25 août 2012

Age et emploi - synthèse

http://www.cariforef-pdl.org/Admin/telechargement_CARIFOREF/ficTelecharge_1/images_carif/couv_age.jpgDépart à la retraite des baby-boomers, vieillissement général de la population... Le paysage démographique s'engage dans un changement durable. À l'heure de la mise en œuvre de la réforme des retraites, ces modifications ne sont pas sans conséquences sur le marché du travail, la population active et la gestion des âges dans l'entreprise.
Consulter la liste actualisée des accords de branches concernant l'emploi des seniors sur le site du ministère du Travail.
Les accords de branches relatifs à l’emploi des salariés âgés sont mis en ligne dans cette rubrique au fur et à mesure de leur dépôt.
Accords seniors
Important : Un accord de branche déposé permet aux entreprises de 50 à 300 salariés de cette branche de ne pas payer la pénalité instituée à l’article L.138.24 du code de la sécurité sociale. Toutefois, cette exonération n’est définitivement acquise que lorsque cet accord aura été validé et étendu.
A noter : l’accord des entreprises agricoles concerne 210 identifiants de convention collective et l’accord de la métallurgie concerne 77 identifiants de convention collective.
http://www.orientation-pour-tous.fr/images_spip/gif/carif_paysdeloire.gifConsulter la synthèse documentaire
Projections démographiques

Selon les projections de l’Insee, en 2060, la France comptera 73,6 millions d’habitants et le nombre de personnes de plus de 60 ans augmentera de 10,4 millions entre 2007 et 2060.
En 2060, une personne sur trois aura plus de 60 ans (Consulter le n° 1320 d'Insee première intitulé Projections de population à l'horizon 2060: un tiers de la population âgée de plus de 60 ans, paru en avril 2011, sur le site de l'Insee).
Dans les Pays de la Loire

Selon l'Insee Pays de la Loire, la population devrait augmenter de 26% d'ici 2040, par rapport à 2007 (Consulter le n° 90 d'Etudes intitulé 900 000 habitants de plus en 2040 dans les Pays de la Loire, paru en décembre 2010, sur le site de l'Insee Pays de la Loire).
En 2040, près d'un tiers de la population aura 60 ans ou plus (contre une personne sur cinq en 2007).
Même si la croissance de la population de cette classe d'âge (+ 83 %) est la plus élevée des régions de France métropolitaine, en 2040 les Pays de la Loire devraient conserver leur place de 7e région la plus jeune de France.

Population active et vieillissement
Les seniors dans la population active aujourd'hui

Le taux d'activité des seniors français de 50 à 64 ans s'établit, en 2011, à 58,5 % (44,3 % pour les 55-64 ans).
Le taux de chômage des plus de 50 ans au 4e trimestre 2011 s'établit 6,5 %.
En 2011, 41,4 % des 55-64 ans occupent un emploi (consulter le tableau de bord trimestriel de la Dares, publié en mars 2012 et intitulé Activité des seniors et politiques d'emploi, sur le site du Ministère du Travail, de l'Emploi et de la Santé).
La retraite et les retraités

En 2009, 15 millions de personnes vivant en France ou à l'étranger, sont retraitées de droit direct d'au moins un régime français.
Depuis 2006, le nombre de retraités progresse 380 000 personnes chaque année (léger ralentissement en 2009 avec les restrictions liées aux conditions d'accès à la retraite anticipée pour carrière longue: +320 000 personnes). 4
Dépenses liées à la retraite
Selon l'OCDE, les dépenses publiques pour les pensions de retraites s'établissaient à 12,5 % du PIB en 2007. Elles pourraient atteindre 14,2 % du PIB en 2050. Consulter le n° 757 d'Études et résultats, paru en avril 2011 et intitulé: Les retraites et les retraités en 2009, sur le site de la Direction de la recherche, des études, de l'évaluation et des statistiques (Drees), consulter également le rapport du ministère du Travail intitulé Les retraités et les retraites en 2009, paru en juillet 2011, sur le site de la Documentation française.
Et demain ?

