Mellékelten
megtalálja a CNAM által készített kérdőíveket.
( Alternáló képzés - A kérdőív/ Kompetencia bizonyítványok - B kérdőív)
Amennyiben az alternáló képzési együttműködésben kíván
résztvenni, töltse ki az A kérdőívet.
Amennyiben a kompetencia bizonyítványokkal kapcsolatos
együttműködés érdekli, töltse ki a B kérdőívet.
Természetesen mindkét együttműködésben részt vehet, ekkor
kérjük mindkét kérdőívet kitölteni.
A kérdésekre kérjük, hogy értelemszerűen és tömören
válaszoljon.
A kérdőívek angolul és részben franciául állnak
rendelkezésre, válaszukat a két nyelv bármelyikén várjuk.
Kérem, hogy az intézmény részéről nevezzen meg egy kapcsolattartó személyt, elérhetőséggel
( cím, telefon, fax, e-mail) .A projekthivatalos nyelve várhatóan angol
lesz, de a francia jellege miatt célszerű lenne, ha a kolléga legalább alapfokú
francia nylvtudással rendelkezne.
A kitöltött kérdőívet kérjük november 10-ig visszaküldeni az alábbi címre, vagy emailre( az idő
rövidsége miatt az email a preferált )
:
Dr.Moson
Péter
1111
Budapest
Műegyetem
rakpart 3.
Email: moson@tutor.nok.bme.hu
Kérjük, hogy abban az esetben is értesítsenek, ha az
együttműködésben nem kívánnak résztvenni.
SOL/CNAM
03/09/00
between CNAM (France) and Central and Eastern European Countries (CEEC)
_____________________
Meeting n° 2, hosted by Hungarian Ministry of
Education
at Budapest on october 8, 2000
________________
Introduction: Following your confirmed interest
in above pre-Network constitution, as per Professor Charles SOL’s Proposal
dated 2000/06/12, we wish to examine with you the conditions of
development of the various steps outlined
in this paper. To begin with, the following questionnaires will help us to
better assess the present situation, and our forces for the future.
QUESTIONNAIRE A :
I.
PRESENT SITUATION.
Have you already practiced an
alternating training? If yes, what kind?
Can
you establish a list of companies in your area which could participate to
alternating training?
II.
ALTERNATING TRAINING DEVELOPMENT in
HIGHER EDUCATION.
In
a given region, a project will be initiated by a university and a (or better
several) company (ies); the participation of trade associations would be
welcomed. From the definition of needs and competencies of each of them, the
partners will build up a training program in the frame of alternation rules.
In answering the
following questions, the partners and first the members of our pre-network will precise their field of
interest, and get further explanations.
II.1. Questions about the general frame of the training.
Identification
of the degree or of the certification (technician, engineer, or manager,…)
National, local or institution
degree or certification?
Kind of job (secondary or tertiary
area; traditional job or new job, new services)?
Pre-requisites to be applicant?
Duration of the overall training
with alternation (1,2 or 3 years)?
Number of students?
Duration of this project ( permanent
or temporary)?
Recruitment of alternating students
only or also mixed recruitment (initial training and continuing training)?
Would alternating students belong to
a specific class, or be merged into regular ones?
National or local recruitment of
applicants?
Setting-up of the final jury.
II.2. Questions linked to the participation of members of socio-economic
field.
How
the applicants would be recruited ? Would the partnering companies be
associated?
How would the curriculum be
established? What would be the place of the non-university members (trade
associations, experts, human resources officers and other company executives)
in this elaboration?
Would the curriculum be specific to
alternating training?
What would be the pedagogic activity
asked from the partnering companies?
What would be the conditions to pass
a year, to obtain the degree? How would be integrated the apprenticeship
periods outside the university?
What would be the forms of
co-evaluation?
What would be the nature of the
partnership contract between university and companies?
What would be the nature of the
training contract? Would it imply employment issue after the training?
II.3. Questions linked to structures and regulations.
Status
of alternating student.
Financial situation of students:
fellowships, salaries.
Financial resources of the training:
state, companies, others..
Do you plan an Alternating
Engineering Training Center with an office and also a board with companies and
university members?
Internal and external communication
policy.
Legislation framework for
alternating training.
Would
you implement special educational program about communication, company
management and foreign language?
Would you introduce foreign
activities?
QUESTIONNAIRE B:
CONTINUING or LIFELONG TRAINING in HIGHER EDUCATION
Here the problematical
background is different: companies still play a special role, but they become
above all the final customers, because either the trainees are their wagers
during the training, or they aim at becoming so according to the needs of their
future employers.
We recall to you the
basic scheme of what could be developed in this area, and then ask you again to
answer the following questionnaire, so as to prepare the meeting in an
efficient manner, and raise appropriate questions and debates.
Basic scheme : “
Competence Certificates ” is regarded nowadays as one of the most
suited forms of answering present needs of industrial / servicing companies
willing to upgrade their human resources. The fields concerned may be of course
specific scientific or engineering skills or beyond managerial ones such as
logistics, maintenance, patents registration, commercial contracting,
negotiation, purchasing, financial management, industrial management
(re-engineering, automation of a production line).
