzívny rast a zamestnanosť ".
Ministri schválila najmä stratégie OECD o zručnosti, nútiť vlády k investíciám do zručností a vzdelávania s cieľom zlepšiť zamestnateľnosť.
Oni uznali užitočnosť stratégie pomoci krajinám identifikovať silné a slabé stránky svojich vnútroštátnych právomocí, porovnanie medzi krajinami a vytvoriť opatrenia, ktoré môžu pomôcť zlepšiť ich zručnosti, s Kľúčom k lepšej práci. Viac...
30 mai 2012

Civic Speed-Dating

Logo de l'Agence Régionale de la Formation tout au long de la vie (ARFTLV Poitou-charentes)Unis-Cité organise un speed dating le 2 juin 2012 dans 30 villes en France pour promouvoir le Service Civique auprès des jeunes. En Poitou-Charentes, cette rencontre se déroulera, de 14h à 16h, au sein de UNIS-CITÉ POITOU-CHARENTE, Maison des associations, 12 rue Joseph Cugnot à Niort. Plus d'informations: 0698563899 ou sur le site Web d'Unis-Cité.
L’objectif du service civique est d’offrir aux jeunes, âgés de 16 à 25 ans, l’opportunité de s’engager dans une mission, en France ou à l’étranger, au service de la collectivité et de l’intérêt général. Selon les situations, les volontaires perçoivent une aide comprise entre 540 € et 640 € par mois. Voir notre fiche technique sur le service civique (A 3.1)
Voir aussi Les masters de langues étrangères appliquées et de négociation internationale et interculturelle de l'Université d'Aix-Marseille ouverts au Service civique.

La formation proposée par l'Université d'Aix Marseille
L'Université d'Aix Marseille propose d'accueillir des lauréats de l'Institut du Service Civique dans certaines de ses formations, selon des procédures d'admission adaptées.
Des procédures d'admission spécifiques pourraient ainsi être envisagées pour l'accès au master de langues étrangères appliquées ou à celui de négociation internationale et interculturelle; d'autres accès à d'autres filières sont actuellement à l'étude.
Logo de l'Agence Régionale de la Formation tout au long de la vie (ARFTLV Poitou-charentes) US-City organized a speed dating June 2, 2012 in 30 cities in France to promote civic service for young people. Poitou-Charentes, this meeting will be held, from 14h to 16h, in US-CITY Poitou-Charente, Maison des Associations, 12 rue Joseph Cugnot in Niort. More information: 0698563899 or the website of Unis-Cité.
See also Masters of foreign languages ​​and international and intercultural negotiation of the University of Aix-Marseille open to Civic Service. More...
30 mai 2012

