05 septembre 2012

Tout ce que vous avez toujours voulu savoir sur la VAE, en 3 animations

carif oref Midi-PyrénéesLe CarifOref organise, en octobre, trois animations qui vous permettront de connaître l'essentiel sur la VAE et les certifications:
Construire un dossier d'inscription au RNCP, le 4 octobre, de 14 à 17h
Objectif:
Connaître les modalités d'inscription des titres et diplômes au Rncp et pouvoir réaliser un dossier d'inscription
Public: Tous les acteurs intervenant dans le champ de la formation et de l’emploi
Prérequis: Connaître le dispositif de VAE ou avoir assisté à l'animation du CarifOref "Dispositif de VAE"
Contenu

    Réglementation de la certification
    Connaître les procédures d'enregistrement
    Réalisation d'un dossier d'inscription d'une certification au Rncp
Dispositif de VAE, le 11 octobre, de 9h30 à 12h30
Objectif:
Identifier les étapes d'un parcours de VAE, repérer les acteurs et leur rôle dans l’organisation du dispositif
Public: Tous les acteurs intervenant dans le champ de la formation et de l’emploi
Prérequis:
Avoir une expérience dans l’accompagnement de parcours d’insertion, d’orientation ou de formation
Contenu

    Les enjeux de la VAE
    Les principes de base de la législation
    Le processus de validation : de l’information à la validation
    L’organisation régionale : les acteurs et  l’impact du dispositif en chiffres
    Les principales sources d'information.
Matinale VAE et entreprises, le 25 octobre, de 9h30 à 11h30

Partager les expériences sur la mise en oeuvre d'actions de VAE collectives dans les entreprises régionales. Connaître les "bonnes pratiques" pour intégrer la VAE dans la gestion de compétences.
Animatrice: Catherine Ayraud. Intervenants: certificateurs régionaux, Points relais conseil en VAE, financeurs, témoignages d'entreprises. Inscription obligatoire.
Pour tout renseignement sur « Les matinales du CarifOref », vous pouvez vous adresser à Catherine Ayraud en charge des animations du CarifOref.
Destinées aux professionnels de la formation et de l'emploi ainsi qu'aux entreprises qui souhaitent mettre en oeuvre la VAE ou répondre aux questions de leurs salariés, ces sessions auront lieu au CarifOref, 19 rue Carmin à Labège.
Je m'inscris.
Consulter le programme de professionnalisation.
CARIF OREF Midi-Pyrenees Η CarifOref διοργανώθηκε τον Οκτώβριο, τρεις κινήσεις για να σας βοηθήσει να βρείτε την πιο VAE και πιστοποιήσεις:
Κατασκευάστηκε το έντυπο της αίτησης στην RNCP, 4 Οκτωβρίου, 14-17

Στόχος: Μάθετε πώς να υποβάλουν αίτηση για πιστοποιητικά και να είναι σε θέση να εκτελέσει σε RNCP το έντυπο της αίτησης

Ακροατήριο: Όλοι όσοι εμπλέκονται στον τομέα της κατάρτισης και της απασχόλησης

Προαπαιτούμενα: Γνώση της APL συσκευή ή έχουν παρακολουθήσει την CarifOref animation "VAE συσκευή"
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Posté par pcassuto à 23:58 - - Permalien [#]


6 Ways To Make Sure You Graduate On Time

If you don’t want to go the way of Tommy Boy, you might want to graduate on time. Classes can be hard, and college life is difficult to navigate. But with a little planning, and these six tips, you’ll be sure to graduate on time.
1. Start Smart

This probably won’t help you if you’re in your last semester and your grades are coming up short, but if you start college out on the right foot, you won’t have to worry. Make a plan, adjust along the way, and stick to it. It’s pretty much as simple as that.
2. Stamp Out Senioritis

