Formation Continue du Supérieur

21st Annual EfVET International Conference. The drive toward European Credit Transfer within Vocational Education and Training (ECVET) and the new LLP programme ’Erasmus for All’ 2014 - 2020. Palma de Mallorca, 24th–27th October 2012 Wednesday
24th October
18:00 – 19:00 Welcome and information session for new members and first time participants: -“Introduction to EfVET and the conference”. Mr Peter Hodgson, President of EfVET, and the Steering Committee members
19:00 – 20:00 Reception for all delegates and partners: Hotel MELIÁ PALAS ATENEA
20:00 Dinner/cultural evening: Hotel MELIÁ PALAS ATENEA Thursday
25th October
09:15 – 09:25 Welcome to PALMA DE MALLORCA: Day Chair Dr Stylianos Mavromoustakos
Welcome to the conference: Mrs Marian de Villanueva – Spanish National Representative and Conference Host
09:25 – 09:45 Welcome to PALMA DE MALLORCA and opening of Conference – Major of Palma de Mallorca (tbc)
09:45 – 10:15 Setting the theme: Mr Pete Hodgson, President of EfVET
10:15 – 10:45 Keynote speaker:
Mr Jan Truszczynski, Director General Education and Culture, European Commission addressing the new programme and the two initiatives Erasmus for All and ECVET
10:45 – 11:10 Refreshment break
11:10 – 11.40 ECVET – its implementation, timescales and review of 11 Pilot projects – implications for European VET institutions – Ms Daniela Ulicna, GHK Consulting Ltd
11.40 – 13.10 Workshop session 1
- Employability skills development and meeting the needs of the unemployed –both young and mature persons
- Tackling early ‘drop out’ and re-engaging young people in education and training
- Skills development through Entrepreneurship training
- The role of mobility in expanding opportunity – The value added of participation in the Europemobility Network, Mr Stefano Tirati (CSCS)
- Innovation in teaching, curriculum development and learning outcomes, Mr Luis Costa (ANESPO)
- The increasing need for collaboration and partnership across the VET arena Ms Annejet de Goede (NL)
14:30 – 16:00 Workshop session 2
- Employability skills development and meeting the needs of the unemployed –both young and mature persons
- Tackling early ‘drop out’ and re-engaging young people in education and training
- Skills development through Entrepreneurship training
- The role of mobility in expanding opportunity – The value added of participation in the Europemobility Network, Mr Stefano Tirati (CSCS)
- Innovation in teaching, curriculum development and learning outcomes, Mr Luis Costa (ANESPO)
- The increasing need for collaboration and partnership across the VET arena Ms Annejet de Goede (NL)
16:30 – 17.00 Keynote speaker:
European Quality Assurance Framework and tools for improving quality in VET (on-line quality assurance/assessment tool) Mr Sean Feerick or Mr Keith Brumfitt (tbc)
26th October
09:00 – 10:00 Annual General Meeting
10:00 – 10:40 Keynote speaker:
Representative from the Cyprus LLP National Agency Erasmus for All Programme- National perspective, Ms Androula Papanastasiou – Director of Cyprus LLP National Agency
10.40 -11.25 Gallery Walk of poster session: allowing all delegates to explore over 30 or so European projects and development initiatives
12.05 – 13.05 Roundtables – session 1
Conference offers European project partners the opportunity to disseminate progress, results and products of their Transnational Transfer of Innovation; Development of Innovation and other European initiatives – a key to successful valorisation of project outcomes and sustainability
Two sessions of 30 minutes each
(Note: Delegates will have time throughout the conference to explore project outcomes and results and indeed identify further partnerships and project possibilities for future Lifelong Learning Programme initiatives)
14:35 – 15.35 Roundtables - session 2
Two sessions of 30 minutes each.
(Note: Delegates will have time throughout the conference to explore project outcomes and results and indeed identify further partnerships and project possibilities for future Lifelong Learning Programme initiatives)
15.35 – 17:00 Networking and Transnational collaboration: Mobility Marketplace and project presentations (delegates with ideas for projects and partnership can prepare posters presenting briefly the concept.
Saturday 27th October
10:00 – 11:00 Results of workshops: key recommendations from each workshop will be presented and discuss
11:00 – 11:30 Conference conclusions - Mr Kim von Bülow, CPH West
11:30 – 12:00 Announcement of 22nd EfVET Annual International Conference in 2013
Closing of the conference - Mr Peter Hodgson, President, EfVET.

