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Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 IGAENR A quick look at stakeholders involvement in HEIs QA Bruno CURVALE (CNÉ)

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Presentation on theme: "Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 IGAENR A quick look at stakeholders involvement in HEIs QA Bruno CURVALE (CNÉ)"— Presentation transcript:

1 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 IGAENR A quick look at stakeholders involvement in HEIs QA Bruno CURVALE (CNÉ) Thierry MALAN (IGAENR) René-Paul MARTIN (CTI) France

2 2 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November CNÉ in the light of the democratisation of higher education 2.The relationships between the industrial and business world and the universities 3.The academic, the expert, the peer and the stakeholder 4.CTI point of view

3 3 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November CNÉ in the light of the democratisation of higher education in France

4 4 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Created by law in 1984 Independent authority since 1989 Mission : Institutional evaluation Advices about policies in higher education : - The President of the Republic, - Minister in charge of higher education, - Decisions makers CNÉ : origin and purposes

5 5 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Students in Higher Education Source : MEN 2004 Starting up of the Bologna process

6 6 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Number of students in France (Year )

7 7 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 A tool for the improvement of the link between the Nation and its higher education system (service public denseignement supérieur) The issues of the institutional evaluation process deal with : The quality of main results achieved by institutions (education and research) The quality of HEI policy making as regard governance, education policy, research policy, students support, QA The quality of the development of the higher education system itself The institutional evaluation is aimed at helping HEIs to improve and to develop their autonomy Institutional evaluation purposes

8 8 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Principles for action peer review public report Methodology self-evaluation external evaluation follow-up CNÉ : Principles and Methods

9 9 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 The main steps of an evaluation

10 10 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 A.Education policy A.I Programmes offered A.II Implementation of the programmes offered A.III The students: from enrolment to employability B.Research policy B.I Research: Organisation, dissemination, economic development, knowledge transfer C.Management of the institution at the service of its missions C.I Autonomy C.II The institutions and its academic, research and service departments C.III Partnerships C.IV Management of human resources C.V Financial management C.VI Management of information systems and logistical functions The Livre des Références

11 11 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 The Livre des Références A - EDUCATION POLICY The institution assures the education of the students and the development of their independence. It encourages students to become involved in the management structures of the institution and in the social life within it. It organises the dissemination of knowledge in society. It offers students, in initial or continued education, a set of programmes and disciplines with clearly identified objectives whether predominantly of a disciplinary or of a multidisciplinary nature. These programmes may include placements or individual studies specially designed to promote the employability of the students. Continuing vocational training is an integral part of the programmes offered by the university. The institution manages the admission and the integration of students, and has in place the processes for academic and career counselling and occupational integration throughout the students' career.

12 12 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 The Livre des Références A.I Programmes offered Reference A.I.1 : The institution offers programmes that correspond to its missions and environment Reference A.I.2 : Continuing vocational training is an integral part of the programmes offered … Reference A.I. 9 :The Masters programmes offered have connection with research and collaboration with industry and commerce … Reference A.I.11 : The programmes offered integrate the knowledge and skills acquired by the student. Reference A.I.12 : The programmes offered include preparation for the employability.

13 13 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November The relationships between the industrial and business world and the universities

14 14 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 A quick historical approach The duality Universities / Grandes écoles Academic and Non academic higher education The (re)building of French universities (1968, 1984, 1990) Massification of higher education and employability (1995 ?) A relation embedded in history

15 15 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Continuing education A often dynamic and profitable sector Raising of funds The apprenticeship tax issue Research contracts, … Participation to the administration council (board) A varied experience from one university to another Usual occasions and contacts A traditional, and not invasive, relationship as regard a few issues …

16 16 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 An in depth transformation in progress From coexistence to participation to partnership : a more intrusive and altering relationship. A long and continuing process of creation of new professional degrees in the universities from the 60, involving more relationships with the professions. The present challenge is the adaptation to the Bologna process from 1998 onwards IGAENR

17 17 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 two-year professional qualification course technician qualification programmes in college departments in secondary schools and some private establishments the BTS is closely tailored to direct career applicability (110 specialities) Designed by professional consultative commissions (CPC) with the participation of representatives of the professions IGAENR BTS courses (1959) (Brevet de Technicien Supérieur)

