Quelles compétences les diplômés de l’université peuvent-ils mettre en avant à leur entrée sur le marché de l’emploi ? Plusieurs établissements pionniers ont largement engagé la réflexion, jusqu’à traduire l’ensemble de leurs diplômes en listes de compétences. Cette approche par compétences est le symbole de la transformation de l’université et de la place centrale de l’insertion professionnelle dans ses missions. Les étudiants doivent connaître la valeur des compétences acquises au cours de leurs études, pour savoir les valoriser. De leurs côtés les entreprises attendent cette conception plus opérationnelle des cursus universitaires, intégrant les notions de compétences et de savoir-faire. Une transformation en profondeur de la formation, qui dépasse la transmission des connaissances.
En savoir + :: Des universités traduisent leurs diplômes en listes de compétences, pour faciliter l’embauche

The rise of competency-based educaton (CBE) has redefined what college looks like for a growing number of students. The basic idea underlying CBE is simple: programs award credit based on demonstrated student competencies rather than on the amount of time a student has spent in a given course. Recent advances in technology, including online courses, computer adaptive education, interactive tutoring and mentoring, and the analysis of big data, have only added to CBE’s potential. But CBE models have dramatic implications for how schools serve students, and those changes can affect student success and scalability. Unfortunately, we still do not clearly understand how students actually experience education in a CBE model—that is, the day-to-day process of learning, assessment, and progression.
Some of the most prominent CBE providers have designed their programs to meet students’ needs--and the American Enterprise Institute (AEI) has published a study examining CBE models in comparison to the familiar phases of the traditional college experience at four-year institutions: recruiting students, starting a program, earning credits, and interacting with others. More...

By FLISI SARA; GOGLIO VALENTINA; MERONI ELENA CLAUDIA; VERA TOSCANO MARIA ESPERANZA; DRAGOMIRESCU GAINA CATALIN FLORINEL. Skills are at the core of improving individuals’ employment outcomes and increasing countries productivity and growth while ensuring social cohesiveness. This is particularly relevant as today’s global competition is characterized by a higher share of knowledge-based content which heavily relies on high-level cognitive and behavioral skills. The 1994-1998 International Adult Literacy Survey (IALS) and the 2012 Survey on Adult Skills (PIAAC) are unique datasets providing measures of individual cognitive skills for a representative sample of the adult age population across a number of OECD countries using methods of educational testing jointly with household survey techniques. Thus, they offer an exceptional opportunity to better understand how cognitive skills have evolved and how they are likely to influence our lives now and in the future, particularly in what refers to employment chances. The aim of this technical report is threefold: (1) to analyse the current levels and distribution of skills in the working-age population of the sixteen Member States which participated in PIAAC; (2) to investigate to what extent these skills are important for labour market success; and (3) to examine how individuals (and the population) gain, lose and preserve their cognitive skills over time. To further complement this empirical evidence, we investigate the employment dynamics with respect to economic factors. The observed trends go in the direction of a concentration of employment in sectors which are more likely to require a higher educational level and consequently a higher level of skills. With all the caveats in mind, the reasoning behind this simple exercise is to grow awareness about the need to reinforce skills, and desirably, anticipate skills needs, through both efficient education policies and active labour market programs, including training.