Formation Continue du Supérieur

Par Jeanne-Marie Daussin-Benichou, Malik Koubi, Aude Leduc et Bertrand Marc. Les carrières salariales dans les trois fonctions publiques et le secteur privé présentent des similitudes. Les salaires des moins diplômés sont plus faibles que ceux des plus diplômés et progressent moins vite. Quel que soit le diplôme, les salaires progressent plus vite en début qu'en milieu de carrière. Concernant les différences, c'est dans la fonction publique de l'État (FPE) que les moins diplômés gagnent le plus. À l'inverse, les plus diplômés sont mieux rémunérés et connaissent de meilleures progressions salariales dans le secteur privé et dans la fonction publique hospitalière (FPH). C'est également dans ces deux secteurs que l'éventail des salaires est le plus ouvert. Les écarts de salaire entre les femmes et les hommes existent dans tous les secteurs. Ils sont plus grands dans le secteur privé, notamment dans les petites entreprises, que dans la fonction publique. Ils s'accentuent avec le niveau de diplôme et l'âge. Qu'ils changent de fonction publique, passent au secteur privé ou le quittent, environ 6 % des salariés changent de secteur au moins une fois entre 30 et 45 ans, dont la moitié de manière durable. Ils sont en moyenne plus jeunes et plus diplômés que l'ensemble des salariés et cumulent plus souvent que les autres salariés, avant leur mobilité, leur activité principale avec une activité située dans un autre secteur. Le changement de secteur n'apporte pas forcément un bénéfice salarial immédiat (à un an) mais plutôt à moyen terme (à 5 ans). Télécharger le document (pdf, 183 Ko). Voir l'article...

Boxall, M and Woodgates, P. (2014) Here be dragons: how universities are navigating the unchartered waters of higher education . Here be dragons: how universities are navigating the unchartered waters of higher education, ( ). pp. 1-16.
Abstract
This is the report of the sixth annual survey of university vice-chancellors by PA Consulting. In addition to some questions carried forward from previous years, this year's survey asked about market uncertainties and institutional risks, which have been a recurrent feature of PA's discussions with sector leaders over recent months. As the survey was undertaken just a year before the 2015 General Election in the UK, questions were also included about vice-chancellors’ hopes and expectations for future government policies. The responses received represent around one third of institutional heads across all types of higher education provision and all parts of the UK. The results include: most vice-chancellors are confident in the strengths of their own institutions, but not in the resilience of the wider higher education system. The majority of institutions remain committed to their core teaching and research activities. The new dynamics of the higher eduation system are understood and accepted by most vice-chancellors.
Official URL: http://www.paconsulting.com/our-thinking/higher-education-report-2014/. More...

Clarke, G and Lunt, I,. (2014) International comparisons in postgraduate education: quality, access and employment outcomes . International comparisons in postgraduate education: quality, access and employment outcomes, ( ). pp. 1-216.
Abstract
This report is the outcome of a study to compare postgraduate education in eight countries: Australia, England, Germany, India, Norway, Scotland, Spain and the United States. The study focused on taught (PGT) and research (PGR) postgraduate programmes, and aimed to reflect the range of postgraduate degrees (masters and doctorate), diplomas and certificates. Case studies of each country were developed through a survey of relevant literature and interviews with key informants from each country. It focuses on the three overarching themes: quality, access and employment outcomes of postgraduate education, and includes comparisons between England and the other countries in the study in order to identify the strengths and challenges of the various postgraduate education systems.
Official URL: http://www.hefce.ac.uk/media/hefce/content/pubs/indirreports/2014/internationalcomparisonsinpgeducation/International%20comparisons%20in%20postgraduate%20education%20-%20quality,%20access%20and%20employment%20outcomes.pdf. More...

The Observatory on Borderless Higher Education . (2014) The agent question: insights from students, universities and agents . The agent question: insights from students, universities and agents, ( ). pp. 1-45.
Abstract
This report brings together data from different constituents to the education agent question: data on the characteristics and views of agents, and the use and evaluation of agents by prospective students and education institutions, primarily universities and colleges. The aim is to make the agent debate less rhetorical and more evidence-based. The conclusion is that the presence of agents is a logical response to the dramatic rise in demand for higher education around the world, and for cross-border higher education in particular.
Official URL: http://www.obhe.ac.uk/documents/view_details?id=953. More...

British Council Education Intelligence. (2014) Integration of international students: A UK perspective . Integration of international students: A UK perspective, ( ). pp. 1-16.
Abstract
This report outlines the importance of the international student in the UK higher education sector as well as international student decision making before examining topics of integration from the UK student perspective.
Official URL: https://ei.britishcouncil.org/educationintelligence/integration-international-students-uk-perspective. More...

ENQA. (2014) The concept of excellence in higher education . The concept of excellence in higher education, ( ). pp. 1-46.
Abstract
This paper records the discussions of a working group over a period of two years and reflects the progress made in describing, evaluating and defining the concept of excellence in higher education. The group took the view that excellence is a concept that can be applied to all types of institutions and subject disciplines. It defines a goal to be achieved and can be recognised in terms of the value and worth of institutional practice. A criterion-referenced model defines excellence in relation to defined standards that in principle can be attained by all institutions. The criteria identified for excellence could be incorporated and referenced within the methods used for the conduct of quality assurance activities. Some relate directly to the European Standards and Guidelines, others deal more generally with the context for the support and development of academic programmes. The specification of expectations for excellence would provide a focus for the development of strategies for quality enhancement. The methods currently used by quality assurance agencies are not primarily focused on identifying excellence. Agencies could include explicitly in their missions a statement such as 'identifying and developing excellence'. Consequently, the current set of standards could be re-organised and/or revised to make a definite distinction between the 'normative part', used for licensing or accreditation and the developmental part which could eventually lead to excellence. The overall intention would be to raise the level of institutional performance beyond the threshold standards set for the minimum requirements of common practice in academic quality and standards.
Official URL: http://www.enqa.eu/indirme/ENQA%20Excellence%20WG%20Report_The%20Concept%20of%20Excellence%20in%20Higher%20Education.pdf. More...

La Commission européenne a publié une étude sur l’impact d’Erasmus, programme européen d’échanges universitaires, portant sur les effets de la mobilité sur les compétences, l’employabilité mais aussi sur les traits de personnalité et la vie sociale. Voir l'article...

Près d'un an après le lancement de la plateforme France Université Numérique , digiSchool propose une infographie exclusive sur la situation des MOOC francophones, incluant une étude inédite menée sur 826 personnes.
Qui sont les champions des MOOC francophones ? Quel futur pour les cours en ligne massifs ? Quel est le profil type d'un apprenant ? Quel est le bilan du guide des MOOC francophones de digiSchool ? Réponses grâce à cette étude réalisée du 1^er au 14 septembre 2014. Voir l'article...