The event took place from 22-23 October at Madrid-based IE University, which is a private non-profit business owned by the Instituto de Empresa SL.
“The idea is to look at the university as a whole from all angles, and try to suggest reforms for the future, for the better,” said Santiago Iñiguez, president of IE University and chair of the conference.
He pointed out that the Arab world comprises more than 400 million people in 22 countries and is experiencing profound transformation. It was significant, he said, that this change “is being supported by both public and private institutions, including individual philanthropists”. More...
Vendredi 16 novembre 2012, la CDEFI (Conférence des directeurs des écoles françaises d’ingénieurs), la CGE (Conférence des grandes écoles) et la CPU (Conférence des présidents d’université) organiseront, en partenariat avec la Commission européenne, un colloque sur le thème « Les universités européennes à l’horizon 2020: la diversité des excellences. »
Ce colloque se tiendra de 8h30 à 13h au Palais d’Iena, siège du Conseil économique, social et environnemental (CESE).
La Commissaire européenne en charge de l’Education, Androulla Vassiliou, et la ministre de l’enseignement supérieur et de la recherche, Geneviève Fioraso ouvriront cette journée qui placera dans un contexte international le débat autour de l’enseignement supérieur en France en montrant des exemples de pratiques innovantes au niveau européen. Des témoins venant de nombreux pays interviendront sur les questions centrales d’innovation en formation d’une part et de pratiques de recherche et d’innovation d’autre part. Ainsi, l’université d’Aveiro présentera-t-elle son modèle stratégique adapté à une région du Portugal plutôt défavorisée, quand l’université Ludwig-Maximilian de Munich fera partager sa stratégie d’innovation, sélectionnée dans l’initiative d’excellence allemande.
Côté formation, il sera entre autre question de pratiques mettant en valeur la qualité de l’enseignement dans les établissements.
Dans les deux tables rondes, les exemples universitaires seront articulés avec les témoignages d’entreprises européennes, ce colloque s’inscrivant dans le cadre de la semaine de l’entrepreneuriat. »
Consulter le programme et les biographies des intervenants.
L’avenir scientifique et économique de la France et de l’Europe est conditionné par la qualité de l’enseignement supérieur, de la recherche et de l’Innovation. La nouvelle stratégie de croissance et d’innovation 2010‐2020 de l’Union européenne inspirée par le processus de Lisbonne traduit cette ambition et met l’accent sur la qualité des relations entre le monde académique et les entreprises. Les progrès à réaliser supposent d’analyser les bonnes pratiques développées en Europe...
Table‐ronde 2 : « L’innovation pédagogique: Mieux accueillir, mieux former, mieux accompagner les compétences et les talents »
Le paysage de l’enseignement supérieur et de la recherche est marqué par des dynamiques de coopération et des compétitions, tant nationales qu’internationales. Les Universités doivent alors renforcer leur visibilité et une différenciation positive fondée sur l’innovation pédagogique répondant à l’impératif d’attractivité. De nouveaux modèles d’organisation et d’offre émergent pour l’optimisation des conditions d’accueil, d’accompagnement, de formation et d’insertion des étudiants et des populations tout au long de la vie.
Quelles sont les bonnes pratiques et meilleures expériences dans ces domaines? Comment les nouvelles technologies participent‐elles au développement de l’innovation? Quels sont les moyens afférents et les résultats obtenus de nos partenaires européens? Ces schémas sont‐ils transposables en France? Tels sont les attendus de cette table ronde qui vise à mettre en lumière des expériences qui ont vocation à nourrir nos réflexions.
The 21st-century reality is that the freedom to research the subjects that interest us, free from political and commercial interference, cannot ignore the need to draw on knowledge and expertise that exists beyond the ivory towers. So the claim by CDBU's Sir Keith Thomas that academics alone are “best qualified to determine the direction that intellectual enquiry should take” shows the group is walking into a dangerous trap. Presenting academics as intellectually superior to the rest of us is both out of date and damaging. More...
Looking to 2060: Main Paper, Economic Policy Paper no. 3, Short Paper, Economics Department Policy Note, Bloomberg article. Download the dataset and interactive charts.
