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  Ingo Potsch    Premium Member   Group moderator

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  Interesting Thoughts and Facts Converning Higher Education

  International Report Highlights Global Shifts in Higher Education
  
  14/09/2011 - Philippe Cassuto , Coordinateur régional Paca de la Formation Continue Universitaire
  
  By Aisha Labi. The global economic crisis that began in 2008 has underscored the value of higher education, disproportionately affecting people without college degrees, according to a new report from the Organisation for Economic Co-operation and Development. The economic situation has also had a dampening effect on international student mobility. "Education at a Glance 2011: OECD Indicators" is the latest edition in an annual series that analyzes education data from the Paris-based group's 34 member countries, which include many European countries as well as Australia, Canada, Japan, Mexico, New Zealand, South Korea, and the United States. This year's compilation also includes data from non-OECD countries, including Brazil, China, India, and Russia. The new findings highlight the benefits of higher education both to individuals and society, said Andreas Schleicher, head of the OECD's Educational Statistics and Analysis Division and the report's main author. Even as the number of people worldwide with college degrees has risen dramatically, there has been little depreciation of the value of higher education. "One of the questions had been whether those people with college degrees are going to end up doing the jobs done previously by those with high-school degrees, and this has not happened," he said. The earnings premium for graduates is especially high in the United States, where individuals with a college degree can expect to earn 79 percent more than someone who has completed only secondary education. College graduates in the United States also generate more public revenue, mostly through higher tax contributions, than in any other country, and Mr. Schleicher said that the findings should be taken to heart by policy makers deciding the future of public financing of higher education. The OECD's data also illustrate how steeply the U.S. share of the global talent pool is declining, as higher-education systems in countries such as China and South Korea expand. Nearly a third of people ages 55 to 64 with college degrees are in the United States, but for 25- to 34-year-olds, the U.S. share is just 18 percent. China, in comparison, has just 6 percent of the global share of the older age group with college degrees, but the figure jumps to 16 percent for the younger generation. South Korea's share grows from 1.4 to 5 percent in the younger generation. The United States also stands apart in terms of the cost of higher education. In the United States a graduate can expect to spend $70,000 in direct costs, compared with the OECD average of $11,000. Even in England, where tuition rates at most universities are set to nearly triple beginning next year, the financing structure does not place such a heavy direct toll on families. "What they have essentially introduced is a graduate tax with a bit of a loan," Mr. Schleicher says of the English system, which will require graduates to begin paying back loans once their incomes have reached a certain level.
  
  • 22 Sep 2011, 06:18 am
  Ingo Potsch wrote: > International Report Highlights Global Shifts in Higher Education > > 14/09/2011 - Philippe Cassuto , Coordinateur régional Paca de la > Formation Continue Universitaire > > By Aisha Labi. The global economic crisis that began in 2008 has > underscored the value of higher education, disproportionately > affecting people without college degrees, according to a new report > from the Organisation for Economic Co-operation and Development. The > economic situation has also had a dampening effect on international > student mobility. "Education at a Glance 2011: OECD Indicators" is > the latest edition in an annual series that analyzes education data > from the Paris-based group's 34 member countries, which include many > European countries as well as Australia, Canada, Japan, Mexico, New > Zealand, South Korea, and the United States. This year's compilation > also includes data from non-OECD countries, including Brazil, China, > India, and Russia. The new findings highlight the benefits of higher > education both to individuals and society, said Andreas Schleicher, > head of the OECD's Educational Statistics and Analysis Division and > the report's main author. Even as the number of people worldwide with > college degrees has risen dramatically, there has been little > depreciation of the value of higher education. "One of the questions > had been whether those people with college degrees are going to end > up doing the jobs done previously by those with high-school degrees, > and this has not happened," he said. The earnings premium for > graduates is especially high in the United States, where individuals > with a college degree can expect to earn 79 percent more than someone > who has completed only secondary education. College graduates in the > United States also generate more public revenue, mostly through > higher tax contributions, than in any other country, and Mr. > Schleicher said that the findings should be taken to heart by policy > makers deciding the future of public financing of higher education. > The OECD's data also illustrate how steeply the U.S. share of the > global talent pool is declining, as higher-education systems in > countries such as China and South Korea expand. Nearly a third of > people ages 55 to 64 with college degrees are in the United States, > but for 25- to 34-year-olds, the U.S. share is just 18 percent. > China, in comparison, has just 6 percent of the global share of the > older age group with college degrees, but the figure jumps to 16 > percent for the younger generation. South Korea's share grows from > 1.4 to 5 percent in the younger generation. The United States also > stands apart in terms of the cost of higher education. In the United > States a graduate can expect to spend $70,000 in direct costs, > compared with the OECD average of $11,000. Even in England, where > tuition rates at most universities are set to nearly triple beginning > next year, the financing structure does not place such a heavy direct > toll on families. "What they have essentially introduced is a > graduate tax with a bit of a loan," Mr. Schleicher says of the > English system, which will require graduates to begin paying back > loans once their incomes have reached a certain level.
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  Re: Interesting Thoughts and Facts Converning Higher Education

  Quotation continues:
  
