Les réseaux d’anciens jouent un rôle clef dans la politique globale d’attractivité et d’influence de la France à l’étranger. Lettre des Espaces n°23.
Constitués d’étudiants, de boursiers ou de stagiaires ayant effectué un séjour d’études en France, ces réseaux représentent un vivier de personnes ressources capables de mettre en avant leurs témoignages auprès des nouvelles recrues. Ils permettent également aux alumni de rester en contact avec la France et de recevoir des informations ciblées (offres d’emploi, invitations à des événements culturels).
L’analyse des données issues du rapport d’activité des Espaces 2011 révèle que 62% des Espaces participent à l’animation de réseaux d’anciens en collaboration avec les Postes diplomatiques. Ces réseaux locaux diffèrent dans leurs formes et dans les services offerts aux adhérents selon les contextes nationaux et les budgets disponibles.
La volonté du ministère des Affaires étrangères est aujourd’hui de fédérer ces réseaux. La nouvelle agence Campus France doit permettre de concrétiser ces objectifs puisque parmi ses missions figure « le suivi régulier des ressortissants étrangers ayant accompli tout ou partie de leur cursus dans le système d’enseignement ou le réseau d’enseignement français à l’étranger ».
Campus France développe ainsi de nouveaux outils en ligne visant à aider les Espaces et les Postes diplomatiques dans l’animation de réseaux d’anciens étudiants en France. Dans ce contexte le ministère a récemment missionné Campus France afin de proposer à l’ensemble des Postes diplomatiques un outil commun dédié à ce suivi. Cet outil qui s’inscrirait en complémentarité des initiatives locales permettrait à terme de fédérer les bases de données dans un souci d’harmonisation et de simplification. Cenuméro spécial de la Lettre des Espaces revient sur cette actualité et présente deux exemples de pratiques mises en place localement pour assurer le suivi des étudiants accueillis en France.
Outre la constitution de la base de données, l’animation du réseau d’ancien et la fidélisation de ses membres représentent deux enjeux majeurs qui conditionnent la pérennité du réseau et son attractivité. Il revient aux Postes et aux Espaces Campus France d’organiser des interventions régulières (événements, conférences…) pour entretenir le réseau. Nous vous avons sollicités pour connaître et faire partager vos pratiques qui se sont avérées nombreuses et originales. Retour ici sur l’expérience des Apéros Alumni au Mexique et sur celle du Club France Maroc.La Lettre des Espaces
La Lettre des Espaces est l’outil de communication interne au réseau international de CampusFrance. Elle présente régulièrement les informations et outils nécessaires aux agents CampusFrance pour mieux orienter les étudiants et promouvoir l’enseignement supérieur français.

The IAU 14th General Conference (held at Inter American University of Puerto Rico, in San Juan, Puerto Rico) elected the new IAU President and Administrative Board members who will lead the Association for the next 4 years. Prof. Juan Ramon de la Fuente steps down as President and joins the Board as immediate past president. Prof. Goolam Mohamedbhai, IAU President from 2004-2008 joins the IAU Honorary Presidents, two of whom were on hand at the General Conference. Prof. Dzulkifli Abdul Razak, past IAU Vice President, former VC of the University of Science Malaysia and currently VC of Albukhary International University also in Malaysia becomes the 14th IAU President. Within the next few days, brief biographies and photographs of all IAU Board and Deputy Board members will also be posted online.

Lifelong Learning Networks have developed a range of resources for learners, parents, advisors and other staff. This page contains advice and information on Higher Education opportunities available in your area. Click on an area of the map to discover more about what your local college and university network has to offer.

• Advisor Pack -West Yorkshire LLN
• CAVE - VETNET
• Creative Portal - Progress South Central
• Discover - MOVE
• Find a Course/ Find a Career - The Creative Way
• Gradsouthwest HE Guidance - South West LLN
• HE Route Planner - Birmingham, Black Country & Solihull LLN
• Learning Opportunities - South East LLNs
• Life Pilot - Western Vocational LLN
• StudyYork - Higher York
• Sussex Routes - Sussex Learning Network
• Trans.it - West Yorkshire LLN
• Visaroute - Lancashire LLN
• Your Future East Midlands - Leap Ahead / Skills for Sustainable Communities
• Wider Horizons - Herefordshire and Worcestershire LLN.