Past Conferences
EFVET 2011
EFVET 2010
EFVET 2009
EFVET 2008
EFVET 2007
EFVET 2006
EFVET 2005
EFVET 2004
EFVET 2003
EFVET 2002
EFVET 2001

Presidency Conference on Lifelong Guidance (ELGPN). 24.10.2012. Location: Palm Beach Hotel, Larnaca.
The main objective of this Conference is to examine the transversal role of Lifelong Guidance in meeting the Europe 2020 priorities. The conference seeks to enhance structured mutual policy learning between the EU Member States in developing their national guidance systems. The agenda covers selected national examples and European level syntheses of Lifelong Guidance Policies, Structures and Services as well as discussion on the Cyprus Resolution on Lifelong Guidance.

22.10.2012 - 23.10.2012 Location: 'FILOXENIA' Conference Centre, Lefkosia (Nicosia).
The Directors General of Vocational Education and Training of the Member States, representatives of candidate countries and other VET stakeholders and social partners are expected to participate.
The objective of the Meeting is to discuss and promote the Bruges Communiquand more specifically vocational excellence and equity, which will be achieved through the modernisation of VET systems in Europe. During the second day, the Meeting will focus on the pathways between Vocational Education and Training and Higher Education, and vice versa.

22.10.2012 - 23.10.2012. Location: 'FILOXENIA' Conference Centre, Lefkosia (Nicosia).
Expected participants are Directors General and other governmental officers responsible for higher education from all Member States, representatives from the candidate countries, the European Commission as well as other relevant bodies and organizations.
The aim of the Meeting is to give the participants an opportunity to debate current topics on the European higher education in line with the objectives of the EU modernization agenda for Higher Education and the Bologna Process, and share best practices.
During the first day, emphasis will be given to Quality Assurance and Internationalization of Higher Education and Excellence in Teaching in Higher Education. On the second day, DG for Higher Education and DG for VET will join, to discuss expanding opportunities and raising skills: Opening pathways between Vocational Education and Training and Higher Education.

