Formation Continue du Supérieur

Note d'information, repères, résultats, enquêtes, R&D, séminaires, RERS, contrats de recherche et d'études, etc. http://cisad.adc.education.fr/.
Chaque Note d'Information fait le point sur un des aspects du système d'Enseignement supérieur et de Recherche et donne l'essentiel des dernières exploitations d'enquêtes et d'études statistiques.
Ces Notes présentent les travaux d'évaluation des résultats du système d'Enseignement supérieur et de Recherche, de ses modalités de fonctionnement et des facteurs qui contribuent à son efficacité.
Elles font la synthèse d'études réalisées sur la Recherche en France.

Atlas régional: les effectifs étudiants
Cette publication est un document de base pour toute approche territoriale, nationale et régionale, du système d'enseignement supérieur.
Les effectifs d'étudiants sont présentés dans la structure (formation, établissements), dans l'espace (localisation) et, pour la filière universitaire, dans le temps. Cette combinaison d'informations permet d'avoir une meilleure vision de la répartition des étudiants sur l'ensemble du territoire et de faire le point après une décennie de développement des sites secondaires.

Revue Education et formations
Revue d'étude et d'information statistique qui traite, par la variété de ses thèmes, des grands enjeux de l'École. Une publication à caractère scientifique ouverte à tous les acteurs de la recherche sur l'Éducation.

Etat de l'Enseignement supérieur et de la Recherche
L'état de l'enseignement supérieur et de la recherche (n°3 - décembre 2009)
L'état de l'enseignement supérieur et de la recherche (n°2 - décembre 2008)
L'état de l'Enseignement supérieur et de la Recherche (nov. 2007).

Repères et références statistiques
Cette publication de référence apporte une information statistique détaillée sur tous les domaines de l'Enseignement supérieur et de la Recherche ainsi que ceux liés à l'Éducation nationale.
Plus de 150 thèmes remis à jour d'année en année sont répartis en douze chapitres.
Des textes clairs et synthétiques commentent les tableaux, graphiques et cartes.

Avec la participation des universités, le ministère de l'Enseignement supérieur et de la Recherche a réalisé pour la première fois une enquête nationale sur l'insertion professionnelle de leurs diplômés. Les indicateurs d'insertion ont été élaborés en collaboration avec la Conférence des Présidents d'université, le CEREQ (Centre d'études et de recherches sur les qualifications) et le délégué interministériel à l'orientation. Ils ont pour objectif  d'évaluer la situation professionnelle des étudiants 30 mois après avoir obtenu leur diplôme. L'enquête a porté sur les diplômés de master de 2007, elle a été réalisée entre décembre 2009 et juillet 2010.
Les résultats de l'enquête donnent les taux d'insertion par université, par grand domaine (4 grands domaines : Droit-Economie-Gestion, Lettres-Langues et Arts, Sciences humaines et sociales, et Sciences, Technologies et Santé) et par discipline.

Du lundi 18 au vendredi 22 octobre 2010, Pôle emploi organise la 10ème édition de l’opération "En ligne pour l’emploi". Durant ces 5 jours, les demandeurs d’emploi peuvent dialoguer avec les principaux recruteurs français lors d’une dizaine de discussions en ligne. Il est d’ailleurs également possible de poser sans attendre des questions aux différents recruteurs, un choix de questions postées à l’avance étant présentées en direct pendant les "chats".
A noter aussi que les internautes ont la possibilité de postuler directement sur les offres d’emploi, en déposant leur CV en ligne. Une fiche détaillée de l’entreprise participant à l’opération donne enfin des renseignements pratiques sur le recruteur (secteur d’activité, effectifs, nombre de postes à pourvoir).
5 jours, 11 chats et des milliers de postes à pourvoir. Dialoguez avec les entreprises qui recrutent. Posez vos questions directement aux recruteurs, dès maintenant ou pendant les chats vidéos. Découvrez notre enquête réalisée par OpinionWay pour 20Minutes.fr et En Ligne Pour L'Emploi.
« Comment tirer parti de Viadeo dans le cadre d’une recherche d’emploi ? Tel est le thème de ce chat dédié à ce site spécialisé qui a pour vocation de développer son réseau de contacts professionnels. Viadeo permet en effet d’augmenter ses opportunités d’affaires, d’accroître sa visibilité ou de se placer dans une optique de recrutement. Lors de ce chat exceptionnel, vous aurez tous les conseils pour bien remplir votre profil, optimiser votre « e-réputation », gérer et développer son réseau. Préparez donc vos questions, Frédéric Chancholle, Responsable des partenariats France y répondra en direct et en vidéo.