Avec l’arrivée des baby-boomers à l’âge de la retraite et malgré l'allongement de la durée du travail, le paysage démographique français s’engage dans un changement durable.
En 2060, on ne comptera que 1.5 actifs pour 1 retraité (contre 2,1 en 2010).
Le taux d’activité des 15-69 ans restera stable jusqu’en 2015 du fait de la hausse de la part des 65-69 ans de 6 à 8,5% dans cette population. Puis il augmentera sur les dix années suivantes: de 66,6% en 2010, il gagnera 2 points d’ici 2025 et serait de 69,7% en 2060.
De fait, le nombre d'actifs en France métropolitaine sera de 30,1 millions en 2030 et atteindra 31,2 millions en 2060, soit 2,85 millions de plus qu'en 2010 (consulter le rapport: Panorama des pensions. Points essentiels du panorama des pensions: France, paru en 2011, sur le site de l'OCDE).
D’où la nécessité, pour conserver une situation économiquement stable, de favoriser l’emploi des plus de 55 ans et d’imaginer de nouvelles conditions pour l’emploi.
Renforcer les liens intergénérationnels, favoriser une transition douce entre le travail et la retraite (temps partiels, développement du tutorat, transition des compétences…), rendre visible le rôle associatif au sein de la cité… Telles sont les propositions du rapport du Conseil économique, social et environnemental (Cese), imaginant le rôle des seniors dans la société de demain.
Voir la suite de la synthèse documentaire.
http://www.orientation-pour-tous.fr/images_spip/gif/carif_paysdeloire.gif
Συμβουλευτείτε τη σύνθεση λογοτεχνία
Προβολές Πληθυσμού

Σύμφωνα με την INSEE προβλέψεις, το 2060, η Γαλλία θα έχει 73,6 εκατομμύρια κατοίκους και ο αριθμός των ατόμων άνω των 60 ετών θα αυξηθεί κατά 10,4 εκατ. ευρώ μεταξύ 2007 και 2060.

Το 2060, ένας στους τρεις ανθρώπους θα είναι άνω των 60 ετών (βλ. αρ. 1320 από Insee τίτλο πρώτες προβολές πληθυσμού το 2060: το ένα τρίτο του πληθυσμού ηλικίας άνω των 60 ετών, εμφανίστηκε τον Απρίλιο του 2011, για η ιστοσελίδα του INSEE)
. Περισσότερα...

Posté par pcassuto à 19:41 - - Permalien [#]


