Forum régional "Les enjeux de la qualité au sein de l’ESS"
IRIS organise à l'attention des responsables des SIAE de Poitou-Charentes, un forum régional des réseaux de l’IAE sur le thème "Les enjeux de la qualité au sein de l’ESS" le mardi 2 octobre de 9h à 16h30 au Lycée St Jacques de Compostelle à Poitiers.
Ce forum, présentera les différentes démarches "qualité" à l’œuvre au sein des structures d’insertion par l’activité économique. Ces démarches prennent en compte les trois axes de services rendus par la SIAE: aux salariés en transition socioprofessionnelle, aux clients des activités économiques supports et aux territoires. Il lancera le débat sur les enjeux et l’impact de la qualité pour notre secteur, pleinement inscrit dans l’Economie Sociale et Solidaire.
Matinée: Table ronde "Les enjeux de la qualité au sein de l’ESS"
Avec plus de 10 ans de recul, regards croisés entre les principaux réseaux de l’IAE et de l’ESS invités à la table ronde… Les enjeux de départ de la démarche, les orientations du réseau, les points de vigilance, les plus-values pour les salariés en transition, pour l’équipe, pour le territoire,… Eclairage sur la norme ISO 26000.
Après-midi: Ateliers pratiques, pour en savoir plus sur chaque démarche… (CEDRE et CEDRE/ISO 9001, AFAQ/EI-ETTI) 
Présentation détaillée de chaque démarche qualité: quelles sont les exigences de la démarche, en s’appuyant sur quel référentiel, comment entrer dans la démarche, avec quel accompagnement?
Pour consulter le programme détaillé de la journée et s'inscrire en ligne, rendez vous sur le site de l'IRIS.
Les autres repères du blog:
7000ème article sur le blog/Osez l'Université dans l'un de ses 31 CFA,
6500ème article sur le blog/Le CV,
6000ème article sur le blog/L'Association ASSPRO,
5500ème article sur le blog/Apprentissage le guide régional,
5000ème article sur le blog/La formation continue des adultes dans le supérieur,
4500ème article sur le blog/40 ans de formation professionnelle,
4000ème article sur le blog/Les chiffres 2010 de la VAE à La Réunion,
3500ème article sur le blog/La VAE en Poitou-Charente en 2010,
3000ème article sur le blog/Contrats apprentissage et pro,
2500ème article sur le blog/Journées Nationales des MDE et des PLIE,
2000ème article sur le blog/Question Formation n°1,
1500ème article sur le blog/Seniors - le groupe SPB signe son accord,
1000ème article sur le blog/Fête de la musique dans les jardins du MESR,
500ème article sur le blog/L'archipel de l'ingénierie de formation,
1er article sur le blog/Un forum de la Commission européenne pour promouvoir la coopération entre l’université et le monde des affaires.

Pour la quatrième année consécutive, l’Association des Régions de France, la Caisse des Dépôts et Recherches & Solidarités s’associent pour mettre à la disposition des acteurs et des observateurs les données les plus récentes sur l’économie sociale et les associations en régions.
Les Bilans régionaux de l'emploi en 2011 font des comparatifs entre régions. On y apprend que Poitou-Charentes se trouve nettement au dessus de la moyenne nationale en termes de proportion de salariés de l'économie sociale avec 16,5 % (12,4 % au niveau national).
On trouve également des études région par région. Trois modules sont disponibles pour chaque région, respectivement consacrés à l’emploi d’économie sociale en région (bilans 2011 édités en septembre 2012), au secteur associatif dans son ensemble (bilans 2011 édités en septembre 2012), et au secteur associatif sanitaire et social (bilans 2011-2012) : combien de créations, combien d’associations actives et combien de bénévoles dans chaque région, le poids, les caractéristiques et les enjeux de l’emploi associatif, par rapport à l’ensemble du secteur privé.
Toutes les études sont disponibles sur la page Recherches et Solidarités du site http://www.essenregion.org/.

