01 juin 2013

Canada International Conference on Education (CICE-2013)

http://www.ciceducation.org/Canada%20Maple%20Leaf.jpgCanada International Conference on Education (CICE-2013)  June 24-26, 2013  University of Toronto, Canada.

The CICE has been a prime international forum for both researchers and industry practitioners to exchange the latest fundamental advances in the state of the art and practice, Pedagogy, Arts, History, Open Learning, Distance Education, Math and Science Educution, ICT, Language Learning, Education (Early Year, Secondary, Post-Secondary and Higher), E-Learning, and identify emerging research topics. The CICE-2013 encourages you to submit workshop proposals. Workshop duration can be 90 minutes. All the accepted papers will be included in the conference proceedings. You can consider organising a workshop that is related to CICE-2013 topics. The purpose of these workshops is to provide a platform for presenting novel ideas in a less formal and possibly more focused way than the conferences themselves. It offers a good opportunity for young researchers to present their work and to obtain feedback from an interested community. The format of each workshop is to be determined by the organisers, but it is expected that they contain ample time for general discussion. The preference is for one day workshops, but other schedules will also be considered.
Invited Workshop - Tic Tac Toe Math: An Alternative Techniques for Individuals Who have Learning Disabilities

The 90 minute workshop will provide participants with:
- a rationale for using alternative instructional techniques with individuals who have learning disabilities;
- a description and demonstration of Tic Tac Toe Math* for completing multiplication, division, fraction and percentage problems;
- a discussion of the pros and cons of using such alternative techniques.
*Tic Tac Toe Math was created by the presenter and has been successfully used by adults and children for more than 25 years. The technique uses the familiar Tic Tac Toe pattern to substitute for rote memory of the times tables.
Objective and motivation

The objectives of the workshop are to:
- explore the alternative instructional technique of Tic Tac Toe Math for teaching basic math skills.
- discuss the pros and cons of alternative instructional techniques.
The motivation for workshop participation is to:
- learn to use a successful alternative math technique that can replace the usual drill and practice model.
- learn about an alternative technique that appears to match the way that individuals with learning difficulties process information.
- explore the implications for conducting outcomes based research on the use of this technique.
Accepted Workshops
Workshop 1 - Inclusive Design for Learning Hackathon

This highly interactive workshop/hackathon will introduce and explore pedagogical, technical and policy-based tools and strategies to design, create and deliver learning experiences that can be used by the broadest range of learners. Workshop participants will be exposed to a variety of tools while collaboratively creating educational resources that are amenable to translation across cultures, languages, formats, technical platforms, learning approaches, modes of interaction and sensory modalities. The workshop will address the full curriculum delivery chain from learning experience design, authoring, delivery, review, revision and reuse. Participants will explore a variety of content types including video, simulations, interactive forms, animations, games, electronic textbooks, math/science notation, and collaborative applications. Authoring tools and toolkits explored will range from office applications and OER authoring portals to open hardware kits and application development environments. A variety of browsers and delivery platforms on desktops and mobile devices will be covered.
Objective and motivation

Participants will discover, explore and experience tools and strategies for creating curriculum that is designed for the full diversity of learners. Participants will work in teams to address difficult pedagogical and accessibility challenges encountered when creating curriculum
Workshop 2 - Digital Teaching Portfolio for the Enhancement of Teaching and Learning

This 120 minute workshop would provide participants with the rationale and ideas for using digital teaching portfolios as a platform for them to document and reflect upon their scholarship of teaching and professional development. Through engaging in quality dialogues and sharing resources with colleagues, users of digital teaching portfolios may benefit from the potential of collective capacity building. Drawing upon the case study of a university in Hong Kong, this workshop highlights the milestones of promoting the use of digital teaching portfolio in the university and showcases examples of how the teaching portfolios may contribute to sustainable growth in professional capacities and foster knowledge exchange in the community of practice. The workshop would also highlight the issues and concerns related to using digital teaching portfolios, and how these issues have been addressed. Participants could gain a better understanding of the potentials and benefits of making digital teaching portfolios a facilitating tool for pursuing professional and career endeavors. Taken together, this workshop allows participants to be acquainted with and to a certain extent, through a short hands-on session, experience the benefits of digital teaching portfolios to teaching staff, PhD students, aspiring teachers and school leaders.
Objective and motivation

