26 octobre 2012

More applications for universities

By Tebogo Monama. Of the 156,000, only 41,200 matrics can look forward to being admitted when the academic year starts.
Prospective students who have not yet applied will have to make alternative plans as most institutions will also not be taking late applications.
University of Pretoria spokeswoman Nicolize Mulder said they had received 34,000 applications, but could only accommodate 16,000 first-year students.
She said the most popular courses were engineering, economics, business management, sciences and natural sciences.
According to the director of admissions at the University of Cape Town, Carl Herman, the university had received more than 25,000 undergraduate applications for about 4,200 spaces.
The University of Johannesburg last week said they would not be taking late applications. It said it had received about 50,000 applications for the about 13,000 first-year spaces available.
Stellenbosch University aims to take 5,000 new students next year, but they have received about 16,000 applications and accepted 9000 provisionally.
Spokesman Herman Esterhuizen said most applications close on the last Friday of this month , but all applications received by November 30 would be processed.
At Wits University the most popular courses for 2013 are bachelor of commerce; chemical, mechanical, civil, and mining engineering; and medicine, according to Jeannette Phiri of the student enrolment centre.
She said the university had already received 31,000 applications. The university is only taking 3,000 first-year applications.
"We are still taking in late applications for very select programmes such as bachelors of fine arts, music and drama and some programmes in the faculty of science.
"Certain programmes such as construction studies and property studies in the faculty of engineering and the building environment are also prepared to accept late applications," Phiri said.
"If and when there are spaces to be filled in January, the university only accepts late applications from academically exceptional students who meet the entry requirements."

Posté par pcassuto à 00:14 - - Permalien [#]


25 octobre 2012

Le gouvernement recrute des chercheurs pour aider les entreprises

L'actualité industrielle en ligne - INFO24/7 L'Usine NouvellePar Elena Bizzotto. Un recrutement de chercheurs, scientifiques et ingénieurs sera lancé dès janvier 2013 à Bordeaux, Nantes et Toulouse. Le but: augmenter la compétitivité des entreprises grâce aux technologies innovantes.
L’initiative, lancée par le Premier ministre Jean-Marc Ayrault lundi 15 octobre, vise les petites et moyennes entreprises (PME) et les entreprises de taille intermédiaire (ETI) pour lesquelles un accès aux dernières technologies pourrait être bénéfique en matière de compétitivité...
Arnaud Montebourg, ministre du redressement productif, Geneviève Fioraso, ministre de l’enseignement supérieur et de la recherche, et Fleur Pellerin, ministre déléguée chargée des petites et moyennes entreprises, de l’innovation et de l’économie numérique saluent le lancement de cette initiative dans un communiqué diffusé lundi 15 octobre. Voir l'article entier...
L'actualité industrielle en ligne - INFO24/7 L'Usine Nouvelle Με την Έλενα Bizzotto. Μία πρόσληψη ερευνητών, επιστημόνων και μηχανικών θα ξεκινήσει τον Ιανουάριο του 2013 στη Νάντη Μπορντό και Τουλούζ. Ο στόχος: να αυξηθεί η ανταγωνιστικότητα των επιχειρήσεων μέσω καινοτόμων τεχνολογιών.
Η πρωτοβουλία, που ξεκίνησε από τον Πρωθυπουργό Jean-Marc Ayrault Δευτέρα 15 Οκτωβρίου, απευθύνονται σε μικρές και μεσαίες επιχειρήσεις (ΜΜΕ) και των μεσαίων επιχειρήσεων (ΕΠΔ) για τις οποίες η πρόσβαση στις τελευταίες τεχνολογίες θα μπορούσε να είναι επωφελής από την άποψη της ανταγωνιστικότητας
Περισσότερα...

Posté par pcassuto à 23:54 - - Permalien [#]

