Statistiques structurelles d'entreprises
Présentation des résultats des statistiques d'entreprises (ÉSANE)
ÉSANE (Élaboration des Statistiques Annuelles d'Entreprises) propose chaque année une photographie de la population des unités légales (sociétés, entreprises individuelles, parties d'administrations publiques et certaines associations) ou des nouvelles entreprises (définies par le décret 2008-1354 et reposant sur la notion de groupe) composant le système productif.
Présentation et accès aux résultats d'Esane.
Alisse - résultats 2008, 2009, 2010 et 2011
Pour chacun des thèmes proposés, vous pouvez construire vos tableaux en sélectionnant les caractéristiques et secteurs souhaités et télécharger les bases de données.
À partir de 2008, les données sont présentées selon la nomenclature d'activités française NAF, rév. 2.
    Indicateur d'activité (source TVA - 2008, 2009, 2010 et 2011);
    Commerce extérieur (source DGDI - 2008, 2009 et 2010);
    Caractéristiques comptables et financières des entreprises (source Esane - 2008, 2009 et 2010);
    Liaisons financières (source LIFI - 2008 et 2009);
    Recherche et développement (source R&D - 2008 et 2009);
    Emplois et rémunérations (source DADS - 2008 et 2009).
Accéder à cette base.
Fiches sectorielles
En complément à ces données thématiques nous mettons à votre disposition les fiches sectorielles : commerce, services, construction/promotion immobilière, transports et industrie.
Accéder aux fiches sectorielles.
Actualités
Dernière mise en ligne : 16 août 2012 - Historique des nouveautés.
Archives
Alisse - résultats 1996 à 2007: ces données sont présentées selon la nomenclature d'activités française NAF, rév. 1.
Accéder à cette base.

3rd WORLD FORUM for LIFELONG LEARNING, Marrakech, Maroco, October 31 - November 2, 2012. LEARN THROUGHOUT LIFE WHY AND HOW ?
Presentation brochure
After the second World Forum that was held in Shanghai in 2010, the World Committee for Lifelong Learning chaired by Yves ATTOU, announces that the Third World Forum will take place in Marrakech on October 31, November 1 and 2, 2012 (Royal Theater and Cadi Ayyad University). This important event will be co-organized with UNESCO, with the International Council for Adult Education (ICAE) and with the support of Moroccan authorities. «LIFELONG LEARNING, WHY AND HOW?” will be the theme of this Forum. It will focus on accounts of various innovating achievements, analyzed in workshops, reported during plenary sessions and published in the Acts of the Forum.
It will consist in:
    bringing together field actors, university researchers, members of the corporate world and of institutions. Our approach will aim at connecting all their points of view to enrich each other;
    clarifying problematics and experiments;
    facilitating exchanges so as to create synergies and to give rise to concrete actions all over the world;
    maintaining cultural heterogeneity in order to be able to feed on it;
    making representatives from all parts of the world participate in the Forum, as witnesses, experts, activity leaders, teaching specialists;
    integrating the specificities of the host country in our debates;
The whole Forum will focus on three main themes, dealt with in three workshops:
    THE LEARNING PERSON : “The learning person at the center of his / her career path”, “Women and children”, “From illiteracy to post-literacy”;
    THE ROLE OF THE CORPORATE WORLD : “Responsible firms”, “Working, training oneself abroad”, “ Evolutions in the management of skills”;
    LEARNING FOR SOCIAL TRANSFORMATIONS :“Informal learning”, Health and education”, “Territories and globalization”
The “WORLD PANEL” that will close the World Forum will gather the managers of the main international public, social and economic organizations. The general architecture of the Forum will be composed of an international Steering Committee, an international Scientific Council, a Committee of Honor and a local Welcoming Committee.
