19 janvier 2013

RECLA - ENCUENTROS 2013

LogoBienvenido al sitio web de la Red de Educación Continua de América Latina y Europa. Nuestro objetivo es impulsar y promover el desarrollo y crecimiento de la educación continua para alcanzar los más altos estándares de calidad académica y administrativa, y contribuir con el desarrollo de una sociedad más justa y equilibrada.
ENCUENTROS 2013
III ENCUENTRO REGIONAL – RECLA

Benemérita Universidad Autónoma de Puebla
México - 30 y 31 de mayo de 2013
XVIII ENCUENTRO INTERNACIONAL – RECLA

Universidad Politécnica de Valencia
España, 2 al 4 de octubre de 2013
Noticias
Por Catalina Rodríguez.
Saludo y bienvenida 2013 A todos nuestros asociados y amigos de la comunidad RECLA, un especial saludo en este inicio de actividades, esperamos seguir contando con su participación y apoyo en las diferentes actividades de la Red como son  el encuentro regional e internacional, pasantías de gestores de educación continua, premios Recla, novedades de la educación continua ( proyectos ALFA III) entre otros.

Posté par pcassuto à 22:36 - - Permalien [#]


Making Change Happen in US, Chinese Universities

CSHE - Center for Studies in Higher EducationNew directions for California’s historic Master Plan, strategies for improving the success of undergraduate diversity programs in the sciences, and fundamental questions facing Chinese research universities aspiring to the first rank are examined in three new journal articles by CSHE researchers and affiliates:
Saul Geiser and Richard C. Atkinson,
“Beyond the Master Plan: The Case for Restructuring Baccalaureate Education in California,” California Journal of Politics and Policy, vol. 4, January 2013, pp. 67-123. http://cshe.berkeley.edu/
California ranks near the bottom of the states in the proportion of its college-age population that attains a 4-year baccalaureate degree and last in the proportion of its college students who attend a 4-year campus. Using comparative data from other states, Geiser and Atkinson demonstrate that this poor record of B.A. production is an unforeseen consequence of the California Master Plan’s restrictions on access to 4-year baccalaureate institutions. Arguing that California’s existing postsecondary system needs to be restructured, Geiser and Atkinson explore a variety of reforms adopted in other states that, if adopted here, could enable more students to enter baccalaureate programs directly from high school.
Anne J. MacLachlan, “Minority Undergraduate Programs Intended to Increase Participation in Biomedical Careers,” Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine, vol. 79, November/December 2012, pp. 769–781. http://onlinelibrary.wiley.com/
Undergraduate programs intended to increase minority participation in the biomedical sciences and in science generally are numerous and ubiquitous, but not necessarily as successful as desired. There is a long pathway from the federal agencies that create many of these programs through the principal investigator (PI) and faculty who run them to the student. MacLachlan examines how this path is based on an assumed shared understanding of central concepts such as “diversity” and “self-efficacy” even though there is no clearly established or shared meaning among the various actors. How these concepts are implemented strongly reflects both the institution where the program is housed and the PI. She contrasts a small number of federal programs with two very successful student-centered local programs based on a different conceptual model.
John Aubrey Douglass, “China Futurisms: Research Universities as Leaders or Followers?” Social Research: An International Quarterly, vol.79, no. 3, Fall 2012, pp. 639-688. http://socialresearch.metapress.com/
If China wishes to develop a set of comprehensive research universities that are truly among the top in the world, it will need to decide whether the role of research universities is to reflect Chinese society or to lead it as places for cutting-edge thought and debate. The National Outline for Medium and Long Term Educational Reform and Development appears to be a step toward supporting a select group of universities to adopt features of some of the world’s best universities, including greater autonomy and funds for improving academic management. Douglass discusses the emerging consensus among China’s academic leaders about what its universities will need to fully mature and the prospects for success.

