22 juillet 2012

Turning Young Alumni Into Donors

HomeBy Elise Young. Colleges seeking to turn recent graduates -- members of the millennial generation -- into donors should connect with them online and show them tangible examples of how their donations will impact the institution, fund-raising consultants said at a conference Monday.
Derrick Feldmann, CEO of Achieve, and Angela White, senior consultant and CEO of Johnson, Grossnickle and Associates (both are fund-raising agencies in Indiana) presented findings from a new report at the Council for Advancement and Support of Education’s annual summit for leaders in higher education advancement. The report, put out by the Millennial Impact project, is the third annual one. The project, which is sponsored by Feldmann and White’s agencies, works to help organizations -- including higher education institutions -- learn how to engage the millennial generation in fund-raising efforts.  The project studies how young adults aged 20-35 are persuaded to volunteer and give financially. Feldmann wrote in an e-mail to Inside Higher Ed that the project has not made explicit comparisons among the three years’ reports because they have featured different sample sizes, research pools and survey questions. The 2010 survey asked about 2,200 young adults, the next year’s survey asked about 2,900, and this year’s survey asked about 6,500. The project has seen some consistencies. For example, online communication and giving have been consistently important in organizations’ interactions with millennials, Feldmann said, adding that another theme has been that respondents want to know how donations will be used.
Using Mobile Devices to Connect
Feldmann said this year's survey found millennials using mobile devices to communicate with organizations more often than in the previous years. As technology -- and with it, the ability to do more on a mobile device -- advances, millennials are spending more time using their smartphones to learn about organizations and share their interest with others, he said. In the presentation, Feldmann said that most millennials find out about volunteer or giving opportunities through organizations' websites or social media. According to the report, 65 percent of respondents said they prefer to get information about organizations via their websites. The next highest -- 55 percent -- said they rely on social media, and 47 percent said they want updates via e-newsletters.
Organizations must communicate with more visuals and less text to accommodate shorter attention spans, and they must also ensure that websites and e-newsletters are easy to access from mobile devices, he said. According to the report, 77 percent of respondents said they owned a smartphone, and 80 percent of those smartphone owners said they have used it to connect with an organization, usually by reading e-mails, e-newsletters or other updates. Although more millennials are accessing information about organizations via mobile devices, White said she’s not sure this will translate into more smartphone donations: “We think the future of giving on your mobile device is uncertain,” she said, adding that 85 percent of respondents said they had never donated to a nonprofit on their mobile device -- 47 percent because they had never been asked, and 42 percent because they were worried about security or privacy. According to the report, 75 percent of respondents said they gave to charities within the last year, and the majority of these donors gave between $1 and $50. Almost three quarters – 70 percent – said they gave online, and 39 percent said they donated money in person.
Knowing What You’re Funding
Feldmann said millennials want to know about opportunities to get involved, and to know what impact their money will have, he said.
“You’re not competing with each other,” Feldmann told the administrators. “You’re competing with [other charitable] organizations.” He said many other types of charities can show donors tangible impacts, such as telling them a monthly donation will feed a hungry child, and colleges need to show the higher education equivalent of these outcomes.
White said the project conducted focus groups for the first time this year to test themes that cropped up in the survey, such as respondents wanting to see specific examples of what their donations funded. According to the report, focus group participants responded well to programs that provided tangible examples of what the organization can purchase or provide for constituents at certain levels of giving. Participants wanted concise, visual and clear explanations about what response the organization wanted and how it would help their cause.
“Millennials really want to know where their gift is going, and what difference it makes,” White said. “The big black hole of ‘annual giving’ is not exciting.”
Postgraduate Students: A Different Animal

In a question-and-answer session at the end of the presentation, Mary Beth Hernandez, associate dean for advancement of the University of North Carolina at Chapel Hill’s School of Social Work, said it’s harder to engage graduate school alumni in fund-raising than it is undergraduate alums. Feldmann said these graduate school alumni want three things from their institutions: a job, advice from other alumni who have successfully secured jobs and the opportunity to contact high-level administrators with concerns (even if they never actually do this, they want to have the option). He recommended playing host to online chats with alumni and administrators, such as presidents. He also said an alumni affairs team should create a program to help graduates transition away from the institution for six months or so before starting to ask them for money.
In an interview after the presentation, Cindy Campanella, assistant vice president for alumni relations at the University of Delaware, agreed that engaging master's and doctoral students is challenging. She said since a lot of these students have families or jobs -- or both -- on top of schoolwork, they feel like they don’t have any extra time or resources to volunteer with or donate to fund-raising campaigns: “I don’t think you can tackle those people exactly the same way.”
Read more: http://www.insidehighered.com/. Inside Higher Ed

Posté par pcassuto à 11:47 - - Permalien [#]

Universities Reshaping Education on the Web

New York TimesBy Tamar Lewin. As part of a seismic shift in online learning that is reshaping higher education, Coursera, a year-old company founded by two Stanford University computer scientists, will announce on Tuesday that a dozen major research universities are joining the venture. In the fall, Coursera will offer 100 or more free massive open online courses, or MOOCs, that are expected to draw millions of students and adult learners globally. Even before the expansion, Daphne Koller and Andrew Ng, the founders of Coursera, said it had registered 680,000 students in 43 courses with its original partners, Michigan, Princeton, Stanford and the University of Pennsylvania.