At the end of the workshop, participants would be able to:
(a) identify the affordances offered by digital teaching portfolio to enhance teaching and learning practices;
(b) reflect upon their existing teaching and learning practices and identify gaps for improvement; and
(c) develop an outline of their own teaching portfolio.
The main motivation for the workshop participation are to be acquainted with and experience the following affordances of digital teaching portfolio:
(a) enables participants to critically reflect upon their pedagogies and formulate plans for future professional development;
(b) provides opportunities to engage in constructive dialogues regardless of time and location;
(c) facilitates participants to collect evidence of effective teaching and learning; and
(d) offers a platform to showcase one’s work and achievement for formative and summative purposes. Read more...

Posté par pcassuto à 16:24 - - Permalien [#]

Portrait statistique des principales conventions collectives de branche

http://travail-emploi.gouv.fr/squelettes/images/bout_dares.png2013-032 - Portrait statistique des principales conventions collectives de branche en 2010 (mai 2013).
Fin 2010, près de 15,3 millions de salariés sont couverts par plus de 700 conventions collectives de branche (hors branches agricoles), représentant 493 conventions collectives agrégées. Leur taille est très variable puisque 13% des conventions agrégées concentrent 73% de l’emploi total des branches.
Les caractéristiques des salariés et des emplois varient fortement selon les branches. Ces écarts s’expliquent en partie par la diversité des métiers exercés mais aussi par le fait que certaines branches, dites « catégorielles », ne s’appliquent qu’à certaines catégories socioprofessionnelles. Parmi la soixantaine de branches couvrant 50 000 salariés ou plus, la proportion de femmes varie de 3% à 93% et la proportion de salariés âgés de moins de 30 ans de 4% à 71%. Les taux de CDD et de temps partiel s’échelonnent quant à eux respectivement de 2% à 24% et de 4% à 66%.
Dans l’ensemble des conventions collectives de branche, le salaire net moyen d’un équivalent-temps plein est d’environ 2 090 euros par mois en 2010. Les écarts salariaux entre branches sont à rapprocher des différences de profils des salariés. À catégorie socioprofessionnelle donnée, les écarts de salaire moyen par branche restent néanmoins marqués, en particulier pour les cadres.
Dans l’ensemble des conventions collectives de branche, le salaire mensuel net d’une femme est en moyenne inférieur de 21% à celui d’un homme. Dans une dizaine de branches de 50 000 salariés ou plus, cet écart dépasse 25%. À l’inverse, pour quatre d’entre elles, le salaire moyen des femmes dépasse légèrement celui des hommes.
http://travail-emploi.gouv.fr/squelettes/images/bout_dares.png 2013-032 - Portráid Staidrimh na comhaontuithe comhchoiteanna brainse is mó i 2010 (Bealtaine 2013). Deireadh na bliana 2010, beagnach 15.3 milliún fostaithe atá clúdaithe ag níos mó ná 700 comhaontuithe comhchoiteanna brainse (seachas earnáil talmhaíochta), a ionadaíonn 493 comhaontuithe comhchoiteanna a chomhiomlánú. Níos mó...

Posté par pcassuto à 16:10 - - Permalien [#]

Worldviews 2013 Global Trends in Media and Higher Education

http://worldviewsconference.com/2013/wp-content/themes/worldviewconference/css/i/header-2.pngToronto, Canada - June 19-21, 2013
About Worldviews
How do media cover higher education issues – locally and around the globe? How does coverage shape public perceptions? Does the academy look in media’s mirror to see itself? Can the academy help the press translate complex issues into accessible stories?
Let’s talk about it.
Given the crucial role of higher education and its explosive growth in some parts of the world, the stakes are high for the academy and ultimately the societies we serve.
In both higher education and media, much is in flux and many global trends are at play.
Let’s assemble thinkers – academics, editors, students, journalists, communications professionals and others – to chart where we are and forge new paths in a fast-changing landscape.
Worldviews is a very lively forum to advance mutual understanding of the relationships, challenges, and potential of the academy and media.
Worldviews 2013