Soutien à l'initiative 10 villes accueillent leurs étudiants du monde

10villes-avuf-2012L'opération "10 villes accueillent leurs étudiants du monde" se déroule jeudi 25 octobre 2012 simultanément dans 10 grandes villes universitaires françaises. Cette opération vise à permettre aux étudiants étrangers venant étudier en France de mieux appréhender leur nouvel environnement d'études. Dossier de presse de l'opération 10 villes acueillent leurs étudiants du monde.
Marraine de l'opération 10 villes accueillent leurs étudiants du monde, Geneviève Fioraso tient à adresser tous ses vœux de succès à cette opération.
Initiée par la Ville de Lyon il y a 10 ans, aujourd'hui soutenue et encouragée par l'Association des Villes Universitaires de France (AVUF), la Nuit des Etudiants du Monde se déroulera, pour la première fois, en simultané dans 10 grandes villes françaises : Aix-en-Provence, Amiens, Lille Métropole, Lyon (et Villeurbanne), Marseille, Montpellier, Nantes, Reims, Paris et Toulouse.
De nombreux événements permettront aux étudiants étrangers de découvrir leur nouvel environnement et leur ville d'accueil: forums associatifs, soirées, expositions, découvertes de la ville à vélo, repas du Monde, etc. Autant de moments, qui faciliteront la rencontre et les échanges entre étudiants et, in fine, leur intégration et leur réussite étudiante.
La ministre tient à rappeler:
"Si j'ai accepté d'être marraine de cette opération, c'est pour soutenir une initiative commune portée par les grandes villes françaises et réaffirmer l'engagement fort du Ministère de l'Enseignement supérieur et de la Recherche en faveur de l'accueil des étudiants étrangers et de la mobilité internationale.
L'accueil des étudiants étrangers participe pleinement au rayonnement de la France, ainsi qu'à l'attractivité nationale et internationale de notre enseignement supérieur. Cette manifestation est donc symbolique de notre engagement, qui s'est notamment traduit, dès l'investiture du gouvernement, par l'abrogation de la circulaire du 31 mai 2011 relative à la maîtrise de l'immigration professionnelle et celle du 12 janvier 2012 relative à l'accès au marché du travail des diplômés étrangers."
En savoir plus sur l'AVUF
L'Association des villes universitaires de France (AVUF) a été créée le 4 novembre 1993
L'AVUF s'est fixé un triple objectif:
  • regrouper les villes universitaires et défendre leurs intérêts communs;
  • devenir un lieu d'échange notamment sur les problèmes sportifs, culturels et sociaux liés à la présence d'établissements d'enseignement supérieur sur leur territoire;
  • développer des relations avec les villes universitaires européennes.

Aujourd'hui, l'AVUF regroupe 70 villes représentatives. Site de l'AVUF.

10villes-avuf-2012 Operation "10 cities hosting students of the world" takes place Thursday, October 25, 2012 simultaneously in 10 cities French university. This operation aims to allow foreign students coming to study in France to better understand their new learning environment. pressbook operation acueillent 10 cities of the world their students.
Godmother of the operation 10 cities of the world welcome their students, Geneviève Fioraso would like to extend its best wishes for success in this operation.

Initiated by the City of Lyon 10 years ago, now aided and abetted by the Association of Cities Universitaires de France (AVUF), Night of the Students of the World will be held for the first time simultaneously in 10 cities French: Aix-en-Provence, Amiens, Lille, Lyon (and Villeurbanne), Marseille, Montpellier, Nantes, Reims, Paris and Toulouse
. More...

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

Colloque IFFRES le 15 & 16 novembre prochains

http://iffresblog.files.wordpress.com/2011/12/cropped-sydney_bridge1.jpgLe MEDEF interviendra lors du Colloque IFFRES dans notre conférence: les Assises et fondations de la Recherche et de l’Enseignement supérieur
Quelle est l’efficacité des actions de l’Etat pour l’innovation, la recherche et l’enseignement supérieur?
Vous aurez le privilège d’entendre le MEDEF dans notre conférence: « les Assises et fondations de la Recherche et de l’Enseignement supérieur »
Intervenant à la Matinale IFFRES du 17 juillet, Jacques Fontanille, Conseiller au cabinet de Madame Geneviève Fioraso, Ministre de la Recherche et de l’Enseignement Supérieur, a fait savoir que les fondations de recherche et de l’enseignement supérieur étaient un sujet sensible. « Quoiqu’elles ne soient pas visées particulièrement par les Assises de la Recherche et de l’Enseignement Supérieur que vient de lancer le Ministère, elles en font pleinement partie puisqu’elles sont porteuses de projets issus notamment de la LRU (fondations universitaires et partenariales) ou du Plan Investissements d’Avenir (Fondations de coopération scientifique). »
Il n’est pas rare qu’un chercheur soit à la fois impliqué dans un Labex, un Equipex, une FCS tout en étant rattaché à une université et un centre de recherche. Et ce même chercheur perdra son temps à rédiger, tour à tour pour chacune de ces entités, des demandes de financement public ou privé, au détriment de ses travaux de recherche.
Venez en débattre avec nous lors du lors du colloque IFFRES le 15 & 16 novembre prochains.

