Suchergebnisse

In dem Band werden die neuesten Entwicklungen und Probleme im europäischen Hochschulwesen analysiert. Im Mittelpunkt der Erörterungen stehen die veränderten Beziehungen zwischen Hochschule und Arbeitsmarkt, die Modifikationen in den Lehr- und Lernformen und schließlich die Bedingungen der Forschung in diversifizierten Hochschulsystemen. Inhalt: Friedrich, Hans Rainer: Einleitung - Europäische Kooperation im Hochschulbereich. - Gellert, Claudius in cooperation with the Federal Ministry of Education and Science: Diversification in the Tertiary Sector - New Developments in the EUs Member States. - Wijkerslooth, R. J. de: Diversification in the Tertiary Sector of the Netherlands. - Francois, Sylvie: Les Instituts Universitaires Professionalises. - Lenarduzzi, Domenico: Higher Education and the Labour Market. - Körner, Wolfgang: Studium und Lehre im tertiären Bereich. - Gellert, Claudius: Research in Diversified Systems of Higher Education. - Reports of the Working Groups (Körner, Wolfgang: Ergebnisse der Arbeitsgruppe "Lehre und Studium". - Schlump, W.: Arbeitsgruppe "Tertiärer Bereich und Arbeitsmarkt". - Gellert, Claudius: Working Group "The Role of research in the tertiary sector". - Friedrich, Hans Rainer: Zusammenfassung und Ausblick. (HoF/übernommen)

There are many arguments for shifting at least part of the higher educational cost burden from governments (or taxpayers) to individuals, particularly in Europe. But this case largely rests onthe capability to offer deferred and incomecontingent payments. The two first features are critical to efficiency – students and lenders should not be deterred by excessive risk – and justice – contributions should be tailored to ex post ability to pay. Examples of instruments satisfying these criteria are income-contingent loans and human capital contracts. The central aim of this paper is to produce realistic estimates of how graduates' and nongraduates' lifetime income is likely to be affected by the generalisation of these instruments. Using data on Belgian income, we evaluate their effect on the distribution of lifetime net income, using higher income tax as a benchmark. The paper then considers the different ways of financing the cost ofincome-contingency, with a particular focus on the risk of adverse selection inherent to pooling the cost among graduates. But it shows that investing less on students opting for less profitable programs is asimple way to mitigate its severity.

Each further redeployment of the higher education system in France, the scientific community is asked to carry out studies and reflections on the existing and possible future systems of this system. When the episode is well advanced, the interests are stretched. While the last wave of dissemination of "U 2 000" university equipment is finished, all these consequences have not yet been identified, quantified and analysed. On the basis of the data provided by the Directorate for Evaluation and Foresight (DEP), this work proposes to give priority to the regional level and to consider the main features of access to training equipment and the major changes recorded in the main types of higher training over the past 15 years. ; International audience With each new restructuring of the system of Higher Education in France, the scientific community is asked to undertake studies and offer reflections on the present state of the system as a whole and its possible future developments. By the time this phase is well under way, interest in the project has begun to wane. Although the latest round of announcements of university facilities (U 2000) has been completed, the overall results have yet to be determined, quantified and analysed. Using data from the DEP (the French Statistical Board of Education), this study aims to give priority to the situation at the regional level, and to describe the main features of access to educational facilities and the major changes recorded for the primary types of Higher Education during the past fifteen years. ; Each further redeployment of the higher education system in France, the scientific community is asked to carry out studies and reflections on the existing and possible future systems of this system. When the episode is well advanced, the interests are stretched. While the last wave of dissemination of "U 2 000" university equipment is finished, all these consequences have not yet been identified, quantified and analysed. On the basis of the data provided by the Directorate for ...

