Formation Continue du Supérieur

J. A. Aunión. Hace mucho tiempo que la internacionalización se convirtió en una palabra-mantra para las universidades: si quieres ser alguien en el mundo de la educación superior, tienes que tener muchos estudiantes extranjeros, también profesores e investigadores, proyectos en colaboración con otras partes del planeta, titulaciones conjuntas... Se trata de buscar, encontrar y atraer el talento allá donde esté, pero también de catar una parte de un atractivo negocio que mueve miles de millones de euros al año: distintas estimaciones hablan de que los alumnos extranjeros aportan unos 14.000 millones al año a la economía de EE UU (según la Association of International Educators) o 13.000 millones a la de Australia (cálculo del propio Gobierno).
Así, muchas universidades ya no se conforman con intentar atraer a los alumnos foráneos, sino que salen en su busca. “Los campus británicos tienen ya más estudiantes que cursan sus títulos fuera que dentro del Reino Unido”, asegura Maurits van Rooijen, rector de la Escuela de Negocios de Nyenroden (Holanda). Se trata de varios recursos distintos: oferta a distancia a través de Internet, de validación de títulos (que ha causado disgustos y escándalos sonados a alguna universidad), de franquicias y sucursales (branch campus). De estos últimos (que ofrecen títulos del campus matriz, sobre todo, en Estados en vías de desarrollo), había 200 en 67 países del mundo en 2011, 38 más que en 2009, según un trabajo del británico Observatorio para la Educación sin Fronteras.
Puede que, como señalan expertos como el profesor del Boston College Philip G. Altbach, se esté inflando una especie de burbuja universitaria alrededor de estas sucursales. O tal vez solo sean un paso previo hacia las “universidades multinacionales”, como señalan en un reciente trabajo los especialistas de la Universidad de Sydney Sean Gallaguer y Geoffrey Garrett. Preocupados porque la crisis y la creciente competencia internacional están haciendo que decrezca el dinero que gana Australia con los estudiantes extranjeros (sobre todo de Asia), han analizado a fondo la situación desde un punto de vista empresarial.
Y su análisis es que, igual que Apple diseña en EE UU, construye en China con componentes hechos en Alemania, Japón, Reino Unido y vende después sus productos en todo el mundo, las universidades van a empezar a hacer algo muy parecido. Por ejemplo, a utilizar sedes en “los países en desarrollo para investigar, porque es más barato construir buenas infraestructuras y contratar a personal cualificado”, o “a diseñar títulos especialmente dirigidos para el mercado local”, aventuran. Es decir, creen que habrá una especie de deslocalización de los campus más potentes del mundo, como ocurre desde hace muchas décadas con las empresas. “En la globalización es más común trasladar el producto que trasladar al consumidor”, comenta por correo electrónico Van Rooijen, que también preside el Grupo de Compostela, una asociación que reúne a 70 instituciones de todo el mundo, incluida la gallega que da nombre al grupo.
El estudio australiano pone dos ejemplos principales: la universidad de Duke y la de Nueva York —ambas estadounidenses y privadas— que, a través de acuerdos con campus y Gobiernos locales, intentan “educar e investigar en todo el mundo, aprovechando nuevas fuentes de talento académico, de financiación, y mercados estudiantiles de una manera muy parecida a la que las corporaciones multinacionales hacen con las cadenas mundiales de suministro y distribución”, argumentan Gallaguer y Garrett en su trabajo. En ambos casos tienen en marcha proyectos, en colaboración con Gobiernos y universidades locales (que toman la mayor parte del riesgo financiero) en China y Shanghái, de sedes que ofrecerán títulos de los campus matrices, exactamente iguales, pero con mayor implicación que con los branch campus, que son más baratos, pero más difíciles de controlar en cuanto a su calidad, añaden Geoffrey y Garrett.
La Universidad de Nueva York (NYU) lleva años abriendo sucursales en todo el mundo: tiene 12 centros en seis continentes y tres sedes principales: en Nueva York, Abu Dabi y Shanghái (esta última abrirá el año que viene). Su rector, Jonh Sexton, acepta gran parte de la argumentación de los especialistas australianos, pero rechaza que su motivación sea eminentemente financiera. “No podemos hablar por otras universidades, pero podemos decir que la transformación de NYU en una universidad global en red es por razones académicas, no comerciales. Nuestra idea central es enriquecer la investigación y el aprendizaje de nuestros estudiantes”, señala por correo electrónico.