Posté par pcassuto à 11:30 - - Permalien [#]

New perspectives in higher education and regional development

The Center for Higher Education Policy Studies (CHEPS) at University of Twente in Netherlands is holding a one-day conference titled “New perspectives in higher education and regional development” on 30th of October 2012.
The main aim is to examine the role universities play in the knowledge society and the dynamics and tensions in the environment between the local and the global agendas. The event also marks the launch of a new book on universities and regional development.
The day includes a variety of activities, amongst else keynote presentations, in addition to panel and roundable sessions.  The day concludes with a lecture by Professor John Goddard, Newcastle University on the theme of “Higher Education and the Grand Challenges of Smart City Development”.
The university and the city: new perspectives on higher education and the Grand Challenges of urban development, Professor John Goddard, OBE, Newcastle University, 18.30-20.00, Van Berkhoff Zaal , 30th October 2012
It is now 25 years since Thomas Bender published The University and the City, a sweeping historical review of the intimate relationships between universities and their host towns. His thesis was that universities and cities had historically long been important to organising complex societies. Studying these institutions thus gave insights into wider processes of social development, as true in 15th century Medici Florence as 18th century Enlightenment Edinburgh and 20th Century industrial Chicago. The growth of higher education with emerging industrial democracy increasingly prized universities as spaces of autonomy in society. This could drive perceptions that universities’ social missions could be somehow detached from their locations. As urban sustainability becomes recognised as one of the most pressing Grand Challenges of the 21st century, there is an urgent need to understand how universities can contribute to the reinvention and evolution of cities and urban society.
Recently universities and cities are rediscovering each other based on a growing appreciation of shared interests, expressed in the emergence of ‘civic universities’ engaged as whole institutions with city development and linking the city to the global arena. While the drivers behind engagement between universities and cities may be global, the precise expression of this emerging relationship is certainly highly contingent on national and local circumstances. There is a huge amount of international evidence concerning the impacts of universities on their cities as places, as sites for innovation, on their wider economies and on their host societies. Universities thereby contribute to the physical, social and economic development of their respective cities. But universities are not just in places, they are also of these places, and universities’ capacities and potentials are shaped by how they interface with this local environment. How can universities in practice come to terms with their cities and work effectively with local partners to help build sustainable, healthy and creative cities?
In the CHEPS & RSA 2012 Distinguished Lecture, Professor John Goddard (Newcastle University, UK) discusses the drivers and barriers behind university engagement in city development from both city and university perspectives. It highlights the challenge of building bridges between the university and civil society broadly defined in a particular place. It draws upon ongoing OECD reviews of the role of universities in city and regional development which have identified the leadership challenge for both universities and cities if effective collaboration is to be established. These challenges are viewed in the context of debates about the role and purpose of public universities in response to major societal challenges and parallel calls for ‘smart, sustainable and inclusive’ territorial development and for place based leadership. The two debates are brought together in the concept of the ‘civic university’ for which the city is a ‘living laboratory’ and where the university plays a key role in the ‘leadership of place’. The themes are illustrated by evidence gathered from studies in selected English cities including a large survey of academics in six universities and qualitative research to scope a universities and civic leadership development programme undertaken in these cities. The European lessons are drawn out by reference to a recently prepared European Commission guide on Connecting Universities to Regional Growth.

Posté par pcassuto à 11:24 - - Permalien [#]

Resource: list of free online courses

Hedda - Higher Education Development AssociationBy Marielk. Provided that either July or August are the main vacation months at least in most European countries – this is perhaps the time when many have time left over. After finishing all the pocket books one has taken along to vacation and social media has exhausted its entertainment value – perhaps time to tempt with something more educational?
Openculture is a site that is compiling lists of various available free courses online
– sorted by discipline, providing a good starting point for further searches for interesting courses, covering a variety of disciplines and topics – from mathematics to biology, from sociology to history.
Are you interested in listening to the course from Yale on modern social theory? Or see if any of the other Yale courses are of interest. Or perhaps view a series of video lectures with Ian Shapiro on the moral foundations of politics (highly recommended!). And on Youtube, you can find various courses offered by University of Berkley.
In general, those of you who use iTunes – do not forget to check out iTunes university - it is full of wonderful lectures on topics that are either highly relevant to research on higher education, or topics that are just fun to listen to. If you planning a car vacation – what better than listen to a few fun lectures by high quality scholars?
And if you get in a mood of looking up into the skies – why not accompany this with a lecture or two on the frontiers and controversies in astronomy?
Information is out there – just take your time to look for it. What would be your best tip for free online courses that are publicly available?