By Jonathan Earle. China and Russia are natural business partners, but China has a headstart in developing its economy after investing more in education over the past two decades than Russia, said the new director of the London School of Economics.
"China made early and major investments in education. Russia was extremely slow to recognize how investments in education could pay off for diversifying the economy, as well as simply advancing its citizens," the LSE director, Craig Calhoun, said in an interview.
"Recently, the government has caught up on that to some extent, but it's now way behind," he said, noting that Russian universities rank poorly in international ratings.
Speaking on the sidelines of a reception at the residence of British Ambassador Tim Barrow on Tuesday evening, Calhoun said the Soviet Union's strong education system was largely lost in the general institutional collapse in post-Soviet Russia. But there is reason to be hopeful that education will again become an engine of growth.
"If Russia invests in education, it has a lot to build on. Like China, Russia has a traditional respect for education. Not recently, but in the past," Calhoun said.
Furthermore, institutions like the International College of Economics and Finance, or ICEF, a college within the Higher School of Economics in Moscow that works closely with the LSE, is preparing future leaders to follow international business practices. Calhoun, a U.S.-born sociologist and author of "Neither Gods Nor Emperors: Students and the Struggle for Democracy in China," was in Moscow attending the reception and the graduation ceremony for 122 ICEF students that preceded it. Graduates of the program, founded in 1997, are committed to international business practices, a fact that could turn the tide of rampant corruption in Russia, said Calhoun, who became director of the LSE earlier this month.
"It will be hard for [graduates]," he said. "They will be tempted to take bribes. I think that they have very strong values. I'm impressed by their values, their determination to set new standards. But they will have to work hard at it."
Returning to China, he said that even though the country was much poorer than Russia in 1992, it had a headstart in some regards, including a government that had a wider sense of legitimacy and a more decentralized economy.
"China pursued an economic opening that created a variety of opportunities," he said. "The government managed the process by managing credit, not by directly intervening in all manners of operations."
Calhoun described China and Russia as "natural partners" whose cooperation has been hampered by politics.
"Russia has energy resources, rare earths, minerals, it's going to have more with the receding Arctic," he said. "China needs all of those. The suspicions from the past are real, the desire of each to dominate makes it very difficult for them to cooperate as equals."

By Katherine Feeney. Brisbane's original sandstone university is set to give academic content away for free as part of a revolutionary program transforming the business of higher education around the globe.
But the University of Queensland will likely have competition from the state's other leading tertiary institutions – the Queensland University of Technology is also making a foray into massive open online courses (MOOCs). A fledgling concept in Australia, MOOCs are established overseas and essentially offer anyone with an internet connection the chance to take part in university coursework without having to enrol in a degree program or set foot on campus. Though assessment takes place for the sake of certification, completing a MOOC typically does not award a student the same program credit a fee-paying student would earn.
The director of the UQ Centre for Educational Innovation and Technology, Professor Phil Long, said the centre was "exploring opportunities" to work with other institutions such as the Massachusetts Institute of Technology (MIT) Office of Educational Innovation and Technology regarding online course delivery. Professor Long said the centre had been considering open courses for a year, with the catalyst coming when Melbourne University said it would launch MOOCs online early next year in partnership with the United States start-up company Coursera.
“We knew we needed to do something,” he said. “There is a recognition delivering online content you would be proud of is something that would be valuable to the institution and our students, as well as the broader community who would gain an insight into what a research institution looks and feels like.
“And we're also quite clearly going along the lines of other universities – like the University of Virginia – in that we're clear it might also provide an insight to students from other institutions to join in our campus-based program. We're not naive to the possibility this exercise could help address the problems of dwindling international student enrolments.”
Up to two courses will be offered across UQ's six faculties over the next two years, with the pilot to inform the university's approach to the online delivery of some courses offered as part of undergraduate and graduate degree programs. The deputy vice-chancellor of technology, information and learning support at QUT, Professor Tom Cochrane, said it was “early days” but the institution was also looking closely at MOOCs.
