10 novembre 2012

Quality - Externally reviewed agencies in Europe

Learn about the principles of external reviews of ENQA members. View a list of externally reviewed agencies, and read the review reports and decisions.
The principles of external reviews of ENQA
In order to become member of ENQA (and to be granted admission in the European Quality Assurance Register for Higher Education), QA agencies are required to successfully undergo an external review and thereby to show that they comply sufficiently with the ESG...
For more information, please consult the Guidelines for external reviews of quality assurance agencies in the EHEA. Please note that this version of the Guidelines does not contain the new policy for agency reviews and is in the process of being revised. Please also consult the Code of Conduct, which describes rules of good behaviour relating to the agencies' external review procedure, and more particularly to the conduct of the site visit. To view the Information note on ENQA Board decisions document, please follow this link here.

Externally reviewed agencies: AustriaBelgiumBulgariaCroatiaThe Czech RepublicDenmarkFinlandFranceGermanyHungaryLithuaniaThe NetherlandsNorwayPolandRomaniaRussiaSpainSwedenSwitzerlandUK

AERES - Evaluation Agency for Research and Higher Education (France)
Founding Date:
CNÉ 1985 (AERES 2006)
ENQA Full Membership:
CNÉ 2000 (AERES 2007)
Ownership: Independent body.
Scope of Authority: All institutions of higher education and research bodies in France.
Agency's Role: Evaluation of HEIs and research bodies, research activities of research units, education and degrees of HEIs. Review and evaluation of quality of the main "missions of public service" of HEIs and research bodies and of the strategies they developed to carry out their teaching/research tasks and results.

CTI - Commission des Titres d'Ingénieur
(France)
Founding Date:
1934
ENQA Full Membership:
2005

AQA - Austrian Agency for Quality Assurance (Austria)

Founding Date: 2003
Ownership: Independent non-governmental organisation (on initiative of universities, union of students, Ministry for education and science).
Scope of Authority: Institutional, programme and thematic evaluation and monitoring for all kinds of higher education (Austria and abroad).
Agency's Role: Evaluation, monitoring, support in follow-up, development of methods and procedures.

AEQES - Agence pour l’Evaluation de la Qualité de l’Enseignement Supérieur organisé ou subventionné par la Communauté française (Belgium)
Founding Date:
2002
Ownership:
AEQES has new legislation since February 2008. AEQES is funded by the Ministry of the French Community of Belgium. It is independent of both the institutions of higher education and the government of the French Community.
Scope of Authority: AEQES is responsible for the external evaluation of the quality of higher education in the French Community in Belgium. The agency evaluates universities, “hautes écoles” (non-university HEIs), art academies and conservatoires, higher institutes of architecture and adult learning institutions.
Agency's Role: AEQES is the only agency officially recognised in the French Community. It aims at stimulating co-operation among HEIs, developing quality culture and disseminating good practices. It is in charge of the policies and guidelines concerning the external evaluation of HEIs and their programmes in the area.

EUA - Institutional Evaluation Programme (Belgium)
Founding Date:
1994
ENQA Full Membership: 2000
Ownership: Independent, non-governmental organisation, self-funded activity.
Scope of Authority: Higher education.
Agency's Role: Institutional evaluation.

NVAO - Accreditation Organisation of the Netherlands and Flanders (Belgium)

Founding Date: 2002
ENQA Full Membership: 2003
Ownership: NVAO is created by treaty between the Netherlands and Flanders as an independant quality assurance agency. There is no influence of universities, university colleges or the Dutch or Flemish Ministry of Education.
Scope of Authority: Accreditation of all programmes in Dutch and Flemish Higher Education, i.e. universities, university colleges and other institutes of higher education.
Agency's Role: The organisation is responsible for accreditation of existing degree courses and the assessment of new degree courses.

VLHORA - Council of Flemish Institutions of Higher Education (Belgium)

VLIR - QAU - Flemish Interuniversity Council Quality Assurance Unit
(Belgium)
Founding Date:
1976
ENQA Full Membership: 2000
Ownership: Independent organisation financed by the Flemish universities
Scope of Authority: VLIR is a consultative body representing the 6 Flemish universities.
Agency's Role: Stimulate co-operation among the universities and between the universities and the public authorities. Act as a common voice on university management, development, legislation, research, quality assessment and evaluation etc.

NEAA - National Evaluation and Accreditation Agency
(Bulgaria)
Founding Date: 1996
ENQA Full Membership: 2008
Ownership: NEAA was established in 1996 by ordinance of the Council of Ministers as a specialised state body of the Council of Ministers for quality assurance in higher education.
Scope of Authority: NEAA itself establishes and approves criteria and procedures for evaluation, accreditation and post-accreditation monitoring in compliance with the HEA and the state standards.
Agency's Role: NEAA’s mission is to assist the HEIs to maintain and improve the quality of education in the Republic of Bulgaria. The agency aims at stimulating and improving the quality of the educational and research services as well as at raising their competitiveness.

ASHE - Agency for Science and Higher Education (Croatia)

Founding Date: 2005
ENQA Full Membership: 2011
Ownership: Independent public institution
Scope of Authority: Higher education institutions and research organisations in the Republic of Croatia
Agency's Role: Quality improvement of higher education and research through evaluation procedures and dissemination of information and best practices.

Accreditation Commission Czech Republic (The Czech Republic)
Founding Date:
1990
ENQA Full Membership:
2002
Ownership: Independent body taking care of quality in higher education.
Scope of Authority: Evaluation and accreditation of all existing study programmes.
Agency's Role: Accreditation of study programmes, complex institutional accreditation.

EVA - Danish Evaluation Institute
(Denmark)
Founding Date:
1992
ENQA Full Membership:
2000
Ownership: Independent, but funded by the Ministry of Education.
Scope of Authority: All levels of education.
Agency's Role: Quality assessment of education. Systematic evaluation of education. Accreditation. Development of relevant methods and techniques for evaluation and quality assurance.

The Accreditation Institution
(Denmark)
Founding Date:
2007
ENQA Full Membership:
2010
Ownership: Independent public institution. Duties are regulated by the Accreditation Act of 27th of March 2007.
Scope of Authority: Pre-accreditation, accreditation and approval of programmes at higher educational level.
Agency's Role: The Accreditation Institution is composed of two entities: the Accreditation Council, which is tasked with the accreditation and approval of university study programmes; and the agency, ACE Denmark, which is responsible for the analysis and preliminary assessment of programmes. The institution is inter alia working on developing methods and techniques for quality assurance, gathering and disseminating of relevant national and international accreditation experiences, and contributions to the further development of the accreditation concept.

FINHEEC - Finnish Higher Education Evaluation Council
(Finland)
Founding Date:
1996
ENQA Full Membership:
2000
Ownership: Funded by the Ministry of Education, but independent of the Ministry and the HEIs.
Scope of Authority: A co-ordinating and implementing expert organisation independent of both educational administration and institutions of higher education. Does not make administrative decisions.
Agency's Role: The Council organises evaluations of quality work and institutional, programme and thematic evaluations. It provides advisory and consultancy services in the implementation of the evaluations, develops evaluation methodology and disseminates good Finnish and international practices to HEIs and the Ministry of Education.

ACQUIN - Accreditation, Certification and Quality Assurance Institute
(Germany)
Founding Date:
2001
ENQA Full Membership:
2003
Ownership: Registered organisation governed by HEIs.
Scope of Authority: Quality assurance accreditation in higher education teaching and studying.
Agency's Role: Evaluation of the reasons for the introduction of the new programme, its objective and relevance, contents and curricular design, examination procedures and standards, quality assurance measures, teaching and learning methods, successfulness and institutional support, infrastructure and resources.

AHPGS - Accreditation Agency for Study Programmes in Health and Social Sciences
(Germany)
Founding Date:
2001
ENQA Full Membership:
2009
Ownership: AHPGS is a legally recognised, independent and non-profit accreditation agency.
Scope of Authority: Accreditation of study programmes in health and social sciences.
Agency's Role: The aim of the accreditation is to evaluate subject-specific concepts on which the programmes are based and to judge the quality of the programmes and of teaching. Additional goals are to ensure the quality of the study programmes, to promote flexibility and coherence within them, and to improve the transparency of the German HE system.