Posté par pcassuto à 11:20 - - Permalien [#]

Setting up a summer school: where to start?

international summer schools toolkitBy Inez Meurs. You have worked in internationalisation at a European university for several years and lately, you have noticed that a number of your partner universities are running summer schools or are in the process of setting them up. Where does this ‘summer school buzz’ come from? Is it worthwhile exploring the options for your university?
If you talk to anyone engaged in the organisation of a summer school, most will enthusiastically claim that a summer school is not only very beneficial for their universities and departments, but that there is actually a lot of fun to be had running it! So you decide to give it a go, but you understandably need some guidance…
First steps: gaining approval

Unfortunately, you will probably not be in a position where you can just go ahead and create something new. You will need to have someone’s approval to spend some time (money) on developing the summer school, and that involves convincing a superior of the benefits of a programme that does not exist, without knowing exactly where it will lead. Tricky…. but actually much easier than you think if you approach it in a logical, but perhaps slightly unusual way: consider the summer school as a solution to a problem, an answer to a question, an opportunity that cannot be missed.
Pinpoint your exact need

Could your university do with an additional flow of international students? Do your academic staff need some experience in dealing with an international audience? Is it difficult for your university to find new partners in certain parts of the world? Are the university’s housing facilities or classrooms empty for a few months in the summer? Does your university need extra funding? For each and all of these challenges, (and more), running a summer school can be the easiest and quickest solution. Just keep in mind with which question you start out, and what would be most fitting for your university’s profile and strategy – not just on internationalisation but in general.
Do I need to write a policy paper first?

Please don’t take the usual approach and sit down behind your desk to write a brilliant policy paper. Go out and talk to people! Talk to the people you will need for creating a summer school programme, both academic and non-academic staff, and find out what they are looking for. In doing so, you will not only be sure to deliver something that is really feasible and appropriate. You will also create the goodwill and commitment from those who actually need to do the work.
Capitalise on your own skills

Bear in mind that you have something of high value on offer: you have international contacts, experience in what is needed for international students, and excellent organisational skills. All the barriers people might see in setting up a new international programme, you have them covered.
Who to approach for support?

Suppose you work at a university that is strong in the Social Sciences. You have excellent professors in this field, interesting academic programmes, and good facilities on or around campus. One of the things, however, that could be improved, is the number of international students in the department. The first thing you do is decide with whom in the Social Sciences department you have a good relationship. Is that the Dean? Excellent, start right there. Is it an individual professor? Even better! They are the experts with whom you can discuss ideas for tempting summer school topics. Together, you can decide whether a general course on European Cultures and Identities would be a good introduction for future Master’s students, or if a more specific course on Social Geography could be used to put in the university’s ‘shop window’ during the summer to promote the expertise present in that field.
What’s in it for them?

The academic staff can simply focus on the contents; they can select a field to which they feel the strongest commitment, creating a wonderful course and giving it their best teaching effort. And you can do all the rest for them (since that is where your expertise lies!): recruit students, deal with the application procedures, arrange housing for the students and develop a social programme. It’s very rare these days that academic staff are able to only focus on the academic content of a course without the need for back-to-back meetings and a heavy administrative burden with lots of paperwork. Only with the summer school can they rely on somebody else to take care of all the organisational aspects leaving them to do what they enjoy most!
Is it really that easy?

Since you have experience in the field of internationalisation, you know things are usually not as easy as they seem. But you also know a lot can be done that did not seem feasible initially. Don’t underestimate the value of your experience and expertise. You know what needs to be done to attract international students and to cater for them, academically and socially. You know the risks and ways to manage those risks. And especially, don’t underestimate the need for your entrepreneurial skills. Running a summer school is like running your own shop within a big shopping mall (the university). You need to be creative and business savvy. And if you are setting up a summer school for the first time, please take note of the fact that your university will need some support in realising (mentally and practically) that the summer is no longer a time where business is slow. Who can better provide that support than you? Do you have any tips or success stories which you would like to share regarding summer schools? Please post your comments below! If you’re curious for more details on how to organise a summer school, in September the EAIE will publish a detailed manual containing everything you need to know about setting up and running a successful summer school. The publication, International summer schools forms the final instalment in the EAIE Professional Development Series and can be ordered from the EAIE website as of September. If you are an EAIE member, you will receive your copy at the EAIE Conference (or in the post if you are not attending).
Inez Meurs is an EAIE trainer, Director of the Business Community for the Utrecht Business School, the Netherlands and National Programme Manager for the OECD project on Assessment of Higher Education Learning Outcomes.

Posté par pcassuto à 11:12 - - Permalien [#]