Online Universities: The Future of Elite Education

http://www.policymic.com/images/democratic-media-hdr.pngBy Sehreen Noor Ali. Online education has officially arrived. What five years ago was the ubiquitous domain of University of Phoenix, is now dominated by sexy start-ups like the recently announced edX by Harvard and MIT. The unprecedented boom of these education technology outfits has thrown the media into a tizzy about the coming of an education revolution. It certainly will happen, but there are some fundamental challenges it must tackle before it can disrupt and transform elite higher education.
American higher education is a deeply entrenched system that is able to embrace innovation but has yet to be upended by it. MOOCs, or Massive Open Online Courses, like Udacity and Coursera have the potential to be disruptive because they offer for free the same core assets that universities charge for: educational content and instruction. This de-commodification is critical and historic -- it democratizes knowledge and makes it available to anyone with Internet access. The scalability is limitless. Stanford professor Sebastian Thrun started Udacity after he offered a free online version of his “Introduction to Artificial Intelligence” that caught the attention of over 160,000 students around the world. Thrun said, "Having done this, I can't teach at Stanford again. You can take the blue pill and go back to your classroom and lecture to your 20 students, but I've taken the red pill and I've seen Wonderland."
But, what does Wonderland look like? And, are we really there? While Udacity and Coursera have effectively attracted top professors and have a seemingly good growth strategy to ensure quality, will they really offer free Ivy League-quality education to learners as some pundits claim they will?
That is unlikely, and it’s not because MOOCs offer weaker courses or instruction. In fact, one could argue that in terms of strict content, a student could take a 32-course load through a MOOC with partnerships with the top universities  --mixing and matching Princeton and University of Michigan courses, for example -- and learn just as one would at a brick-and-mortar institution. With a focus on peer collaboration, assessment, and online pedagogy, it won't be long until high-quality MOOCs can prove they deliver just as strong learning outcomes and the social experience to go with it. (Just check out how MITx students bring the online experience to offline study groups or what 2tor is doing to take full degree programs online from renowned universities like UNC, USC, and Washington University. Although not technically a MOOC, 2tor has effectively built a full academic experience online and proves that remote learners can achieve and enjoy university just as much as their on-campus peers.
The reality is that many of these top schools embrace the open source movement because 1) it’s a good thing to do; and 2) they don’t want to be left in the dust. The Harvards, UPenns, and MITs of the world are cutting-edge and being able to lead, not follow, the next generation of education is critical to their core values and reputation. But, as the recently released edX makes clear, online students do not receive degrees from these competitive universities.
Keeping the online programs degree-free is in order to keep the cache of brand name universities which is a product of their only increasing exclusivity; Princeton accepted a record low of 7.9% of its 2012 applicants. As education becomes more accessible and MOOCs render the business models of lower-tier universities irrelevant, top universities cannot afford to give away the entirety of their brand for free. Right now, getting “badged” from edX is akin to enrolling in an executive program at Harvard Business School -- a student is affiliated with Harvard, but not technically an alumni. That status is given only to students who make it through the arduous admission process, pay the tuition fees, and graduate (though to a lesser extent). Alumni and universities have a vested interest in perpetuating this exclusivity. It gives entry into a club that according to the dominant narrative of elite education provides powerful networks, better jobs, and elevated status.
The prestige does not come undeservedly for elite universities. They attract top thinkers, invest in strong departments, and offer superior research facilities and physical infrastructure. It is also no coincidence that some of the highest ranked universities also built endowments that are larger than the GDP of some countries. Emory University has the 10th largest at $5 billion; Harvard is number one with $32 billion.
The point is that the current paradigm of elite higher education limits the transformative nature of online education because top universities have a monopoly on the prestige/exclusivity factor and the resources that uphold it. To contend, MOOCs must offer a value proposition that best suits their own capabilities. The following are a couple of possibilities:
Accreditation
: This is perhaps the biggest challenge and the biggest area of leverage. Many entry-level white-collar jobs require a bachelor’s degree. If MOOCs can start a movement that makes it easier for entrenched institutions like the government to accept alternatively-accredited students, they can completely disrupt current hiring practices and make the market much more efficient. To do this, MOOCs need to prove to policy makers and educators that they adequately equip students with useful knowledge.
Streamlining Education-to-Employment
: Elite universities attract students partly because of the promise of a prosperous career. For better or worse, this belief is changing (just check out parody below by a Princeton alumna that gas gone viral). Once MOOCs can signal to employers that their “graduates” have market-ready skills, they can create co-op programs for students to work in the day and learn in the evenings. Streamlining this process means MOOCs make it easier for students with limited means – both in time and money – and effectively exploits a broken element of our higher education system that became much more obvious in the recent recession.
Personalization: One only has to look at the media business to know that charging for information is so last century; knowledge is no longer a commodity, but, personalization is. MOOCs have an advantage over traditional universities because they can reach millions of users every day and capture how and what they do online. Aggregating this information means MOOCs could effectively employ adaptive learning to diagnose and recommend content to maximize each student’s learning outcomes. This is no easy feat, but by partnering with an organization like Knewton, MOOCs can offer customized learning experiences for every single user. Traditional universities are not set up to do this and many student fall between the gaps in trying to discover what works for them.
Global presence: MOOCs are already attracting thousands of international learners who are eager to benefit from the reputable American higher education system. These numbers will only continue to grow, especially as the cost of attending U.S. universities rises and visa restrictions become tighter. Once accredited, MOOCs will not only offer an attractive alternative, but they can help create a truly globalized system of learning that will finally connect Americans with their overseas peers. This type of continuous collaboration based on shared learning is invaluable and may do more for cross-cultural exchange than anything we have seen thus far.
30 mai 2012