18 18 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Two-years courses in 26 Specialities (17 Industrial sectors, 9 Services sectors) in 114 IUT within universities Special admission conditions DUT (Diplôme Universitaire de Technologie) Designed by pedagogic national commissions (CPN) with the participation of professions. IGAENR A government policy of creation of University Institutes of Technology (IUT) 1966

19 19 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 After these two-years first university degrees, more and more students ask for admission in further courses A two-year professional qualification course can be extended by one of further specialisation, or enable the student to cross over into the longer higher education programmes. IGAENR Taking stock of the development of IUTs

20 20 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 From 1970 to Master of Computer techniques and management (MIAGE) 1971 Master of Sciences and Technologies (MST) 1971 Master of management Sciences (MSG) 1973 Social and economic administration (AES) 1973 Applied languages (LEA) 1974 DESS IGAENR The creation of new degrees in universities

21 21 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November DEUST 1985 Magistère 1989 New Engineer Courses in Universities 1991 IUP (University Professional Institutes) From 1984 to 1991 IGAENR The creation of new degrees by universities

22 22 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Professional Bachelor Bachelor Research Master Professional Master Follow-up groups to regulate the elaboration of the new degrees Equivalence system with existing degrees (DEA, DESS, ingénieurs diplômés) at Master level IGAENR Implementation of the Bologna Process

23 23 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 VAP (1985) (Accreditation of professional activities) VAE (2002) (Accreditation of prior experiential learning) From 1985 of a policy development of access to studies and degrees through recognition of prior learning, work and social experience. IGAENR Lifelong learning

24 24 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Incubateurs Organisations in charge of helping start-up business SAIC (2002) Services in charge of developing business and commercial activities issue from the research activities HEIs Possibilities offered to academics and searchers to earn money from theirs research results From coexistence to participation to partnership : a more intrusive and altering relationship The economic developments linked with research activities Research activities IGAENR

25 25 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November The academic, the expert, the peer and the stakeholder

26 26 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 The participation of non academics to the management of quality is increasing and improving: Its true more at the level of some specific programmes rather than at the level of the whole institution ; The participation of non academics has to be organised as a part of the institution strategies: The mutual understanding of the educational world and the business worlds is still difficult (e.g. varied short and mid-term issues concerns, …) ; The institutional evaluation process should back up this new development: New adaptations of the institutional evaluation processes are needed Confrontation and collaboration In brief, according to the experience of institutional evaluation :

27 27 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November years 7 years 5 years Primary Secondary Engineering Ingénieur diplômé Baccalauréat AGE (years) 7 French engineering education system

28 28 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November one cycle of 5 years of higher education - degree after 300 ECTS credits - "Ingénieur diplôm é " stands for Master degree (not the reverse) - no board of engineers in France, however the « ing é nieur diplom é » title is protected - entry in engineering profession directly after engineering degree recognized by the « Conventions collectives ». Engineering degree in France

29 29 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 A variety of cursus, structures, organisations and engineering specialties but common standards and procedures. Classical education - Competitive entry examination or 5 years depending on recruitement level education hours/year - 20 to 36 weeks internship periods in industry Main engineering Education in France (1)

30 30 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Apprenticeship - education level of recruitment : 2 years after « baccalauréat » - 3 years : half time education (1800 hours) half time company Continuing Education - education level of recruitment : 2 years after « baccalauréat » - 3 years of industrial experience - 2 years : half time education (1200 hours) half time company Main engineering Education in France (2)

31 31 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November engineering institutions programmes degrees in % higher education ministry - 25% other ministries - 25% private institutions 65 apprenticeship and continuing education engineering programmes degrees in 2004 Present status

32 32 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Recruitement Social origins Mobility Employement and job functions Job satisfaction Engineers in France – 2005 Survey

33 33 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Accredit new programmes Assess periodically existing degree programmes (every 6 years) leading to the title of ingénieur diplômé, and the institution Assess foreign engineering degrees when ever requested by foreign institutions Participate in any perspective study and review on engineering programmes Foster the dissemination of development and best practices. Mission statements of CTI given by law to:

34 34 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 To bring the views of the employers on the general profiles of graduates, to invest in the future not for short term needs. To develop partnerships and synergies Technological platforms, technology ad skills transfer, research, Pedagogic:internship, apprenticeship, life-long learning Corporate and international developments To create an industry mindset among students. Expected Role and Responsability of Labor Market Representatives, Graduate Employability