Van Rooijen insiste en esta idea: “Las universidades tienen una agenda más amplia. Por ejemplo, Westminster puso en marcha hace 10 años la Universidad Internacional de Tashkent en Asia Central, en Uzbequistán, porque encajaba con su misión (ofrecer educación de gran calidad a aquellos que reunan los méritos suficientes) y porque les permite acceder a una fuente de talento que de otra manera no podría”.
En todo caso, ese modelo de universidades multinacionales también cuenta con serias dificultades, para empezar, legales. Estas son mucho mayores en el contexto europeo, con una fortísima preeminencia de campus públicos dependientes de los Estados. “Las universidades eminentemente públicas deberán buscar sus posibilidades en los márgenes legales”, los campus privados y las escuelas de negocios tienen más facilidades para empezar a recorrer esta senda, añade Van Rooijen. “Es evidente que pocas universidades europeas están metidas en esta carrera hacia la creación de sitios en el extranjero. Porque no tienen la mentalidad empresarial que se requiere, pero también porque no son tan atractivas en los países donde reside la demanda. Además, porque su enfoque está más en la cooperación que en la competición”, explica el experto europeo en universidades Guy Haug.
La profesora de la Universidad Rovira i Virgili Mercè Gisbert rechaza de plano que las universidades se conviertan en “multinacionales de la educación superior que ‘venden’ productos educativos y formativos y que intentan proyectar modelos universitarios como una forma encubierta de perpetuar la idea de la colonización”. Sin embargo, es consciente de que, “tal y como evoluciona la situación económica en España, y teniendo en cuenta que siempre hemos ido a la cola en temas de Educación y de I+D+i, quizá no queda más remedio que salir a buscar recursos fuera”.
En todo caso, parece que la idea de universidad multinacional aún le queda muy lejos a los campus españoles. “Creo que el concepto no está nada desencaminado, pero desde el punto de vista español es muy complicado. Las universidades españolas aún son muy poco internacionales”, dice el presidente del Consejo Directivo de IE University, Rafael Puyol, que forma parte del grupo de expertos nombrado por el Gobierno español para emitir un informe que fije el rumbo de la reforma universitaria.
Puyol considera que los campus deben antes de llegar hasta ahí recorrer un primer camino, mejorando sus flojas cifras de estudiantes y profesores internacionales y de docentes españoles formados en el extranjero: las universidades españolas tienen un 2% de alumnos extranjeros (sin contar el doctorado), frente a un 9% de Alemania o a un 21% de Australia, según datos de la OCDE. Los campus españoles han de darse mucha prisa, asegura Puyol; les va el futuro en ello. “Las universidades regionales y nacionales van a ir dejando de tener sentido”, opina, por lo que deben empezar buscando aquella área de la enseñanza o de la investigación que les ponga en el mapa internacionalmente.

By Professor Dr François Therin. RECENTLY, foreign universities such as the United Kingdom’s Heriot-Watt University and the University of Reading announced opening branch campuses in Malaysia. Several other universities also intend to expand their operations here, including Manipal University of India which plans to open a campus for up to 20,000 students. The news is hardly surprising as the Ministry of Higher Education has indicated that up to 25 foreign universities have applied to open branch campuses in the country.
Inevitably, it has triggered a strong reaction from the existing players, with some trying to convince the ministry that by allowing an overly large number of foreign branch campuses to operate, the competitive landscape would be adversely affected.
Such a reaction would be deemed quite normal in any industry, but it would be interesting to ponder whether it is reasonable or not. Firstly, let us look at some figures related to higher education in Malaysia. Currently, there are approximately 1.1 million tertiary students in Malaysia, including 500,000 pursuing bachelor’s degrees and 400,000 pursuing diplomas. Among the 1.1 million students, some 80,000 are international students with the majority representing five countries — China, Iran, Indonesia, Nigeria and Yemen.
Yearly, the higher education sector sees an enrolment of 400,000 new students while 250,000 graduate from different universities throughout the country. These students are served by 21 public and 23 private universities, including five foreign branch campuses. They also come from 21 private higher education institutions with university college status. In fact, more than 20 other foreign universities are already actively operating in Malaysia through twinning programmes with the university colleges. So is it likely 25 new players would negatively affect the competitive landscape?
