Formation Continue du Supérieur

Projet de loi de décentralisation et de réforme de l'action publique - Compétences des Régions et des Départements
FSE
L’article 4 du présent texte prévoit de confier aux régions, voire de déléguer aux départements pour le FSE la gestion des programmes opérationnels de mise en œuvre régional
Personnes Handicapées
…Les articles 30 et 31 procèdent à la décentralisation des établissements et services d’aide par le travail et substituent le département à l’Etat dans toutes ses responsabilités (autorisation des établissements notamment).
Au-delà de la gestion d’une prestation, le département disposera ainsi d’un réel outil de pilotage de sa compétence en matière de handicap, lui permettant notamment de développer une politique d’insertion professionnelle des personnes handicapées.
Formation Professionnelle - Gouvernance
Enfin, en matière de gouvernance, le projet de loi s’inscrit dans une démarche de simplification.
Au niveau national, il procède à la fusion du Conseil national de la formation professionnelle tout au long de la vie et du Conseil national de l’emploi, réunis en un Conseil national de l’emploi, de l’orientation et de la formation professionnelle, permettant ainsi d’assurer dans des domaines très liés (emploi, formation professionnelle, orientation) une concertation renforcée entre l’Etat, les collectivités territoriales et les forces vives de la Nation.
Dans le même esprit, il est procédé à la création des comités de coordination régionaux de l’emploi, de l’orientation et de la formation professionnelle.

EGALITE PROFESSIONNELLE ENTRE LES FEMMES ET LES HOMMES - MIXITE  ATELIER DE DIVERSIFICATION DE CHOIX PROFESSIONNELS DES FEMMES
MESSAGE DU GROUPE DE TRAVAIL EGALITE PROFESSIONNELLE ENTRE LES FEMMES ET LES HOMMES
Afin de partager sur les difficultés de mise en œuvre de la diversification de choix professionnels  des femmes et sur les ressources et moyens mobilisables  pour progresser, le groupe de travail « Egalité Professionnelle entre les femmes et les hommes »  de l’UPE 06  vous invite  à  l’atelier:
Diversification de choix professionnels des femmes: tous les métiers ont un féminin
JEUDI 28 MARS 2013 A 9 HEURES
Lieu : UPE 06, Cap Var C2 – Avenue Guynemer 06700 Saint Laurent du Var
Inscription à la réunion avant le 20 mars 2013
Nombre de places limité: inscription obligatoire
Public prioritaire: entreprises  engagées dans la réflexion et/ou l’action  sur la diversification de choix professionnels des femmes dans les métiers traditionnellement masculins
Inscription à la réunion
Ou adressez-nous un courriel précisant l’identité de l’entreprise et des participant(e)s à l’adresse suivante: reunionegaliteprofh@adef06.org.

By Robert Talbert. I’ve been talking a lot with my colleagues about their teaching practices, as part of the NSF grant I’m working on. The inverted classroom (I used to call it the flipped classroom, but I’m going back to “inverted”) has come up a lot as a teaching technique that people have heard a lot about but haven’t tried yet — or are wary of trying. I’ve been wondering about the language being used, namely: Is the inverted classroom really a “teaching technique” at all?
My answer used to be “yes”. When I first started using the inverted classroom idea, I would describe the inverted classroom as “a teaching technique” that involves reversing where information transmission and internalization take place. Later I moved to saying that the inverted classroom refers to “any teaching method” that implements this reversal. Today as I was thinking about this, I think a better description of the inverted classroom is that it is a platform, not a technique. Unlike, say, peer instruction or POGIL, the inverted classroom is not a way of teaching. It is an approach to the instructional design of a course that reorganizes where, and how, information transfer takes place and where internalization takes place. Read more...

By David Eastwood. Traditionally a university has been defined by, indeed defined itself as, a place. People “go to” universities, even in a world where the virtual may seem to have made place less important. Students often will pay, and pay significantly, to study at universities, putting a premium on the real, the immediate, and the academic experience in a particular environment. The Harvard experience is Harvard in Cambridge, Mass. However generous the institution is with its online content, that is only a tantalizing fragment of the Harvard experience. Not valueless, of course, but different.
To study at a particular university means to study in a unique setting and in a distinctive program. The importance of that experience for many leads them to want to return to their alma mater, literally to revisit their memories and to reconnect in their university setting. Nowhere is this more powerful than at the most prestigious universities.
So what does this mean in a world where higher education is increasingly globalized, and where many of us think long and hard about our global strategy? Read more...

By William Germano. I’ve recently discovered Google’s Ngram Viewer. If you haven’t found and played with it yet, you will. The Ngram Viewer takes a corpus of just over five million library books digitized by Google and, within that arena, instantly searches for terms or phrases you may want to explore, tabulating the frequency of their occurrences over time.
The Ngram algorithm might let you visualize, for example, 20th-century deployments  of the words nitpicker, caviller, and momus—to choose more or less at random three epithets that might be applied ungenerously to a writer on language. You may already use nitpicker in this sense. (If you have grade-school children you may have another—more visceral—sense of the word, as well.) Read more...

By Rebecca Schuman. Thomas L. Friedman’s breathless New York Times column on the potential of massive open online courses envisioned remote villages in Egypt enthralled with lectures on Plato and nuclear physics, and thereby a large-scale democratization of what used to be the purview of the privileged few: higher education. Friedman did mention the online revolution’s potential disadvantages—“Yes,” he conceded, “only a small percentage complete all the work, and even they still tend to be from the middle and upper classes of their societies.” But the general tone of the piece betrayed giddy anticipation for the gleaming new delivery model of education that will arise from the rubble of the old Ivory Tower. The blowback to Friedman’s piece in the professorsphere was considerable (and Richard Wolff’s rejoinder one of the best reads). And this has prompted Friedman to publish a second column in praise of the MOOC, one that doubles down on his earlier assertions with the added bonus of ad hominem insults to the professoriate. Read more...

By Jake New. A free-textbook company that was sued last year by three major textbook publishers has now rewritten the content it was accused of stealing.
Pearson, Cengage Learning, and Macmillan Higher Education filed a joint complaint in March 2012 against the company, known as Boundless. The publishers asserted that the way Boundless creates its textbooks violates their copyrights. In a process called “alignment,” students select the traditional text they need, and Boundless pulls together open content to create free versions of the books. Read more...