http://iffresblog.files.wordpress.com/2011/12/cropped-sydney_bridge1.jpg MEDEF μιλήσει στο Συμπόσιο IFFRES στο συνέδριο μας: Ιδρύματα και Ιδρύματα Έρευνας και Ανώτατης Εκπαίδευσης
Ποια είναι η αποτελεσματικότητα του κράτους για την καινοτομία, την έρευνα και την τριτοβάθμια εκπαίδευση;
Θα έχετε το προνόμιο να ακούσω την MEDEF στο συνέδριο μας, "Κοινό και Ιδρύματα Έρευνας και Ανώτατης Εκπαίδευσης"Περισσότερα...

Posté par pcassuto à 00:26 - - Permalien [#]

Un parcours « Intelligence Interculturelle » pour le MASNI d’Aix-Marseille Université

http://www.meilleures-licences.com/images/commande.jpgAvec la mise ne place de la nouvelle habilitation ministérielle 2012-2017, le Master de Négociation Internationale et Interculturelle, 5e du Classement SMBG des Meilleurs Masters, MS et MBA en Management International ouvre un parcours « intelligence interculturelle ». Dans ce cadre, deux conférences seront organisées:
Jeudi 25 octobre 2012 :

Intervenants :
• Claude COMBE, Chargé de Mission Régional à l’Intelligence Economique DIRECCTE PACA Ministères de Bercy,
• Laurence LECERF, DZRI Ministère de l’intérieur,
• Benoît TAIEB, DZRI Ministère de l’intérieur.
Thèmes des interventions :
• La PPIE (Politique Publique d’Intelligence Economique) Aspects historiques et conceptuels, dispositifs interministériels, ministériels régionaux,
• La répartition des missions des services (IE offensive et défensive),
• Les points de vigilances et de sensibilisation vis-à-vis des entreprises et des labos.
Lundi 19 novembre 2012 :

Intervenant :
• Mathieu Guidère, Professeur des Universités et Directeur de recherches à l'Université de Toulouse 2 (Islamologie et pensée arabe).
Thème de l’intervention :
• La veille stratégique multilingue : de l'analyse à l'anticipation
Cette intervention sera suivie d’une Table Ronde animée par Michel Dolinski du département d'études asiatiques.

http://www.meilleurs-masters.com//logo_ecole/Logo_AixMarseilleUniv-MASNI_20120308110305.jpg http://www.meilleures-licences.com/images/commande.jpg With the rigging of the new empowerment Ministerial 2012-2017, the Master of International and Intercultural Negotiation , 5th SMBG Ranking of the Best Masters, MS and MBA in International Management opens a path "intercultural understanding".
In this context, two conferences will be held:

Thursday, October 25, 2012:
Speakers:
• Claude COMBE, Chargé de Mission in the Regional Intelligence DIRECCTE PACA Ministries Bercy
• Laurence LECERF, DZRI Ministry of the Interior,
• Benoît TAIEB, DZRI Ministry of the Interior. More...

Posté par pcassuto à 00:03 - - Permalien [#]
Tags :


