25 mai 2019
Moment SPECIAL la Universitatea "Alexandru Ioan Cuza" din Iasi. Conducerea institutei i-a premiat pe studentii de ZECE
Universitatea "Alexandru Ioan Cuza" - UAIC din Iasi a organizat joi, 23 mai 2019, Gala Studentului UAIC 2019 • Evenimentul a avut loc în Sala Senatului, începând cu ora 16:30, si si-a propus sa recunoasca rezultatele remarcabile obtinute de studentii Universitatii pe parcursul anului universitar 2017-2018 • La Gala au participat studentii premiati, reprezentanti ai conducerii UAIC (rectorul - prof. univ. dr. Tudorel Toader, prof. univ. dr. Mihaela Onofrei - prorector pentru activitati studentesti si parteneriate cu mediul economic si sectorul public, lect. univ. dr. Bogdan Neculau, coordonatorul Centrului de învatare al UAIC si Marian Dalban, reprezentant al studentilor in Senatul UAIC - n.r.), decanii celor 15 facultati, dar si studentii reprezentanti în Senatul Universitatii • Pe lânga premierea rezultatelor obtinute de studenti, acest demers vizeaza si prevenirea abandonului universitar, care înregistreaza o crestere în rândul universitatilor din România. Astfel, studentii senatori au propus organizarea acestui eveniment si ca o motivatie pentru studenti de a se implica si a se dedica activitatilor didactice si de cercetare
Universitatea "Alexandru Ioan Cuza" (UAIC) din Iasi a organizat joi, 23 mai 2019, începând cu ora 16:30, în Sala Senatului, evenimentul GalaStudentului UAIC 2019, prin care si-a propus sa recunoasca rezultatele remarcabile obtinute de studentii universitatii pe parcursul anului universitar 2017-2018.
Conducerea Universitatii a fost reprezentata la eveniment de prof. univ. dr. Tudorel Toader, rector, prof. univ. dr. Mihaela Onofrei, prorector, prof. univ. dr. Henri Luchian, prorector, si Marian Dalban, reprezentant al studentilor. Au mai participat lect. univ. dr. Bogdan Neculau, coordonatorul Centrului de învatare al UAIC, reprezentanti ai facultatilor, studentii reprezentanti în Senat si studentii premiati.
"As vrea sa va felicit pe fiecare dintre voi pentru ca ati ales sa fiti studenti la Universitatea "Alexandru Ioan Cuza" din Iasi. Aici va pregatiti, în alte locuri, unde veti desfasura activitatile, va veti împlini visurile, asteptarile, dar în acelasi timp veti fi ambasadorii Universitatii, veti putea fi mândri ca ati absolvit UAIC si veti purta mai departe acest prestigiu", a transmis prof. univ. dr. Tudorel Toader, rectorul de la "Cuza".
Pe de alta parte, prorectorul Onofrei a reliefat ca: "Voi sunteti cei 234 de studenti UAIC de nota 10, asa ca ne-am propus sa va cunoastem, pentru ca voi sunteti cei mai buni dintre cei mai buni. Suntem onorati ca astazi ati dat curs invitatiei noastre, ca am reusit sa ne adunam în aceasta Sala a Senatului în care întotdeauna avem emotii, sa va felicitam, sa va multumim ca aveti încredere în Universitatea noastra si sa ne exprimam dorinta de a merge împreuna mai departe".
Pe lânga premierea rezultatelor obtinute de studenti, acest demers vizeaza si prevenirea abandonului universitar, care înregistreaza o crestere în rândul universitatilor din România. Astfel, studentii senatori au propus organizarea acestui eveniment si ca o motivatie pentru studenti de a se implica si a se dedica activitatilor didactice si de cercetare. Initiativa vine în completarea eforturilor Universitatii "Cuza" de a reduce abandonul universitar, prin înfiintarea Centrului de învatare al UAIC sau implementarea activitatii de tutoriat. Studentii care au finalizat anul universitar 2017-2018 cu media 10 si au confirmat participarea la eveniment au primit o diploma si câte un pachet ce contine obiecte personalizate cu identitatea vizuala a UAIC. "Un eveniment foarte placut, prin care efortul si munca depusa sunt rasplatite. A fost perfect, a fost frumos. Cât mai multe editii de astazi înainte", a declarat Cezara Dulce, studenta de 10 la Facultatea de Geografie si Geologie.
