Formation Continue du Supérieur

Summary 
As part of the Government’s National Scholarship Programme, HEFCE  commissioned CFE consultants and the Widening Participation Centre at Edge Hill University to carry out a formative evaluation of the scheme. 
This report summarises the outcomes of evaluation activity undertaken in 2012-13, the first year of the programme’s operation. It contains the results of survey and focus group work with participating institutions and recipients as well as summarising the programme’s emerging themes. 
The role of this formative evaluation is to help policy-makers, HEFCE and participating institutions develop a fuller understanding of what works best and why in relation to the design and delivery of the NSP. The evaluation will also offer cumulative insights into the impact and influence that the NSP has on student decision-making, participation and retention amongst under-represented groups.  The findings may offer insights which have resonance for other schemes of student support.
The first year report was published in May 2012. 
Download the Formative evaluation of the NSP: Year 2 as PDF (1,422 KB).

Ce comité de suivi, présidé par Daniel Filatre, recteur de l’académie de Grenoble, sera un lieu d’analyse, d’évaluation, de concertation et de propositions sur la réforme de la formation des enseignants. Il devra en particulier :

• Accompagner et suivre la mise en place des ESPE en portant son attention sur les grands objectifs de la réforme ;
• Favoriser la conduite du changement, en valorisant, en encourageant et en diffusant les bonnes pratiques ;
• Favoriser la collaboration entre formateurs de l’université et formateurs issus de l’enseignement scolaire, la mise en œuvre des modules du tronc commun des enseignements et des dispositifs d’alternance, ainsi que l’adossement à la recherche ;
• Conduire une réflexion stratégique et prospective sur la mise en œuvre de la réforme au sein des ESPE.

Le comité est installé pour une durée de trois années et se réunira mensuellement. Il présentera un premier rapport à l’été 2014.

Le comité est composé de 24 membres, concernés par  les questions éducatives et de formation des enseignants, les questions de recherche et transfert dans le domaine de la formation et des apprentissages et enfin, les questions liées à l’innovation pédagogique :

• six représentants de l’Etat engagés dans la réforme de la formation des enseignants ;
• six représentants des établissements d’enseignement supérieur et des opérateurs de formations supérieures ;
• six représentants des partenaires sociaux relevant des organisations présentes au CSE et au CNESER ;
• six personnalités qualifiées.

• Gilles BAILLAT, Président de l’université de Reims, vice-président de la commission des formations à la CPU
• Anne BARRERE, sociologue de l'éducation et des organisations, Professeur à l’université de Paris 5
• Aline BECKER, secrétaire générale adjointe du SNUIPP FSU
• Solène BERRIVIN, Directrice adjointe des ressources humaines et responsable académique de la formation, rectorat de l’académie de Reims
• Jean-Marc BROTO, professeur université de Toulouse 3
• Éric BRUILLART, directeur du laboratoire Sciences Techniques Éducation Formation, ENS Cachan - IFé
• Sandra CARVALHO, étudiante représentante de l’UNEF
• Guy CHARLOT, Directeur académique des services départementaux de l’éducation nationale du Pas de Calais, académie de Lille
• Muriel CORET, représentant le SNESUP
• Bernard CORNU, conseil d’école de l’ESPE de l’académie de Poitiers, Directeur de la formation au CNED.
• Stéphane CROCHET, secrétaire national de l’UNSA, Secteur Formation
• Marc DEMEUSE, professeur à Mons, ancien doyen de la faculté d'éducation et de psychologie à Liège
• Chantal DEMONQUE, secrétaire nationale du SGEN CFDT
• Denis DEFAUX, inspecteur de l’éducation nationale, IEN – ET, académie de Dijon
• Françoise DUBOSQUET, professeur à l’université de Rennes 2, Présidente de la CDUL.
• Jacques GINESTIE, administrateur ESPE de l’académie d’Aix-Marseille
• Caroline LECHEVALLIER, secrétaire nationale du Snes FSU chargée de la formation des maîtres et de l’entrée dans le métier
• Annie MAGNAN, Membre de l’IUF- Psychologie et apprentissages – Université de Lyon 2
• Eunice MANGADO-LUNETTA, directrice déléguée de l’Afev, en charge des questions éducatives
• Emmanuelle NIGRELLI, Maître de conférences et vice-présidente CEVU à l’université de Toulon
• Christophe REHEL, Inspecteur pédagogique régional, IPR Sciences Physiques - Académie de Nantes
• Marie-Françoise ROHEE, Inspectrice de l’éducation nationale, IEN-A 1er degré, DSDEN Val-de-Marne, académie de Créteil
• Nathalie SAYAC, Maître de conférences, Université de Paris Est Créteil, chercheure en  didactique des mathématiques à l’université de Paris VII Diderot
• Claudine SCHMIDT-LAINE, rectrice de l'académie de Rouen