There will be major changes in the composition of world GDP (taken as sum of GDP for 34 OECD and 8 non-OECD G20 countries).
The next 50 years will see major changes in country shares in world GDP.
On the basis of 2005 purchasing power parities (PPPs), China is projected to surpass the Euro Area in a year or so and the United States in a few more years, to become the largest economy in the world, and India is projected to surpass Japan in the next year or two and the Euro area in about 20 years.
The faster growth rates of China and India imply that their combined GDP will exceed that of the major seven (G7) OECD economies by around 2025 and by 2060 it will be more than 1½ times larger, whereas in 2010 China and India accounted for less than one half of G7 GDP. Strikingly, the combined GDP of these two countries will be larger than that of the entire OECD area, based on today’s membership, in 2060, while it currently amounts to only one-third of it.
Such changes in shares of world GDP will be matched by a tendency of GDP per capita to converge across countries, which however will still leave significant gaps in living standards between advanced and emerging economies.
Over the next half century, the unweighted average of GDP per capita (in 2005 PPP terms), is predicted to grow by roughly 3% annually in the non-OECD area, as against 1.7% in the OECD area. As a result, GDP per capita in the poorest economies will (in 2011) more than quadruple (in 2005 PPP terms), whereas it will only double in the richest economies.
China and India will experience more than a seven-fold increase of their income per capita by 2060. The extent of the catch-up is more pronounced in China reflecting the momentum of particularly strong productivity growth and rising capital intensity over the last decade. This will bring China 25% above the current (2011) income level of the United States, while income per capita in India will reach only around half the current US level.
Despite this fast growth among “catching-up” countries, the rankings of GDP per capita in 2011 and 2060 are projected to remain very similar. Even though differences in productivity and skills are reduced, remaining differences in these factors still explain a significant share of gaps in living standards in 2060.
Additionally, in a few European OECD countries and some emerging economies differences in labour input will also continue to explain a sizeable share of the remaining income gaps. Indeed, for some European countries, where ageing is more pronounced and/or older-age participation rates are low, these factors are enough to cause a widening in the income gap with the United States, despite continued convergence in productivity and skills levels.
- Once the legacy of the global financial crisis has been overcome, global GDP could grow at around 3% per year over the next 50 years. Growth will be enabled by continued fiscal and structural reforms and sustained by the rising share of relatively fast-growing emerging countries in global output.
- Growth of the non-OECD will continue to outpace the OECD, but the difference will narrow over coming decades.
- The next 50 years will see major changes in the relative size of world economies. Fast growth in China and India will make their combined GDP measured at 2005 Purchasing Power Parities (PPPs), soon surpassing that of the G7 economies and exceeding that of the entire current OECD membership by 2060.
- Notwithstanding fast growth in low-income and emerging countries, large cross-country differences in living standards will persist in 2060.
- In the absence of more ambitious policy changes, imbalances will emerge which could undermine growth.
Building the legal framework for FPs is based on a proposal by the Commission, followed by a decision by the Council and Parliament. This decision is taken in an "ordinary legislative procedure" (formerly "codecision procedure").
Proposal on Horizon 2020 -The Framework Programme for Research and Innovation
On 30 November 2011 the European Commission proposed a package of measures called Horizon 2020 which brings together all EU research and innovation funding under a single programme.
“Responsibility sits with the government to ensure that our highly respected public university system is funded to deliver on the expectations of the community and industry,” said National President Jeannie Rea. The Ernst & Young report, released today, concludes: “The current Australian university model – a broad-based teaching and research institution, with a large base of assets and back office – will prove unviable in all but a few cases”.
Rea notes that the report identifies the main drivers of change which will inevitably bring about this transformation of the sector as:
- The democratisation of knowledge as a consequence of massive expansion of on-line resources;
- The contestability of markets and funding as a direct consequences of declining public investment and the adoption of market design policies to fund and regulate higher education;
- Digital technologies changing the way courses are delivered;
- Global mobility of students and staff; and
- Integration with industry to differentiate programs (through work integrated learning) and to support and fund applied research.