Everyone gets senioritis. But mentally checking out in your final days or months can hurt you. While it’s important to prepare for the next step, make sure you’ve covered your bases and finished the task at hand. Sure, you’re on borrowed time — but you can still make the most of it. Show up to class hungover instead of skipping it entirely. Sure, you might puke in the hallway. But you’ll graduate and have a great story.
3. Stay For The Summer

If you’ve got to be done in four years, don’t think of your summers as vacation. Use your time to take a class or two. Balance your summer school load with some time poolside, and before the leaves turn you’ll be further along than the kids that chose to think of summer as a vacation.
4. Talk To Someone

Go to your university’s career center. Find a professor that’s willing to be your mentor. Academic advisors are employed by your school to help you create and implement a plan for your education. Utilize resources available to you, and listen to those that are wise.
5. Stay The Course

No pressure, but don’t change your major. Or at least don’t change it 1,000 times. If you’re not sure what you want to study, get a job after high school. Audit classes. Get to know yourself and your talents. Trial and error is a huge part of life, but if you want to graduate on time — get a plan.
6. Reconceptualize Your Notion Of "On Time"

What’s the rush? Unless you’ve got a drop-dead life timeline, there’s really no such thing as graduating "on time." If you’re honest with yourself and others about your path, linear time becomes less important than your ultimate goal. Do what you need to do. Don’t waste time. OK, maybe waste a little time. If you want a degree, you’ll get it. Live life on your own schedule.

Posté par pcassuto à 23:45 - - Permalien [#]

Simone Bonnafous nommée DGESIP

Simone BonnafousSimone Bonnafous: directrice générale pour l'enseignement supérieur et l'insertion professionnelle
Par décret du 12 juillet 2012, Simone Bonnafous est nommée directrice générale pour l'enseignement supérieur et l'insertion professionnelle du ministère de l'Enseignement supérieur et de la Recherche.
Biographie
Responsabilités universitaires

De février 2006 à mars 2012: présidente de l'université Paris-Est Créteil Val de Marne (UPEC, ex Paris 12), université professionnalisée et multidisciplinaire avec santé, environ 30 000 étudiants et 2 600 personnels, présente sur 3 départements (77, 94 et 93), membre fondateur du PRES Paris-Est et, à ce titre, deux fois candidate à l'IDEX.
De décembre 2008 à décembre 2010 : vice-présidente de la C.P.U. et à ce titre en charge des questions de formation et de vie étudiante, et en particulier de la formation des maîtres, mais aussi de la réorganisation interne de la Conférence et de la communication de la CPU.
De décembre 2006 à décembre 2008 : présidente de la commission de la pédagogie et de la formation continue de la Conférence des présidents d'université ICPU).
De 1999 à 2005 : directrice de l'U.F.R.des Lettres et Sciences Humaines de l'UPEC (4 000 étudiants)
Janvier 1999 : fondation puis direction jusqu'en 2008 d'une équipe de recherche (E.A.) intitulée "Centre d'études des discours, images, textes, écrits et communication" (CEDITEC), à l'intersection des sciences de l'information et de la communication, des sciences du langage et des sciences politiques.
1992 : cofondation puis direction jusqu'en 1999 d'un département professionnalisé de communication politique et publique à l'université Paris 12.
1991 à 1993 : création du premier service de communication de l'université Paris 12 - Val de Marne et fonction d'assesseure à la communication auprès du président de l'université.
Parcours académique

    1992 à 2006 : professeure en sciences de l'information et de la communication à l'UFR des Lettres et Sciences Humaines à l'université Paris-Est Créteil Val de Marne
    1990 : soutenance d'une thèse d'Etat parue sous le titre "L'immigration prise aux mots" en 1991 (ed. Kime)
    1981 à 1992 : maître assistante, puis maître de conférences en expression et communication à la Faculté d'administration et échanges
    1980-1999 : membre de l'UMR lexicométrie et textes politiques de l'ENS de Saint-Cloud
    1980 : soutenance d'une thèse de 3e cycle parue en 1983 sous le titre "Processus discursifs et structures lexicales : le congrès de Metz (1979) du Parti Socialiste", numéro spécial de la revue Langages
    1978 : agrégation de grammaire
    1975 : Ecole Normale Supérieure de lettres (Sèvres-Ulm)
    1974 : IPES
Publications