Resumen de actuaciones de la Subcomisión de Formación Permanente de la CASUE

Tal y como se quedó en las conclusiones del Encuentro de RUEPEP, que tuvo lugar en la Universidad de Almería los días 15 y 16 de marzo, os informamos de la evolución y de la situación actual del trabajo realizado por la “Subcomisión de Formación Permanente de la CASUE”, y por la Junta Directiva de RUEPEP respecto a los títulos propios.
Como bien sabéis, el “Acuerdo del Consejo de Universidades del día 6 de julio de 2010, refrendado por la Conferencia General de Política Universitaria en su sesión del día 7 de julio de 2010: Las Universidades y la Formación Permanente en España” preveía que, para lograr los objetivos propuestos, el establecimiento, en el seno de la CASUE, de una “Subcomisión de Títulos Propios de Postgrado y Formación Permanente”.
Esta Subcomisión, presidida por el Dr. Juan José Moreso, Rector de la Universidad Pompeu Fabra (UPF) y presidente de CASUE, se constituyó el 22 de febrero de 2011 y concluyó su primera parte del trabajo el día 19 de setiembre de 2011, entregando al Ministerio de Educación el documento final de conclusiones.
Las propuestas de esta Subcomisión, prácticamente en su totalidad, se incorporaron en el “Artículo 24, Títulos Propios” del “Proyecto de Real Decreto por el que se establecen los requisitos básicos para la creación, reconocimiento y funcionamiento de universidades y centros universitarios y se determina su estructura mínima”
En su intervención en la conferencia inaugural del Encuentro de Almería, el Dr. Federico Morán, Director General de Política Universitaria manifestó el interés del Ministerio en continuar el trabajo que teníamos en marcha. En este sentido, el presidente de CASUE contactó con la Dra. Lola Ferre, Vicerrectora de Grado y Postgrado de la Universidad de Granada y vicepresidenta de la Subcomisión,  para ya planificar una reunión en el Ministerio.
La reunión tuvo lugar el día 26 de marzo, y, básicamente, se concluyó que era mucho mejor “separar” el Art. 24 del “Proyecto de Real Decreto” y volver a la idea original de “Orden Ministerial”
Se quedó que la misma Subcomisión presentaría un borrador para su debate.
La Dra. Lola Ferre presentó el “Borrador de Orden Ministerial” en  la Comisión Ejecutiva de CASUE, y en el Plenario de la misma del día 17 de mayo.
El documento fue aprobado en este plenario y el mismo presidente de CASUE lo envió posteriormente tanto al Director General de Política Universitaria como a todos los vicerrectorados miembros de CASUE.
El documento está ya circulando en las universidades y, como nos llegan preguntas a RUEPEP, hemos considerado conveniente informaros del tema.
La Subcomisión de CASUE sigue dispuesta a seguir trabajando con el Ministerio hasta cerrar el documento y que se apruebe y publique. Con lo cual, cualquier aportación, duda, sugerencia que nos hagáis llegar nos puede ayudar en este trabajo.
Os seguiremos informando de cualquier novedad al respecto. Podéis obtener un documento resumen adjunto a esta noticia.
Resumen del borrador sobre títulos propios

La presente Orden tiene por objeto desarrollar el procedimiento de registro de títulos propios de posgrado de Máster Propio y Diploma de Especialización, de acuerdo con las líneas generales establecidas en el Acuerdo del Consejo de Universidades de 6 de julio de 2010, con las directrices emanadas del Espacio Europeo de Educación Superior y con el Artículo 17 del Real Decreto 1509/2008, estableciendo las características, condiciones y el procedimiento de validación de los planes de estudios conducentes a la obtención de estos títulos deben seguir para su inclusión en el Registro de Universidades, Centros y Títulos (RUCT), registro que se aconseja en dicho acuerdo

Se consideran títulos propios objeto de inscripción en el RUCT a efectos de reconocimiento académico, aquellos de duración igual o superior a 30 créditos impartidos por las universidades españolas y que sean promovidos por las mismas para su inscripción explícita tras haber superado el proceso de validación. De ellos son susceptibles de inscripción en el RUCT aquellos que hayan superado 3 ediciones. Excepcionalmente podrán optar a su inscripción en el RUCT aquellos títulos que no habiendo cumplido 3 ediciones las Universidades consideren de valor estratégico y sean sometidos a una evaluación externa a tal efecto.
Título de Master Propio

Duración igual o superior a 60 créditos, cursados durante, al menos, el equivalente a un curso académico, requieren de una titulación universitaria previa, son expedidos por el Rector y cuentan con un Registro centralizado de este tipo de títulos en la Universidad. Han de tener planes de estudios claramente definidos, una valoración de las enseñanzas en sistema ECTS e incluir un Trabajo Fin de Máster con un mínimo de 6 créditos y un máximo del 25% de los créditos consignados en el plan de estudios, para obtener dicha titulación.
Diploma de Especialización

Duración igual o superior a 30 créditos. Han de cumplir las mismas características que los másteres, siendo recomendable, pero no obligatorio, el Trabajo Fin de Diploma de Especialización para obtener la titulación.

Los títulos propios que las Universidades presenten para su inscripción en el RUCT habrán de estar validados a tal efecto según el protocolo que establezca cada universidad y que cumpla con los requisitos del título que en esta orden se expresan y pasen por una evaluación externa. Las Universidades deberán disponer de un protocolo de aprobación y seguimiento de cada uno de sus títulos propios, que sea transparente y garantice la calidad de las propuestas y que constituirá la validación del título. Las Universidades dispondrán de un Sistema Interno de Garantía de Calidad homologado por las agencias de calidad reconocidas a tal efecto. En este contexto la evaluación de los títulos propios corresponde a las Universidades quedando en manos de las agencias la homologación de sistemas de calidad y el seguimiento de los títulos para su renovación de inscripción en el RUCT.

