Formation Continue du Supérieur

6èmes Rencontres Régionales de l’Orientation Tout au Long de la Vie en Rhône Alpes
Les inscriptions sont ouvertes. Rendez-vous le mardi 28 mai 2013 à l’Espace Ouest Lyonnais (Lyon 5ème).
Près de 250 professionnels des réseaux Accueil, Information, Orientation (AIO) sont attendus pour échanger et débattre autour du thème:
"Du partenariat à la coopération : Faisons évoluer nos organisations et nos pratiques pour accompagner l’individu dans un contexte en mouvement."
Ces problématiques seront abordées autour d’ateliers, de tables rondes et de la conférence de Norbert ALTER (sociologue et spécialiste de la coopération).
Inscription
Pour participer, inscrivez-vous en ligne.
Manifestation payante: 30€ (repas inclus), voir les modalités dans le formulaire d’inscription.
Programme prévisionnel
Le matin
Après une introduction sur les notions de partenariat et coopération faite par Philippe MEIRIEU et Olivier AUDEOUD président et vice-président du PRAO. La matinée sera consacrée au travail en  la matinée sera consacrée au travail en ateliers.
Les ateliers
Ils auront pour fil conducteur une même question: « A qui profite la coopération? ».
Les professionnels s’interrogeront sur l’impact de la coopération pour:
-    les publics (ateliers 1 et 2)
-    les professionnels (ateliers 3 et 4)
-    les organisations (ateliers 5 et 6)
Tous les ateliers aborderont la question du public, des professionnels et des organisations mais l’atelier choisi privilégiera le thème qui le caractérise.
L’après-midi
Une conférence et une table ronde permettront de poursuivre les débats avec la salle et de les enrichir au regard de l’analyse des intervenants.
Conférence de Norbert Alter, professeur de sociologie à l'Université Paris-Dauphine, autour du sujet « Du partenariat à la coopération ».
>> En savoir plus sur Norbert ALTER.
>> En savoir plus sur le contexte de la thématique.
Contacts PRAO:
Marilyne BONET – Chargée de mission AIO
Nathalie BRESCIA – Chargée de mission AIO
Pour toute question relative à l'inscription, merci de contacter Caroline DUCLAUX - Assistante AIO/VAE au 04.26.73.61.40.

Histoire d'organismes de formation à distance - Mardi 26 mars 2013 à Paris (ETSUP)
Troisième séance du séminaire "La longue histoire inachevée de la formation à distance (1840-2012)" proposé par l'association Groupe d'étude - histoire de la formation des adultes (Gehfa).
Au cours de cette séance, sera retracée l'histoire de deux organismes emblématiques de la formation à distance:
- le Centre national d'enseignement à distance (Cned), le plus important et le plus ancien organisme de formation à distance en France, créé en 1839, qui revendique aujourd'hui plus de 200 000 inscrits dont deux tiers d'adultes
- la Télé-université du Québec (Téluq), université francophone à distance créée en 1972 et regroupant quelque 18000 étudiants.
De 15 h 30 à 17 h 30, à l'ETSUP, 8 villa du parc Montsouris à Paris (14ème).
En savoir plus sur les différentes séances du séminaire.
Contact:
Gehfa, 35C rue de la Beaune - 93100 Montreuil - contact@gehfa.com
Consulter le site Internet du Gehfa.

L'accès des seniors à la formation continue
Cet article examine si la dynamique des contextes professionnels dans l’industrie est associée à des profils spécifiques de formation selon l’âge. On observe, au cours des années 1990, un déficit de formation à l’informatique pour les ouvriers et employés de 50-59 ans dans les entreprises ayant un usage avancé des technologies de l’information et de la communication (TIC). Or ce déficit n’est plus visible pendant la décennie suivante où l’on identifie en revanche un moindre accès des seniors à la formation à la tâche principale. Ces résultats invitent à réfléchir aux besoins spécifiques en formation, face aux changements du travail, des salariés ayant accumulé plus d’expérience.
Centre d'Etude de l'Emploi, Changements dans les entreprises et accès des seniors à la formation continue: une comparaison entre les années 1990 et 2000, document de travail, n°163, janvier 2013, 37 p.

Un nouveau portail d’information dédié au handicap
Lesforcesduhandicap.fr est un nouveau portail créé par la Fédération nationale des associations gestionnaires au service des personnes handicapées (FEGAPEI). Ce site internet apporte aux personnes en situation de handicap et à leurs familles, aux associations du secteur ainsi qu’aux partenaires publics et privés des renseignements pratiques concernant le travail et l’emploi, la reconnaissance du handicap et l’accompagnement, les ressources financières et la vie quotidienne.
Des dossiers thématiques (santé mentale, vieillissement…) et les actions innovantes d’établissements ou de services pour personnes handicapées sont également consultables en ligne.