Par Véronique Soulé. Cinq «refondateurs» posent un diagnostic et avancent des mesures concrètes pour réformer tout le système. Refonder l’université d’Olivier Beaud, Marcel Gauchet, Alain Cailllé, François Vatin et Pierre Encrenaz, éditions La Découverte.
Tout semble rentré dans l’ordre. Après le long mouvement de 2009, les universitaires et les chercheurs ont regagné leurs facs et leurs labos. Les universités se sont converties à l’autonomie. Et la ministre de l’Enseignement supérieur Valérie Pécresse se réjouit de l’engouement suscité par la loi sur l’autonomie (LRU). Pourtant, derrière cette sérénité, le malaise persiste. Dans un ouvrage, cinq universitaires en appellent à une refondation urgente de l’université promise, sinon, à une mort certaine. Le juriste Olivier Beaud, le philosophe Marcel Gauchet, les sociologues Alain Caillé et François Vatin, ainsi que le physicien Pierre Encrenaz, ont participé au mouvement. Ils ont été à l’origine d’un Appel pour refonder l’université, réunissant des signataires de sensibilités diverses mais tous partisans d’une réforme radicale du supérieur.
Malgré l’échec du mouvement, ils refusent de baisser les bras et font onze propositions pour sortir l’université du déclin. Le péché originel de la LRU est, d’après eux, de n’avoir voulu réformer que l’université. Or, tout le système d’enseignement supérieur - avec son enchevêtrement d’écoles, grandes et petites, de classes prépas, intégrées ou non, d’Institut universitaire de technologie (IUT) et de Section de technicien supérieur (STS)… - est revoir. Avec la démocratisation, l’université est devenue «la voiture-balai» du supérieur, déplorent-ils. Alors que les autres établissements peuvent sélectionner leurs étudiants et attirer les meilleurs, elle doit accueillir tout le monde et, de plus, avec des moyens bien inférieurs à ceux des prépas et des écoles. Hormis en médecine et en droit, un grand nombre d’étudiants y viennent dès lors par défaut. Du coup, elle se retrouve en concurrence déloyale avec les écoles et se voit reprocher son inefficacité, en raison du fort taux d’échec les premières années.
«On ne pourra résoudre la crise sans toucher au verrou fondamental que constitue le processus de sélection orientation, qui bloque tout le système, écrivent les auteurs. Il ne s’agit pas de réduire le droit des jeunes Français à poursuivre des études supérieures, mais de faire en sorte que ce droit ne conduise pas à imposer à l’université, et à elle seule, de prendre en charge le public refusé ailleurs, et ne lui interdise pas de créer les filières d’excellence conformes à sa vocation.»
Le mot tabou est prononcé : sélection. C’est la deuxième proposition des refondateurs : «une sélection au minimum au niveau de l’entrée en master» , juste après la licence. Le sujet est ultrasensible. Les auteurs concèdent que faire sauter ce principe peut enflammer les étudiants et que «chez nombre d’universitaires, il repose sur une conviction de la mission démocratique de leur institution». Mais pour sauver l’université, ils jugent indispensable de le dépasser.
A défaut d’introduire la sélection à l’entrée, ils prônent une refonte du système, avec la création d’un grand service public réunissant les prépas, les IUT, les STS et les premiers cycles universitaires, dans l’esprit d’une propédeutique préparant aux études supérieures. Ils font d’autres propositions assez iconoclastes - un capital études alloué à tous les étudiants -, avec l’espoir de susciter le grand débat dont l’université a été flouée avec le mouvement anti-LRU.