Professor Cochrane said QUT began offering coursework online as part of degree programs over a decade ago.
“We've been in this space for quite a long time,” he said. “In the '90s the Australian government sponsored a study into borderless education because of the amount of press about what technology might do to our schools and universities, and the answer is we'll see a lot of change.”
That change is reflected the growth of Australia's Open Universities Australia, launched as Open Learning Australia in 1993, which today offers higher education coursework from Australian bricks-and-mortar universities online. Open Universities Australia chief executive, Paul Wappet, said more than 60,000 students would graduate from digital courses this year and the number of units available was growing by about 30 per cent a year.
“There's been an enormous growth over the last decade in terms of online engagement as people understand the flexibility of studying online in relation to their lifestyle,” he said. “What's offered online is every bit as rigorous and high-quality as what's offered on campus.”
But Professor Long and Professor Cochrane said there were challenges associated with online higher education, either through MOOCs or as an alternative mode of program delivery. Offering the same high-standard of examination achieved on-campus wasn't yet a satisfactory possibility, Professor Long said, though the UQ trial of MOOCs would look for solutions to the problem. Resistance from faculty members was also an issue for some schools, Professor Cochrane said.
“Bearing in mind that in many universities the average age of faculty belongs to the group we call digital immigrants rather than digital natives, there are those who are still very successful and enterprising, and those who've found it harder,” he said.
“QUT has a policy of renewing academic staff to reduce the average age of faculty, which is helping to address this ... we foster new, young talent when it comes time to offer new placements.”
Still, traditional campus-based education is not yet endangered, Mr Wappet said. Although Open Universities Australia coursework is largely conducted online, students still sit physical exams at designated addresses near their homes so that established standards are met and retained.
“At the centre of the traditional bricks-and-mortar value is their right to confer an award which is still important for employability, and something outside of MOOCs,” Mr Wappet said.
“But any institution that relies on that and thinks things will stay that way for ever and does not invest in the changing demand will not be doing very well.”
Professor Long said that the UQ MOOCs offering would look to include some kind of formal certification beyond just “marks for attendance” while Professor Cochrane said QUT's move into the digital sphere was motivated by a similar need to innovate.
“What we've been thinking is that to develop an approach – especially for a big inner city campus or pair of campuses as we have – which is popular, which people want to attend, means we need to systematically develop our online experiences to allow people to engage with us more at a time that suits their lifestyles or demands with work,” he said.
“Because the idea of a full-time student is almost gone – we have very busy students, and we need to address that.”

Student teacher Eva from Germany has just arrived at her host school in Lithuania where she will work as a teaching assistant for the coming three months.
Carlos from Spain relives plenty of great memories when he returns to Lithuania after the end of his assistantship there. Both Eva and Carlos received assistantship grants through the Comenius programme.
Watch the video on the Euronews site (available in English, French, German, Italian, Portuguese, Spanish as well as Russian, Turkish, Ukrainian, Arabic and Farsi).
Comenius Assistantships
As Comenius Assistants, future teachers receive an EU grant to spend 3 to 10 months in a school abroad and where they assist in teaching. This is an opportunity for them to boost their language skills, get to know another European country and its school education system and improve their teaching skills. Schools profit from hosting a Comenius Assistant as his or her active involvement helps increase pupils' language skills, their motivation to learn languages and their curiosity about other countries and cultures. If you want to know more about Comenius Assistantships or if you are interested in applying for a grant, please contact the National Agency in your country. More information: Comenius Assistantships.
Euronews "Generation Y"
Just a few weeks ago, Eva might not have believed she would be singing into a microphone in front of her students.
This 25-year-old teacher from Germany has just arrived in Lithuania as part of a European partnership programme.
She is one of thousands of young teachers taking part in a new working adventure abroad.
“It’s my first experience abroad. I thought about it for a long time, where did I want to go, I didn’t want a country I already knew from holidays or television, but something rather more exotic, so I think Lithuania was the right choice for me,” Eva said.