Given the influence of two trends (a transitional character and the influence of a knowledge-based economy), it is of interest to study what demands places the current labour market on higher education graduates. The main objective of our study is, therefore, to shed light on the two key questions: In the context of transitional economy influenced by the global move towards a knowledge-based society what demands face graduates while entering and operating on the labour market and what competencies are they required to possess? To what extent does Russian higher education prepare young people to face these demands? We will first describe global trends on graduate labour markets in Europe, aiming at to reveal what competencies European graduates are required to possess. Afterwards, we will focus on the economic situation and particularities of the Russian labour market. The economic crises, political and ideological changes, occurred in the 90th, modified the society in its integrity. In order to understand the context in which young specialists live in at present, it is inevitable to make an analysis of the recent economic and social transformations. This is what we do in the second chapter. The third chapter deals with transformations and evolution in the system of higher education. In the fifth chapter, we describe the current graduate labour market in Russia. The sixth chapter aims at providing empirical evidence on competencies demanded on the labour market through the analysis of data obtained by a survey of 3,500 Russian higher education graduates in the capital and province regions of the country. In this part of our work we seek to found out what competencies are demanded and how they are rewarded on the Russian transitional labour market. We also seek to find out to what extent higher education studies contribute to development of these competencies. Further, we study what competencies are required on the labour market and how they are rewarded. We will also examine what factors on the side of labour ...

Given the influence of two trends (a transitional character and the influence of a knowledge-based economy), it is of interest to study what demands places the current labour market on higher education graduates. The main objective of our study is, therefore, to shed light on the two key questions: In the context of transitional economy influenced by the global move towards a knowledge-based society what demands face graduates while entering and operating on the labour market and what competencies are they required to possess? To what extent does Russian higher education prepare young people to face these demands? We will first describe global trends on graduate labour markets in Europe, aiming at to reveal what competencies European graduates are required to possess. Afterwards, we will focus on the economic situation and particularities of the Russian labour market. The economic crises, political and ideological changes, occurred in the 90th, modified the society in its integrity. In order to understand the context in which young specialists live in at present, it is inevitable to make an analysis of the recent economic and social transformations. This is what we do in the second chapter. The third chapter deals with transformations and evolution in the system of higher education. In the fifth chapter, we describe the current graduate labour market in Russia. The sixth chapter aims at providing empirical evidence on competencies demanded on the labour market through the analysis of data obtained by a survey of 3,500 Russian higher education graduates in the capital and province regions of the country. In this part of our work we seek to found out what competencies are demanded and how they are rewarded on the Russian transitional labour market. We also seek to find out to what extent higher education studies contribute to development of these competencies. Further, we study what competencies are required on the labour market and how they are rewarded. We will also examine what factors on the side of labour supply, labour demand and job match appear to have an impact on graduate current income. It is of interest to consider in more details how professional mismatch influences graduate income. The phenomenon of professional mismatch has appeared on the Russian labour market in the yearly 90s and till now, no thorough research concerned the impact of professional mismatch on graduates' success on the labour market. In this chapter we also considerer differences between the private and the public sectors in terms of competencies required. We end up the last chapter by exploring the role of higher education in developing the required skills. We suppose that Russian higher education does manage to provide deep knowledge in a particular field and analytical thinking abilities, but it does not contribute to a sufficient extent to producing other essential qualities, like computer and Internet literacy, capacity to work in group and others. ; L'auteur s'interroge sur la nature des compétences demandées dans un pays en transition économique, comme la Russie. La question est de savoir : « Est-ce qu'en Russie, les défis auxquels doivent faire face les diplômés sont les mêmes que dans les autres pays de l'Europe ? Est-ce que les diplômés russes ont véritablement besoin de se procurer d'un éventail plus large des compétences afin de mieux réussir sur le marché du travail? ». Nous cherchons à savoir également si l'enseignement universitaire permet d'acquérir toutes les compétences demandées par les employeurs ? Nous avons mené une recherche visant à vérifier notre hypothèse qu'en Russie, actuellement, il ne suffit plus de posséder des bonnes connaissances dans un domaine particulier, mais il devient indispensable d'acquérir des compétences plus larges et variés, comme la capacité de gérer le stress, de travailler en équipe, de coordonner les activités des autres, etc. Afin de répondre à ces questions, nous avons mené une enquête auprès 3500 diplômés des 4 établissements d'enseignement supérieur, dans les deux régions de Russie: dans la région de Moscou et à Volgograd. Nous avons obtenue environ 300 réponses à Volgograd et 180 dans la région de Moscou. Cette enquête a été réalisée grâce à la participation financière de nombreux acteurs en Russie et à l'étranger, comme la Mairie de Dijon, le Ministère des affaires étrangères de France, l'Université de Volgograd, l'Académie de management social de Moscou, et également grâce au soutient méthodologique de l'IREDU et du projet européen « REFLEX » (« Flexible Professional in the Knowledge Society »). Dans en premier temps, nous avons procédé à une analyse générale de la situation des diplômés sur le marché du travail. Nous remarquons que les diplômés bénéficient d'une situation assez favorable sur le marché du travail. Le taux de chômage est très bas (2% à Volgograd, 4 fois inférieur au taux moyen de chômage dans la région ; 3% dans la région de Moscou, la moyenne régional étant de 4,2%). 60 % des diplômés à Volgograd, ainsi que dans la région de Moscou, n'ont jamais été au chômage depuis la fin de leurs études (depuis 2000 - 2001). La durée moyenne du chômage, pour ceux qui ont eu cette expérience, est de 2 mois. 65% des diplômés dans les deux échantillons sont satisfaits de leur emploi actuel. Les revenues des diplômés (après le contrôle de l'inflation) ont pratiquement doublés en 5 ans, entre 2000 (sortie des études) et 2005 (emploi actuel). Dans en deuxième temps, nous nous sommes focalisés sur les compétences avec un zoom sur les deux questions particulières: quelles compétences sont demandées sur le marché du travail et quel rendement salarial apportent-elles aux diplômés. Notre analyse est basée sur l'autoévaluation des compétences par les diplômés. Dans un troisième temps, nous avons examiné le rôle de l'enseignement supérieur dans le développement des compétences requises sur le marché. L'analyse des données montre que l'enseignement supérieur remplie bien sa fonction principale : apprendre les connaissances techniques dans un domaine particulier. En outre, il permet de développer la capacité d'analyse et la capacité d'apprendre rapidement des nouveaux savoirs. Cependant, on observe qu'il n'est pas suffisamment efficace pour aider à développer un certain nombre d'autres compétences requises par les employeurs, comme la capacité de manager le personnel, la maîtrise des outils informatiques (ordinateur, Internet), la maîtrise des langues étrangères, etc.