Pe de alta parte, Lucian Ciohodaru, student de 10 la Facultatea de Teologie Ortodoxa, a tinut sa scoata in prim-plan ca: "Ma simt bucuros si privilegiat ca am participat la prima editie a Galei Studentului UAIC. Asa cum spunea si domnul rector, este nevoie ca atentia sa fie îndreptata si asupra studentilor merituosi. În opinia mea, nota nu reprezinta un criteriu unic de clasificare, ci reprezinta achizitia de cunostinte aici si acum. Succesul se realizeaza atunci când studentul aplica în viata de zi cu zi si în activitatile extra-curriculare, cât si în cariera sa competentele dobândite în urma parcurgerii unei forme de învatamânt".
Scopul Galei Studentului UAIC l-a constituit recunoasterea si promovarea, atât în interiorul, cât si în exteriorul comunitatii academice, a meritelor deosebite ale studentilor Universitatii "Alexandru Ioan Cuza" obtinute pe parcursul unui an universitar, precum si propunerea unei noi viziuni asupra tipurilor de activitati defasurate de studenti, o masura distincta prin care reprezentantii studentilor în Senatul UAIC încearca sa contribuie la prevenirea abandonului universitar.
"Acest eveniment este o premiera pentru Universitatea «Cuza» din Iasi si reprezinta încununarea muncii studentilor pe parcursul unui an universitar. Noi, studentii reprezentanti, am initiat acest proiect cu gândul de a transmite un mesaj de încurajare colegilor si de a promova excelenta în educatie si exemplele de bune practici. Suntem convinsi ca aceasta este doar prima editie si ca trebuie sa devina un proiect de traditie, marca UAIC", a declarat Marian Dalban, din partea studentilor senatori UAIC.
Publicație : Bună Ziua Iași
DOLIU in mediul universitar din Iasi! Un reputat profesor a incetat din viata
Doliu in mediul universitar din Iasi. Din pacate, un reputat profesor a incetat din viata. Este vorba despre prof univ. dr. Iacob Ioan, fost decan al Facultatii de Fizica si Sport din cadrul Universitatii ''Alexandru Ioan Cuza'' din Iasi. Prof univ. dr. Iacob Ioan a fost decan al facultatii intre anii 2000-2004 si 2004-2008.
Conducerea UAIC a transmis un mesaj de condoleante familiei:
''Conducerea Universitatii "Alexandru Ioan Cuza" din Iasi regreta profund trecerea in nefiinta a domnului prof univ. dr. Iacob Ioan si transmite sincere condoleate familiei indurerate. Dumnezeu sa-l odihneasca in pace!'' se arata in mesajul transmis de conducerea UAIC.
Inmormantarea va avea loc luni, 27 mai.
Publicație : Bună Ziua Iași
Universities which run 'threadbare' courses could see their fees cut
Universities which run “threadbare” courses could see their fees being cut, as the Education Secretary says that degrees must be “in the interests of the taxpayer”.
Damian Hinds has criticised the proliferation of “low value, low quality” courses which churn out graduates who go into poorly paid jobs and are unable to pay back their student loans.
His remarks will be seen as a warning that a slash in fees for low quality degrees is likely to be recommended by the Augar review.
Last February Theresa May ordered a review of post-18 education led by Philip Augar, a former equities broker.
The Prime Minister came under pressure on the issue after it was felt that the Labour leader Jeremy Corbyn's pledge to abolish tuition fees won support from young voters in the last general election.
Universities can currently charge students up to £9,250 in tuition each year, but the review - which is due to be published this week - is likely to recommend a cap in fees for “creative arts” subjects from lower tariff universities.
Ministers have previously criticised universities for running “threadbare” courses in a rush to get “bums on seats”.
An analysis by the Institute for Fiscal Studies earlier this year found that "creative arts" graduates cost the taxpayer £35,000 each.
Subjects such as Music, Drama, Fine Art and Design Studies are the most costly to the taxpayer since so few alumni earn enough money to pay back their student loan in full.
Of the £9 billion that the government spends on higher education each year, more than £1 billion is on creative arts courses alone, where three-quarters of the total amount dished out in loans is picked up by the taxpayer.
Mr Hinds said that under the current fees system, all courses can charge £9,250 regardless of quality and there is “no distinction” between courses that offer a high return for graduates and the economy and those that do not.
