Suchergebnisse

The education is one of the most important sectors in every country in the world. In the framework of higher education, the courses about European Union take more and more importance. This paper put the accent on the transmission of the idea of European unity in the European universities. It also tries to establish the position of European studies in the curricula.

International audience ; Life long learning incorporates various educational and training experiences, from the initial ones to the next ones when adults are going back to school for formal qualification or short courses, for professional training or personal life, in full-time or part-time conditions. Considering the average age of students and in a comparative way, French universities don't really fulfill these expectations and needs. But, their contribution is more understandable if considering the historical conditions in which the problem of « adult education » has been built in French society and public sphere. Since then, the continuing training mission is a heterodox activity in universities, structured by the references of the labour and employment policy and driven by a social democrat idea of the role of the State but integrated in a higher education sector for which autonomy of the education system and centrality of the State intervention are dominant institutional features. The analytic challenge of this paper is to make a policy history of the continuing training in French universities, which take into account its inherited structures without falling to appreciate shifts and changes in institutional and social realities. ; La formation tout au long de la vie intègre des expériences d'études variées de la formation initiale traditionnelle à la reprise d'études à l'âge adulte pour des formations créditées ou non, courtes et/ou à temps partiel, professionnelles ou culturelles. Dans une perspective comparée et sur la base de l'indicateur commode de l'âge, les universités françaises répondent mal à cette ambition. Or, l'évaluation de cette contribution ne peut se poser de façon isolée sans comprendre que l'éducation des adultes a été problématisée dans l'espace public national en dehors des périmètres de compétences et des catégories de perception et d'intervention de la politique universitaire. Le défi analytique est de produire une histoire de la politique française de formation continue universitaire ...

International audience ; Life long learning incorporates various educational and training experiences, from the initial ones to the next ones when adults are going back to school for formal qualification or short courses, for professional training or personal life, in full-time or part-time conditions. Considering the average age of students and in a comparative way, French universities don't really fulfill these expectations and needs. But, their contribution is more understandable if considering the historical conditions in which the problem of « adult education » has been built in French society and public sphere. Since then, the continuing training mission is a heterodox activity in universities, structured by the references of the labour and employment policy and driven by a social democrat idea of the role of the State but integrated in a higher education sector for which autonomy of the education system and centrality of the State intervention are dominant institutional features. The analytic challenge of this paper is to make a policy history of the continuing training in French universities, which take into account its inherited structures without falling to appreciate shifts and changes in institutional and social realities. ; La formation tout au long de la vie intègre des expériences d'études variées de la formation initiale traditionnelle à la reprise d'études à l'âge adulte pour des formations créditées ou non, courtes et/ou à temps partiel, professionnelles ou culturelles. Dans une perspective comparée et sur la base de l'indicateur commode de l'âge, les universités françaises répondent mal à cette ambition. Or, l'évaluation de cette contribution ne peut se poser de façon isolée sans comprendre que l'éducation des adultes a été problématisée dans l'espace public national en dehors des périmètres de compétences et des catégories de perception et d'intervention de la politique universitaire. Le défi analytique est de produire une histoire de la politique française de formation continue universitaire ...

This article takes stock of the emergence of MOOCs in Quebec universities, based on research carried out in the context of the production of an opinion of the Conseil Supérieur de l'Education (Quebec, Canada), based on a mapping of writing, analysis of public documents and semi-directed interviews. It shows that, in winter 2015, nine of the 18 Quebec universities set up or were working on some MOOCs. Unlike in the United States or France, Quebec MOOCs are created and offered by universities, without the involvement of other organisations and without any influence — or willingness to influence — government, and are clearly framed on the margins of regular curricula. ; Cet article fait le point sur l'émergence des MOOC dans les universités québécoises, à partir d'une recherche menée dans le cadre de la production d'un avis du Conseil supérieur de l'éducation (Québec, Canada), et s'appuyant sur une recension des écrits, une analyse de documents publics et des entretiens semi-dirigés. Il révèle que, à l'hiver 2015, neuf des 18 universités québécoises ont créé quelques MOOC ou s'y emploient. Contrairement à ce qui s'observe aux États-Unis ou en France, les MOOC québécois sont créés et offerts par les universités, sans l'implication d'autres organisations et en dehors d'une influence – ou d'une volonté d'influence – gouvernementale, et s'inscrivent clairement en marge des cursus réguliers.

Since 2006, groupings of universities and institutions are commonplace. Myriam Baron and Loïc Vadelorge defended the idea that, within the Paris conurbation, "COMUE" was inadequate for students' and teachers' practices and was based on many territorial inconsistencies. ; International audience ; Since 2006, groupings of universities and institutions are commonplace. Myriam Baron and Loïc Vadelorge defended the idea that, within the Paris conurbation, "COMUE" was inadequate for students' and teachers' practices and was based on many territorial inconsistencies. ; Depuis 2006, les regroupements d'universités et d'établissements sont monnaie courante. Myriam Baron et Loïc Vadelorge défendent l'idée que, au sein de l'agglomération parisienne, les « Comue » sont inadaptées aux pratiques des étudiants et des enseignants, et reposent sur de nombreuses incohérences territoriales.

National audience the purpose of this article is to examine one of the scenes of intellectual engagement at the time of the Dreyfus case, namely the Popular Universities. The author shows how these experiences, initiated by militant workers, have been extended and transformed by the involvement of intellectuals in the public arena. The legacy of these experiences has now been measured to understand how intellectuals have actually been configured. The political commitment of intellectuals is embodied in the creation of independent forums for discussion needed to form critical thinking. ; Summary: the purpose of the article is to analyze the way the intellectuals were engaged in popular universities at the time of Dreyfus' case. The author aims at discussing how these experiences founded by engaged workers, were supported and transformed by the intervention of intellectuals. It is important to evaluate the heritage of these experiences in order to understand what the Intellectuals' position was. Their political commitment is characterized by the creation of independent places able to stimulate a critical thought. ; National audience the purpose of this article is to examine one of the scenes of intellectual engagement at the time of the Dreyfus case, namely the Popular Universities. The author shows how these experiences, initiated by militant workers, have been extended and transformed by the involvement of intellectuals in the public arena. The legacy of these experiences has now been measured to understand how intellectuals have actually been configured. The political commitment of intellectuals is embodied in the creation of independent forums for discussion needed to form critical thinking. ; National audience l'objet de cet article est d'examiner l'une des scènes d'engagement des intellectuels au moment de l'affaire Dreyfus, à savoir les Universités Populaires. L'auteur montre comment ces expériences, initiées par des ouvriers militants, ont été prolongées et transformées par l'intervention des intellectuels ...