L’Insee vient de publier, dans Economie et statistique n°454, un article (disponible en ligne) concernant l’impact positif de l’apprentissage sur la réussite scolaire des élèves de niveau V. L’étude, effectuée sur un panel de 4 664 jeunes orientés en CAP ou BEP, compare les 2 filières de formation (apprentissage et lycée professionnel) en termes de réussite scolaire et d’obtention du diplôme, de décrochage et d’environnement social des élèves.
Malgré une proportion d’abandon en cours de formation légèrement supérieure pour les apprentis, les auteurs de l’article démontrent « qu’un individu pris au hasard aurait une probabilité d’obtention du diplôme de 16,5 points supérieurs s’il prépare sa formation par la voie de l’apprentissage plutôt que dans un lycée professionnel ».
D’autre part le poids et le choix de l’apprentissage sont d’autant plus forts si ce dispositif est développé dans la région de résidence de l’élève: l’orientation vers des formations en alternance en est facilitée et l’image de l’apprentissage paraît moins négative.
Ces résultats confirment l’impact des formations alternées sur l’insertion professionnelle des jeunes. Le Gouvernement souhaite d’ailleurs augmenter le nombre d’apprentis d’ici à 2017, malgré l’abrogation récente du DIMA (dispositif d'initiation aux métiers en alternance) créé par la loi Cherpion et ouvert aux jeunes de moins de 15 ans. En savoir +.

Le site Poitevin de l'Agence régionale de la formation tout au long de la vie va quitter le lycée pilote innovant du Futuroscope pour s'établir dans de nouveaux locaux plus fonctionnels à Poitiers: 42-44, rue du Rondy CS 90144 - 86004 Poitiers Cedex (voir plan d'accès). Les numéros de téléphone seront inchangés.
Plus proche du centre de Poitiers, ils permettront d'accueillir, à partir du 2 avril 2013, nos partenaires dans de meilleures conditions et de leur mettre à disposition des salles de réunion équipées de systèmes de visio-conférence (Pas de changement à La Rochelle où demeure le siège social de l'ARFTLV).
Attention, en raison de ce déménagement, nos locaux actuels au Futuroscope seront fermés dès le 25 mars.

By Sophie Arkoudis, Chi Baik and Sarah Richardson. English Language Standards in Higher Education - From entry to exit
English Language Standards in Higher Education has been written in a context in which the English language skills of students are increasingly under the spotlight due to the monumental impact of globalisation on the higher education sector. The underpinning tenets of the book are that in all contexts in which English is the medium of instruction English language acquisition is central to academic success, and that this requires continuous and systematic development throughout the course of study. The authors are unwavering in this conviction and offer a variety of constructive approaches, acknowledging that there is no ‘one-size-fits-all’ approach to developing English language proficiency in higher education.
This book synthesises current research in English language standards to offer new approaches to addressing a growing challenge for those leading and teaching in higher education institutions around the world. A concise, accessible book, English Language Standards in Higher Education provides both a comprehensive analysis of English language challenges in higher education and more importantly offers a framework for institutional and pedagogical planning, with practical advice and suggestions. The focus of this book and the evidence-based suggestions it provides will strongly resonate in countries where English is the main language of communication, as well as in countries where English is used as the medium of instruction in higher education.
Read an article about English Language Standards in Higher Education published in The Australian by Bernard Lane.