“The NTEU agrees that some of these drivers, namely increasing mobility and the impact of technology, the democratisation of knowledge as well closer links with industry, are inevitable and indeed are already having a profound impact on the way that universities deliver their teaching, research and community service obligations,” Rea says.
“The one driver, however, which is not inevitable in Australia is increasing the contestability of markets. While it might be true that universities face ‘an environment where every dollar of government funding is contestable’, it will be government policy choices that determine how much of that funding is allocated to higher education and our public universities.
“We do, however, agree with the report’s finding that a failure to increase public investment in our universities means that the current model of higher education is becoming unsustainable.”
The NTEU argues that it is now up to the federal government to decide whether it wants a higher education system comprised of a handful of elite research intensive universities concentrated in Australia’s capital cities or to maintain the current system where 38 public universities deliver a broad range of education, research and community service to students and communities who as little a twenty years ago were denied these opportunities.
“There has been a failure of the government to increase public investment to cover the real costs of higher education and to regulate the provision to only those institutions capable of delivering the highest quality of education and research. As Ernst & Young predicts, Australia could end up with a sector comprised of a handful of elite ‘status quo’ universities and ‘niche’ dominators and ‘transformers’ all touting for customers (students),” she said.
“It is the government’s responsibility to make this choice clear to all those involved in higher education as well as the Australian public. If, however, universities are to remain independent educational and research institutions and form a critical part of Australia’s social infrastructure, then they require additional public investment.
“If we are not careful, the Ernst and Young report will be read like a Back to the Future script for the pre-Dawkins era. This is not the way forward to the exciting opportunities enabled by digital technology and global mobility.”
Media enquiries: Carmel Shute, NTEU Media Officer: 0412 569 356 firstname.lastname@example.org.
Media comment: Jeannie Rea, NTEU National President: 0434 609 531 email@example.com.
The aim of this chapter is to bring together and comment official statistics and indicators that make up educational targets that are increasingly favoured in the European Union Policy context from the Lisbon Strategy to the Europe 2020 strategy. Focusing on the call for making young people more employable, the chapter relies on Amartya Sen’s Capability Approach and in particular on his key idea of ‘informational basis of judgement’ to reveal the postulates behind the benchmarks that assess progress toward the Education and Training Strategy. Taking up this plea, the chapter starts out by giving a brief description of the Lisbon Strategy as well as the Europe 2020 Strategy. In this perspective, it reports what progress in education and training– or lack of it – has taken place. The subsequent section introduces the concepts of “capability” and “Informational basis of judgement” derived from Amartya Sen’s Capability Approach (CA) in order to shed light on the normative postulates underlying the benchmarks promoted by the European Commission . One main focus lies in addressing limitations of these indicators with the aim of providing a practical instrument with which to assess and compare education and training performance. The chapter concludes by offering some thoughts for an alternative set of indicators that employs insights from the capability approach drawn from the work of Amartya Sen. Full Text: HTML PDF.
Education does not necessarily guarantee you a job, or the job you want, but in good times and bad the higher your education level, the less likely you are to be unemployed. The more educated you are, the better prepared you are to reinvent yourself over the course of your career.
Education does not make everyone equal but it can go a long way toward providing equal opportunity. While women achieve more than 60% of university degrees, they still earn less than men in the workplace. Young women are five percentage points more likely than young men to become better educated than their parents (40% compared with 35%), while young men are more likely than young women to have lower educational attainment than their parents (15% compared with 11%).
While more people are completing higher education in OECD countries, children from low income and immigrant backgrounds continue to lag behind in primary and secondary school. Tapping into their talents could bring valuable creativity, skill and innovation to our economies.
The foundation for successful lifelong learning comes before we even start formal education – pre-school programmes really are the gift that keeps on giving. Students at 15 with an extra year of pre-school do better than those without, OECD figures show. This gives pause for thought, particularly in light of the fact that one in five of 15 year old students (19%) in OECD countries lacks basic literacy skills. This makes it all the harder for them to benefit from educational opportunities later in life.