Clearly, Malaysia aims to become a higher education hub. Despite marketing higher education internationally much later than Singapore, it already has more international students, the number having doubled since 2006. The objective now is to reach 200,000 by 2020. Of course, many of the universities exist to diversify the sources as the current major ones could be subject to internal political changes, which could consequently affect the number of students sent to Malaysia. For example, Oman recently announced that it would send up to 4,000 students a year compared to only 400 in 2010.
Meanwhile, student intakes from India and Egypt, as well as neighbouring countries such as Thailand or Vietnam, are very low and have not met the forecasted numbers. For instance, there are only 1,400 students from India. In Malaysia, a bachelor’s degree has become the minimum requirement for one to land a first-time skilled job. Malaysia’s economy is doing very well and employers’ increased need for qualified staff has created a demand for more graduates, particularly from critical fields such as engineering, business and medicine.
There is a natural growth in the local student population. We can expect the population to continue to grow, and subsequently, a greater demand for universities to offer higher degrees. There are currently only 63,000 students pursuing studies at the master’s level and 21,000 at PhD level. Malaysia is making a clear stand on quality, though at the start of the internationalisation process, and as many other countries did, more importance was placed on quantity rather than quality. Take the recent issues in Vietnam, for example. Malaysia is now very carefully monitoring the quality of the existing institutions, both public and private, and is becoming more and more exacting when considering the applications of new players. The implementation of a very detailed and stringent rating system for the country’s universities, the Setara Rating System for Institutions of Higher Learning, is helping raise standards.
In the field of business, for example, public institutions have been asked to go for international accreditations such as Equis (European Quality Improvement System) and AACSB (Association to Advance Collegiate Schools of Business). Not compromising on quality will certainly convince local students to study within Malaysia rather than go overseas. Currently, around 80,000 Malaysians are studying abroad — 30,000 of them under scholarships and 50,000 self-sponsored.
This indirectly raises the attractiveness factor for international students to pursue their tertiary education in Malaysia, particularly those from countries where the number of higher education institutions is still too low to meet internal demand and/or where the move towards quality has not been effectively implemented. Therefore, I do not share the concerns of some of my colleagues on the competitive risk. On the contrary, I believe that more competition can help to strengthen the path towards better quality. It will also offer a wider choice for local and international students in Malaysia, and subsequently, reinforce the country’s vision of becoming an international education hub.
Professor Dr François Therin is the dean of the School of Business at Curtin Sarawak.

Blog Educpros de Pierre Dubois. La formation professionnelle continue contribue-t-elle réellement au développement des territoires? Question que je dois traiter à 9 heures 45, le mardi 4 septembre 2012, lors du colloque organisé à Châlons en Champagne par le Conseil économique, social et environnemental de Champagne-Ardenne (CESER). L’exposé sera suivi d’une table ronde: “la formation professionnelle, levier pour l’emploi dans les territoires”?
Présentation de la journée du CESER: “dans un contexte de création d’un réseau public régional de formation, de décentralisation de l’AFPA, de mise en œuvre du contrat de plan régional de développement des formations professionnelles et d’application de la loi du 24 novembre 2009 relative à l’orientation et à la formation tout au long de la vie, le CESER a décidé de traiter de la formation professionnelle continue autour de différentes thématiques: l’appareil de formation continue régional, les financements privés/publics, la liaison entre la formation et l’emploi, la gestion territoriale prévisionnelle de l’emploi et des compétences et la collaboration entre les différents acteurs”.
“La formation professionnelle continue (FPC) contribue-t-elle réellement au développement des territoires”? Plusieurs termes de la question font qu’elle n’est pas banale. “Développement des territoires”: le thème de la table ronde restreint le sens de “développement” et le limite au développement économique selon l’hypothèse qu’une population active formée tout au long de la vie acquiert davantage de compétences et de qualification, ce qui rend les entreprises plus performantes, plus compétitives sur le marché, ce qui leur permet de créer des emplois en plus grand nombre.
“Contribue” signifie que la FPC n’est pas le seul facteur de développement des territoires. L’adverbe “réellement” est particulièrement fort: il laisserait entendre que la FPC n’est que marginalement un facteur de développement des entreprises du territoire. Hypothèse iconoclaste!
J’invite les lecteurs du blog à débattre de la question, à émettre des hypothèses, à signaler des documents et des données… Je ne résiste pas à reprendre la blague qui circule dans les milieux de la formation continue: “il est certain qu’elle a créé des emplois, ceux des formateurs“.