Anticipating Unanticipated Consequences: Brazil’s Radical Legislation

http://www.insidehighered.com/sites/all/themes/ihecustom/logo.jpgBy Daniel Levy. Several times his blog last last week (August 14), Simon Schwartzman has called readers' attention to recent higher education policies in Brazil aimed at bringing much greater racial and class equality to enrollments. Schwartzman zeroed in on new legislation that requires each faculty of each federal public university to take half its incoming class from public secondary schools (students who do their entire secondary time at public schools). To set the context, let us note that Brazil’s public secondary schools have trailed far behind private secondary schools academically, while public universities have generally led private ones. Let us note too that other countries, such as India, have also recently passed legislation with ambitious affirmative action goals.
http://www.insidehighered.com/sites/default/server_files/images/cihe(1).jpgWhat follows are one observer's skeptical reactions to the Brazilian legislation. First, the Brazilian legislation is truly radical, which is neither good nor bad in and of itself, but more radical than sensible. Second, we can reasonably speculate on outcomes quite at odds with radical intention.
How radical? In considering this new legislation along with its very recent counterpart legislation on racial quotas to 50%, one gropes to identify any policies in world higher education history that have mandated such a large quota in favor of any group (whereas of course public policy has sometimes completely excluded certain groups).  Or that have mandated even small official admission favoritism for graduates of one secondary school sector over another. Moreover, Brazil’s mechanism of reform is massive imposition of national government power over university autonomy. In both scope and means Brazil's policies dwarf even the more controversial U.S. Affirmative Action policies in radicalism. Currently in the USA, the Supreme Court is  considering whether the University of Texas can consider race at all in its admissions decisions; those arguing that it can, emphasize that it can be only one factor among many. Or, to take a more proximate example from a country bordering Brazil, the ambitious access reform policies of recent Colombian administrations tackle access concerns in poor regions, minority groups, and especially lower SES groups with goals and incentives rather than quotas. Despite Hugo Chavez’s reckless expansion policies creating new public universities in neighboring Venezuela, no significant admissions rules have been imposed on the extant universities. I can think of no legislative policy in Latin American history as radical as the Brazilian in regard to group-based higher education admissions policy.
And the possible ironic anti-progressive outcomes? Schwartzman notes the first two possibilities, and I think the list can be expanded.
    Increasing inequality between the advanced (and SES privileged) state universities of Sao Paulo, untouched by the legislation, and mainstream federal universities.
    Well-off families who will send their children to public schools, hoping to achieve higher education access through the new quota, may well additionally invest in costly private tutoring for their own children, again giving them the advantage.
    These new privileged public school entrants could bump aside students –from less-privileged backgrounds--who otherwise would have made the public secondary school quota for public higher education access.
    Ill-prepared quota-admitted students may well drop-out at disproportional rates, risking costs to them (economic opportunity costs and psychological costs), and raising inefficient public expenditures. Alternatively, preoccupied by the drop-out specter, public universities may lower standards, itself a lamentable consequence and one that could spur further exit of well-prepared students to the private sector.
    A shift of privileged students to the private sector could be particularly marked in competitive higher education fields—those fields which clearly have the highest SES students. They would switch to the sector where they can compete on merit. This too would have the paradoxical effect of boosting the private at the expense of the public sector in higher education.
    Benefiting private universities could consequently raise their tuition, further diminishing their accessibility by students of modest financial means.
    Further, some comparatively capable and high SES students may well give up on their preferred field, say medicine, where they can no longer gain entry, to a field in which they can gain entry. Which students would then be bumped aside in that second field? Without trying to predict all the knock-on effects in detail, one can at least worry about how healthy such shifts would be--for students and for society.
Other outcomes may not be anti-progressive, at least on the surface or immediately, but may nonetheless have perverse effects on society:
    In secondary education, after the legislation presumably leads to some progressive shift in enrollment by middle classes to the public sector, can anyone reasonably predict the ultimate impact when the academically superior secondary education sector (private) is undermined?
    Federal universities may seek ways to preserve their own standing through internal maneuvering that would undermine the intention of the legislation, as by reconfiguring the scope and shape of "facultades" through gerrymandering. Such maneuverings would hardly be driven by criteria of academic quality—and probably not by criteria of equity.
Anticipating unanticipated consequences is a tricky and risky undertaking. Probably not all those identified here will materialize; probably other unanticipated consequences will emerge. But the consequences identified here are anticipated both by logic and lessons of Latin American higher education history.

Posté par pcassuto à 18:47 - - Permalien [#]

How Big a Deal Is Apple's iTunes U Course Manager?

http://www.insidehighered.com/sites/all/themes/ihecustom/logo.jpgBy Joshua Kim. Have you gotten your head around Apple's iTunes U Course Manager?
Let me explain how I understand Course Manager, as I remain somewhat confused about exactly what this does and how big a deal this platform might be.
What iTunes U Course Manager Is:

