Formation Continue du Supérieur

Année en cours
De la culture à l'Université 128 propositions. Par la commission Culture et Université présidée par Emmanuel Ethis, Président de l'Université d'Avignon et des p... Télécharger. 09/05/2012
La répartition des dépenses publiques de l’enseignement supérieur et des aides associées (étude INSEE) Télécharger. 03/02/2012
Effets redistributifs de l'enseignement supérieur Télécharger. 29/01/2012
Les effets redistributils - document de travail de septembre 2011 - texte de synthèse finale et propositions CPU Télécharger. 28/01/2012
Année 2011
Etude relative à la mise en place du numérique dans les programmes de rénovation des Universités portés par des montages innovants ou par des PPP (étude CPU / CDC) Télécharger. 26/10/2011
Mettre en place un learning centre (étude CPU / CDC) - Enjeux et problématiques Télécharger. 28/06/2011
Année 2010
Le transfert du patrimoine universitaire (Etude CPU-CDC). Cette étude, réalisée par la CPU et la CDC en association avec l’Amue et divers établissements, est avant tout... Télécharger. 28/06/2010
L'université numérique: éclairages internationaux. La CPU a publié en janvier 2009, avec la Caisse des Dépôts, un guide méthodologique de l’université numérique, étude générale... Télécharger. 23/06/2010
Exécution du budget 2009: analyse du rapport annuel de performance (RAP 2009) concernant l'enseignement supérieur. La CPU a analysé le rapport annuel de performance 2009 (RAP 200... Télécharger. 23/06/2010
Les fondations des universités à l'étranger Télécharger. 05/06/2010
Etude Tecknowmetrix-CPU sur la participation des universités aux projets européens et ANR Télécharger. 10/02/2010
Année 2009
Etude de l'OST en partenariat avec la CPU sur les personnels non titulaires de la recherche dans les EPST et les EPSCP Télécharger. 07/12/2009
Etude comparative de l'EUA sur l'autonomie des universités européennes Télécharger. 30/11/2009
Principes et recommandations pour une réforme réussie de la formation des enseignants. Contribution du groupe «inter-conférences universitaires», coordonné par Daniel Filâtre, adressée à Madame la Ministre de l’Enseignement Sup... Télécharger. 17/07/2009
Méthode pour la création d'une fondation - FONDADEV. La CPU conduit une politique d’ouverture vers des acteurs sociaux-économiques susceptibles d’apporter aux universités des out... Télécharger. 19/06/2009
Comment développer les ressources financières des universités par le biais des fondations - DGRI. La CPU conduit une politique d’ouverture vers des acteurs sociaux-économiques susceptibles d’apporter aux universités des out... Télécharger. 19/06/2009
Enquête sur les ressources propres des universités - KPMG. La CPU conduit une politique d’ouverture vers des acteurs sociaux-économiques susceptibles d’apporter aux universités des out... Télécharger. 19/06/2009
Etude sur les fondations universitaires à l'étranger - CDC. La CPU conduit une politique d’ouverture vers des acteurs sociaux-économiques susceptibles d’apporter aux universités des out... Télécharger. 19/06/2009
Année 2006
Les activités de valorisation dans les établissements. Enquête 2005 du réseau C.U.R.I.E Télécharger. 01/06/2006
Année 2005
Les échanges économiques entre l'Hôpital et l'Université dans le cadre des CHU. Recherche réalisée pour la Conférence des Présidents d’Université par le Laboratoire d'Economie et de Gestion des Organisations de Santé (Lego... Télécharger. 18/11/2005
Année 2004
Les applications informatiques spécifiques mises en place dans les établissements d’enseignement supérieur. Enquête CPU Télécharger. 31/08/2004
Année 2002
"Budget global des Universités": rapport final du groupe de travail de la CPU. La réflexion sur le budget global fait suite aux réflexions menées par la CPU sur le thème de l’autonomie, autour du Colloque... Télécharger. 22/08/2002

