Promoting the relevance of higher education
Notice bibliographique
Résumé
The objective and structure of the study Europe's knowledge economies need high-level skills, the capacity to innovate and to support democratic societies.In this perspective, the main objective of this study is to provide a comprehensive analysis of the relevance of higher education and how this is promoted in various countries in Europe and beyond.The evidence, conclusions and recommendations are intended to support EU Member States in developing and improving policies that promote the relevance of higher education: for students; for graduates; for employers; and for society.On the basis of a review of relevant literature, policy documents and databases, consultation with national experts and eight in-depth country case studies (Canada [Ontario], the Czech Republic, Denmark, France, Germany, Ireland, the Netherlands and Spain) that included interviews with many national stakeholders, this study seeks to answer the following questions: How is the relevance of higher education defined in different member states? Which policy levers do member states use to promote higher education relevance? Which national policies concerning higher education relevance appear to be effective and good practice examples? Which indicators are informative in assessing higher education relevance at system level? How can an analytic and diagnostic tool be designed and developed that can provide a systematic assessment of the relevance of higher education systems? Key findings Higher education is relevant when it contributes to personal development, sustainable employment and active citizenshipRelevance is understood differently by different stakeholders in higher education.These understandings can refer to the competencies of individual students as well as to their collective outcomes for society.To analyse national policies concerning higher education relevance, and indicators to measure this relevance, we adopted the three main objectives of higher education formulated by the Council of Europe ( 2007): personal development, sustainable employment and active citizenship.Personal development relates to individual growth at the psychological, cognitive, social and moral levels.In terms of sustainable employment, higher education provides students with the skills to secure and sustain suitable employment.Active citizenship encompasses the development of (inter)cultural skills, a sense of citizenship, and political literacy and participation.In addition, higher education relevance relates to different "users" of higher education: students, graduates, employers and society.Countries differ in the priorities they give to the three higher education relevance dimensions and the different higher education user groups.Sustainable employment receives the most explicit attention, primarily as a result of the increasing emphasis on the contribution of higher education to the knowledge economy and because it is arguably easier to measure than personal development and active citizenship.The latter two dimensions are addressed more implicitly in most countries as they are assumed to be embedded in higher education practice.Compared to most other studies, this report broadens the concept of relevance beyond employability.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,007 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».