This report looks at the trends in education spending over the period 2000-2012 and examines the impact that the financial and economic crisis has had on education budgets across Europe over the last few years (2010-2012). The analysis covers the developments in education funding from pre-primary to tertiary level and provides an overview of the main trends in the adult learning sector in 31 European countries. The full report includes information on the economic context, public expenditure, national budget developments in education, funding of human resources, educational infrastructure, support systems and financial support for students. European Commission Press release. Download the full version Funding of Education in Europe 2000-2012.
Introduction
High quality education and training are essential if Eur ope is to make a speedy recovery from the most severe economic and financial cris is for 50 years. Qualif ied people with the right skills can boost the European Union's economy by leading innovation a nd improving competitiveness. However, as a result of the financial and economic crisis, public finances in all Member States are under great pressure. Governments are seeking ways to reduce budget deficits and manage public debt without dismantling the foundations of sustainable growth. While no direct link can be established between the level of funding of the education systems an d student's learning outcomes, there is a general understanding that investing in high quality education and training should continue to be a priority. Nevertheless, the sector is not immune to austerity measures, particularly in countries where the need for short-term fiscal consolidation is greatest.
This report looks at the trends in education spen ding over the period 2000-2012 and examines the recent impact that the financial and economic crisis has had on education budgets across Europe in 2011 and 2012. The analysis covers the developments in education funding from pre-primary to tertiary level, while also providing an overview of the main trends in the adult learning sector. As Eurostat data on expenditure in education for 2011 and 2012 will not be available before mid-2013, for these years the report uses information from national education budgets. Education budgets adopted by national authorities can be seen as a reliable pr oxy of education spending in the respective years and provide a key to understanding the polit ical priorities for the sector.
The comparative analysis is arranged in five chapter s, two chapters deal with the overall changes in education funding and three thematic chapters assess the impact of the downturn on three of the pillars of the education system, namely, human resources, education infrastructure and financial support for students. In each chapter, the appraisal of the more recent changes in funding and policy priorities is based on information collected from the Eurydice Network. This analysis is accompanied by a view of the longer term trends based on statistical data available from Eurostat. The main findings of the report are explained in an executiv e summary following this introduction.
The first chapter presents the economic context in which European countries have been managing their public finances. It looks at Gross Domestic Product (GDP) and growth rates over the last decade as well as at levels of public debt in Europe since 2007. This general overview provides the financial framework in which recent education policies have been developed.
The second chapter provides an in depth analysis of the changes in actual public expenditure on education and the developments in national education budgets. The first section shows the trends in public expenditure over the last decade both as a share of total public expenditure and in comparison with national GDP; the cost per student is also examined. In the second section of this chapter, the most recent changes in education budgets for 2011 and 2012 are discussed; examining the proposed spending at different levels of educat ion and the budgets allocated to various categories of expenditure. The spending priorities defined by count ries for 2013 are also considered in the last section of the chapter.
Chapter three analyses the trends in the funding of human resources the largest category of expenditure in all European countries. Firstly, the changes in the numbers of teachers are compared with the changes in student populations to prov ide an indication of whether such changes were affected only by the demographic evolution or th e economic downturn has also affected human resource costs. Secondly, the changes to teachers' statutory salaries and allowances in 2011 and 2012 are presented, explaining the different national polic ies in this area. In the last section of this chapter, the funding for continuing professional dev elopment (CPD) is analysed, as this provision is important for the development of the prof essional skills of the work force.
Chapter four examines the recent mergers and school closures and assesses the degree to which they are related to the crisis. In addition, the budgets for educational infrastructure and for specific programmes of educational support are analysed. Although these categories of spending represent only a small share of the total public resources invested, they can have an impact on the quality of education provided. As local authorities and/or institutions have a degree of autonomy in managing these resources, any in formation provided on the extent of the reforms to infrastructure spending between 2010 and 2012 does not necessarily reflect a complete picture.
Finally, in chapter five, the latest trends in funding and changes to national policies for the financial support of students are examined. The budget allocated to such support is one of the key elements in ensuring high levels of participation in education, especially for disadvantaged groups of students. These support systems, however, are likely to come under pressure as a result of the possible reductions in the available public funding and the increased demand for contributions from private sources, especially in tertiary education.