    2007 : Analyse du discours en sciences humaines et sociales, avec Malika Temmar, Ophrys, collection Les chemins du discours, 165 p.
    2007 : dir. en coll. avec Marlène Coulomb-Guily, "Femmes et médias, le 8 mars à la "Une". Une comparaison Internationale", Sciences de la Société n° 70, Presses universitaires du Mirail.
    2007 : "La journée internationale des femmes en France. Entre marronnier et foulard islamique", avec Marlène Coulomb-Guily, Sciences de la société, n° 70, p. 80-94
    2006 : "Les déclarations de journée internationale des femmes. Entre récit, occultation et performativité", Communication, Laval, Québec, Editions Nota bene, vol. 24 n' 2, p.49·73
    2003 : coll. Argumentation et discours politique. Antiquité grecque et latine, Révolution française, monde contemporain, Rennes, Presses universitaires de Rennes.
    2001 : "L'arme de la dérision chez Jean-Marie Le Pen", Hermès n° 29, CNRS Editions, pp. 53-63.
    2001 : coll. "Discours et gestes télévisés. Quelles méthodes?", Mots. Les langages du politique, n° 67 (décembre), pp. 110·128.
    1999 : dir. en coll. avec P. Fiala, "Argumentation d'extrême-droite", Mots. Les langages du politique, n° 58.
    1998 : "Les argumentations de Jean-Marie Le Pen", Revue politique et parlementaire, n° 995, pp. 27-39.
    1996 : dir. en coll., "Les médias dans le conflit yougoslave", Mots. Les langages du politique, n° 47 (juin)
    1992 : Sans distinction de race, Paris, Presses de Sciences Po.
    1991 : L'immigration prise aux mots, Paris, Kimé.
    1983 : Processus discursifs et structures lexicales : le congrès de Metz (1979) du Parti Socialiste, numéro spécial de la revue Langages, Larousse, 123 p.
Décorations

    Chevalier de la Légion d'honneur
    Officier dans l'ordre des Palmes académiques
Simone Bonnafous Simone Bonnafous: Γενικός Διευθυντής για την τριτοβάθμια εκπαίδευση και την απασχολησιμότητα
Με απόφαση της 12ης Ιουλίου 2012, Simone Bonnafous διορίζεται Γενικός Διευθυντής για την τριτοβάθμια εκπαίδευση και την απασχολησιμότητα του Υπουργείου Ανώτατης Εκπαίδευσης και Έρευνας.

Βιογραφία

Ακαδημαϊκές αρμοδιότητες

Από Φεβρουάριος 2006 - Μάρτιος 2012: Πρόεδρος του Πανεπιστημίου Paris-Est Créteil Val de Marne (πρώην UPEC Paris 12), την επαγγελματική πανεπιστήμιο και διεπιστημονική υγεία με περίπου 30.000 φοιτητές και 2.600 υπαλλήλους, διαθέτει 3 τμήματα (77, 94 και 93), ιδρυτικό μέλος της PRES Paris-Est και, ως εκ τούτου, δύο φορές υποψήφιος για IDEX
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Posté par pcassuto à 23:34 - - Permalien [#]

The Caste System in Higher Education

collegeBy Pablo Eisenberg, Senior Fellow, Georgetown Public Policy Institute. The caste system in higher education is alive and well, according to a report recently issued by the Center for the Future of Higher Education. The report, "Who is Professor 'Staff'," is based on a survey of adjunct or contingent faculty members, over three-quarters of them part-time, conducted last fall by the New Faculty Majority Foundation, a national association that promotes better work conditions for adjunct faculty in colleges and universities. The report, primarily written by foundation staff, takes its title from the way adjunct professors are often described on course schedule -- a dehumanizing aspect of the adjunct experience. The report leaves no doubt that adjunct teachers are treated like second-class citizens.