- iTunes U Course Manager is a web-based tool that allows anyone with an Apple ID to create "courses" that can be downloaded and synched to the iTunes U iPad app.
- Courses are collections of curricular materials that can be organized around a course narrative, with weeks or modules.
- Curricular content can include documents (pdfs, Office documents), audio and video files.
- Enrollment in courses can be restricted. The maximum enrollment for an educationally affiliated Apple ID logon (faculty or staff) is 1,000 students per class. Non-affiliated courses can have 50 students. This enrollment option is the new feature for courses, and it is important because for the first time it seems possible to deliver class materials (articles, lectures, etc) in a way that is both easy and preserves copyright and intellectual property protections.
- Courses are downloaded from the iTunes U app, which is only available on iOS devices. Course material can be updated by course faculty or course builders, and the updates will sync. 
- When students download a course for the iTunes U app on their iPad they can choose to go through and download the course content (documents, images, audio or video files) to their iPad. The documents can then be read in whatever iPad app desired (such as iBooks), and the class videos land in the video folder. This allows offline consumption of content.
- The courses have additional features, such as "Notes," which give students the ability for the students to create (and share?) notes around the content.
Why iTunesU Course Manager Might Be a Big Deal:

- Courses created in Course Manager and downloaded in the iTunes U app get around the limitation of public or private iTunes U sites. Since it is possible to restrict enrollment (by Apple ID) the course materials are kept private and protected.
- The ability to upload course materials that can be seamlessly delivered to students with iPads solves many of the digital content distribution challenges we face in higher ed - if everyone has an iPad. Curricular content, both documents and rich media, can be delivered to students with iPads without the need to go through a third party publishing platform. These digital course materials can be used by students offline, as long as they download the curriculum when they have a network connection.
- The student experience of consuming curricular content on an iPad looks to be rather elegant. The curricular content, both text and rich media, displays beautifully. This content can be wrapped into a course narrative, with modules and metadata surrounding the materials.
- Courses created with iTunes U Course Manager and delivered through the iTunes U app will not replace the need for a web based learning management system (lms). Rather, the combination of the web based Course Manager and the iTunes U app represents what looks to me like an easy and cheap (Course Manager is free) method to organize and deliver curricular content to mobile devices (as long as they are iOS devices). 
- I wonder if the digital coursepack providers, such as XanEdu and Study.net and AcademicPub, are concerned about this platform? If a university is able to clear the copyright hurdles with the digital content used in a course it seems that they could then deliver this curriculum directly to students, bypassing the coursepack vendor. I still have more questions than answers about how this would work, and I see many limitations of this approach (no paper fulfillment and only iOS), but for institutions with an iPad program this is an approach that will be explored.
There remain a number of challenges to this LMS + Apple Courses model. 

First, each student needs to have an iOS device - and preferably an iPad. Android or other mobile OS users need not apply. Stay within the Apple world and the curricular content consumption experience is great - stray and you are left without options. Apple is smart to make the Course Manager and iTunes U software free, as the ability to easily create a great tablet / mobile experience will push colleges to consider 1-to-1 iPad programs.
The second challenge is that the LMS + Apple Course model separates the consumption of curricular content (on the iOS device) and the production of active learning (via blogs and discussion boards in the LMS). Even if the mobile experience for the major LMS platforms improves dramatically (which I hope), students will still need to go outside of the Apple Course environment. Discussions and formative assessments are separated from curricular content.  
In the future I expect that the features available in Apple iOS Courses will improve. FaceTime seems like a natural addition - so students and instructors could easily jump into a video chat when spending time with the educational content.  Some sort of assessment and survey engine should be a relatively straightforward addition.  Perhaps Apple will add polling, so the iOS Course can be used to complement a face-to-face class.
Despite these challenges, I see the evolving Course Manager and iTunes U Courses as a compelling development.
We have struggled to find a robust way to deliver a combination of text and multimedia curricular content that is organized around a course narrative to mobile devices.
Apple seems to be offering us, or at least those of us fully in the Apple universe, a solution.