AQAS - Agentur für Qualitätssicherung durch Akkreditierung von Studiengängen
(Germany)
Founding Date:
2002
ENQA Full Membership:
2008
Ownership: AQAS is a non-profit organisation that is independent of HEIs and functions outside of HEIs.
Scope of Authority: AQAS provides accreditation for study programmes from all academic disciplines and throughout Germany. Programmes are accredited for a limited period of time and then need to be re-accredited.
Agency's Role: AQAS is one of currently six accreditation agencies in Germany. It received its accreditation from the German Accreditation Council (Akkreditierungsrat) on February 14th, 2002 for the duration of five years.

ASIIN e.V. - Accreditation Agency Specialised in Accrediting Degree Programmes in Engineering, Informatics, the Natural Sciences and Mathematics
(Germany)
Founding Date:
1999
ENQA Full Membership: 2007
Ownership: Non-profit, registered association.
Scope of Authority: Organised as a membership-based not-for-profit association under German law, ASIIN e. V. is carried by a broad coalition of academic and professional associations and higher education institutions. All activities of ASIIN e. V. are aimed at securing and further expanding high standards and the quality of higher education - within Germany and internationally. ASIIN operates internationally on a private-law base but is located in Germany and authorized as agency under the respective national public law in Germany, Switzerland and The Netherlands.
Agency's Role: In the field of programme accreditation, ASIIN e. V. is specialised in reviewing degree programmes in engineering, informatics, mathematics and the natural sciences and all interdisciplinary combinations to these subject. At the institutional level, ASIIN e. V. undertakes reviews of quality management systems at higher education institutions. The areas of expertise are reflected in the composition of its boards and committees which consist of national and international experts in the respective fields.

EVALAG - Stiftung Evaluationsagentur Baden-Wuerttemberg
(Germany)
Founding Date:
2000
ENQA Full Membership:
2001
Ownership: Foundation under the terms of Public Law, non-governmental body, partly endowed by the Government.
Scope of Authority: Quality assurance agency for higher education in Germany and outside Germany.
Agency's Role: EVALAG is a centre of excellence for quality assurance and enhancement. It has supported higher education institutions and other scientific institutions with their commitment for good quality in teaching and learning, research and services since October 2009. EVALAG is accreditated as an accreditation agency.

FIBAA - Foundation for International Business Administration Accreditation
(Germany)
Founding Date:
1994
ENQA Full Membership:
2001
Ownership: Swiss-German non-profit foundation for quality assurance with managing office in Bonn, Germany. Board and commission representatives from universities and HEIs, business and student associations and industry.
Scope of Authority: Accreditation and quality assurance agency for universities and HEIs. Certified by the German accreditation council since 2000 (re-accreditation in 2007), Nederlands-Vlaamse Accredita-tieorganisatie (NVAO) in the Netherlands (2006 re-accreditation in 2008) and the Federal Office for Professional Education and Technology (BBT) in Switzerland (2008). FIBAA mainly operates in Germany, Austria and Switzerland but also in other European Countries as well as in Africa, Asia and the USA.
Agency's Role: FIBAA accreditation processes are aiming to assure required quality of study programmes in line with national and international standards and guidelines. It supports the validity of the final qualification with employability requirements, ensures the diversity and transparency of study programmes for students, and promotes international mobility. Furthermore FIBAA consults and supports universities and HEIs in their efforts to develop and improve in their quality security management.

GAC - German Accreditation Council
(Germany)
Founding Date:
1999
ENQA Full Membership:
2000
Ownership: Established by Kultusministerkonferenz (Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany) and Hochschulrektorenkonferenz (Association of Universities and Other Higher Education Institutions in Germany). Financed by the Länder of the Federal Republic of Germany.
Scope of Authority: Accrediting Accreditation Agencies.
Agency's Role: The GAC has been set up in accordance with the resolution of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (Kultusministerkonferenz - KMK) adopted on 3 December 1998. The main purpose of the GAC is to contribute to the development in the quality of teaching and learning in Germany and, with this in mind, to cooperate in the realisation of the European Higher Education Area. To this end, on behalf of the German Federal States, the Foundation takes care that the agencies certified to carry out processes of accreditation of study programmes demonstrate that they do this to the highest degree of quality, comparability and transparency. Before any agency is given the authority to award the quality seal of the Foundation for study programmes that have successfully accomplished an accreditation process, it must itself be subject to an accreditation process. On application from the agency, the accreditation process is carried out by the Accreditation Council which, as the central decision-making body of the Foundation, decides on the accreditation or reaccreditation of agencies. The accreditation of agencies is carried out on the basis of the Criteria for the Accreditation of Accreditation Agencies that have been developed by the Accreditation Council. In accordance with a total of twenty individual test areas for such criteria, the agencies are required, for example, to furnish proof of the legitimacy and function of its institutions, to formulate their understanding of quality based on an evaluation of Learning Outcomes, to explain their personnel structure and other resources or to prove the managerial independence of the agency or its accreditative Institutions. Furthermore, the agencies commit themselves to the deployment of the Criteria for the Accreditation of Study Programmes not just during the accreditation process but also on a contractual basis. This part of the criteria applies equally to agencies and Higher Education Institutions, in that it names the quality elements of the accreditation programme to be checked by the agency where documents have to be presented by the Higher Education establishments as part of the accreditation process. With a view to the realisation of the European Higher Education Area, the recognition of the German Quality Seal, and thus also guaranteeing the recognition and study achievements and degrees awarded from German Higher Education Institutions and promoting their reputation outside Germany, also falls within the remit of the Foundation. By taking the European Standards and Guidelines for Quality Assurance in the European Higher Education Area of the European Association for Quality Assurance in Higher Education (the ENQA) wholly into account in their own relevant regulations, the Accreditation Council has made an important contribution to the development of the European Higher Education Area.

ZEvA - Central Evaluation and Accreditation Agency Hannover
(Germany)
Founding Date:
1995
ENQA Full Membership:
2000
Ownership: Common foundation of all Lower Saxon HEIs. Boards comprise members of HEIs in Germany and abroad as well as members of professional practice.
Scope of Authority: All universities and HEIs in the Federal Republic of Germany. All subjects and scientific fields. The first German agency accredited by the Accreditation Council in Bonn.
Agency's Role: To assure and improve quality in higher education, to advice HEIs and governments on evaluation and accreditation procedures. Evaluation: Recommendations to HEIs concerning the improvement of teaching and learning as well as performance, publication of evaluation reports. Accreditation: Recommendations to ministries of science and education regarding the approval of Bachelor's and Master's degree programmes, awarding accreditation certificates, discussion and definition of minimum standards.

HAC - Hungarian Accreditation Committee
(Hungary)
Founding Date:
1993
ENQA Full Membership:
2002
Ownership: Independent professional body, financed through Parliament.
Scope of Authority: Evaluation of universities and colleges, new degree programmes, national qualification requirements, doctoral schools, specialised postgraduate programmes, accredited two-year postsecondary vocational programmes, new universities and colleges applying for operating licences, new faculties applied for by colleges and universities, licence applications of foreign HEIs, credit system regulations. Also, drafting of international agreements on diploma recognition and equivalence and stating opinions regarding the appointment of university and college professors.
Agency's Role: Responsibility for the supervision of the quality of Hungarian higher education.

SKVC - Centre for Quality Assessment in Higher Education
(Lithuania)
Founding Date:
1995
ENQA Full Membership:
2012
Ownership: Operationally independent public authority, established and funded mainly by the Ministry of Education and Science of the Republic of Lithuania.
Scope of Authority: Higher education system in Lithuania
Agency's Role: To increase awareness of the quality of higher education and promote its improvement. Evaluation of the quality of higher education (by institutions and by programs), credential evaluation (of foreign HE qualifications and qualifications giving access to HE); provision of information on HE systems and qualifications recognition; information provision to mobile researchers; other functions in accordance with legal acts.