He said universities are currently "incentivised" to generate income by expanding low cost courses that offer poor prospects to students.
"We need to be wary of having an inbuilt incentive,” Mr Hinds told the i newspaper.
"When the cost to put on a course is lower - and quite often the value is lower but the two things don't necessarily go together - there can be an inbuilt incentive to max out the volume from the review next week institution's perspective on those courses. That is what we need to guard against."
He added that action was necessary "in the interests of the taxpayer".
Alistair Jarvis, chief executive of Universities UK, said it is “irresponsible” to discourage people from studying at university when there are “such clear benefits” for graduates, business and public services.
“Students are right to expect value for money and universities are striving to deliver this and address any concerns,” he said.
“However, salary outcomes shouldn’t be the only measure of value. Many graduates work in vital roles in the public and charitable sectors or creative industries that make hugely valuable contributions to society and enrich our lives.”
Publicație : The Telegraph
Students share sexual abuse allegations online because they feel ignored by university staff
'One person came to us and said that after reporting sexual assault to her university and the police, she was put in the same room as the perpetrator for all of her exams,' says campaigner
Students are sharing sexual abuse allegations on social media due to universities failing to listen to them and subjecting them to poor treatment, campaigners have warned.
This comes after a recent survey found more than half of students have experienced unwanted sexual behaviour at university including inappropriate touching, being followed and being forced into sex. The research from sexual health charity Brook also found only eight per cent have reported the offence.
Campaign group Revolt Sexual Assault said they had been in contact with many students who reported instances of sexual violence to their universities but were ignored and treated badly.
spokesperson for the organisation, which said they had heard from thousands of students since it was set up two years ago, said: “Sexual violence is a huge issue facing every campus in the UK. Universities still are not equipped to handle it. Students are getting quite desperate – that is why it has trickled into social media. Until recently, universities policy was if it is a criminal offence university, it categorically does not involve us.
“Most of the advice would say go to the police if it is a criminal offence. Most did not have reporting procedures that were fit for purpose. People still feel like there is nowhere to report it where it will be taken seriously. The processes still have not been figured out. It is leading to really negative and harmful experiences for survivors.”
The spokesperson, who asked to remain unnamed, said there was still no national obligation or policy to ensure procedures at universities are in place for those who have experienced rape or sexual abuse – noting that universities were working in isolation.
They added: “It is not something on our national agenda – politicians still have not really acknowledged it. Some universities use the same disciplinary hearings for sexual violence that they use for plagiarism. Survivors are not kept away from the other party. People are not sensitively trained on how to handle sexual violence disclosures – this can lead to harmful sexual violence disclosures that might lead them not to make an official complaint to the police.
“We have had very few people come to us who have not said their experience was negative. One person came to us and said that after reporting sexual assault to her university and the police, she was put in the same room as the perpetrator for all of her exams. Every time she had an exam, she had to tell a new member of staff why she needed to be moved to a different room.”
The spokesperson said the fact university was a “bubble”, where students often live, socialise, study and work in the same place as their perpetrator, was a critical but often overlooked factor which made victims fearful of reporting incidents.
Sarah Lasoye, Women’s officer of the National Union of Students (NUS), said around two months ago they came across Twitter posts from students from Leicester explaining their experiences of sexual assault on campus.
She said: “This was the first time I saw the widespread pick up of an issue like this online. We saw students rally around these women and encourage them to come forward to issue formal complaints. Turning to social media shows students lack of faith in current reporting procedures. They think that it is more important for them to share this to protect people against perpetrators. The response from Leicester has been quite good. It has been positive to see the uni have a meaningful response.”
Ms Lasoye told new BBC podcast The Next Episode that rape and sexual abuse victims are let down by their universities – saying female students are being forced to turn to social media due to not feeling like their experiences will be listened to, validated or dealt with effectively.
“So we see students sharing information – overwhelmingly women – about abusive relationships that they have been in, or perpetrators who they have seen exhibit the same behaviours to people they know time and time again,” Ms Lasoye said.
“I think that is a safety mechanism for so many students. I think it is an issue that’s been present in university academic circles and environments for a very long time, and unfortunately, I don’t think meaningful change has happened just yet.”
Ms Lasoye claimed sexual assault is the biggest issue facing students and that far more needs to be done despite universities starting to tackle it.