higher education is designed as an element of local development, which has prompted the regions to take action over the past 15 years. Faced with the standards issued by the national authorities, on the one hand, and the prerogatives of the institutions on the other, they are thus unevenly committed, and in any event remain at the margin in terms of defining the provision of training, which is the prerogative of academics. CatherineAGULHON At the time of the start of Act III of decentralisation and the reorganisation of the French regions, it is not invaluable to assess their involvement in defining the d22520/4500 year training offer in higher education. Local and regional authorities have been involved in education for 30 years now, and even more so now, at a time when education is recognised as playing a central role in the integration of individuals and economic and social development. Their first area of investment has historically been in infrastructure (creation and renovation of establishments) rather than in operation, as they believe that they give them greater visibility. It is the State that gradually transfers powers to them — thus, in some way, remains in control of the game. This division of competences is already in itself a problem in developing coherent policies. The fact that three local authorities are involved, each at their level, but sometimes on the same ground and without coordination, is a second significant problem. In secondary education, arrangements are organised between three institutions. Firstly, the rectorate and the region, which, as their prerogatives, promote policies and launch projects; the third, the establishment, is evolving and adapts in a subtle interaction with the first two, sometimes finding in this tripartite operation an element of autonomy and pressure on its interlocutors (Agulhon, 2005; AGULHON, Palma, 2013; Dalbart, 2008). ; International audience ; higher education is designed as an element of local development, which has prompted the regions to take action ...