2012 : L’université pour l’avenir, avenir des universités
Marseille, les 8, 9 et 10 février 2012
> téléchargez le Mag’
2011 : Une ambition : la licence
Toulouse, les 11, 12 et 13 mai 2011
> téléchargez les actes
2010 : Doctorat, doctorants et Docteurs
Nancy, les 31, 1er et 2 avril 2010
> téléchargez les actes
2009 : L'université, acteur économique
Brest, les 25, 26 et 27 mars 2009
> téléchargez les actes
2008 : Les Universités Européennes : nouvelles frontières, nouvelles perspectives
Bruxelles les 2, 3 et 4 avril 2008
> téléchargez les actes
2007 : L'Université: une chance pour la France
Metz, les 14 et 16 février 2007
> téléchargez les actes
2006 : Internationalisation et politique internationale des universités
Nantes, 15, 16 et 17 mars 2006
> téléchargez les actes
2005 : L'Université: acteur majeur dans l'Europe des formations supérieures
Lyon, les 17 et 18 mars 2005
> téléchargez les actes
2004 : L’avenir de la recherche publique
Bordeaux, les 19 et 20 février 2004
> téléchargez les actes
2003 : Les personnels dans l’Université du XXIè siècle: missions, métiers, partage des responsabilités
Poitiers, les  20 et 21 mars 2003
 > téléchargez les actes
2002 : L'étudiant dans l'université du XXIè siècle
Mulhouse, les 21 et 22 mars 2002
> téléchargez les actes
2001 : Autonomie des universités
Lille, les 22 et 23 mars 2001
> téléchargez les actes
2000 : La recherche universitaire dans l'espace européen
Bordeaux les 16 et 17 mars 2000
> téléchargez les actes
1999 : L'accueil et l'insertion des étudiants à l'université
Rennes, 1er décembre 1999
> téléchargez les actes

Les Espaces Ouverts d'Education Permanente sont une expérience totalement originale, progressivement mis en place depuis le début 2004 dans les différents territoires de la Région.
Ils prennent au pied de la lettre le concept d'Education Permanente, en complétant l'offre de formation existante, de type plus traditionnelle et aux objectifs plus conventionnels, mettant réellement en œuvre la possibilité pour chacun et pour tous d'accéder à la formation tout au long de la vie.
Ils constituent une nouvelle approche de la formation, une offre d’accès aux savoirs et à la connaissance, en réponse aux demandes de la population comme aux exigences sociales et économiques du monde dans lequel nous vivons.
Leurs principes de fonctionnement sont les suivants:
* Initiative individuelle : le moteur est la personne, son envie, son désir d'apprendre; l’accès n’est pas lié à une prescription.
* Ouverture : notamment en dehors des horaires "classiques" de la formation (soirées, samedi), afin de pouvoir accueillir les usagers ayant des activités dans la journée, notamment les salariés.
* Tous publics : et particulièrement tous ceux qui ne rentrent pas dans les formations à critères d’éligibilité, telles que celles appartenant aux dispositifs liés à la qualification et à l'emploi.
* Tous contenus : en particulier de formation et de culture générales, de documentation visant notamment à comprendre le monde contemporain, ce qui suppose la mise à disposition d'un minimum de ressources sur place (livres, revues, logiciels et autres CD Rom), mais aussi via Internet.
* Sans "encadrement" : pas de positionnement à l'entrée ni d'établissement d'un "parcours de formation", d'un contrat, ce qui n'exclut pas un accompagnement dans la recherche et l'appropriation des ressources disponibles.
Les Espaces Ouverts d'Education Permanente viennent rappeler ou faire re-découvrir que la connaissance est une dimension essentielle de tout être humain, de l'humanité. Explorer, comprendre, pour agir en connaissance de cause et de conséquences, en passant par une démarche, sans cesse renouvelée, vers une meilleure maîtrise de son environnement et de son destin, individuel et collectif.
Télécharger La carte des Espaces Ouverts d'Education Permanente.

