Formation Continue du Supérieur

The Higher Education Authority today welcomes the publication of the report of the Expert Group on Future Funding for Higher Education. 
Commenting today, Tom Boland, CEO of the Higher Education Authority, said: “The Group has clearly articulated the role, value and contribution of higher education; the efficiencies that have and can continue to be achieved; and the different funding approaches to address what the report recognises as a serious deficit in the level of investment in our universities, institutes of technology and specialist colleges. More...

This independent review makes recommendations on the future operation of the Research Excellence Framework (REF). The review examines how university research funding can be allocated more efficiently so that universities can focus on carrying out world-leading research.
Research Excellence Framework (REF) review: Building on success and learning from experience. More...

This is the executive summary of the final synthesis report of the project Structural Higher Education Reform—Design and Evaluation. CHEPS and CHEGG were contracted by the European Commission (DG EAC) to analyse system-level (or ‘landscape’) structural reforms in higher education, in particular in relation to the policy process through which reforms were designed, implemented and evaluated and factors affecting success or failure. The overall objective is to provide policy makers at the European, national and institutional levels with policy relevant conclusions concerning the design, implementation and evaluation of structural reforms. More...

Industrial Technologies Conference is a biennial conference showcasing research and innovation in Industry. The 2016 central theme is Smart Industry and the conference is expected to attract 1500 visitors from over 50 countries including experts, decision-makers and influencers in the field of key enabling technologies and industrial policies. More...

The 2016 CBI/Pearson Education and Skills Survey: the Right Combination, surveys UK employers on their employability and skills needs. Among other things, the survey asks employers about their levels of satisfaction, and their demand, for international cultural awareness, and foreign language skills amongst graduates. You can access the report here. 

International cultural awareness
The report finds that, in 2016, 30% of employers were dissatisfied with graduates' international cultural awareness, down from 43% the previous year.

Language skills
The report also finds that 54% of employers were dissatisfied with graduates' foreign language skills, an increase on 2015, which was 48%. As in 2014 and 2015, French, German and Spanish continue to be the European languages most in demand - rated as useful to their business by 50%, 47% and 30% of employers. More...

The employability of university and college graduates, whether in dependent employment or self-employment, is a key topic for the future of our country – with a view to demographic trends and also in light of the sharp increase in the university entrance rate in recent decades. In the context of international competition, Germany needs a high-performing education system that facilitates excellent skills development on the part of its graduates, putting them in a position to not only cope with the rapidly changing demands of the working world but to shape and form it. In this respect, personal development also continues to gain in importance. More...

It is widely accepted that Australia needs an innovative, flexible and creative workforce with the capabilities to enable the country to maximize its opportunities. While technical and scientific capabilities are recognised as critical, there is a growing awareness that innovation also requires people who understand business, systems, culture and the way society uses and adopts new ideas. Business innovation and productivity therefore requires the interaction of a broad range of technical and non-technical capabilities. International studies have found that while building capabilities is a high strategic priority for companies and the required capabilities have evolved, the methods for building those capabilities have not. This project seeks to examine the way that Australia’s high-performing enterprises identify, manage, build and mix the capabilities to succeed. More...

This paper contributes with new findings to the literature on corporate research and development (R&D) intensity decomposition by examining the effects of several parameters on R&D intensity and investigating its comparative distribution among top R&D firms, sectors and world regions/countries. It draws on a longitudinal company-level micro-dataset from 2005 to 2013, and uses both descriptive statistics and decomposition computation methods. The results confirm the structural nature of the EU R&D intensity gap. In the last decade the gap between the EU and the USA has widened, whereas the EU gap with Japan and Switzerland has remained relatively stable. The study also uncovers differences in R&D intensity between EU and US companies operating in the sectors more responsible for the aggregate R&D intensity gap. In contrast, the BRIC (Brazil, Russia, India and China) and Asian Tiger countries (Hong Kong, Singapore, South Korea and Taiwan) R&D intensity gap compared to the EU has remained relatively stable, while companies from the rest of the world are considerably reducing such gap. More...

Open education is an umbrella term under which different understandings of open education can be accommodated. It goes beyond open educational resources (OER) and open research outputs to embrace strategic decisions, teaching methods, collaborations between individuals and institutions, recognition of non-formal learning and different ways of making content available.
Stakeholders must explore ways in which to support opening up education. Dialogue must be sought to form a common vision for opening up education in Europe. OpenEdu Policies is a project running from January 2016 to March 2017 aiming to scope, refine and propose policies on opening up education for both policy makers in Member States and at European level.
The policies proposed will cover the 10 dimensions of open education and will be based on the OpenEdu framework for openness in higher education (Forthcoming JRC IPTS report: Opening up Education: A Support Framework for Higher Education Institutions). More...

Dans la continuité du comité interministériel « Egalité et Citoyenneté » du 6 mars 2015, le gouvernement s’est engagé sur des actions fortes en faveur de l’égalité d’accès aux métiers de la fonction publique et d’une plus grande diversité des profils et des parcours. Le principe de l’égal accès aux emplois revêt une importance fondamentale pour la fonction publique qui a vocation à être exemplaire dans le recrutement des femmes et des hommes selon « leurs capacités et sans autre distinction que celles de leurs vertus et de leurs talents » conformément à l’article 6 de la Déclaration des droits de l’homme et du citoyen du 26 août 1789.
La mission confiée par le Premier ministre à M. Yannick L’Horty, Professeur à l’Université Paris-Est Marne-La-Vallée, est sans équivalent jusqu’à présent en France s’agissant de l’évaluation des risques de discriminations des recrutements dans les trois versants de la fonction publique.
Les résultats de la mission confiée à M. L’Horty offrent au gouvernement un point de situation et d’attention qui permet de renforcer les mesures existantes et de mesurer l’ambition des mesures adoptées récemment pour que la fonction publique reflète mieux la société qu’elle a vocation à servir.

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