Auteur : Szwarcensztein, RafaëlDirecteur de mémoire ou de thèse : Catanese, ChristopheDescription : Mémoire de fin d'étude du diplôme de conservateur, promotion 23, portant sur la formation distance dispensée par les bibliothèques universitaires et les stratégies à développer pour satisfaire les besoins informationnels des apprenants distants.
Résumé en anglais : Academic libraries have become expert in electronic documentation and in teaching information literacy, so that they can meet the informational needs of distance learners. They have yet to take better account of educational characteristics of distance learning in order to occupy a more central place in it.
Résumé en espagnol : Les bibliothèques universitaires ont acquis une expertise dans les domaines de la documentation électronique et de la formation à l’information qui les rend capables de satisfaire les besoins informationnels des apprenants distants. Il leur reste encore à mieux prendre en compte les spécificités pédagogiques de la formation à distance afin d’y occuper une place plus centrale. Voir l'article...

Par Marguerite Rudolf, DEPP A3. Le coût théorique du parcours d’un élève entre le début de sa scolarité obligatoire et la fin de ses études secondaires en France se situe dans la moyenne de l’OCDE en 2011. La France se positionne différemment selon le niveau d’enseignement, en fonction de la durée théorique de scolarité dans le primaire et le secondaire et du coût annuel par élève dans chaque cycle.
L’essentiel
La dépense annuelle moyenne pour un élève ou un étudiant en France s’élève à 10 450 $PPA en 2011, au-dessus de la moyenne de l’OCDE (9 490 $PPA). Les disparités entre pays sont importantes : la dépense annuelle par élève ou étudiant aux États-Unis est ainsi presque deux fois plus élevée qu’en Corée du Sud (8 380 $PPA).
Dans l’enseignement supérieur, la durée moyenne d’études est légèrement plus élevée en France que dans la moyenne de l’OCDE : la dépense pour un parcours moyen y est un peu plus importante (+ 6 %).
Chiffres-clés
58 450 $PPA
C’est le coût moyen d’une scolarité sur la durée des études supérieures dans les pays de l’OCDE pour un élève en 2011, contre 61 810 $PPA en France.
La dépense de la France pour un parcours d’études supérieures est proche de la moyenne de l’OCDE
La durée moyenne des études supérieures s’échelonne de 2,7 ans (Royaume-Uni) à 5,3 ans (Pays-Bas) et s’établit à 3,9 ans pour la moyenne des pays de l’OCDE. En France, elle est de 4 ans. Les dépenses pour le parcours d’un étudiant s’échelonnent entre 110 520 $PPA pour le Danemark et 34 050 $PPA pour la Corée du Sud, soit un rapport de 3,2. Le premier de ces pays conjugue un coût annuel et une durée d’études relativement élevés ; le second, à l’inverse, a le coût annuel le plus bas et une durée d’études courte. Après le Danemark, on trouve la Suède et les Pays-Bas, qui dépensent plus de 92 000 $PPA pour le parcours d’un étudiant. La France (61 810 $PPA) se situe légèrement au-dessus de la moyenne des pays de l’OCDE (58 450 $PPA) devant la Belgique (46 110 $PPA), le Royaume- Uni (38 970 $PPA) et la Corée du Sud (34 050 $PPA).

• L’infographie
• Repères
• Approfondissement

a
Télécharger la Note d'information
La dépense pour le parcours d’un élève ou d’un étudiant en France et dans l’OCDE en 2011
Note d’information n° 06, février 2015
Archives sur le même thème
La dépense par élève ou étudiant pour un parcours dans l’enseignement scolaire ou supérieur en France et dans l’OCDE
Note d’information n° 01, janvier 2014
La dépense par élève ou étudiant en France et dans l’OCDE
Note d’information n° 12.29, décembre 2012.

On December 19, 2014, the U.S. Department of Education (USDE) released what it termed a framework for a proposed college ratings system. Plans to provide the framework had been underway for a number of months, following extensive hearings and consultations by USDE. In announcing the framework, USDE stated that the rating system is intended to identify institutions that provide “good value,” focusing on access, affordability and student outcomes, including graduation and transfer rates, completion of advanced degrees and the kinds of jobs in which graduates are employed and their level of earnings. More...

2015 INQAAHE Conference March 30 – April 3, 2015 The Drake Hotel Chicago, Illinois
The International Network for Quality Assurance Agencies in Higher Education (INQAAHE) is a world-wide network of organizations that are active in the theory and practice of quality assurance in higher education. The 2015 INQAAHE Conference will take place March 30-April 3 in Chicago, Illinois – the first time this Conference has been held in the United States. More...