35 35 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Institutional: HEI council and programmes advisory boards membership and chairmanship, RD partnerships, Education and training : lectures, practices, jurys, advices, tutorships, … Legal:the title is protected by law, the position in industry is defined through professional regulations, conventions collectives. Context of the ingénieur diplômé (Master degree) education and professional activity

36 36 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 At two main levels of involvement: at the HEI - internal quality assurance and self evaluation at the CTI – standards and guidelines, external evaluation, accreditation and CTI quality improvement. Context of Involvement of labor market representatives in Engineering Education

37 37 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 At HEI, as a labor market representative: At HEI councils (conseil dadministration): strategy, learning objectives and outcomes, resources, facilities, appointment At programmes advisory boards (conseil de pefectionnement) In practice : lecturer, tutor, board of examiners, etc. Two levels of involvements (1)

38 38 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Contribution to learning outcomes objectives: knowledge, skills, competences, transferable competences, long life learning,... Contribution to HEI quality management objectives: strategy, resources allocations, management recruitment, processes, satisfaction as a stakeholder, results. Experience transfer: jury, practionner, tutor, lecturer Contribution to corrective actions and to innovations: Project management, apprenticeship, internship, entrepreneurship, personal professional project, … Two levels of involvements (2)

39 39 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 At CTI, as a member: As a prescriptor As an evaluator As an accreditor CTI code of conduct Two levels of involvements (3)

40 40 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November academic rep. from Ministry of Higher Education 8 Industry representatives 8 rep. From other Ministries and private institutions 8 Engineer Associations rep. Trade Unions rep. CTI line up Parity between academic and industrial representatives Independent panel comprising 32 members divided into 4 colleges

41 41 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Periodical accreditation (1) (every 6 years and compulsory) Purpose make known the trend of CTIs policy « References & Orientations » make sure that educational programmes are still in line with industrial environment give advise to institution management for curricula improvement and updating encourage companies involvement in training programmes reinforce synergies between engineering institutions

42 42 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Methods Self evaluation of HEI in engineering Site visits Self evaluation guide for HEI – March 2005 Taking in account new challenges: Quality assurance Adaptation of programmes to stakeholders needs including the professions. International development of HEI, students recruitment, programmes, qualifications and labour market access. Development of the EHEA Periodical accreditation (2)

43 43 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 In 6 chapters HEI Organisation and strategy project External partnerships: professional, research, international Recruitment of students Education and training programmes: objectives, methods of delivery, etc. Employement of graduates HEIs continuous improvement and quality approach CTI Standards and Procedures

44 44 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Example: Awareness and partnerships Strong links with industry Deep cooperation with research European and international cooperation National links Regional and local policy

45 45 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Time to access to the first job Links with internship, apprenticeship Quality of employement Employement typologies From Education to Employement

46 46 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Time to access to the first job of ingénieurs diplômés: 40% are employed before being graduated 95% of job seekers are employed 8 months after being graduated 8% of graduates under 30 are unemployed (average 5%) 20% are appointed outside France Links with internship 32% are employed in the same company 40% for apprenticeship From Education to Employement

47 47 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Quality of employement Autonomy Interest in the job Correspondance with professional project Salary Increase of competences From Education to Employement

48 48 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Young graduates The labor market is perceived as not transparent Autonomy is appreciated Geographic mobility is accepted Education and training cursus are a series of obstacles Employers Personnality is the first criteria Appointment is sometimes considered more as a risk than an investment Graduates have sometimes poor informations on recruitment tools, and are poorly prepared Interviews give some keys for quality improvement

49 49 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 Quality assurance is a powerful opportunity and tool for mutual understanding and for improvement. Decisions are collective. Continuous improvement of programmes taking in account labour market and students recommandations is a challenge. Improvement of the relationship between higher education institutions and the labor market representatives requires strategic thinking and monotoring. Conclusions IGAENR

50 50 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November rue de la Procession, F Paris Tel : +33 (0) Fax : +33 (0) Comité national dévaluation

51 51 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November rue de Grenelle, Paris Tel : + 33 (0) (0) Fax : + 33 (0) Inspection générale de ladministration de léducation nationale et de la recherche IGAENR

52 52 Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 CTI, 110 Rue de Grenelle, F Paris 07SP Tel : + 33 (0) Fax : + 33 (0) Commission des Titres dIngénieur


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