Read more news from . Therefore, students and employees will seek instant gratification when it comes to studying for a test or professional certification. To meet their needs, educators must design tutorials or teaching materials that are mobile friendly and can be downloaded on tablets, phones, and the variety of smart devices available on the market. Read more. More...
By Brad Lukanic. What, where, and how will we learn?
The future of higher education is a constantly moving target.
Everything from the emergence of MOOCs to new learning styles and mounting financial and sustainability pressures are impacting the education landscape. Every day higher education leaders are developing new strategies to leverage across these developing challenges and opportunities. More...
Recent education headlines express the dilemma currently facing UK higher education. The Council for the Defence of British Universities launched last week promoting a vision of education for education’s sake, with universities as centres of learning in danger of being shackled by short-term performance measures and funding models. On the same day, the Engineers Employers’ Federation (EEF) called for a closer alignment of the education and training system – including higher education – with the needs of the labour market and employers. More...
By . On April 10, university leaders held a spirited debated over the future of education innovation at the Princeton-Fung Global Forum in Paris. Princeton Humanities Chair Gideon Rose expressed a bleak outlook for the future of academics, claiming that Massive Open Online Courses (MOOCs) will replace the traditional educator-student dynamic. More...
Learning from Futuretrack: Dropout from higher education
Analysis of reasons for dropout from higher education based on the longitudinal Futuretrack dataset. Read more...
By Jerry Harp. As is commonly known, American higher education depends for its existence on the cheap labor of adjunct faculty members. According to recent reports, adjuncts make up as much as 70 percent of college instructors. The average yearly salary for those adjuncts is around $25,000, just above the poverty rate for a family of four, so these members of the professoriate, having put in their years working on advanced degrees while providing cheap labor as graduate students, have learned very well what to expect and really have nothing to complain about; but we academics are a discontented lot, so we do complain. However, I have hit on a proposal that might take some modest steps toward addressing the problem. More...
Since 1999, EUA has been publishing the Trends reports, with a view to feeding an institutional perspective into European higher education policy discussions, and improving exchange and networking among European universities and support for them. The principal method is a questionnaire sent to European higher education institutions, which is complemented by other research methods, including focus groups, visits to universities, interviews, and questionnaires to other stakeholders. The resulting reports are designed to present reliable, longitudinal information about how the European Higher Education and Research Areas are being developed across the continent. Over time, EUA’s Trends reports have become crucial sources of information and reference works for policy makers and the higher education community alike.
The Trends 2015 Report is currently under preparation, and will be published in time for the Bologna Ministerial meeting in Yerevan, Armenia, in spring 2015. Compared to previous Trends reports, it places greater focus on learning and teaching, including e-learning and MOOCs.
The institutional questionnaire was launched in January 2014. If you think your institution may be interested in participating in the Trends 2015 survey, please contact email@example.com for additional information. Please note that the questionnaire is aimed at the institutional leadership of higher education institutions.
More information on the Trends 2015 survey can also be downloaded here.
The Trends Series
The first Trends report, produced for the Ministerial meeting in Bologna in 1999, described the state of European higher education, and provided a rationale for the development of a European Higher Education Area. The second report, produced for the Prague Ministerial Conference in 2001, was an update of national developments and extended the geographical coverage in Europe.
Trends III, prepared in 2003 for EUA’s Higher Education Convention in Graz and for the Berlin Ministerial Conference, was the first report to introduce the perspective of higher education institutions in the analysis, based on a questionnaire that gathered over 800 institutional replies. This report raised several questions and challenges regarding the nature of institutional implementation, many of which were explored in greater depth through a series of institutional site visits undertaken for both the Trends IV and the Trends V reports (with additional focus group discussions).
The same methodology – combining a survey questionnaire, institutional site visits and focus group discussions – was used again for the Trends VI (2010) report, which examined a decade of Bologna reforms in the context of other changes that have affected higher education, whether through international, European or national developments.
For more information on and links to past Trends reports, please click here.
Conférence Enjeux et prospective des métiers de la formation
Synthèse de M. Liétard
Dossier de presse du Ministère du travail sur la loi
Etude ou synthèse prospective sur les métiers de la formation de 2009 : Site Internet de la Fédération de la Formation Professionnelle, rubrique « FFP en Bref », « Vie de la Branche », « Les commissions paritaires » puis « Observatoire de la Branche ».
Catégories : Programme de professionnalisation.
By Joshua Kim. Doc_Docorstein, in an exchange with Michael Feldstein in the Disqus / comments section of my post, talks about the existence of an “ed-tech establishment."
By “ed-tech establishment” I take Doc_Docerstein to be referring to those of us who are apt to find ourselves at EDUCAUSE, Sloan-C, or NMC. Full-time administrators. People working in and around academic IT. Read more...