PRELIMINARY PROGRAM OF THE 3rd WORLD FORUM IN MARRAKECH
(Registration form and preliminary program to download on: forum.wcfel.org)
Paris – July/ 14/ 2012 - The management committee of the World Committee for Lifelong Learning, chaired by Yves ATTOU, has elaborated the preliminary program of the 3rd World Forum on Lifelong Learning, which will be held in Marrakech (Morocco) on October 31, November 1 and 2, 2012 (Royal Theater and Cadi Ayyad University). It is co-organized with UNESCO (Institute for Lifelong Learning), with ICAE (International Council for Adult Education) and with the support of Moroccan authorities. «LIFELONG LEARNING, WHY AND HOW?” will be the theme of this Forum. It will focus on accounts of various innovating achievements, analyzed in workshops, reported during plenary sessions and published in the “Acts of the Forum”.
The OPENING SESSION OF THE 3rd WORLD FORUM will hear Fatima Zahra MANSOURI, Mayor of Marrakech, Abdellatif MIRAOUI, President of Cadi Ayyad University, Alan TUCKETT, President of the International Council for Adult Education, and Arne CARLSEN, Director of UNESCO Institute for Lifelong Learning (UIL)
Then the workshops will be chaired and coordinated as follows:
    “THE PERSON AT THE CENTER OF HIS/HER LIFE HISTORY”:
    Louise SAUVÉ, Professor at TELUQ, UQAM (Quebec University in Montreal), and Hélène BEZILLE, CMA, Leader of the international scientific network, University professor.
    “WOMEN AND CHILDREN”:
    Carol TAYLOR, UK, Deputy of the National Institute of Adult Continuing Education in the UK and expert on family and inter-generational learning , and Evelyne DERET, CMA, General Secretary.
    “FROM ILLITERACY TO SUSTAINABLE LITERACY”:
    El Habib NADIR, Director of the fight against illiteracy in Morocco, and Elie MAROUN , Project Leader at ANLCI, National Agency of Fight against Illiteracy.
    “RESPONSIBLE COMPANIES”:
    Mounir FERRAM, Deputy Director of the General Confederation of Companies of Morocco, and Philippe DA COSTA, from the Economic, Social and Environmental Council-France.
    “WORKING, TRAINING ONESELF ABROAD”:
    Fouad BENMAKHLOUF, Director of the Cooperation and Partnerships Pole, Hassan II Foundation for Moroccans living abroad, and Abdelhakim ALAGUI, Professor at Cadi Ayyad University.
    “EVOLUTIONS IN THE MANAGEMENT OF SKILLS”:
    Arne CARLSEN, director of UNESCO Institute for Lifelong Learning (UIL), and Michel GUIDEMBERT, President of the Compagnons du Devoir and of WorldSkills.
    “INFORMAL LEARNING”:
    Rosa Maria TORRES, linguist, international expert, and Françoise DAX-BOYER, CMA, Vice-President.
    “HEALTH AND EDUCATION”:
    Carolyn MEDEL ANONUEVO, Deputy Director of UNESCO Institute for Lifelong Learning, and Hervé MAISONNEUVE, former President of the European Association for Science Editors.
    “TERRITORIES AND GLOBALIZATION”:
    Sergio HADDAD, General Coordinator of Educational Action in Brazil “Learning for Another Possible World”, and Pascale de ROZARIO, Sociologist of education.
The “SCIENTIFIC CONTROVERSY”
will oppose Philippe MEIRIEU, Professor at Lyon University, and Louise SAUVÉ, Professor at TELUQ, UQAM (Quebec University in Montreal), on the theme: «LEARNING TO LEARN? “
THE THEME OF THE WORLD ROUND TABLE which will close the World Forum will be:
”WHICH PATHS TO TAKE FOR THE FUTURE?” with:
    Alan TUCKETT, President of the International Council for Adult Education (ICAE)
    Adama OUANE, Minister of Education in Mali
    Yves ATTOU, President of the World Committee for Lifelong Learning
    Arne CARLSEN, Director of UNESCO Institute for Lifelong Learning (UIL)
Invited personalities:
    Sheika Mozah BINT NASSER, President of the Qatar Foundation for Education
    Hao KEMING, Professor at Beijing Normal University, President of the Chinese Agency for the Development of Education
    Michael SOMMER, President of the International Trade Union Confederation
    Susan HOPGOOD, President of Education International (EI)
    Kyung HE SUNG, Chairperson of the Governing board of UNESCO Institute for Lifelong Learning
RENSEIGNEMENTS
Chef de projet: Alexandre GINOYER ginoyer@yahoo.fr. Conception et animation du Forum: Yves ATTOU yves.attou@yahoo.fr et Françoise DAXBOYER fdaxboyer@hotmail.com. Contacts Presse: Patricia GAUTIER-MOULIN p.gautiermoulin@gmail.com et Nicolas SIMIOT nicolassimiot@yahoo.fr. Chef de délégation et organisation: Révelyne CHABRUN revelyne.chabrun@wanadoo.fr.