Plus sérieusement, je me garderai bien de répondre à la question posée car il est impossible d’établir, faute d’expérimentations en laboratoire et de données statistiques étendues et fiables, que la FPC, toutes choses étant égales par ailleurs, est créatrice nette d’emplois sur un territoire donné, fut-il un territoire régional. Bien sûr, il est possible de suivre les trajectoires des personnes qui ont bénéficié ou qui bénéficieront de tel ou tel dispositif du contrat de plan régional 2011-2015 de développement des formations professionnelles (CPRDFP), d’évaluer la pertinence de ces dispositifs en terme d’accès à l’emploi, d’emplois retrouvés ou maintenus, de mobilités intra-régionales ou inter-entreprises…
Rappel de l’engagement 35 de François Hollande: “Je mettrai en place, en concertation avec les partenaires sociaux, la sécurisation des parcours professionnels, pour que chaque salarié puisse se maintenir dans l’entreprise ou l’emploi et accéder à la formation professionnelle. Le financement de la formation sera concentré sur les publics les plus fragiles, les moins formés et les chômeurs”.

See National student fee and support systems 2011/2012.
Key Points
FEES
Highest Fees
The highest fees are charged in the UK (England, Wales and Northern Ireland). Until 2012 they were set at £3 375 per year. As of September 2012, this level increased in England to a new basic tuition fee of £6 000 and a maximum of £9 000. Students in England receive a loan to pay the fees and do not have to re-pay this until they are in relatively well-paid employment. In Wales, however, the additional cost of tuition fees for Welsh domiciled students will be met by the Welsh government, even if they study outside Wales. Meanwhile in Northern Ireland, fees will rise only in line with inflation at £3465 in 2012/13.
No Fees
At the other end of the scale, there are 9 countries where students (not including international students from outside the EU/EEA) are not charged fees. They are Austria, Cyprus (bachelors' level), Denmark (though part-time students are charged), Finland, Greece and Malta (bachelors' level), Norway, Scotland (bachelors' level) and Sweden. In Germany, for the new academic year 2012/13, two Länder (Bavaria, and Lower Saxony) charge fees, while the other 14 do not.
Proportion of fee payers
The proportion of students who pay fees in each country ranges considerably. In a number of countries all students pay fees, and this is the case in Belgium (Flemish Community), Bulgaria, Czech Republic, England, Iceland, Liechtenstein, the Netherlands, Poland, Portugal, Slovakia and Turkey. In seven countries (Belgium's French Community, Estonia, France, Hungary, Italy, Latvia, Romania) a majority pay fees. In four countries (Croatia, Germany, Lithuania, Slovenia), a minority pay fees, and finally there are the 9 countries mentioned above where no students pay at bachelor level (apart from part-time students in Denmark).
International student fees
For students coming from outside the European Union, fee levels tend to be higher. They are generally set by higher education institutions themselves, although in some countries (Belgium, Bulgaria, Greece, Portugal, Romania) there are central-level regulations governing fee levels. In 6 countries (Czech Republic, Hungary, Iceland, Italy, Liechtenstein and Norway) students from outside the European Union are treated in the same way regarding fees as those from within the European Union.
Differences in fees between cycles
Fees levels tend to be higher for Masters' level (second cycle) than for bachelors' level (first cycle), and fees are also charged to more students in the second cycle. In Greece, Cyprus, Malta and Scotland, fees are charged in the second cycle but not in the first, while higher levels of fees are typically charged at Masters' level in Ireland, France, Latvia, Lithuania, Hungary, Slovenia, and the United Kingdom (England, Wales and Northern Ireland).
France
Fees
- The amount of fees per year fixed by the Ministry of Higher Education and Research is EUR 177 in the first cycle (L1, L2, L3) and EUR 245 in the second cycle (M1, M2). However, a number of universities have decided to add associated costs related to specific services (e.g. for diplomas related to continuing learning and training). In some public universities, the tuition fees can reach more than EUR 2 000/year.
- Fees in the grandes écoles and Engineering Schools vary, but the most common amount is EUR 584 per year. However, tuition fees in some of them reach up to EUR 13 500/year, depending on family income.
- Students who receive a grant (approximately 30 % of the student population) are exempted from fees.
Support
- Grants are awarded on the basis of financial need to students that are less than 28 years of age.