Abu Dhabi takes part in the first ever global study to assess higher education learning outcomes

http://www.wam.org.ae/images/logo_header2.gifWAM Abu Dhabi, May 29th, 2012 (WAM) -- The Abu Dhabi Education Council (ADEC), in coordination with the Ministry of Higher Education and Scientific Research, is taking part in the first-ever international study to assess learning outcomes for final-year undergraduate students across three universities in Abu Dhabi.
The "Assessment of Higher Education Learning Outcomes" (AHELO) Feasibility Study, developed by the Organization for Economic Co-operation and Development (OECD), is the first to directly assess higher education students with the objective of understanding "what they know and can do". Abu Dhabi's students are being tested alongside 40,000 peers in 270 institutions across 17 countries. The AHELO study has developed evaluations in three different areas - Generic Skills, Economics and Engineering - and Abu Dhabi has chosen to partake in the Engineering Strand alongside 8 other countries: Australia, Canada (Ontario), Colombia, Egypt, Japan, Mexico, the Russian Federation and the Slovak Republic.
Final-year Civil Engineering students from the United Arab Emirates University (UAEU), Abu Dhabi University, and Al Hosn University, participated in the computerized test sessions between May 10-15.
"By becoming involved in the feasibility study phase, Abu Dhabi's universities will be pioneers in the development of the international study, and will have the opportunity to take part in the global higher education community committed to research-based quality assurance," said Dr. Mugheer Al Khaili, Director General, ADEC.
According to the OECD, "the tests will help measure students' knowledge and capacity to reason in complex and applied ways and to effectively use these skills and competencies in different settings".
"The ability to measure what students know and how well they can apply this knowledge will also allow institutional and government leaders to measure universities' teaching quality in terms of subject-matter knowledge and relevance to the global job-market. This is absolutely crucial for the implementation of the Abu Dhabi Higher Education Strategic Plan, particularly concerning Abu Dhabi's priorities to raise the quality of sector and ensure that it is aligned with labour market requirements" said Dr. Rafic Makki, Executive Director of the Office of Planning and Strategic Affairs and Acting Executive Director of Higher Education, ADEC. There are currently three major international assessments which evaluate school pupils performance that have significantly contributed to the development of evidenced-based policy making in Basic Education: the Program for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS). In Higher Education however, no such tool has existed until AHELO, which has been built upon other existing quality measurement mechanisms, such as learning outcomes by leading accreditation bodies and national/institutional level assessments.
"Many universities have built-in learning outcomes identified in program curricula, but the measurement and evaluation of these outcomes are not always consistent across countries, nor necessarily aligned in meaningful ways to the world of work," added Dr. Makki.
The learning outcomes adopted for the Engineering Strand are primarily based on those used by ABET and EUR-ACE, the dominant Engineering accreditation bodies in North America and Europe, and the final framework for the instrument was developed and accepted by 94 academic communities in 57 countries, thereby allowing for consensus-based global comparability. In December 2012, the final report will be published and each of the three Abu Dhabi-based universities will receive a tailored report detailing the performance of their students that will allow them to compare the results of their students with disciplinary benchmarks.
In early 2013, OECD will organize a conference to review the findings of the AHELO study. "There have been significant developments in the quantitative understanding of Higher Education through improved quality assurance measures in recent years, assessed by indicators largely focused on inputs, processes and outputs of higher education systems and institutions. The final conference will determine whether such a study is feasible across the plethora of systems, languages, and cultures represented by the initial 17 participating countries. If deemed feasible, AHELO may very well be the new gold standard in Higher Education and will serve as a rich student learning outcomes-focused complement to other global institutional quality measures such as ranking and accreditation" concluded Dr. Al Khaili.
30 mai 2012