CONTACTS: Comité mondial pour les apprentissages tout au long de la vie (CMA), 40, rue des Blancs Manteaux, 75004, Paris France. www.wcfel.org / worldcommittee@yahoo.com / [00 33 (0)1 75 50 48 85]
REGISTRATION FORM

• Registration (English version)
• Registration (French version)
• Registration (Arabic version)
• Registration (Spanish version)
• Registration (Chineese version).

1st World Forum 2008, Paris
Communications 2008, Articles 2008.
2nd World Forum 2010, Shanghai

Sur le blog de Michel Abhervé pour Alternatives économiques.Dans cette préparation, le Conseil de Développement du Pays Dignois, dans les Alpes de Haute Provence et le RLA04 organisent un concours vidéo intitulé « l’Economie Sociale et Solidaire : c’est pas du cinéma !», dont nous reproduisons ici les grandes lignes.
Ce concours est ouvert à tous ceux qui mènent à bien ou qui ont une idée d’un projet d’économie sociale et solidaire, d’un projet qui tente de conjuguer économie et progrès social. Jardin solidaire, crèche associative, chantier d’insertion, activité sportive, ludothèque, projet culturel, lien social, éco-tourisme, café associatif… sont des exemples d’activités et de thématiques faisant partie de l’Economie sociale et solidaire.
Pour participer à ce concours il faut envoyer avant le 10 Octobre 2012, une vidéo de 3 minutes maximum qui présente votre projet. Cette vidéo devra mettre en scène votre expérience, votre activité, votre engagement et vos envies aux quotidiens.
Ce concours a pour objectif de promouvoir les initiatives sociales et solidaires existantes ou en projet sur le territoire de la région Provence Alpes Cote d’Azur. Pas besoin d’être vidéaste professionnel ou de posséder du super matériel: originalité et créativité seront pris en compte par un jury composé de représentants du Conseil de Développement du Pays Dignois, des 8 structures membres du RLA04 et de leurs partenaires.
Dès réception des vidéos, chacun pourra aller visionner et voter pour la vidéo de son choix sur le site www.mois-ess-04.org.
Les 5 vidéos ayant reçu le plus de votes seront alors projetées lors d’une soirée spéciale mois de l’ESS le 17 Novembre à Digne les Bains où les participants éliront la meilleure vidéo. Les gagnants se verront remettre le prix de la meilleure vidéo ESS en PACA et remporteront une couverture médiatique avec nos différents partenaires.
Pour participer, téléchargez la fiche d’inscription sur le site.

Colleges are forced to spend on remedial courses, while students are forced to take classes for which they are charged full price but that offer no credit. Underperforming high schools are costing universities millions, as they have to spend a part of their budgets providing remediation to newly enrolled students who are unprepared to tackle college-level work. The schools, however, aren’t the only ones suffering. Year after year, students who lack the necessary literacy, numeracy or writing skills end up taking courses that are meant to get them up to speed, for which they earn no college credit but for which they have to pay full tuition.
Scott Knapp, President of Central Maine Community College in Auburn, said that his school feels like it has no choice but to spend its limited budget on remediation instead of capital and infrastructure upgrades or improving their programs or hiring more instructors. Even if the expenses were fully reimbursed by tuition payments, on the whole, he’d rather that his school was out of the remediation business, Knapp added.
It isn’t hard to understand why college and university administrators believe that by being forced to offer remedial courses, they are left to fix the mistakes left behind by failing secondary schools. Maine Governor Paul LePage agreed when he announced last week that he planned to introduce a legislation that would force high schools to shoulder the costs of their students’ college remediation. At the moment, LaPage said, he didn’t have the details of how such program would work, but he believed that this attempt to hold schools that fail to prepare their graduates for college monetarily accountable would be the first such attempt in the nation.