- The amount awarded for the need-based grant depends on the assessment of social criteria, and varies between EUR 1 606 and 4 600 per year. The merit-based grant ranges from EUR 1 800 to 6 102.
- Loans are also available, with a maximum amount of EUR 15 000, but less than 0.1 % of university students take out such a loan.
- Parents are eligible for tax relief if students are financially dependent on them and are less than 25 years old. The amount of tax relief is proportional to the amount of taxable income of the household.
- Family allowances are paid for two or more dependent children that are under 20 years old. The minimum amount is EUR 127 per month and increases with the number of eligible children. An additional amount of EUR 63 per month is paid for every child that is aged 16-20 years.
S T U D E N T S U P P O R T
Student support takes different forms and aims to meet different needs from country to country. However, the most common forms of support are grants and loans, which sometimes operate in conjunction (where the student receives loans and grants) and sometimes separately (student receives either a loan or a grant).
Grants
All countries, with the exception of Iceland and Turkey, provide some types of grant to at least some students. In Turkey there are fee reductions for some students, but no grants. There is a wide range of situations in other countries regarding the likelihood of receiving a grant. In Denmark, Cyprus and Malta all students receive grants. In Finland, the Netherlands, Norway, Sweden and the UK (England, Wales and Northern Ireland) the majority of students receive grants. In the vast majority of countries (Belgium, Bulgaria, the Czech Republic, Croatia, Estonia, Germany, Greece, Hungary, Ireland, Italy, Latvia, Liechtenstein, Lithuania, Poland, Portugal, Romania, Scotland, Slovakia, Spain) only a minority of students receive grants. The proportion varies from 1% of the student population in Greece to around 40% in Hungary.
Loans
While it may be theoretically possible for students to take out loans in all countries, they are considered as a main feature of student support systems if around 5% of the student population takes out such a loan. This is the case in 16 countries: Bulgaria, Denmark, Germany, Estonia, Greece, Latvia, Lithuania, Hungary, Poland, Slovakia, Finland, Sweden, the UK (all parts), Iceland, Norway and Turkey.
Other support: family allowances and tax benefits for parents of students
Student support systems may consider the student either as an individual or as a member of a family
that may need support. In the Nordic countries, in particular, the student is considered as an individual, and it is the individual who receives support. However, in many other countries, support may depend on overall family circumstances, and some forms of support may be channelled to other members of the family rather than the student.
Family allowances and tax benefits play a significant role in student support in a number of countries: Belgium, Czech Republic, Germany, Estonia (tax benefits only), Greece, France, Ireland (tax benefits only), Italy (tax benefits only), Latvia (tax benefits only), Lithuania, Malta (tax benefits only), Austria, Poland, Portugal, Slovenia (tax benefits only), Slovakia and Liechtenstein (tax benefits only).
Note: 4 countries – Spain, Luxembourg, the Netherlands and Switzerland did not submit information for this data collection. See National student fee and support systems 2011/2012.

Par La Rédaction. L’idée d’embellir votre CV a bien dû vous effleurer au moins une fois, ne serait-ce que pour mieux coller à une annonce… Félicitez-vous si vous y avez finalement renoncé car les mensonges ou les petits arrangements avec la vérité peuvent coûter cher. Avoir menti sur ses diplômes a récemment conduit Scott Thomson, directeur général de Yahoo!, à démissionner. Cette « affaire » a été l’occasion pour un certain nombre de publications et de sites de rappeler d’autres affaires de « bidonnage » de CV d’où il ressort deux choses : premièrement, lorsque la tricherie est découverte après l’embauche, le licenciement ne se fait pas attendre ; deuxièmement, tant qu’elle n’est pas découverte, le tricheur vit avec une épée de Damoclès au-dessus de la tête.
A chacun de prendre ses responsabilités, mais sachez que prétendre être titulaire d’un diplôme que vous n’avez pas – même si vous estimez avoir les compétences correspondantes – est absolument rédhibitoire pour un recruteur. Ce n’est pas par hasard qu’on demande de plus en plus aux candidats de produire non plus des copies mais les originaux de leurs diplômes.
A mensonge, mensonge et demi !
