19 avril 2013

EUA publishes second rankings review report

http://www.eua.be/images/logo.jpgA new report entitled “Global university rankings and their impact II” was published by EUA and launched in a special session during the EUA Annual Conference, on 12 April.
Authored by Andrejs Rauhvargers, the report underlines that there have been significant new developments in the field of international rankings since EUA’s first rankings review report, in 2011. It reveals that the number of international university rankings and other “transparency tools” continues to grow, with the arrival of new rankings and the development of new products by ranking providers. The growing volume of information that is being gathered on universities and the new “products” on offer also strengthen both the influence of the ranking providers and the potential impact of rankings.
The report shows that rankings are also impacting on public policy making. The developments outlined in the report also indicate the need for all stakeholders to reflect on the extent to which global rankings are no longer a concern only for a small number of elite institutions but have become a reality for a much broader spectrum of universities as they seek to be included in, or improve their position in one or the other rankings.
Discussions that followed the presentation also underlined the continued lack of indicators for addressing teaching quality in an appropriate way, and concluded on the difficulty of conceiving a totally objective ranking. Nevertheless, it was noticed that some rankings providers have themselves started to draw attention to the biases and flaws in the data underpinning rankings, and thus to the dangers of misusing rankings. EUA will now take this work on rankings forward with its new pan-European project (RISP) designed to study the impact of rankings on institutional strategies in more detail and to provide recommendations on how rankings can promote institutional development while also identifying potential pitfalls that universities should avoid. The Global University Rankings and Their Impact Report II is available here.
The EUA Rankings Review project was made possible by funding from the Robert Bosch Stiftung and the Calouste Gulbenkian Foundation.

Posté par pcassuto à 17:51 - - Permalien [#]

Training for quality managers held in Lisbon

http://www.eua.be/images/logo.jpgIn the autumn of 2012, EUA launched the project “Promoting quality culture in higher education institutions” (PQC), in partnership with the European Association for Quality Assurance in Higher Education (ENQA), the University of Duisburg-Essen, the University of Lisbon and the University of Zagreb.
The project aims to provide capacity-building to quality managers at universities on how to build quality cultures, and to staff of quality assurance agencies on how they can support institutions in this process. The first in a series of three trainings for quality managers was held at the University of Lisbon from 8 to 10 April 2013. The training gathered 20 representatives of EUA member universities in charge of quality processes at their institution, whether at leadership or managerial level.
Through plenary sessions and group work, the participants explored questions such as: How to build effective communication structures for engaging staff and students in quality culture? How to use staff development as a means for enhancing quality? How to connect QA to the decision-making processes at all levels? How to avoid hindering creativity at the university through bureaucratic QA processes?
Two more trainings will take place in the framework of the PQC project in May and June. The participants have been selected through a Call for Participation earlier this year. For more information about the project, please visit the project website.

Posté par pcassuto à 17:48 - - Permalien [#]

Les IUT toujours sur la brèche

http://blog.educpros.fr/pierredubois/wp-content/themes/longbeach_pdubois/longbeach/images/img01.jpgBlog Educpros de Pierre Dubois. « Entrez dans la réalité! 115 DUT dans toute la France proposent 658 DUT et 852 licences professionnelles » (portail des IUT). L’association des directeurs et celle des présidents d’IUT font feu de tout bois pour préserver l’identité, la spécificité, l’autonomie financière, le succès historique des IUT, et pour faire reconnaître un nouveau diplôme, la licence technologique. Les IUT déminent le terrain, font exploser les mensonges. « Les IUT sont tout sauf vides » (entretien de Jean-François Mazoin, président de l’ADIUT, avec Olivier Rollot, 15 mars 2013). « Les chiffres utilisés pour donner les places vacantes proviennent d’admission postbac et sont mal interprétés… Le phénomène de places vacantes est largement sur dimensionné alors que la plupart des IUT sont pleins. Parfois avec plus de 20 – jusqu’à 43! – candidats pour une seule place! »
En mars 2013, l’ADIUT mène une campagne d’information et de débat dans 7 IUT (powerpoint de 29 pages). Suite de l'article...
http://blog.educpros.fr/pierredubois/wp-content/themes/longbeach_pdubois/longbeach/images/img01.jpg Blog Educpros Pierre Dubois. "Enter into reality! 115 IUT throughout France offer 658 DUT and 852 professional BA" (Portal IUT). More...

