« Qualité de l’enseignement supérieur et compétences tout au long de la vie »

À l’aube du XXI siècle, la globalisation est en train de faire émerger un nouveau type de société post-industrielle fondée sur le savoir, sur les compétences scientifiques et technologiques et sur la capabilité des individus à acquérir et à actualiser leurs compétences personnelles et professionnelles dans une perspective d’apprentissage tout au long de la vie.

L’enseignement supérieur fait face à de nouveaux défis parmi lesquels celui de la qualité de ses formations qui reste l’enjeu fondamental de toute éducation et de toute formation.

L’enseignement supérieur est censé préparer des individus très qualifiés capables de s’insérer, de vivre, de communiquer et de travailler au sein de sociétés apprenantes dont on sait déjà qu’elles impliqueront une réorganisation globale de l’éducation, de la formation, du travail et de la culture.

Il s’agit de développer une éducation supérieure de qualité capable d’équiper les individus avec un ensemble de compétences flexibles et ouvertes à d’apprentissages permanents pour améliorer l’employabilité, multiplier les opportunités de réinsertion et de retour du citoyen à la vie active et, ainsi, de conférer une nouvelle dignité sociale et culturelle au citoyen.

Il est question d’un enseignement supérieur de qualité pour répondre aux nouvelles formes de compétitivité qui découlent de la société de la connaissance, de l’information et de l’innovation, pour développer d’autres savoirs plus adaptés aux contextes, pour accueillir des publics diversifiés à différents moments de leur vie professionnelle et sociale et, finalement, pour fournir des apprentissages utiles aux nouvelles économies et pour assurer la cohésion sociale du point de vue de l’éducation, de la formation, de la vie professionnelle et des nouvelles formes de convivialité.

Comme les autres niveaux éducatifs, l’enseignement supérieur s’inscrit dans un «continuum d’apprentissages» multiples qui accompagnent tout le cycle de vie du citoyen.

Aux décideurs politiques de procéder aux ajustements qui s’imposent pour faire de la qualité le gilet de sauvetage du système dans le contexte quelque peu opaque de la globalisation des structures d’enseignement supérieur sur le plan mondial.

Mr. Chairman,
Representatives of the Member States

It is common to say that schools’ main goal is to give children the proper tools they need to succeed in an evermore competitive world. Of course, schools must provide the essential skills to each and every student. But this is not enough.

Children must get from schools much more than knowledge. Schools must provide the basics children need to become great men and women. Men and women for whom truth, compassion and trust have a true meaning. For whom truth, compassion and trust are a way of living.

We are confident that affection is the fruitful land where effort in learning and the willingness to become better men and women can grow. Children must learn to look life in the face and love its truth above all. This is the starting point for children to take conscience of their own identity and to turn themselves into unpretentious, open to the world and friendly men and women.

This is not a one woman’s job. Schools do have a role to perform. Schools must be able to reach deep inside every child’s heart and bring out what the child has best. Schools must be able to identify and teach children the way to improve their talent, their aptitudes, everything they have that makes them special. There is much more than one single manner of being. Children must learn that the richness of a community lies in its diversity.

In Portugal, we count on everyone who is daily in touch with the children to put into practice the dream of having a community where individuality is cherished and people do care about each other.

For this we want more and more autonomy for schools. We want everyone who works in schools to play a role in this construction. A role that is much more than a script from some central authority. A role constructed by each and every one. We need each member of the school to give his very own and personal contribution. We need that each member of the school takes in hands his counterpart responsibility; that each member of the school be accountable for the rising of tomorrow’s men and women.

No community evolves by decree. No community evolves unless its members want it to evolve. So our dream must be everyone’s dream. We must count on everyone’s determination, effort, and commitment. We must count on everyone’s enthusiasm. Do not get it wrong. It is people that build communities. Not governments. Governments help. The only way to make things change is to involve people and let them make the difference. Let schools be part of this dream. Let them dream of a brighter day and let them know we are all in the same boat. Let us transform the jangling discords of centrally directed educational systems into a lovely symphony where each player is significant. We do believe governments must act more and more as the arbiter. Governments must provide the guidelines, guarantee each school has everything it needs to be successful, and remain rigorous when time calls for judgment.

We are confident this is the way. No educational system can expect to reach its goals unless everyone is in fact involved. Centrally directed educational systems have, for too long, let people on lonely islands. We are confident that, by joining hands, working all together, we are building a world where it is worth living.

Thank you so much.