The "HR Strategy for Researchers" supports research institutions and funding organisations in the implementation of the Charter & Code in their policies and practices. The concrete implementation of the Charter & Code by research institutions will render them more attractive to researchers looking for a new employer or for a host for their research project. Funding organisations implementing the Charter & Code principles will contribute to the attractiveness of their national research systems and to the attractiveness of the European Research Area more generally. The logo "HR Excellence in Research" will identify the institutions and organisations as providers and supporters of a stimulating and favourable working environment.
Since the adoption of the Commission Recommendation on the Charter & Code in 2005, over 1 200 institutions from 35 countries in Europe and abroad (and European/international organisations) have expressed their explicit support for the Charter & Code and 102 have obtained the Commission's "HR Excellence in Research" badge.
What is the "Human Resources Strategy for Researchers"?
The "Human Resources Strategy for Researchers" is a tool that helps employers and funders to put the principles of the Charter & Code into practice. It has the following features:
    It is implemented by individual research institutions and funding organisations on a voluntary basis;
    It is based on an internal self-assessment and respects the autonomy of the institutions;
    It is as simple and light in terms of administration as is possible, avoiding cumbersome procedures and recognising the variety of situations across institutions and national research systems;
    It is not a prerequisite for participating in the EU Research Framework Programme;
    It is a transparent approach that provides easily accessible public information on the actions of participating institutions and organisations to implement the Charter & Code principles.
How does it work?
The "Human Resources Strategy for Researchers" is articulated in five main steps:
    An internal analysis by the participating research institution or funding organisation, involving all key players, to compare policies and practices against the Charter & Code principles;
    On the basis of the results of this analysis, the participating institution or organisation develops its own HR strategy for researchers which should include a concrete action plan. This document is made public;
    The analysis and action plan are then reviewed and acknowledged by the European Commission. The acknowledgement implies the right to use the 'HR Excellence in Research' logo;
    Progress in the implementation of the strategy and action plan is subjected to a self-assessment after 2 years;
    An external evaluation is carried out at least every 4 years.
The HR strategy's five steps in more detail
Step 1 - The research institution or funding organisation carries out an internal analysis according to a standard template grouping all the 40 Charter & Code principles in 4 areas ('Ethical and professional aspects', 'Recruitment', 'Working conditions & social security' and 'Training').
The internal analysis is an assessment of rules and practices in place vis-a-vis the Charter & Code principles. In order to be transparent, the analysis must involve all key players concerned (i.e. Rector, HR managers, researchers, etc.).
Where other HR initiatives of a similar nature are already in place, the "HR Strategy for Researchers" could be easily embedded in them. Thus, tools other than the suggested standard template for the internal analysis may be used, provided that the same type of information is gathered (relevant legislation, current practices, actions required by when and by whom etc).
The use of indicator systems and staff opinion surveys is recommended, as they are important supporting tools to implement the HR strategy according to institutional and national rules and practices.
Step 2 - The research institution or funding organisation publishes its "Human Resources Strategy for Researchers" on its website and on the European EURAXESS Rights webpage. It should summarise the main results of the internal analysis and present the actions proposed to ensure and/or improve alignment with the Charter & Code principles.
The HR Strategy should include clear engagement to carry out internal (within the institution/organisation) and external (at regional or national level) awareness-raising actions on the Charter & Code principles. Only the main results of the internal analysis have to be published, while internal/confidential information is obviously not included.
Step 3 - Provided that the above steps are formally respected, the European Commission "acknowledges" that the participating research institution or funding organisation has adopted a Human Resources Strategy for Researchers.
The acknowledgment by the EC is based on a rapid formal check of the respect for the procedure. This check focuses on whether the publication of the HR Strategy is based on an internal analysis and the involvement of relevant actors.
Once the European Commission has acknowledged the efforts, the research institution or funder will be rewarded with the 'HR Excellence in Research' logo, which can be placed on its website. With this logo, participating research institutions will benefit from increased visibility as employers committed to the principles of the Charter & Code. This will help them to attract the best researchers from around the globe. Participating research funders will be able to use the logo to promote their respective national research system and the European Research Area as a whole as an attractive place for researchers from all over the world to develop their careers.
Step 4 - The research institution or funding organisation implements its HR strategy and conducts a self-assessment within the framework of its existing internal quality assurance mechanisms. This self-assessment should be undertaken regularly, at a minimum every second year.
Based on the self-assessment, the HR Strategy for Researchers is updated as necessary and published on the website or the participating research institution or funding organisation and on the European EURAXESS Rights Webpage.
In order to avoid cumbersome procedures, the self-assessment should be simple. If the standard template was used for the internal analysis (Step 1), it may be used for these purposes as well. No additional reports are required.
Step 5 - External evaluation: at least every 4 years, the research institution or funding organisation drafts a short report, showing the progress made towards the objectives of its HR Strategy for Researchers and its compliance with the principles of the Charter & Code.
The report is evaluated either by a panel of external reviewers or through national quality assurance mechanisms, such as National Evaluation Agencies, peer reviews, etc. The evaluation should at least focus on the coherence between the HR Strategy and the actions carried out.
If the evaluation is positive, the European Commission's acknowledgment is confirmed. If there are reservations from the evaluators regarding actual progress, recommendations for improvements within a reasonable timeframe are made. If, at the end of the period granted for improvements it emerges that no adequate actions to implement the recommendations have been undertaken, the acknowledgment by the European Commission is withdrawn.
The choice between the national quality assurance mechanisms, external reviewers or any other appropriate mechanism is made either at institutional or national/regional level.
What does the 'HR Excellence in Research' logo stand for?
Research institutions can use the logo to help promote themselves to prospective research talent as providers of a stimulating and favourable work environment. The logo also conveys to researchers their commitment to fair and transparent recruitment and appraisal procedures. Funding organisations can use the logo to increase their visibility as organisations actively promoting their national research system and/or the European Research Area more generally as an attractive destination for researchers from all over the world.
Which organisations have already expressed an interest in the HR Strategy for Researchers?
The list of institutions and organisations that have already declared their intention to use the HR Strategy for Researchers to align their policies and practices to the principles of the Charter & Code can be found here.
List of institutions and organisations having received the Commission acknowledgement for their progress in the context of the HR Strategy (by country)
The list can be viewed here.
What about similar initiatives already in place?
Where such initiatives/mechanisms are undertaken at national/regional level (as for example, the "UK mechanism for demonstrating sector-wide and institutional alignment with the European Charter and Code") , these mechanisms may be considered as equivalent to the "HR Strategy for Researchers", provided that they serve the same purposes with respect to the Charter & Code and that the key requirements are met. In addition to the formal endorsement of the Charter & Code principles, these initiatives should include an internal analysis vis-a-vis the Charter & Code, the results of which (including the actions to be taken) should be made public. Their implementation is to be self-assessed with an external evaluation at least every four years.