Our next gathering takes the 2011 discussion to the world stage, where booming enrollments in higher education are nearing 200 million. About 75% belong to institutions in industrializing countries. Worldviews 2013 will bring the stories behind these developments, and the local and global media who cover them, into focus. Held at the University of Toronto, the conference will host experts from the Americas, Pacifica, Asia, Africa and Europe. Our aim is to collect perspectives from the podium and the floor, and keep this important – and now global – discussion rolling. Read more...
See also 1st International Worldviews Conference on Media and Higher Education.

Posté par pcassuto à 12:13 - - Permalien [#]

Canada's premier Higher Education IT Conference

http://canheit.uottawa.ca/img/canheit2013_logo.pngUniversity of Ottawa Ottawa, Ontario June 9 - 12, 2013. Exceptional ideas for a changing world.

Overall, here's how the conference is going to unfold:
Two days of pre-conference full-day workshops.
Sessions, sponsor exhibition areas, keynotes, evening activities.
Wednesday Sessions, sponsor exhibition areas, keynotes and a preview of CANHEIT 2014.
Two days of post-conference full-day workshops.
Saturday, June 08
Opening Keynote: Invisible Computing presented by Pranav Mistry until 9:30 AM
A Mobile Strategy, UWindsor Way [SI1] until 10:35 AM
Using an IT Review Process to Open the Doors to Campus Partnerships [RC1] until 10:35 AM
After the Big Bang – Expansive change and what we learned [G1] until 10:35 AM
SCCM and UWaterloo [CI1] until 10:35 AM
CIO Panel on Enterprise Architecture [G2] until 10:35 AM
Exhibition Areas until 5:30 PM
Morning Breakuntil 11:05 AM 3:10 PM

5:00 PM

Impromptu BOFs until 6:00 PM
HP Sponsored Reception until 6:30 PM
Site Visit: Come see the new uOttawa Datacenter until 5:30 PM Tuesday, June 11
Tuesday Keynote: When the Learning Environment Evolves Without You presented by Marti Harrisuntil 8:45 AM
10:30 AM 11:00 AM
12:00 PM
Impromptu BOFs until 1:00 PM

2:00 PM

ORION CIO Advisory until 3:00 PM
3:10 PM Wednesday, June 12

Posté par pcassuto à 11:50 - - Permalien [#]

Connecting the Unconnected

http://www.iau-aiu.net/sites/all/themes/iauaiu/images/iau-en-e-small.pngIAU participation in the World Congress on Access to Post-secondary Education
The IAU is pleased to announce that it has just launched a new project designed in order to assist universities to critically examine their policies and practices that promote and improve the provision of equitable access to and ensure success in higher education for all students and most particularly for students from under-represented groups in society. 31 IAU Members from almost as many countries around the world are currently undertaking a Self-Study of all related policies and practices they put in place in order to promote equitable access and success, using a common Self-Study guide developed by the IAU for this purpose.
The Association is linking this activity to the European Access Network’s (EAN) first World Congress on Access to Postsecondary Education (7-10 October, 2013), by organizing an IAU Access and Success workshop bringing together representatives of the institutions participating in the project. Coming together after having undertaken a structured self-review, they will be invited to analyze the opportunities and challenges they experience at the institutional level and suggest ways to address them through collaboration.
To learn more about the project coordinated by Eva Egron-Polak and Élodie Boisfer please do not hesitate to contact them. And in order to learn more about the World Congress and make a proposal, please read the following and/or do not hesitate to visit the World Congress website.