Parents and taxpayers pay twice when college students need remediation, LePage said, and charging local schools would give them extra incentive to ensure that students can meet standards before graduating.
College officials think this approach can not be tried soon enough. More than 50% of students entering the Maine’s community colleges now require remedial courses in at least one area, as do nearly 20% of students enrolling in the University of Maine System.
But these numbers aren’t nearly as bad as those in some parts of Florida’s Palm Beach Country School District. Although overall about 38% of students graduating from the district require remediation — which puts it roughly on par with the rest of the state — in some schools like Boynton Beach High School, up to 80% of graduates need help in either math, writing or reading when they enter college. That number is in sharp contrast with nearby Jupiter High School, where only 19% of graduates need additional help before they can tackle college-level work.
Experts commend Florida for its efforts to close the gap between high school and college and cut down on remediation rates. For instance, the state has been rolling out a new test called the Postsecondary Education Readiness Test, which was designed based on what Florida high schools and colleges said students needed to be successful in college.
Beginning this past school year, the state mandated that students who scored a 2 or 3 on their reading FCAT, or a 2, 3 or 4 on their math FCAT and have not otherwise demonstrated college readiness have to take the PERT in 11th grade — the goal being that it will help students and high schools identify areas for remediation before the student graduates.

Par Sylvestre Huet. Dans la discrétion estivale, et par un sec arrêté du 6 août, le gouvernement a mis fin à l'opération "criminologie" pilotée par l'Elysée au profit d'Alain Bauer (photo avec Nicolas Sarkozy) et de ses amis.
C'est en mars dernier que le ministre de l'Enseignement supérieur et de la Recherche, Laurent Wauquiez, avait créé de toute pièce une nouvelle section au Conseil national des universités (CNU), intitulée criminologie.
Cette décision faisait suite à une intense opération de lobbying d'un petit groupe organisé autour d'Alain Bauer, ancien rocardien viré sarkozien, qui a fait de son discours sur la sécurité un instrument efficace de création d'un "marché" juteux de consultance auprès des pouvoirs publics et des entreprises. Mais il lui manquait la caution scientifique et universitaire, que la décision de Laurent Wauquiez allait lui donner.
Une vive protestation s'était élevée devant l'opération, en particulier dans les laboratoires de sociologie, mais  l'avis de la Commission permanente du CNU montre que c'est l'ensemble du milieu universitaire qui n'acceptait pas la manoeuvre élyséenne.
Ainsi la commission permanente du CNU avait-elle déclaré: « Le projet de création d’une section de criminologie n’a fait l’objet d’aucun débat sérieux impliquant l’ensemble de la communauté scientifique. Il a été préparé dans la plus grande opacité, dans le mépris des positions exprimées par la très large majorité des spécialistes des sciences criminelles et des questions de sécurité. Le ministère n’a jamais répondu aux multiples interpellations du milieu scientifique, autrement que par le biais d’une brève consultation électronique dont il n’a pas souhaité rendre les résultats publics. De surcroît, aucune réflexion approfondie n'a été conduite sur les conditions d'inscription de cette nouvelle section du CNU dans le paysage universitaire, notamment sur le vivier d'étudiants, le nombre de qualifications potentielles de candidats titulaires d’un doctorat et le nombre d'enseignants susceptibles d'être rattachés à la section. Le projet de création d’une nouvelle section de « criminologie » a été porté par un groupe resserré de quelques personnalités ne représentant pas le champ scientifique dans sa diversité, ce qui est la condition minimale pour qu’une discipline puisse émerger (...)-­ La CP­‐CNU estime que la création de la section de criminologie est motivée par des préoccupations étrangères à la logique scientifique....»
Le reste du texte est ici, un historique de l'affaire est disponible ici sur le site web de la CNU.
Sur le blog:
♠ L'avis de l'Association française de droit pénal.
♠ Une première note du blog sur ce sujet.