Posté par pcassuto à 22:28 - - Permalien [#]

Collective Bargaining in Higher Education: The Resolved and Unresolved Questions 1966-2012

CSHE - Center for Studies in Higher EducationBy Daniel J. Julius, Executive Director, SUNY Levin Institute; Visting Scholar, Center for Studies in Higher Education, UC Berkeley, State University of New York, Levin Institute. Collective Bargaining in Higher Education: The Resolved and Unresolved Questions 1966 – 2012.
This presentation will explore the major research issues, the challenges of studying labor management relations in higher education and outcomes of collective bargaining over the last 45 years. In addition to research questions and challenges, the presentation will examine what is known and not known about the impact of unionization on faculty, graduate students and the institution or systems where bargaining has occurred. Data concerning who is unionized as well as institutional and demographic factors associated with unionization, will be explored. The presentation will conclude with a summary of the major issues (organizational, institutional, programmatic) at the bargaining table where organized faculty and graduate students (in land grant institutions) are presently negotiating.

Posté par pcassuto à 22:25 - - Permalien [#]

La croissance intelligente et durable: l'objectif de l'Europe 2020 et Lifelong Learning

http://www.lifelongcommunity.unior.it/templates/template_lifelonglearning_blue/images/header.jpgDans les principes directeurs “Europe 2020”, la Commission européenne a défini comme priorité la croissance qui est "intelligente, durable, et, surtout, fondée sur la connaissance et l'innovation.
Pour atteindre ces objectifs sont énoncés trois domaines d'action: “éducation, formation et éducation permanente", "Innovation" et "société numérique". Notamment la “formation permanente” est centrale dans les sept «initiatives clés» identifiés. En particulier, dans le “Programme de nouvelles compétences et de nouveaux emplois", qui vise à moderniser les marchés du travail et permettre aux citoyens d'améliorer leurs compétences tout au long de leur vie, en soulignant la nécessité pour toutes les parties prenantes, de “l'application des principes de l'apprentissage continu, la collaboration avec les États membres, les partenaires sociaux et les experts", et aussi "faire en sorte que les compétences requises pour la poursuite de la formation et l'entrée sur le marché du travail sont appris et reconnu dans tous les systèmes d'enseignement général, professionnel, enseignement supérieur et à la suite. " L'objectif est de définir "un cadre européen pour les capacités, les compétences et l'emploi (European Skills, Competences and Occupation frame work, ESCO). Par conséquent, la formation permanente, comprenante les diverses formes d'éducation, de formation et de recyclage, les intérêts professionnels et personnels de l’individu dans l'ensemble de sa vie, s'inscrit aujourd'hui dans le groupe des droits émergents et fondamentaux. En même temps, elle va devenir un thème central des politiques de développement.
Le développement responsable vient d'un "nouvel humanisme", conçu comme un réseau de connaissances et de relations, fondées sur la connaissance et la centralité de l'individu, finalisé à  protéger l'environnement et les générations futures, capable de réaliser une société fondée sur les valeurs de “l'inclusion, la justice et la paix”.
Le Lifelong Learning comme droit émergent. Projet d’un “Manifeste” euro-mediterranèen de la Formation continue

Projet d’un “Manifeste” euro-mediterranéen de la Formation continue (Lifelong Learning)
Ce Manifeste a été élaboré pendant deux rencontres internationales promues par le Centre pour le Lifelong Learning de l’Université des Etudes de Naples “L’Orientale”, auxquels ont participé des experts et des délégués des institutions suivantes: Institute for Lifelong Learning of the UNESCO (UIL), EMUNI, Cedefop, EUCEN, ANQ Portuguese, Sectorial Training Center for Tertiary Skills de Sousse (Tunisie), Ministère de l’Haute Formation (Egypte), Ministère de l’Education National (Maroc), les Universités de Hacettepe (Turquie), Anadolu (Turquie), Nancy 2 (France), Tétouan (Maroc), Lisbon (Portugal), Arab University de Beirut (Liban), Université des Etudes de Naples “L’Orientale” (Italie).
Les universités et institutions intéressées à adhérer peuvent le communiquer à: lifelong@unior.it.