NVAO - Accreditation Organisation of the Netherlands and Flanders
(The Netherlands)
Founding Date:
2002
ENQA Full Membership:
2003
Ownership: NVAO is created by treaty between the Netherlands and Flanders as an independant quality assurance agency. There is no influence of universities, university colleges or the Dutch or Flemish Ministry of Education.
Scope of Authority: Accreditation of all programmes in Dutch and Flemish Higher Education, i.e. universities, university colleges and other institutes of higher education.
Agency's Role: The organisation is responsible for accreditation of existing degree courses and the assessment of new degree courses.

QANU - Quality Assurance Netherlands Universities
(The Netherlands)
Founding Date:
2004
ENQA Full Membership:
2005
Ownership: Private, non-profit organisation.
Scope of Authority: Universities
Agency's Role: External quality assessment.

NOKUT - Norwegian Agency for Quality Assurance in Education
(Norway)
Founding Date:
1998
ENQA Full Membership:
2000
Ownership: Ministry of Education and Research.
Scope of Authority: Professional and independent governmental agency.
Agency's Role: NOKUT is an internationally recognised quality assurance agency. The agency serves to create public trust in the quality of Norwegian higher education, tertiary vocational education and recognised foreign education qualifications. NOKUT's responsibility also covers general recognition of foreign higher education qualifications.

PKA - The Polish Accreditation Committee
(Poland)
Founding Date:
2002
ENQA Full Membership:
2009
Ownership: Independent statutory body established by the Higher Education Act.
Scope of Authority: To assess the quality of education in individual fields of study; and to give opinions on applications for the establishment of new higher education institutions, the extension of permits for the establishment of non-public institutions, and for the authorisation for higher education institutions to establish new degree programmes.
Agency's Role: Support Polish public and non-public higher education institutions in the development of educational standards matching the best models adopted in the European and global academic space. Act as a platform for co-operation and dialogue between all parties interested to work with a view to ensuring high quality of higher education.

ARACIS - Agency for Quality Assurance in Higher Education
(Romania)
Founding Date:
2005
ENQA Full Membership:
2009
Ownership: According to the Romanian law, ARACIS is a legal, financially independent and autonomous public institution of national interest. It continues to perform the functions of the former Romanian National Council for Academic Assessment and Accreditation (NCAAA).
Scope of Authority: ARACIS is an autonomous public institution, with the task of assuring and improving the quality of the higher education system in Romania.
Agency's Role: ARACIS is responsible for both accreditation and quality assurance in higher education.

NAA - National Accreditation Agency of the Russian Federation
(Russia)
Founding Date:
1995
ENQA Full Membership:
2009
Ownership: NAA operates under the authority of the Federal Service of Supervision in Education and Science.
Scope of Authority: NAA is recognised as the organisation in Russia responsible for dissemination of knowledge and information on procedures of the state accreditation of HEIs.
Agency's Role: Develops materials and methodological recommendations for conducting self-evaluations and external reviews, trains experts, conducts research into the development of QA of higher education in Russia, prepares the final reports on the quality of the HEI.

AAC - Agencia Andaluza del Conocimiento
(Spain)
Founding Date:
2001
ENQA Full Membership:
2000
Ownership: Independent from regional government.
Scope of Authority: Regional university and R&D systems.
Agency's Role: Assessment of teaching and management activities in universities. Assessment of R&D activities (competitive projects, research groups, professors and researchers).

ACSUCYL - Quality Assurance Agency for the University System in Castilla y León
(Spain)
Founding Date:
2001
ENQA Full Membership:
2010
Ownership: Independent from the regional government, directed by a Board of Directors.
Scope of Authority: University System in Castilla y León.
Agency's Role: Evaluation, certification and accreditation of the activities related to the quality of the university system, and specifically the evaluation of teaching staff, degrees, research, as well as institutional quality. The agency also carries out cooperation and coordination activities.

ACSUG - Agency for Quality Assurance in the Galician University System (Spain)
Founding Date:
2001
ENQA Full Membership:
2009
Ownership: The agency is independent and has its own full legal personality. ACSUG has established a clear difference in the structure and functions between the governing bodies (Director, President and Board of Directors), the assessment organs (Galician Committee for Reports, Assessment, Certification and Accreditation (CGIACA)) and the consultative organs (Advisory Board).
Scope of Authority: Galician University System.
Agency's Role: Assessment, certification and accreditation of institutions (programmes, services, teaching activity evaluation, Internal Quality Assurance Systems of the centres and other processes). Labour market insertion analysis and surveys. Evaluation of teaching staff prior to hiring in the Galician universities and evaluation of the teaching staff for the assignment of complementary compensation.

ANECA - National Agency for Quality Assessment and Accreditation of Spain
(Spain)
Founding Date:
2002
ENQA Full Membership:
2003
Ownership: Independent from government, directed by a board of trustees.
Scope of Authority: National.
Agency's Role: Independent, non-profit body.

AQU - Catalan University Quality Assurance Agency
(Spain)
Founding Date:
1996
ENQA Full Membership:
2000
Ownership: The agency is independent, but funded by the Ministry of Education and Universities of the Catalan Government. The Board of the agency is comprised of representatives from different institutions, government and independent members.
Scope of Authority: All universities in Catalonia.
Agency's Role: Evaluation, certification and accreditation of institutions (programmes, centres, services, processes) and teaching staff.

HSV - National Agency for Higher Education
(Sweden)
Founding Date:
1993
ENQA Full Membership: 2000
Ownership: Government organisation.
Scope of Authority: Universities and university colleges and nursing colleges.
Agency's Role: Support and follow-up of quality assurance systems in HEIs. National evaluations. Accreditation of degree-level courses at university colleges and of private initiatives of higher education courses.

OAQ - Swiss Center of Accreditation and Quality Assurance in Higher Education
(Switzerland)
Founding Date:
2001
ENQA Full Membership:
2006
Ownership: OAQ operates independently, and bases its work on international practices and research findings.
Scope of Authority: OAQ is the only national agency active in the field of quality assurance and accreditation in higher education.
Agency's Role: OAQ accredits institutions and study courses and carries out evaluation procedures and institutional audits. It defines the quality standards and develops guidelines for assessing the quality. OAQ’s focus is on quality evaluations and on quality improvement. The agency provides services and carries out mandates for the Swiss University Conference and other Federal partners. It also provides information about quality assurance and accreditation.

ECCE - The European Council on Chiropractic Education
(UK)
Founding Date:
1981
ENQA Full Membership: 2010
Ownership: Independent, non-governmental organisation.
Scope of Authority: Chiropractic education and training in Europe.
Agency's Role: Accreditation of Higher Education institutions delivering chiropractic training.

QAA - Quality Assurance Agency for Higher Education
(UK)
Founding Date:
1997
ENQA Full Membership:
2000
Ownership: Independent organisation. Board comprises representatives of institutions, representatives of government funding agencies, and independent members.
Scope of Authority: All universities and HEIs in the UK. Collaborative provision between UK HEIs and overseas partners and between HEIs and further education establishments.
Agency's Role: To promote public confidence that quality of provision and standards of awards are being safeguard and enhanced.