Posté par pcassuto à 00:53 - - Permalien [#]

Quand l’université vous raconte des histoires

http://blog.educpros.fr/community-manager-a-l-universite/wp-content/themes/longbeach_caroline-chanlon/images/img01.jpgSur le blog Educpros de Caroline Chanlon. Le storytelling est une technique en communication qui vise à faire passer une information en racontant une histoire. Vu comme ça on peut se dire qu’il n’y a pas trop d’intérêt à l’échelle d’une université sauf que l’histoire n’est pas forcément le récit d’un conte ou d’une aventure extraordinaire…
Comme beaucoup de techniques marketing, celle là peut être adaptée à notre ligne éditoriale institutionnelle, et voici comment…
Concrètement, qu’est-ce qu’on raconte?

On peut déjà commencer par raconter l’histoire de nos universités car il y a matière à dire, nombreuses sont les institutions à avoir vues le jour au 18ème siècle, certaines avant, …Nous pouvons bien sûr utiliser la Timeline FB et les sites Internet mais pourquoi pas créer un support dédié. Une chronologie qui se fera en années, décennies ou en centenaires. Suite de l'article...
Ar an blag de Educpros Carolina CHANLON. Scéalaíocht Is teicníc cumarsáide gur mar aidhm aige faisnéis a mhéadú trí scéal a insint. Níos mó...

Posté par pcassuto à 00:48 - - Permalien [#]

Strengthen evaluation to improve student learning, says OECD

http://www.oecd.org/media/oecdorg/styleassets/images/header/logooecd_en.pngEducation systems around the world are increasingly focussing on the evaluation of students, teachers and schools as part of their drive to help students do better and improve results. Rising demand for quality school education and a trend towards greater school autonomy in some countries are among the factors behind this new focus, according to a new OECD report.
Synergies for Better Learning: An International Perspective on Evaluation and Assessment reveals striking differences across OECD countries in both whether and how the performance of students, teachers, school leaders, schools and the education system is assessed, and offers advice on how to use evaluation and feedback to help students, teachers and school leaders.
In primary education, for example, students are not awarded marks in Denmark, Iceland, New Zealand, Norway and Sweden whereas Hungary, Italy, Mexico, the Netherlands, Poland and the Slovak Republic rely primarily on numerical marks for formal reporting.
In Australia, Chile, Korea, Portugal and the United Kingdom, teachers undergo formal appraisal processes as part of their performance management while in Denmark, Finland, Iceland, Norway and Sweden, feedback on teacher performance is provided more informally in schools.
Launching the report in Oslo, Norway, Andreas Schleicher, Advisor to the Secretary-General of the OECD on Education Policy and Deputy Director for Education and Skills, said: “At a time when schools need to assume more responsibility for managing their affairs and embrace more diverse student populations, building effective systems for evaluation and assessment has become absolutely critical for helping students to learn better, teachers to teach better, and schools to work more effectively.
Key recommendations of the report, one of the largest international studies of educational evaluation ever conducted, include:
    * Place students at the centre: Students should be fully engaged with their learning and empowered to assess their own progress. The development of critical thinking and social competencies should also be monitored.
    * Take a comprehensive approach: All the components of assessment and evaluation – student assessment, teacher appraisal, school evaluation, school leader appraisal and education system evaluation - should form a coherent whole. This will generate synergies, avoid duplication and prevent inconsistency of objectives.
    * Align evaluation and assessment with educational goals: Evaluation and assessment should align with the principles embedded in educational goals.
    * Focus on improving classroom practices: To optimise the potential of evaluation and assessment to improve what is at the heart of education – student learning – policy makers should promote the regular use of evaluation and assessment results for improvements in the classroom.
    * Carefully conceive the high-stakes uses of evaluation and assessment results. The use of evaluation and assessment results should avoid distortions in the education process such as teaching-to-the-test and narrowing of the curriculum.
    * Build consensus: Ensure that all the stakeholders are involved early and understand the benefits.
Read the Summary of Synergies for Better Learning: An International Perspective on Evaluation and Assessment.
For comment or further information, journalists should contact Paulo Santiago of the OECD’s Directorate for Education and Skills.
A companion series – OECD Reviews of Evaluation and Assessment in Education – offers an in-depth analysis of evaluation and assessment policies in each of the 14 countries which opted for an in-depth review by an OECD team: Australia, Belgium (Flemish Community), Chile (to be published), the Czech Republic, Denmark, Luxembourg, Mexico, the Netherlands (to be published), New Zealand, Norway, Portugal, the Slovak Republic (to be published), Sweden and the United Kingdom (Northern Ireland) (to be published).These are available at www.oecd.org/edu/evaluationpolicy.