Les universités, les agences et les institutions internationales, conscientes d’être appelées à la contribution de la promotion du lifelong learning dans l’espace euro-méditerranéen, à l’élaboration d’un langage commun pour la compréhension réciproque et à la création des réseaux et systèmes partagés des connaissances, conscientes du rôle toujours plus important de l’Université à propos de ce sujet, soulignent la nécessité d’une stratégie commune pour le lifelong learning basée sur deux éléments fondamentaux:
• Les personnes comme sujets de droit et de connaissance;
• La dignité humaine comme principe en commun à toutes les cultures de l’espace de la Méditerranée.
Invitent toutes les universités euro-méditerranéennes à:
• coopérer pour offrir des opportunités de formation spécifique pour les adultes et, en
particulier, pour ceux qui ne sont pas inscrits à des parcours d’études traditionnels, pour qu’ils puissent obtenir des diplômes, titres ou compléter leurs parcours de formation;
• faciliter l’effective validation réciproque des compétences, la reconnaissance et la certification des crédits formatifs;
• mettre en place des projets pour réaliser ces objectives;
• demander aux institutions internationales, autorités nationales et régionales, et aux acteurs sociaux de soutenir ces initiatives.
Proposent les objectifs suivants:
1 Promouvoir la formation continue, comme droit émergent, dans l’espace euroméditerranéen et en étendre la participation.
2 Confronter les normatives des différents Pays pour partager des bonnes pratiques, des recommandations, des déclarations et des mesures de l'Union Européenne dans le secteur de l'instruction et de la formation.
3 Promouvoir parmi les peuples de la Méditerranée une conscience diffusée et active de la nécessité d’apprendre tout au long de la vie.
4 Accompagner les individus pour affronter la rapidité et la complexité des changements sociaux, technologiques et culturels, en les aidant pour qu’ils puissent apprendre à apprendre et en les orientant pendant leurs études, pendant la formation et les changements de travail. Il est nécessaire, d’autre part, faciliter et stimuler l’intention d’apprendre tout au long de la vie, à travers l’application des méthodes d’enseignement adaptés aux exigences des adultes. Il est nécessaire, en plus, mettre en valeur la connaissance et les expressions des différentes formes de créativité, en favorisant la formation individuelle et les parcours d’apprentissage, en stimulant la citoyenneté active et en contribuant à créer des conditions matérielles qui puissent rendre tout ceci possible.
5 Développer des méthodes, des instruments et des services communs dans le secteur de l'orientation professionnelle, de l'instruction et de la formation, avec un langage commun pour la formation continue dans l’espace de la Méditerranée.
6 Créer des bases de donnés intégrés, à travers l’interaction parmi les universités, les écoles, les agences de formation, le marché du travail, les entreprises et les acteurs sociaux de différents Pays. Il est nécessaire, en plus, mettre en relation les différents systèmes de formation et expérimenter des formes d’intégration et collaboration entre eux et les marchés du travail. La création de réseaux peut incrémenter la connaissance et la confiance réciproque entre les universités et les différents acteurs du Lifelong Learning dans les Pays de l’espace euro-méditerranéen.
7 Adapter les curricula pour assurer le fait qu’ils soient organisés pour favoriser la croissance de la participation et attirer les élèves adultes.
8 Favoriser l’accès à l'apprentissage des personnes défavorisées.
9 Collaborer avec d'autres institutions (écoles, ONG, bénévolat, etc) et avec les mêmes personnes défavorisées, en contribuant à la création d'offres de formation spécifiques et à la réalisation des conditions matérielles qui permettent aux personnes d’y participer.
10 Faciliter la mobilité des personnes dans l’espace Euro-Med.
11 Promouvoir la circulation et l’échange des travailleurs, apprentis, étudiants, chercheurs, éducateurs et formateurs protagonistes des processus de formation et apprentissage (en considérant acquises la reconnaissance, l’orientation et la validation des compétences et des crédits) à travers la création de Centres de formation continue prés des Universités et d' agences d’instruction et formation.
12 Reconnaitre la formation précédente, avec l’adoption des critères communs pour la définition et la certification des compétences et des qualifications et aussi des standards de qualité communs en matière d’instruction et formation, aussi avec l’adoption d’accords bilatéraux et multilatéraux.
13 Promouvoir des échanges, recherche didactique et méthodologique, formation des formateurs (aussi en e-learning), élaboration de programmes partagés et de partenariats au niveau local, régional, national et international pour offrir des programmes importants et intéressants.
14 Instituer un Observatoire sur le Lifelong Learning dans les Pays euro-méditerranéens. Les agences, les institutions internationales et les universités présentes, s’engagent pour se soutenir réciproquement et utiliser leur propre autorité, leur propre rôle, leurs propres réseaux, pour interagir avec les institutions internationales, les gouvernements régionaux, nationaux et locaux, les acteurs sociaux, pour constituer une communauté du Lifelong Learning basée sur les meilleures pratiques présentes dans l’espace EuroMed.
"LLL. COMMUNITY"