Posté par pcassuto à 16:17 - - Permalien [#]
Tags :


3e Appel à Projet de l'Office Méditerranéen de la Jeunesse

http://www.officemediterraneendelajeunesse.com/images/stories/new_logo.jpgPour la troisième année consécutive, l’Office Méditerranéen de la Jeunesse lance un appel à projets pour la labellisation de nouvelles formations d’excellence en Méditerranée. Le label « Office Méditerranéen de la Jeunesse » est octroyé aux formations de Master et Doctorat à la suite de l’appel à projets: ce label  est donné à une formation - de niveau Master ou Doctorat - qui répond aux conditions et critères fixés par l’OMJ en vue de faciliter les parcours de mobilité des jeunes sur des filières de formation prioritaires pour le développement de l’espace méditerranéen et qui facilite l’emploi des jeunes dans leur pays d’origine.
Les formations sont labellisées pour la durée de la période d’expérimentation de l’OMJ : jusqu’à l’année universitaire 2013/2014 incluse. Pendant la durée de leur labellisation, elles peuvent proposer chaque année les candidatures de leurs meilleurs étudiants pour l’attribution de bourses.
Un nouvel appel à projets est conduit chaque année, permettant à de nouvelles formations d’obtenir le label. Le label « Office Méditerranéen de la Jeunesse » permet notamment aux étudiants de bénéficier de bourses d‘excellence destinées à financer un ou deux semestres de mobilité. Date de dépôt des candidatures: 31 janvier 2013.
Plus de renseignements sur cet appel à projet sur le site de l'OMJ.
http://www.officemediterraneendelajeunesse.com/images/stories/new_logo.jpgDécouvrir le projet de l’Office Méditerranéen de la Jeunesse
Initié par la France en 2010, l’Office Méditerranéen de la Jeunesse est un programme pilote multilatéral qui facilite la mobilité des étudiants de Master et de Doctorat, au sein des pays du pourtour méditerranéen. L’OMJ a pour finalité de favoriser les échanges et la connaissance mutuelle et de contribuer au développement économique et social de ses seize pays membres. Dans cette perspective, il a pour objectifs de:
- Développer les échanges universitaires dans les secteurs prioritaires du développement des pays partenaires  en cohérence avec leur marché du travail;
- Faciliter la mobilité des meilleurs étudiants  de master et doctorat  de l’espace méditerranéen à travers la labellisation de formations d’excellence donnant lieu à des co-diplomations et un système de bourses de mobilité;
- Promouvoir une première expérience professionnelle à l’étranger, avec la mise en place d’une plate-forme de stages et d’emplois.
A ce jour, l’OMJ est  le réseau universitaire méditerranéen le plus important. 180 établissements d’enseignement supérieur sont membres du programme, 80 formations (Master/Doctorat) d’excellence co-diplômantes ont reçu le label OMJ dans 12 filières d’intérêt méditerranéen et près de 250 étudiants ont bénéficié d’une bourse de mobilité OMJ, soit  400 semestres financés. Cliquez ici pour ouvrir la page des contacts.
http://www.officemediterraneendelajeunesse.com/images/stories/new_logo.jpg Για τρίτη συνεχή χρονιά, το Μεσογειακό Γραφείο Νεότητας δημοσίευσε πρόσκληση υποβολής προτάσεων για την επισήμανση των νέων αριστείας εκπαίδευσης στην περιοχή της Μεσογείου. Η ετικέτα «Μεσογειακό Γραφείο Νεότητας" απονέμεται σε Master και PhD εκπαίδευση μετά την πρόσκληση για την υποβολή προτάσεων: Αυτή η ετικέτα δίνεται στην εκπαίδευση - Master ή Διδακτορικό επίπεδο - που πληροί τις απαιτήσεις και τα κριτήρια που καθορίζονται από το «OMJ για τη διευκόλυνση της κινητικότητας των νέων σε προγράμματα κατάρτισης προτεραιότητα για την ανάπτυξη της περιοχής της Μεσογείου και να διευκολυνθεί η απασχόληση των νέων στη χώρα καταγωγής τους. Περισσότερα...

Posté par pcassuto à 12:28 - - Permalien [#]

Penelope - plateforme des porteurs de projet du programme EFLTV

http://penelope.2e2f.fr/img/elements/logo.jpgBienvenue sur Penelope. Cette plateforme est dédiée aux candidats et bénéficiaires des appels à propositions du Programme pour l'éducation et la formation tout au long de la vie.
Les informations de cette plateforme sont spécialement destinées aux candidats et bénéficiaires résidant en France, aux organismes situés sur le territoire français, et aux lycées français établis dans un des pays éligibles au programme.
L'espace projet de Penelope

Chaque candidat ayant déposé une candidature à l'agence Europe-Education-Formation France dispose d'un espace projet sécurisé afin de suivre l'évolution de son projet. Information importante: l'espace projet est créé lors du traitement de la candidature par l'agence. Tous les candidats ne reçoivent donc pas leur accusé de réception le même jour.
Appels à propositions et fiches-actions

Vous trouverez ci-dessous l'ensemble des programmes et actions proposés par l'agence Europe-Education-Formation France dans le cadre du programme d'Education et de Formation tout au long de la vie 2007-2013. Les documents officiels des appels à propositions, ainsi que les principes et règles administratives régissant chaque action sont synthétisés dans les fiches-actions. Les liens et indications vers les formulaires de candidatures et rapports sont indiqués dans ces fiches-actions. Soyez vigilant au choix de l'appel à propositions lors de votre consultation de la fiche-action. Certaines règles peuvent changer d'une année sur l'autre.
L'appel à propositions 2013 est publié

Consultez les documents de l'appel à propositions 2013 dans les fiches-actions 2013 de Penelope.
Restez informés des dernières actualités

Inscrivez-vous à la lettre électronique Soleo-flash pour recevoir les dernières actualités du programme.
Le programme d'éducation et de formation tout au long de la vie

Voir le tableau synoptique qui présente les opportunités proposées aux candidats du programme EFTLV. Les couleurs correspondent aux sous-programmes.
http://penelope.2e2f.fr/img/elements/logo.jpg Καλώς ήρθατε στην Πηνελόπη. Η πλατφόρμα αυτή είναι αφιερωμένη στους αιτούντες και τους αποδέκτες των προσκλήσεων υποβολής προτάσεων για το πρόγραμμα της εκπαίδευσης και της κατάρτισης σε όλη τη ζωή.
Η πληροφορία ότι η πλατφόρμα ειδικά για τους αιτούντες και τους δικαιούχους που κατοικούν στη Γαλλία, οι οργανισμοί που βρίσκονται στη γαλλική επικράτεια και τα γαλλικά σχολεία που είναι εγκατεστημένα σε χώρα επιλέξιμη για το πρόγραμμα.

Πηνελόπη χώρο του έργου

Κάθε υποψήφιος υποβάλει αίτηση στον οργανισμό Ευρώπη-Εκπαίδευση-Σχηματισμός Γαλλία έχει ένα διαστημικό πρόγραμμα για να εξασφαλίσει την παρακολούθηση του έργου Σημαντικές Πληροφορίες
. Περισσότερα...

Posté par pcassuto à 11:54 - - Permalien [#]

Construction Higher Apprenticeship Framework project update

HEFCE logoLifelong Learning Networks have worked with worked with UVAC and Construction Skills to facilitate and support the development of a Construction Higher Level Apprenticeship Framework (to include Foundation Degrees) as part or all of the Technical/Competence Qualification required by the Specification of Apprenticeship Standards for England (SASE).
The project was initiated by the LLN National Forum following the publication of their paper ‘Developing Higher Apprenticeships in England, published in May 2010.
Below are some additional relevant papers:

For more information, or to get involved, please contact:
Adrian Anderson, UVAC Chief Executive a.anderson@bolton.ac.uk
Jill Ward, Project Chair jill.n.ward@btinternet.com
Claire Newhouse, LLN National Co-ordinator c.newhouse@higheryork.org.