The Brain Drain Within Africa

http://chronicle.com/img/photos/biz/icons/worldwise-nameplate.gifThe following is a guest post by John D. Holm, the former director of the Office of International Education and Partnerships at the University of Botswana and director of international programs at Cleveland State University.
International-development experts have expressed much concern about the brain drain of African scholars to universities in North America and Europe. Largely neglected in this discussion is the movement of academics taking place within Africa itself. This exodus occurs in two forms: scholars obtaining top-level jobs outside of academe in their home countries, and scholars migrating to better paying university jobs in more developed African countries.
In almost every case, the universities losing talent are also losing the time and resources they spent to cultivate their faculties. In one way or another, the universities often have mobilized considerable funds for their professors to receive four or five years of graduate education in the developed world. They have also in many cases provided research grants and money to travel to conferences.
As a director of international programs at the University of Botswana for four years, I witnessed this indigenous African brain drain up close. Every year it seemed somebody from the law department was recruited to be a judge. I watched as nongovernmental organizations poached at least three of the best female academics for jobs within Botswana. For-profit universities, almost all foreign owned, regularly recruit local Ph.D.’s from the university to give them a local face. Foreign-owned businesses in Botswana are always on the lookout for faculty trained in business, science, and engineering. The government itself has not held back. It has cherry picked at least two of the university’s best administrators for top roles in education. Finally, a number of academics find that their services as consultants are so in demand that they can easily make a much better income as self-employed contractors than working at the university.
Further depleting academic staff at the university is a brain drain to South Africa. Every year at least one faculty member leaves for a very sizable pay raise to work at a university to the south. There is, however, one difference with the internal brain drain and the one to South Africa: Most of the university’s former faculty come back after a year or two. They find the social environment in South Africa much more conflicted and competitive. Also, they feel they are treated as foreigners rather than fellow Africans. And some are surprised that taxes are often higher than they expected. On the other hand, those who leave the university for jobs within Botswana almost never return to academe in any capacity.
Most discouraging is that those leaving are often among the best and brightest. They are creative, ambitious, often charismatic, and almost always top leaders. The result is that the full professor ranks at the university have very few locals and a sizable proportion of expatriates, particularly from other parts of Africa. Indeed, Botswana poaches extensively for senior talent from other African countries, many of whom are quite good as instructors and scholars. These African expatriates often remain in Botswana until retirement because the salaries are much better than what they could earn at home, even in the private sector. However, they usually do not identify with Botswana personally or professionally. Many provide little service to the institution in terms of committees, are not serious about mentoring junior colleagues from Botswana, and do not contribute to the local intellectual environment. So while the university may provoke a brain drain from its sister countries in Africa, it cannot replace the best and the brightest local scholars who have the energy and vision to propel both the institution and the nation forward. Moreover, the university often ends up paying more for these senior expatriates than it would have for the talented locals.
Indeed, salaries and how they are set are significant issues. Part of the problem is that the university has no organizational process for matching outside offers. Promotion and salary evaluation has been so bureaucratized that the university’s leaders are unable to even come close to keeping up with employee expectations let alone make counter offers to academics being recruited. Finally, those in leadership are often slow to provide opportunities for energetic young instructors.
Botswana faculty members who have left the university usually hold a deep bitterness toward the institution for not recognizing their talents. Many cut off social contact with their former colleagues. Totally absent is a circulation of leadership between the university and broader community, as there is in developed countries. Those remaining in the university see themselves as left behind, or if they are younger, waiting to seize their opportunity on the outside.
All of this leads to a potentially demoralizing conclusion. If the academic brain drain from Africa to the developed world were to stop, which is starting to happen in countries like Ghana, Kenya, and Angola, it does not follow that African universities would benefit. Top talent may turn around and take government positions or jobs with businesses. What is required is a university leadership that reaches out inclusively toward its best researchers and instructors and gives them recognition and income commensurate with their abilities.

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

24 octobre 2012

Higher Ed Shrinks

HomeBy Doug Lederman. It's official: Higher education is shrinking, for the first time in at least 15 years.
Total enrollment at American colleges and universities eligible for federal financial aid fell slightly in the fall of 2011 from the year before, according to preliminary data released Tuesday by the U.S. Education Department's National Center for Education Statistics.
The data from the department's Integrated Postsecondary Education Data System show that 21,554,004 students were enrolled in fall 2011, down from 21,588,124 in fall 2010. While that drop is smaller than two-tenths of one percent, it is the first such dip since at least 1996, according to officials at NCES.
In many ways the result is not surprising; college enrollments boomed in the late 2000s, as they often do during recessions, as workers lost jobs and sought to retool or opted to continue their educations because they didn't like their prospects for employment.
So it's possible that enrollments are leveling off (and shrinking slightly) now because the economy had begun rebounding enough by fall 2011 that some of those who had flocked to higher education during the recession began finding jobs. It's also possible that college tuition levels -- which have continued to rise in recent years, driven in part by cutbacks in state support and other traditional sources of colleges' revenue -- are pricing more students out of higher education.
Whatever the reasons, the data -- if they persist -- could pose a problem for the many policy makers and advocates seeking to increase higher education attainment. While many of those promoting the "completion agenda" are focusing on improving the performance of students who are already in college, they also strive to increase the level of college-going, particularly for those historically underrepresented in higher education.
Who Is Going, and Where Are They Going?