veut être la première contribution concrète à ces défis posés à partir de la Campanie, de l'Université de Naples “L'Orientale” et les Partenaires du projet. Un lieu virtuel de l'information scientifique et de formation sur l'apprentissage continu, ouvert et accessible, dynamique et constamment mis à jour, s'adresse aux spécialistes et citoyens, les institutions et les partenaires sociaux, associations et entreprises. Une opportunité pour l'étude, les discussions, les débats et la réflexion. Une plate-forme de recherche et de programmation. Un réseau de connaissances qui veut mettre la zone euro-méditerranéenne au centre d’un des principaux défis du nouveau millénaire.
LLL University
Il ruolo dell’Università è fondamentale nella costruzione di metodologie e pratiche di Lifelong e Lifewide Learning. Questa istituzione formativa ha il ruolo di catalizzatore tra i bisogni più avanzati della società e del mercato e la capacità di fornire risposte formative adeguate.
Nella costruzione di strumenti per il  Lifelong e Lifewide Learning il ruolo dell’Università può agire su diversi livelli. Un primo livello, politico, nel quale può sensibilizzare  verso la tematica gli stackeholder con i quali è in contatto sul territorio. Un secondo livello, metodologico, che può grantire dei contributi dal punto di vista delle scienze della formazione sull’innovazione dei metodi e strumenti didattici e formativi per il Lifelong Learning. L’ultimo livello è quello dell’erogazione.
Risorse internazionali sul ruolo dell'Università LLL

Alcune delle linee guida fondametali sul ruolo delle Università nei processi di LLL provengono dalla “European Universities charter on Lifelong Llearning”, di cui riportiamo alcuni passi: Universities have a particular opportunity to provide research-based higher education for lifelong learners.
This impetus to develop more inclusive and responsive universities is not a call for revolution, but rather for evolution In reality, the key challenge is to find ways to open up a wider range of educational services to new learners and to returning learners, and to ensuring continuing opportunities for learners throughout their lives Expanding the range of learners becomes the key strategic issue, and the key activities for universities to develop are the establishment of systems for fair assessment and validation of all forms of prior learning, and providing relevant, creative and innovative educational programmes. Universities are also aware of the need to engage in and reinforce dialogue with society more broadly. Universities commit to:
1.  Embedding concepts of widening access and lifelong learning in their
institutional strategies.
2. Providing education and learning to a diversified student population.
3.  Adapting study programmes to ensure that they are designed to widen
participation and attract returning adult learners.
4. Providing appropriate guidance and counselling services.
5. Recognising prior learning.
6. Embracing lifelong learning in quality culture.
7.  Strengthening the relationship between research, teaching and innovation
in a perspective of lifelong learning.
8.  Consolidating reforms to promote a flexible and creative learning
environment for all students.
9. Developing partnerships at local, regional, national and international
level to provide attractive and relevant programmes.
10. Acting as role models of lifelong learning institutions.

http://www.lifelongcommunity.unior.it/templates/template_lifelonglearning_blue/images/header.jpg Treoirlínte i "Eoraip 2020", tá an Coimisiún Eorpach mar atá leagtha go bhfuil fás tosaíochta "cliste, inbhuanaithe agus, thar aon rud eile, bunaithe ar eolas agus ar nuálaíocht. Níos mó...

