Formation Continue du Supérieur

By Nigel Thrift. I have just been through our Winter graduation ceremonies. As usual, these celebratory events were enjoyable and showed once again what we are here for. Such ceremonies are, of course, a ritual of academic life whether they are held in the Yankee Stadium or the smallest of halls and they have become more and more popular. But the massification and globalization of higher education is certainly presenting dilemmas of content, presentation, and logistics which cannot just be ignored. As universities have grown in size so the challenge of mounting graduation (or commencement) ceremonies has become greater and greater.
Most obviously, there is the issue of numbers. Mounting a graduation ceremony is an intricate logistical exercise which becomes more difficult with size. If students turn up late, for example, it is much easier to adjust the lists with small rather than large numbers. Again, there is the problem of time. My sense is that the maximum length of ceremony is around an hour and a half, after which audience attention rapidly expires. Given the need to provide punctuation in the form of speeches and awards of honorary degrees, I suspect that this means a maximum of around four hundred or so students can be accommodated at any ceremony if each student is to get any individual attention at all. Some universities are dealing with this problem by bringing students up in groups (a solution which I personally hate: surely we should do the students the courtesy of at least some personal contact?)
In turn, assuming that my suppositions are about right, then, as student numbers grow, the number of ceremonies needs to expand. But this is becoming a problem. My own university provides 14 ceremonies a year, grouped into two days in Winter and five days in Summer with two ceremonies on each day. But some universities have already spilled over beyond a week in Summer whilst others do more than two ceremonies a day.
There is another consequent problem – many universities have to find auditoriums that can accommodate larger events. Again, this is not an easy task and can involve trade-offs between beautiful and grand older spaces which can only take limited numbers and newer spaces (sometimes not even the university’s own) which can take larger numbers. Furthermore, if ceremonies become too big the vital importance of what the political theorist Josiah Ober has called inter-visibility – the ability to see response which creates meaning and common knowledge — starts to be threatened, even with (or indeed, in spite of) all the modern paraphernalia of amplification and big screens to hand.
Then there is the problem of cost. Some universities now charge for ceremonies (I personally think that this breaks the link of trust with the student but there we are) and nearly all restrict the number of guests, often quite severely. Whatever solution is adopted cost is certainly not a trivial matter – I suspect that the rate of graduation ceremony inflation is far outpacing national norms currently!
Finally, the globalization of higher education means that it can no longer be assumed that all graduation ceremonies take place in one place. Making ceremonies in places which were not designed for the purpose can be a real challenge and simply having robes to hand does not work.
Probably, at some point during the year, somewhere in the world, there is a graduation ceremony taking place. At one time, it looked like these events might become a thing of the past but the apparatus of gowns, music, certificates, photographs, and films now just seems to keep on expanding. One for the anthropologists to explain. In the meantime, I’ll just keep on participating: brushing up my lines, and strengthening my arm muscles for all that hand-shaking.

Le soutien du FPSPP à Uniformation: 24 millions d’euros au bénéfice de plus de 23000 salariés
Uniformation vient d’obtenir le soutien du FPSPP, à hauteur de 24 millions d’euros, en réponse à 4 appels à projet. Plus de 23000 salariés bénéficieront du soutien du FPSPP et du FSE. Il s’agit de personnes au faible niveau de qualification, majoritairement confrontées à des difficultés dans leur parcours professionnel, à cause de lacunes en langue ou en bureautique, et dans les différents savoirs de base.
Ce projet s’inscrit dans la continuité du fort engagement d’Uniformation, de ses adhérents et partenaires sur la sécurisation des parcours professionnels, notamment à travers l’acquisition des savoirs de base. En effet, l’Opca s’est engagé depuis plus de 10 ans dans de grands chantiers tels que la lutte contre l'illettrisme, l’acquisition du français en contexte professionnel, le développement de la VAE, l’aide à la reconversion…
Le soutien du FPSPP permettra d’accompagner mieux encore les adhérents et les branches de l’économie sociale, et de leur offrir un panel de services novateurs :
* sensibilisation, conseil et accompagnement des employeurs;
* montage, suivi et financement du projet de l’entreprise adhérente;
* formation des encadrants au repérage des salariés concernés,
* formation des salariés aux savoirs de base (expression et compétences écrites, orales, calcul…), acquisition de bases en informatique et en bureautique, notions en langues étrangères, apprentissage du travail en équipe… Ces actions figurent dans l’offre de formations gratuites proposée par Uniformation en 2011 à tous ses adhérents.
Uniformation lancera prochainement un dispositif de sensibilisation d’envergure, destiné aux branches professionnelles, aux employeurs, et aux acteurs de l’orientation, de l’insertion et de la formation. Une campagne de communication, des réunions d’information collectives, par branche et en région, la participation à des collectifs de travail… sont autant de moyens d’action prévus par l’Opca.
Les résultats des 4 premiers appel à projets
Acquisition d’un socle de connaissances et de compétences
Financement de formations - savoirs de base, informatique, bureautique, langues, travail en équipe - pour 23 000 salariés – 19,6 millions d’euros.
* Favoriser l’accès à un niveau supérieur de qualification de demandeurs d’emploi. Financement de 170 CIF-CDD, dont 75% des bénéficiaires sont des femmes – 2,3 millions d’euros (dont 50% FSE).
* Actions de qualification et de requalification pour salariés et demandeurs d’emploi Financement de 124 CIF-CDI (46 femmes de niveau V ou infra V, et 78 hommes et femmes de 45 ans et plus – 1,98 millions d’euros dont 45% FSE.
* Accès au Diplômes d’Etat d’Auxiliaire de vie sociale et d’Assistante de vie aux familles. Financement des périodes de professionnalisation pour 300 aides à domicile – 242 000 euros.