Posté par pcassuto à 11:48 - - Permalien [#]
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OER Project - Call for Participation

http://www.iau-aiu.net/sites/all/themes/iauaiu/images/iau-en-e-small.pngIAU is seeking applications from Librarians in African IAU Member institutions / organisations to participate in the Validation Workshop of the IAU project on The Role of Academic Librarians in the Development, Use and Reuse of Open Educational Resources (OER).
The Workshop aims to obtain feedback on and improve the IAU project, and work on possible ways forward for its implementation from an African perspective.
It will take place in Accra, Ghana from 12 to 13 September 2013 and is being organised in collaboration with the Association of African Universities (AAU). The working language will be English. The Workshop has obtained financial support from the UNESCO Participatory Fund.
To find out more about the Workshop and the Project read the Call for Participation and return a completed application form.

Deadline for applications: 10 June 2013
Contact: Amanda Sudic or Isabelle Turmaine.

Posté par pcassuto à 11:46 - - Permalien [#]

Making the most of EU structural and investment funding to support local economic growth

http://www.hefce.ac.uk/media/hefce/st/i/hefce80.gifUniversities UK, with HEFCE and the Research Councils, have written to all UK higher education institutions to remind them about accessing future European Union (EU) Structural and Investment Funds, and to ask them how these funds can bring maximum benefits.
From 2014 to 2020, the EU Structural and Investment Funds will bring together different strands of EU funding to support a programme focussed on local economic growth. This focuses on innovation, research and development, support for SMEs, low carbon, skills, employment and social inclusion. Read more...

Posté par pcassuto à 11:42 - - Permalien [#]
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Updating HEFCE’s policy for addressing unsatisfactory quality in institutions

http://www.hefce.ac.uk/media/hefce/st/i/hefce80.gif1. This letter accompanies a draft revision of HEFCE’s policy for addressing ‘unsatisfactory quality’ in institutions, as judged by the Quality Assurance Agency for Higher Education (QAA) through its review method. We are consulting with the sector to seek views on revising the operation of the policy.
2. It is planned that the revised policy will apply from the start of the risk-based Higher Education Review method in 2013-14. It will be invoked when an institution receives a published judgement of ‘does not meet UK expectations’. In our consultation ‘A risk-based approach to quality assurance: Outcomes of consultation and next steps’ (HEFCE 2012/27), we indicated that the unsatisfactory quality policy would need to be updated, and we are now asking for your comments on our proposed updated approach. As far as possible we have kept the essential features of the original policy.
3. HEFCE’s initial policy for addressing unsatisfactory quality in institutions commenced in 2009 (HEFCE 2009/31) and was followed by a supplementary interim update, ‘Policy for addressing unsatisfactory quality in institutions: 2011 update’, (HEFCE 2011/36) to take into account the new review method introduced in 2011-12. The attached draft policy represents a further update aligned with the outcomes from HEFCE 2012/27 and the subsequent QAA consultation on detailed aspects of risk-based review. The policy will in due course be incorporated within the new operating framework for funding and regulating higher education in England. The operating framework sets out the roles of the regulatory bodies, and how they work with all types of higher education provider to ensure accountability for public investment in higher education and to protect the student interest. It will be published on 1 August 2013.
4. Since 2009, HEFCE has had the ability to become directly involved in quality assessment (rather than operating our statutory duty through the QAA) when an institution receives a ‘failing’ judgement. This will continue, although as before the QAA leads prior to this point. We are proposing to continue with a proportionate approach that gives institutions appropriate warning, and time to make adjustments, where the quality of their educational provision falls short. However, we are also being more explicit that the time available for this improvement is strictly limited, to prevent the interests of students being adversely affected.
5. In preparing this draft updated policy we have worked with officers from the QAA, Universities UK, Guild HE, the Association of Colleges and the National Union of Students. It has also been discussed by our Strategic Advisory Committee on Teaching Quality and the Student Experience.  These discussions have helped shape the proposed revised policy.
6. Although we hope that this policy will be used only on rare occasions, it is important that institutions, students and other stakeholders know in advance what the consequences might be if failings in quality remain unaddressed. The attached document sets out a range of actions and possible sanctions to be taken during the process for addressing unsatisfactory quality. However, as it is not possible to devise a policy which will cover all eventualities, the policy indicates that, within broad parameters, each situation will be judged on individual circumstances.
7. The proposed approach is responsive to institutional circumstances, gives greater weight to the student interest while protecting the reputation of individual institutions and the sector as a whole, and is proportionate. It allows two opportunities for institutional recovery before any sanctions are applied, but within limited periods.
8. We seek your comments on the draft proposals for an updated policy, attached at Annex A. Readers may also find it useful to refer to the flowcharts at Annexes B and C while reading the draft policy. We primarily expect comments on the process from the point where HEFCE becomes directly involved, as other changes from the 2009 and 2011 approach have been covered by the consultation referred to in paragraph 2. We are particularly interested in comments about the balance between proportionality and the student interest, and the operation and transparency of the approach.
9. A final draft taking account of your comments will be considered by the HEFCE Board in October 2013, and published by November 2013. When considering responses, we will commit to read, record and analyse the views of every response to this consultation in a consistent manner. Usually, the merit of the arguments made is likely to be given more weight than the number of times the same point is made. Where we have not been able to respond to a significant material issue raised, we will usually explain the reasons for this.
10. Information provided in response to a request, invitation or consultation from HEFCE may be made public, under the terms of the Freedom of Information Act or of an appropriate licence, or through another arrangement. Such information includes text, data and datasets. The Freedom of Information Act gives a public right of access to any information held by a public authority defined within the Act, in this case HEFCE. It applies to information provided by individuals and organisations, for example universities and colleges. HEFCE can refuse to make such information available only in exceptional circumstances. This means that data and information are unlikely to be treated as confidential except in very particular circumstances. Further information about the Act is available the Information Commissioner’s Office web-site.
11. Please e-mail any comments to Zoe Mackey, Higher Education Policy Adviser at HEFCE (uqp@hefce.ac.uk) by 9 July 2013.
Yours sincerely, Sir Alan Langlands, Chief Executive
Download the Annexes as PDF (173 KB). Download the Print-friendly version as PDF (188 KB).