El proceso de inscripción en el RUCT de los títulos propios de Máster Propio y de Diploma de Especialización es voluntario para las Universidades, que en el ejercicio de su autonomía podrán decidir qué títulos remite para su inscripción. La universidad responsable del título realizará la petición y garantizará que se cumplan las condiciones de inscripción. En caso de título conjunto la petición se realizará una sola vez por la universidad coordinadora del mismo. El Sistema Interno de Garantía de Calidad deberá ser homologado por cualquier agencia de calidad española incluida en el Registro Europeo de Garantía de Calidad para la Educación Superior (EQAR) y que sea miembro de pleno derecho de la Asociación Europea para el Aseguramiento de la Calidad en la Educación Superior (ENQA). La aplicación de este protocolo será requisito indispensable para la inscripción en el RUCT de un título de Máster Propio Diploma de Especialización.
Niveles de reconocimiento

1. Sin perjuicio de otros niveles de reconocimiento de los títulos que se hayan aprobado siguiendo los protocolos del sistema de garantía de calidad de cada universidad pero no hayan sido inscritos en el RUCT, los que sí aparezcan en dicho registro serán susceptibles de reconocimiento de créditos, de forma total o parcial, de manera automática entre universidades y en títulos de enseñanzas regladas (grado y máster).
2. Reconocimiento por parte de las Administraciones Públicas. Los estudios de Máster Propio y Diploma de Especialización inscritos en el RUCT, al tener por este hecho consideración semejante a las titulaciones oficiales de posgrado, serán valorados dentro de los concursos o concursos-oposiciones que puedan convocar las Administraciones Públicas de acuerdo con los baremos establecidos para títulos oficiales de posgrado.
3. Igualmente, la inscripción en el RUCT, según los procedimientos establecidos en la presente Orden tendría el necesario reconocimiento internacional. La Administración General del Estado establecerá la certificación correspondiente para que este reconocimiento sea real a todos los efectos.

Posté par pcassuto à 11:01 - - Permalien [#]

New university programmes meet student demand better

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy Michael GardnerThe majority of students in Germany appear to be studying the subjects of their choice at the institutions they have chosen, according to a survey commissioned by the education ministry. The first nationwide survey among masters students in their first year revealed that 95% of them were studying what they wished to study, and that 78% were at the institution they had chosen. Also, 82% referred to a smooth transition from the bachelor to masters courses. Read more...

Posté par pcassuto à 08:17 - - Permalien [#]

Private universities push for public funding

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy Tunde Fatunde. The proprietors of private universities in Nigeria are clamouring for financial support from the federal and state governments. They argue that they are playing an identical role to public universities in producing much-needed skills for the country, and thus deserve state funding. But some critics vehemently disagree, on the grounds that private universities are created as profit-making ventures and are therefore not entitled to taxpayers’ money, which should be invested in public institutions. Read more...

Posté par pcassuto à 08:14 - - Permalien [#]