espe.education.fr : tout savoir des Écoles supérieures du professorat et de l'éducation  
Les ESPE accueillent à la rentrée 2013 les étudiants se destinant aux métiers du professorat et de l'éducation et proposent des formations de préparation aux concours de recrutement.
Tout savoir sur les ESPE : présentation, calendrier, inscriptions, questions-réponses, etc.

Announcement of the Sixth Session of the General Conference of the Federation of the Universities of the Islamic World (FUIW)
Riyadh, Kingdom of Saudi Arabia: 26-28 November 2013

The Federation of the Universities of the Islamic World (FUIW) will hold its Sixth General Conference at Al-Imam Muhammad Ibn Saud Islamic University (Riyadh, Saudi Arabia: 26-28 November 2013), pursuant to the Resolution of the Conference’s fifth session (Azerbaijan State Economic University, Azerbaijan: on 12-14 May 2010).

On this occasion, Dr Abdulaziz Othman Altwaijri, Secretary General of the FUIW, extended the invitation to the Member Universities to take part in the sixth session of the FUIW General Conference. Agenda items include:

• 1. Accreditation of the Universities that joined the FUIW between the General Conference’s Fifth and Sixth Sessions.
• 2. Report of the FUIW’s Executive Council on its Activities between the General Conference’s Fifth and Sixth Sessions.
• 3. Report of the Secretary General on the General Secretariat Activities between the General Conference’s Fifth and Sixth Sessions.
• 4. Financial Report of the Secretary General and Examination of the Financial Situation of the Federation for 2010-2012.
• 5. Three-year Action Plan and Budget for 2013-2015.
• 6. The Islamic Virtual University.
• 7. Report of the Bureau of the Islamic Body for Quality and Accreditation.
• 8. Establishment of the Network for Development of Academic Cooperation and Labor Market.
• 9. Establishment of the League of Parallel Universities.
• 10. Establishment of the Network of Strategic Planning Experts in the Member Universities.
• 11. Establishment of the Center of University Education and Scientific Research Ethics.
• 12. Establishment of the Authority of Programmes, Students and Faculty Staff Exchange.

The Conference will also consider the Federation’s new logo, which was approved by the Executive Council at its 18th session (Universiti Teknologi Malaysia, Johor, Malaysia: 12-13 March 2013).

An extraordinary session of the Executive Council will be held on 24 November 2013, at the same venue where the General Conference’s sixth session will take place, to discuss a number of administrative and academic matters.

The Member Universities will have to complete and return the General Conference participation form to the FUIW’s General Secretariat by 31 August 2013 at the latest, so that the competent parties in Saudi Arabia could make the necessary arrangements for airport pickup and hotel accommodation.

Educación virtual en los cinco continentes
El Encuentro Internacional de Educación a Distancia llega a su vigésima primera edición, profundizando su razón de ser: el contacto entre educadores y organizaciones del mundo. Por esa razón, en esta ocasión, se quiere hacer un reconocimiento a las grandes universidades que han sido paradigmáticas en cada continente.
El desarrollo de la educación a distancia en las diferentes regiones del mundo tuvo razones tales como las condiciones geográficas, políticas y económicas. Las grandes universidades pioneras en este campo fortalecieron sus estrategias y crecieron. Este devenir histórico no ha sido lineal, y las grandes organizaciones han hecho esfuerzos para apropiarse de las nuevas condiciones favorecidas por la emergencia de la cultura digital.
Hoy la educación virtual en cada continente mantiene rasgos históricos ligados a las condiciones locales de esas organizaciones de gran tradición y prestigio, pero al mismo tiempo, su actualización e innovaciones se pueden interpretar en el marco de las grandes tendencias globales.
Por eso hablar de la educación virtual en los cinco continentes, significa reconocer las tendencias hacia el futuro de la educación en un contexto universal.
Objetivo general:
Generar un espacio de análisis, discusión y socialización de experiencias, propuestas e investigaciones relacionadas con los procesos de mundialización de los modelos educativos considerando las diferencias y semejanzas en los paradigmas educativos de los cinco continentes.