A World Worth Living In - Adult Learning and Education for a Sustainable World" in Malmö, Sweden on 14-17 June 2011.
The Swedish National Council of Adult Education (Folkbildningsrådet) will host the World Assembly of the global adult education organisation, International Council of Adult Education (ICAE), entitled "A World Worth Living In - Adult Learning and Education for a Sustainable World" in Malmö, Sweden on 14-17 June 2011. Around 800 people are expected to attend the assembly, which will focus on the role of adult education and folkbildning in the world. As the host organisation, the Swedish National Council of Adult Education wants to offer a dynamic and inspiring meeting place for discussions and welcomes collaboration. We view the assembly as an opportunity to develop activities and international contacts in the education/folkbildning field and promote development cooperation in general. Cooperation will be established with organisations and institutions on national, Nordic, European and global levels. This makes it possible to achieve a varied illustration of issues that are central to global development. This will provide the participants a strong basis of discussion with regard to the role that folkbildning and adult education should play to contribute to sustainable development and global equity in interaction with other actors and individually.
Reflecting the European perspective during the assembly is important. Several aspects should be emphasized. The European Union is the world's largest donor of assistance, which means that the EU policy for development assistance is of particular importance. In this context, it is crucial to discuss the role of adult education in this assistance and how the skills and strength possessed by civil society's organisations can be better utilised as a strategic resource in sustainable development efforts. The International Programme Office for Education and Training is a co-organiser, focusing on contact-generating efforts, primarily within the EU Lifelong Learning Programme.
At the assembly, similarities and differences between countries and regions will be discussed with regard to adult education/folkbildning. The conditions for active civic participation in social life and culturally and educationally formative activities will be illustrated from several perspectives, as well as how adult learning can contribute to sustainable social development. What role can the organisations of civil society play and how does the interaction with public and private actors take place? What is the significance of the European cooperation on these issues and the cooperation with countries outside the Union?
EAEA and ICAE will be holding their general assemblies in direct connection with the World Assembly. In addition, the Swedish National Council of Adult Education's National Folkbildning Conference will be incorporated with the World Assembly, as well as events with the Nordic Folk High School Council, research networks and other groups.
The choice of Sweden as the host country is linked to the interest that exists around the world in the Swedish and Nordic folkbildning model and its relationship to civil society and public bodies. It will be an opportunity for foreign visitors to meet people who are active within folk high schools, study associations and other parts of society to share ideas and activities.
The World Assembly "A World Worth Living In - Adult Learning and Education - the Key for Transformation" will have general themes under which a large number of common and parallel activities will be offered. ICAE's organisation committee has established four main themes:
   1. Literacy - and so what? International commitments for developing the possibilities of learning - follow-up of the UN International Conference on Adult Education, the UN Education and Millennium Development Goals, etc. The need for a strategy in order to utilise the resources of the organisations of civil society.
   2. The future in whose hands? Sustainable development and climate change - what role does education and learning play?
   3. Learning for what work? Meaningful work at meaningful workplaces - paid and unpaid work. What role does informal, non-formal and formal learning play in the development of the work?
   4. The Northern Enlightenment. What can we learn from the Nordic folkbildning tradition and the role of folkbildning in society?

Human agency and biographical transformations – adult education and life paths/Agentivité et transformations biographiques, formation des adultes et parcours de vie. ESREA, 3-6 mars 2011, Université de Genève. Esrea 2011 Geneva Call For Papers.
Theme
Using adults’ life histories to explore contemporary biographical transformations and the question of human agency, with particular reference to the resources provided by adult learning and education.
Argument
Recent evolutions in contemporary societies have provoked a number of profound transformations in adults’ life paths. The traditional biographical standard based on a three-stage model seems to have become obsolete: (i) learning during childhood and youth, (ii) working and becoming parents during adult life, (iii) withdrawing from active life at retirement age : this simple structural model, containing only a small number of biographical transitions and life cycles, would appear to belong to the past.
New forms of contemporary biographies are characterised by numerous transformations, which are the result of the many tests and trials that the adult subject is likely to encounter in the course of his/her life. Transitions and bifurcations, linked to the many changes currently taking place in contemporary societies, may intervene at any moment. In place of any available models of the stable life path, there appear to be a number of hypotheses about transformations that are difficult to predict in terms of education, professional and personal life as well as a number of other existential considerations.
These biographical transformations require adults to develop new forms of human agency: in the contemporary social context, the subject’s capacity to act and react is potentially decisive but unevenly distributed.
The 2011 conference in Geneva will attempt to explore contemporary transformations in life paths and the new forms of human agency that they demand of adults disposing of very unequal resources. It will also aim to deepen our understanding of how education and training, as a means of supporting potential agency, can accompany and provide support for the contemporary adult faced with multiple transformations.
The conference will aim to develop the following themes and controversies:
1. Epistemic aspects:
• Can we really talk about transformations or “de-standardisation” in relation to contemporary life paths?
• Is an adult’s capacity to act in the world no more than an illusion? Do adults actually have any room for manoeuvre, for personal initiatives?
2. Social aspects:
• Is the constant solicitation of adults to display agency just another ideological or political snare?
• Could it be claimed that institutional and commercial management interests have hijacked the concept of agency?
3. Educational and ethical aspects:
• Can adult education make any significant contribution to the development of individuals’ agency?
• What perspectives for action can we identify for adult educators?
• What orientations can we suggest and develop for research?