Posté par pcassuto à 18:42 - - Permalien [#]

Digital Faculty: Professors and Technology, 2012

http://www.insidehighered.com/sites/default/server_files/styles/medium/public/DigitalFaculty_Page_01.jpgBy Steve Kolowich. Professors occasionally get lampooned as luddites responsible for the famously slow pace of change in higher education. But in truth the majority of professors are excited about various technology-driven trends in higher education, including the growth of e-textbooks and digital library collections, the increased use of data monitoring as a way to track student performance along with their own, and the increasingly popular idea of “flipping the classroom.”
However, other technology trends are more likely to make professors break into a clammy sweat. These include the proliferation of scholarship outlets operating outside the traditional model for peer review, the growth of for-profit education, and the intensity of digital communications. The digital era has brought to the surface other tensions as well, particularly differences in how professors and academic technology administrators perceive how broader technological changes are affecting their campuses and how they should feel about it.
These are some of the findings in the second of two reports from surveys conducted by Inside Higher Ed and the Babson Survey Research Group. The first report, focusing on faculty views of online education, was published in June. A PDF of the new, second report can be downloaded here; the text of the report can be viewed here.
The survey relied on the responses of 4,564 faculty members, composing a nationally representative sample spanning various types of institutions; and 591 administrators who are responsible for academic technology at their institutions.
The faculty members’ net-positive outlook on several tech-related pedagogical trends suggests that student performance feedback loops and “flipping the classroom” are durable enough to outlast their current buzz. “The increasing collection and analysis of data on teaching and learning on a course-by-course basis” garnered the most enthusiasm of any of the excitement/fear questions in the survey, with 74 percent of professors saying it is, on balance, a good thing. More...

Posté par pcassuto à 18:37 - - Permalien [#]

Bad advice turns poor students off university

http://static.guim.co.uk/static/e8d93c368dabda4f6e17c60ed6ac05ed679ef444/common/images/logos/the-guardian/news.gifBy Rebecca Ratcliffe. A lack of information in schools and negative media coverage following the introduction of £9k tuition fees is putting the less-wealthy off.
Students from poorer families are put off applying to university because they aren't being told about the grants and bursaries which are available.
Those receiving free school meals are far more likely than private school students to be hesitant about taking on increased tuition fees, while across the board there is a lack of knowledge about the cost and benefits of higher education, according to a survey carried out by the Centre for Economic Performance (CEP).
Professor Sandra McNally, who oversaw the research, says myths surrounding tuition fees need to be debunked before inequalities in university access worsen.
"It doesn't come as a surprise that people from lower economic groups are put off by higher fees, but the reason we have loans, bursaries and grants available is to make university accessible. It's a concern that this message isn't getting across."
"University isn't the right choice for all students, but noone should be put off applying because of short term financial concerns."
The CEP, which surveyed 12,000 teenagers, says negative media reports following the rise in tuition fees, as well as a lack of information in schools has increased students' anxiety about paying for university.
"Often schools' main focus is on getting students through exams – but what young people do after school is also very important."
McNally is calling for teachers to be given the time and incentives necessary to provide students with balanced advice about the pros and cons of university.
Liam Burns, president of the NUS, agrees that funding must be in place to ensure students have access to careers advice, adding that the student finance system is already unhelpful.
"The complex and confusing structure of financial support makes it almost impossible to work out in advance what a student is eligible for to help them meet living costs."
"No matter how much NUS is opposed to the changed system it would be a disaster if any student was put off going on to university because they misunderstood it. But there will always be problems with a system that puts a price tag on education and requires students to make decisions about whether or not they can afford to go to university."
Applications to British universities dropped 7.7% this September, when the tuition fee rises were first introduced.

Posté par pcassuto à 18:26 - - Permalien [#]


UT Considering Massive Open Online Courses

http://s3.amazonaws.com/static.texastribune.org/common/images/logo.pngBy Reeve Hamilton. The University of Texas at Austin is considering getting into the MOOC — massive open online course — game.