Seventh Pan-Commonwealth Forum on Open Learning (PCF7) 
2-6 December, 2013 
International Conference Center, Abuja 
PCF7 at a Glance: Commonwealth Of Learning's (COL) Seventh Pan-Commonwealth Forum on Open Learning (PCF7) will be held in Abuja, Nigeria from 2 - 6 December 2013, in partnership with the Federal Ministry of Education and the National Open University of Nigeria (NOUN). The Forum will address "Open Learning for Development: Towards Empowerment and Transformation" through five themes: "Girls’ and Women’s Education", "Skills Development", "Promoting Open Educational Resources (OER)", "Innovation and Technology" and "Institutional Development".
We look forward to meeting you in this forum and working together constructively on the various ideas and concepts that emerged.
About PCF7
COL’s Seventh Pan-Commonwealth Forum on Open Learning (PCF7) will be held in Abuja, Nigeria from 2 - 6 December 2013, in partnership with the Federal Ministry of Education and the National Open University of Nigeria (NOUN). The Forum will address "Open Learning for Development: Towards Empowerment and Transformation" through five themes: "Girls’ and Women’s Education", "Skills Development", "Promoting Open Educational Resources (OER)", "Innovation and Technology" and "Institutional Development".
COL's Pan-Commonwealth Forum on Open Learning is held biennially. It is co-hosted with different partners in different regions of the Commonwealth each time. The five-day programme is designed to explore applications of open and distance learning in widening educational access, bridging the digital divide and advancing the social and economic development of communities and nations at large. The Forum's focus is on topics relating to developing countries and participation of practitioners from these countries. COL's Excellence in Distance Education Awards are also presented at the Forum.
The Sixth Pan-Commonwealth Forum on Open Learning (PCF6) took place from 24 - 28 November 2010 at Le Méridien Cochin Resort & Convention Centre (Kochi, Kerala), India, in partnership with India's Indira Gandhi National Open University. Theme: "Access & Success in Learning: Global Development Perspectives."
The Fifth Pan-Commonwealth Forum on Open Learning (PCF5) was held in London, from 13-17 July 2008, hosted in collaboration with the University of London. Over 700 educators from more than 70 countries explored how open and distance learning can help achieve international development goals and education for all.
The Commonwealth of Learning held the First Pan-Commonwealth Forum on Open Learning in Brunei Darussalam, followed by the Second Forum in 2002 in Durban, South Africa. The Third Pan-Commonwealth Forum was held 4-8 July 2004 in Dunedin, New Zealand, and PCF4 was held in Ocho Rios, Jamaica from 30 October - 3 November 2006.

GHEF2013 seeks to create a dialogic space for widening the representation of diverse voices, strengthening cultural connectivity, intercivilisational and cultural dialogues, and indigenous knowledge systems. We would like to hear from the less represented and unheard voices alongside the experts and key players in fora on higher education. We believe that sustainable higher education futures engage with multiple actors and stakeholders locally, regionally and transnationally. This commitment stretches beyond dialogues, towards establishing firm plans and actions to empower the majority for the greater public good of all. Through conversations and partnerships between the various stakeholders and actors whose worldviews, voices and narratives matters, transformation unfolds. We aspire for an organically linked higher education ecosystem which is responsive to the needs of the communities. We would contest the hegemony of higher education which at times, seen to be separate, even alienated from its immediate socio-cultural communities and contexts; and taken a life of its own, at times, more connected to the elitist and privileged world outside, visible by the global order of internationalisation, the pursuit of global ranking at any costs and the commodification of higher education in an ascending higher education marketplace. It matters to us at GHEF2013 that the intercultural conversations and the multiple partnerships to build and sustain a symbiotic higher education ecosystem are vitally linked to the local and global community.