L’APEC publie les résultats de son enquête sur les jeunes diplômés de 2012 et leur entrée dans la vie active. Selon l’organisme, la situation professionnelle des étudiants « bac+4 » s’est détériorée par rapport à 2011. En effet, en avril 2013, 64% des jeunes de niveau bac+4 et plus occupaient un emploi moins d’un an après avoir décroché leur diplôme, contre 71 % de ceux de la promotion 2011.
En savoir + > Enquête APEC : la promo 2012 connaît la crise
By Rebecca Schuman. Margaret Mary Vojtko, a veteran instructor of French at Duquesne University, died broke and humiliated on her front lawn this month. Last week her friend Daniel Kovalik memorialized her in a wrenching op-ed essay, and for the first time Americans outside academe began to notice, en masse, adjunct faculty in the United States, who now make up a majority of college instructors. More...
Par Quentin Blanc. Après «Adopte Un Mec», «Adopte Un Etudiant»? En Espagne, les personnes privées pourraient être autorisées à «sponsoriser» des étudiants, afin de permettre aux jeunes en difficulté financière de poursuivre des études supérieures.
Entre l’explosion du chômage des jeunes, la hausse des frais de scolarité dans les universités publiques et le durcissement des critères d’attribution des bourses, il ne fait pas bon être étudiant en Espagne à l’heure actuelle. Pour éviter de voir leurs effectifs fondre et des jeunes prometteurs abandonner leurs études, les facultés ibériques veulent créer un fonds permettant à des donateurs privés de financer les cursus d’étudiants en difficulté financière. «De la même façon qu’il est possible de sponsoriser un enfant du tiers-monde grâce à des associations, des particuliers pourraient prendre en charge un étudiant espagnol en payant ses frais de scolarité», explique au quotidien britannique The Telegraph Adelaida de la Calle, rectrice de l’université de Malaga et présidente de l’association espagnole des présidents d’université. Suite...
By Dirk Van Damme, Head of the Innovation and Measuring Progress division, Directorate for Education and Skills.The insight that education is valuable both to individuals and to countries is not new. Using continuously improving data and statistical tools, we have come to understand and appreciate the magnitude of education’s impact on employment, income, health and life opportunities in general. From a purely economic point of view, private returns on investment are well beyond 10% per year, and public returns are only slightly below that figure. Fears that increasing participation and greater numbers of graduates – resulting in ever-increasing numbers of highly qualified people in the work force – would result in some kind of inflation, in diminishing returns and burgeoning graduate unemployment could not be confirmed by the data.
When the financial crisis erupted in 2007-08, rapidly turning into a global economic recession and a fiscal crisis in the Euro-zone and other countries, it was very difficult to predict its impact on education. Data for the years 2008 and 2009 showed that in the first years of the crisis, the impact on education remained limited and was confined to countries in severe crisis, such as Ireland, Iceland and Greece. Education is generally protected from shocks to the economic system because of its intrinsic slow pace of change. Individuals and families did not drastically alter their patterns of participation in education; and in the first years of the crisis, governments used stimulus packages and deficit spending to try to soften the blow, leaving education budgets more or less untouched. But we know that things started to change dramatically from 2010 onwards, when unemployment – especially among youth – climbed steeply and governments turned into austerity mode. Read more...
The latest edition of the IAU Horizons (Vol. 19 No.2) is now available online.
By Ellen Hazelkorn, Dublin Institute of Technology, Ireland (email@example.com). The global economic crisis (henceforth Crisis) is having a profound impact on higher education: increasing pressure for higher education institutions (HEIs) to demonstrate greater relevance to and better value-for-money for individuals and society. The continuing shift to the knowledge-based economy, and the rising demand for and costs of higher education, are occurring at the same time that many governments face financial strain – with a knock-on effect on higher education budgets. At the same time, HEIs jockey for an improved position at national or international level as global rankings boost competition, placing issues of quality and performance under intense scrutiny. Faculty are also under pressure; calls for greater productivity and accountability challenge traditional work-practices and values.
Many of these challenges were manifest decades ago, but the confluence of factors associated with the Crisis has intensified their impact. It has become commonplace to say that HEIs need to “do more with less” but the changes being experienced now are not transitory modifications. Rather, these developments are combining to bring about a transformation in our broadly-accepted model of mass higher education. There is, however, a lack of deep-level evidence on what is actually happening in higher education: on the extent of change taking place, and on the impact on institutional priorities, quality and educational programmes, student choice and participation, resources and academic work.
An on-going study by the Dublin Institute of Technology (DIT), in association with the International Association of Universities (IAU), aims to fill this gap in the knowledge of leaders, policy-makers and researchers. Using data on 34 institutions from 29 different countries, the study focuses on five key themes: mission, strategy, finance, quality and work practices. Institutions completed a web-based self-study between August 2012 and May 2013. Every continental region is represented at least once, although the majority of institutions are from Europe (52.9%); 80% are based in metropolitan areas with populations of over 50,000 people and were established from 1900 onwards, with 38% being established since 1970. Fifty per cent of respondents described themselves are research-informed or research-intensive. Participating institutions gathered for a Roundtable discussion on 10-11 June 2013, hosted by the Irish Higher Education Authority (HEA) to share their experiences, talk about some of the main issues and challenges they face, discuss how these issues can be addressed, and share good practices. These discussions will feed into the final report.
Preliminary results shows that the global economic crisis has affected all types and ages of HEIs with varying degrees of severity (see Figure 1). Almost 77% of respondents said the global crisis had made it more difficult for their institution to achieve its mission and goals. Fifty-six per cent respondents say they have been “quite a lot” or “very much” affected with respect to the income they receive or earn This affects not only the total income received or earned but the proportion between different sources. HEIs anticipate that the proportion of funding received directly from government will continue to fall over the years to 2015 while the proportion of institutional income constituted by research grants is likely to increase. Interestingly, respondents think that tuition fees are likely to remain relatively static as a proportion of income.
Accordingly, HEIs are making reductions in administration support, faculty recruitment, travel to conferences and meetings, and library budgets (see Figure 2). In an effort to find a sustainable business model, HEIs are looking at making wide ranging changes, including increasing academic workload; increasing class size; reducing or ceasing recruitment of staff; re-structuring institutional departments; improving procurement practices; and reducing salary overheads. The final report will be made available on the IAU website later in 2013; a notice about this will be included in a later version of this newsletter. In the meantime, if you would like to hear more about this study, please do not hesitate to contact Ellen Hazelkorn (firstname.lastname@example.org).
Website: 2013 International GUIDE Conference. How is it possible to modernise the structure of higher education systems and develop a new model of higher education systems? Professor Andrea Gentile will talk about that and much more at the 6th International GUIDE Conference.
How has the economic crisis affected the structure of Higher Education Systems? Professor Andrea Gentile from Marconi University will tackle that question in his keynote at the opening session of the 6th International GUIDE Conference (3-4 October, 2013 – Athens, GR).
o learn more about the conference please visit the official website, follow GUIDE Association on Twitter or join GUIDE’s LinkedIn group.
By Aura Vuorenrinne. Unemployment and financial difficulties change priorities in policy making. EAEA fortifies advocacy work to defend adult education on European level.
Europe is in crisis that is not only financial; there are different levels to it. It is a social crisis: people are getting excluded at the same time as they lose jobs and their money.
- It is also ethical crisis, because people who suffer the most have not caused the crisis, says Gina Ebner, the Secretary-General of EAEA.
In addition, it is a European crisis; which country should pay the costs?
The EAEA Secretary-General and many other speakers spoke at the European Year of Citizens 2013 Conference in Leicester, UK on 7 June 2013. Read more...