University rankings organizations could soon find themselves on the receiving end of the kinds of evaluations that have made them so newsworthy and influential. At a conference here last week for academics and institutions focused on rankings, the organizer unveiled a project that would effectively rank the rankers. See our article Conference on university rankings in Berlin from 6 to 8 October 2010. International Conference Takes a Fresh Look at University Rankings.
The IREG Observatory on Academic Ranking and Excellence, which was created a few years ago to develop quality-control mechanisms for rankings, announced that a volunteer trial audit of two or three rankings will soon be under way. The International Ranking Expert Group, or IREG, first met in Washington in 2004 and two years later came up with a set of principles on the ranking of higher-education institutions. There has "always been the idea that IREG could evolve into a quality assurance" body, said Gero Federkeil, who oversees the rankings of German institutions by the CHE Centre for Higher Education Development, which co-hosted last week's conference. As rankings proliferate around the world, they are increasingly having a direct impact on the decisions of students, academic staff, institutions, and policy makers, but each of those groups differs in its use of rankings and the sophistication it brings to evaluating them.
Less informed groups, such as students, "don't have a deep understanding of the limitations of rankings," Mr. Federkeil said, and an audit would provide an assessment tool for users. The rankers themselves also need to be held accountable for possible deficits in their tabulations or methodological flaws, he said. The audit project, which he is helping to manage, will be based closely on IREG's principles, which emphasize clarity and openness in the purposes and goals of rankings, the design and weighting of indicators, the collection and processing of data, and the presentation of results. "We all say that rankings should aim at delivering transparency about higher-education institutions, but we think there should be transparency about rankings too," Mr. Federkeil said. The audit process could eventually give rise to an IREG quality label, which would amount to an identification of trustworthy rankings, thereby enhancing the credibility of rankings and improving their quality, Mr. Federkeil said.
At the Berlin meeting last week, Mr. Federkeil and Ying Cheng, of the Center for World-Class Universities at Shanghai Jiao Tong University, which produces the best-known and most influential global ranking of universities, outlined the proposed methodology and procedure for the audit. The IREG executive committee will nominate audit teams consisting of three to five people. The chair of each team must not have any formal affiliation with a ranking organization, and at least one member of the audit team must be a member of the IREG executive committee. Audits will be based on self-reported data as well as possible on-site visits, and each full audit is expected to take about five months to complete.
Skepticism and Unease
Whether the audit will actually work remains to be seen. Many of the people who attended the meeting expressed deep skepticism and unease about how effectively a rigorous and independent audit procedure could be applied. "In principle, I think it's a good thing," said Ben Sowter, head of the intelligence unit at QS, which produces the QS World University Rankings. But "there is a long way to go before this audit looks like the kind of measure it needs to be." Still, if it eventually evolves into a widely accepted and respected quality-assurance mechanism, the audit could become a useful tool "and enable us to counter some of the criticism that we receive," he added.
Robert J. Morse, director of data research at U.S. News & World Report, said the magazine would most likely participate in the audit, but only "after we fully understand the processes and how it's going to be scored." He agreed that it is important for rankers to be held to standards and to be transparent in their work. "We communicate very frequently with academics, but maybe we would need to also post in more detail about the mathematical processes and quality controls and other steps we take from the academic level, and that's something that we would consider doing," he said. Mr. Morse and others also asked whether there would really be critical distance between the audit committee and IREG's executive committee.
Ellen Hazelkorn, executive director of the Higher Education Policy Research Unit at the Dublin Institute of Technology and a well-known critic of the growing influence of rankings in shaping institutional and governmental policy, noted that rankings have become an intensely competitive business, and that any audit procedures would need to be clear and open enough to ensure that competitors were not pronouncing on one another's work. She also said that auditors should ensure that all constituencies are involved in the process, including academics, policy makers, and students. "I think it could potentially go somewhere," she said of the audit project. "I'm just not sure as to how it would work and who might subject themselves to it."
Some people invoked a comparison between the proposed audit and the accreditation process in the United States, in which universities participate voluntarily, but Ms. Hazelkorn emphasized that "universities have a compulsion to participate in accreditation" in order to secure eligibility for such financial benefits as Pell Grants, and that such an incentive is absent in when it comes to rankings. But Nian Cai Liu, dean of the Graduate School of Education at Shanghai Jiao Tong University, which began producing the Academic Ranking of World Universities in 2003, applauded the effort. "We need something, we need to start," he said. "I think there will be more and more rankings, but there will be in a sense be more concentration of rankings," he predicted. Those with an IREG approval label will grow in influence, but the rest will lose significance.