♠ Cette décision brutale de l'Elysée est en rapport avec l'affaire Roucaute, l'auteur du discours de Guéant sur "la supériorité de notre civilisation." Lire cette note.
♠ Pour aller plus loin et comprendre toute cette histoire, lire le texte du sociologue Laurent Mucchielli.

Überfüllte Hörsäle, Betreuungsnotstand, mangelnde Reflexionskultur: Bologna hat keine Probleme geschaffen, sondern lediglich alte sichtbar gemacht, kommentiert A. Frank.
Vor wenigen Tagen feierte die Bologna-Reform ihr zehnjähriges Jubiläum. Bildungsministerin Annette Schavan zog in einem Interview Bilanz und nannte den Bologna-Prozess "eine europäische Erfolgsgeschichte". Medien, Hochschulverbände und Politiker diskutieren seitdem erneut das Für und Wider der Studienreform.
Die Diskussion wird allerdings von einem Missverständnis überschattet. Besonders Lehrende reproduzieren gerne, dass schlechte Studienarbeiten sowie oberflächliches Studierverhalten Effekte des Bachelor und typisch für den Bachelorstudierenden seien. Früher, in Zeiten von Magister und Diplom, seien die Studierenden doch besser gewesen, klagen sie.
Dabei haben sich die Studierenden gar nicht so sehr verändert, wie viele meinen. Im Gegenteil: Die Einführung der Bachelor- und Masterstudiengänge hat in erster Linie alte Probleme sichtbar gemacht, als dass sie neue geschaffen hätte. Dies gilt vor allem, aber nicht nur, für die bis dahin wenig strukturierten Studiengänge der Geistes- und Sozialwissenschaften.
Durch die Bologna-Reform ist die Qualität von Studienstruktur, Studienorganisation und Studien- und Lehrkultur mehr denn je in den Fokus der Aufmerksamkeit geraten. Dadurch kommen nun Probleme ans Tageslicht, die seit Jahrzehnten existieren, von der Öffentlichkeit aber bislang nicht wahrgenommen wurden.
Überfüllte Hörsäle, schlechte Betreuung
Als erstes wurde die schlechte Betreuungsrelation sichtbar. Die Zahl der Studienanfänger hatte sich mit der Einführung der neuen Studiengänge nicht erhöht, aber plötzlich kamen alle in die Einführungsveranstaltungen. In vielen Studiengängen hatten sich Studierende und Lehrende so sehr daran gewöhnt, dass allenfalls die Hälfte der eingeschriebenen Studierenden auch tatsächlich erschien, dass die andere Hälfte nicht einmal als fehlend wahrgenommen wurde. Überfüllte Lehrveranstaltungen zeigten, dass die personelle und räumliche Ausstattung der Hochschulen nicht ausreicht.
Weil nun plötzlich ein größerer Teil der Studierenden anwesend war, wurde auch sichtbar, wie unterschiedlich sie sind. Die Heterogenität der Studierenden wäre vielleicht nicht weiter thematisiert worden, wären mit der neuen Abschlussstruktur nicht zugleich studienbegleitende Prüfungen eingeführt worden, die vom ersten Semester an Leistungsunterschiede im Studienverlauf sichtbar machen. Ein Professor der Geschichtswissenschaft bemerkte in einer Gesprächsrunde an der Uni Bielefeld zu ersten Erfahrungen mit Bachelorarbeiten: "Früher haben nur diejenigen eine Arbeit abgegeben, die der Aufgabe einigermaßen gewachsen waren. Von den anderen haben wir gar nichts gesehen und lesen müssen."
Sichtbar wurde außerdem, dass es in vielen Fächern keine Erfahrung mit der gemeinsamen Verständigung über Ziele (seien es Ausbildungs- oder Bildungsziele) gibt. Das führte dazu, dass viele Studiengänge vollgestopft wurden, alle wollten ihre Bereiche vertreten wissen, möglichst verpflichtend für alle. Und wenn es zu viel wurde, wurden einfach neue Studiengänge erfunden.