At the Bucharest Ministerial Conference in April 2012, European ministers of higher education decided to revise the European Standards and Guidelines for Quality Assurance (ESG).
The Steering Group for revision of the ESG has launched an open call for contributions to the revision process. The Steering Group looks forward to receiving your replies by 26 March 2013 at the email address esg.revision@ehea.info. Please read the documents below for more information: Letter, Context.
Letter
It is our pleasure as the Steering group (representatives from Business Europe, EI, ENQA, ESU, EUA, EURASHE, and EQAR) for revision of the European Standards and Guidelines (ESG) to invite you to contribute to the revision process We would kindly ask you to take note of the document attached, which defines the context, scope and purposes of the revised ESG as agreed upon by the Steering Group in its meeting in February 2013.
In order to structure the responses, we suggest the following set of questions to be answered by your national authority or organisation:
1. Do you find the attached draft introduction clear and easy to understand? /follow? Please elaborate.
2. With regards to the current version of the European Standards and Guidelines (ESG), is there something particular you would like to see clarified or better emphasised in the revised version? Please elaborate your specific proposals. We look forward to receiving your replies by 26 th March 2013 at the email address esg.revision@ehea.info. The Steering Group will collect all proposals and comments and consider them in the next meeting of the Group.
Should you have any further questions or require clarifications, please do not hesitate to contact us. In addition, you can follow proceedings regarding ESG revision here: www.revisionesg.wordpress.org.
The ESG revision Steering Group
Context
Context, scope, purposes and principles of the ESG
Setting the context
Higher education, as well as research and innovation, plays a crucial role in supporting social cohesion, economic growth and global competitiveness. Given the desire for European soc ieties to become increasingly knowledge-based, higher education bec o me s an essential component of socio-economic and cultural development.
At the same time, the demand for better skills and competences is growing and higher education institutions are con fronted with more diversity in the student population. The context within which they work is constantly changing. Responding to diversity and change requires a fundamental shift in the provision of higher education; it requires a more student-centred approach to teaching and learning, embracing flexible learning paths and recognising competences gained outside formal curricula.
Quality assurance processes, in particular external ones, allow European higher education systems to demonstrate quality and bett er recognition of outcomes, and therefore help building mutual trust. A key goal of the Standards and Guidelines for Quality Assurance in the EHEA (ESG) is to contribute to the common understanding of quality assurance across borders and among all stakeh olders. They have played a n important role in the development of national and institutional quality assurance systems across the EHEA , cross-border cooperation and provision of quality assurance, enhancing the transparency of quality assurance processes an d outcomes. In this context, the European Quality Assurance Register (EQAR) fosters c oherence of quality assurance systems across borders to build confidence in European higher education.
Scope and Concepts
The primary focus of the ESG is on quality a ssurance processes related to teaching and learning in higher education, including the learning environment and relevant links to research. The ESG apply to all higher education offered in the EHEA regardless of the mode or place of delivery. Higher education aims to fulfil multiple purposes; including preparing students for active citizenship and for their future careers, creating a broad advanced knowledge base and stimulating research and innovation. Stakeholders however can view quality in higher ed ucation differently. Q uality assurance needs to take into account such different perspectives. Quality , whilst not easy to define, is mainly a result of the interaction between teacher s and students, enabled by institutional planning processes. Quality assurance a ctivities should ensure a learning environment in which the content of programmes, learning opportunities and facilities are fit for purpose.
At the heart of all quality assurance activities are the twin purposes of accountability and enhancement. Taken together, these create trust in the higher education institution’s performance. The degree of autonomy and accountability (of which quality assurance is part) will depend as much on the national context within which the higher education system sits, as on the individual institution.
Quality assurance and quality enhancement are inter-related and describe a cycle that allows a higher education institution to assure itself of the quality of its activities and to take opportunities for continuous improvement. Such activities support the development of a quality culture that is embraced by all: from the students and academic staff to the institutional leadership and management. This quality culture should be verifiable b y external quality assurance agencies, national ministries, employers and society at large, through external quality assurance procedures.
The term ‘quality assurance’ is used in this document to describe all activities within the continuous improvement cycle (i.e. assurance and enhancement act ivities).
ESG: purposes and principles
The ESG have the following purposes:
- They set a common framework for quality assurance systems at European, national and institutional level;
- They enable the improvement of quality of higher education in the E urope an higher education area;
- They support mutual trust , thus facilitating recognition within and across national borders;
- They provide information on quality assurance in the EHEA.
The ESG may be used in different ways within these purposes by countries, institutions and agencies. At the European level, they provide the criteria against which quality assurance agencies and their activities are being assessed. This ensures that the quality assurance agencies in the EHEA adhere to the same set of principles, while the proces ses and procedures they apply are modelled to fit the purposes and requirements of their contexts.
The ESG are based on the following ten principles for quality assurance in the EHEA:
- Higher education institutions have primary responsibility for the qua lity of their provision and its assurance;
- Quality assurance processes respond to the diversity of HE systems, institutions and programmes across the EHEA;
- Quality assurance processes take into account the expectations of all stakeholders and society at large;
- Quality assurance processes enable higher education institutions to continuously improve and demonstrate their accountability;
- Quality assurance supports a quality culture;
- Internal and external quality assurance processes are fit-for-purpose;
- Quality assurance processes aim at creating appropriate learning opportunities and environments;
- External quality assurance processes are carried out by independent quality assurance agencies;
- Quality assurance processes involve stakeholders;
- Quality assurance p rocesses and their outcomes are transparent and clear.

CELAN final meeting and results
The CELAN final project meeting took place on 18 March 2013 in Berlin. The core partners discussed exploitation plans and the future of CELAN and its community. Amongst the results are:

• Corporate language needs in Europe  - the report covering three sectors Europe-wide
• a benchmarking tool for all: Language needs analysis tool
• a concise language industry catalogue

A "Vademecum" for language policies for companies is currently in print.
Visit www.celan-platform.eu for more information.