31 juillet 2015

De la connaissance de soi à l'employabilité

Louis Basco et Fabienne Cote, enseignants chercheurs (Université d'Avignon et des Pays de Vaucluse) démontrent comment de nombreux étudiants sous-estiment leurs compétences ou ont du mal à les identifier quand l'insertion professionnelle réclame plusieurs types de savoirs. 
Notre projet a pour objectif d'aider l'étudiant à se révéler et à construire de manière positive son identité réelle et professionnelle. Il s'agit alors de rendre visible les compétences dites « transversales » (savoir-être), d'affirmer son autonomie et son pouvoir de décision pour la construction d'un parcours, d'engager des procédures positives vers l'employabilité pour augmenter ses chances de réussite dans le monde du travail. Une démarche singulière et spécifique va permettre à l'étudiant de se construire en tant que « personne étudiante ». C'est par cet engagement personnel qu'il va pouvoir affirmer une meilleure connaissance de soi propice à l'employabilité. Voir l'article...

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08 septembre 2013

Waste not, want not – The politics of why philosophy matters

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy Patrick Stokes, The Conversation. And so now we officially know: philosophy is a waste. How can we be sure? Because Coalition spokesman for scrutiny of government waste Jamie Briggs has promised that a Tony Abbott government in Australia would get rid of “those ridiculous research grants that leave taxpayers scratching their heads wondering just what the government was thinking”.
Seriously, don’t bother with philosophy. Don’t bother trying to understand the rules of logic, or what constitutes a good argument, or what makes an action right or wrong. Don’t bother trying to follow humanity’s ‘great conversation’ let alone trying to contribute to it. Waste of time and money. More...

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19 août 2013


http://www.insidehighered.com/sites/default/server_files/styles/blog_landing/public/confessions_of_a_community_college_dean_blog_header.jpg?itok=rd4sr8khBy Matt Reed. Apparently, this is turning into “begging for ideas” week. Please forgive the dreadful manners. I know juuuuuust enough about IT to be dangerous. I recently heard an IT idea that strikes me as obviously great, but experience has taught me that ideas that look obviously great at first blush can hide great sins among the details. So I’m hoping that some folks who have been through this can shed some light. The idea is “virtualization,” and my bowdlerized understanding of it is as follows. In traditional on-campus computer labs, every computer has its own CPU and performs its own calculations and processes. The computers are networked to each other and to the internet, for obvious reasons, but each is capable of doing some pretty serious internal processing. If you want to run a program on all of the computers in a lab, you have to install it on each computer individually.  Although much of what computers do is online now, we still pay for and maintain all those separate computer brains within each station. Read more...

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18 août 2013

Best and brightest. Only a few countries are teaching children how to think

http://external.ak.fbcdn.net/safe_image.php?d=AQD9e1abVwNYbHY4&w=32&h=32&url=http%3A%2F%2Fcdn.static-economist.com%2Fsites%2Fdefault%2Ffiles%2Fthe-economist-logo.gif&cropBy Amanda Ripley. BAMA Companies has been making pies and biscuits in Oklahoma since the 1920s. But the company is struggling to find Okies with the skills to fill even its most basic factory jobs. Such posts require workers to think critically, yet graduates of local schools are often unable to read or do simple maths. This is why the company recently decided to open a new factory in Poland—its first in Europe. “We hear that educated people are plentiful,” explains Paula Marshall, Bama’s boss.
Poland has made some dramatic gains in education in the past decade. Before 2000 only half of the country’s rural adults would finish primary school. Yet international rankings now put the country’s students well ahead of America’s in science and maths (the strongest predictor of future earnings), even as the country spends far less per pupil. What is Poland doing right? And what is America doing wrong? Amanda Ripley, an American journalist, seeks to answer such questions in “The Smartest Kids in the World”, her fine new book about the schools that are working around the globe. Read more...

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10 août 2011

Decolonising our universities: another world is desirable

By Kris Olds.Editors' note: the statement below was issued by participants at the end of the International Conference on Decolonising Our Universities conference at Universiti Sains Malaysia (June 27-29, 2011, Penang, Malaysia). We've posted it here as it facilitates consideration of some of the taken-for-granted assumptions at play in most debates about the future of higher education right now. This statement, most of the talks presented at it, and this memorandum to UNESCO, reflect an unease with the subtle tendencies of exclusion (of ideas, paradigms, models, options, missions) evident in the broad transformations and debates underway in most higher education circles, including in rapidly changing South and Southeast Asia. Our thanks to the organizers, especially Vice-Chancellor Professor Tan Sri Dato’ Dzulkifli Abdul Razak, and Emeritus Professor Datuk Dr. Shad Saleem Faruqi, for information about the event. Kris Olds & Susan Robertson.
Another World is Desirable