Posté par pcassuto à 02:01 - - Permalien [#]

Call for proposals to deliver a programme of student demand-raising activity in modern foreign languages (MLF)

HEFCE logoProposals should be submitted by noon on Wednesday 9 January 2013.
1. We wish to invite higher education institutions (HEIs) in England with provision in modern foreign languages (MFL) to submit proposals to deliver a programme of student demand-raising activity, with the aim of sustaining modern foreign language education in England. Proposals should be submitted by noon on Wednesday 9 January 2013.
2. The successful institution will be expected to deliver the programme for a period of three years from 1 August 2013 to 31 July 2016, to run consecutively after the existing programme.
Background

3. The remit of this call for proposals extends to all modern languages. It is not restricted to modern European languages (for example, those warranting separate panels in previous Research Assessment Exercises).
4. As part of HEFCE’s support for MFL as a Strategically Important and Vulnerable Subject (SIVS), we have supported the Routes into Languages (Routes) project to increase the take-up of modern language degree programmes in England. The current round of funding for the Routes project will conclude in July 2013.
5. An evaluation of the Routes programme, undertaken by SQW and published in April 2011, concluded that Routes has made good progress against its aims, particularly in terms of increasing participation, raising the profile of languages and establishing partnerships and collaboration both within the higher education (HE) sector and between HE and schools. In 2009, Professor Michael Worton’s ‘Review of Modern Foreign Languages provision in higher education in England’ (HEFCE 2009/41) noted that: ‘there is strong evidence that the nine regional consortia of Routes into Languages are making significant contributions to interest in and study of languages. This regional focus is particularly significant and has resulted in some innovative and potentially sustainable inter-sectoral and cross-sectoral partnerships’ (paragraph 38).
6. HEFCE continues to support MFL within our new policy approach to SIVS. Our support to date includes:
  1. A tuition fee supplement for students engaging in a year of study or work abroad through the Erasmus exchange programme, or study abroad through another route, from 2014-15 onwards. This supplement is intended to compensate institutions for the costs involved in participating in exchange programmes.
  2. Exemption from the adjustments to student number controls for 2012-13 and 2013-14, on condition that institutions sustain provision at current levels.
  3. Ongoing investment into demand-raising activity in MFL.

Details of HEFCE’s support for science, technology, engineering and mathematics (STEM), modern foreign languages, and quantitative social science can be found at www.hefce.ac.uk.
7. We are launching an open competition for a new programme of student demand-raising activity, which will seek to build on the Routes programme to deliver our core aim of increasing and diversifying MFL participation in HE in England. A key issue will be that the new programme should promote the principle identified in Michael Worton’s 2009 review, which is that the MFL community should seek to secure its own future, rather than rely on government funding. 
MFL in context
8. When considering how best to continue our support for MFL, we have taken into account the broader policy context.
Schools and colleges
9. The impact of policy and trends in primary and secondary schools can be felt in HEIs, firstly in terms of the range and volume of potential applicants and of their preparedness for university study, and secondly with regard to teacher supply. The latter can produce a virtuous circle effect, as well-qualified teachers inspire new generations of students. There are signs that the English Baccalaureate (introduced in 2011) could drive an increased uptake in languages at Key Stage 4. However, this will take some time to take effect. The Government also proposes the statutory inclusion of languages at Key Stage 2, and is considering further reforms to GCSEs and to A‑levels. The new programme should complement and build on these developments.
The year abroad
10. In 2012 the Government and HEFCE agreed an approach to fees and grants that seeks to keep in balance the supply and demand for exchange programmes. Additionally, we suggested that future demand-raising activity in MFL should seek to promote outward mobility by students in all disciplines, given the current net in-flow of students within the Erasmus programme and the widespread recognition of the employability benefits of international experience and language proficiency. 
Widening participation and outreach
11. The advent of higher fees, coupled with the longer study period generally required for MFL, may mean that MFL programmes present higher barriers than usual to students from low participation backgrounds. The new programme should complement and capitalise on the new outreach activities HEIs are undertaking in the context of their access obligations within the new fees regime. 
Economic competitiveness
12. Several studies have examined demand from employers for MFL skills, including a December 2011 Education and Employers Taskforce report, ‘The Economic Case for Language Learning and the role of Employer Engagement’. Theyillustrate that inadequacy in language proficiency is seen as a problem for the UK’s national economy and international position, and that UK graduates with foreign language skills continue to be sought after by employers. The Confederation of British Industry Education and Skills Survey 2012 reports that 21 per cent of companies are concerned that weaknesses in foreign language proficiency are losing them business, and that among these, 52 per cent are looking to recruit staff with the appropriate skills. The British Academy has also recently highlighted the centrality of modern language studies and language proficiency to a competitive economy, stressing that language scholarship is a long-term investment for the individual, for research, for competitiveness and for society at large. These arguments are made in two reports: ‘Language Matters’ (2009) and ‘Language Matters More and More’ (2011).
13. In addition to language skills, a joint British Academy position statement with the University Council for Modern Languages (UCML), ‘Valuing the Year Abroad’, states that employers are also seeking cultural fluency among their employees to help in building relations with overseas contacts. The new programme should demonstrate how engagement with employers will serve to stimulate demand for MFL study programmes and promote the employability of MFL graduates.
Developing the programme
14. Crucial to the development of this new programme is the need to build on the achievements of Routes and the expertise and materials the project has generated, while securing a new impetus to address the imperatives arising from the HE reforms and the reforms in schools. The programme will need to ensure that it commands the confidence of those involved with these activities. In addition, the programme should encourage the participation of HEIs delivering MFL who are not currently engaged with demand-raising activities.
15. This new programme should aim to maintain the sustainability of MFL within the broader context of HE, encouraging the MFL community to secure its own future, taking into account the new landscape for student fees and finance in HE. There are a number of elements that we would expect to see reflected in the proposals submitted to us. Each proposal should:

  1. Demonstrate awareness and understanding of the changing policy environment in MFL, and within schools and HE generally, including the particular challenges of attracting students to study MFL in the new student finance environment. The programme should complement the new landscape of outreach activity and fair access regulation following the HE reforms by building upon expenditure HEIs will be undertaking via Access Agreements and Strategic Assessments.
  2. Deliver a holistic programme of national and sub-national activities in England, to increase take-up of, and broaden the social profile of, students studying MFL in HE. The programme should provide national coverage, with coordination of different strands of activity. Programme activities should consider local and regional needs, highlight the importance of a range of different languages, and be embedded in institutional outreach programmes at participating HEIs.
  3. Illustrate how the momentum of demand-raising activity in MFL can be sustained by building on the existing programme of activity. The programme should illustrate engagement with key language stakeholders and how it will incorporate learning from issues arising from SQW’s 2011 evaluation of Routes.
  4. Demonstrate how students in all disciplines (including non-language specialists) can be encouraged to participate in the year abroad. The programme should raise early awareness of the global perspectives and intercultural competencies which this kind of interaction promotes.
  5. Demonstrate how to promote the career opportunities and employability of MFL students, and their progression to higher levels of study. The programme should develop awareness of the range of career prospects for MFL graduates and students considering MFL study at HE level. The programme should also promote progression to postgraduate studies, including to MFL teacher training courses and for applications from MFL students whose first language is English to translation and interpreting courses.
  6. Address the need to achieve long-term sustainability. The programme should include a sustainability strategy which encourages HEIs to invest in measures to address MFL sustainability. The proposal should also indicate how the programme may generate alternative sources of income.
  7. Outline the structure, experience and expertise of the proposed project team, together with the infrastructure support to be provided by the senior management team of the institution. We would consider the commitment and enthusiasm of the HEI’s senior management for the programme as being fundamental to its success.
  8. Indicate the costs of delivering the programme of activity between 1 August 2013 and 31 July 2016, and include a breakdown of all cost elements. We have set aside an indicative £1 million per annum but value for money will be a key factor taken into account.
  9. Include a robust and comprehensive formulative and summative evaluation strategy. This should allow the programme to reflect and refine the activities it undertakes, as well as the value it adds as a central point for contact, co-ordination and networking across the broader sector.
Additional information
16. The programme should be overseen by a steering group appointed by the lead HEI and approved by HEFCE. The steering group should consist of an independent chair, members from other HEIs, professional bodies (including UCML) and stakeholders (including HEFCE). The steering group should advise on strategy and direction, but the lead HEI will be the body accountable to HEFCE.
17. HEFCE will licence the successful HEI to use the ‘Routes into Languages’ brand name and logo on behalf of and for the benefit of the HE sector.
Application and assessment processes
18. Institutions wishing to discuss this call for proposals should contact Linda Allebon (tel 0117 931 7237, e-mail l.allebon@hefce.ac.uk).
19. Institutions should submit their proposals to us by noon on Wednesday 9 January 2013. Please e-mail proposals to Linda Allebon at l.allebon@hefce.ac.uk.
20. Submitted proposals will be assessed against the criteria outlined in paragraph 15 by a panel consisting of representatives from the Department for Education, the British Academy, the modern languages community, HEFCE and industry. Shortlisted institutions will then be contacted to discuss their proposal or invited to interview by the end of January 2013. Interviews will be held in London on Thursday 7 February 2013.
21. We expect to make an announcement of the successful proposal on the HEFCE web-site by the end of February 2013.
Yours sincerely
Sir Alan Langlands, Chief Executive
Enquiries should be directed to: Linda Allebon, tel 0117 931 7237, e-mail l.allebon@hefce.ac.uk.
Download the Print-friendly version as PDF (69 KB).

