Discours de Mme Geneviève Fioraso, ministre de l’Enseignement supérieur et de la Recherche à l’occasion de la clôture du Forum Campus France - Mardi 18 décembre 2012.
I. La nécessaire internationalisation de notre système d’ESR.
Je suis heureuse d’être parmi vous, à l’occasion de la clôture du Forum des établissements de Campus France. En effet, Campus France est un instrument qui doit servir l’attractivité de notre système d’enseignement supérieur et de recherche en général, et de chacun de vos établissements en particulier. Je me réjouis de ce forum, qui a vocation à vous associer pleinement à la définition des activités de Campus France. Vous le savez, mon parcours, ma sensibilité, me disposent à mobiliser toutes nos énergies pour promouvoir l’excellence de la recherche et de l’enseignement supérieur français, en favorisant leur ouverture internationale. Je ne doute pas que nous y parviendrons, en étroite collaboration avec le MAE. Au service de cette ambition, au service de votre ouverture à l’international, Campus France est un outil qui a vocation à promouvoir notre système d’enseignement supérieur et de recherche, mais aussi à favoriser, faciliter et amplifier l’accueil des étudiants étrangers.
- La vision et la stratégie du MESR.
J’ai à coeur de soutenir et même d’amplifier l’ouverture de notre système d’ESR à l’international. Cette ambition répond à la fois à une stratégie globale et à des logiques scientifiques particulières, propres à chaque établissement. Ces deux conceptions ne sont pas contradictoires. Elles doivent, au contraire, s’alimenter mutuellement, et s’articuler harmonieusement. Cela fait aussi partie de la simplification et de la mutualisation dont nous avons besoin, pour améliorer notre visibilité. Je rappelle que nous avons plus de 3 000 intitulés de licences, et plus de 6 000 intitulés de masters. C’est trop pour être lisible...
II. les missions de campus France et la marge de progression.
Campus France a été pensé pour répondre à trois exigences:
- D’abord, la promotion des études supérieures françaises:
Notre attractivité est forte. Les 284 000 étudiants que nous attirons en témoignent. C’est 12% de nos effectifs, et vous savez que ce taux augmente à mesure que l’on progresse dans les degrés universitaires, puisque les étrangers représentent 41,3 % des doctorants formés en France. Nos atouts sont considérables, si l’on combine la qualité de la formation que nous offrons et l’attractivité de nos droits d’inscription. La modicité de nos frais d’inscription, qui fait partie de notre culture, est un atout en termes d’attractivité, alors que dans les pays anglo-saxons, l’explosion des frais d’inscription augmente l’endettement des étudiants, au risque de l’explosion d’une nouvelle bulle des crédits.
L’histoire et la géopolitique expliquent que les effectifs les plus nombreux viennent d’Afrique (46,6%, Maghreb compris, Maroc et Algérie en tête). Ces liens sont importants, compte tenu de la vocation de la France à rayonner dans ces pays amis. Mais nous devons avoir l’ambition d’attirer également les meilleurs étudiants des puissances scientifiques émergentes.
- La deuxième mission de Campus France est tout aussi essentielle. C’est de veiller à la gestion des bourses du gouvernement français et des gouvernements étrangers. Ces boursiers ne représentent qu’une petite part des étudiants étrangers (environ 10%). Mais cette part est stratégique, parce qu’elle correspond aux mobilités encadrées. Il est de notre responsabilité que cette mission soit bien remplie.
J’entends par là, non seulement bien réalisée, sur un plan technique, mais aussi bien pensée, sur le plan stratégique, et c’est là tout prix de la co-tutelle de Campus France, qui répond à une double exigence diplomatique et scientifique.
- Enfin, et ce n’est pas la moindre de vos missions, Monsieur le directeur général, vous devez veiller à réserver le meilleur accueil aux étudiants étrangers, avec l’appui des dispositifs locaux mis en place par les établissements, les CROUS, et les collectivités territoriales, si souvent oubliées lors du dernier quinquennat, ce qui explique le retard du plan Campus.
J'insiste tout particulièrement sur l'accès au logement, condition indispensable à la mobilité, alors que les retards s'étaient accumulés par rapport aux objectifs du plan Anciaux et de l'opération Campus, dont j'ai réussi à débloquer la mise en oeuvre. D'ici la fin du quinquennat, le gouvernement programmera 40 000 logements étudiants nouveaux, dont une part notable favorisera l'accueil international. Promotion de notre système, gestion des bourses, accueil des étudiants étrangers: en réunissant, ici même, tous les acteurs qui ont uni leurs forces et leurs compétences dans Campus France, j’ai veillé, dès ma prise de fonction, à ce que ces missions soient assurées pour cette rentrée.
Mon ministère veillera à ce que ces missions soient remplies, au bénéfice des établissements, des étudiants, et du rayonnement de notre pays. Pour sa part, Campus France aura à coeur de démontrer sa valeur ajoutée auprès des établissements, sans se substituer à eux sur le territoire. Mais il appartient aussi à ces derniers, il vous appartient, à vous, les Universités, les Etablissements, de jouer pleinement votre rôle dans cet opérateur, à travers ses différentes instances, CA, Conseil d’Orientation et Forum.
Au vue de vos travaux de ce matin, je vois que vous prenez résolument ce chemin, et je m’en réjouis. La
mission supplémentaire qui vous a été confiée, cher Jean-Pierre Gesson, nous aidera à progresser en ce sens.
Campus France est une structure très récente: laissons-la s’organiser, avant de le soumettre à une première
évaluation. Elle se fera à l’aune de nos ambitions pour l’ouverture internationale de notre système d’ESR. Il y aura probablement des améliorations à apporter, pour renforcer les mobilités encadrées, individualiser le suivi des étudiants, et susciter des politiques localement mieux coordonnées entre tous les acteurs concernés, établissements, CROUS, collectivités, entreprises. Je sais que vous travaillez déjà en ce sens, et je vous en remercie.