Posté par pcassuto à 00:43 - - Permalien [#]

Les villes moyennes se fâchent

http://blog.educpros.fr/pierredubois/wp-content/themes/longbeach_pdubois/longbeach/images/img01.jpgBlog Educpros de Pierre Dubois. La Fédération des villes moyennes (FVM) se fâche (communiqué du 17 avril 2013, manifeste). Elle interpelle le gouvernement et les parlementaires sur la réforme de l’enseignement supérieur et la recherche.
Dans un mois, le débat sur le projet de loi Fioraso devrait commencer au Parlement. La Ministre aurait dû avoir le courage de retirer son projet néfaste pour la France. Poussée par ses trop nombreux conseillers, elle n’osera pas! Le débat s’engagera dans de mauvaises conditions et sans aucun soutien, à part celui des opportunistes de tous bords et de l’UNEF, qui aura réussi à préserver des acquis d’un autre temps: pas de sélection à l’entrée de l’université, pas de sélection à l’entrée de la 1ère année de master, maintien de droits d’inscription peu élevés, modalités de contrôle des connaissances laxistes et qui conduisent pourtant à des taux d’échec élevés en licence. La Ministre flatte à ce point l’UNEF qu’elle a assisté aujourd’hui à son 83ème congrès national.
La réforme Fioraso, partisane du regroupement des établissements d’enseignement supérieur dans n’importe quelle condition mais pour faire de ceux-ci des mastodontes ingouvernables, oublie le premier cycle, l’agonie de la licence universitaire, l’illisibilité des formations post-bac, éclatées en classes préparatoires et sections de techniciens supérieurs dans les lycées, en IUT et licences dans les universités.
La Ministre est de plus coupable de ne pas publier le dernier état des lieux des formations supérieures dans chaque académie: l’Atlas régional des effectifs étudiants en 2011-2012 n’est pas encore publié à ce jour. Un tel retard est une première dans la statistique publique depuis plus de 10 ans. La Ministre ne fournit même pas les données statistiques pour débattre, pour éclairer les parlementaires! Suite de l'article...
http://blog.educpros.fr/pierredubois/wp-content/themes/longbeach_pdubois/longbeach/images/img01.jpg Blag Educpros Pierre Dubois. Cónaidhm na cathracha mheánmhéide (FVM) Is feargach (press release 17 Aibreán, 2013, seónna). Cheistigh sí an rialtas agus an Pharlaimint ar an athchóiriú an ardoideachais agus taighde. Laistigh de mhí, ba chóir an díospóireacht ar an mbille Fioraso tosú sa Pharlaimint. Níos mó...

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