By Ellen Hazelkorn. The growing influence of academic rankings
Over the last decade, rankings have become a significant force impacting on and influencing higher education, students and parents, policymakers, and other stakeholders. While they have been part of U.S. academic system for 100 years, global rankings are a more recent phenomenon.
The arrival of global rankings coincided with the intensification of competition in the international economy and increasing crossborder student mobility. They have also fulfilled an information deficit. While there are various evaluation and benchmarking instruments around, there has been growing dissatisfaction with the robustness of these tools. By placing higher education institutions (HEIs) within a wider international and comparative framework, rankings have managed to say something about quality in a simple, accessible and provocative way.
Today, there are ten major global rankings. The most well-known are: Academic Ranking of World Universities (Shanghai Jiao Tong University, China), QS World University Rankings (Quacquarelli Symonds, UK), THE World University Ranking (Times Higher Education, UK), and U-Multirank (European Commission, Brussels). U.S. News and World Report Best Colleges has been around since the mid-1980s, and recently launched its global version, Best Global Universities Rankings. Around the world, there are over 150 country-based or specialist rankings – and the number is growing. This includes rankings which measure and compare performance at the institutional and discipline level, and those which focus on societal impact, value-for-money and affordability, environmental awareness, etc. Some rankings specialize on regional comparisons for Asia, Latin America or Middle East and North Africa countries. There are also a small number of system-level rankings. With some exceptions, most rankings are commercial operations. See more in the document CIQG Policy Brief #4 - Rankings and Quality Assurance: Do Rankings Measure Quality? (February 2015).

The MLA’s comprehensive study describes lower- and upper-level undergraduate and graduate course enrollments in languages other than English in fall 2013 reported by 2,616 AA-, BA-, MA-, and PhD-granting colleges and universities in the United States.
Aggregate enrollments in all languages decreased by 6.7% between 2009 and 2013.
Enrollments increased in the following languages: Korean (44.7%), American Sign Language (19.0%), Portuguese (10.1%), and Chinese (2.0%).
Spanish and French still led as the two most studied languages. American Sign Language continued to experience remarkable growth, especially in undergraduate enrollments, and was the language with the third most enrollments, displacing German, now fourth.
Spanish enrollments fell at every institutional level for the first time in the history of the survey. In absolute numbers, nearly half of the drop was at the two-year level. Nevertheless, total enrollments in Spanish continued to surpass enrollments in all other languages combined, 790,756 to 771,423.
Among the top fifteen languages, only enrollments in Korean rose at every institutional level between 2009 and 2013: 27.6% in two-year institutions, 45.3% in four-year institutions, and 86.6% in graduate programs.
Six languages steadily increased the percentage of advanced to undergraduate enrollments between 2006 and 2013 (American Sign Language, Arabic, Chinese, Biblical Hebrew, Modern Hebrew, and Japanese); between 2009 and 2013, the percentage also increased for three additional languages (Ancient Greek, Russian, and Spanish).
Advanced classes made up 20% or more of all undergraduate enrollments in four languages (Chinese, Biblical Hebrew, Portuguese, and Russian).
Although most of the commonly taught languages showed double-digit declines in graduate enrollments, graduate enrollments grew in American Sign Language (216.3%), Chinese (9.7%), Korean (86.6%), Portuguese (18.4%), and Russian (0.8%). The number of bachelor’s degrees in these languages, as reported by the United States Department of Education, also increased in 2013.
Eighty-four more institutions in 2013 reported enrollments in Chinese than did in 2009, 26 more in American Sign Language, 23 more in Arabic, 19 more in Korean, and 17 more in Portuguese.
Despite national declines in total enrollments and decreases in enrollments in eleven of the top fifteen languages, numerous individual programs reported stability or gains in 2013.
• Arabic enrollments fell 7.5% nationally, but 53.3% of all Arabic programs recorded either stable or increased enrollments.
• French and German enrollments fell nationally by, respectively, 8.1% and 9.3%, but 48.4% of all French programs and 46.4% of all German programs reported either stability or gains.
• Russian enrollments decreased nationally by 17.9%, but 48.7% of all Russian programs reported either stability or growth in 2013.
Offerings in less commonly taught languages (LCTLs) can be fragile and transitory: 63 LCTLs with enrollments in 2013 did not show enrollments in 2006 or 2009, whereas 56 LCTLs offered in either one or both of the two previous surveys were not offered in 2013. Many LCTLs were offered at multiple institutions across the country, but 104 were taught in only one reporting institution.

Full Report 
Highlights 
Press Release 
Language Enrollment Database, 1958–2013
2013 Enrollments on the MLA Language Map

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