Posté par pcassuto à 11:37 - - Permalien [#]

RésidMob - fabriquer la mobilité internationale des jeunes sur les territoires

http://www.2e2f.fr/images/uploads/65_400_residmob.pngComment améliorer les politiques en faveur de la mobilité internationale des jeunes? Comment faciliter la coopération entre acteurs d'un même territoire pour que la mobilité s'intègre dans le parcours de jeunes?
8 et 9 juillet 2013,
Saint-Etienne, Cité du Design, 3, rue Javelin Pagnon  42000 Saint-Etienne, Toutes les informations. Soutenez notre démarche de crowd founding (sur kisskissbankbank.com). Présentation prezi du projet ResidMob. Programme - version PDf à télécharger.
« RESIDence de fabrique de la MOBilité internationale des jeunes sur les territoires », est un temps expérimental de capitalisation, de partage d’expériences et de formation - action, sur la question des mobilités, servie par une animation innovante et une approche de design de service public. Réunissant le temps de 2 jours d’échanges et de travail un public diversifié, la manifestation propose d’élaborer collectivement des réponses concrètes aux questions soulevées notamment par les nouveaux programmes européens 2014-2020 et par le chantier n°10 identifié par le Comité Interministériel de la Jeunesse: « accroître et diversifier la mobilité internationale des jeunes ».
RésidMob - Quelle ambition?

