Formation Continue du Supérieur

4-5 July 2013
The international conference “Skilling the Future – VET and Workplace Learning for Economic Success” co-organised by OECD and the German Federal Ministry of Education and Research (BMBF) will take place in Leipzig, Germany, during the WorldSkills Leipzig 2013 event.
The Skills beyond School review of Switzerland was published on 7 January 2013 and is available on the country studies page. The first two country reviews in the Skills beyond School thematic review of postsecondary vocational education and training were published on 4 September 2012.  Please see the country studies rubric to download the review of Denmark and the review of Korea. The commentaries on Spain and Israel have also been published and are free to download on the country studies page. Read more...

The theme of the third annual International Summit on the Teaching Profession, to be held in Amsterdam on 13-14 March 2013, focuses on teacher evaluation and professional standards. During the Summit, delegates will have discussions guided by the following questions:
- How is teacher quality defined by policy makers, the teaching profession and society? What standards are set and by whom?
- How is teacher quality evaluated? What systems are in place and how are the evaluations carried out?
- How do evaluations contribute to school improvement and teacher self-efficacy? What impact can be expected on teaching and learning from teacher evaluation? Read more...

CALL FOR PAPERS (VOL 11, NO 1, JANUARY 2014)
Call for articles open for the next monographic Dossier on Mobile Learning Applications in Higher Education.
For many educators, mobile technology in the field of teaching and learning has recently become one of the most important areas of research. Mobile learning has become a strategic topic for many organisations concerned with education.
The evolution of wireless technologies and the development of applications on mobile devices have been spectacular. The advent of new types of devices is disruptive to education, no matter what educators and education institutions do. Therefore, a thorough analysis, from a pedagogical and technological perspective, is key to ensuring an appropriate usage and implementation of mobile learning.
In the past two decades, we have experienced a revolution in wireless communications that has facilitated a reduction in people's dependency on cable in order to communicate. Moreover, in the last decade, we have seen a huge evolution in the performance and features of mobile devices. In many cases and for many tasks, this has led to mobile devices being a possible replacement for laptop or desktop computers. While it is hard to say whether the new breed of devices will be an outright replacement, they certainly mean that there is a new layer of interaction.
Today, we are seeing an explosion of tools and programming languages to develop applications on mobile devices, as well as the creation of new ways to share and download/upload these applications from/to specific markets. This has enabled many programmers to develop mobile applications in a fast, cheap and readily marketable way. It has never been easier to create applications and make them globally available, and learning environments are no exception.
We live in a new age. This has been called the mobile age or the mobile technological revolution by several authors, and it has been likened to the first and second industrial revolutions. Without doubt, we have seen a significant increase in mobile learning experiences in higher education in the last five years. Read more...

CIR: possibilité nouvelle de saisir la déclaration 2069A-SD en ligne
Il est désormais possible de remplir en ligne le formulaire 2069 A-SD du CIR, sous certaines conditions. Sont notamment exclues  les entreprises bénéficiant du régime fiscal des groupes de sociétés (article 223-1 du Code général des impôts). La saisie de cette déclaration est facilitée par une aide interactive, une notice et des textes de référence.
La déclaration en ligne du CIR s'inscrit dans une démarche de simplification administrative.
Au titre de l'année 2011, près de 19 000 entreprises ont déposé une déclaration de Crédit d'impôt recherche.
Le montant des dépenses de R&D déclarées par les entreprises est de l'ordre de 18,2 milliards d'euros pour un montant de crédit d'impôt recherche de 5,05 milliards d'euros.
Il est devenu la première source de financement public des dépenses de R&D des entreprises. C'est le soutien à la R&D qui touche le plus grand nombre d'entreprises, notamment de petites et très petites entreprises.
Il est recommandé de lire les Règles générales de saisie de la déclaration en ligne 2069A-SD avant de commencer la déclaration en ligne. Aller à la Saisie du formulaire en ligne. Voir aussi CIR: procédures et formulairs de déclaration.
Télécharger le Guide Crédit impôt recherche 2012. Voir les Coordonnées et la liste des contacts CIR.

Sur le blog de Michel Abhervé pour Alternatives économiques.Lors de l’audition devant la mission parlementaire, consultable sur vidéo, le vice-président d’AGEFOS, représentant la CGPME, Philippe Rosay, a dans la présentation de son organisme affirmé qu’AGEFOS PME est le troisième OPCA de l’Economie Sociale (après UNIFORMATION et UNIFAF: voir Avec la réforme de la formation professionnelle que deviennent les OPCA de l’économie sociale? et OPCA: vers un renforcement d’UNIFORMATION).
Cette revendication est intéressante, même si le classement doit être vérifié, car l’AFDAS, l’OPCA Banques Assurances (même si les banques populaires et le Crédit Agricole  sont à OPCALIA, l’OPCA du MEDEF !), OPCALIM, qui couvre l’Industrie Alimentaire, la Coopération Agricole et  l’Alimentation en détail, ou le FAFSEA, qui couvre en particulier les CUMA, ont parmi leur champ de collecte des secteurs importants de l’économie sociale. Suite de l'article...

By M. Mitchell Waldrop. Massive open online courses are transforming higher education — and providing fodder for scientific research. When campus president Wallace Loh walked into Juan Uriagereka's office last August, he got right to the point. “We need courses for this thing — yesterday!”
Uriagereka, associate provost for faculty affairs at the University of Maryland in College Park, knew exactly what his boss meant. Campus administrators around the world had been buzzing for months about massive open online courses, or MOOCs: Internet-based teaching programmes designed to handle thousands of students simultaneously, in part using the tactics of social-networking websites. To supplement video lectures, much of the learning comes from online comments, questions and discussions. Participants even mark one another's tests. Read more...

Today California (CA) Senate President pro Tem Darrell Steinberg (author of the CA open textbook legislation) announced that SB 520 (fact sheet) will be amended to provide open, online college courses for credit. In short, the bill will allow CA students, enrolled in CA public colleges and universities, to take online courses from a pool of 50 high enrollment, introductory courses, offered by 3rd parties, in which CA students cannot currently gain access from their public CA university or community college. Students must already be enrolled in the CA college or university in which they want to receive credit. The 50 courses and plans for their assessment will be reviewed and approved (or not) by a faculty committee prior to being admitted into this new online course marketplace. Read more...