INQAAHE 2013 Conference. From Monday 8th until Thursday 11th April 2013 INQAAHE will organise its Biennial Conference in Chinese Taipei. The conference host is the Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT). The conference theme is Managing Diversity: Sustainable quality assurance processes.
There are four related subthemes:
1. The QA of cross-border education: from quality providers to quality assured provision
2. Innovative approaches to external QA in tertiary education: not a single approach towards excellence
3. Impact of QA and the effects of external and internal QA: regional perspectives to a shared issue
4. National qualifications frameworks and their links to QA (including involvement of stakeholders)
The Conference organisation accepts papers or posters on the four sub-themes of the Conference. Please consult the call for papers and posters below for the exact requirements.
We are looking forward to receiving your contribution at Secretariat[at]inqaahe.org by 15 November 2012.
More information about the programme and registration for the conference will follow soon. Call for papers and posters (PDF / 91.7 KB).
Call for Papers and Posters for the INQAAHE Conference - Chinese Taipei, 8 – 11 April, 2013
The Conference accepts papers or posters on the sub-themes of the Conference. The Conference Program Committee welcomes any contributions on the sub-themes. Examples of topics for contributions are listed under each sub-theme. Paper and poster proposals will be assessed by members of the Conference Program Committee for compliance with the criteria for acceptance.
Conference Themes and Sub-Themes
Theme: Managing Diversity: Sustainable quality assurance processes
Sub-Themes
1. The QA of cross-border education: from quality providers to quality assured provision
The QA of Cross-Border Education has turned into an essential topic in the agenda of the major HE systems all over the world. Agencies –and regional networks– have led the debate following the initiative of UNESCO-OECD on the Guidelines for Quality Provision
in Cross-border Higher Education, issued in 2005. Cross border provision takes many faces, and each of them poses different challenges for quality assurance agencies.
Papers presented under this subtheme should address the ways agencies deal with the need to assess the provision of CBHE in various settings. A special attention on good practices on the definition of published general frameworks or criteria to facilitate the QA of CBHE is welcome.
Issues to be covered could include the following:
• Sharing responsibility for QA: role of the QA agency from the home country, and that of the agency in the receiving country.
• Main issues to be addressed in evaluating CBHE offerings: focus on the programme contents, delivery methods and resources, the quality of the academic staff.
• Consistency of the diploma awarded with similar diplomas granted in the home country; relationship of the diploma awarded with the receiving country’s national regulations or quality criteria for similar programs (including the national qualifications framework when available).
• On-line provision and the challenge for QA mechanisms
• Information on quality assured provision: What can the QAAs regional networks do?
• Cultural-academic challenges in the provision of TNE
2. Innovative approaches to external QA in tertiary education: not a single approach towards excellence
Innovation is within the genome of tertiary education. QA processes must also be geared towards favouring innovation, and avoiding the bureaucratic burden of the procedures. But innovation is an overused word, needing a clear context to be entirely understood. In QA nowadays innovation means a plea for ways to rethink the current approaches, in order to develop QA processes that are sustainable in terms of financial and human resources; that effectively provide sound information on the quality of HE offerings; that allow higher education institutions enough flexibility to reach excellence; that take into account institutional and programme diversity.
The conference provides a forum for sharing and discussing innovative approaches and good practices for external QA in various settings and academic traditions; papers dealing with those or some of the following topics will be welcome:
• Analysis of QA approaches from the point of view of their potential to enhance innovation in tertiary education – ideally with some evaluation results.
• Innovation within the external QA agencies: How are agencies dealing with the changes in higher education? Have these changes impacted in their organization, their procedures or the standards they apply?
• Lessons learned from external review of agencies or from studies measuring the impact of QA processes, which have led to revised external QA processes.
• International benchmarking and innovative processes: the benefits of the regional networks.
• Good practices and mechanisms for their dissemination
3. Impact of QA and the effects of external and internal QA: regional perspectives to a shared issue
For many years, external assessment of QA focused on the activities of the agencies. Nowadays, it has become essential to learn about the effect of the introduction of QA practices on the actual operation of higher education institutions. On the other hand, budgetary constraints and economic difficulties in some regions push decision makers to require QA agencies a reflection on the impact of their processes.
Several countries, in different regions of the world, are carrying out such studies, asking stakeholders about their perceptions of the changes that QA has promoted in the higher education institutions they are associated with. This subtheme presents an opportunity to share efforts and experiences on the analysis of external QA processes and to discuss the lessons that can be learned from them.
Issues to be covered could include the following:
• How can impact be defined and measured, taking into consideration the difficulty to isolate the effects of QA on the operation of HEIs?
• Reporting on information showing anticipated and unanticipated effects of the introduction of quality assurance processes on different dimensions of HEIs.
• Changes or adaptations in the QA processes as a result of information on the impact of external QA processes.
• Is there a ‘regional agenda’ related to the impact of QA according to different regional settings?
• Links between QA processes and other policy instruments in place.
See also INQAAHE 2012 Forum, INQAAHE Conference 2011.