Posté par pcassuto à 01:49 - - Permalien [#]


From visions to actions: Closing conference of the European Year of Active Ageing and Solidarity between Generations

European Foundation for the Improvement of Living and Working Conditions10 December 2012, Nicosia, Cyprus. Venue: Filoxenia Conference Centre, Lefkosia (Nicosia).
Objectives
The Cyprus Presidency closing conference is organised by the Cyprus Social Welfare Services of the Ministry of Labour and Social Insurance, with the support of the European Commission (DG Employment, Social Affairs and Inclusion). The year 2012 has been designated as the European Year for Active Ageing and Solidarity between Generationsand intended to raise awareness of the contribution that older people make to society. It also aimed to facilitate the empowerment of older people so that they can remain in charge of their own lives as long and as much as possible. Finally, it aimed to encourage social dialogue on issues of policy and research on active ageing and solidarity between generations. The challenge for all stakeholders is to facilitate and improve opportunities for active ageing in general and, in particular, for independent living, employment for older workers, healthcare and social participation. It is expected that successful achievements in the above areas will reduce the numbers of older adults who are socially excluded due to their age. Against these challenges, the conference aspires to:
  • celebrate the achievements and main highlights of the Year
  • provide a forum for discussion on the ways to press ahead with the momentum gained to develop concrete actions
  • enhance the commitment from key EU and national actors for political measures that are necessary in order to address the issues older people and all generations face
  • identify and exchange good practices related to current policy reforms

A preliminary conference programme is available.
Eurofound contribution
Eurofound Research Manager Agnès Parent-Thirion will make a presentation on Active Ageing and Solidarity between Generations - evidence from Eurofound surveys, during Session A (10:00 to 11:20).
See also Cyprus Presidency event.

Posté par pcassuto à 01:38 - - Permalien [#]
Tags :

Global Flow of Tertiary-Level Students

http://www.uis.unesco.org/_layouts/images/UNESCO/Headers/EN/headers_EducationEN.jpgWhere do students go to study? Where do they come from? UIS data on the mobility of students shed light on the shifting demand for higher education, particularly in the developing world. To explore the data select a country from the menu, or click on the map.
More students pursuing higher education abroad
According to the latest UIS data, at least 3.6 million students in 2010 were enrolled in tertiary education abroad, up from 2 million in 2000.  The surge in internationally mobile students* reflects the rapid expansion of enrolment in higher education globally, which has grown by 78% in a decade.
East Asia and the Pacific is the largest source of international students, representing 28% of the global total. Students from China make up one-half of this figure, or 17% of the total. The United States, Australia, and Japan are their main destinations for study.
North America and Western Europe follows, accounting for 15% of those going abroad.
In relative terms, students from Central Asia and sub-Saharan Africa are the most mobile in the world. About 6 out of 100 tertiary students from Central Asia, and 5 out of 100 from sub-Saharan Africa go away to study.
Education hubs are developing in the regions and attracting growing concentrations of mobile students. South Africa, for example, received 17% of mobile students from sub-Saharan Africa in 2010. Nonetheless, France remains the region's top destination, receiving 19% of students.
The Arab States has also seen a steady rise in outbound students over the past ten years, accounting for 7% of the global total. France, the United States and the United Kingdom absorb most of these students; however, Egypt and the United Arab Emirates (Dubai) are also popular destinations for high-level studies.
Several countries have more students studying abroad than at home. In São Tomé and Principe, for example, fewer than 1,000 students were enrolled in domestic higher education institutions, representing 4% of its tertiary-age population; whereas approximately 2,500 students studied abroad, or 14% of tertiary-age population. In  other words, 18% of the population of university age were enrolled in higher education programmes. For more statistics on students flows into and out of more than 100 countries, please visit the UIS Data Centre.
* The term “internationally mobile students” refers to students who have crossed a national border to study, or are enrolled in a distance learning programme abroad. These students are not residents or citizens of the country where they study. Internationally mobile students are a sub-group of “foreign students,” a category that includes those who have permanent residency in the host country.  For this reason, the number of foreign students, globally, tends to be higher.
Quick Facts:
Top destination countries:
  • United States (19%)
  • United Kingdom (11%)
  • Australia (8%)
  • France (7%)
  • Germany (6%)
  • Japan (4%)

Top 3 destinations by region:

  • Arab States: France (29%), United States (13%), United Kingdom (10%)
  • Central and Eastern Europe: Germany (16%), Russian Federation (10%), United States (8%)
  • Central Asia: Russian Federation (46%), Kyrgyzstan (10%), Turkey (7%)
  • East Asia and the Pacific: United States (28%), Australia (17%), Japan (12%)
  • Latin America and the Caribbean: United States (33%), Spain (15%), Cuba (11%)
  • North America and Western Europe: United Kingdom (23%), United States (15%), and Germany (8%)
  • South and West Asia:  United States (38%), United Kingdom (18%), Australia (11%)
  • Sub-Saharan Africa: France (19%), South Africa (17%), United Kingdom (12%)

Top sources of international students:

  • China
  • India
  • Republic of Korea 

Regions that host the largest number of internationally mobile students:

  • North America and Western Europe (58%)
  • East Asia and the Pacific (21%), and
  • Central and Eastern Europe (9%)

Countries that have more students studying abroad than at home:

  • Andorra
  • Anguilla
  • Bermuda
  • Dominica
  • Liechtenstein
  • Luxembourg
  • Montserrat
  • São Tomé and Principe

Additional resources:

Posté par pcassuto à 01:02 - - Permalien [#]

Qualifications frameworks in Europe: an instrument for transparency and change

Publication coverCedefop - Briefing note - Qualifications frameworks in Europe: an instrument for transparency and change.
National qualifications frameworks are central to European objectives, but are becoming equally important for achieving national aims

Qualifications are increasingly important for finding a job and essential for building a career. How qualifications are classified and ranked is going through some major changes influenced by rapid development of national qualifications frameworks (NQFs) across Europe.
Currently, 35 countries are developing 39 NQFs. Ireland, France and the UK used NQFs prior to 2005, but their development in other countries was stimulated by the European qualifications framework (EQF) as a way to compare qualifications between different countries. Although NQFs remain central to achieving this European objective, they are becoming increasingly important for countries to achieve their national aims...
Challenges ahead

Progress over the past few years provides a good basis for realising NQFs’ potential, but they need to be visible beyond the limited circle of policy-makers and experts involved in creating them. The following steps are crucial for NQFs to succeed.
- Learning outcomes-based levels need to become visible to people. Including EQF and NQF levels in certificates and qualifications is a key step.
- NQFs are increasingly becoming national structuring and planning instruments. This requires producing databases and guidance materials reflecting NQFs’ structures. This has been done with pre-2005 NQFs, but not yet with later ones.
- NQFs must increasingly engage with and be more visible in the labour market (through assisting development of career pathways, certifying achievements acquired at work, guidance and links to sectoral frameworks).
Although NQFs use learning outcomes, there are other current practices that use learning inputs to recognise qualifications. Networks of academic recognition centres (the European network of information centres (ENIC) and the National academic recognition information centres (NARIC) (4) which support learners and institutions on access to and progression in higher education. The EU’s directive (2005/36) which addresses relationships between professional qualifications and occupations in the labour market is also based on learning inputs. The links between NQFs and these other approaches must be clarified and strengthened.
This illustrates the need for systematic monitoring and evaluation of NQF implementation, both qualitative and quantitative. Only a few countries have baseline data or are tracking destinations of qualification holders.
If treated as an isolated initiative, outside mainstream policies and practices, NQFs will fail. The biggest danger is that countries ‘forget’ their NQFs once they are referenced to the EQF, seriously undermining the EQF as a trusted European reference framework.