Amelia, 21, who alleges she was sexually assaulted by a friend who was staying at her house, said: “Unis love to say they care for students. But they are a business. You are a number to them. You are £9,000 per year. I don’t believe they provide support. They didn’t care for me.”
Stephanie, 20, said she was raped on a night out – telling the podcast: “I went to the police and my university straight away but I didn’t get support until I developed medical problems because of stress that night caused.
“Tweeting about it made me feel empowered – seeing others talking about it online gave me back my voice.”
Nicola Dandridge, chief executive of the Office for Students, said: “All students should expect to feel and be safe throughout their time in higher education, and it is deeply concerning that many women have experienced sexual harassment and assault. Universities are making progress in this area, but much more needs to be done.
“Universities and colleges should do all they can to prevent sexual harassment, put in place measures so that students feel safe and supported to report it, and ensure that accusations are dealt with swiftly and effectively.”
Publicație : The Independent
English education secretary turns fire on ‘low value’ degrees
Damian Hinds says universities should drop or revamp courses where graduates do not earn enough five years after leaving university to start making loan repayments
English universities have been told by the education secretary to stop offering “poor value” degrees, arguing that their low-earning graduates are costing the taxpayer “millions”.
Damian Hinds said universities should drop or revamp courses where graduates do not earn enough five years after leaving university to start making loan repayments. He highlighted data showing that, on more than one in 10 courses, there was a 75 per cent chance that graduates would not be earning enough. In some disciplines – psychology or creative arts, for example – repayment rates are even lower.
The same analysis – based on Longitudinal Educational Outcomes data – also identified around 20 providers where at least three-quarters of all students are still not earning enough to make repayments, five years after graduation.
“With students and taxpayers sharing the cost of higher education it’s right that we challenge those institutions which could appear to be more focused on ‘getting bums on seats’ than getting students into high quality courses worth paying for,” Mr Hinds said.
“That’s why I want universities to be brave and ask themselves if they’re running courses that really help students gain the skills they need for the workforce of tomorrow – if they’re not they should improve them or end them.”
Mr Hinds’ comments will be seen as preparing the ground for the publication of the post-18 review of funding in England, which is thought likely to recommend a cut in tuition fees to £7,500, with replacement direct public funding so that average funding per student remains at present levels.
However, crucially, it also thought that the government may shift funding away from courses that are lower-cost or are deemed to have lower value in the jobs market.
Theresa May, who personally launched the post-18 review, has announced that she will resign as Conservative leader on 7 June. The review panel’s report is expected to be published before that date.
Mr Hinds recently said that blanket £9,250 tuition fee cap had “incentivised” universities to expand low-cost courses that are often also low-value. However, university leaders have warned that many low-cost courses, usually arts and humanities subjects, subsidise more expensive degrees, such as medicine or engineering.
Speaking on 26 May, Mr Hinds added that, “if universities think other options like apprenticeships or technical education are a better fit for a student, they should give young people that advice rather than put them on a course that isn’t providing what they need for a bright future”.
Many in the sector have critical about the use of LEO data to demonstrate the value of degrees, which they say do not accurately reflect what a student gains from a university education.
Alistair Jarvis, chief executive of Universities UK, said that students rightly expected value for money and universities strived to deliver this.
“However, salary outcomes shouldn’t be the only measure of value. Many graduates work in vital roles in the public and charitable sectors or creative industries that make hugely valuable contributions to society and enrich our lives. Others set up their own businesses, with little income in their early years after graduation, but this does not mean that they are not high achievers,” Mr Jarvis said.
Mr Jarvis added that it was “irresponsible” to discourage people from studying at university when there was a clear value to the student, society and economy. He pointed out that most university graduates earned significantly more than non-graduates, on average £10,000 more a year.
Publicație : The Times
Dutch may test global treaty on free education progress
Student organisation considers taking action over interest change on basis of treaty stating higher education must be ‘gradually made free of charge’
Dutch students are considering taking legal action against their government in response to changes in student financing, in a move that could impact other countries that make higher education more expensive.
The Intercity Student Consultation (ISO) – the largest national student organisation in the Netherlands – said that government plans to increase the interest rate on student loans were contrary to an international treaty that states that higher education must be “gradually made free of charge”.
The policy change links the interest rate on student loans to the 10-year interest rate on government loans, which will give each student an average of €5,500 (£4,900) extra debt, according to the ISO. The loan system was introduced in 2014, replacing the previous system of grants and loans.