ERA is a unified research area open to the world based on the Internal market, in which researchers, scientific knowledge and technology circulate freely. Through ERA, the Union and its Member States will strengthen their scientific and technological bases, their competitiveness and their capacity to collectively address grand challenges.
The European Commission's 2012 policy Communication on the European Research Area (ERA) should lead to a significant improvement in Europe's research performance to promote growth and job creation. The measures in the Communication will have to be implemented by EU Member States, the Commission and Research Organisations to ensure the completion of ERA by 2014 as called for by the European Council.
To complete ERA and maximise the return on research investment, Europe must increase the efficiency and effectiveness of its public research system. This requires more cooperation so that the brightest minds work together to make greater impact on grand challenges (e.g. demographic-ageing, energy security, mobility, environmental degradation), and to avoid unnecessary duplication of research and infrastructure investment at national level. It also requires more competition to ensure that the best researchers and research teams receive funding - those able to compete in the increasingly-globalised and competitive research landscape.
With the explicit objective of opening up and connecting EU research systems, the ERA reform agenda focuses on five key priorities:

• More effective national research systems
• Optimal transnational co-operation and competition
  On common research agendas, grand challenges and infrastructures
• An open labour market for researchers
  Facilitating mobility, supporting training and ensuring attractive careers
• Gender equality and gender mainstreaming in research
  Encouraging gender diversity to foster science excellence and relevance
• Optimal circulation and transfer of scientific knowledge
  To guarantee access to and uptake of knowledge by all.

Useful Links

This benchmark will be the reference level of European average performance on the share of employed graduates from education and training and will help monitoring progress towards the targets set by the Europe 2020 strategy.
Based on the proposal presented by the Commission in May 2011, the Council agreed that by 2020, the share of employed among the graduates 34 year olds having left education and training no more than three years before the reference year should be at least 82 as compared to 76.5 in 2010. This target level refers to an EU average and does not constitute a national target for individual Member States.
Employability - that is, the combination of factors which enable individuals to progress towards or enter employment, to stay in employment and to progress during their career - is a complex concept, involving not only each individual's characteristics, skills, attitudes and motivation, but also other external factors which lie beyond the scope of education and training policy, such as labour market regulations, demography, the structure of the economy and the overall economic situation.
Since 2010 researchers of the JRC's Centre for Research on Lifelong Learning CRELL have developed the conceptual and methodological frameworks defining the present benchmark. They have also been evaluating the role played by specific education and training policies in explaining within country and cross country variations in its value.
The European benchmark for education and training for employability complements those already adopted in May 2009 and the one on learning mobility adopted in November 2011 and will be examined by Member States and the Commission in 2014 as part of the Education and Training 2020 ET 2020 the strategic framework for European cooperation in education and training in order to decide whether a revision of the indicators is needed. Press release: Council conclusions on the employability of graduates from education and training
CRELL methodological note: http://publications.jrc.ec.europa.eu/.