Zu guter Letzt ist sichtbar geworden, dass es an einer Reflexionskultur mangelt. Die Frage, wie Wissenschaftler ihre Fähigkeiten so weitergeben können, dass die Studierenden eine Chance haben, das Gelernte für ihr berufliches und gesellschaftliches Tun zu nutzen, war überdeckt von der Abbildung von Wissensgebieten, und von der Annahme, Vermittlung erfolge vor allem durch Vortragen. Auch dieses Problem konnte so lange nicht in den Blick geraten, wie Hochschullehre nicht gefordert war, sich auf die Studierenden und deren heterogene Ziele und Voraussetzungen einzustellen.
Kein Zurück zur Beliebigkeit
Die studienbegleitenden Prüfungen bringen es an den Tag. Während viele Studierende früher nach einem mehr oder weniger kurzen, unauffälligen Aufenthalt an der Universität still verschwunden sind, werden nun auch diejenigen sichtbar, die stärker auf Einführung und Erklärung angewiesen sind.
Defizite von Studierenden sollten deshalb als Orientierungs- und Anleitungsbedürfnisse wahrgenommen werden. Damit wird deutlich, dass es Aufgabe der Universität ist, Studiengänge so zu gestalten, dass Studierende – Motivation vorausgesetzt – erfolgreich studieren können.
Glorifizierende Erinnerungen an Freiheit und Muße früherer Generationen helfen den heutigen Studierenden dagegen nicht weiter. Und auch ein Zurück in die Zeiten der Beliebigkeit würde die aktuell debattierten Probleme nicht lösen, bloß verschleiern.
Die Autorin wird sich Dienstag zwischen 11 und 12 Uhr an der Diskussion im Kommentarthread beteiligen.
Dr. Andrea Frank, 53, leitet den Bereich Beratung für Studium, Lehre und Karriere an der Universität Bielefeld.

By Shailaja Neelakantan. India's recent announcement that it would more closely regulate the many joint- and dual-degree programs its universities have developed with foreign partners has been met at home with a mix of confusion, annoyance, anxiety, and even ridicule. Foreign-university administrators are also unclear about the effect of the new restrictions, which include allowing only institutions ranked in the top 500 worldwide to collaborate with Indian universities.
Many Indian institutions are confused about whether they even fall under the purview of the new regulations, issued by the University Grants Commission, the country's university regulator. Some academics are annoyed because they see the rules as evidence that Kapil Sibal, India's education minister, has all but given up on a bill that would allow foreign universities to set up stand-alone programs in India. The proposal has faced stiff resistance from members of India's Parliament. Several observers find it downright amusing that government officials believe elite international universities would flock to India to offer joint degrees. The fact is that few of the 340 or so Indian institutions offering joint or dual degrees have top-tier international partners.
"There's a bill pending in Parliament—they should have waited to see its fate instead of sidestepping it," said Ramamurthy Natarajan, a former director of India's regulatory agency for professional education, about education-ministry officials. An academic who didn't want to be named, for fear of angering higher-education officials, described the ministry's decision as "madcap," saying it "confuses and confounds."
American university administrators were equally flummoxed by the announcement.
"The regulations are excessively restricted," said Guru Ghosh, associate vice president for international affairs at Virginia Tech, which is developing a research center outside Chennai, India. "Having worked with Chinese universities for over a decade, I can attest that even China does not have such stringent requirements and rules dictating academic partnerships and twinning programs."
Mr. Ghosh said he was talking with Virginia Tech's Indian partners to better understand the new rules. He said he appreciated that India is hesitant to open its arms to outside influence in light of its colonial history. But to fix the country's deep-seated educational problems, like a lack of skilled faculty members and a rapidly growing young population, it needs to bring in "the best minds and research and educational facilities" from around the world.
Who's the Boss?
A major point of confusion stems from the overlapping authority of India's two dozen higher-education regulators. Many institutions that run joint programs are overseen not by the University Grants Commission but by the All India Council for Technical Education, which regulates programs such as engineering and management. Further, some education administrators note that their institutions offer not degrees but diplomas, which are different things in India.
"What is really prohibited is the award of a foreign degree on a stand-alone basis or a joint degree where both universities jointly admit a graduate to a bachelor's or a master's degree," said P.V. Ramana, chairman of the private ITM Group of Institutions, which operates such collaborations.