  The only countries that come close to the United States in terms of direct costs, he said, are South Korea and Japan, "but in these countries they have a very strong culture of saving, and people still have the money." In what he describes as a profound structural shift, Mr. Schleicher said the economic crisis has heightened the impact that a factor such as education level has on people's lives, and that this correlation will persist even if the global economy turns around. "It's not that we have so many more poor or rich people than before, but the fact that low levels of education have such a strong impact on future success is what has really changed," he said. The economic turmoil of recent years has also taken a toll on international student mobility, slowing the rate of growth for out-of-country enrollment figures from 8 percent in 2007-8 to 3.3 percent in 2008-9. Even as the U.S. share of this globally mobile student population shrinks, from 23 percent in 2000 to 18 percent in 2009, the United States faces the problem of falling competency standards among its own students. With 42 percent of 15-year-olds scoring below the reading level necessary for secondary studies, "it will become increasingly difficult to supply institutions of higher education with students that are able to follow and complete their studies," the report says. Faced with so many challenges, the choices for policy makers are fairly straightforward, if politically difficult, Mr. Schleicher said. "We all know that long-term individual gains and long-term fiscal gain from higher education are high, but the financial pressures are in the short term." The potential benefits from making tough economic decisions about investing in higher education are evident in the figures from countries that, according to Mr. Schleicher, "have the answer." Canada and the Nordic countries have decided that "society is willing to pay higher taxes to support the future promise of society," he said. "So far, those countries have done well—they have very equitable distribution of access to higher education and very few disparities in outcomes."
  
  • 22 Sep 2011, 06:20 am
  Ingo Potsch wrote: > Quotation continues: > > The only countries that come close to the United States in terms of > direct costs, he said, are South Korea and Japan, "but in these > countries they have a very strong culture of saving, and people still > have the money." In what he describes as a profound structural shift, > Mr. Schleicher said the economic crisis has heightened the impact > that a factor such as education level has on people's lives, and that > this correlation will persist even if the global economy turns > around. "It's not that we have so many more poor or rich people than > before, but the fact that low levels of education have such a strong > impact on future success is what has really changed," he said. The > economic turmoil of recent years has also taken a toll on > international student mobility, slowing the rate of growth for > out-of-country enrollment figures from 8 percent in 2007-8 to 3.3 > percent in 2008-9. Even as the U.S. share of this globally mobile > student population shrinks, from 23 percent in 2000 to 18 percent in > 2009, the United States faces the problem of falling competency > standards among its own students. With 42 percent of 15-year-olds > scoring below the reading level necessary for secondary studies, "it > will become increasingly difficult to supply institutions of higher > education with students that are able to follow and complete their > studies," the report says. Faced with so many challenges, the choices > for policy makers are fairly straightforward, if politically > difficult, Mr. Schleicher said. "We all know that long-term > individual gains and long-term fiscal gain from higher education are > high, but the financial pressures are in the short term." The > potential benefits from making tough economic decisions about > investing in higher education are evident in the figures from > countries that, according to Mr. Schleicher, "have the answer." > Canada and the Nordic countries have decided that "society is willing > to pay higher taxes to support the future promise of society," he > said. "So far, those countries have done well—they have very > equitable distribution of access to higher education and very few > disparities in outcomes."
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  Re^2: Interesting Thoughts and Facts Converning Higher Education

  Education at a Glance 2011: OECD Indicators
  
  14/09/2011 - Philippe Cassuto , Coordinateur régional Paca de la Formation Continue Universitaire
  
  Across OECD countries, governments are having to work with shrinking public budgets while designing policies to make education more effective and responsive to growing demand. The 2011 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance. It provides a broad array of comparable indicators on education systems and represents the consensus of professional thinking on how to measure the current state of education internationally. The indicators show who participates in education, how much is spent on it, and how education systems operate. They also illustrate a wide range of educational outcomes, comparing, for example, student performance in key subjects and the impact of education on earnings and on adults’ chances of employment. New material in this edition includes: - an analysis of tuition-fee reforms implemented since 1995; - indicators on the relationship between social background and learning outcomes; - indicators on school accountability in public and private schools; - an indicator on the fields of education chosen by students; - an indicator on labour market outcomes of students from vocational and academic programmes; - indicators on the scope of adult education and training; - indicators on student engagement in reading. Chapter A - The Output of Educational Institutions and the Impact of Learning Indicator A1. To what level have adults studied? Indicator A2 - How many students finish secondary education? Indicator A3 - How many students finish tertiary education? Indicator A4 - To which fields of education are students attracted? Indicator A5 - Does student background affect student performance? Indicator A6 - Are students who enjoy reading better readers? Indicator A7 - How does educational attainment affect participation in the labour market? Indicator A8 - What are the earnings premiums from education? Indicator A9 - What are the incentives to invest in education? ..... A user's guide to Indicator A9 -Incentives to invest in education Indicator A10 - How expensive are graduates to hire? Indicator A11 - What are the social outcomes of education? Chapter B - Financial and Human Resources Invested In Education Indicator B1 - How much is spent per student? Indicator B2 - What proportion of national wealth is spent on education? Indicator B3 - How much public and private investment in education is there? Indicator B4 - What is the total public spending on education? Indicator B5 - How much do tertiary students pay and what public subsidies do they receive? Indicator B6 - On what resources and services is education funding spent? Indicator B7 - Which factors influence the level of expenditure? Chapter C - Access to Education, Participation and Progression Indicator C1 - Who participates in education? Indicator C2 - How many students will enter tertiary education? Indicator C3 - Who studies abroad and where? Indicator C4 - Transition from school to work: where are the 15-29 year-olds? Indicator C5 - How many adults participate in education and learning?
  