The European Commission has the pleasure to announce that the international conference "Improving skills: Evidence from Secondary analysis of international surveys" will take place in Limassol Cyprus, 15-16 November 2012. The Conference will bring together researchers who have worked on secondary analyses of international surveys on skills and competences, to present key results and findings in areas pertinent for policy-making.
The aim of the conference is to develop the knowledge about results from large scale international assessments such as PISA (Programme for International Student Assessment), TIMSS (Trends in International Mathematics and Science Study) PIRLS (Progress in International Reading Literacy Study) and ESLC (European Survey on Language Competences). The conference will also point to EU relevant areas where there is a need and prospect for further data development and/or areas for secondary analyses in the next years.
The conference will have a strong focus on European results and be targeted to an audience of policy makers as well as researchers in the field. The "Improving skills" conference is organised by the European Commission in close cooperation with the Cypriot EU Presidency. You find an outline of the conference sessions here.
Further details about the programme, registration and various practical information will be provided in due time before the conference.  Registration for the conference will open in August.
Questions about the conference can be addressed to:
Kjartan Steffensen, DG Education and Culture, unit A4 - Analysis and Studies
E-mail: Kjartan.Steffensen@ec.europa.euThis e-mail address is being protected from spambots. You need JavaScript enabled to view it , Phone: +(32) 2 2957593.

The Centre for Research on Lifelong Learning (CRELL) was established in 2005 in order to provide expertise in the field of indicator-based evaluation and monitoring of education and training systems and their contribution to the achievement of Community objectives specified in the Lisbon Agenda and more recently in the EU2020 agenda as regards this domain. CRELL combines expertise in the fields of economics, econometrics, education, social sciences and statistics in an interdisciplinary approach to research.
CRELL is sponsored by the European Commission Directorate General Education and Culture (DG EAC) and co-ordinated by the Joint Research Centre of the European Commission (DG JRC).
The Centre is hosted by the Econometrics and Applied Statistics Unit of the Institute for the Protection and Security of the Citizen at the JRC in Ispra, northern Italy.
more about CRELL...
The policy demand for the monitoring and evaluation of national education systems is increasing on an international level.  The Centre for Research on Lifelong Learning  (CRELL) based on indicators and benchmarks, located at the European Commission’s Joint Research Centre in Ispra, northern Italy, was established in this context and in response to the need to underpin monitoring instruments with sound scientific research.
The European Commission monitors progress towards the Community goals in the area of education and training using a framework of indicators and benchmarks, reported annually in the report on the Progress towards the Lisbon Objectives in Education and Training- Indicators and Benchmarks (2004, 2005, 2006, 2007, 2008, 2009).
The set of indicators currently employed is less than fully developed. As stated in the Joint Interim Report "Education & Training 2010":
“The work carried out to date has pinpointed the key areas for which there is a lack of relevant and comparable data for monitoring progress in relation to the objectives set. The quality and comparability of the existing indicators need to be improved, particularly in the field of lifelong learning, and regularly reviewed. Priorities should be established for the development of a restricted number of new indicators, taking due account of the work carried out by other bodies active in this area. […] The following areas should come in for particular attention: key competences, and particularly learning to learn; investment efficiency; ICT; mobility; and adult education and vocational education and training."
The Council Conclusions of May 2009 on a strategic framework for European cooperation in education and training "ET2020" further emphasize the need for periodic monitoring of progress towards a set objective as an essential contribution towards evidence-based policy making. The strategic objectives defined in the "ET2020" strategy are accompanied during the period 2010-2020 by indicators and by reference levels for European average performance (‘European benchmarks’) and work on proposals for possible benchmarks in the areas of mobility, employability and language learning is requested.
Various strategies are underway to address these needs, among them the establishment of CRELL. The European Council Conclusions of 24 May 2005 on new indicators in education and training recognised that it was necessary to develop a coherent framework of indicators and benchmarks to monitor performance and progress, and stated that "the establishment of the research unit on lifelong learning at the Joint Research Centre at Ispra can significantly increase the Commission’s research capacity in terms of the development of new indicators." CRELL is involved in actively supporting the European Commission by providing scientific expertise and research in order to underpin the policy dossiers of  DG Education and Culture. Click here for more information on the Strategic framework for European cooperation in education and training "ET2020." Click here for more information on Indicators and Benchmarks. The Econometrics and Applied Statistics Unit at the Joint Research Centre in Ispra has estabished a world-renown scientific expertise in the field of composite indicators. It has co-authored together with the OECD the widely used  Handbook on Constructing Composite Indicators and supports an information server on composite indicators.