Posté par pcassuto à 00:32 - - Permalien [#]
Tags :

Student employability: don't forget to harness the power of your alumni

The Guardian homeAn alumni platform to share information, experiences and advice can boost student support and satisfaction, says Zahir Irani. The debate over higher tuition fees has naturally focused on the impact of rising costs on application rates and student expectations, but where are alumni relations in the post-tuition-rise mix?
No one in academia wants to see university education turned into a commodity but the reality of higher fees is that students are all too often working out how they can extract as much value as they can from an investment in their education. Pole position in league tables, new buildings, accreditations and the promise of an enhanced student experience will always attract new students – such factors are critical when it comes to universities seeking to be different. More...

Posté par pcassuto à 00:09 - - Permalien [#]

09 novembre 2012

EUA Declarations Aarhus, Salzburg, Prague, Lisbon, Glasgow, Graz, Salamanca, European Universities’ Charter on Lifelong learning

LogoEUA Declarations
EUA Aarhus Declaration 2011: “Investing Today in Talent for Tomorrow”.
Published version in English.
Nurturing talented individuals has always been central to the mission of universities and becomes ever more vital as knowledge becomes central to social and economic development, and as global competition for talent increases.
As European universities develop their own specific profiles, this requires renewed commitment to a ‘community of purpose’ that encompasses all elements of the university mission – teaching, research & service to society - and unites European universities in a common European system of higher education and research, balancing the need for competitiveness with that of enhanced cooperation, social cohesion and solidarity.
Making European universities attractive for talented individuals and being able to offer them the appropriate career opportunities also requires strengthened autonomy. It is essential to ensure that university leaders are able to take the necessary decisions, especially in financial and staffing matters, to attract, remunerate, motivate and retain talented individuals at all levels.
LogoSalzburg II Recommendations: European universities' achievements since 2005 in implementing the Salzburg. Principles in English.
3.1. Funding

The tenth and final Salzburg Principle underlines the importance of sustainable funding. Universities as well as doctoral candidates are still underfunded. High quality doctoral education requires adequate, sustainable and doctorate specific funding opportunities...
Giving doctoral schools and programmes the sustainable financial means to recruit candidates would improve the competitiveness of European doctoral education. Letting high quality doctoral schools administer resources for grants and salaries will strengthen the capacity of doctoral schools to engage in flexible recruitment strategies to attract the best candidates for their profile. Funding schemes that aim at increasing the number of doctoral candidates should take into account the quality and capacity of the programmes.
3.2. Autonomy

Institutions need autonomy to be able to establish, and be accountable for, diverse structures with different research strategies and strengths. The use of specific tools must be decided autonomously within the institution in accordance with the profile of the doctoral programme and the needs of the doctoral candidate.
LogoPrague Declaration - European Universities: Looking forward with confidence. Published version in English. Additional translation in German.
FOR STRONG AND FLEXIBLE UNIVERSITIES PURSUING EXCELLENCE IN THEIR DIFFERENT MISSIONS THIS ALSO REQUIRES:
5. Shaping, reinforcing, and implementing autonomy:

universities need strengthened autonomy to better serve society and specifically to ensure favourable regulatory frameworks which allow university leaders to; design internal structures efficiently, select and train staff, shape academic programmes and use financial resources, all of these in line with their specific institutional missions and profiles.
LogoLisbon Declaration - Europe's Universities beyond 2010: Diversity with a Common Purpose
Published version in English, French, German, Spanish, Italian. Additional translations in Greek, Polish, Russian.
1 Des universités fortes en Europe:
depuis leur fondation il y a plus de 800 ans, les universités européennes ont favorisé la recherche, permis la construction d’une société civilisée et tolérante et préparé les jeunes générations à assumer leur rôle au sein de la société et de l’économie. L’Europe souhaite à présent que ses universités jouent un rôle encore plus important: permettre à la société civile de relever les défis du vingt et unième siècle. Face aux changements climatiques, aux défis énergétiques, à l’allongement de l’espérance de vie, à la rapidité des progrès technologiques, à l’interdépendance liée à la mondialisation et à l’accroissement des inégalités économiques tant en Europe qu’entre l’Europe et les autres continents, l’étude, la recherche fondamentale et les innovations technologiques et sociales sont nécessaires pour résoudre les problèmes émergents et pour garantir aux différents peuples le progrès économique et la stabilité sociale. Les universités européennes, si diverses soient-elles, sont prêtes à relever ces défis ensemble.
2 Les universités et la société de la connaissance:
le défi principal consiste à fournir aux populations européennes – jeunes et moins jeunes – les outils nécessaires pour jouer leur rôle dans la société de la connaissance, dans laquelle le développement économique, social et culturel repose principalement sur la création et la diffusion des connaissances et des compétences. Les sociétés modernes, bien plus que les sociétés agricoles et industrielles des siècles derniers, dépendent de l’application du savoir, des compétences de haut niveau, du savoir-faire entrepreneurial et de l’exploitation des technologies de l’information et de la communication. Ce sont ces compétences que les universités européennes excellent à développer, grâce à un système d’enseignement tant théorique que professionnel fondé sur la recherche fondamentale – qui demeure la spécificité du système universitaire. Les universités entendent donc jouer un rôle clef dans la poursuite des objectifs fixés par l’agenda de Lisbonne, en particulier, grâce à leur engagement dans l’espace européen de l’enseignement supérieur et de la recherche.
LogoGlasgow Declaration - Strong Universities for a Strong Europe. Published version in English, French, German, Spanish, Italian. Additional translations in Catalan, Polish, Russian, Turkish.
VII. LA QUALITÉ POUR RENFORCER LES UNIVERSITÉS

27 Les universités soulignent le lien qui existe entre une culture systématique de la qualité, le degré d’autonomie et les niveaux de financement. Elles appellent les gouvernements à reconnaître qu’une plus grande autonomie et des niveaux de financement adéquats sont des facteurs essentiels d’amélioration de la qualité de l’ensemble des universités d’Europe.
28 Les universités s’engagent à développer, intégrer et étendre à toutes leurs activités une culture interne de la qualité qui soit en accord avec leur mission et leurs objectifs. Cet engagement est démontré par le nombre croissant d’institutions d’enseignement supérieur qui participent aux activités de l’EUA dans le domaine de la qualité. Les universités sont convaincues que la légitimité des procédures externes d’assurance qualité et la confiance qui leur est accordée dépendent d’un partenariat entre tous les acteurs (étudiants, universités, autorités nationales) et d’un accord sur ces procédures, leurs objectifs et leur suivi.
29 Les universités recommandent un équilibre entre autonomie et responsabilité à travers des procédures d’audit de l’institution. Ces procédures devraient: être basées sur un souci d’adéquation aux objectifs qui soient culturellement adaptés aux pays et aux institutions d’enseignement supérieur ainsi qu’a leurs missions et profils diversifiés; avoir pour objectif l’amélioration stratégique et la capacité au changement plutôt que le contrôle de la qualité; avoir pour but de développer une dimension européenne par l’intermédiaire d’équipes d’évaluation provenant de plusieurs pays et de prendre en compte l’engagement de l’institution envers la société et la dimension sociale du processus de Bologne.
30 Les universités sont engagées dans un dialogue et un partenariat au niveau européen dans le cadre du groupe “E4” (comprenant ENQA, ESIB, EUA et EURASHE) afin d’améliorer les procédures d’évaluation pour renforcer la qualité de l’ensemble des universités d’Europe. L’EUA soutient le rapport d’ENQA rédigé pour Bergen, les principes et lignes directrices pour l’assurance qualité, ainsi que la mise en place d’un registre européen d’agences d’assurance qualité et du Comité européen chargé de ce registre.
LogoGraz Declaration - Forward from Berlin: the role of universities. Published version in English, French, German, Spanish.
UN CADRE EUROPÉEN POUR LES POLITIQUES D’ASSURANCE QUALITÉ
23. L’assurance qualité est l’un des grands axes du processus de Bologne et revêt de plus en plus d’importance.
L’EUA propose une politique d’assurance qualité cohérente pour l’Europe, fondée sur la conviction que l’autonomie institutionnelle entraîne et exige la responsabilité, que les universités ont à charge de développer des cultures internes de la qualité et que la progression au niveau européen implique nécessairement l’engagement de tous les acteurs.
24. Une culture interne de la qualité et l’efficacité des procédures qui l’accompagnent favorisent l’accomplissement intellectuel et éducatif tout comme le font l’engagement des équipes dirigeantes, une gestion et une gouvernance efficaces. Avec la contribution active des étudiants, les universités doivent contrôler et évaluer toutes leurs activités, y compris les programmes d’études et les centres de services. Les procédures externes d’assurance qualité devraient permettre de vérifier, par le biais d’audits institutionnels, l’efficacité de ce contrôle interne.
25. Une dimension européenne de l’assurance qualité a pour objectif de promouvoir la confiance mutuelle et d’améliorer la transparence tout en respectant la diversité des contextes nationaux et des disciplines.
26. Les procédures d’assurance qualité pour l’Europe doivent promouvoir la qualité académique et organisationnelle, respecter l’autonomie institutionnelle, développer une culture interne de la qualité, avoir un coût raisonnable, inclure l’évaluation des agences d’assurance qualité, minimiser la bureaucratie et les coûts et éviter une réglementation excessive.
27. L’EUA propose, en conséquence, que les parties prenantes, et en particulier les universités, collaborent à l’établissement, à titre provisoire, d’un «Comité pour la qualité de l’enseignement supérieur en Europe». Celui-ci devrait être indépendant, respecter la responsabilité des institutions en matière de qualité et prendre en compte les préoccupations du public. Il servirait de forum de discussion et, par la nomination d’un bureau restreint, veillerait à l’application d’un code de principes, ouvrant la voie à une véritable dimension européenne de l’assurance qualité.
LogoSalamanca Convention 2001 - The Bologna Process and the European Higher Education Area
English, French, German, Spanish.
La qualité en tant que pierre angulaire