Leaflets, posters, guides and information sheets
Advanced Apprentices Welcome Here! - brochure created by Sussex Learning Network.
Apprentice Info - South London LPE.

Lifelong Learning Networks have worked with worked with UVAC and Construction Skills to facilitate and support the development of a Construction Higher Level Apprenticeship Framework (to include Foundation Degrees) as part or all of the Technical/Competence Qualification required by the Specification of Apprenticeship Standards for England (SASE).
The project was initiated by the LLN National Forum following the publication of their paper ‘Developing Higher Apprenticeships in England’, published in May 2010. Below are some additional relevant papers:

• The construction Higher Apprenticeship
• The Foundation degree Framework Specification for Construction Operations Management. This is provided for guidance purposes. The Foundation degree(s) developed for the Higher Apprenticeship would offer core and specialist pathways and include bridging modules to support learners used to a competency based and not academic model of learning. Progression arrangements will also need to be developed to enable seamless progression from level 3.
• A Transferable Model for the Development of a Higher Level Apprenticeship

For more information, or to get involved, please contact: Adrian Anderson, UVAC Chief Executive a.anderson@bolton.ac.uk, Jill Ward, Project Chair jill.n.ward@btinternet.com, Claire Newhouse, LLN National Co-ordinator c.newhouse@higheryork.org.
Related Documents:
Developing Higher Apprenticeships in England.
The Construction Higher Apprenticeship.
Foundation Degree Framework Specification.
Construction Project Summary and ToR.

Evaluation of research capital funding (SRIF 2006-08) to higher education institutions 2006-2008
Summary
HEFCE has made project capital allocations in support of learning and teaching and research since 1999.
This evaluation covers the 2006 to 2008 round of funding for research capital. The evaluation is UK wide and was carried out jointly with the other UK higher education funding bodies and with the Department for Business, Innovation and Skills. The total HEFCE allocations for this round were £903 million.
The capital funding provided by this third round of the Science Research Investment Fund has contributed to raising research capability, research capacity and the quantity and quality of research output, thereby stimulating and supporting innovation and driving productivity and growth across the UK economy.
The funding has helped to lever in other funding. Consequently, the scale, reach and timeliness of research capital investments were greater than would otherwise have been possible. The evidence also shows that the funded investments are now more strategically focused to help support research goals.
The investment has continued to improve the quality of research and has supported new areas of research for almost all universities and colleges. Improved student and staff morale, better quality and quantity of research training and increasing interdisciplinary collaboration are also benefits associated with these capital investments. Additionally the facilities funded have contributed to attracting and retaining top quality researchers and have had a positive impact on the research skills of staff. Download: Main report, Case studies.

Jisc, the body which provides innovative technology, resources, information and advice to support UK higher and further education (HE and FE) and skills, is now registered as an independent charity following a review by HEFCE.
This is a key step in its transition to meet the needs of the many communities it serves for 2013 and beyond. The new Jisc is owned by the Association of Colleges, GuildHE and Universities UK. It will continue to receive funding from HEFCE and all the other UK higher and further education funding bodies as it continues to develop. Jisc is a company limited by guarantee and a charity, owned by UUK, GuildHE and the AoC. This company wholly owns a subsidiary company, Jisc Collections and Janet Ltd, which will continue to provide the network and content services they have successfully provided for many years.
HEFCE welcomes this development, which includes the appointment of trustees to Jisc and the appointment of Martyn Harrow as its first Chief Executive.
Heather Fry, Director for Education, Participation and Students at HEFCE, said:
‘Jisc has been working hard for some time to prepare for its important transition into a separate legal body from 1 December. This announcement recognises that a key milestone has been reached. What is vital is that Jisc continues to provide a high-quality dedicated service to the higher and further education communities, for education and research and focuses its business to meet the needs of all its users including students and academics. HEFCE is confident that Jisc will do this, and we will continue to support Jisc as it develops its role for 2013 and beyond.
'HEFCE is grateful to the dedication and hard work of Jisc staff under the leadership of Malcolm Read over many years and under Martyn Harrow more recently to build Jisc into a world-renowned organisation. We encourage institutions to work with Jisc to fully realise its potential as a contributor to the delivery of their own objectives.’ More about the review process.