The Belgian region of Flanders has now been included in EUA’s interactive University Autonomy Online Tool, which allows users to view and compare comprehensive data on university autonomy in 29 European higher education systems (the project covers 29 systems in 27 countries, including three German federal states and the Belgian region of Flanders). The tool, which was launched in February 2012, facilitates the benchmarking of national policies, raises awareness among universities, and provides researchers with a comprehensive set of data for further studies.
On the website (www.university-autonomy.eu) users have access to detailed information on the state of university autonomy in Europe. Through interactive visualisations that cover four broad autonomy dimensions (organisational, financial, staffing, academic) and 38 autonomy indicators, users can study their own higher education system and compare it with others. When clicking on a flag, they are presented with an ‘at a glance’ system profile and data on each autonomy indicator for that country. Users can also view autonomy rankings, based on scores that were calculated for each higher education system and autonomy dimension. The University Autonomy Tool mostly describes the state of university autonomy in late 2010. The data on Flanders (Belgium) was collected in early 2012.
EUA invites other European countries that are not yet included to contribute to the further development of the online tool by providing data on the state of university autonomy in their higher education system. Please contact autonomy@eua.be for information on how to get involved.
To access the interactive online tool, click here. Please send your comments and feedback to autonomy@eua.be.

JOurnées Communication et Apprentissage Instrumentés en Réseau 6, 7, 8 septembre 2012
La première édition du colloque JOCAIR, en 2006, a inauguré une série d’échanges scientifiques pluridisciplinaires entre les sciences de l’information et de la communication, les sciences de l’éducation et l’informatique en se centrant sur les problèmes posés en éducation et formation par la diffusion des outils de communication à distance comme les forums, les courriels, les chats, les wikis ou encore les blogs.
Au cours du temps, plusieurs types de problématiques vives ont été proposés: les utilisations des applications dites « collaboratives » ou relevant du « Web 2.0 » en 2008, les « objets communicants » en 2010.
Depuis deux ans, un certain nombre d’évolutions se sont poursuivies dans la société, en éducation et en formation, dont toutes n’ont pas encore fait l’objet de recherches publiées.
De nouvelles plates-formes d’échange et de diffusion sont venues sur le devant de la scène, contribuant indéniablement à une dynamique de changements politiques et économiques. Certains usages d’outils de communication semblent moins centraux (il en va ainsi des forums). La domination de grands groupes multinationaux sur le marché de la recherche d’information s’est confirmée. Les pays du Sud, longtemps parent pauvre de l’Internet, commencent à faire l’objet de raccordements aux réseaux mondiaux de fibre optique qui sont susceptibles de créer une dynamique du changement important, au moins dans les grandes villes des pays connectés.
Dans le monde éducatif français, la vague des environnements numériques de travail, lancée au début des années 2000 par les pouvoirs publics nationaux semble s’essouffler dans le second degré mais avoir une nouvelle actualité à l’université et dans l’enseignement primaire.
On constate par ailleurs un fort intérêt quant à l’utilisation des tablettes et des smartphones, à la fois en classe et hors la classe, conduisant à inventer de nouvelles activités de formation, tirant parti de la géolocalisation et de la mobilité, en association avec de nombreux discours vantant l’apprentissage qualifié d’informel. Pour leur part, les jeunes semblent s’être appropriés les plates-formes à la mode et ces différents instruments, sans qu’on sache très bien d’ailleurs quels en sont les impacts éventuels sur les apprentissages.
Enfin, le modèle coopératif/collaboratif voire libertaire de diffusion de ressources libres s’est heurté à des logiques économiques, à des évolutions juridiques et des décisions de type commercial qui posent des défis importants aux tenants du libre.
Cette 4e édition du colloque JOCAIR visera à faire le point sur sa thématique fondatrice de la communication et des apprentissages instrumentés en réseaux en se focalisant sur cinq grandes thématiques:
    Utilisation des technologies numériques dans les sphères éducatives: enjeux politiques et économiques, réseaux d’acteurs
    Place et utilisations des environnements numériques de travail en milieu institutionnel, qu’il s’agisse de l’école primaire et secondaire, de l’enseignement supérieur ou des formations d’adultes
    Apprentissages liés aux jeux en ligne
    Prises en compte éducatives des instruments facilitant la mobilité selon différents contextes d’apprentissage
    Usages se développant dans des contextes économiques difficiles
Pour chacun de ces axes sont attendues des contributions originales de recherche.
Le colloque visera également à faire le point sur les méthodes utilisées en recherche dans le domaine de la communication et des apprentissages en réseaux, des initiatives de partage de données de recherches et des outils d’analyse. Des recherches et analyses nouvelles portant sur des corpus de données déjà analysées selon une ou plusieurs perspectives de recherche sont particulièrement souhaitées.
Prs M. Sidir, E. Bruillard et G-L. Baron.