The International Covenant on Economic, Social and Cultural Rights, which was adopted by the United Nations General Assembly in 1966, says that “the states parties to the present covenant recognize that, with a view to achieving the full realization of this right…higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular by the progressive introduction of free education”.
The covenant has 169 parties, including the UK. A further four countries, including the US, have signed but not ratified the covenant.
Rosa Freedman, professor of law, conflict and global development at the University of Reading, said that the covenant was legally binding for the parties but was centred on “progressive realisation”, meaning that different countries would be held to different standards depending on their level of development and amount of resources.
She said that the “big question” was if countries “can afford to provide [higher education] for free, or did provide it for free and then took that away, is the provision of student loans equivalent to free education or not. That’s where the legal case will be.”
Professor Freedman continued: “There’s definitely a case there about countries that introduce fees having had free education and countries that introduce loans and the rate of interest that [students are] paying or when they pay it back. But I don’t know which country would be the best test case.”
She added that if Dutch students took legal action and won there would not necessarily be a “direct precedent” for other countries with different student financing systems but “it would be good guidance for countries as to what the parameters of that [higher education] right is about”.
“Taking it to the UN treaty body that monitors the treaty would give the treaty body the opportunity to set out more broadly what this means for developed countries and higher education,” she said.
Hans de Wit, a Dutch professor and director of the Center for International Higher Education at Boston College, said that “the problem…is that the treaty was made and signed in a different time and circumstances”.
“Going to the court is an interesting initiative, and one can assume that the court will express some sympathy towards the initiative but will decide to leave it to politics,” Professor de Wit said. “But the action is part of the pressure on politics to abolish or at least drastically change the loan system.”
Publicație : The Times
Damian Hinds: English university finance worries ‘hyperbolic’
Education secretary’s comments likely to be seen as preparing ground for post-18 review to recommend shifts or cuts in funding
England’s education secretary has claimed that warnings about the state of university finances are “hyperbolic” and “scaremongering”, in remarks that will be seen as preparing the ground for the government’s post-18 education review to recommend shifts or cuts in funding.
The comments – which brought a critical response from Universities UK – were the latest in the series of comments on higher education from Damian Hinds as the report from the independent panel of the post-18 education review appears to near publication.
Theresa May, who personally launched the post-18 review, has announced that she will resign as Conservative leader on 7 June. The review panel’s report is expected to be published before that date.
The review panel is thought likely to recommend a cut in tuition fees to £7,500, with replacement direct public funding so that average funding per student remains at present levels.
However, crucially, it also thought that the government may shift funding away from courses that are lower-cost or are deemed to have lower value in the jobs market.
Sector finances have been a subject of concern in recent months, with press speculation that some universities could be on the brink of collapse. According to finance figures published by the Higher Education Statistics Agency, the total number of providers in deficit rose from 40 in 2016-17 to 47 in 2017-18, Times Higher Education has reported. In 2015-16, 24 had been in deficit.
Many in the sector blame government policy on a number of fronts for the problems.
However, Mr Hinds said in comments released by the Department for Education on 25 May that “with the vast majority of universities in a good financial position, hyperbolic warnings from some on universities’ finances are distorting the overall picture”.
He added: “Following the financial crash, most sectors have had to tighten their belts whereas universities have enjoyed rising student numbers and increased tuition fee income. Since our reforms in 2012, resource per student is around an historic high.”
Mr Hinds also said: “I do understand universities are facing some challenges, but reports of financial hardship across the entire sector [are] scaremongering. Most universities have healthy balance sheets. We’ve been seeing growth in international student admissions, with much further potential. And the number of 18-year-olds in England is soon to enter a period of sustained growth.
“I will do all I can to ensure the sector is financially stable now and in the future, but of course institutions need to act responsibly and develop sustainably.”
Alistair Jarvis, UUK chief executive, said: “It is good to see the education secretary highlighting the importance of a financially sustainable university system for students, staff and local economies. Under this government, an overly restrictive visa regime has damaged international student recruitment, teaching funding has not kept pace with inflation, the Treasury has hiked up pension contributions for many universities, and the sector is braced for further funding challenges linked to Brexit.
“If Theresa May’s review of post-18 education recommends a cut in tuition fees, the funding gap must be made up in full by a government teaching grant. A funding cut for universities would be a political choice that harms students, the economy and communities that benefit from universities.”