The most recent data offer some early clues about which students are enrolling (and choosing not to), and which institutions are likely to benefit (and not). Over all, the statistics favor part-time and minority students over full-time and white students, and four-year and private nonprofit over two-year and public and for-profit colleges and universities.
As seen in the table below, the biggest swings in institutional enrollments were for private nonprofit colleges (up nearly 2 percent) and for-profit institutions (down 3 percent). Declines in two-year enrollments drove most of the decrease for the for-profit sector and kept public college enrollments from growing, more than offsetting an increase of more than 120,000 in enrollment at four-year public colleges. California's community colleges have restricted their enrollment because of budget cuts in the last two to three years, which could account for much of the two-year-college decline nationally (and could suggest that community colleges elsewhere have fared all right).
In addition to the demographic and economic changes that might have driven the enrollment patterns, the federal government's crackdown on for-profit colleges -- and changes that individual colleges have made in response -- may have driven at least some of the enrollment losses for the institutions.
Students enrolled part time edged upward, while the number of students enrolled full time dipped. Reasonable speculation is that more students shifted from full-time to part-time status because of their ability or need (or both) to work.
The number of Latino students enrolled rose particularly sharply in 2011.

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

23 octobre 2012

Séminaire ASEM – Assurance qualité dans l’enseignement supérieur

AERESLa direction des relations européennes et internationales et de la coopération (DREIC), du ministère de l’enseignement supérieur et de la recherche et du ministère de l’éducation nationale, a organisé, en partenariat avec le centre international d’études pédagogiques (CIEP), la quatrième édition du séminaire Asia-Europe Meeting (ASEM), les 11 et 12 octobre 2012 à Sèvres.
Consacré à l’assurance qualité dans l’enseignement supérieur, le séminaire a permis de contribuer à la compréhension et la reconnaissance mutuelle des pratiques d'assurance qualité et d'étudier les possibilités de coopération entre les deux régions.
La première journée s’est articulée en quatre ateliers thématiques:
  • Reconnaissance des agences d'assurance qualité: impact de l'assurance qualité dans l'enseignement supérieur, équilibre entre auto-évaluation et évaluation externe;
  • Définitions et pratiques d'assurance qualité en Asie et en Europe: différences et convergences des systèmes nationaux;
  • Renforcement des concepts d'assurance qualité: retour d’expériences de la diversité des approches et des méthodes;
  • Elaboration du programme pilote ASEM Curriculum Development et prise en compte du retour d’expériences des programmes Erasmus Mundus. Animés par Patricia Pol, responsable des affaires européennes et internationales de l’AERES, les échanges ont porté sur la faisabilité et le périmètre d’un programme pilote de formation conjointe dans l’espace ASEM.

La seconde journée s’est déroulée en une session plénière, destinée à partager les travaux de la veille et à constituer des recommandations pour la prochaine réunion Asie-Europe des Ministres de l'éducation en Malaisie, en 2013.
Constatant la très grande motivation des participants à poursuivre le dialogue, Didier Houssin, président de l’AERES, a conclu la session sur quelques grandes orientations:

  • La nécessité de partager une compréhension et un langage communs sur les questions de qualité, fortement ancrées dans des contextes nationaux;
  • le renforcement des liens entre les réseaux European Association for Quality Assurance in Higher Education (ENQA) et Asia Pacific Quality Network (APQN);
  • le diagnostic des programmes existants et le soutien au développement de nouveaux projets, notamment de programmes de formation conjoints sur des problématiques touchant l’assurance qualité communes à l’espace ASEM.

En savoir plus sur le dialogue Asie-Europe (ASEM) :
Lancé en 1996 au sommet des chefs d’Etats à Bangkok (Thaïlande), l’ASEM répondait au besoin de renforcer le dialogue entre l’Asie et l’Europe sur des questions politiques, économiques et culturelles. Il réunit les 27 États membres de l'Union européenne, la Commission européenne, 19 pays d'Asie et le secrétariat de l'Association des Nations de l’Asie du Sud-Est (ASEAN). Accédez au site internet de l’ASEM.

AERES The direction of European and International Relations and Cooperation (DREIC), Ministry of Higher Education and Research and the Ministry of National Education, organized in partnership with the International Centre for Pedagogical Studies (CIEP ), the fourth edition of the seminar Asia-Europe Meeting (ASEM), 11 and 12 October 2012 in Sèvres.
Dedicated to quality assurance in higher education, the seminar helped to contribute to the understanding and mutual recognition of quality assurance practices and explore opportunities for cooperation between the two regions
. More...

Posté par pcassuto à 23:40 - - Permalien [#]
Tags :

Safety first for international students: what can UK institutions do to help?