We – people from diverse countries in four continents – met in your lovely city of Penang for three days from June 27-29, 2011: Australia, China, India, Indonesia, Iran, Japan, Malaysia, Nigeria, Philippines, Singapore, South Korea, Taiwan, Tanzania, Thailand, Turkey, Uganda. We were invited by Universiti Sains Malaysia and Citizens International to discuss the future of our universities and how we could decolonise them. Too many of them have become pale imitations of Western universities, with marginal creative contributions of their own and with little or no organic relation with their local communities and environments. The learning environments have become hostile, meaningless and irrelevant to our lives and concerns.
In all humility, we wish to convey to you the gist of our discussions.
We agreed that for far too long have we lived under the Eurocentric assumption – drilled into our heads by educational systems inherited from colonial regimes – that our local knowledges, our ancient and contemporary scholars, our cultural practices, our indigenous intellectual traditions, our stories, our histories and our languages portray hopeless, defeated visions no longer fit to guide our universities – therefore, better given up entirely.
We are firmly convinced that every trace of Eurocentrism in our universities – reflected in various insidious forms of western controls over publications, theories and models of research must be subordinated to our own scintillating cultural and intellectual traditions. We express our disdain at the way ‘university ranking exercises’ evaluate our citadels of learning on the framework assumptions of western societies. The Penang conference articulated different versions of intellectual and emotional resistance to the idea of continuing to submit our institutions of the mind and our learning to the tutelage and tyranny of western institutions.
We leave Penang with a firm resolve to work hard to restore the organic connection between our universities, our communities and our cultures. Service to the community and not just to the professions must be our primary concern. The recovery of indigenous intellectual traditions and resources is a priority task. Course structures, syllabi, books, reading materials, research models and research areas must reflect the treasury of our thoughts, the riches of our indigenous traditions and the felt necessities of our societies. This must be matched with learning environments in which students do not experience learning as a burden, but as a force that liberates the soul and leads to the upliftment of society. Above all, universities must retrieve their original task of creating good citizens instead of only good workers.
For this, we seek the support of all intellectuals and other like-minded individuals and organisations that are willing to assist us in taking this initiative further. Thank you for hosting us, the Delegates of the International Conference on Decolonising Our Universities, June 27-29. 2011, Penang, Malaysia. For more information please access www.multiworldindia.org.

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04 juillet 2011

IAU-UNESCO study on academic freedom

http://www.iau-aiu.net/sites/all/themes/iauaiu/images/iau-fr-e-small.pngInvited by UNESCO, IAU is undertaking a study about academic freedom in higher education institutions in all regions of the world. The study is related to the 1997 UNESCO Recommendation Concerning the Status of Higher Education Teaching Personnel.
A first set of questions has been sent to all UNESCO Member States and IAU Members will soon be invited to complete an online questionnaire on the same topic.
Education International (EI), which has provided input on the questionnaire, is ready to ensure that academic personnel is informed about the study and takes part in it as actively as possible.
L'AIU a été invitée par l'UNESCO à effectuer une étude sur les libertés académiques dans les établissement d'enseignement supérieur du monde entier. L'étude est liée à la recommandation concernant la condition du personnel enseignant de l'enseignement supérieur de l'UNESCO de 1997.
Une série de questions a déjà été envoyée aux Etats membres de l'UNESCO et les universités membres de l'AIU vont être invitées à compléter un questionnaire en ligne dans les jours qui viennent.
Education internationale (EI), qui a travaillé avec l'AIU à l'élaboration du questionnaire, s'engage à assurer l'information et la participation, autant que possible, du personnel enseignant à cette étude.

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08 août 2009

Higher Education Policy: Academic Freedom in Europe

Higher Education Policy (HEP), June 2009, (Vol. 22, No. 2).
Reconnecting the Research–Policy–Practice Nexus in Higher Education: 'Evidence-Based Policy' in Practice in National and International Contexts, William Locke
Australian University International Student Finances, Helen Forbes-Mewett, Simon Marginson, Chris Nyland, Gaby Ramia and Erlenawati Sawir
The Equity Challenge in China's Higher Education Finance Policy, Fengshou Sun and Armando Barrientos
From Space to Place: University Performance and its Built Environment, Paul Temple
GATS and Higher Education: State of Play of the Liberalization Commitments, Antoni Verger
Forum: Restructuring as a Panacea for the Sustainable Development of the Nigerian University System, M Olalekan Arikewuyo
Academic Freedom in Europe: Time for a Magna Charta? Terence Karran:
This paper’s purpose is to provide a working definition of academic freedom for the higher-educational institutions of the European Union. The paper’s rationale is as follows. Firstly, academic freedom is considered a fundamental aspect of the workings of the Universities in the European Union (EU). For example, the Magna Charta Universitatum declaims: ‘Freedom in research and training is the fundamental principle of university life, and governments and universities, each as far as in them lies, must ensure respect for this fundamental requirement’ (European Universities Association, 1988, 1). Similarly, the proposed European Union Constitution explicitly states in Article II-73 that ‘[t]he arts and scientific research shall be free of constraint. Academic freedom shall be respected’ (European Union, 2005, 50). The constitution received insufficient support among the EU nations to be enacted into law. However, if the process of integration among the 27 (and more) member states is to proceed, a document of similar status is likely to be ratified within the next...

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