Publicație : The Times
US accreditors seek better treatment of black colleges
Struggling minority institutions feel ‘unfair’ assessments a key handicap
accrediting agencies are considering a review of their assessment standards following complaints that they could be unfairly contributing to the struggles facing the nation’s historically black colleges and universities.
Many of the 101 HBCUs still operating in the US are financially stressed, and a new critique by the United Negro College Fund accuses the accrediting agency in the south-eastern US of treating black-majority colleges more harshly than it treats other institutions.
n a paper, UNCF says that biases shown by the accreditor, the Southern Association of Colleges and Schools, fuel public impressions of failure that further hinder black-serving institutions by weakening their chances of winning outside financial and political support.
“HBCU leaders welcome the need for accountability”, says UNCF, a philanthropic organisation serving HBCUs and their students, “but want it to be equitable, fair and based on a set of standards that reflect the range of missions and institutional types.”
The head of Sacs, one of the nation’s six major regional accrediting agencies, said that she “obviously” disagreed with UNCF’s conclusions. Sacs is an association of the member institutions it accredits, and those members just completed a reassessment affirming their focus on financial stability as a key measure of institutional viability, said Belle Wheelan, the Sacs president.
But the head of the nationwide grouping of accreditors, the Council for Higher Education Accreditation, acknowledged that refinements in assessment methods might be warranted.
“Maybe it’s time for some adjustment, and we need to be open to at least considering that,” said Judith Eaton, the CHEA president. That recognition was not just based on Sacs, she said, noting that “there are similar issues in other parts of the country”.
The region covered by Sacs, however, is home to nearly three-quarters of all HBCUs. Long-simmering tensions in that relationship were revived this year with the crisis facing Bennett College, one of the nation’s only two all-female historically black colleges.
After Bennett lost half its enrolment in the decade since the 2007 recession, Sacs warned that its financial situation was too precarious to warrant a renewal of the accreditation that institutions need to remain eligible for federal student loan programmes.
Bennett then raised more than $8 million (£6 million) in donations, well beyond the $5 million goal it set to prove its solvency. Sacs rejected it anyway. Bennett is now pursuing legal action against Sacs while seeking the approval of another accreditor that usually handles religious institutions.
UNCF, in its report, cites Sacs’ treatment of Bennett as fitting a pattern of giving far less leeway to HBCUs and other smaller colleges. Overall, UNCF says, Sacs’ 77 HBCUs account for less than 10 per cent of its membership but about a third of the institutions it has sanctioned in recent years, and 43 per cent of all institutions dropped from Sacs membership in the past 30 years.
A former president of Morehouse College, John Wilson, fervently defended Dr Wheelan for bringing “a sensitive and sensible realism” to Sacs. Blaming her was like “getting angry with the doctor” for bad medical news, said Dr Wilson, now a senior adviser to Harvard University’s president.
HBCUs will inevitably shrink as traditional colleges do a better job of serving minorities, Dr Wilson said, and the question is whether some – as with a number of highly respected all-female colleges – emerged as stars worth preserving.
Publicație : The Times
La philosophie au cœur d’une guerre des programmes scolaires
Le projet de programme de terminale, mis en ligne le 17 mai sur le site du Conseil supérieur des programmes, divise la profession. Une partie du groupe d’experts chargé d’élaborer le projet dénonce sa réécriture par le CSP.
Il y a quelques jours, les inspecteurs pédagogiques régionaux de philosophie ont vu une petite bombe se glisser au milieu de leurs e-mails. Ces cadres supérieurs de l’éducation nationale, chargés d’évaluer les professeurs et de veiller à la bonne application des programmes, connaissent par cœur le jargon de leur ministère. Mais ils sont moins habitués aux missives incendiaires.
Dans ce courriel, dont le contenu a été rapporté par plusieurs sources au Monde, un universitaire, Pierre Guenancia, et l’inspecteur général de philosophie Frank Burbage dénoncent des méthodes irrespectueuses et regrettent un dialogue au point mort. Dans leur viseur, le projet de nouveaux programmes de philosophie de terminale, que le Conseil supérieur des programmes (CSP), dirigé par Souad Ayada, a dévoilé le 17 mai.