L’évolution des migrations

Organisation de coopération et de développement économiquesPourquoi les gens migrent-ils? C’est principalement pour trouver un emploi ou parce qu’ils espèrent une vie meilleure, pour eux-mêmes et pour leurs enfants. Alors, que se passe-t-il quand il n’y a pas d’emplois, et les enfants d’immigrés s’en tirent-ils mieux que leurs parents?
Quand la période est prospère, la migration est sans conteste un outil extraordinaire pour dynamiser l’économie du pays d’accueil, remédier aux pénuries de main-d’œuvre et attirer de nouvelles compétences. Mais que se passe-t-il en période de crise financière et économique et après la crise, pas simplement pour les migrants potentiels mais aussi pour les personnes qui se sont déjà expatriées et pour leurs enfants?
Une chose que la crise a montrée, c’est qu’une grande partie des migrations est motivée par l’espoir de trouver un emploi. S’il n’y a pas d’offre de travail et donc pas de garantie d’une vie meilleure, les gens choisissent de rester chez eux. Ainsi, la migration vers les pays de l’OCDE a diminué pour la troisième année consécutive en 2010, même si, selon certains signes, elle a recommencé à augmenter en 2011, traduisant peut-être les prémices d’une reprise de l’économie.
Mais qu’en est-il des personnes qui se sont déjà expatriées et de leur famille? Dans la population active, les jeunes immigrés ont été particulièrement durement touchés par la crise, surtout en Europe. Entre 2008 et 2011, le nombre de jeunes ni en situation d'emploi, ni scolarisés, ni en formation (les NEET) a très fortement augmenté parmi les migrants, comme le montrent les derniers chiffres de l’OCDE. Quand les jeunes immigrés trouvaient effectivement du travail, ils étaient davantage susceptibles de se retrouver en emploi à temps partiel ou en travail temporaire que leurs homologues nés dans le pays.
Néanmoins, comme les pays de l’OCDE sont confrontés au défi du vieillissement de leur population, la contribution positive des migrations au maintien de la population active, dans de nombreux pays, devrait prendre de l’importance dans les années à venir. D’ici 2015, l’immigration, à son niveau actuel, ne sera pas suffisante pour préserver les effectifs de la population d’âge actif, dans de nombreux pays de l’OCDE, en particulier dans l’Union européenne.
Les pays doivent donc s’assurer que leur jeune génération développe pleinement son potentiel. Mais généralement, les enfants d’immigrés ont de moins bons résultats à l’école et sont moins susceptibles de trouver un emploi que leurs camarades. Trop souvent, les enfants d’immigrés enregistrent de piètres performances à l’école, ont moins de chances de poursuivre leurs études jusqu’à l’université et sont davantage susceptibles de « décrocher » avant d’avoir terminé leur scolarité. Et les chiffres sont significatifs: plus de 10% des élèves de 15 ans, dans la zone de l’OCDE, sont nés à l’étranger ou ont des parents nés à l’étranger. La dernière étude PISA de l’OCDE qui mesure la performance de ce groupe d’âge montre qu’en moyenne, les élèves immigrés de la première génération ont un an de retard par rapport à leurs camarades pour les compétences de base en lecture et en mathématiques.
Dans une économie du savoir en évolution rapide, les pays peuvent difficilement se permettre de laisser se perdre le potentiel d’une partie de la population, et de nombreux pays font de gros efforts pour corriger cette situation. Au Canada, par exemple, où près de 25% des élèves sont issus de l’immigration, ces élèves obtiennent d’aussi bons résultats que leurs homologues autochtones. Et il en va de même pour les jeunes immigrés de la deuxième génération en Israël, en Irlande, au Portugal et au Royaume-Uni.
Alors, que peuvent faire les gouvernements pour s’assurer que les élèves immigrés réussissent? Une réponse consiste à veiller à ce que chacun ait un accès égal à une éducation de qualité, indépendamment de son statut social et économique, car beaucoup d’élèves immigrés sont issus de familles et de quartiers défavorisés. La langue, aussi, peut être un obstacle: plus les enfants sont âgés quand ils arrivent dans un nouveau pays, moins ils ont de chances d’obtenir de bons résultats à l’école. S’ils parlent à la maison une langue différente de celle de leur pays d’accueil, cela a aussi des répercussions sur leurs performances. De nombreux pays s’emploient à combattre ce phénomène en offrant une formation linguistique à ces enfants.
Se pose aussi le problème de la concentration des élèves immigrés dans certaines zones, notamment dans les villes, ce qui peut signifier que certains établissements ont une forte proportion d’enfants immigrés. Ainsi, les élèves les plus faibles se retrouvent tous regroupés, ce qui n’aide pas à améliorer les résultats d’ensemble.
Il existe quelques solutions efficaces et peu coûteuses comme, par exemple, le fait d’encourager les parents à s’impliquer davantage dans la vie scolaire, et de valoriser la richesse que confère une expérience différente, par exemple, en incitant ces parents à parler à la classe de leur pays et de leurs traditions, ou à apporter à l’école des costumes traditionnels ou des plats locaux. De telles mesures se sont révélées un moyen efficace d’aider les parents et les enfants à s’intégrer dans les activités scolaires, tout en réduisant le sentiment d’isolement et de discrimination.
« C’est principalement le déclin de la demande de main-d’œuvre, et non les restrictions imposées par les politiques migratoires, qui explique la chute de l’immigration pendant la crise ». (Lire le discours), Secrétaire général de l’OCDE, Angel Gurría, Lancement des Perspectives des migrations internationales 2012 de l’OCDE.
« Les travailleurs mobiles vont là où se trouvent les emplois. C’est pourquoi je veux souligner le potentiel de la mobilité de la main-d’œuvre pour aider à rééquilibrer l’offre et la demande sur différents marchés du travail des pays de l’UE ». (Lire le discours), Commissaire européen chargé de l’emploi, des affaires sociales et de l’inclusion, Lazlo Andor, Lancement des Perspectives des migrations internationales 2012 de l’OCDE.
Pour en savoir plus:
- Perspectives des migrations internationales 2012 de l’OCDE
- Résultats du PISA 2009 : Le rendement de l’apprentissage des élèves issus de l’immigration
- www.oecd.org/migration-fr
- www.oecd.org/education-fr.
Οργανισμός Οικονομικής Συνεργασίας και Ανάπτυξης Γιατί οι άνθρωποι μεταναστεύουν; Αυτό οφείλεται κυρίως να βρουν δουλειά ή επειδή ελπίζουν ότι μια καλύτερη ζωή για τους ίδιους και τα παιδιά τους. Έτσι τι συμβαίνει όταν δεν υπάρχουν θέσεις εργασίας, και τα παιδιά των μεταναστών είναι η κατάσταση καθόλου καλύτερα από τους γονείς τους.  Όταν η περίοδος είναι επιτυχής, η μετανάστευση είναι αναμφίβολα ένα μεγάλο εργαλείο για την ενίσχυση της οικονομίας της χώρας υποδοχής, ελλείψεις διεύθυνση της εργασίας και την προσέλκυση νέων δεξιοτήτων. Περισσότερα...