L'Espace européen de l’enseignement supérieur doit non seulement prendre forme autour de valeurs académiques essentielles mais aussi répondre aux attentes des différentes parties prenantes en faisant preuve de la qualité de ses prestations. Leur évaluation doit tenir compte des objectifs et de la mission des institutions comme de leurs programmes, ce qui demande un juste équilibre entre innovation et tradition, entre excellence académique et pertinence socio-économique, entre cohérence des cours et liberté de choix des étudiants. L’évaluation englobe enseignement et recherche ainsi que gouvernance et administration; elle s’intéresse à la réponse apportée aux besoins des étudiants et à la fourniture de services extra-académiques. La qualité intrinsèque d'une institution d'enseignement supérieur ne suffit pas: elle doit être prouvée et garantie afin de pouvoir être visible et crédible aux yeux des étudiants, des partenaires institutionnels et de la société en général, à l'intérieur de son pays comme en Europe et dans le monde. La qualité est la condition nécessaire de la confiance, de la pertinence, de la mobilité, de la compatibilité et de l'attrait des institutions parties de l'Espace européen de l’enseignement supérieur.
LogoEuropean Universities’ Charter on Lifelong learning. Published version in English, FrenchItalian.
Préambule
La présente Charte a été préparée par l’Association Européenne de l’Université (EUA) suite au séminaire sur l’apprentissage tout au long de la vie organisé à la Sorbonne en décembre 2007. C’est dans ce contexte, et à la demande de Monsieur le Premier ministre François Fillon, que l’EUA a conçu une Charte portant sur cet enjeu majeur pour l’avenir de nos universités et de notre société.
La Charte a été élaborée sur base d’une large consultation des universités et conférences de recteurs membres de l’EUA, ainsi que d’un grand nombre d’organisations impliquées dans l’enseignement supérieur européen. Les universités européennes, depuis leur fondation voici près de 800 ans, ont été à la pointe de la recherche, ont favorisé le développement d’une société fondée sur la culture et la tolérance, et ont préparé les jeunes générations à leur rôle social et économique. Elles se sont également affirmées comme des institutions solides et capables de s’adapter qui, en développant leur rôle de façon constante, ont accompagné l’évolution des sociétés.
Au XXIe siècle, alors que les avancées socio-économiques sont centrées sur le concept d’Europe de la connaissance, les universités d’Europe font face à de plus grandes attentes et de nouvelles demandes. Les citoyens européens ont besoin d’universités fortes, autonomes, réactives et inclusives, capables de proposer un enseignement et un apprentissage basés sur la recherche, de façon à répondre aux nombreux défis à venir. Ces défis sociaux et économiques sont générés en particulier par:
• La vitesse croissante de la mondialisation;
• Le vieillissement démographique en Europe;
• Le rythme rapide des changements technologiques...
1. Intégrer les concepts d’accès élargi et d’apprentissage tout au long de la vie dans leurs stratégies institutionnelles.

Les universités prendront en compte l’apprentissage tout au long de la vie en tant qu’élément central de leur mission et de leur stratégie institutionnelle, et en tant que partie intégrante d’une définition élargie de l’excellence. La complexité des concepts de l’apprentissage tout au long de la vie doit être reconnue et explorée en tant qu’aspect clé du développement de la contribution des universités à une culture de l’apprentissage tout au long de la vie...
5. Reconnaître les acquis de l’expérience.

Il est essentiel que les universités développent des systèmes qui permettent d’évaluer et de reconnaître les acquis de l’expérience sous toutes leurs formes, afin de permettre à tous ceux qui en possèdent le potentiel de suivre un cursus d’enseignement supérieur. Cet aspect revêt une importance particulière pour l’apprentissage tout au long de la vie dans un contexte de mondialisation, où la connaissance est acquise sous diverses formes et en différents lieux.
6. Inscrire l’apprentissage tout au long de la vie dans une démarche favorisant la qualité.

Les universités d’Europe ont franchi des étapes importantes dans le développement d’une démarche interne de la qualité: elles sont à présent les premières responsables de la qualité de leurs prestations. Ce travail s’adaptera aux évolutions de l’apprentissage tout au long de la vie, de façon à s’assurer qu’un éventail approprié de services d’aide ciblés est offert à un public croissant et toujours plus diversifié d’apprenants.
7. Renforcer la relation entre recherche, enseignement et innovation dans une perspective d’apprentissage tout au long de la vie.

Les missions de recherche et d’innovation des universités peuvent être renforcées grâce aux stratégies d’apprentissage tout au long de la vie. La contribution spécifique des universités à l’apprentissage tout au long de la vie devra être soutenue par la recherche. Les chercheurs devront également être reconnus comme de bons exemples d’apprenants tout au long de la vie, dont les besoins de formation évoluent constamment, et ce dans un contexte qui prend également en compte l’évolution des compétences requises par le marché du travail. Enfin, l’apprentissage tout au long de la vie peut être source de nouveaux sujets et méthodes de recherche.
10. Servir de modèle d’institution d’apprentissage tout au long de la vie.

Les universités ne représentent pas seulement des prestataires en matière d’enseignement supérieur et de recherche, mais sont aussi elles-mêmes des employeurs importants. Potentiellement, elle peuvent donc servir de modèle au sein de la société, en offrant des opportunités d’apprentissage tout au long de la vie pour leurs propres salariés – et ce, qu’ils appartiennent au personnel académique, administratif, technique ou auxiliaire. Les universités devront aussi se comporter comme des acteurs clés en prônant le développement d’une politique cohérente au sein des systèmes nationaux.
Les universités européennes ne peuvent concrétiser ces engagements sans une action concertée avec les gouvernements et les partenaires régionaux, qui peuvent fournir les cadres légaux et les moyens nécessaires. Les engagements ci-dessous concernent donc les gouvernements, afin qu’ils créent un environnement à même de soutenir les universités dans le développement de leur contribution à l’apprentissage tout au long de la vie.

Posté par pcassuto à 23:47 - - Permalien [#]
Tags : ,