Pour comprendre cette colère, il faut revenir en arrière. Le CSP avait chargé MM. Guenancia et Burbage de copiloter un groupe de travail sur ces nouveaux programmes, censés entrer en vigueur à la rentrée 2020. Les deux experts ont rendu les préconisations de ce groupe le 15 mai. Et ils sont tombés de l’estrade, deux jours plus tard, en découvrant que presque rien n’en avait été retenu.
Disparition du « sujet »
Alors que tous les programmes de terminale doivent être revus pour accompagner la vaste réforme du lycée, la philosophie ouvre le bal, qui commence donc par un faux pas.
Le CSP propose, pour structurer l’enseignement, une liste alphabétique de vingt et une notions (« l’art, le bonheur, la culture, le désir », etc.). Le groupe d’experts avait pour sa part retenu une toute autre approche : une structuration en quatre domaines (« métaphysique », « épistémologie », « morale et politique », « anthropologie »), dans lesquels vingt-cinq notions étaient organisées (« la culture » et « le désir » dans la catégorie « anthropologie », par exemple).
Joints par Le Monde, les experts du groupe de travail ont chacun leur analyse de ce qui s’est produit. « Nous avons travaillé pendant un an pour un résultat qui ne nous satisfait pas », tonne Anouk Barberousse, professeure de philosophie des sciences à la Sorbonne. « Je suis heurtée par la méthode, qui a consisté à nous laisser travailler dans une direction que visiblement le CSP n’avait pas l’intention de retenir », ajoute Odile Jollé, professeure de philosophie au lycée Juliette-Récamier, à Lyon.
Publicație : Le Monde
27 mai 2019
Provocari interculturale în epoca globalizarii, la Universitatea "Alexandru Ioan Cuza" din Iasi
Facultatea de Filosofie si Stiinte Social-Politice din cadrul Universitatii "Alexandru Ioan Cuza" (UAIC) din Iasi anunta organizarea Simpozionului international cu tema "Provocari interculturale în epoca globalizarii".
Evenimentul va avea loc pe data de 14 iunie 2019, începând cu ora 9:00, în Sala de Consiliu a Facultatii de Filosofie si Stiinte Social-Politice din cadrul Universitatii "Cuza".
"Sunt asteptate contributii pentru urmatoarele subiecte: interculturalitate si globalizare; valori europene în contextul globalizarii; dialogul culturilor. Participantii sunt rugati sa trimita titlul comunicarii si un scurt CV la email-ul: intercultural56•gmail.com pâna pe data de 10 iunie 2019. Prezentarea lucrarilor se poate face în Limba româna sau engleza", au reliefat organizatorii.
Participantii au la dispozitie 20 de minute pentru prezentarea lucrarii si zece minute pentru discutii. Cele mai relevante contributii vor fi publicate în "Cultura. International Journal of Philosophy of Culture and Axiology", Peter Lang Verlag, Berlin, Germania. Nu se percepe taxa de participare. Nu sunt acoperite costurile pentru deplasare si cazare. Organizatori prinicipali sunt: prof.univ. dr. Nicolae Râmbu, asoc. dr. Eugenia Zaitev.
Publicație : Bună Ziua Iași
Sanse pentru studentii din anii terminali ai UAIC Iasi, la noi stagii de practica Erasmus
Universitatea "Alexandru Ioan Cuza" (UAIC) din Iasi (locul I in Romania pe segmentul mobilitatilor studentesti Erasmus - n.r.) ofera studentilor din an terminal, de la toate cele trei cicluri de studiu, oportunitatea desfasurarii unor stagii de practica prin intermediul Programului Erasmus+.
Astfel, studentii eligibili pot beneficia de stagii de practica cu o durata cuprinsa între doua si trei luni, desfasurate într-un interval de maximum un an de la data absolvirii. Pentru a putea beneficia de un stagiu de practica Erasmus+, studentii din an terminal trebuie sa participe înaintea obtinerii statutului de absolvent la selectiile desfasurate în cadrul fiecarei facultati, mai exact pâna la data finalizarii ultimei sesiuni de examene.
Stagiile de practica Erasmus+ pot avea loc în orice institutie publica sau privata (cu exceptia institutiilor Uniunii Europene - UE), grantul lunar acordat studentilor beneficiari fiind de 670-720 Euro, în functie de tara de destinatie.
Studentii interesati de a aplica pentru un stagiu de practica, dupa absolvire, sunt îndrumati sa contacteze coordonatorul Erasmus+ de la nivelul facultatii de care apartin pentru a obtine informatii suplimentare privind procesul de candidatura si calendarul selectiilor Erasmus+.