Posté par pcassuto à 08:45 - - Permalien [#]

The value of the Humanities and Social Sciences

http://www.nteu.org.au/themes/nteu/public/images/ui/standard_header_h1.pngIn accounting for the cuts to the Faculty of Humanities and Social Sciences, the Vice-Chancellor of La Trobe University Professor John Dewar’s recent contribution to The Conversation (28August) contains at least four important errors of fact and one debateable interpretation.
Incorrect subject to student ratios

First, Professor Dewar suggests that La Trobe University needs to streamline its courses in the Faculty of Humanities and Social Sciences because, “currently we offer one course for every seven students”. This figure should rather be one subject for fourteen full-time equivalent students enrolled in the Faculty.
The National Tertiary Education Union (NTEU) has continually asked management at La Trobe to correct their calculation of the number of subjects offered to students each year. Initially, management arrived at a figure of 916 subjects, by double-counting subjects offered to both second and third year students. Conceding this point, management has since revised the calculation down to 718. However, this figure of 718 is still far higher than the actual number of units annually taught, as it includes “reading subjects” that do not involve lectures and tutorials and which rarely receive enrolments at all, and it also over-counts subjects in the Languages by triple and quadruple by counting those units offered to language students at different levels and years. There are, for example, sixty-six too many subjects listed for the Asian Languages with even more counting errors for the European Languages.
Following careful analysis of the listed subjects, the NTEU estimates that the Faculty of Humanities and Social Sciences actually currently teaches around 500 subjects per year. This generates a very different subject-student ratio to the Vice-Chancellor’s. The Vice-Chancellor refers to 916 subjects against a 2010 enrolment of 7,163 equivalent full-time students, which is one subject for every 7.8 students. When this is adjusted to reflect the subjects that are actually being taught in 2012 – approx 500 – we get a figure of one subject for 14.3 full-time equivalent students (which is an average of 114 per class, since students do 8 subjects per year). It is also worth noting that this subject-count includes low-enrolments subjects like some of the language units, as well as the subjects offered to the regions.
Subject offerings compared to those of our competitors

Second, Professor Dewar suggests that the number of subjects offered by the Faculty of Humanities and Social Sciences is more than three times the equivalent ratio for our local competitors.
The NTEU has requested details about the source of this information and has been advised that subject numbers of local competing institutions was determined by consulting the websites of other universities and through emails from other institutions, of which requests for copies have been refused. However, given that we actually offer around 500 subjects (and not 913, as La Trobe University initially claimed), it is not clear that there is, in fact, a significant difference between our subject offerings and those of our competitors, especially when we consider that La Trobe needs to offer subjects on five separate regional campuses.
Moreover, many of these subjects also comprise offerings for fifteen “niche” degrees (including, for example, Bachelor of International Relations, Bachelor of International Development, Bachelor of Journalism etc.), which means that La Trobe University cannot simply discontinue units in its Bachelor of Arts. Assuming, then, that subjects cannot be dramatically reduced, what impact will the severe reduction of 41 full-time equivalent academic staff have on the workload of remaining academic staff in the Faculty who are already overworked? How will academic staff be able to continue their research alongside teaching? These are questions that the University has continually been unable or unwilling to answer, which is why it currently faces Fair Work Australia in a dispute with the NTEU over unacceptable consultation processes and provision of insufficient information about workload impacts, as required by the Collective agreement.
Understated redundancy figures

Third, Professor Dewar states that the University “intend[s], reluctantly, to make 37 staff redundant in the faculty, down from an initially proposed 50”. Again, this is simply incorrect. 41 full-time equivalent staff will be made redundant, 37 of which are to go before the end of 2012, with 4 to be phased out over the next three years.
Student enrolments are increasing not decreasing