Dossier d'actualité Veille et Analyses:  Pédagogie + Numérique = Apprentissages 2.0,  n° 79, novembre 2012. Auteur:  Thibert Rémi. Télécharger la version intégrale du dossier.
Après plus de 25 ans de plans d’équipements, de volontés politiques affichées, d’incitations, d’innovations, le numérique peine à entrer dans les usages scolaires. Si les établissements sont en général assez bien équipés, les TIC utilisées en classe restent limitées à la navigation sur internet, à des usages bureautiques, parfois agrémentés de vidéo-projection et de tableaux blancs interactifs.
Mais les TIC ne sont pas venues changer les paradigmes pédagogiques. Quelle est donc leur efficacité? Les méta-analyses qui ont été menées depuis les années 1980 indiquent qu’elles n’ont pas d’impact significatif sur la réussite scolaire des élèves. Pourtant elles soulèvent beaucoup d’espoirs en terme de motivation des élèves et d’approche pédagogique différente, davantage centrée sur les apprenants La question qui s’impose ne concerne donc plus l’impact des TIC, mais plutôt de savoir quelles solutions technologiques peuvent soutenir efficacement les apprentissages, et quelle pédagogie doit être mise en place pour profiter pleinement des possibilités offertes par le numérique. Le débat est d’ordre pédagogique.
Le rapport au savoir est modifié par le numérique, les lieux scolaires sont interrogés par la prise en compte et l’accompagnement d’apprentissages connectés.
Comment l’école secondaire peut-elle profiter du numérique pour se refonder? Ceci pose la question de la réflexion pédagogique, de la formation des enseignants mais aussi des nouveaux outils de mobilité qui s’imposent dans la société.
Ce nouveau dossier d’actualité n° 79 (novembre 2012) intitulé « Pédagogie + Numérique = Apprentissages 2.0 » examine ces questions à la lumière d’une sélection de travaux de recherche sur les usages du numérique dans les établissements scolaire du secondaire, en France et à l’international. Nous remercions Jean-Louis Durpaire pour ses conseils avisés.

By Fabrice Hénard and Deborah Roseveare. Fostering Quality Teaching in Higher Education: Policies and Practices - An IMHE Guide for Higher Education Institutions - 54 pages.
Foreword
Quality teaching in higher education matters for student learning outcomes. But fostering quality teaching presents higher education institutions with a range of challenges at a time when the higher education sector is coming under pressure from many different directions. Institutions need to ensure that the education they offer meets the expectations of students and the requirements of employers, both today and for the future. Yet higher education institutions are complex organisations where the institution-wide vision and strategy needs to be well-aligned with bottom-up practices and innovations in teaching and learning. Developing institutions as effective learning communities where excellent pedagogical practices are developed and shared also requires leadership, collaboration and ways to address tensions between innovators and those reluctant to change.
This Guide has been developed by the OECD’s Programme on Institutional Management of Higher Education (IMHE) to assist higher education institutions, university leaders and practitioners in fostering quality teaching. Provosts, vice-rectors of academic affairs, heads of teaching and learning improvement centres, deans and programme leaders, supporting staff, members of internal and external quality assurance bodies, and researchers may find inspirational content in this report. Drawing upon case studies of institution-wide quality teaching policies conducted by the OECD, this Guide provides exposure to new approaches and practices and the corresponding policy levers likely to help improvement happen. Illustrations offer a unique opportunity for learning through international experiences and sharing insights with institutional leaders involved in quality teaching...
Self-assessment and questions for further reflection
This section has been designed for you, the reader, to use as a self-assessment and reflection tool as an aid to deciding what your priorities should be for fostering quality teaching and what actions you might take. There are no right or wrong answers and it is intended to be adapted to take account of your institution’s mission, strategic objectives and context.
It is intended for use by anyone within the institution (or its stakeholders) with a role to play in fostering quality teaching, including institution leaders, deans and heads of programmes or individual teachers and researchers. It can be used by an individual or as part of a collaborative reflection and dialogue. It’s up to you.
The self-assessment scale invites you to evaluate the current situation on a scale of 1-5, where 1 is very poor and 5 is very good. However, you may consider that in your particular circumstances some aspects are very important while others are not at all. This is important to bear in mind when considering priorities for action – a dimension that is poor, but also not important, does not need to be addressed.
The self-assessment and questions for further reflection for each policy lever is self-contained, so you may choose to work through all seven policy levers, or simply use the individual policy lever that most directly relates to your current challenges and priorities... Download Fostering Quality Teaching in Higher Education: Policies and Practices - An IMHE Guide for Higher Education Institutions.

