24 décembre 2013

Réunion d'information sur le Fonds de Gestion du Congés Individuel de Formation

La Maison Commune Emploi Formation de Rodez Arrondissement accueille le Fonds de Gestion du Congés Individuel de Formation Midi-Pyrénées (FONGECIF) pour une réunion d’information collective le vendredi 31 janvier 2013 à partir de 9h30.

Cette animation s’articulera autour de 3 axes :

• connaître les services proposés par le FONGECIF Midi Pyrénées,
• avoir des repères sur les étapes et les démarches à réaliser pour mettre en œuvre un projet professionnel,
• informer sur les différents dispositifs : congé individuel de formation (CIF), formation hors temps de travail, droit individuel à la formation, validation des acquis de l’expérience, bilan de compétences, bilan créateur d’activité.

Renseignements et inscription (obligatoire) :
MCEF de Rodez Arrondissement
41-43 rue Béteille
12000 RODEZ
Tél. 05.65.75.35.25
Mail : mcef.rodez@orange-business.fr

 En savoir plus : Site Internet des MCEF

Les métiers du FLE

Le FLE ? Ah, voyager dans le monde entier, travailler sans diplôme, enseigner aux enfants comme aux adultes, arriver les mains dans les poches et le manuel dans le sac… Voilà quelques préjugés que la professionnalisation du milieu dément de plus en plus – découvrez-en d’autres et proposez les vôtres !

Aujourd’hui, le champ du FLE - expression générique regroupant français langue étrangère, français langue seconde, français langue de scolarisation, français langue d'intégration, français langue professionnelle - offre des créneaux professionnels particulièrement variés, de l’enseignement à l’édition en passant par les ressources humaines, l’humanitaire ou encore les nouvelles technologies.

Décrié par les uns en raison de la précarité qu’on y trouve, "chapellisé" par d’autres face à la raréfaction des situations confortables, encensé par ceux qui y ont trouvé épanouissement personnel et professionnel, le FLE est tout à la fois un cul-de-sac et une piste d’envol. Comment s’engager dans la bonne voie ?

Peut-être en commençant par s’interroger sur les essentiels. Vos essentiels. Aventure et précarité ou cadre et sécurité ? Bien sûr, la réalité des postes n’est pas si manichéenne mais faire le point sur ses atouts, son style de vie et ses aspirations permet sans doute de ne pas avoir à faire machine arrière après quelques années.

Bref, comment se professionnaliser, rebondir après quelques années d’enseignement, valoriser ses compétences ou encore panacher le FLE avec un autre champ professionnel ?

Nous vous présentons pour cette rentrée 2013-2014 un dossier détaillé sur les métiers du FLE. N’hésitez pas à réagir, témoigner, compléter ou encore commenter son contenu en nous contactant : dossiersfle@fle.fr ou en participant à notre Forum.

Quelques conseils de lectures :

- Actes des Rencontres sur les métiers du FLE de 2003. 

- États généraux du français langue étrangère-français langue seconde en 2006 : voir en particulier la synthèse de l’atelier « Métier : débouchés et emplois » sur le site FLE-Asso.

Notre dossier s'appuie sur de nombreux documents en ligne mais aussi sur l'enquête que nous avons lancée en mai 2013 auprès de la communauté des enseignants et des principaux acteurs de la professsion en France et à l'étranger.

Note : pour plus de lisibilité, les fonctions sont indiquées au masculin, bien que le secteur du FLE soit très féminisé !

En voici la table des matières :

Découvrir le métier de professeur de FLE

Jeudi 13 février à Toulouse : Journée des Masters 2

Vous souhaitez tout savoir sur les Masters 2 dispensés à l'Université Toulouse 1 Capitole afin de mieux appréhender les diplômés proposés, les différents cursus et leurs débouchés ? 

Thinking about MOOCs

By John Faig. I'm taking an online professional development course (Charting a Course in Online Education) offered by the Online School for Girls (OSG).  They have a pragmatic view of online education as a vehicle to offer specialized classes that would not have enough students to be economically feasible at a particular school.  Along the way, they are refining and improving the courses they offer - in terms of content and pedagogy.   A discussion from this class pointed me in the direction of a New York Times article about MOOCs.  Like most articles in the mainstream media, I more thoroughly enjoy the comments.  Below are some of my favorites with some of my own perspectives. More...