Posté par pcassuto à 02:51 - - Permalien [#]

Partnerships for lifelong learning in Europe: Towards greater permeability

Cedefop - European Centre for the Development of Vocational TrainingPartnerships for lifelong learning in Europe: Towards greater permeability. AO/ECVL/ILEMO-LZAH/PartnershipsForLifelongLearning/010/12. The purpose of the contract is to understand and analyse how (initial) VET providers cooperate and develop partnerships within and beyond their own sector so as to support smooth individual learning progression and permeability at system level. In reviewing the development of new governance patterns, the research also addresses how education and training actors are organising themselves and cooperating with different categories of stakeholders to develop lifelong learning.
This call has been published in the Supplement to the Official Journal of the European Union 2012/S 117-192782 of 21/06/2012.
Deadline of submitting tenders: 20/08/2012 (17h00 for hand-delivered tenders).

Requests for additional information/clarification should be received by 08/08/2012.
The answers to such requests, if any, will be published under this banner, therefore please visit Cedefop's website frequently for updates.
If you are downloading these documents from our website, kindly send us an e-mail (c4t-services@cedefop.europa.eu) notifying us.
Attachments: Tender Dossier - Partnerships for LLL.
2 Terms of Reference
2.1 Introduction

Recent Cedefop research activities on permeability and progression routes in the context of lifelong learning and career development revealed that education and training systems have developed different devices and mechanisms to support individuals in organising and self-defining their learning paths (see for example the work on the European Credit system for Vocational Education and Training, the European Qualifications Framework, validation, permeability and guidance principles2).
Education and training policies in Europe nevertheless still call for increased equity in education and training, increased learning opportunities and access to further professional or academic education and training for a wide range of learners (young, adult, disadvantaged groups, etc.). The recent analysis of progress towards achieving the objectives of the Strategic Framework for European cooperation in education and training (ET 2020) identifies structural weaknesses in access to higher education. “There is considerable potential to help those already in the labour force enter or re-enter higher education, to promote the transition from vocational education and training to higher education, and to improve the recognition of prior learning acquired in non-formal contexts”3 as well as remaining obstacles for lifelong learning in terms of limited learning opportunities; a lack of accessible information and support systems; and insufficiently flexible vertical and horizontal learning pathways. On the long run, enabling learning pathways means better adapting learning to the labour market needs and individual career/learning development. It can also be understood as a means to increase the employability of learners and graduates.
Lifelong learning includes all learning activity undertaken throughout life, which results in improving knowledge, knowhow, skills, competences and/or qualifications for personal, social and/or professional reasons (Cedefop, 20114). Depending upon segmentation and stratification patterns of education and training systems, envisaging permeability and progression in lifelong learning implies focusing at different interfaces. Permeability and progression might occur at the interface of different IVET segments, as well as between IVET and further education/higher education or between education/training provisions aimed at different target groups (young people, adult learners). Partnerships for lifelong learning depend upon the institutional settings and regulations within education and training systems. Characterised by different patterns of segmentation and stratification, the systems have undergone different reform endeavours. These include new definitions of responsibilities (including in some cases devolution of decision and policy making activities away from central authorities), of autonomy in decision making and practices, decentralisation/regionalisation and mergers but also increased accountability at provider levels (Cedefop, 20105). In some countries, institutional autonomy also involves funding (Bulgaria, Germany, Austria) where VET providers can increasingly take independent budgetary decisions. Estonia, Latvia, Lithuania, and Slovakia, for example, have merged state-owned VET schools to optimise financial and human resources as well as increasing quality of, and accessibility to, VET. To reduce large-scale fragmentation of the IVET structure, the government of Hungary offered financial support to voluntary emerging VET development associations. In Denmark vocational colleges and labour market training centres were encouraged to merge to improve interaction with local and regional business and to strengthen dialogue among training providers and end-users, including both VET learners and business. In Northern Ireland, further education colleges were consolidated to provide high quality customer focused education and training, able to meet the needs of individuals and employers.
The Finnish development plans (2003-08 and 2007-12) aim at strengthening VET provider networks. These developments lead to different modes of organisation and management such as the articulation hubs in Scotland, regional education pools in Nordic countries, collaboration platforms in Germany or the extension of remits of VET providers in the Netherlands. It also leads to education and training stakeholders defining new positions in decision-making and policy implementation processes; as for instance the sector and skills councils in the UK or the competence centres in the Netherlands.
2.2 General purpose

This Cedefop study on “Partnerships for lifelong learning in Europe: Towards greater permeability” focuses on why and how education and training stakeholders engage into partnerships and networks at national and regional levels to support access and progression of learners and graduates in education and training. The study has an explorative character and shall lead to an analysis of how far partnerships are emerging or have emerged since 2000 as a new mode of VET governance and with which characteristics and efficiency, including in terms of employability. This study follows upon the definition of VET as applied in Cedefop study on development of VET at higher qualification levels6 and underlying learning outcomes approach to qualifications. In that study, VET offers were considered independently of their organisation anchorages. Governance in VET can be understood, by analogy and in a broad sense, as the interactions between institutions, processes and tradition that determine how power is exercised, how decisions are taken on issues of public and private concern, and how citizens have their say (Oliver, 2010).
2.3 Research questions