A travers nos histoires et nos rôles respectifs, nous constatons la multiplication des dispositifs de mobilité internationale orientés vers l'insertion, le développement des compétences et de l'autonomie des jeunes. Ces dispositifs relèvent aussi bien de l'Europe ou d'autres acteurs internationaux, que de l'État, des collectivités territoriales ou d'initiatives privées.
Les fonds investis et l'attention permanente des acteurs du champ de la mobilité internationale pour la qualité des projets, ne simplifie pas le mille-feuille, complexe et difficilement lisible pour les territoires où ils s'appliquent. Bénéficiaires, porteurs de projet ou décideurs adaptent quotidiennement leurs modes de faire à la multiplicité des acteurs et des types de mobilité (individuelle ou collective, en Europe ou vers d'autres pays, professionnelle ou volontaire).
Dans ce contexte, la fin des expérimentations sociales financées par le Fonds d'expérimentation pour la jeunesse (FEJ), l'arrivée d'une nouvelle génération de programmes européens (programmation 2014-2020), et l'acte III de la décentralisation en France, sont autant d'opportunités pour tirer les enseignements des diverses initiatives menées et pour réinterroger le rôle des territoires dans la mise en œuvre de la mobilité internationale des jeunes.
Aujourd'hui, nous portons une ambition commune d'enrichir les pratiques par l'échange d'expériences et de contribuer à bâtir une offre pertinente, lisible et cohérente sur les territoires.
RésidMob propose de construire des parcours de jeunes, de partager et de comparer les résultats de pratiques innovantes sur la mobilité des jeunes, pour en tirer tous les enseignements et développer une vision prospective susceptible d'améliorer l'action publique. Le forme de travail se veut innovante, avec des ateliers de production destinés à la fabrication d'un "parcours idéal de mobilité".
Les objectifs généraux

La Résidence de Fabrique de la Mobilité internationale des jeunes (RésidMob) propose de construire des parcours de jeunes, de partager et de comparer les résultats de pratiques innovantes sur la mobilité des jeunes, pour en tirer tous les enseignements et développer une vision prospective susceptible d’améliorer l’action publique.
La manifestation s’articule autour de plusieurs objectifs complémentaires:
    * Renforcer les compétences des acteurs agissant dans le secteur de la mobilité.
    * Fabriquer un « idéal-type » de parcours de jeunes sur les territoires.
    * Capitaliser sur les expériences et éclairer le paysage des initiatives.
    * Echanger sur les pratiques partenariales pour améliorer la qualité, la cohérence et la visibilité des politiques territoriales et de l’offre de mobilité de jeunes sur les territoires.
Le(s) public(s)

RésidMob est une rencontre de professionnels, de décideurs et d’acteurs de France et d’Europe agissant sur la thématique de la mobilité. Elle mobilise 96 participants, de la Région Rhône-Alpes (50%), de France et d’ailleurs (50%), invités à venir se former et échanger. Le nombre de places est limité pour chacun des trois dispositifs expérimentaux prévus. Une démarche de mobilisation adaptée aux participants permet une implication en fonction des profils, des espaces et des méthodes. Des équipes hybrides sont constituées par les organisateurs, pour construire le dispositif expérimental global de travail.
RésidMob - Le Format

Pendant 2 jours pleins de travail, 3 dispositifs différents sont proposés pour concevoir et imaginer autrement les parcours de jeunes et le portage des mobilités internationales.
Nous proposons des espaces cloisonnés fonctionnant selon des règles spécifiques, selon des rythmes différents et des méthodes de travail créatives, mobilisant notamment les techniques du design de l’action publique.
Les processus de travail permettent à chaque participant de se former et de mobiliser son expérience comme un atout à mettre en commun (et non comme une insuffisance à compléter).
Les dispositifs se déroulent en parallèle les uns des autres avec des temps communs de convivialité et un temps final de restitution collective.
I - Dispositif 1 : le Laboratoire

Objectif : fabriquer un « idéal-type » de parcours de jeune en mobilité par un support matériel
Participants : 28 (4 groupes de 7 personnes)
Conception de parcours de mobilité internationale pour un jeune. Les groupes hybrides d’acteurs nationaux et/ou internationaux constitués, expérimentent la création de parcours idéaux, s’appuyant sur les outils du design de politique publique. Les groupes sont accompagnés par un designer (DTA). Réflexion parallèle entre les organisations et institutions, et les programmes, dispositifs.
II - Dispositif 2 : l’Atelier