  • 22 Sep 2011, 06:20 am
  Ingo Potsch wrote: > Education at a Glance 2011: OECD Indicators > > 14/09/2011 - Philippe Cassuto , Coordinateur régional Paca de la > Formation Continue Universitaire > > Across OECD countries, governments are having to work with shrinking > public budgets while designing policies to make education more > effective and responsive to growing demand. The 2011 edition of > Education at a Glance: OECD Indicators enables countries to see > themselves in the light of other countries’ performance. It provides > a broad array of comparable indicators on education systems and > represents the consensus of professional thinking on how to measure > the current state of education internationally. The indicators show > who participates in education, how much is spent on it, and how > education systems operate. They also illustrate a wide range of > educational outcomes, comparing, for example, student performance in > key subjects and the impact of education on earnings and on adults’ > chances of employment. New material in this edition includes: - an > analysis of tuition-fee reforms implemented since 1995; - indicators > on the relationship between social background and learning outcomes; > - indicators on school accountability in public and private schools; > - an indicator on the fields of education chosen by students; - an > indicator on labour market outcomes of students from vocational and > academic programmes; - indicators on the scope of adult education and > training; - indicators on student engagement in reading. Chapter A - > The Output of Educational Institutions and the Impact of Learning > Indicator A1. To what level have adults studied? Indicator A2 - How > many students finish secondary education? Indicator A3 - How many > students finish tertiary education? Indicator A4 - To which fields of > education are students attracted? Indicator A5 - Does student > background affect student performance? Indicator A6 - Are students > who enjoy reading better readers? Indicator A7 - How does educational > attainment affect participation in the labour market? Indicator A8 - > What are the earnings premiums from education? Indicator A9 - What > are the incentives to invest in education? ..... A user's guide to > Indicator A9 -Incentives to invest in education Indicator A10 - How > expensive are graduates to hire? Indicator A11 - What are the social > outcomes of education? Chapter B - Financial and Human Resources > Invested In Education Indicator B1 - How much is spent per student? > Indicator B2 - What proportion of national wealth is spent on > education? Indicator B3 - How much public and private investment in > education is there? Indicator B4 - What is the total public spending > on education? Indicator B5 - How much do tertiary students pay and > what public subsidies do they receive? Indicator B6 - On what > resources and services is education funding spent? Indicator B7 - > Which factors influence the level of expenditure? Chapter C - Access > to Education, Participation and Progression Indicator C1 - Who > participates in education? Indicator C2 - How many students will > enter tertiary education? Indicator C3 - Who studies abroad and > where? Indicator C4 - Transition from school to work: where are the > 15-29 year-olds? Indicator C5 - How many adults participate in > education and learning?
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  Re^3: Interesting Thoughts and Facts Converning Higher Education

  Quotation continues:
  
  ..... Technical standards for indicator C5 - Adult learning activities Chapter D - The Learning Environment and Organisation of Schools Indicator D1 - How much time do students spend in the classroom? Indicator D2 - What is the student-teacher ratio and how big are classes? Indicator D3 - How much are teachers paid? Indicator D4 - How much time do teachers spend teaching? Indicator D5 - How are schools held accountable? Indicator D6 - How equal are educational outcomes and opportunities? Indicator A5 - Does student background affect student performance? • The difference in reading performance between students from various socio-economic backgrounds is strong, particularly in France and New Zealand. • Even after adjusting for socio-economic status, students with an immigrant background score an average of 27 points below students who do not have an immigrant background. • Across OECD countries, nearly one-third of disadvantaged students are identified as “resilient”, meaning that they perform better in reading than would be predicted from their socio-economic backgrounds. Indicator A7 - How does educational attainment affect participation in the labour market? • In all OECD countries, individuals with a tertiary-level degree have a greater chance of being employed than those without such a degree. • Higher education improves job prospects, in general, and the likelihood of remaining employed in times of economic hardship. • Differences in employment rates between men and women are wider among less-educated groups. Labour-force status by vocational and general orientation of education Matching supply and demand for skills not only concerns the level of education but also the specificity of skills acquired in the educational system. Vocational education and training (VET) is geared towards giving students labour market-relevant skills for a particular occupation or industry. This type of specialisation has the advantage of ensuring a closer match between employer needs for specific skills; as such, it reduces the need for initial on-the-job training and increases immediate, and potentially also long-term, productivity of new hires. The drawback is that the versatility of skills acquired might be limited in times of changing demand. Therefore, vocational education and training is, in many instances, developed in close co-operation with employers and other labour-market participants. Indicator C2 - How many students will enter tertiary education? • Based on current patterns of graduation, it is estimated that an average of 46% of today’s women and 31% of today’s men in OECD countries will complete tertiary-type A education (largely theory-based) over their lifetimes. Only 39% of women and 25% of men will do so before the age of 30. • In some countries, it is common for students older than 30 to graduate from tertiary-type A programmes. More than 30% of women in Iceland and Sweden who graduate from these programmes, and more than 30% of men in Iceland and Israel who do so, are over 30.
  
  • 22 Sep 2011, 06:21 am
  Ingo Potsch wrote: > Quotation continues: > > ..... Technical standards for indicator C5 - Adult learning > activities Chapter D - The Learning Environment and Organisation of > Schools Indicator D1 - How much time do students spend in the > classroom? Indicator D2 - What is the student-teacher ratio and how > big are classes? Indicator D3 - How much are teachers paid? Indicator > D4 - How much time do teachers spend teaching? Indicator D5 - How are > schools held accountable? Indicator D6 - How equal are educational > outcomes and opportunities? Indicator A5 - Does student background > affect student performance? • The difference in reading performance > between students from various socio-economic backgrounds is strong, > particularly in France and New Zealand. • Even after adjusting for > socio-economic status, students with an immigrant background score an > average of 27 points below students who do not have an immigrant > background. • Across OECD countries, nearly one-third of > disadvantaged students are identified as “resilient”, meaning that > they perform better in reading than would be predicted from their > socio-economic backgrounds. Indicator A7 - How does educational > attainment affect participation in the labour market? • In all OECD > countries, individuals with a tertiary-level degree have a greater > chance of being employed than those without such a degree. • Higher > education improves job prospects, in general, and the likelihood of > remaining employed in times of economic hardship. • Differences in > employment rates between men and women are wider among less-educated > groups. Labour-force status by vocational and general orientation of > education Matching supply and demand for skills not only concerns the > level of education but also the specificity of skills acquired in the > educational system. Vocational education and training (VET) is geared > towards giving students labour market-relevant skills for a > particular occupation or industry. This type of specialisation has > the advantage of ensuring a closer match between employer needs for > specific skills; as such, it reduces the need for initial on-the-job > training and increases immediate, and potentially also long-term, > productivity of new hires. The drawback is that the versatility of > skills acquired might be limited in times of changing demand. > Therefore, vocational education and training is, in many instances, > developed in close co-operation with employers and other > labour-market participants. Indicator C2 - How many students will > enter tertiary education? • Based on current patterns of graduation, > it is estimated that an average of 46% of today’s women and 31% of > today’s men in OECD countries will complete tertiary-type A education > (largely theory-based) over their lifetimes. Only 39% of women and > 25% of men will do so before the age of 30. • In some countries, it > is common for students older than 30 to graduate from tertiary-type A > programmes. More than 30% of women in Iceland and Sweden who graduate > from these programmes, and more than 30% of men in Iceland and Israel > who do so, are over 30.
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  Re^4: Interesting Thoughts and Facts Converning Higher Education