Students and their parents have always been concerned about safety while studying overseas. These concerns are shaped by information and experiences gained from many sources that accumulate across the international student journey. But being safe in an overseas study environment is not a one-dimensional issue, as new research by the British Council's education intelligence unit. Safety cannot be created by informing or changing one element of the international student experience – a holistic approach involving all participants is needed.
What is striking about findings from our research is the rise of safety as an influencing factor on students' choice of where to study overseas. A country being a safe place to study is currently the fifth most important influencing factor, according to our Student Insight survey, which has collected over 160,000 responses from students around the world since 2007. This compares with its ranking as the 17th most important factor out of a possible 19 in 2007. The UK was recently voted as the safest place to live while studying overseas, as part of an online opinion poll of over 800 students from more than 80 countries, conducted by Education Intelligence via The Student Room online forum. The most important factor in this verdict was the UK's rich cultural mix, followed by its lack of gun culture and good healthcare system.

Posté par pcassuto à 22:38 - - Permalien [#]

Learning for free online

"The OpenLearn materials give you the gist of what the course is about and whether you can do it," he says. "It definitely gave me a lot of confidence."
The OU is not the only university that has started offering courses free online. Over the past couple of years increasing numbers of universities across Europe and the US have set up web-based resources known as Massive Open Online Courses (MOOCs). These MOOCs make recorded lectures, course materials and academic discussion forums freely available to anyone who wants to use them. Jonathan Kydd, dean of the University of London International Programmes, which last month began offering free courses in psychology, computer programming and law through the US online education provider Coursera, says the involvement of top-rated institutions such as Stanford and Harvard has made this kind of free distance learning particularly appealing.
"You are going to inspire students because they are going to get [access to] a high proportion of people who are household names and who are both great researchers and great teachers," he says.
Universities use free courses not only as a shop window for the other courses they offer, but also as a way of sharing good practice with other institutions, experimenting with new technology and of seeing what does and doesn't work in distance education, Kydd says. This is important because the availability of higher bandwidths and progress in developing effective systems of online assessment, combined with increasing demand, means that paid-for distance learning is also booming. According to the Higher Education Statistics Agency, the number of distance learning students registered at UK institutions grew from 238,800 in 2006/07, to 271,445 in 2010/11.
Tony Hopwood, chief assessor for the Open and Distance Learning Quality Council, says the increase is particularly marked in the university sector, which is now competing with dedicated distance learning organisations. Gráinne Conole, professor of learning innovation at the University of Leicester, says this is out of necessity. "We know worldwide that bricks and mortar universities don't have the capacity to deal with the number of students there are going to be in future, particularly in places like India and China, so online learning has to be the way to go."
The University of Derby is one institution to recognise this, setting up a separate department to focus on online distance learning students with academic systems and tutors dedicated to their specific needs. Joy Rickard, who is studying for an undergraduate certificate in educational psychology at Derby from her home near Bath, says she feels the benefits. For her, distance learning means the flexibility to look after her two young children and work part-time in a school while studying alongside a global student cohort.
"I have met some people online who are doing fascinating things all over the world, which wouldn't have happened if I was attending in person," she says.
Certainly online learning deepens the pool of potential students. Kydd says London University's International Programmes distance learning model, which allows students to take courses over time and pay incrementally, makes it affordable for students from Africa who would otherwise never be able to take a degree. And the University of Leicester is about to launch an MSc in security, conflict and international development, designed to meet the needs of international development workers deployed in post-conflict countries, who would normally find study impossible. Because access to the internet can be tricky in such countries, the students receive an iPad on which they download the course app and related ebooks, all accessible without an internet connection. They can then download other materials when they find a Wi-Fi connection.
Campus life

New courses run by Plymouth University are similarly designed for hard-to-reach students. The university is offering undergraduate and postgraduate diplomas, and master's-level programmes in hydrography for students working on oil rigs and survey vessels, sometimes thousands of miles from the nearest university. But what about missing out on campus life? Rickard, who studied graphic design at the University of Wales, Newport before having children, says she feels she has "done" student life and is now more interested in developing a career. Conn, who has just started a full-time job as a technology developer off the back of his studies, says his local OU student union and online forums keep him happy.
"You don't feel like you're on your own," he says. "The only thing I'm missing is living in a rundown squat for a couple of years and leaving with masses of debt."

Posté par pcassuto à 22:33 - - Permalien [#]