Les internautes plébiscitent la formation professionnelle comme moyen d’acquérir des compétences et d’accéder à un métier
A l’heure où le gouvernement souhaite rendre l’accès à internet plus social, l’AFPA (Association nationale pour la formation professionnelle des adultes) a souhaité recueillir l’opinion des internautes sur la formation professionnelle et les moyens d’y accéder. Une enquête en ligne réalisée en décembre 2010 avec « Benchmark group » auprès de 5560 utilisateurs d’afpa.fr.
Les enseignements sont limpides : en tant que formule d’acquisition de compétences, la formation professionnelle est plébiscitée par les internautes pour 67,1% d’entre eux, juste devant un moyen de se reconvertir (55,2%). Tandis que 52,2% la considèrent comme un moyen d’accéder à un métier loin devant un moyen de développer les performances de l’entreprise (14,8%).
En revanche, 61,2% des répondants s’estiment mal informés sur leurs droits en matière de formation ainsi que sur les dispositifs existants (DIF, CIF, VAE, etc…).
A 61,4% les internautes considèrent qu’internet est un des meilleurs moyens pour trouver une formation devant les salons spécialisés (11,2%). Enfin, 2/ 3 des répondants disent être présents sur les réseaux sociaux et les utiliser à des fins professionnelles.
Résultats détaillés de l'enquête disponibles sur demande auprès du service de presse: Valérie Garcia, Amine Moussaoui.

The 7th HUMANE study trip: Uppsala University, Sweden, 17th -21st of May 2011 Quality and Renewal - administrative support for excellence in teaching and research
Context, strategy and practices of the University of Uppsala will be presented. Group sessions and group work will focus on:
- The strategy of Uppsala University to be one of the best universities in Europe
- The realization of the strategy
- The integral role of the University’s administration in achieving excellence
- The relation between the central and departmental level
- Uppsala’s way to incorporate innovation
The programme will start with a warming-up session on Tuesday 17 May at 20.30 hrs and will end on Friday night 20 May. During the welcome meeting, participants will introduce themselves and will be informed about the programme. Sub-groups will be established and assignments distributed. Ann Fust, university director, will provide an introduction to the Swedish higher education system.

EUA Brussels reception to launch new study on ‘European universities diversifying income streams’ (22 February 18h-20h30)
On the evening of 22 February 2011, EUA will organise a reception in Brussels to present its major new study on ‘European universities diversifying income streams’. As part of EUA’s series 'Towards financially sustainable universities', this report will provide an overview of the status of income diversification in European universities. It also identifies the conditions and success factors needed to implement income diversification strategies that help sustain the academic mission of higher education institutions.
The event will feature keynote speeches by Professor Maria da Graça Carvalho, Member of the European Parliament, and Mr Jordi Curell, Director at the European Commission’s Directorate General for Education and Culture, who will share their institutions’ views on university funding. The conclusions of the study (the outcome of the EC-supported EUDIS project) will then be presented by EUA's Thomas Estermann, author of the report. The event will be hosted by the Representation of the Free State of Bavaria to the European Union. See also Towards Financially Sustainable Universities II: Diversifying Income Streams.