During a special presentation Wednesday to the University of Texas System Board of Regents on blended and online learning, Harrison Keller, the university's vice provost for higher education policy, said that UT is in negotiations with Coursera and edX, two of the most prominent companies engaged in the mass distribution of course content from elite universities for free online.
"We are looking into this with great interest," UT President Bill Powers told the Tribune.
Coursera already sports an impressive roster of nearly 20 institutions from around the world, including Stanford University, Princeton University, the University of Edinburgh in Scotland and Rice University in Houston. The other company UT is talking to, edX, is a collaboration between Harvard University, the Massachusetts Institute of Technology and the University of California, Berkeley.
The concept of massive open online courses, the topic du jour in many higher ed circles, is relatively new — both Coursera and edX have launched within the last year. There are still many questions about what universities should be putting into and getting out of the efforts, financially and otherwise.
"These are very complex deals," Keller told the Tribune. "There are lots of different dimensions around intellectual property, and in the event that there were revenues that were generated, there are a lot of things that would have to be worked out."
He also noted that there are other questions about maintaining quality and control over the courses, which include interactive assessment and feedback activities that make them significantly more involved than programs that are merely posted online.
"We don’t see these as replacing what we do with our learning management systems or what we’re doing on campus," Keller said, "but there are things you can do to leverage the capabilities of the platform and the scale of the audience."
UT is evaluating which on-campus courses would be best suited to mass online distribution, Keller said. He indicated that participating in such programs, which do not offer degrees, could be a tool for recruiting students and give people around the world a better sense of UT's standards and course offerings.
An announcement of the outcome of the negotiations could come in the next few weeks. "These aren't idle conversations," Keller said.

Posté par pcassuto à 18:08 - - Permalien [#]

Wer sind die Forschkönige?

http://cdn2.spiegel.de/images/image-363145-thumbflex-vifm.jpgDeutschlandkarte der Exzellenz-Unis: Im Juni 2012 endete die dritte Runde der Exzellenz-initiative mit Ärger im Südwesten und Jubel im Norden und Osten. Die Grafik zeigt, wo nun fünf Jahre lang mit 2,4 Milliarden Euro geforscht werden kann - und welche Unis in der 3. Förderlinie leer ausgingen.

Posté par pcassuto à 15:48 - - Permalien [#]

Emploi des jeunes - le contrat d’avenir de Michel Sapin

http://arche.francetv.fr/1024/france5/logo_france5.gifLes politiques ont fait leur rentrée et nous ont sorti les mesures concoctées pendant l’été. Une m’intéresse tout particulièrement: les contrats d’avenir de Michel Sapin. 
150 000 contrats profiteront à quelques 400 000 jeunes de 18 à 26 ans issus des zones rurales enclavées et des zones urbaines sensibles et peu insérés sur le marché du travail. A la clé: un CDI de 1 à 3 ans rémunéré au SMIC dans les domaines public et parapublic financé à 75% par le ministère du Travail.
Je connais quelques jeunes (moins de 25 ans) autour de moi qui ont la chance d’avoir obtenu un CDI suite à un stage, à leurs études à l’étranger, à leur apprentissage. Pour eux, je dis “bravo, vous avez défié tous les clichés du jeune qui ne trouve pas d’emploi stables”.
Mais il reste tous les autres: ceux qui envoient des montagnes de CV à des recruteurs qui ne prennent pas la peine de répondre, ceux qui enchainent les petits boulots faute de mieux, ceux qui changent de branche avant même d’obtenir le sacre du CDI et ceux qui se reconvertissent sur le tas en manager chez Mc Donalds parce qu’ils ont la tête bien faite et un diplôme en poche.
Pour tous ceux-là, je comprends la proposition du ministre du Travail, Michel Sapin, afin d’aider les jeunes à s’insérer. Néanmoins, le contrat d’avenir ressemble beaucoup au CPE de 2006 du gouvernement Villepin. A quand les manifs à la fac ?
Plutôt que de multiplier les mesures coûteuses financées par un gouvernement endetté, pourquoi les politiques ne se concentrent-ils pas sur les systèmes déjà existants et qui ont fait leurs preuves?
Je pense notamment à l’apprentissage, un des meilleurs moyens pour les jeunes étudiants aujourd’hui de s’insérer sur le marché du travail même en allant travailler à l’étranger (bourse Leonardo). Michel Sapin souhaite “offrir un avenir” aux jeunes (interview Europe 1 du 21/08/2012).
Les jeunes ont plus d’avenir avec l’apprentissage (frais de scolarité payés par l’entreprise, statut d’étudiant, évolution de la rémunération, pas de charges pour l’apprenti…) qu’avec un CDI de 1 à 3 ans (notion contradictoire) payé au SMIC, non?
Affaire à suivre.
http://arche.francetv.fr/1024/france5/logo_france5.gif Οι πολιτικές έχουν κάνει την επιστροφή τους και έχουμε μέτρα εποίησαν κατά τη διάρκεια του καλοκαιριού. Ένα ιδιαίτερο ενδιαφέρον για μένα: το μέλλον των συμβάσεων Michel Sapin. 150.000 συμβόλαια επωφελούνται περίπου 400 000 νέους ηλικίας 18 έως 26 από τις απομακρυσμένες αγροτικές περιοχές και τις αστικές περιοχές και ευαίσθητα λίγο εισαχθεί στην αγορά εργασίας. Περισσότερα...