Publicație : Bună Ziua Iași
University of London faces boycott over treatment of staff
Union action targeting admin centre aims to improve rights of outsourced workers
The University and College Union (UCU) congress has voted to boycott Senate House, the administrative centre of the University of London (UoL), because of its treatment of cleaning, catering and security staff and others not directly employed.
It is hoped the move will pressure the university into bringing the predominantly BAME and female staff in-house into direct employment, strengthening their workplace rights and providing the benefits enjoyed by other employees at the institution, such as equal terms on sick pay.
There have been 17 days of strike action since September 2017, when UoL cleaners and security began a campaign to end outsourcing, with calls for a boycott of Senate House beginning in December 2018.
The university authorities spent more than £400,000 on additional security over two months last year to police the industrial action and student protests that took place in solidarity with them. Strikers and protesters were filmed being subjected to violence and intimidation.
More than 180 Senate House events and 35 seminars were relocated, and more than 400 academics and 23 UCU branches have expressed support for the workers.
“It is our belief that victory here at the epicentre of London’s academic hub will not only sound the death knell for outsourcing in the sector, but it will also massively strengthen the position of precarious UCU members denied pensions and other rights,” said Jordi López, a UoL organiser and caseworker.
Christina Paine, who moved the amendment and presented it to the floor, said: “I believe that inequality is legitimised by precarious work … Universities should aspire [to be] institutions where every worker has the same terms and conditions.”
The resolution read: “Congress believes the fight for casualised staff in higher education is directly connected to – and empowered by – the struggle of female outsourced workers for equality and justice at our universities.
“Congress resolves to call a boycott of events at the University of London’s central administration until workers are brought in-house.”
The strikes have been part of a campaign coordinated by the Independent Workers Union of Great Britain (IWGB), which has called on the university to end outsourcing, abolish zero-hours contracts and implement pay rises.
UoL has been contacted for comment.
Publicație : The Guardian
Students ‘want universities to find jobs for them’
Institutions urged to outline more clearly what undergraduates can expect of them
While students increasingly expect work experience to be embedded in their courses, new research suggests that many want universities to take the next step.
In a survey of 1,000 Australian students, three-quarters said that universities had a responsibility to help them find employment. More than one-third of respondents to the survey, commissioned by study assistance company Studiosity, thought that universities should be “partnering students with jobs after they graduate”.
Studiosity chief academic officer Judyth Sachs said that it was the first time she had heard students express such opinions. She was not aware of previous research conflating the roles of universities and work placement agencies.
Professor Sachs, a former provost at Sydney’s Macquarie University, said that the findings raised issues about “alignment of expectations” and the need for universities to meet students halfway by arranging practical learning experiences.
She said that many universities that she had worked with expected students to find their own placements. Others regarded lining up such opportunities as part of their duty of care to ensure that students were in safe environments, learning things aligned to their courses.
“Is there value in students applying their learning through work-integrated learning placements, service learning or whatever you call it? That’s the overarching question. Then there is a question about what role the university should play, so that responsibility for finding placements also gets clarified,” she said.
“But I certainly don’t feel it’s the role of the university to find jobs. Universities are not recruitment agencies. Students have to go and find jobs themselves. That’s what life is like.”
Most responses to the survey came from women aged under 26. Thirty-six per cent of respondents said that universities should match students with jobs, while 25 per cent said they should offer more work placement courses and 15 per cent wanted more practical elements in classes.
Just under half said that universities had a “duty” to help transition students from the classroom to the workplace. Another 17 per cent said that helping students get jobs was “part of the education process”, with a further 13 per cent insisting “that’s what people pay for”.
Professor Sachs said that such attitudes reflected “the whole zeitgeist” of today’s students. “There is a sense of I’m paying for a service, and this is a service that I expect,” she said.
She said that the primary function of work-integrated learning was to counter exactly these types of attitudes. “The most important thing these sorts of programmes do is [promote students’] ability to self-regulate, to be resilient, to work as part of a team and solve problems.”
Professor Sachs said that the main message from the survey was that expectations needed to be more clearly outlined. “Universities need to clarify what [they] will deliver, what students can expect and what the university expects of students. A sort of a contractual relationship needs to be developed between the student, the university and the organisation offering the placement.”
Publicație : The Times
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