The DNA-LLLU project
Global rankings, excellence contests, Ivy-league University initiatives- the portfolio of instruments pressuring Higher Education institutions in Europe to be among the "Best" in order to attract highly skilled staff, motivated students and sufficient levels of funding seems to grow annually, despite recession and economic crisis phenomenon's.
But what are the indicators and benchmarks to measure "excellence and outstanding performance" and how does this effect and intermingle with regional and national funding policies?
The DNA-LLLU project emphasizes a different understanding of excellence, helping higher education institutions developing coherent strategies in the field, prioritizing the systematic development of collaboration models on all levels (local-international), reaching out to other sectors and encompassing the dispersed Universities activities and services. Taking into account the diversity of learning cultures, the evolutionary history and environmental conditions for both the University and key stakeholders on the one hand and drawing attention to one of the recommendations from the BeFlex Plus Project on the importance of developing coherent strategies in 'networked universities' on the other hand, the project’s process is two folded:
* In the first year, the project will explore scenarios and gravity centers of the "Networked University" depending on the institutional strategies and profiles as well as on the specific surrounding conditions of the environment. In a methodological frame, the project’s partners will
1) set up a working group, identify and involve several representative external stakeholders and
2) organize strategy workshops addressing key questions for the analysis of the specific profile of the institution and its partnerships and relationships with its environment in the field of ULLL and
3) analyse and adapt to own national/regional reality cases of good practice.
* In the second year of the project the Universities will develop the distinctive profile and coherent strategy of their 'Networked-LLLU', including a precise roadmap and implementation plan for the future realization of the "Networked LLLU".
Thus, the DNA-LLL project will illustrate how concepts and implementation scenarios of a Networked University can contribute to reinforcing the core vision throughout the EC: Making LLL a reality.

Explore & find out what diversity on validation practices on non-formal and informal learning throughout the European member states exists.  The European Observatory on validation practices of non formal and informal learning in European countries is the key product of the OBSERVAL project which is funded by the Leonardo da Vinci programme and coordinated through EUCEN (European University Continuing Education Network).
Together with partner experts from 24 countries of the European Union representing the different educational sectors (higher education, vocational education and training, adult education) the project has produced and collected different materials and documents which are now available and accessible via the Observatory.
The Observatory addresses its resources to a large range of actors (decision makers at national and institutional level, social partners, human resources managers, people in charge of validation,…) facilitating materials which are usually confidential or limited in use and dissemination outside of the context where they have been produced. The presented diversity on the state of play, good practices and procedures concerning the validation of non-formal and informal learning throughout the European member states helps to deepen the understanding and allows comparison to an extent which wasn’t as easily possible before.
Doing so, the Observatory offers a platform for exchange, contributes to the ongoing and future debate in Europe on validation of non-formal and informal learning and shows new pathways for the realisation of an European Lifelong learning Area. For more information, please contact Oliver Janoschka at EUCEN: oliver.janoschka@eucen.org.

Network for integrating Virtual Mobility and European Qualification Framework in HE and CE Institutions
The project of this network proposes to help educational and training institutions to achieve Virtual Mobility and to guarantee EQF implementation through e-learning, aiming at finding specific obstacles in institutions and proposing concrete and innovative solutions. It will promote cooperation and joint work among partner organizations and will link with related initiatives. It will address other educational networks to help the dissemination of the results.
The project is organized in twelve workpackages that cover all activities of the project. The core group is composed by four subject interest groups (SIG) that address the main objectives of the network. Each SIG will research the selected themes, looking for what has been done and proposing answers for the research questions. Each SIG will also look for potential collaboration with other projects and initiatives that are working in similar areas.
Reference: 143748-PT-KA3NW, Duration: 3 years, Key Activity 3: ICT / network, Financed by: European Commission - Lifelong Learning Programme.
The January 2011 newsletter of the project VIRQUAL is out now. The newsletter includes information about Task force 2 and Task force 3.
Task force 2 - A comprehensive analysis of the EQF implementation in Europe compiling 32 country reports on EQF/NQF implementation, at levels 5 to 8.  Additionally, the situation of e‐learning in what concerns legislation and practice in each of the 32 countries was also reported. This task force is also organising a series of Webinars on the general theme of e-learning and EQF but each focusing in different topics, such as Virtual Mobility, Learning Outcomes and e-Assessment and EQF and recognition of competences.
Task force 3 - How can we support teachers and curriculum developers defining, writing, or choosing high quality learning outcomes? How can we contribute to a global architecture of learning outcomes / competences? What is a useful classification system for learning outcomes / competences? Task 3 is answering these questions by creating a web.bsed database: the ILO repository. One of the fundaments of its data structure is the classification of learning outcomes according to EQF which distinguishes knowledge, skills and competences. Direct link to the newsletter - http://virqual.up.pt/. We hope you enjoy it and decide to join the network via the project website!

Maintien et retour en activité professionnelle des seniors. Guide pour l'action. Ce guide pour l'action est composé de 10 fiches pour l'action cliquables et réparties selon le sommaire interactif ci-dessous.
Il permet de définir la politique de maintien en activité des seniors dans votre entreprise (fiches 1, 2 et 10). Il décrit des actions mises en oeuvre par des entreprises pour recruter et maintenir en emploi des seniors. Ces démarches s'organisent autour de trois grands leviers d'action : préserver la santé (fiches 3 et 4), développer les compétences (fiches 5, 6 et 7), et favoriser l'engagement au travail (fiches 8 et 9).