Posté par pcassuto à 21:54 - - Permalien [#]

Guidelines of Good Practice

http://t3.gstatic.com/images?q=tbn:ANd9GcQUXmPsG6PxRZ4sJpdZYRfge-18Ldp-EEX2AKPm23MbkDiH16o7One arm of INQAAHE’s Mission is to “develop and promote standards of professional practice in QA”. The professional practices that INQAAHE believes should be embedded in all quality agencies are set out in the Guidelines of Good Practice in Quality Assurance (commonly referred to as GGP).
The Guidelines of Good Practice are the work of quality assurance agencies from over 65 countries. These agencies are dedicated to ensuring  that higher education students throughout the whole world have access to high quality education. The Guidelines are designed to be used by all quality assurance agencies, whatever their stage of development may be.
The original Guidelines of Good Practice were published in 2003 and were revised in 2006. This revision reflects the experience of the institutions, programs, and reviewers who have used the 2003 version. It is intended to continue the INQAAHE process of permanent improvement. Comments on the Guidelines may be sent to the INQAAHE Secretariat at any time.
The Guidelines contain an introduction and four sections.
Section I: The EQAA: Accountability, Transparency and Resources
Section II: Institutions of Higher Education and the EQAA: Relationship, Standards and Internal Reviews
Section III: EQAA Review of Institutions: Evaluation, Decision and Appeals
Section IV: External Activities: Collaboration with Other Agencies and Transnational/Cross-Border Education.
Download the INQAAHE Guidelines of Good Practice.

Posté par pcassuto à 21:49 - - Permalien [#]


ZEvA, FIBAA (Germany) and CNE (Columbia) to join MULTRA

logoThe Multilateral Agreement on the Mutual Recognition of Accreditation Results regarding Joint Programmes (MULTRA) will be cover 11 quality assurance agencies. On 14 December 2010 ECA members launched the Multilateral Agreement on the Mutual Recognition of Accreditation Results regarding Joint Programmes (MULTRA). On 17 January 2013, at the ECA Winter Seminar, ZEvA signed the MULTRA.
The purpose of the MULTRA is to simplify the accreditation and recognition of joint programmes and degrees awarded and to provide an efficient way to expand mutual recognition to more European Higher Education Area countries. The MULTRA now covers 11 agencies from the following countries: Austria, Belgium (Flanders), Columbia, Denmark, France, Germany, The Netherlands, Poland, Spain. For more information on the MULTRA, click here.

Posté par pcassuto à 21:45 - - Permalien [#]

Fostering Academic International Relations in Israeli Colleges to promote Education, Research and Innovation

http://www.esmu.be/templates/esmu/images/esmu_header.jpgThe aim of the project is to improve the quality and innovation of teaching, learning and research in Israeli second-tier academic institutions, state-funded academic colleges, and thereby to reduce the gap between the two tiers of Israel’s higher education system, by promoting internationalization policies, capacities and culture into Israeli academic colleges.
The development of infrastructures and capacities for international relations at academic colleges will create opportunities for improving academic quality and standards, create access to new funding opportunities and generally increase the competitiveness of the colleges and the employability prospects of their graduates.
Increasing excellence and strengthening the capacities of academic colleges is therefore a strategic goal of Israeli Higher Education Policy, which aims to provide wider approachability to higher education and to direct most of the demand for undergraduate studies to the colleges. Read more...