On considère aujourd’hui que 25 à 35% des candidats « truquent » ou « gonflent » leur CV d’une manière ou d’une autre. Tous les recruteurs le savent. Aussi s’attachent-ils à vérifier les CV et à les recouper avec les assertions des candidats en entretien, notamment sur les points où ces derniers ont le plus tendance à transformer la vérité:
    * Les compétences linguistiques – Rien de plus facile pour un recruteur que de vérifier si votre anglais est vraiment fluent ! Si ce n’est pas le cas, l’entretien en anglais tournera court.
    * La rémunération – On vous demandera probablement de produire vos dernières fiches de paie… Donc inutile d’en rajouter, elles parleront pour vous. Ce qui ne vous empêche de négocier à la hausse pour le poste à pourvoir.
    * Les maquillages de dates – Pour cacher un trou dans votre CV, vous avez changé les dates. A première vue, cela donnera de vous une « bonne image », qui volera en éclat si vous vous embrouillez dans vos explications. Les parcours professionnels ne sont plus aussi linéaires qu’il y a 15 ou 20 ans et les recruteurs ne renoncent pas à un candidat intéressant au motif qu’il a connu une période de chômage.
    * Les intitulés de poste requalifiés – Vous étiez chef de vente et vous avez pensé que « Directeur commercial » sonnerait mieux… Vous managiez 10 personnes et vous avez multiplié l’effectif de votre équipe par 2… Un simple coup de fil à votre ancien employeur révèlera au recruteur que ce n’est pas vrai.
    * Les stages transformés en CDD – C’est une tentation que peuvent avoir les jeunes diplômés, mais cela reste une contre-vérité. Mieux vaut développer ce que vous avez appris et réalisé lors de vos stages que de les faire passer pour ce qu’ils ne sont pas.
    * Les hobbies inventés – Si vous avez jugé nécessaire de vous inventer une passion quelconque ou la pratique assidue d’un sport ou d’une discipline artistique, attendez-vous à ce que l’on vous interroge là-dessus. Même si votre interlocuteur n’est pas ferré dans la discipline en question, il aura tôt fait de détecter que vous ne l’êtes pas plus que lui…
Ce que vous risquez à mentir ?
Mentir sur le papier vous conduira inévitablement à mentir ou biaiser en entretien de recrutement. Pris en flagrant délit de mensonge, vous serez évidemment écarté du processus de recrutement. Mais surtout, vous serez discrédité et cela peut vous poursuivre plus longtemps que vous ne l’imaginez.
En outre, le web a de la mémoire. Le CV « bidonné » que vous avez posté l’an dernier, et que vous avez oublié, peut très bien remonter en tête de liste à la première recherche Google que, pour une raison ou une autre, fera votre employeur sur votre nom. Ce serait dommage d’avoir fait tout ça pour in fine perdre sa confiance et vous retrouver à la case départ…

Le Forum Economique mondial (World Economic Forum) a rendu son dernier rapport annuel sur les disparités entre les sexes à travers le monde. Il montre pour l’année 2011 des inégalités qui perdurent au sein même de l’Europe: 76% des hommes sont présents sur le marché du travail contre 62 % de femmes seulement. Les salaires ont en moyenne une différence de 18 % entre les sexes, et les postes décisionnaires sont encore majoritairement tenus par des hommes.
L’élément fondamental de l’étude porte sur la chance économique que représente cette masse féminine si on lui permettait d’accéder plus facilement au marché de l’emploi. Les femmes sont sous-utilisées sur le marché du travail et reléguées dans un rôle encore souvent familial et maternel. Selon le Forum Economique mondial, cela apparaît incompréhensible, eu égard à la période de crise actuelle.
Le rapport présente quelques pistes de réflexion et notamment: un meilleur accès à l’accueil de l’enfance, une meilleure assistance aux personnes âgées, une allocation parentale égalitaire, une égalité de l’âge à la retraite…
Consulter la synthèse du rapport (rapport complet en anglais)

Le décret du 7 mai 2012 sur l'appréciation et à la reconnaissance de la valeur professionnelle des personnels de l'éducation nationale est abrogé. Ce texte prévoyait notamment un entretien professionnel réalisé par les directeurs d'établissement pour évaluer les enseignants. (voir notre actualité du 15 mai).
Les dispositions des statuts particuliers afférentes à la notation et à l'avancement d'échelon « multi cadencé » (au grand choix, au choix, à l'ancienneté) des personnels enseignants, d'éducation et d'orientation antérieurement applicables sont ainsi rétablies.
