Suchergebnisse

Quality assessment in higher education is subject to a wealth of literature in many languages and disciplines. Claiming exhaustiveness would therefore be a challenge. There are a multitude of forms of quality assessment: quality assurance, accreditation, rankings, student learning evaluation, peer review, etc. It has been chosen here to focus on quality assurance, i.e. an assessment by an external body of the procedures by which the institution seeks to achieve its objectives. Quality assurance follows a standard procedure: self-assessment of the institution, external audit by experts (usually composed of peers) and monitoring of the evaluation. Quality assurance takes as its model the Total Quality Management of the industry. It is one of the precepts of the New Public Management, which consists of the application of corporate management methods to the public sector. Faced with the abundant literature in this field and in many languages, it has been chosen to cross the French-speaking and English-speaking literature, focusing particularly, but not exclusively, on Europe and the Bologna Process. As a first step, a history of quality assurance born in the United States and then spread to Europe will be presented in order to understand the conditions under which this management tool has emerged and spread. As a second step, the article rebuilds an informal network of authoritative authors in the quality assessment analysis. These authors often collaborate together and submit their analyses to the education policy service of international organisations (OECD, UNESCO), the European Union or national governments. As such, they have significant resources (in terms of funding, dissemination materials, academic and political allies) that enable them to become involved in literature. The third part of the article presents a series of critical analyses of certain effects of quality assurance on academia: changes in the role of the university, relations between the higher education institution and its environment (mainly ...

International audience ; Abstract : The issue of the employment of graduates in Algeria was born with the decoupling between training and employment in the state public sector. She became very acute in the late 80s with the transition to economic liberalism and is the subject of a new employment policy for at least twenty years. In this context, the reform of higher education introduced in 2004 under the name of "LMD reform" aims to "modernize" higher education and training to match the needs of employers. This article specifically examines the devices to youth employment implemented by various government departments and the implementation of the "LMD", especially in view of using it is supposed to provide young graduates to better be inserted in the labor market.Keyword : LMD reform, professionalization, employment Devices, Professional Integration, Graduate ; La question de l'insertion professionnelle des jeunes diplômés en Algérie est née avec le découplage entre la formation et l'emploi dans le secteur public d'État. Elle est devenue très aigüe à la fin des années 80 avec la transition vers le libéralisme économique et fait l'objet d'une nouvelle politique d'emploi depuis au moins une vingtaine d'années. Dans ce contexte, la réforme de l'enseignement supérieur introduite en 2004 sous le nom de « réforme LMD » ambitionne de « moderniser » l'enseignement supérieur et mettre en adéquation la formation avec les besoins des employeurs. Cet article interroge plus particulièrement les dispositifs pour l'emploi des jeunes mis en place par différents ministères publics ainsi que l'application de la « réforme LMD », au regard notamment de l'aide qu'elle est censée apporter aux jeunes diplômés pour mieux s'insérer sur le marché du travail. Abstract : The issue of the employment of graduates in Algeria was born with the decoupling between training and employment in the state public sector. She became very acute in the late 80s with the transition to economic liberalism and is the subject of a new employment policy for at least twenty years. In this context, the reform of higher education introduced in 2004 under the name of "LMD reform" aims to "modernize" higher education and training to match the needs of employers. This article specifically examines the devices to youth employment implemented by various government departments and the implementation of the "LMD", especially in view of using it is supposed to provide young graduates to better be inserted in the labor market.