Still other providers say they're exempt because they are not universities but institutes—again, two different things in India. Then there are the institutions that offer degrees but are called institutes and not universities. They are confused about where they fall. "I don't know what will happen. No one is asking the right questions," said the director of one such institution. "The education ministry is getting reckless."
To an outsider this might just seem to be another tale of bureaucracy run amok in India. But how the regulations are carried out could have a real impact on foreign engagement. India's higher-education system has been a notoriously difficult—and sometimes hostile—landscape for foreign institutions to navigate. If the government throws up additional barriers to partnerships, some educators say, that could harm what little internationalization has managed to take root so far.
"International partnerships largely work through personal contacts and individual efforts," said R. Narasimhan, founder-director of the private SMOT Business School and a consultant on higher-education strategy. Mr. Narasimhan said it was unlikely that an American university ranked in the top 500 globally, as the new regulations require, would be contacted by a top Indian university, also required by the regulations, and agree to develop joint-degree programs just because the Indian government says they can do so. Allowing Indian institutions to build partnerships with universities abroad is needed, he said, but the government needs to understand that such partnerships do not mature easily.
"So giving them time and helping them to improve should be the approach," he said, "instead of always holding a stick on the head ready to hit anytime when something goes wrong."
Wrong About Rankings
Several experts say that, in any event, rankings are the wrong way to evaluate the quality of academic programs. E. Lee Gorsuch II, president of the City University of Seattle, said his institution had been seeking an Indian partner, but any potential collaboration would seem to be illegal now. "It appears that the new regulations would preclude CityU since it is not on the list of 500," he wrote by e-mail to The Chronicle. He said recognition by an American accreditor should be enough for India to ensure that any partnerships will be of high quality. Other educational experts have said that India is unlikely to attract top-ranked higher-education players because so few of its universities are well regarded worldwide. But some dismiss that argument.
"We may not have many Indian universities in the top 500 global rankings, but we do have many outstanding academics," said P.M. Bhargava, former vice chairman of the National Knowledge Commission, a higher-education advisory body.
As for what may happen next, Ved Prakash, the University Grants Commission's chairman, could not be reached for comment. But he has made clear that "every institute that grants a degree," even if approved by another regulator, such as the All India Council for Technical Education, "has to follow the new rule," according to Mr. Bhargava, who said he had spoken with the chairman about the subject.
Mr. Prakash told an Indian newspaper in June that the number of foreign institutions operating in India in some form had increased to 631 in 2010 from 144 a decade earlier. "The idea is simply to regulate this growing area for the benefit of students so that only genuine academic collaborations are encouraged," he said.
If Indian institutions don't meet the new regulatory requirements, they have only six months to make improvements, the rules say. If the institutions fail to do so, they will have to terminate the agreements or risk being derecognized, if they're private, or lose government funds, if they're public.
"Six months is too short a time to wind up any ongoing partnership," said the SMOT Business School's Mr. Narasimhan. Students at institutions in such partnerships, he said, should be allowed to finish their programs.
Mr. Bhargava differs. "Six months should not be a problem," he said. "If they are so dependent on the foreign partner, the university has no right to exist."

Dear Mr Bassie,
It is my intention to go to the United Kingdom (UK) and study at a tertiary institution. My relatives who live in the UK have advised me that there are some changes that are coming with respect to those institutions which will qualify as a sponsor for international students.
Could you please let me know if any changes will be forthcoming?
Thanks in advance.
- H.P.
Dear H.P.,
Thank you for your email.
There have been some fairly new arrangements that have been put in place by the United Kingdom Home Office with respect to the 'educational oversight' of private colleges which sponsor international students. The object of these new arrangements is to improve the standards of educational quality and immigration compliance, which are the driving force behind the reforms to Tier 4 of the points-based system.