  Quotation continues:
  
  Indicator C2 - How many students will enter tertiary education? • Based on current patterns of entry, it is estimated that an average of 59% of today’s young adults in OECD countries will enter tertiary-type A (largely theory-based) programmes and 19% will enter tertiary-type B (shorter, and largely vocational) programmes over their lifetimes. • Between 1995 and 2009, entry rates for tertiary-type A programmes increased by nearly 25 percentage points, on average across OECD countries, while entry rates for tertiary-type B programmes remained stable. In some countries, tertiary-type A and B programmes are provided by different types of institutions, but this is changing. It is increasingly common for universities or other institutions to offer both types of programmes, and the two programmes are gradually becoming more similar in terms of curriculum, orientation and learning outcomes. Graduates from tertiary-type B programmes can often gain entry into tertiary-type A programmes, usually in the second or third year, or even into a master’s programme. Adding entry rates into these two types of programmes together to obtain overall tertiary-level entry rates would thus result in overcounting. Entry is often subject to conditions, such as passing a special examination, past personal or professional achievements, and/or completion of a “bridging” programme, depending on the country or programme. In some cases, students who leave an academic programme before graduating can be successfully re-oriented towards vocational programmes. Countries with high entry rates into tertiary education may also be those that offer pathways between the two types of programmes. There are also indications that previous schooling plays an important role in securing access to and equal opportunities in tertiary education. Indicator A4 - To which fields of education are students attracted? • Women represent the majority of students and graduates in almost all OECD countries and largely dominate in the fields of education, health and welfare, and humanities and arts. Men dominate in engineering, manufacturing and construction. • In the vast majority of countries, more than two-thirds of graduates in the field of education and the field of health and welfare in 2009 were women. However, in 26 of the 33 countries, women represented fewer than 30% of graduates in the fields of engineering, manufacturing and construction. As shown in Table A4.5, the sciences attract at least 15% of international students in Germany, Iceland, New Zealand, Norway, Sweden, Switzerland and the United States, and a similar proportion of foreign students in France, but fewer than 1 in 50 in Japan. Similarly, among countries for which data using the preferred definition of international students are not available, agriculture, science and engineering attract at least 20% of students in 4 of 6 countries and the proportion is higher than 25% of foreign students in the Czech Republic (28%) and France (30%). In contrast, few international students are enrolled in agriculture, science and engineering in Estonia, Japan, the Netherlands and Spain.
  
  • 22 Sep 2011, 06:22 am
  Ingo Potsch wrote: > Quotation continues: > > Indicator C2 - How many students will enter tertiary education? • > Based on current patterns of entry, it is estimated that an average > of 59% of today’s young adults in OECD countries will enter > tertiary-type A (largely theory-based) programmes and 19% will enter > tertiary-type B (shorter, and largely vocational) programmes over > their lifetimes. • Between 1995 and 2009, entry rates for > tertiary-type A programmes increased by nearly 25 percentage points, > on average across OECD countries, while entry rates for tertiary-type > B programmes remained stable. In some countries, tertiary-type A and > B programmes are provided by different types of institutions, but > this is changing. It is increasingly common for universities or other > institutions to offer both types of programmes, and the two > programmes are gradually becoming more similar in terms of > curriculum, orientation and learning outcomes. Graduates from > tertiary-type B programmes can often gain entry into tertiary-type A > programmes, usually in the second or third year, or even into a > master’s programme. Adding entry rates into these two types of > programmes together to obtain overall tertiary-level entry rates > would thus result in overcounting. Entry is often subject to > conditions, such as passing a special examination, past personal or > professional achievements, and/or completion of a “bridging” > programme, depending on the country or programme. In some cases, > students who leave an academic programme before graduating can be > successfully re-oriented towards vocational programmes. Countries > with high entry rates into tertiary education may also be those that > offer pathways between the two types of programmes. There are also > indications that previous schooling plays an important role in > securing access to and equal opportunities in tertiary education. > Indicator A4 - To which fields of education are students attracted? • > Women represent the majority of students and graduates in almost all > OECD countries and largely dominate in the fields of education, > health and welfare, and humanities and arts. Men dominate in > engineering, manufacturing and construction. • In the vast majority > of countries, more than two-thirds of graduates in the field of > education and the field of health and welfare in 2009 were women. > However, in 26 of the 33 countries, women represented fewer than 30% > of graduates in the fields of engineering, manufacturing and > construction. As shown in Table A4.5, the sciences attract at least > 15% of international students in Germany, Iceland, New Zealand, > Norway, Sweden, Switzerland and the United States, and a similar > proportion of foreign students in France, but fewer than 1 in 50 in > Japan. Similarly, among countries for which data using the preferred > definition of international students are not available, agriculture, > science and engineering attract at least 20% of students in 4 of 6 > countries and the proportion is higher than 25% of foreign students > in the Czech Republic (28%) and France (30%). In contrast, few > international students are enrolled in agriculture, science and > engineering in Estonia, Japan, the Netherlands and Spain.
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  Re^5: Interesting Thoughts and Facts Converning Higher Education