Knowledge economies still elusive in Islamic world

http://www.nst.com.my/img/nst/new-straits-times.gifBy Athar Osama. LAST month, a special report by The Economist magazine announced the dawn of the third industrial revolution, built on the idea of individualised production powered by 3D printers and nano devices that create objects atom by atom.
It talked of a not-so-distant age when the global centre of gravity of production -- which in the 1970s moved to developing countries like China, Malaysia, Taiwan -- will revert to the developed world, in order to be nearest to the 'brains'.
For the developing world in general, and the Islamic World in particular, this could mean the loss of a significant economic opportunity. Thus, it is all the more important, even if the more difficult, for Islamic countries to create a knowledge economy before they are bypassed.
In 2003, the United Nations Development Programme issued a second edition of its Arab Human Development Report (AHDR), which looked at developments in freedom, knowledge and women's empowerment, deficits identified in the 2002 first edition of the report.
Almost a decade on, progress towards these goals has been uneven. There are notable and highly visible achievements, such as Education City in Doha, the creation of elite and large universities in Saudi Arabia, and Qatar setting itself an ambitious target -- which it is largely following through on -- of increasing spending on research and development to 2.8 per cent of its gross domestic product (GDP).
But the picture is mixed, as reflected in a 2008 report from the Brookings Institution. This noted that Arab countries spent on average five per cent of their GDP on education between 1965 to 2003 -- higher than the three per cent average for Asia and Latin America -- but questioned the effectiveness of this spend.
For despite the investment in education, Arab countries still lag a representative set of Latin American or Asian countries in academic achievement. The report also found a mixed record on a range of governance measures, such as accountability, corruption and rule of law.
Speaking at a conference in 2009, Shamshad Akhtar, regional vice president of the World Bank for the Middle East and North Africa, acknowledged that there had been progress in areas such as broadening education and increasing the use of information and communication technology.
But she added that at the same time, "other regions have made even more rapid progress in these same areas, so that the region is further behind comparators and competitors today on the knowledge economy index than it was".
In recent years, much of the focus has been on trying to establish universities to provide better access to tertiary education. But though necessary, tertiary education alone will not be sufficient to create a knowledge-based economy.
One reason for the slow progress is confusion about what the term "knowledge economy" or "knowledge-based economy" actually means.
The World Bank has described the knowledge economy as one in which "organisations and people acquire, create, disseminate, and use knowledge more effectively for greater economic and social development".
However, clarity ends there. The framework put forward by the bank has four dimensions: economic and institutional regime; educated and skilled workforce; efficient innovation system; and information and communications technologies. To assess the status of each dimension, it identifies 148 structural and qualitative variables.
We need a better definition of what knowledge is, and how it can be used, to produce a more accurate index of the knowledge economy in developing countries. For instance, a farmer working in Egypt or Pakistan uses knowledge of land management transferred through generations. Yet this knowledge is hardly captured in modern indices of the knowledge economy.
Although traditional knowledge serves the farmer well, greater access to new science-based information could help if weather patterns or soil quality change due to climate change, for example.
But these intricate details and complex facets of the creation, dissemination, and use of knowledge are difficult to capture and quantify. They receive short shrift when policymakers follow the latest fads in development, such as creating world class universities.
The Islamic World needs to move away from fads and symbolic moves, and make a sustained effort to bring about structural change and introduce new incentives (such as those that will attract better quality teachers) for producing, obtaining and using knowledge in society.
As Rima Khalaf Hunaidi of UNDP rightly notes in the 2003 Arab development report, "There is ... a pressing need for deep-seated reform in the organisational, social and political context of knowledge."
This reform must begin with education at the primary level. In most Islamic countries, the curriculum is too rigid to allow creative thinking, critical inquiry, and free flow of ideas. Students are mostly spoon-fed by an authoritarian figure -- the teacher -- and discouraged from questioning.
Addressing this gap will require experimenting -- fairly rapidly -- with approaches and ideas, to discover what works. Two noteworthy, albeit nascent, experiments to induce creative thinking and critical inquiry at an early age through robotics-based learning tools are happening at National University of Sciences and Technology and a private after-school programme at Robotics Lab in Pakistan.
Only when the Islamic World can produce free-thinking citizens will there be any hope of the emergence of a meaningful knowledge society.