On the occasion of its 10th anniversary, ENQA published this publication to celebrate the accomplishments in the quality assurance of European higher education from the early 1990’s until 2010. The authors of this publication, Dorte Kristoffersen who was already a member of the steering group of the European Pilot Projects, and the first three Chairmen and Presidents Christian Thune, Peter Williams and Bruno Curvale, bring their individual views to the history and present position of ENQA. The publication gives an overview of ENQA’s major milestones and identifies opportunities and challenges for the next decade.
In 2010, ENQA published a statement on the European Commission’s Report on Progress in Quality Assurance, pointing to the major achievements that were made in applying the ESG in different national settings which forms a true European dimension of quality assurance. Therefore, ENQA does not promote the creation of a unifi ed, pan-European quality assurance regime. However, while respecting the principles of diversity and subsidiarity, it does promote the compatibility and comparability of quality assurance processes that are based on common principles. Download this publication.
In the ministerial conference of 2010, ENQA presented an ENQA report for the Anniversary Bologna ministerial meeting, emphasising areas of quality assurance still to be tackled. The contributions of the authors give a deep insight into the development of quality assurance in Europe and a wider European higher education area, in both methodological and institutional terms. It becomes clear that when those quality enthusiasts met in the late nineties, this was only the beginning of a long and ongoing journey.
From 2010 and onwards, the major challenge, in my view, is to strengthen the political role of ENQA. It must be ENQA’s aim to be a main political actor with material infl uence on decision-making processes at the European level, and to deliver the core values of quality assurance as enunciated in the ESG. Thus, ENQA aims to be recognised as the core source of expertise and information in the field of quality assurance at the European level. The second main aim is to develop quality assurance processes as core instruments for both enhancement and accountability purposes. Thirdly, in order to reach these aims, ENQA needs to comprise quality assurance agencies from all countries in the EHEA to be as inclusive as possible, and also needs the active involvement of all members.
I hope to see ENQA to evolve as an active membership organisation providing knowledge, sharing of best practises and views among its members and partners. I would like to see ENQA evolve into a peer support community for European quality assurance professionals. In reaching these aims, ENQA as the voice of European quality assurance agencies will substantially contribute to the implementation of our vision of a European higher education system that is committed to a culture of quality.

The Committee members were also in Leuven for the final event of the joint project with the European Students' Union (ESU) on student-centred learning.
Besides the ongoing matters on the issues related to the Bologna Process, the main issues on the agenda concerned the latest EI International Higher Education and Research Conference held recently in Vancouver, preparations for the next European Higher Education Area (EHEA) Ministerial Meeting which will be held in Bucharest, Romania, in 2012, preparations for the upcoming Higher Education Caucus and the 7th EI World Congress in Cape Town, South Africa, in July 2011.
Bert Vandekendelaere, chairperson of the European Students' Union, was guest of the meeting. He thanked the Committee members for the close collaboration ESU has enjoyed with EI.
The next meeting of the Committee will be held in Copenhagen from 7-8 March.

Towards a stronger European collaboration on vocational education and training, Informal Council of Ministers for Education and Training.
The Belgian EU Presidency organises this two-yearly Ministerial Council for the Copenhagen Process (European cooperation in the field of vocational education and training). The Ministers of 33 countries (the EU, EEA and candidate Member States) will take note of the evaluation report on the past decade and outline the priorities of the programme of activities for the new decade (2010-2020). The objective is to achieve a reinforced European cooperation in the field of vocational education and training.
The framework for European cooperation on vocational education and training is known as the Copenhagen Process. The Copenhagen Declaration was signed in November 2002 and, on 7 December 2010 at the Provincial Court in Bruges, the Belgian EU Presidency is holding the biennial ministerial conference on the process. The Copenhagen Process originated from agreements reached during the previous Belgian EU Presidency in 2001 in Bruges, which is why this symbolic location was chosen. The ministers from 33 countries (the EU, EEA and candidate Member States) will come together in Bruges to peruse the assessment report on the previous decade and define the work programme for the next decade (2010-2020).
The day before the ministerial conference, a conference will be held, also in Bruges, on topics which are relevant to both the Copenhagen Process and the Bologna process (European cooperation in higher education). This conference will examine how quality assurance and transparency can form a bridge between vocational education and training, compulsory education and higher education, and thus promote mobility and lifelong learning.