UC BERKELEY’S ADAPTATIONS TO THE CRISIS OF PUBLIC HIGHER EDUCATION IN THE US: Privatization? Commercialization? Or Hybridization

By George W. Breslauer. The University of California at Berkeley now delivers more to the public of California than it ever has, and it does this on the basis of proportionally less funding by the State government than it has ever received.  This claim may come as a surprise, since it is often said that Berkeley is in the process of privatizing, becoming less of a public university and more in the service of private interests.  To the contrary, as the State’s commitment to higher education and social-welfare programs has declined, UC Berkeley has struggled to preserve and even expand its public role, while struggling simultaneously to retain its competitive excellence as a research university.  This paper delineates how UC Berkeley has striven to retain its public character in the face of severe financial pressures.  A summary of the indicators invoked can be found in the chart at the end of the text. 
Download PDF Document.

DISCORDANT IMPLEMENTATION OF MULTILATERAL HIGHER EDUCATION POLICIES: Evidence from the case of the Bologna Process

By Masataka Murasawa, Jun Oba, and Satoshi P. Watanabe. In pursuit of enhanced employability of university graduates, along with their increased mobility in a rapidly globalizing economy, colleges and universities in the world today participate in regional alliances and partnerships in which shared targets with mutually recognized degrees and curricula are sought across boundaries through transnational higher education policies. The Bologna Process is certainly exemplified as one of the most important multilateral efforts in the recent history of higher education, in establishing such a system of quality assurance within the European Higher Education Area. Although the member states of the Bologna Process endeavor to meet the common benchmarks on the preset assessment criteria, the speed of policy implementation is found to widely vary across the participating countries. This paper attempts to identify the sources of discrepancies in achieving the common policy targets among the member states and explore in particular the extent to which varying stages of socio-economic as well as political development, along with indigenous ethnic and linguistic complexities, affect the robust progress of implementing multilateral higher education policies. Our findings generally suggest significant impacts of these indigenous factors. 
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CSHE HOSTS PROGRAM FOR UNIVERSITY LEADERS FROM CHINA

December 18, 2013:  From December 2 - 10, the Center welcomed a group of 25 university leaders from China, organized by the Chinese National Academy for Education Administration.  The purpose of the week-long program was to introduce these higher-education leaders to UC and US practices in higher education and aspects of university management and administration in the United States.  During their stay, they visited Stanford University, Cisco Corporation, the Lawrence Hall of Science and the UC Office of the President as well as observing courses and meeting with Chinese students at Berkeley.   The program also included a visit to the biochemical research lab of UC Berkeley’s 2013 Nobel Laureate, Professor Randy Schekman, and a discussion of the role of leadership at Berkeley led by former chancellor Robert Birgeneau.   “UC and other Bay Area institutions offer a wealth of innovative educational and research activities of great interest to international visitors,” said CSHE Director C. Judson King.  “And in turn the Center benefits from the chance to share ideas and experiences with our colleagues from abroad.” 
Another group of 14 higher-education leaders will be arriving early in the new year, this time from Xi'an Jiaotong University of China. The Chinese visitors will attend a course from February 2 – 13 focusing upon university research and research management, including instructional laboratories and undergraduate research.

ON THE APPORTIONMENT OF ADMINISTRATIVE GOVERNANCE FUNCTIONS WITHIN MULTI-CAMPUS UNIVERSITIES AND UNIVERSITY SYSTEMS

By C. Judson King. Most public universities in the United States are formed into systems, containing more than one university or campus.  There are clear rationales for these systems, including overall planning and coordination, budgeting efficiency, and effectiveness of dealings with the state government.  The distribution of internal governance functions between the system level and the individual-campus level has, however, been a source of continual tension for understandable reasons.  Although there can be no hard and fast rules for the division of administrative functions between the system-wide level and the component campuses, a number of governance principles can be laid out.  What is done in a particular instance should recognize commonalities and differences in mission among and within systems, the histories and the maturities of the campuses composing the system, state government constraints, governing board structures, and changing conditions, among other circumstances and needs. 
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SEEKING A ROADMAP TO BECOMING WORLD CLASS: Strategic Planning at Peking University

By Xie Guangkuan. Strategic planning plays an important but sometimes controversial role in higher education. This paper examines how strategic planning works in Chinese universities, using Peking University as a case study. This essay discusses the rationale for why Peking University (PKU) decided to pursue status as a world-class university along with objectives and value of its various strategic plans beginning in the 1990s. These plans have had four main roles at Peking University: as a means to periodically alter the development path or "roadmap" of the university; as a method to gain or "accelerate resources" largely from government; as a way to communicate with the business community, alumni and other stakeholders regarding the aspirations and needs of the university; and as a tool to engage central government leaders in the future of the university. 
Download PDF Document.