30 mai 2012

Focusing on the Total Quality Experience

http://chronicle.com/img/chronicle_logo.gifThe following is a guest post by Ellen Hazelkorn, vice president for research and enterprise and head of the Higher Education Policy Research Unit at the Dublin Institute of Technology. She is the author of Rankings and the Reshaping of Higher Education: The Battle for World-Class Excellence (Palgrave Macmillan).
µThe university rankings debate is heating up – again. Hopefully, this time it will be different and with better outcomes for everyone. At a time when many nations are experiencing high levels of public and private debt and higher education is in great demand, university rankings have encouraged a preoccupation with the trials and tribulations of a handful of “world class” universities. This is having a profound–and perverse–effect on higher-education policy making, universities, and public opinion.
Rankings privilege the most resource-intensive and expensive universities on the assumption that such universities offer the best panacea for success in the global economy and world science. Thus, governments worry their institutions are not elite or selective enough, while university leaders say too much attention has been directed at widening participation. As a result, many governments are making the insidious connection between excellence and exclusiveness. They are busy reshaping their systems and institutions, their educational priorities and societal values to conform to indicators designed by others for commercial or other purposes. The public’s interest has become confused with self-interest.
There are, however, some small signs that the pendulum is beginning to swing. I have argued many times, in these columns and elsewhere, of the importance of focusing on the capacity of “the system as a whole” rather than simply on the performance of a few elite institutions. I have posed the policy challenge in terms of promoting a “world class system” rather than “world class universities.”
The Australian Review of Higher Education pinned its colors clearly to this mast, saying “we must address the rights of all citizens to share” the benefits of higher education. The Irish minister of education and skills said similarly in April of this year: “We need to maintain a clear focus on system performance overall rather than a narrower focus on individual institutional performance.”
A new ranking developed by the Melbourne Institute of Applied Economic and Social Research follows a path previously furrowed by Quacquarelli Symonds (QS), the Lisbon Council, and Jamil Salmi, former tertiary education coordinator of the World Bank. In their different ways, these initiatives are attempting to assess the quality, impact and benefit of the higher education system as a whole. In 2008, the Lisbon Council, an independent think tank based in Brussels, created the “University Systems Ranking. Citizens and Society in the Age of Knowledge,” and QS developed its “National System Strength Rankings”; both have been one-off ventures. The former measured the performance of 17 OECD countries against six criteria: inclusiveness, access, effectiveness, attractiveness, age-range, and responsiveness, while the QS ranking used broad four sets of indicators: system, access, flagship, and economic. Both sought to measure participation and government investment levels.
Salmi pointedly devised a benchmarking tool rather than a ranking in 2011. His aim was to evaluate how well a tertiary education system produces expected outcomes, and the key inputs, processes and enabling factors required to bring about the favorable outcomes. He used two broad indicators “system performance” (attainment; learning achievement; equity; research; knowledge and technology transfer; values, behavior, and attitudes), and “system health” (macro environment; leadership at the national level; governance and regulatory framework; quality assurance framework; financial resources and incentives; articulation and information mechanisms; location; digital and telecommunications infrastructure).
The new “U21 Ranking of National Higher Education System,” is more ambitious than any of these models. It has 20 criteria grouped under four main headings, each weighted differently in the final aggregate score:
•    Resources, 25 percent (investment by government and private sector on teaching and research);
•    Output, 40 percent (research and its impact, and ability of system to produce an educated workforce which meets labor market needs);
•    Connectivity, 10 percent  (international students and proportion of articles co-authored with international collaborators);
•    Environment, 25 percent (government policy and regulation, institutional and socio-economic diversity and participation opportunities).
It hopes to overcome problems of insufficient data in future editions; this should lead to more countries being included rather than the initial forty-eight. With the exception of Salmi, these initiatives are rankings rather than benchmarking. What’s the difference and does it matter? Benchmarking uses comparison as a strategic tool, helping governments, university leaders, and others to systematically compare practice and performance with peer institutions or countries. It can also be used as a diagnostic tool underpinning a program of continuous improvement. In contrast, rankings measure higher-education quality through quantification; by aggregating the scores and ranking them sequentially, it establishes a hierarchy of performance.
System-ranking is certainly better than concentrating on individual institutions, but it still reduces quality and excellence to a single digit, and de-contextualizes national circumstances. We still don’t have sufficient understanding of how these different factors work over time to improve the student experience or overall quality, or what policy choices work best in different circumstances.
What are we trying to accomplish? I’ve defined the goal as “making the system world-class”, with the following characteristics.
•    Open and competitive education, offering the widest chance to the broadest number of students;
•    Coherent portfolio of horizontally differentiated high-performing and actively engaged institutions – providing a breadth of educational, research, and student experiences;
•    Developing knowledge and skills that citizens need to contribute to society throughout their lives, while attracting international talent;
•    Graduates able to succeed in the labor market, fuel and sustain personal, social and economic development, and underpin civil society; and
•    Operating successfully in the global market, international in perspective, and responsive to change.
Without a doubt, it is important that governments and the public can compare national performance.  These initiatives are focusing our attention on the capacity of the higher-education system to educate all students and deliver benefits to the whole of society–in other words, to provide a total quality experience. They are a step in the right direction.
29 mai 2012

