Formation Continue du Supérieur

 El Consejo Centroamericano de Acreditación (CCA) se creó con el propósito de establecer mecanismos regionales que armonicen, articulen e integren el esfuerzo de diversas instituciones y organizaciones en el ámbito centroamericano, y den validez internacional a la acreditación de la calidad de la educación superior que se realiza en los distintos países de la región. The link address is: http://www.cca.ucr.ac.cr/

By Graeme Paton. Almost 800 courses are still available at Britain’s best universities two weeks after the publication of A-level results as institutions scramble to fill the last remaining places. Students are able to choose between a range of sought-after degrees in subjects such as biology, chemistry, physics, engineering, law, history, geography and mathematics at universities represented by the Russell Group, it emerged. In all, vacancies are being advertised on 788 separate courses for UK students through the traditional clearing system. Read more...

 The Inter-American Organization for Higher Education (IOHE) was created to respond to the needs of developing international relations, improving the quality of information, and promoting academic collaboration among Higher Education Institutes (HEI) in the Americas. The IOHE is the only university organization that spans the entire continent of the Americas. The IOHE is a not-for-profit organization whose objectives are primarily educational. This is achieved by: establishing collaboration among universities of the Americas; promoting understanding and mutual support; contributing to the sustainable development of the peoples of the Americas and respecting the free discussion of ideas. The link address is: http://www.oui-iohe.org/

By Graeme Paton. Up to 35 school leavers are competing for every job amid claims that rising numbers of bright teenagers are shunning university in favour of the workplace. New figures show that the average apprenticeship post now receives 11 applications each following a surge in demand for on-the-job training. In some industry sectors, such as plumbing and events management, the number rises well above 30.  Many leading companies are now said to be competing directly with universities to recruit the most able young people. Read more...

 The International Association of Universities (IAU), founded in 1950, is the UNESCO-based worldwide association of higher education institutions. It brings together institutions and organisations from some 150 countries for reflection and action on common concerns and collaborates with various international, regional and national bodies active in higher education. Its services are available on the priority basis to Members but also to organisations, institutions and authorities concerned with higher education, as well as to individual policy and decision-makers, specialists, administrators, teachers, researchers and students. The link address is: http://www.iau-aiu.net/

By Josie Gurney-Read. Year Here, a gap year programme launched in March 2013, culminated this week, as university graduates competed for a £5,000 grant to launch a social enterprise. Forget full moon parties in Thailand, for many graduates today the typical gap year route isn’t enough. Gap years, especially post-university, increasingly need to provide the opportunity to improve long term career prospects.
Year Here, a new gap year programme for university graduates and A-level school leavers, is seeking to provide an alternative to the traditional gap year experience, by giving graduates the opportunity to develop their entrepreneurial skills without leaving the country. Read more...

 CLUSTER is a network of leading European Universities of Technology; their fundamental missions are advanced research and higher education of engineers, scientists and architects. Their common goal within CLUSTER is the quest towards excellence in the fulfillment of these missions. Read More…

 La Asociación de Universidades Grupo Montevideo es una red de universidades públicas de la región sur de América Latina que trabaja desde el año 1991, fecha de su creación, por la integración y cooperación educativa regional, en defensa de la Educación Pública Superior considerada como un derecho humano universal y un bien público social. The link address is: http://www.grupomontevideo.edu.uy/

By Ashley Thorne. US colleges increasingly view anything published before 1990 as 'inaccessible' for students. So much for timeless themes. One summer when I was an undergrad, my college assigned The Pilgrim's Progress to all the students. It was, so to speak, a mandatory beach book, not for credit in any course, but meant to be the basis for a campus-wide discussion on the theme of "difficulty". Reading Bunyan's 1678 allegory of Christian's hike to the Celestial City was indeed an uphill challenge for us. That college assignment comes to mind as I've recently been looking at trends in similar summer assignments for college students.
Before they arrive on campus this fall, many American college freshmen will already have finished their first assignment. Their colleges have given them a "common reading", one book that they are all expected to read. Last year, 309 colleges made such assignments. It's a great tradition, but something curious has happened since my days as a college student. Only eight schools assigned anything published before 1990, and only four assigned books that could by any stretch be considered classics.
For American college students, 1990 appears to be a historical cliff beyond which it is rumored some books were once written, though no one is quite sure what. Why have US colleges decided that the best way to introduce their students to higher learning is through comic books, lite lit, and memoirs?
For the last three years I have been tracking what colleges do in this vein and reading their rationales. This week my organization published Beach Books: What Do Colleges and Universities Want Students to Read Outside Class? It documents the obsession with the present that has overtaken American higher education. Read more...