Finally, Professor Dewar states that the staff redundancies will be drawn from areas where student enrolments have been “at a record-low for a number of years”. Quite frankly, anyone who has looked at the enrolment figures in the official May 2012 budget will find this claim hard to swallow. The Faculty of Humanities and Social Sciences reached its 2012 yearly enrolment target by the first semester census date, exceeding its target at the Bundoora campus by 11%. Although it is true that 2011 enrolments were down on expectations, 2011 was an exception and not the norm. In 2012, enrolments were up across the faculty at the start of the year, in English, Sociology, Politics, and many other areas.
And this is precisely why academic staff in the Faculty are finding the deep level of the proposed cuts difficult to accept. In a context where programs are, in general, retaining or increasing their student load, History will lose 43% of its staff, Sociology will shed 37% and many other areas will lose around 30% of their staff. It is an exaggeration, at the very least, to say, as Professor Dewar puts it, that students are voting “with their feet” for a smaller Humanities and Social Sciences faculty. Indeed, quite the opposite is happening. Not only were enrolments up at the start of 2012, student survey results captured on the MyUni website (myuniversity.gov.au) provides an overall satisfaction rate of 86.7% for the generic category of humanities including history and geography, an 88.8% rate for language and literature, and a 92.7% overall satisfaction rate for political science. Interestingly, these satisfaction ratings are significantly higher than those at the University of Melbourne.
Will the university support research?

In addition to these four errors of fact, Professor Dewar’s article contains a debateable presentation of La Trobe’s commitment to research. Professor Dewar states that the University intends “to continue the university’s fine reputation” in research in the humanities. He is certainly correct that La Trobe has an enviable reputation in this area, not only in relation to Excellence in Research Australia measures but also in its contributions to public debate. Indeed, Professor Dewar could have gone still further to acknowledge that research in Arts at La Trobe was ranked in the top 25 in the world in 2006 by the Times Higher Education Supplement. Unfortunately, it is hard to resolve the University’s stated commitment to such research with the increasing workload in teaching and administration that is expected to follow from such deep cuts to staffing levels. How will the remaining academic staff have time to pursue their research under such conditions?
An inadequate federal funding model

In closing, the question must be raised as to why Professor Dewar included these errors of fact. If his presentation of inefficiency in the Humanities and Social Sciences is inaccurate, what are the University’s real reasons for cuts of this magnitude? And here we come to the crux of the matter. The real reasons are a complex combination of factors that lie in tension with each other, and that, in part, originate in external funding models and external evaluatory pressures. These include: 1. A desire to increase La Trobe’s research rankings; 2. A federal system of research funding that favours the sciences and the applied social sciences; 3. A federal base funding model that provides a fixed amount per student-type that is nowhere near enough to cover the real cost of a student’s education; 4. A new deregulated federal system where caps to student numbers are removed, increasing competition among tertiary providers and thereby making it difficult for universities to predict their enrolment numbers from year to year.
These complex factors coalesce to produce the unfortunate situation in which Arts, Humanities and Social Sciences faculties across the country are called on to increase their cross-subsidisation of more costly areas of the University such as Science, in an environment where yearly fluctuations in enrolments in an uncapped market now forces universities to orient themselves toward flexible staff provision. Sadly, at La Trobe University this now entails a decrease in full-time continuing staff in the Humanities and Social Sciences with an associated, anticipated increase in casual staff.
Regrettably, as is clear by the 2012 La Trobe University budget, management have made a strategic decision to sacrifice the quality of teaching and research in the Humanities and Social Sciences, so as to cover the higher costs of degrees in other areas.  Ironically, in so doing, management may well be undermining its ability to continue to use Humanities and Social Sciences as a source of revenue. In conclusion, and having corrected the errors of fact in Professor Dewar’s contribution to The Conversation, we ask La Trobe not to push through cuts of this magnitude to the Faculty of Humanities and Social Sciences, for the sake of the quality of teaching and research, and to ensure the future of the University as a whole.

Posté par pcassuto à 00:00 - - Permalien [#]