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Pour l'auteur, les évaluations institutionnelles du travail des enseignants visent, entre autres, le développement des compétences professionnelles et la qualité de l'enseignement, comme expliqué dans le chapitre 4 de ce même ouvrage. Les travaux en sciences de l'éducation permettent d'expliciter les conditions majeures à mettre en place pour atteindre ces objectifs, y compris quand l'évaluation comporte des enjeux de contrôle et de carrière. Ces conditions peuvent ensuite être détaillées à la lumière de travaux de psychologie de l'éducation, afin de modéliser les facteurs susceptibles de renforcer l'engagement de professionnels dans des activités de travail et de formation. Finalement, l'auteur met en lumière les conditions d'un apprentissage organisationnel et d'une dynamisation du développement professionnel dans l'ensemble des acteurs de l'école. Il en ressort que les conditions sont nombreuses pour que des enseignants, seuls et en équipe, apprennent à partir d'évaluations dont ils sont directement ou indirectement l'objet. Au coeur des dispositifs, l'essentiel est sans doute l'adoption par les évaluateurs, d'une posture d'ami critique qui vise - et permet - la reconnaissance de la qualité du travail effectué.

Teachers --- Vocational evaluation --- Enseignants --- Evaluation professionnelle --- Rating of --- Evaluation

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Adult education. Lifelong learning --- European Union --- Occupational training --- Formation professionnelle --- Vocational education --- Vocational evaluation --- Communication in vocational education --- Evaluation --- -Vocational education --- -Vocational evaluation --- -School-based vocational evaluation --- Vocational assessment --- Employability --- Education, Vocational --- Vocational training --- Work experience --- Education --- Technical education --- -Evaluation --- School-based vocational evaluation --- Vocational education - Europe --- Vocational evaluation - Europe --- Communication in vocational education - Europe - Evaluation

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How to educate the next generation of college students to invent, to create, and to discover--filling needs that even the most sophisticated robot cannot. Driverless cars are hitting the road, powered by artificial intelligence. Robots can climb stairs, open doors, win Jeopardy, analyze stocks, work in factories, find parking spaces, advise oncologists. In the past, automation was considered a threat to low-skilled labor. Now, many high-skilled functions, including interpreting medical images, doing legal research, and analyzing data, are within the skill sets of machines. How can higher education prepare students for their professional lives when professions themselves are disappearing? In Robot-Proof, Northeastern University president Joseph Aoun proposes a way to educate the next generation of college students to invent, to create, and to discover--to fill needs in society that even the most sophisticated artificial intelligence agent cannot. A "robot-proof" education, Aoun argues, is not concerned solely with topping up students' minds with high-octane facts. Rather, it calibrates them with a creative mindset and the mental elasticity to invent, discover, or create something valuable to society--a scientific proof, a hip-hop recording, a web comic, a cure for cancer. Aoun lays out the framework for a new discipline, humanics, which builds on our innate strengths and prepares students to compete in a labor market in which smart machines work alongside human professionals. The new literacies of Aoun's humanics are data literacy, technological literacy, and human literacy. Students will need data literacy to manage the flow of big data, and technological literacy to know how their machines work, but human literacy--the humanities, communication, and design--to function as a human being. Life-long learning opportunities will support their ability to adapt to change. The only certainty about the future is change. Higher education based on the new literacies of humanics can equip students for living and working through change.

Education, Higher --- Employability --- College graduates --- Employment potential --- Potential, Employment --- Ability --- Vocational evaluation --- Vocational qualifications --- Aims and objectives --- Employment --- E-books

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Adult education. Lifelong learning --- Mass communications --- European Union --- Electronic data processing --- Occupational training --- Technologie de l'information --- Formation professionnelle --- Vocational evaluation --- Vocational education --- Communication in vocational education --- Employees --- Evaluation --- Training of --- -Employees --- -Vocational education --- -Vocational evaluation --- -#A0008A --- 713 Beroepsopleiding en beroepsomscholing --- School-based vocational evaluation --- Vocational assessment --- Employability --- Education, Vocational --- Vocational training --- Work experience --- Education --- Technical education --- Laborers --- Personnel --- Workers --- Persons --- Industrial relations --- Personnel management --- -Evaluation --- #A0008A --- Vocational evaluation - Europe --- Vocational education - Europe - Evaluation --- Communication in vocational education - Europe - Evaluation --- Employees - Training of - Europe - Evaluation --- FORMATION PROFESSIONNELLE --- EUROPE

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The ‘basic skills’ of literacy and numeracy are among the most fundamental attributes of human beings and their civilization, lying at the root of our capacity to communicate and live and work together, to develop and share knowledge, science and culture. Their contribution to workforce skills have increasingly been recognized as critical to economic success, while evidence on gaps in adult basic skills and the link with economic and social outcomes has also been growing, both at national and international level (e.g. International Survey of Adult Skills of 1994-98 and Adult Literacy and Life Skills Survey of 2003-2007). Most tellingly, there has been a belated realization that despite universal basic education in advanced countries, some adults have slipped through the net, leaving them with very weak literacy and numeracy. All of these factors underline the importance of the OECD’s new international Survey of Adult Skills. This report on skills in the US draws out the policy implications of the Survey for the US, while also making use of some additional data collected for the Survey on the US alone. The study does not directly evaluate relevant US policies and programs – such as schooling and adult education. Instead it identifies in the results of the Survey some key lessons about the strategic objectives and directions which should form a frame for policy development in the US, including policy on adult learning and schooling.

Social sciences --Examinations, questions, etc. --- Social sciences. --- Vocational qualifications. --- Employability. --- Employment potential --- Potential, Employment --- Employee skills --- Job requirements --- Job skills --- Qualifications, Vocational --- Ability --- Vocational evaluation --- Vocational qualifications --- Occupations --- Vocational guidance --- Employability --- Occupational aptitude tests --- United States