Typically, these
certificates would last between 12 and 18 months (corresponding to a workload
of about 300 h of courses and lab hours or internships). They could be a step
towards the obtainment of a complete degree. They have to be recognized as
useful by the involved professional sectors.
These certificates
could be preceded by an “Acquired
Skills Acceptance” examination of concerned applicants in order to
assess their previously acquired skills either through professional activities
or academic studies.
PRESENT
SITUATION:
Does continuing (or vocational, or
lifelong) training exist in your university?
Can
you establish a list of companies in your area which could benefit from
continuing training?
III.1. Questions about the general frame of the training.
Identification
of the certificates (credits or partial degree) level and degree preparation:
technician, engineer, manager, etc… (specify)
National, or local certification
institution?
Kind of job (secondary or tertiary
area; traditional job or new job, new services)?
Pre-requisites to be applicant;
which kind of Acquired Skills Acceptance would be necessary ?
Duration of the overall aimed
training?
Would trainees belong to a specific
class, or be merged into regular ones?
III.2. Questions linked to the participation of members of socio-economic
field.
How
would the applicants be selected? How would be the partnering companies associated ?
How will be established the
curriculum? What will be the place of the non-university members (trade
associations, experts, human resources officers and other company executives)
in this elaboration?
Would the curriculum be specific to
continuing training?
III.3. Questions linked to structures and regulations.
Financial situation of students:
subsidies, salaries, or sponsoring by their company (in case of employees sent
by their company).
Financial resources of the training:
state, companies, others (companies,…)
Internal and external communication
policy.
Legislation framework for continuing
training.
QUESTIONNAIRE A
«ALTERNANCE»
I.1. Etat des lieux.
Pratique antérieure d’une forme d’alternance. Si
oui, laquelle.
Politique de formation continue au sein de
l’université.
Etablissement d’une liste d’entreprises qui
pourraient participer à la formation.
I.2. Construction d’un projet d’alternance
dans l’enseignement supérieur.
Le projet se construira sur l’initiative
commune d’un établissement universitaire et une (ou mieux plusieurs)
entreprises. A partir de la définition des besoins et des compétences des uns
et des autres, les partenaires se placent dans un partenariat pour partager le
programme de formation conformément au cadre de l’alternance ; en
répondant aux questions qui suivent, les membres du réseau alternance
permettront de préciser leurs orientations. Ce questionnaire doit aussi leur
permettre de susciter des interrogations et explications.
I.2.1.
Questions liées au cadre général de l’offre de formation.
Identification du diplôme ou du certificat
visé (Technicien, ingénieur,cadre).
Diplôme
d’état, d’établissement ; autre ?
Métiers recherchés :
secteur secondaire ou tertiaire. (métier traditionnel, métier de service).
Prérequis pour entrer dans la formation
(Bac + ?)
Durée
de la formation sous régime de l’alternance (1, 2 ou 3 ans).
Type
d’alternance (durée de séquences en entreprise).
Effectifs
souhaités.
Durée
prévue pour cette formation (permanente ou temporaire ).
Le recrutement prévu prévoit-il
des étudiants en formation initiale et aussi en formation continue ?
Recrutement national ou
local de candidats.
Composition des jury.
I.2.2. Questions liées à la
participation des acteurs scio-économique.
Mode de recrutement des
candidats ; participation de l’entreprise ?
Elaboration
du programme de formation : quelle participation demandée aux acteurs non
universitaires (organisations professionnelles, experts, représentants
d’entreprise..). Le curriculum est-il spécifique à la formation en
alternance.
Quelle
participation pédagogique est demandée aux entreprises d’accueil ?
Conditions
d’obtention de la formation préparée et du diplôme, prise en compte des
apprentissages hors université.
Modes
de coévaluation.
Nature
du contrat de formation ; comprend-t-il un engagement d’embauche.
I.2.3. Questions liées à des structures et des réglementations.
Statut
de l’étudiant alternant.
Situation
financière de l’étudiant alternant.
Financements de la formation : ressources propres;
ressources provenant de ’entreprise (prise en charge de l’étudiant; prise en
charge de coûts pédagogiques.
Conseil
de perfectionnement regroupant les différentes acteurs).
Existence
d’une structure d’échange
Université-Entreprise.
Politique
de communication interne et externe.
Environnement
législatif de ce type de formation.
I.2.4. Questions liées à la
pédagogie et à la pédagogie de l’alternance.
Fonction
tutorale. Tutorat enseignant, tutorat entreprises. Réunions tutorales
Y-a-t-il
une adaptation pédagogique à la formation en alternance (enseignement
déductif , EAD).
Politique
de soutien et d’accompagnement de l’étudiant en cas de difficultés.
Comment
sont évaluées les séquences académiques et les séquences universitaires.
Importance
des enseignements de management en entreprise des enseignements de
communication.
Langue
étrangère pratiquée.
Activités
internationale dans le cadre de l’alternance.
§§§