Présentation
Le territoire Provence-Alpes-Côte d'Azur correspond à la Région de Provence-Alpes-Côte d'Azur et aux Académies d’Aix-Marseille et de Nice. La superficie est de 31 400 km², pour une population de 4 882 900 personnes
L’enseignement supérieur et la recherche dans le territoire
Les universités, écoles et autres établissements d’enseignement supérieur du territoire Provence-Alpes-Côte d’Azur ont assuré en 2010-2011 la formation de 151 910 étudiants du premier et second cycle, dont 90 363 étaient inscrits dans les formations universitaires (Licence, Licence professionnelle, Master). Le plus grand nombre d’étudiants se trouve au niveau Licence: 58,2%.
Aux étudiants des cursus LMD s’ajoutaient 8 073 étudiants inscrits dans un IUT et 20 133 dans des grandes écoles (y compris universitaires). L’attractivité de ce territoire s’observe à la proportion du nombre d’étudiants n’étant pas de nationalité française: 12,2%.
Au total, ce sont quelques 7 960 chercheurs et 4 320 enseignants-chercheurs permanents, ainsi que 5 139 doctorants qui contribuent à l’enseignement supérieur et la recherche publique en Provence-Alpes-Côte d’Azur, en collaboration avec les personnels ingénieurs, techniciens, bibliotécaires et administratifs. D’ailleurs, la réussite de ce territoire s’appuie notamment sur 11 pôles de compétitivité.
Le Rapporteur des Assises territoriales
Le Rapporteur territorial est le garant de la qualité méthodologique des débats et de la production qui en est issue. Il veille au respect des principes qui animent ces Assises. Il doit assurer la synthèse des propositions du territoire relatives aux 3 thèmes nationaux des Assises.
Le Rapporteur territorial garantit que les Assises territoriales:
    donnent la parole à tous pour favoriser les initiatives et échanges locaux,
    organisent la réflexion et la synthétisent afin de faire émerger des propositions, consensuelles ou non, qui serviront de base de réflexion aux Assises nationales.
Le Rapporteur des Assises territoriales est Didier LAUSSEL, reconnu pour son expérience du monde de l’enseignement supérieur et de la recherche du fait des fonctions qu’il a exercées.
Les Assises de l’enseignement supérieur et de la recherche doivent assurer la consultation et la participation la plus large possible. Pour permettre la mobilisation et l’écoute de chacun, personnes et organisations, acteurs, bénéficiaires et partenaires, des Assises territoriales sont organisées avant la mi-octobre.
Quels objectifs pour ces Assises territoriales ?
Les Assises territoriales doivent permettre de répondre à deux exigences:
    donner la parole à ceux qui en ont été souvent privés pour favoriser les initiatives et échanges locaux;
    organiser la réflexion et la synthétiser afin de faire émerger des propositions, consensuelles ou non, qui serviront de base de réflexion aux Assises nationales.
Chaque rapporteur territorial doit transmettre un rapport de 25 pages au Comité de pilotage des Assises avant le 1er novembre. Le rapport doit en particulier synthétiser les propositions relatives aux 3 thèmes nationaux des Assises. Le Rapporteur territorial est le garant de la qualité méthodologique des débats et de la production qui en est issue. Il veille au respect des principes qui animent ces Assises.