International audience ; Abstract : The issue of the employment of graduates in Algeria was born with the decoupling between training and employment in the state public sector. She became very acute in the late 80s with the transition to economic liberalism and is the subject of a new employment policy for at least twenty years. In this context, the reform of higher education introduced in 2004 under the name of "LMD reform" aims to "modernize" higher education and training to match the needs of employers. This article specifically examines the devices to youth employment implemented by various government departments and the implementation of the "LMD", especially in view of using it is supposed to provide young graduates to better be inserted in the labor market.Keyword : LMD reform, professionalization, employment Devices, Professional Integration, Graduate ; La question de l'insertion professionnelle des jeunes diplômés en Algérie est née avec le découplage entre la formation et l'emploi dans le secteur public d'État. Elle est devenue très aigüe à la fin des années 80 avec la transition vers le libéralisme économique et fait l'objet d'une nouvelle politique d'emploi depuis au moins une vingtaine d'années. Dans ce contexte, la réforme de l'enseignement supérieur introduite en 2004 sous le nom de « réforme LMD » ambitionne de « moderniser » l'enseignement supérieur et mettre en adéquation la formation avec les besoins des employeurs. Cet article interroge plus particulièrement les dispositifs pour l'emploi des jeunes mis en place par différents ministères publics ainsi que l'application de la « réforme LMD », au regard notamment de l'aide qu'elle est censée apporter aux jeunes diplômés pour mieux s'insérer sur le marché du travail. Abstract : The issue of the employment of graduates in Algeria was born with the decoupling between training and employment in the state public sector. She became very acute in the late 80s with the transition to economic liberalism and is the subject of a new employment policy for ...

This thesis investigates the effects of tuition fees on students in french higher education . In the first part, we conduct a theoretical analysis of the motivations for the tuition fees. Chapter 1 provides a critical and multidisciplinary review of literature and identifies three motivations for the introduction or increase of tuition fees (the redistributive effect, the incentive effect and the contributory effect) from wich we question the validity. Chapter 2 examines the theoretical conditions that make the establishment of tuition fees desirable, even that exist different social classes with distinct behaviors. We show, using recent developments in behavioral economics, that the implementation of decreasing tuition fees, if it can be a fair solution of a purely theoretical point of view, raises other problems. The second part of this thesis focuses on national experiences in implementing tuition fees. Chapter 3 highlights the contrasted nature of the results presented in the literature review before to provide a typology of institutional contexts. Two regimes appear consistent even if their fundamentals are radically different (the 'liberal'' and 'social democratic" welfare states), while the "conservative" French regime appears difficult to sustain. The following three chapters provide the first study on the effects of the introduction of tuition fees in the French university context. We begin by looking two aspects of efficiency related to the introduction of tuition fees : (i) a selection effect and (ii) an incentive to effort effect. In Chapter 4, we show that the introduction of tuition fees in University Paris 9 Dauphine strengthens the effets of social segregation. In Chapter 5, we extend this approach by showing, contrary to the results developed in the theoretical literature, that tuition fees do not increase the level of success and therefore the incentives to effort for students. Finally, in Chapter 6, we discuss possible generalization of previous results beginning with analyzing the specific ...

This thesis investigates the effects of tuition fees on students in french higher education . In the first part, we conduct a theoretical analysis of the motivations for the tuition fees. Chapter 1 provides a critical and multidisciplinary review of literature and identifies three motivations for the introduction or increase of tuition fees (the redistributive effect, the incentive effect and the contributory effect) from wich we question the validity. Chapter 2 examines the theoretical conditions that make the establishment of tuition fees desirable, even that exist different social classes with distinct behaviors. We show, using recent developments in behavioral economics, that the implementation of decreasing tuition fees, if it can be a fair solution of a purely theoretical point of view, raises other problems. The second part of this thesis focuses on national experiences in implementing tuition fees. Chapter 3 highlights the contrasted nature of the results presented in the literature review before to provide a typology of institutional contexts. Two regimes appear consistent even if their fundamentals are radically different (the 'liberal'' and 'social democratic" welfare states), while the "conservative" French regime appears difficult to sustain. The following three chapters provide the first study on the effects of the introduction of tuition fees in the French university context. We begin by looking two aspects of efficiency related to the introduction of tuition fees : (i) a selection effect and (ii) an incentive to effort effect. In Chapter 4, we show that the introduction of tuition fees in University Paris 9 Dauphine strengthens the effets of social segregation. In Chapter 5, we extend this approach by showing, contrary to the results developed in the theoretical literature, that tuition fees do not increase the level of success and therefore the incentives to effort for students. Finally, in Chapter 6, we discuss possible generalization of previous results beginning with analyzing the specific ...