Education databases and catalogues
BEI- British Education Index
Index to the contents of 300 education and training journals published in the British Isles, together with some internationally published periodicals. Includes: Education-line, a freely accessible database of the full text of conference papers, working papers and electronic literature which supports educational research, policy and practice; catalogue of professionally evaluated internet sites; conference programmes and papers.
CERUK - Current Educational Research in the UK
CERUK aims to provide a complete record of current or on-going research in education and related disciplines.
EENEE - European Expert Network on the Economics of Education
Network on economics of education with a directory of experts and researchers by field and country, journal databases and other information.
EPPI-Centre - Evidence for Policy and Practice Information and Co-ordination Centre
EPPI-Centre supports the writing of systematic reviews of research evidence in the field of education. Seventeen review groups undertake reviews of individual topics, and a series of reviews commissioned by the Teacher Training Agency is also produced. All the reviewed research is included in a database.
ERIC - Education Resources Information Centre
Sponsored by the Institute of Education Sciences (IES) of the US Department of Education, hosts a large database of journal and non-journal education literature.
ETV Library - European Training Village
The ETV library maintains a host of databases and catalogues on VET, including: European Research Overview (ERO Base); bibliographical database; VET internet resources; training institutions database; collection of 300 electronic-journals.
Eurostat - Eurostat
The statistical office of the European Communities, with extensive data collections in the area of education and training (Population and Social Conditions).
Eurydice - Eurydice
Information network on education in Europe. Includes several databases on education systems, Key Data publications and thesauri.
INCA - International Review of Curriculum and Assessment Frameworks Internet Archive
INCA provides descriptions of government policy on education in Australia, Canada, England, France, Germany, Hungary, Ireland, Italy, Japan, Korea, the Netherlands, New Zealand, Northern Ireland (forthcoming), Scotland, Singapore, Spain, Sweden, Switzerland, the USA and Wales. It focuses on curriculum, assessment and initial teacher training frameworks for pre-school, primary, lower secondary and upper secondary education in schools (3-19 age range).
NCES - National Centre for Education Statistics (US)
Database of US education statistics and analysis. The Education Statistics Quarterly is also available - an overview of all work carried out at NCES, including publications and data products.
PERINE - Pedagogical and Educational Research Information Network for Europe
The 'PERINE Internet Resource Catalogue' is a collection of information about national and cross-national resources supporting educational research in Europe. The catalogue will contain references produced by partners, presented within a multilingual search environment utilising the European Education Thesaurus. Initially the catalogue is experimental, providing information on themes identified by educational researchers connected with the European Educational Research Association (EERA).
VOCED - Vocational Education and Training Research Database
VOCED is the UNESCO/NCVER research database for technical and vocational education and training, an international database of research abstracts, in English.
WIFO - Gateway to Research on Education in Europe
This website has emerged in the context of European research projects carried out by the Research Forum WIFO (Wissenschaftsforum Bildung und Gesellschaft). It is an free information service provided by researchers for researchers. Focus on vocational education, recently also including human resource development. The database also includes a ‘search by method/approach’ facility.
See also About CRELL (Centre for Research on Lifelong Learning).