IAU is pleased to announce that the third IAU Collaborative Workshop: A three-step activity to envisage Higher Education for Education for All locally, held in Kathmandu, Nepal on 6-7 December was a resounding success.
Organised in collaboration with Tribhuvan University, an IAU member, the event brought together over 50 high-level representatives from the higher education sector (Vice-Chancellors, Rectors, Deans, academia, and students), Ministry of Education, UNESCO, NGOs, and Political Parties.
The Workshop ended with recommendations aimed at strengthening higher education engagement in EFA developed and validated by the participants. IAU believes this document could well lead the way to improved input from the higher education sector in achieving EFA in Nepal.
The recommendations and all conference documents will be soon available on the IAU website.
The next IAU Collaborative Workshop will be held in Nairobi, Kenya on 24-25 January 2013, organised in collaboration with the University of Nairobi.
Have questions? Contact Nadja Kymlicka.

The International Association of Universities (IAU) and the Northern Consortium of UK Universities (NCUK) are pleased to announce that the 5th Global Meeting of Associations (GMA-V) will be held from 25 to 26 April 2013 in the magnificent Salford Quays, Manchester, UK. This meeting will address a number of topics around the theme of Institutional Diversity in Higher Education: Advantage or Threat for Associations?.
Every two years, GMAs bring together leaders of higher education organizations to discuss specific topics of importance to them. GMAs are relatively small gatherings of peers and thus represent an excellent networking opportunity and a unique platform for initiating collaboration while comparing notes on a variety of topics.
Reserve the dates now and consult the IAU website where registration will open in January 2013 and where more information on the Meeting will be provided regularly.
We look forward to seeing you in Manchester!

IAU 14th General Conference: Documents and Presentations
The IAU held its 14th General Conference from 27 to 30 November 2012 in San Juan, Puerto Rico, in partnership with the Inter American University of Puerto Rico, an IAU Member institution which celebrated its 100th Anniversary.
Bringing together close to 400 participants from over 75 countries, the General Conference elected the 2012-2016 IAU President and Administrative Board and participants heard presentations and discussed the theme Higher Education and the Global Agenda, focusing on 3 major areas: how higher education institutions address the challenges facing humanity; the nature of the current dominant funding models and where they are steering higher education and research; and the agenda for internationalization of higher education.
In concurrent sessions, topics such as open educational resources, academic mobility, ethics in higher education, equitable access and success, public-private partnerships, gender issues in higher education, doctoral education and numerous others were among those on which participants also shared their perspectives and good practices.
The final Programme of the Conference, the documents presented in the Business Sessions and all the presentations received by the Secretariat are now available on the General Conference webpage. The IAU thanks particularly all the Speakers and Chairs who took part in this event and who initiated such interesting and enriching exchanges.
The IAU is already beginning its planning for the 2014 International Conference which will be held at the Universidad Cientifica del Perú in March of that year and will address the theme of Sustainable Development and Traditional Indigenous Knowledge. We hope that you will be able to join us in Peru!

Lack of support for motherhood hurting women’s career prospects, despite gains in education and employment, says OECD.
Women pay a high price for motherhood, with steep childcare costs, availability or access to such facilities, and taxes deterring many from working more, according to a new OECD report.
Closing the Gender Gap: Act Now says that gains in female education attainment have contributed to a worldwide increase in women’s participation in the labour force, but considerable gaps remain in working hours, conditions of employment and earnings. In OECD countries men earn on average 16% more than women in similar full-time jobs. At 21%, the gender gap is even higher at the top of the pay scale, suggesting the continued presence of a glass ceiling. Even though there has been progress in narrowing the gender gap in pay, especially in employment, this is not enough and much remains to be done in many countries.
"Closing the gender gap must be a central part of any strategy to create more sustainable economies and inclusive societies,” OECD Secretary-General Angel Gurría said at the launch of the report at the OECD Gender Forum in Paris. “The world’s population is ageing and this challenge can only be mastered if all the talent available is mobilised. Governments should make further progress in the access and quality of education for all, improve tax and benefits systems, and make childcare more affordable, in order to help women contribute more to economic growth and a fairer society."
Country notes are available for Austria, Belgium, Brazil, France, Germany, Italy, Japan, Korea, the Netherlands, Norway, Poland, South Africa, Spain, Sweden, the United Kingdom and the United States.