  Quotation continues:
  
  Among countries for which data using the preferred definition of international students are not available, France has the largest proportion of foreign students enrolled in these subjects (40%). This is especially obvious for linguistic or cultural studies (e.g. Austria, France, Germany and Japan). Enrolment in tertiary programmes leading to direct entry into the labour market, by field of education Tertiary-type B programmes are conceived with the aim of allowing students to enter directly into the labour market, and the fields of education in which they are concentrated differ markedly from those usually found in tertiary-type A and advanced research programmes. During times of structural readjustments in the labour market, tertiary-type B programmes can help adapt the workforce to new sectors of growth in employment. For instance, countries show more diversified participation in tertiary-type B programmes than in tertiarytype A and advanced research programmes. As in more academic programmes, most students in tertiary-type B programmes in OECD countries are enrolled in social science, business or law programmes (an average of 25% of all students), but this proportion is 9 percentage points less than the share of students enrolled in the same fields of education in more academic programmes. On the other hand, students in tertiary-type B programmes prefer the fields of services and health – by ten and nine more percentage points, respectively, among students in the EU21 countries – more than do students in more academic programmes, and by eight and six percentage points more, respectively, among students in OECD countries.
  
  • 22 Sep 2011, 06:23 am
  Ingo Potsch wrote: > Quotation continues: > > Among countries for which data using the preferred definition of > international students are not available, France has the largest > proportion of foreign students enrolled in these subjects (40%). This > is especially obvious for linguistic or cultural studies (e.g. > Austria, France, Germany and Japan). Enrolment in tertiary programmes > leading to direct entry into the labour market, by field of education > Tertiary-type B programmes are conceived with the aim of allowing > students to enter directly into the labour market, and the fields of > education in which they are concentrated differ markedly from those > usually found in tertiary-type A and advanced research programmes. > During times of structural readjustments in the labour market, > tertiary-type B programmes can help adapt the workforce to new > sectors of growth in employment. For instance, countries show more > diversified participation in tertiary-type B programmes than in > tertiarytype A and advanced research programmes. As in more academic > programmes, most students in tertiary-type B programmes in OECD > countries are enrolled in social science, business or law programmes > (an average of 25% of all students), but this proportion is 9 > percentage points less than the share of students enrolled in the > same fields of education in more academic programmes. On the other > hand, students in tertiary-type B programmes prefer the fields of > services and health – by ten and nine more percentage points, > respectively, among students in the EU21 countries – more than do > students in more academic programmes, and by eight and six percentage > points more, respectively, among students in OECD countries.
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  Re^6: Interesting Thoughts and Facts Converning Higher Education

  GRETA : un marché d’ingénierie de la formation
  
  14/09/2011 - Philippe Cassuto , Coordinateur régional Paca de la Formation Continue Universitaire
  
  Le GRETA qui assure le service de formation continue pour le ministère de l’Education nationale vient de se voir confier une mission d’ingénierie, en sous-traitance, sur …les titres du ministère du travail. Ce que l’on appelle l’ingénierie des titres, c’est tout simplement la mise en œuvre des « diplômes » du ministère du travail (animation des commissions paritaires, référentiels, contenus…). Cette mission d’ingénierie est confiée par l’Etat à l’AFPA dans le cadre de sa participation au « service public de l’Etat » pour un montant d’environ 60 millions d’euros. L’AFPA sous traite donc au GRETA (200000 euros). Les spécialistes de la formation professionnelle ne pourront que s’étonner de cette situation. En effet, dans un article publié par le journal ‘Les Echos’ du 11 janvier 2011, sous le titre « les sans papiers de l’Education nationale » le directeur général de l’AFPA fustigeait, la formation Professionnelle à l’Education Nationale s’attirant les foudres des personnels des GRETA. Les mêmes spécialistes s’attendent à ce qu’à court ou moyen terme l’ingénierie des titres soit mise en appel d’offres. A notre connaissance ni la fédération des Union régionales de la formation (UROF), ni la Fédération de la Fédération de la Formation professionnelle n'ont pris position sur le sujet. GRETA teenus, mis annab jätkukoolitus Haridus on antud insener missiooni lepingu alusel pealkirjad... tööministeerium. See niinimetatud inseneri nimetust on lihtsalt rakendamine "kraadi" Ministry of Labour (animatsioon ühiskomiteedes, hoidlaid, sisu...). Missioon Engineering on usaldatud riigi AFPA osana oma osalemist "avaliku teenuse riigi" summas umbes 60 miljonit. Velle...
  