Par ailleurs, est reportée l'obligation pour les candidats reçus aux concours externes de recrutement dans les corps enseignants de justifier de la possession d'un certificat de compétences en langues de l'enseignement supérieur et d'un certificat de compétences en informatique et internet, à la date de leur titularisation, et non plus à la date de leur nomination en qualité de fonctionnaire stagiaire.
Décret n° 2012-999 du 27 août 2012.

By Jennifer González. Female high-school students are more likely to aspire to attend college than are their male counterparts, and the young women enroll in college, persist, and graduate from it at higher rates as well, according to a report released on Tuesday by the National Center for Education Statistics.
The report, "Higher Education: Gaps in Access and Persistence Study," says that, in 2004, 96 percent of female high-school seniors wanted to go to college, compared with 90 percent of males. When female high-school graduates enrolled in college, they tended to do so immediately after high-school graduation; half chose a four-year institution.
Male high-school graduates made similar choices, but at lower rates. For example, while almost three-quarters of female students who enrolled in college did so immediately after high school, just over two-thirds of male students did. Slightly less than half of young men first enrolled in a four-year institution.
Young women also paid more attention to the college search while in high school, the report says. A greater share of female high-school students (80 percent) had "consulted college Web sites, publications, or search guides for information on college entrance requirements" than had males (68 percent). Among seniors in high school, women were more likely than men to reach out to college representatives for information.
Once in college, a higher percentage of women tended to stay enrolled and to graduate, according to the report. Roughly 60 percent of all first-time, full-time bachelor-degree-seeking students who started college in 2004 had earned that degree six years later from the same institution. A greater proportion of women had finished (61 percent) than men (56 percent). Female students across all racial and ethnic groups graduated at higher rates than did their male counterparts, with the biggest discrepancy among black students, the report says.
Women were also more likely than were men to receive financial aid—82 percent versus 77 percent—and to participate in a campus club during their first year, according to the report.

Par Jean Baptiste POQUELIN, rédaction ASSPRO. Alors que le chômage des plus de 45 ans a largement dépassé celui des moins de 25 ans nous faisons le constat que nous sommes les oubliés des politiques gouvernementales de promotion de l'emploi.
Nous ne pouvons même pas compter sur l'aide du service public de l'emploi (Pôle emploi). En effet, cette institution, que nous entretenons à grand frais, se montre totalement inefficace en raison de ses rigidités et de son manque de capacité à l'action et à l'innovation... Elle est même rejetée par les entreprises qui ne lui confient plus que 17% de leurs offres d'emploi, c'est tout dire!
Alors que faire?
Si nous ne créerons pas l'activité, nous n'aurons pas l'emploi: c'est aussi simple que cela. Mais qu'il est difficile de créer, d'innover, de s'en sortir tout simplement. Vous le savez bien, vous qui avez décidé que créer votre propre emploi. Vous qui courrez après les premiers fonds pour prospecter vos premiers clients, pour acheter une machine ou imprimer vos flyers promotionnels..,vous qui...Non, vraiment nous ne sommes pas aidés et voila même que nos "autorités" envisagent "d'adapter" le statut d'auto-entrepreneur, l'une des rares solutions à notre disposition pour fonder et développer, dans un premier temps, une activité.
Les moyens qui nous permettraient d'agir existent mais ils sont dévolus à ce fameux service public de l'emploi, état* dans l'Etat.
C'est vrai les collectivités territoriales cherchent et proposent des solutions mais...
Il serait temps que nous puissions disposer, nous, les associations , sur nos territoires, d'interlocuteurs capables d'entendre nos besoins et de nous faciliter la vie. En attendant,débrouillons nous nous mêmes et entraidons nous! C'est le sens des actions de l'ASSPRO et de très nombreuses autres associations qui avec des moyens modestes pallient, avec professionnalisme, les négligeances de l'état.
*Dans certains cas, je ne mets plus de "e" majuscule à Etat. Pour réagir, cliquez ici.

By Becky Celestine. We’ve all heard of modern figures like Bill Gates and Steve Jobs who famously found success despite dropping out of school, but not a lot has been said about business figures from history that left school behind for a better life. Famed inventors, business magnates, and some of the richest men in the world made their fortunes as college (and even grade school) dropouts. Read on to learn about some of the biggest names in business history who all decided they could do better without school.