Comme d'autres services publics, l'enseignement supérieur s'est, en quelques années seulement, doté, partout dans le monde, de dispositifs d'évaluation « Qualité ». Ces nouvelles approches mobilisent le plus souvent des principes inspirés du New Public Management qui s'enracinent dans une critique néo-libérale de l'Etat providence. D'un endroit à l'autre, ce sont toutefois des méthodes, des critères et surtout des usages très différents de l'évaluation des formations qui se rangent sous cette appellation. Les textes rassemblés dans ce volume font état de cette diversité des pratiques internationales ainsi que de l'irréductible multiplicité des projets que cherche à servir simultanément la démarche « Qualité » dans l'enseignement supérieur. En soulignant les ambiguïtés d'un dispositif tout à la fois discursif et technique, ils cherchent à en déjouer les éventuels « leurres ».

In contrast to many other areas, international and European influences on national higher education policies remained limited for a long time. This picture changed fundamentally in the late 1990s with the establishment of the so-called Bologna Process which has the objective of setting up a common European higher education area. So far, however, we have limited knowledge about the extent to which this development actually led to the convergence of national higher education policies. Are national policies moving towards a common model, or are domestic reforms rather characterized by the specific conditions given at the domestic level? In this article these questions are addressed with regard to Central and Eastern European countries which are characterized by different precommunist and communist patterns of higher education policy.

This study focuses on analyzing and clarifying the current situation of Vietnamese higher education in the context of increasingly strong globalization. Vietnam is a country with its higher education was established in the early 11th century during feudalism, and in the early 20th century, modern higher education was formed. Over more than a century, the development of Vietnamese higher education has always had its ups and downs throughout its history, and is strongly influenced by history. During that time, Vietnamese higher education has had the opportunity to systematically approach advanced higher education such as French, the Soviet Union's and the United States'. Until 1975, Vietnamese higher education had many achievements recognized by society. Since the reunification of the country in 1975, the government of Vietnam has also made great efforts to develop the university sector in order to meet the changes of the times, through accessing many university models around the world. However, the more reform and innovation, the more disorienting the higher education. Faced with this reality, our study has chosen a historical approach to analyze the formation and development of higher education in Vietnam, since 1906, when the Indochinese University, the first institution of modern higher education in the country, was officially formed. This work aims to identify and explain, in a scientific and systematic way, the causes of the current weaknesses in Vietnamese higher education. Through the research of documentary sources combined with interviews with officials, experts and professors in higher education, the author seeks to show the impacts of the time and the inadequacy of macro-policy mechanisms on Vietnamese higher education over time. This provides an indepth understanding of the current state of Vietnamese universities and opens a premise for future integration and reform solutions thereafter. ; Cette étude a pour objectif d'analyser et de clarifier la situation actuelle de l'enseignement supérieur au ...

This study focuses on analyzing and clarifying the current situation of Vietnamese higher education in the context of increasingly strong globalization. Vietnam is a country with its higher education was established in the early 11th century during feudalism, and in the early 20th century, modern higher education was formed. Over more than a century, the development of Vietnamese higher education has always had its ups and downs throughout its history, and is strongly influenced by history. During that time, Vietnamese higher education has had the opportunity to systematically approach advanced higher education such as French, the Soviet Union's and the United States'. Until 1975, Vietnamese higher education had many achievements recognized by society. Since the reunification of the country in 1975, the government of Vietnam has also made great efforts to develop the university sector in order to meet the changes of the times, through accessing many university models around the world. However, the more reform and innovation, the more disorienting the higher education. Faced with this reality, our study has chosen a historical approach to analyze the formation and development of higher education in Vietnam, since 1906, when the Indochinese University, the first institution of modern higher education in the country, was officially formed. This work aims to identify and explain, in a scientific and systematic way, the causes of the current weaknesses in Vietnamese higher education. Through the research of documentary sources combined with interviews with officials, experts and professors in higher education, the author seeks to show the impacts of the time and the inadequacy of macro-policy mechanisms on Vietnamese higher education over time. This provides an indepth understanding of the current state of Vietnamese universities and opens a premise for future integration and reform solutions thereafter. ; Cette étude a pour objectif d'analyser et de clarifier la situation actuelle de l'enseignement supérieur au ...