  • 22 Sep 2011, 06:24 am
  Ingo Potsch wrote: > GRETA : un marché d’ingénierie de la formation > > 14/09/2011 - Philippe Cassuto , Coordinateur régional Paca de la > Formation Continue Universitaire > > Le GRETA qui assure le service de formation continue pour le > ministère de l’Education nationale vient de se voir confier une > mission d’ingénierie, en sous-traitance, sur …les titres du ministère > du travail. Ce que l’on appelle l’ingénierie des titres, c’est tout > simplement la mise en œuvre des « diplômes » du ministère du travail > (animation des commissions paritaires, référentiels, contenus…). > Cette mission d’ingénierie est confiée par l’Etat à l’AFPA dans le > cadre de sa participation au « service public de l’Etat » pour un > montant d’environ 60 millions d’euros. L’AFPA sous traite donc au > GRETA (200000 euros). Les spécialistes de la formation > professionnelle ne pourront que s’étonner de cette situation. En > effet, dans un article publié par le journal ‘Les Echos’ du 11 > janvier 2011, sous le titre « les sans papiers de l’Education > nationale » le directeur général de l’AFPA fustigeait, la formation > Professionnelle à l’Education Nationale s’attirant les foudres des > personnels des GRETA. Les mêmes spécialistes s’attendent à ce qu’à > court ou moyen terme l’ingénierie des titres soit mise en appel > d’offres. A notre connaissance ni la fédération des Union régionales > de la formation (UROF), ni la Fédération de la Fédération de la > Formation professionnelle n'ont pris position sur le sujet. GRETA > teenus, mis annab jätkukoolitus Haridus on antud insener missiooni > lepingu alusel pealkirjad... tööministeerium. See niinimetatud > inseneri nimetust on lihtsalt rakendamine "kraadi" Ministry of Labour > (animatsioon ühiskomiteedes, hoidlaid, sisu...). Missioon Engineering > on usaldatud riigi AFPA osana oma osalemist "avaliku teenuse riigi" > summas umbes 60 miljonit. Velle...
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  Re^7: Interesting Thoughts and Facts Concerning Higher Education

  La VAE sur ArianeWeb
  
  14/09/2011 - Philippe Cassuto , Coordinateur régional Paca de la Formation Continue Universitaire
  
  Cette base de jurisprudence donne accès à plus de 230000 documents: décisions et avis contentieux du Conseil d’État et des cours administratives d’appel, analyses de ces décisions et avis ayant été retenus pour leur apport à la jurisprudence, ainsi qu’une sélection de conclusions de rapporteurs publics. Ces documents sont présentés dans des fonds distincts. Pour le Conseil d’Etat, ArianeWeb contient: - les « grands arrêts » depuis le premier à avoir été désigné comme tel (19 février 1875, Prince Napoléon); - les décisions figurant depuis 1968 au "Recueil des décisions du Conseil d'État" (dit "Recueil Lebon") et l’analyse de ces décisions; - la quasi-intégralité des autres décisions rendues en formations collégiales, ainsi que les ordonnances de référé, depuis 1987; certaines de ces décisions comportent une indexation au plan de classement de la jurisprudence administrative. - les conclusions des rapporteurs publics prononcées devant les formations de Section du contentieux et d’Assemblée du contentieux depuis octobre 2010. - Les décisions nouvelles sont ajoutées à la base dès le lendemain de leur "lecture" (ou prononcé). Il n'y a pas moins de 89 Résultats pour le mot-clef "Validation des acquis" Voici l'exemple de la dernière décision enregistrée, la N° 332803 Inédit au recueil Lebon, 4ème sous-section jugeant seule, M. Marc Dandelot, président, M. Bruno Bachini, rapporteur, Mme Gaëlle Dumortier, rapporteur public. Lecture du mardi 19 juillet 2011. REPUBLIQUE FRANCAISE AU NOM DU PEUPLE FRANCAIS. Vu le jugement n° 0800453 du 13 octobre 2009, enregistré le 16 octobre 2009 au secrétariat du contentieux du Conseil d'Etat, par lequel le tribunal administratif de Pau a transmis au Conseil d'Etat, en application de l'article R. 351-2 du code de justice administrative, la requête présentée à ce tribunal par M. Michel A, demeurant...; Vu la requête et les mémoires complémentaires, enregistrés les 25 février, 26 avril et 19 novembre 2008 au greffe du tribunal administratif de Pau, présentés par M. Michel A; M. A demande au Conseil d'Etat d'annuler pour excès de pouvoir la décision du 15 novembre 2007 du jury de validation des acquis de l'expérience du diplôme d'Etat de professeur de musique dans la discipline percussions rejetant sa demande de validation et d'enjoindre à l'administration de fournir l'intégralité de son dossier; Vu les autres pièces du dossier; Vu le code de l'éducation; Vu le code du travail; Vu la loi n° 78-753 du 17 juillet 1978; Vu l'arrêté du 29 mars 2006 définissant le référentiel d'activités et de compétences du diplôme d'Etat de professeur de musique et fixant les conditions de son obtention par la validation des acquis de l'expérience; Vu le code de justice administrative; Après avoir entendu en séance publique: - le rapport de M. Bruno Bachini, Maître des Requêtes, - les conclusions de Mme Gaëlle Dumortier, rapporteur public; Considérant qu'aux termes de l'article L. 335-5 du code de l'éducation:
  