Classes virtuelles, mini-videos, quizz - comment les nouvelles technologies ont transformé la formation

http://le-stand.fr/blog/wp-content/uploads/2011/10/realisation-de-stand-salon-vocatis.jpgPar Yves Rivoal. Le temps où il suffisait d’ouvrir un livre pour apprendre est aujourd’hui révolu. Les organismes de formation intègrent de plus en plus dans leurs modes d’apprentissage de nouveaux supports. Le point sur ces nouvelles méthodes redoutablement efficaces.
On ne présente plus l’e-learning qui s’est imposé en quelques années comme un vecteur très efficace pour l’autoformation, notamment dans les programmes courts. « Le principal avantage du e-learning, c’est qu’il n’est généralement pas très cher et qu’il peut être facilement déployé auprès d’un très grand nombre, souligne Carole Dumortier, responsable marketing de l’offre chez CSP Formation. L’inconvénient, c’est que les stagiaires peuvent décrocher lorsqu’il y a trop de modules à apprendre. »
- Les serious games, traduisez « jeux sérieux », exploitent eux le ressort ludique du jeu vidéo pour l’apprentissage. « Ils sont aujourd’hui partie prenante dans le training et les mises en situation, notamment sur des thématiques comportementales comme la vente, les entretiens d’évaluation, le management de projet ou le développement personnel, explique Carole Dumortier. Ils abordent également de plus en plus des logiques comportementales comme la dynamique commerciale ou l’accueil des clients. »
La génération Y adore

- Les serious games sont exploités dans la formation à distance, avec la plupart du temps un accès à des ressources complémentaires, ou en présentiel avec des stagiaires qui jouent en mini groupes. « Ce nouveau mode d’apprentissage, très apprécié chez les stagiaires de la génération Y, se distingue par une gamme de scénarios plus variée que les modes d’apprentissages classiques, estime Carole Dumortier. Mais les serious games ne se suffisent pas à eux-mêmes. Pour être efficaces, ils doivent se conclure par un débriefing ou faire l’objet d’un document de synthèse qui va récapituler les principaux d’apprentissage. » Les serious games restent également assez chers, car lourds à produire. Pour démocratiser leur usage, les éditeurs commencent donc à proposer des serious games standards à des prix plus abordables. Suite de l'article...
http://le-stand.fr/blog/wp-content/uploads/2011/10/realisation-de-stand-salon-vocatis.jpg By Yves Rivoal. The days when you could just open a book to learn is obsolete. Training organizations increasingly integrate their learning styles in new media. The point of these new methods extremely effective. More...
<< < 1 2 3 4 5 6 7 8 9 10 20 > >>
Newsletter
49 abonnés
Visiteurs
Depuis la création 2 783 012
Formation Continue du Supérieur
Archives