IMHE current and past activities
The Assessment of Higher Education Learning Outcomes (AHELO)
The OECD is carrying out a feasibility study for the assessment of higher education learning outcomes. The purpose of this feasibility study is to see if it is practically and scientifically feasible to asses what students in higher education know and can do upon graduation. Secretariat contact: ahelo@oecd.org.
Innovation, Higher Education and Research for Development (IHERD)
The IHERD Programme comprises two sub-Programmes: i) research and innovation policy; and ii) higher education governance and institutional management. The OECD Programme on Higher Education and Research for Development (IHERD) is supported by a four-year voluntary contribution from the Swedish International Development Cooperation Agency (Sida).
Higher Education in Regional and City Development
Higher education institutions make a significant contribution to economic, social and cultural development in their regions. In 2004-07, OECD conducted a review of higher education in 14 regions in 12 countries that resulted in recommendations for HEIs, as well as for national and regions governments. In 2008-11 the OECD conducted Reviews of Higher Education in Regional and City Development in 14 regions within the OECD, as well as emerging economies. The third round is now ongoing. Secretariat contact: Jaana Puukka (jaana.puukka@oecd.org).
Managing Internationalisation
IMHE also examines how the increasingly global nature of higher education is changing the ways in which institutions view their role and mission, and how that affects the way they work. Secretariat contact: imhe@oecd.org.
Supporting Quality Teaching in Higher Education
The project on quality teaching in higher education is designed to highlight effective quality initiatives and mechanisms and to encourage reflection or practices that may help institutions to improve the quality of their teaching and thereby, the quality of their graduates. The project is composed of 2 phases: an overview based on initiatives taken by 29 institutions (completed) and an exploration of approaches to quality teaching at institutional level (completed). This project has produced two publications. The latest report is available here. Secretariat contact: imhe@oecd.org.
"What Works" in Higher Education Management
Under this heading, IMHE arranges a series of international events on different aspects of institutional management. The events are designed to assist members of the Programme by reviewing current policy and practice and by disseminating examples of successful innovation. Secretariat contact: imhe@oecd.org.
Related Documents
Nos activités - Gestion des établissements d'enseignement supérieur (IMHE).

By Julia Lawrence. Are Ivy League universities practicing discrimination against students of Asian descent? In short, yes, says Ron Unz, himself a Harvard University graduate and the publisher of The American Conservative.
In The New York Times ‘Room for Debate’ he writes that just as university officials never admitted that at one time there was a “Jewish quota” in place, they’re engaging in a similar type of dodge now – officially denying that a rule is in place to limit the number of high-achieving Asian-Americans enrolled while ignoring the powerful statistical proof that it exists.
Universities all over the country provide racial breakdown of their students to the Center for Education Statistics, which collects it and then posts it online. Prior to 1990, Harvard University was under investigation for allegedly discriminating against applicants of Asian-American descent, yet once the investigation was concluded, the percentage of Asian-American students admitted to the school begun to decline year-to-year. Today about 16.5% of all students attending Harvard are Asian-American. In the years between 1990 and 2000, that number was closer to 20%. Read more...

By Ryan Dunch. Chinese studies and language programs are losing ground in our universities, even as China looms ever larger in Canada’s future.
China is currently our second-largest trading partner, and its economic importance to Canada will only increase. Complex policy questions are sure to arise as a result. The recently approved Chinese takeover of Canadian energy corporation Nexen is merely a foretaste of what is coming down the metaphorical pipeline.
In 1995, Graham Johnson, then Chair of the Centre for Chinese Research at the University of British Columbia, viewed Chinese studies in Canada with tempered optimism: “In the 1990s, Canadian universities, like those in other parts of the world, have been deeply affected by budget constraints. The growth of Chinese studies has, nevertheless, been sustained.” Read more...

By Wesley Johnson. Warnings have been made over up to 90,000 fake foreign students since London Metropolitan University was stripped of its licence to sponsor overseas students four months ago.
Warnings have been made over as many as 90,000 bogus foreign students in the four months since London Metropolitan University was stripped of its licence to sponsor overseas students.
The university was stripped of its licence in August and the move prompted warnings by other universities over foreign students who may have failed to enrol on courses or who had stopped attending classes. Read more...

By David Matthews for Times Higher Education. Wealthy donors to Ivy League universities can "buy a place" for their offspring, and admissions policies at elite U.S. universities are far less meritocratic than anything that would be accepted in Britain, the universities and science minister has argued.
David Willetts made the comments in a debate with Lord Rees of Ludlow, the astronomer royal, about the future of British higher education. He said that large donations to prestigious private universities in the United States meant that favors were returned in terms of the admission of donors' children.
"You can buy a place for your child, although obviously your child has to meet a pretty high minimum standard," Willetts said. "To escape the constraints of state funding, [the Ivy League universities] have to make other sacrifices so as to achieve alternative sources of income and ... they'll trade off some choice [over admissions] in return for securing a stream of income," he added. Read more...