The general purpose of this study should be tackled by answering at least to the following questions:
1. Which are the triggers for VET stakeholders to initiate or enter partnerships leading to lifelong learning offers in terms of qualifications and education/training provisions?
2. Which models of partnerships are emerging to respond to the needs for lifelong learning offers including better articulation of different education and training offers? This question includes analysing the partnerships in terms of types of stakeholders involved and respective roles. The analysis should also relate to underlying VET governance models and traditions, and how they are evolving.
3. To which extent do VET providers seek partnerships and cooperate within and beyond their own sector? More specifically: Which main forms do these partnerships take? At which geographical and institutional level does this happen? For which purposes are partnerships established? Which are the barriers and enablers of such partnerships?
4. How do the partnerships impact on lifelong learning? In that respect impacts will be considered in a multi-level perspective (for individuals, for institutions/organisations, for VET systems, for the labour market). This includes for instance the question on how these partnerships influence the lifelong/life-wide learning of individuals (progression) and the transparency, responsiveness and relevance of VET systems.
5. How can/could the efficiency of the identified governance mode be measured? (in terms of process outputs and outcomes)
2.4 Description of tasks and methodology
2.4.1 Tasks

The study should follow a comparative and qualitative approach. It should be based both on secondary data analyses, taking into account existing research and policy documents as well as on collecting and analysing new data. In the following sections, the tasks and methodology are described in detail.
The contractor should carry out two main tasks:
a) Comparative overview of 15 European countries answering the questions as formulated in section 2.3.
This study will map and analyse different patterns of partnerships for lifelong learning. This overview includes an analysis of triggers, favourable conditions and obstacles to develop partnerships (including remedial activities). It will link to the analysis of existing and emerging governance modes in education and training. An important aspect is the analysis of contextual elements such as prevailing stratification, differentiation or segmentation patterns in education and training. The analysis focuses on VET stakeholders and shall consider how far and how labour market stakeholders or not-profit organisations (e.g. associations from the volunteering sector) are joining the partnerships. The selection of the countries by the tenderer should address different factors, such as geographical coverage, VET systems provisions and governance regimes existing in European countries (EU Member States, Norway and Liechtenstein).
This study links to the request by the European Union for an “improved coordination of policies across different sectors (education and training, labour market, social affairs, etc.) and levels (national/regional/local) in order to reduce fragmentation of lifelong learning systems, improve provision and access for individuals, and deploy resources more efficiently”8. Beyond the development of the common European tools and principles for lifelong learning (EQF, ECVET/ECTS, EQAVET, Key Competences Framework, and European guidelines on validation of non-formal and informal learning)9 the study shall identify the triggers and mechanisms for developing partnerships. This study is part of Cedefop research activities on modernisation of education and training in Europe10 and will contribute to discussions on governance in VET. It consequently links to two on-going Cedefop studies focusing on how the education and training system and the labour market cooperate and communicate in the process of defining and renewing the content and profile of VET provisions and qualifications and the role of qualifications for access to and practice in occupations and professions. This study also links to the on-going study on qualifications at level 5 of the European qualifications frameworks.
b) Development and in-depth analysis of 6 case studies.
The comparative overview will be supported by 6 case studies, which will analyse in depth how partnerships emerged (or are emerging) and develop(ed). The case studies shall illustrate the main models of partnerships for individual progression and permeability in education/training systems as identified on the basis of the comparative overview. The case studies are also intended to check on hypotheses formulated in the comparative overview. Particular attention should be paid to whether and how these partnerships contributed to increased opportunities for lifelong learning in their respective settings in terms of education/training provisions and target groups. The extent to which these partnerships indicate a change in conception and understanding of education and training shall also be analysed (impact assessment). The case studies shall include examples for partnerships developed at national and regional levels.
2.4.2 Methodology

The research should rely on a thorough analysis of national and European policy developments as well as on research. The case studies will be built into the analysis, allowing for understanding current developments and formulating conclusions for policy and practice as embedded into a grounded approach to the research issue.
- Desk research and empirical research.
The analysis on education, training and partnerships for lifelong learning will be based on literature reviews and research as well as on qualitative research methods (i.e. interviews with policy makers and experts from different sub-systems of education and training should be conducted to gather the most up-to-date developments, and any other means proposed by the contractor). For the desk research the tenderer will review the most recent relevant policy and research publications at national, European and international level and identify relevant data in countries.
The case study approach allows in-depth, multi-faceted explorations of complex issues in their real-life settings. The definition of criteria for 6 case studies is an important part of the research methodology. The contractor should address different factors and dimensions on partnerships for permeability in education and training, including triggers, obstacles and impacts on education and training as well as on labour market issues.
The contractor should envisage organising focus groups to validate and support the comparative analysis of the case studies.
- Networking with national stakeholders
The contractor is advised to assemble the team necessary to execute, manage and coordinate the study. Considering the complexity of the study, the contractor is advised to rely on a team of experts/consortia across different countries to carry out the analysis and validate the findings.
- Collaboration with Cedefop
In the different development stages, the contractor will be working in close collaboration with Cedefop’s project manager(s) responsible for this project. The research tools will be subject to discussion and approval by Cedefop’s project manager(s) responsible for the project.

Posté par pcassuto à 02:45 - - Permalien [#]