Immigrants are particularly affected. Reading levels for immigrant students are up to a year and a half behind those of native students. This emphasizes the need for affordable programs that help students and workers to break out of the cycle of disadvantage that grips low educated families and impoverished communities. As long as low income equates to a lower education level, societal potential will be lost.
And of course the skills you learn need to be matched to the work available -- The OECD Employment Outlook 2012 shows that those who do find a job often are overqualified for their position. Specialized programs set up by employers and governments provide people with skills to match their jobs throughout their working life. Job-specific training capitalises on a person’s ability to adapt and transforms skills that have become outdated in our fast paced world. Accessible and effective skill training further improves the dexterity of the economy as it responds to crisis.
Data Vizualization Competition
The OECD and visualizing.org have launched a data visualization global competition around Education at a Glance 2012. Your challenge is to visualize the economic costs and returns on education. Your design should encourage comparison across the countries, and should reveal the individual statistics that go into these indicators. Ready? >> Learn more.
Just to give some examples we are looking for proposals such as "Metrics and rankings"; Professional development and training topics for research managers and administrators; IT tools developments; Simplification topics; Ideas and topics regarding the Rules for Participation; Financial models; Horizon 2020; Fundamental research and Societal Challenges and Lead Industry programme's; Models for development and management of research support units within Universities; Legal and ethical Issues; the new DESCA model; ERC, Marie Curie and doctoral training in Europe; Interface between research and innovation; Smart specialization and strengthen research potential in new EU member states; International aspects of European research and Innovation; Issues with connections to "Impact"; etc.
Presentations from the Dublin AC 2012
Patrick Cunningham: Growing the Knowledge Economy: The Irish Perspective
Sean McCarthy: Getting Ready for Horizon 2020
Kathleen Larmett and Denise Walden: Developing Leaders for Research Management: Globalization in the 21st Century
Judith Schallnau: Experiences and Best Practices on Dispute Resolution
Louise Byrne: Guide to MC Financial Issues
Susi Poli Professional Development WG session
Alicia Blaya: IPR for non-FP7 Projects
Maria Grazia Bonanomi: Planning Research Activities
David O'Shea: Guide to Financial Issues in FP7
Simon Kerridge and Keith Jeffery: RMAS: Research Management and Administration System
Caroline Ang and Lorna Colquhoun: Breaking Down Silos: The Role of Research Offices in Stimulating Collaboration
Alex Waehry: Organising Research Support Offices, LERU Examples
Olaf Svenningsen: Organising Research Support Offices, Mapping Processes and Tasks
Agatha Kellner and Annika Glauner: How will you re-structure your Support Office for Horizon 2020
Philip Purnell: Sponsored Session, Thompson Reuters
Valerie Thiel and Peter Darroch: Sponsored Session, Elsevier
Roumen Borissov: FET Funding Scheme
Kristel Toom: New Comer's Meeting
Marie Geoghegan-Quinn: Keynote, Horizon 2020 and the New Beginning for the European Research and Innovation System not available yet
Enora Pruvot: Sustainability of European Universities: Impact of Horizon 2020
Sean McCarthy: Giving Impact to your Impact; Impact Writing and Measuring in Fp7 and H2020
Andrea Degen and Dan Nordquist: Social Media: Another Hype or useful Tools to Improve Communication and Exploitation of Results
Yan Zhang and Feng Zhou: Chinese Views on H2020
Peter Hartwich: Workshop: The Participant's Portal
Julia Lane: Measuring Success, STAR METRICS
Alan Mathewson and Cian O'Murchu: Towards an Open and Sustainable ICT Research Infrastructure Strategy
Paul Coughlan and Ruth Kearney: The Innovation Academy at Trinity College Dublin -Facilitating University-Industry Collaboration
Anne Katrin Werenskiold: ERA Working Group: Academic-Industrial Collaboration in H2020
Rafat Mrowka: ERA Working Group: From theory to practice – making money from research
Ciaran Dearle: Smart Specialisation: Stairways to Excellence and the Role of the Future Cohesion Policy
Kathrin Werner and Annika Thies: H2020: The Legal Framework
Jorg Langwaldt: Professional Development of EU Advisers and Administrators in a Network of Four Finnish Universities
Dan Nordquist and Kathleen Larmett: EARMA/ NCURA Fellowship Programme
Emmanuel Babatunde: Enhancing Collaboration between Administrators, Advisers and Researchers
Jan Andersen: Global Collaboration and Professional Development
Katrin Reschwamm: Communication Tools for EU Projects - from Chat to Collaborative Work Spaces
Olaf Svenningsen: Workshop - Registering for NSF/NIH/Grants.go
Higher education is going to look much different in the future, with a greater reliance on teleconferencing and distance learning, according to a recent survey by the Pew Internet & American Life Project.