Objectif : capitaliser sur les expériences et éclairer le paysage des initiatives, production d'un support virtuel
Participants : 28 (4 groupes de 7 personnes)
Réinterprétation de parcours existant. En groupes, certaines initiatives issues des expérimentations sociales du Haut Commissariat à la jeunesse ou de projets financés par l’Agence 2E2F viennent nourrir un travail de capitalisation, pour alimenter les relations de coopération sur les territoires. Là encore, nous nous appuierons sur les outils et techniques du design de l’action publique. A partir de deux exemples vécus de porteurs de projets, le but est de déconstruire et de reconstruire les dispositifs afin d'en tirer les forces et les faiblesses. Des outils d'analyse seront proposés à cette fin. Comme pour le Laboratoire, réflexion parallèle entre les organisations et institutions, et les programmes, dispositifs.
III - Dispositif 3 : le Comptoir

Objectif : contribuer à l’amélioration des politiques territoriales, expression de proposition, si possible d'engagements
Participants : 40 personnes
Articulation de politiques publiques, dans une dynamique entre local et global. Une scène ouverte sur les politiques publiques de la mobilité internationale, interrogeant les visées des mobilités et les stratégies mises en œuvre sur les territoires. A partir de la méthodologie des ateliers du futur, les groupes constitués produisent un modèle d’action publique concertée, afin d'en tirer des propositions, des engagements, qui seront restitués et mis en débat lors de la phase finale. Des personnalités faisant référence en France et en Europe sont invitées.
Les réseaux sont mobilisés.
IV- Temps d’interaction et d’échange

Participants : ouvert
Pour poursuivre les travaux, des expositions sont organisées sur les lieux de productions des 3 dispositifs avec un recueil des « feedbacks » par l’ensemble des participants. Une restitution de l’atelier du futur proposé dans le dispositif « comptoir ». Une table ronde élargie vient clore les travaux.
http://www.2e2f.fr/images/uploads/65_400_residmob.png How to improve the policies of the international mobility of young people? How to facilitate cooperation between actors of the same territory that mobility is part of the careers of young?
8 and 9 July 2013, Saint-Etienne, Cité du Design, 3, rue Javelin Pagnon 42000 Saint-Etienne, all information. Support our approach founding crowd (on kisskissbankbank.com). Prezi presentation ResidMob project. More...

Posté par pcassuto à 11:15 - - Permalien [#]
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http://ife.ens-lyon.fr/form_ress/images/logo-ens-footer.jpgCIMQUSEF 2013 - 10e Congrès international du management de la qualité dans les systèmes d'éducation et de formation - Engagement des parties prenantes et réussite des réformes des systèmes d’éducation et de formation: quelle corrélation? Site web: http://cimqusef.amaquen.com/.
Date:  du 18-12-2013 au 20-12-2013
Lieu:  Rabat
Organisation:  Association marocaine pour l'amélioration de la qualité dans l'enseignement (AMAQUEN)
Lors de cette 10ème session du CIMQUSEF qui couronne une décennie d’engagement de l’AMAQUEN à participer aux efforts de l’amélioration de la qualité dans les systèmes d’éducation et de formation, Nous avons choisi, dans la lignée des thématiques relevant du champ de management de la qualité, d’aborder cette problématique d’actualité. Car elle est liée aux rôles que peuvent jouer les différents acteurs et parties prenantes dans la réussite des réformes auxquelles s’engagent les différents pays ou groupements de pays pour améliorer leurs systèmes d’éducation et de formation. Le Cimqusef’2013 invite donc les conférenciers et intervenants à essayer de répondre aux questions sous-jacentes à la problématique: "Comment le management du changement favorise-t-il l’Engagement des parties prenantes dans la réussite des réformes des SEF?"
Voir sur le blog 6th International Congress of Quality Management in Education and Training Systems (cimqusef’2009), 16–18 December, Rabat 2008 in Morocco.

http://ife.ens-lyon.fr/form_ress/images/logo-ens-footer.jpgCIMQUSEF 2013 - 10ú Comhdháil Idirnáisiúnta de bhainistíocht cáilíochta i gcórais oideachais agus oiliúna - rannpháirtíocht páirtithe leasmhara agus rath na n-athchóirithe i gcórais oideachais agus oiliúna: cén caidreamh? Suíomh Gréasáin: http://cimqusef.amaquen.com/. Níos mó...

Posté par pcassuto à 02:08 - - Permalien [#]
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