Posté par pcassuto à 15:27 - - Permalien [#]
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Evidence-based policy: focus of 2012 ETF Yearbook

http://www.etf.europa.eu/webatt.nsf/0/49BC767DD9F4C63AC1257A620046CF4D/$File/ETFYearbook2012.jpg

There is a high demand for methods and instruments that enable VET experts to analyse and evaluate education and training systems, recognise strengths and weaknesses as well as to identify possible areas for development and to monitor improvement.
The aim of the new ETF Yearbook is to take collect such approaches, methods and instruments and to provide an opportunity for mutual exchange of experience and an in-depth discussion with the partner countries.
More and more interest in what education can deliver

Policymakers are increasingly interested in what education delivers and hence, in what education research can tell us about it.
‘The need for such information is even more acute in countries in transition, where donor-financed VET reforms have radically changed systems,’ writes Madlen Serban, ETF director in the preface to the publication.
‘Given the scarce resources for education reform, the importance it holds for national policymakers and the diversity of opinions and approaches within the technical assistance community, the ability to assess what works in VET is critical. As a result, policy analysis and policy research are increasingly prioritised.’
The yearbook places the focus on the ETF’s Torino Process and assess the overall approach, the methodology and main findings of the exercise carried out in 2010. It collects articles of ETF experts and of guest writers from the EU and the ETF partner countries.
Find out more in the ETF Yearbook.

Posté par pcassuto à 12:22 - - Permalien [#]

Avec les SATT, les régions vont pouvoir s’investir davantage

http://iffresblog.files.wordpress.com/2011/12/cropped-sydney_bridge1.jpgSource : Les Echos.
Contrairement à ce qui était prévu, les régions devraient finalement jouer un rôle dans les sociétés d’accélération du transfert de technologie, créées dans le cadre des investissements d’avenir, et dont l’objectif est la valorisation de la recherche publique.

Une recherche publique de haut niveau, mais une piètre valorisation dans le monde économique. C’est à cette faiblesse bien française et maintes fois répétée que doivent s’attaquer les toutes nouvelles sociétés d’accélération du transfert de technologie (SATT) créées dans le cadre des investissements d’avenir et pour lesquelles quelque 900 millions d’euros de crédits ont été annoncés. En début d’année les présidents de région, sous la houlette d’Alain Rousset, président de l’Aquitaine, qui a fait du soutien à la recherche et à  Lire la suite

http://iffresblog.files.wordpress.com/2011/12/cropped-sydney_bridge1.jpg Πηγή: Les Echos.
Σε αντίθεση με ό, τι αναμενόταν, οι περιφέρειες θα πρέπει να παίξει τελικά ρόλο σε εταιρείες επιτάχυνση της μεταφοράς τεχνολογίας, που δημιουργήθηκε στο πλαίσιο των μελλοντικών επενδύσεων, και στόχος του οποίου είναι η προώθηση της δημόσιας έρευνας
. Περισσότερα...

Posté par pcassuto à 12:16 - - Permalien [#]