Posté par pcassuto à 21:42 - - Permalien [#]

Industrial action on agenda at the University of Sydney and the University of New England over enterprise bargaining

By Jeannie Rea. Staff at the University of Sydney and the University of New England will vote in the next month over industrial action on enterprise bargaining, following successful applications to Fair Work Australia this morning by the National Tertiary Education Union (NTEU).
Neither university contested the union’s applications for protected industrial action ballots.
Michael Thomson, the NTEU Branch president at the University of Sydney, said that the ballot would most likely be held in early February with members voting on different forms of industrial action: one hour stoppages, 24 hour stoppages, and indefinite stoppages.
“University of Sydney management is offering less job security and wants to reduce sick leave entitlements and cut academic workload provisions. Management is refusing to limit the numbers of academic casuals and is trying to wind back provisions for fixed-term staff to convert to ongoing positions,” he said. Read more...

Posté par pcassuto à 21:38 - - Permalien [#]

ASEM seminar on Quality Assurance in Higher Education

Bologna ProcessASEM seminar on Quality Assurance in Higher Education took place on 11-12 October 2012 in Sevres (France). During the seminar the importance of the quality assurance as one of the priority areas for education cooperation between Asia and Europewas stressed. Within the ASEM framework, the need for flexibility in developing instruments for cooperation and international dialogue was discussed, which aimed to facilitate the mobility of students and graduates.
Possibilities to further enhance cooperation concerning quality assurance in higher education were discussed and proposals were developed to be presented to the 4th Asia Europe Meeting of Ministers for Education (ASEMME 4) to be held in Kuala Lumpur in May 2013.
For more information click here.
 ASEM Seminar on Quality Assurance

Since the first Asia-Europe Meeting of Ministers for Education in Berlin 2008 (ASEMME1), leaders acknowledged the importance of quality assurance in higher education in order to ensure sustainable growth of today’s society. In the course of the second and third Ministerial Meetings (ASEMME2 and ASEMME3), the Ministers for Education welcomed different country initiatives to strengthen cooperation between Asian and European stakeholders in quality assurance.
According to the Chair’s Conclusions from ASEMME3 In Copenhagen 2011, Ministers "laid emphasis on strengthening interregional cooperation in the field of external quality assurance between quality assurance agencies and networks in Asia and Europe by organising joint meetings, with a view to develop common principles of quality assurance across the ASEM education area. Germany offers to host a first expert seminar in 2011. In order to ensure the continuity of the dialogue on quality assurance a seminar will be held in France in 2012. Progress and results will be presented for ASEMME4.

Posté par pcassuto à 21:26 - - Permalien [#]

Feasibility study report on cross-national measurement of student learning in HE (AHELO)

Hedda - Higher Education Development AssociationBy Marielk. OECD recently published the first volume of AHELO feasibility study report, focused on design and implementation. AHELO stands for Assessment of Higher Education Learning Outcomes and is in essence an attempt to conduct cross-national comparisons of learning outcomes independent of different cultures, languags and institutions. The aims are similar to the PISA test that measures student learning in schools in a cross-national perspective – with an important difference – the comparisons will not be on national, but institutional level. In addition, the study will not provide a ranking. The feasibility study took 5 years to conduct, and this volume marks the first of three that will be published in upcoming months. The first volume focuses on design and implementation, second on data analysis and national experiences, and third will give further insights and conference proceedings.
Currently, the AHELO project has gone through a feasibility study in two discipline specific areas – economics and engineering, in addition to a measurement of generic skills.  The feasibility study tested 23 000 students in 248 institutions in 17 countries on a voluntary basis. One of the countries particiapting in the generic skills evaluation was Norway, J. Levy who is a member of the permanent Norwegian delegation to OECD explained thatIf successful, it will increase our knowledge of higher education institutions, and thus give additional tools for quality development.” Furthermore, he argued that AHELO can provide “new information, supplementing existing information from rankings mainly based on data on research activities“. Similar arguments about more information and data about learning were also emphasized by the Mexican and Australian representatives. Read more...

Posté par pcassuto à 21:22 - - Permalien [#]