1. Howard Hughes
American business magnate Howard Hughes was one of the wealthiest people in the world in his time. As a film producer, influential aviator, and investor, he left his mark on the world, but he didn’t have a whole lot to do with education. Hughes was reported to be an “indifferent student,” and never graduated from high school. He did have a love of mathematics and engineering, auditing a few classes at Caltech. He was also a student at Rice University, thanks to an arrangement by his father, but after his father’s death, he dropped out and subsequently bought out his family to become the sole owner of his father’s tool company, thus launching his career as the businessman we know. Despite limited higher education of his own, Hughes founded the Howard Hughes Medical Institute in 1953, one of the largest private biological and medical research institutes in the United States, and the second-wealthiest philanthropic organization in the U.S.
2. Andrew Carnegie
Andrew Carnegie was a great man who came from modest beginnings. We remember him as an industrialist leader of the 19th century American steel industry, as well as a major philanthropist, but his early life tells a different story. A Scottish immigrant, Carnegie’s family moved to Pennsylvania, where his first job at age 13 was that of a bobbin boy in a cotton factory. Carnegie had no education to speak of, but was a major educational philanthropist, donating money to create libraries, the Carnegie Institute of Technology, the Carnegie Institution, and Carnegie Mellon University. Although Carnegie was a major supporter of education, he did not believe in it, at least not in the traditional sense. Carnegie believed that there was a “magic formula” for success that should be put in the reach of regular people, taught in public schools and colleges. He even shared the opinion that if this magic formula were properly taught, students could cut their time spent in school to less than half.
3. Mary Kay Ash
Famed American businesswoman Mary Kay Ash is recognized as one of the greatest female entrepreneurs in American history and has left behind a legacy of makeup and money, but she did it all with no more than a public high school education. Although Ash excelled in school, she came from a poor family that was not able to send her to college. She married young and had three children, building her cosmetic empire as an uneducated working mother. Ash did spend a year at the University of Houston studying to become a doctor, but she gave it up and returned to her passion of sales instead of pursuing a medical career.
4. Thomas Edison
Homeschoolers can point to Thomas Edison as a shining example of the genius that can be produced by home education. The young Edison had trouble in school thanks to his wandering mind, and only spent a short three months in official schooling. As a grade school dropout, his mother taught him at home, with much of his education coming from the scientific textbook School of Natural Philosophy and texts from The Cooper Union. This education undoubtedly sparked his lifelong love of scientific exploration and innovation, which he paired with a background in entrepreneurship, a skill that began as a boy selling candy and newspaper on trains.
5. Nikola Tesla
Edison’s protege, Nikola Tesla, excelled without much in the way of education as well. Tesla studied at the Higher Real Gymnasium in Croatia, and did so well that his teachers thought he was cheating when he was able to perform calculus in his head. He only took three years to finish his four-year term, and went on to study engineering at the Australian Polytechnic. Although he excelled at his studies on the uses of alternating current, he dropped out and never received a degree. According to the university, he simply stopped attending lectures after the first semester of his third year. At the pleading of his father, Tesla attended the Charles-Ferdinand University in Prague for one summer semester, but once again, dropped out after the death of his father. Although he did not seem to appreciate higher education for an extended period of time, Tesla was an avid reader and enjoyed memorizing complete books with his photographic memory, a skill that undoubtedly served him as an inventor and futurist.
6. Walt Disney
Responsible for creating the Disney empire and changing the world of motion pictures forever, Walt Disney was one of the most creative and ambitious high school dropouts in history. While in high school, Disney took night courses at the Chicago Art Institute, even becoming the political cartoonist for the school newspaper. But at the age of 16, Disney dropped out of school to join the Army. The joke was on Disney: he was rejected from the Army for being underage. Still, he didn’t go back to school. Instead, he joined the Red Cross to drive an ambulance during World War I and worked several odd jobs before starting a commercial company in 1920 and launching the beginnings of Disney as we know it.
7. George Eastman
George Eastman was the founder of Eastman Kodak Company and the man responsible for bringing photography into the mainstream, but he was a school dropout. Family life interfered with Eastman’s completion of school, as his father died and his mother took in boarders to afford his schooling. After the death of his sister, Eastman left school early to start working. Less than 15 years later, Eastman had patented the first film in roll form. Later in life, his philanthropy allowed him to establish the Eastman School of Music, schools of dentistry and medicine at the University of Rochester, as well as provide donations to MIT, Tuskeegee, and Hampton.