Sixty percent of the 1,021 respondents, which included a variety of technology experts, education professionals, and venture capitalists, agree that hybrid learning, which combines online education with in-class instruction, and "individualized, just-in-time learning approaches" will be much more common by the year 2020.
"[T]echnology will allow for more individualized, passion-based learning by the student, greater access to master teaching, and more opportunities for students to connect to others … for enhanced learning experiences," wrote Charlie Firestone, executive director of the Communications and Society Program at the Aspen Institute, whose comments as a survey respondent were included in the report.
One major factor that will drive technological innovation in higher education over the next decade, according to survey respondents, is the steep cost of higher education. According to data provided by 1,009 colleges and universities to U.S. News, college graduates completed their degrees in 2010 with an average loan burden of $24,962, and nationwide, the student loan debt has passed $1 trillion.
[Find out if the Student Loan Forgiveness Act would help you.]
"The high and growing cost of university education cannot be sustained, particularly in the light of the growing global demand for such education," wrote Donald Barnes, a visiting professor at Guangxi University in China. "Therefore, there is already a rush to utilize the new medium of the Internet as a means of delivering higher education experience and products in more economical and efficient modes."
Some universities have approached this issue by making some of their courses more accessible to students who may not have the resources or ability to consume the content otherwise. Institutions such as Stanford University and the Massachusetts Institute of Technology have long offered select courses for free online, and services such as Coursera and Udacity offer myriad online courses from top ranked universities ranging in subjects from computer science to medicine at no cost to the user.
[Explore options for free online education programs.]
While fully online courses are effective in reaching larger audiences, studies have shown that hybrid learning may be the most effective way to learn. Marti Hearst, a professor at the University of California—Berkeley, noted in the survey that "having students watch the video lecture or read the material at home and then work on problems … together in the classroom with other students and a teacher is a powerful model."
While higher education professionals consider the most effective tools for the future of their field, the corporate world is also at a crossroads in how it educates its employees, says Winston Binch, a partner and chief digital officer at advertising agency Deutsch LA.
"It's not just the colleges and universities that need to adapt and have more of a modern approach to their educating," Binch notes. "It's also the businesses themselves that need to get more aggressive in how they're educating their employees."
[See how students have used college to build start-ups.]
Binch says there have been ongoing discussions at Deutsch about how to use digital tools to "educate our employees from the day that they walk in." He acknowledges, though, that one of the biggest challenges his company has faced is how to incorporate education into the agency.
For academia and industry alike, the greatest challenge may actually be in creating lifelong learners out of students and professionals. With a rapidly changing marketplace, "the real need for education in the economy will be re-education," wrote Jeff Jarvis, director of the Tow-Knight Center for Entrepreneurial Journalism at the City University of New York Graduate School of Journalism.
"As industries go through disruption and jobs are lost forever, people will need to be retrained for new roles," Jarvis noted. "Our present educational structure is not built for that, but in that I see great entrepreneurial opportunity."
[Discover companies hiring grads from your school.]
This opportunity is possible if there is communication and collaboration between educational institutions and corporations, notes David Slayden, the executive director of Boulder Digital Works at the University of Colorado—Boulder.
"Industry [leaders] realize that they need to really establish and maintain a learning culture within their companies to retain talent and attract talent," Slayden says. "But it needs to be a partnership between industry and academia, not an assembly line."
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