  • 22 Sep 2011, 06:26 am
  Ingo Potsch wrote: > La VAE sur ArianeWeb > > 14/09/2011 - Philippe Cassuto , Coordinateur régional Paca de la > Formation Continue Universitaire > > Cette base de jurisprudence donne accès à plus de 230000 documents: > décisions et avis contentieux du Conseil d’État et des cours > administratives d’appel, analyses de ces décisions et avis ayant été > retenus pour leur apport à la jurisprudence, ainsi qu’une sélection > de conclusions de rapporteurs publics. Ces documents sont présentés > dans des fonds distincts. Pour le Conseil d’Etat, ArianeWeb contient: > - les « grands arrêts » depuis le premier à avoir été désigné comme > tel (19 février 1875, Prince Napoléon); - les décisions figurant > depuis 1968 au "Recueil des décisions du Conseil d'État" (dit > "Recueil Lebon") et l’analyse de ces décisions; - la > quasi-intégralité des autres décisions rendues en formations > collégiales, ainsi que les ordonnances de référé, depuis 1987; > certaines de ces décisions comportent une indexation au plan de > classement de la jurisprudence administrative. - les conclusions des > rapporteurs publics prononcées devant les formations de Section du > contentieux et d’Assemblée du contentieux depuis octobre 2010. - Les > décisions nouvelles sont ajoutées à la base dès le lendemain de leur > "lecture" (ou prononcé). Il n'y a pas moins de 89 Résultats pour le > mot-clef "Validation des acquis" Voici l'exemple de la dernière > décision enregistrée, la N° 332803 Inédit au recueil Lebon, 4ème > sous-section jugeant seule, M. Marc Dandelot, président, M. Bruno > Bachini, rapporteur, Mme Gaëlle Dumortier, rapporteur public. Lecture > du mardi 19 juillet 2011. REPUBLIQUE FRANCAISE AU NOM DU PEUPLE > FRANCAIS. Vu le jugement n° 0800453 du 13 octobre 2009, enregistré le > 16 octobre 2009 au secrétariat du contentieux du Conseil d'Etat, par > lequel le tribunal administratif de Pau a transmis au Conseil d'Etat, > en application de l'article R. 351-2 du code de justice > administrative, la requête présentée à ce tribunal par M. Michel A, > demeurant...; Vu la requête et les mémoires complémentaires, > enregistrés les 25 février, 26 avril et 19 novembre 2008 au greffe du > tribunal administratif de Pau, présentés par M. Michel A; M. A > demande au Conseil d'Etat d'annuler pour excès de pouvoir la décision > du 15 novembre 2007 du jury de validation des acquis de l'expérience > du diplôme d'Etat de professeur de musique dans la discipline > percussions rejetant sa demande de validation et d'enjoindre à > l'administration de fournir l'intégralité de son dossier; Vu les > autres pièces du dossier; Vu le code de l'éducation; Vu le code du > travail; Vu la loi n° 78-753 du 17 juillet 1978; Vu l'arrêté du 29 > mars 2006 définissant le référentiel d'activités et de compétences du > diplôme d'Etat de professeur de musique et fixant les conditions de > son obtention par la validation des acquis de l'expérience; Vu le > code de justice administrative; Après avoir entendu en séance > publique: - le rapport de M. Bruno Bachini, Maître des Requêtes, - > les conclusions de Mme Gaëlle Dumortier, rapporteur public; > Considérant qu'aux termes de l'article L. 335-5 du code de > l'éducation:
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  Re^8: Interesting Thoughts and Facts Concerning Higher Education

  I. Les diplômes ou les titres à finalité professionnelle sont obtenus par les voies scolaire et universitaire, par l'apprentissage, par la formation professionnelle continue ou, en tout ou en partie, par la validation des acquis de l'expérience. (...) Le jury se prononce au vu d'un dossier constitué par le candidat, à l'issue d'un entretien à son initiative ou à l'initiative du candidat et, le cas échéant, d'une mise en situation professionnelle réelle ou reconstituée, lorsque cette procédure est prévue par l'autorité qui délivre la certification. (...); qu'aux termes de l'article 6 de l'arrêté du 29 mars 2006 visé ci-dessus: Le jury de validation des acquis de l'expérience du diplôme d'Etat de professeur de musique peut décider de l'attribution du diplôme aux candidats, sur la base de l'examen du dossier de demande de validation des acquis de l'expérience, d'un entretien et, le cas échéant, d'une mise en situation professionnelle, réelle ou reconstituée, conformément aux modalités d'évaluation figurant en annexe II du présent arrêté. (...); qu'aux termes de l'article 7 du même arrêté: Dès que les délibérations du jury de validation des acquis de l'expérience du diplôme d'Etat de professeur de musique sont achevées, le président du jury établit le procès-verbal de la réunion du jury, ainsi qu'un relevé des décisions prises. Le préfet de région notifie aux candidats les décisions du jury et délivre les attestations de réussite totale ou partielle correspondantes. Considérant que si M. A, candidat à l'épreuve de validation des acquis de l'expérience en vue de l'obtention du diplôme d'Etat de professeur de musique, critique le changement d'horaire de son entretien avec le jury, il ne ressort pas des pièces du dossier que ce changement, auquel il a consenti, aurait eu une incidence sur le déroulement de l'entretien; Considérant que si le requérant soutient que le jury s'est livré à une appréciation irrégulière de son dossier faute d'avoir utilisé le livret de travail et les grilles d'analyse à destination de ses membres, ces documents ne figurent pas au nombre de ceux que le jury est tenu d'utiliser en application des dispositions de l'article 7 de l'arrêté du 29 mars 2006 mentionnées ci-dessus; que la circonstance, à la supposer établie, que M. A n'ait pas eu communication de tous les documents que l'administration était tenue de lui fournir après son passage devant le jury, dont notamment le relevé individualisé de décision prévu par ces mêmes dispositions, est sans incidence sur la légalité de la décision attaquée; Considérant que si M. A soutient que, pour rejeter sa demande de validation des acquis de l'expérience, le jury n'aurait pas pris en compte les éléments de son dossier de candidature, il ressort des pièces du dossier que le jury s'est fondé sur l'appréciation de la valeur professionnelle et des compétences du candidat sans entacher sa décision d'inexactitude matérielle quant à sa situation professionnelle ; que le bien-fondé des appréciations auxquelles le jury s'est ainsi livré n'est pas susceptible d'être discuté devant le juge de l'excès de pouvoir;
  