Organisées dans le cadre des Assises nationales de l’enseignement supérieur et de la recherche, les assises territoriales se tiendront à Metz le 13 octobre. Elles réuniront les communautés universitaires et scientifiques, les étudiants, les entreprises… Ambition: débattre et faire des propositions afin de placer la science et la recherche au cœur de la croissance française. Site des Assises de l’enseignement supérieur et de la recherche en Lorraine.
Les Assises territoriales
Comment assurer la réussite de tous les étudiants ? Réorganiser la recherche ? Comment simplifier le paysage de l'enseignement supérieur et de la recherche ? Ces questions fondamentales seront au cœur du débat qui est programmé à l’Hôtel de Région à Metz le 13 octobre prochain. Les Assises territoriales de l’enseignement supérieur et de la recherche seront l’occasion d’écouter et de faire débattre différentes catégories d’acteurs lorrains de l’université, des écoles, de la recherche, mais aussi des représentants de la société civile et des entreprises. La synthèse de ces contributions sera assurée par Jean-Marie Dubois. Le directeur de l’Institut Jean Lamour a été nommé rapporteur de la manifestation régionale. Objectif de ce rendez-vous : faire émerger des propositions innovantes et efficaces afin de construire une nouvelle politique de l’enseignement supérieur et de la recherche conçue comme un levier de croissance en France et en Europe. La manifestation lorraine s’inscrit en effet dans le cadre des Assises nationales de l’enseignement supérieur et de la recherche.
Placer la science et la recherche au cœur de la croissance
Une concertation nationale
Lancées officiellement le 11 juillet, les Assises nationales organisent une très large concertation avec les communautés universitaires et scientifiques, les étudiants et les forces économiques du pays. « Il me paraît essentiel, aujourd'hui, de replacer les sciences (…) au cœur de l'ambition nationale et européenne d'une société de progrès durable, respectueuse de l'homme et de son environnement » explique ainsi Geneviève Fioraso, ministre de l'enseignement supérieur et de la recherche. La démarche est organisée en plusieurs temps. Une première phase de consultation nationale se tient de juillet à fin septembre. Présidé par Françoise Barré-Sinoussi, Prix Nobel de Médecine 2008, le comité de pilotage des Assises auditionne plus de 80 organisations représentatives et institutionnelles. Seconde étape, les assises territoriales organisées avant la mi-octobre. Dans la continuité de ces dernières, les assises nationales se tiendront les 26 et 27 novembre à Paris. Synthétisant les avis et les propositions des contributeurs, un rapport sera rendu en décembre, il débouchera sur des mesures législatives, réglementaires et contractuelles.
Contribuer aux assises
Les Assises lorraines de l’enseignement supérieur et de la recherche reposent sur la participation du plus grand nombre. Chacun est donc invité à transmettre sa contribution en ligne avant le 25 septembre à l’adresse suivante: www.assises-esr.fr/contribuez.
Ces contributions devront être brèves (2 pages maximum), concrètes et constructives, exposer le point de vue d’une structure (une contribution commune par structure) et s’articuler autour des trois thématiques des Assises:
    Agir pour la réussite de tous les étudiants;
    Donner une nouvelle ambition pour la recherche;
    Concevoir le nouveau paysage de l’enseignement supérieur et de la recherche.
Les Assises territoriales de l’enseignement supérieur et de la recherche sont co-organisées par la Région Lorraine, la Préfecture de Région Lorraine et le Rectorat de l’Académie Nancy-Metz.
Site des Assises de l’enseignement supérieur et de la recherche en Lorraine.

Comment apprendre un métier avec l'apprentissage?
Voir aussi Apprentissage - Région La Réunion.