By Cox, Annette; Rickard, Catherine; Tamkin, Penny. Innovations in work organisation have the potential to optimise production processes in companies and improve employees’ overall experience of work. This report explores the links between innovations in work organisation – under the broader label of high performance work practices (HPWPs) – and the potential benefits for both employees and organisations. It draws on empirical evidence from case studies carried out in 13 Member States of the European Union where workplace innovations have resulted in positive outcomes. An executive summary and annexes are also available. Download Work organisation and innovation.
Training
Links have also been found between training and improved individual performance; for example in the semi-conductor industry where investment in training improved the problem-solving skills of machine operators and was found to reduce the number of production defects (Hatch and Dyer, 2004). The same study showed that training can have a strong positive effect on productivity. Company productivity was measured using a production function to estimate the value added per employee, designed to measure productivity rather than profitability to discount impacts beyond companies’ control. They found the effect of extensive training was both statistically and substantively significant, representing a gain of over 6% in value added per employee. Similarly, analysis of the ECS shows that provision of training has links to improved productivity and self-reported perceptions of organisational financial performance (Eurofound, 2011b). More specifically, studies have shown that training plays a significant role in developing innovation and organisations providing training benefit from enhanced knowledge and skills and ‘innovative capability’ in performing work tasks (Chen and Huang, 2009). Therefore it is through training that companies develop the ‘organisational expertise in terms of demand and content for the innovation’ (Weisberg, 2006; cited in Chen and Huang, 2009, p. 106). Training investment increases employees’ skills across all levels of the organisation and this can help grow a ‘source of ideas for further innovation’ (Torraco and Swanson, 1995; cited in Chen and Huang, 2009). This is supported by further evidence showing the importance of developing workforce skills in order to be able to reap the benefits of HPWPs. The EPOC survey found that managers believed a well-trained workforce was vital to securing the effectiveness of participatory workplaces; the proportion of workplaces using direct participation methods requiring highly trained staff was double that of those who did not use such techniques. Furthermore, the number of managers reporting direct participation measures had been a complete success was more than double among those with a highly skilled workforce than those with low-skilled employees (Eurofound, 1997, p. 171). Download Work organisation and innovation.

UNESCO Institute for Lifelong Learning, together with the National Institute for Adult Education in Mexico (INEA), the UNESCO office in Mexico, and the Organization of Ibero-American States’ (OEI) office in Mexico, took part in a working session in Mexico City on 14─16 November 2012 to prepare for the launch of the Observatory website. The Observatory is part of the follow-up of CONFINTEA VI in the Latin America and the Caribbean region.
During this working session, the main functions of the Observatory were defined. These are:

1. To collect and disseminate objective, reliable and relevant information on the status and progress of youth and adult education in the region,
2. To monitor public policies for youth and adult education in the region, and
3. To establish a baseline of content for comparative study.

The Observatory will also help to build and strengthen relationships between different information systems for youth and adult education in the region, and to promote exchange among countries, researchers, academics, and participants in youth and adult education.
The coming weeks will be devoted to receiving information from partners for upload to the website. The launch is planned for January 2013 to coincide with the meeting of the Regional Education Project for Latin America and the Caribbean (PRELAC).