  • 22 Sep 2011, 06:28 am
  Ingo Potsch wrote: > I. Les diplômes ou les titres à finalité professionnelle sont obtenus > par les voies scolaire et universitaire, par l'apprentissage, par la > formation professionnelle continue ou, en tout ou en partie, par la > validation des acquis de l'expérience. (...) Le jury se prononce au > vu d'un dossier constitué par le candidat, à l'issue d'un entretien à > son initiative ou à l'initiative du candidat et, le cas échéant, > d'une mise en situation professionnelle réelle ou reconstituée, > lorsque cette procédure est prévue par l'autorité qui délivre la > certification. (...); qu'aux termes de l'article 6 de l'arrêté du 29 > mars 2006 visé ci-dessus: Le jury de validation des acquis de > l'expérience du diplôme d'Etat de professeur de musique peut décider > de l'attribution du diplôme aux candidats, sur la base de l'examen du > dossier de demande de validation des acquis de l'expérience, d'un > entretien et, le cas échéant, d'une mise en situation > professionnelle, réelle ou reconstituée, conformément aux modalités > d'évaluation figurant en annexe II du présent arrêté. (...); qu'aux > termes de l'article 7 du même arrêté: Dès que les délibérations du > jury de validation des acquis de l'expérience du diplôme d'Etat de > professeur de musique sont achevées, le président du jury établit le > procès-verbal de la réunion du jury, ainsi qu'un relevé des décisions > prises. Le préfet de région notifie aux candidats les décisions du > jury et délivre les attestations de réussite totale ou partielle > correspondantes. Considérant que si M. A, candidat à l'épreuve de > validation des acquis de l'expérience en vue de l'obtention du > diplôme d'Etat de professeur de musique, critique le changement > d'horaire de son entretien avec le jury, il ne ressort pas des pièces > du dossier que ce changement, auquel il a consenti, aurait eu une > incidence sur le déroulement de l'entretien; Considérant que si le > requérant soutient que le jury s'est livré à une appréciation > irrégulière de son dossier faute d'avoir utilisé le livret de travail > et les grilles d'analyse à destination de ses membres, ces documents > ne figurent pas au nombre de ceux que le jury est tenu d'utiliser en > application des dispositions de l'article 7 de l'arrêté du 29 mars > 2006 mentionnées ci-dessus; que la circonstance, à la supposer > établie, que M. A n'ait pas eu communication de tous les documents > que l'administration était tenue de lui fournir après son passage > devant le jury, dont notamment le relevé individualisé de décision > prévu par ces mêmes dispositions, est sans incidence sur la légalité > de la décision attaquée; Considérant que si M. A soutient que, pour > rejeter sa demande de validation des acquis de l'expérience, le jury > n'aurait pas pris en compte les éléments de son dossier de > candidature, il ressort des pièces du dossier que le jury s'est fondé > sur l'appréciation de la valeur professionnelle et des compétences du > candidat sans entacher sa décision d'inexactitude matérielle quant à > sa situation professionnelle ; que le bien-fondé des appréciations > auxquelles le jury s'est ainsi livré n'est pas susceptible d'être > discuté devant le juge de l'excès de pouvoir;
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  Re^9: Interesting Thoughts and Facts Concerning Higher Education

  Considérant, enfin, que si M. A soutient que le jury aurait entaché sa décision de discrimination pour n'avoir pas pris en compte son état de travailleur handicapé dans l'appréciation de son parcours professionnel, cette allégation n'est étayée par aucun élément de nature à en établir le bien-fondé; Considérant qu'il résulte de tout ce qui précède que M. A n'est pas fondé à demander l'annulation de la décision attaquée; D E C I D E : Article 1er : La requête de M. A est rejetée. Article 2 : La présente décision sera notifiée à M. Michel A et au ministre de la culture et de la communication. Model ten zapewnia dostęp do ponad 230.000 dokumentów: decyzji sądowych i opinie Rady Stanu i sądy administracyjne odwołania, analiza tych decyzji i opinie zostały wybrane za ich wkład w orzecznictwie, a wybór wnioski publicznych sprawozdawców. Dokumenty te są przedstawione w oddzielnych funduszy. Do Rady Państwa, ArianeWeb zawiera: - "Wiodących przypadków" od pierwszego do być oznaczone jako takie (19 lutego 1875 roku, książę Napoleon). Nie ma mniej niż 89 wyników dla słowa kluczowego "Walidacja" Oto przykład z ostatnich decyzji rejestrowane, nr 332803. Więcej...
  
  • 22 Sep 2011, 06:29 am
  Ingo Potsch wrote: > Considérant, enfin, que si M. A soutient que le jury aurait entaché > sa décision de discrimination pour n'avoir pas pris en compte son > état de travailleur handicapé dans l'appréciation de son parcours > professionnel, cette allégation n'est étayée par aucun élément de > nature à en établir le bien-fondé; Considérant qu'il résulte de tout > ce qui précède que M. A n'est pas fondé à demander l'annulation de la > décision attaquée; D E C I D E : Article 1er : La requête de M. A > est rejetée. Article 2 : La présente décision sera notifiée à M. > Michel A et au ministre de la culture et de la communication. Model > ten zapewnia dostęp do ponad 230.000 dokumentów: decyzji sądowych i > opinie Rady Stanu i sądy administracyjne odwołania, analiza tych > decyzji i opinie zostały wybrane za ich wkład w orzecznictwie, a > wybór wnioski publicznych sprawozdawców. Dokumenty te są > przedstawione w oddzielnych funduszy. Do Rady Państwa, ArianeWeb > zawiera: - "Wiodących przypadków" od pierwszego do być oznaczone jako > takie (19 lutego 1875 roku, książę Napoleon). Nie ma mniej niż 89 > wyników dla słowa kluczowego "Walidacja" Oto przykład z ostatnich > decyzji rejestrowane, nr 332803. Więcej...

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