The latest educational oversight regime that was introduced in 2011, and which has come into place after 2012 for those private education providers who are subject to the educational oversight regime, provides for the following, in summary:
Sponsors will be subject to full assessments every four years and there will be intermediate 'health check' assessments. The frequency will be dependent on the outcome of the institution's previous inspection. It should also be noted that full assessments will be triggered at an earlier stage than the normal four-year cycle if circumstances change, or if any of the health checks reveal that there are any issues to be addressed. If a provider makes an application and successfully obtains educational oversight, they will then be able to apply to join the Tier 4 sponsor register.
Under the UK authorities educational oversight arrange-ments, all Tier 4 sponsors are required to satisfactorily pass an assessment by one of the eight independent bodies which play an existing role in the formal regulation of education in the UK. The following designated bodies provide oversight to privately funded colleges offering higher and further education and English language courses. These are: The Quality Assurance Agency for Higher Education; Her Majesty's Inspectorate of Education (Scotland); the Education and Training Inspectorate (Northern Ireland); the Independent Schools Inspectorate; the School Inspection Service; and the Bridge Schools Inspectorate.
It should be noted that publicly funded providers and other institutions that have a current and satisfactory full inspection, review, or audit from the appropriate designated body under the system of public reviews will continue to meet the educational oversight requirements.
Privately funded colleges in England and Wales that would like to obtain educational oversight as part of an application to join the Tier 4 sponsor register will be able to do so between July 23 and October 22, 2012. However, privately funded colleges in Scotland will be able to apply between September 3 and November 5, 2012, but providers in Northern Ireland should check with the Education and Training Inspectorate Northern Ireland on the window for applications.
In addition, it is worth noting that the Home Office has agreed with the oversight bodies that these windows will be time-limited, and this is to enable them to plan their assessment schedules for the upcoming year. However, any new applicant must have established a track record of at least one year of teaching prior to applying for educational oversight. The full assessments of new applicants will begin in 2013 and will start the sponsor's four-year educational oversight cycle. The entire cycle will then repeat annually to allow new sponsors to join the register.
John S. Bassie is a barrister/attorney-at-law who practises law in Jamaica. He is a justice of the peace, a Supreme Court-appointed mediator, a fellow of the Chartered Institute of Arbitrators, a chartered arbitrator, and a member of the Immigration Law Practitioners' Association (UK). Email: lawbassie@yahoo.com.

By Charis Palmer, Editor, The Conversation. Interviewed: Michael Gallagher, Executive Director at Group of Eight Australia; James Laurenceson, Senior Lecturer, School of Economics at University of Queensland. A newly extended alliance between the Group of Eight coalition of Australian universities and the China 9 universities is helping to build “globally mobile students” says Go8 executive director Michael Gallagher. But competing with elite universities from the United States will remain a challenge, says one China expert, as Chinese students continue to choose universities based on reputation and rankings.
“If we’re going to compete on elitism we will always lose to the US,” said James Laurenceson, who is president of the Chinese Economics Society Australia, and a senior lecturer in economics at University of Queensland.
The Group of 8 and China 9 recently reviewed what has been a five-year relationship, and plan to expand on and strengthen the partnership over the next five years. Mutual credit recognition between the institutions, so that students from any of the institutions can complete some of their study at overseas universities, is a critical component of the alliance, Mr Gallagher said.
“If you want globally mobile students with a global outlook then you need to have these group relationships to get agreements for credit recognition,” Mr Gallagher said.
He said the alliance would measure its success by looking at numbers of highly cited co-authored publications, research collaboration and co-investment, and the degree to which there are two-way exchanges of students of staff. Dr Laurenceson said it’s good to have these types of agreements, but he is unsure how effective they will be in creating bilateral student flows.
“Top universities in China are being courted by the top 20 in the world…It would be naive of us to think that the Group of 8 means more to an elite Chinese university than Harvard or Stanford.”
The alliance renewal comes amid the latest Academic Ranking of World Universities, with more Australian universities now ranked in the top 100.
American and British universities continued to dominate the top 10, however Chinese universities are rising in the rankings.
“When you’re trying to network with Chinese institutions you’ve got to network with universities who are basically on parity with you,” Dr Laurenceson said.
For example, Dr Laureceson said, even though UQ ranks ahead of many Chinese universities, he would recommend it link with the best university in a province.