The courses offered by higher education institutions in the field of culture cover a variety of fields: architecture and landscape, visual arts, heritage, live performance, cinema, audiovisual and multimedia. With 37,000 students and over a hundred institutions, the courses are based on a sensitive and creative approach and are characterized by a strong professionalization combining practical experiences and theory. The courses also offer international openings, policies in partnership with professional circles and collaborations with research in art.
Like what has existed for other areas, Hcéres aims to bring its expertise to the institutions of culture so that the diplomas they deliver are awarded the degree of license or master. It also aims to provide management teams with a glimpse of their activities to enrich the autonomy of these institutions.
For Hcéres, the interest of taking into account the field of culture allows the creation of adapted evaluation processes. The composition of the committees of expertise is established by relying on a large contribution of professionals (specialists and personalities of the art, artists in activities), associated with the students and teachers in the different artistic domains. A site visit is organized to amplify the dialogue with the management and pedagogical teams and with the students. The practical dimension of the disciplines taught is apprehended and valued, this dimension being constitutive of artistic objects and works built by students. For the national schools of architecture, a specific system is implemented, combining the work of evaluation departments of institutions and training.
Looking forward, the Hercéres wonders about the opportunity to expand its activity in the field of live performance. It wishes to take its place in the examination of issues related to doctorate and research in art. It continues its commitment to the full registration of culture in the public service of higher education.
Put in place for several years now, Hércès' intervention in the field of institutions under the Ministry of Culture is now established and provides the various stakeholders with new expertise.
Map of the cultural evaluations organized by Hcéres
(art schools, architecture schools, heritage schools, conservatories)
Joint DEE / DEF assessment
For schools of architecture, the evaluation of the school and the evaluation of its courses are coordinated and carried out by a single committee of experts.
The synchronization of the evaluation of the institution and its training offer contributes to a more strategic and coherent analysis of expert committees. This allows the schools of culture to better coordinate the preparation and monitoring of their evaluations
Research in schools "culture"
Research in higher education institutions Culture is characterized by a great variety and interdisciplinarity. It covers the fields of humanities and social sciences, engineering sciences, natural and environmental sciences and information and communication sciences. It is determined by a fruitful link between practice and theory, the object of research places the work or the artistic work at the center of its work.
The Hercères is part of this dynamic through the expertise of the link between training and research. It seeks to take into account the practical dimension of research programs in the field of culture, in particular by preserving the adaptation of the evaluation criteria to the situations encountered.
The Hcéres aims to support schools in their exploration of an innovative science policy. It wishes to encourage the establishment of strategies associating the Culture schools with other institutions of higher education and research, both at national and international level.
As part of the Hcéres 'evaluation, artistic creations, performances, shows, stagings and cinematographic works are at the center of the experts' attention.
Geneviève Meley-Othoniel, Scientific Advisor Hcéres.
"In the case of institutions like the schools of architecture that teach only one discipline, architecture in our case, the single evaluation report is particularly relevant."
A word from François Brouat
Director of Ecole Nationale Supérieure d’Architecture de Paris-Belleville
"The principle of self-evaluation [...], which many saw as a simple "administrative requirement", can help to change the teaching and adapt methods to what is expected of a training course, without distorting its essential nature and actually, on the contrary, asserting it more strongly. "
A conversation with Christelle Kirchstetter
Director of École supérieure des beaux-arts de Nîmes
71evaluated institutions including 24 schools issuing a degree in architecture and / or landscape, 43 art schools, the two national conservatories of music and dance of Paris and Lyon, as well as the Ecole du Louvre and the National Institute of Heritage
19000students in schools of architecture and landscape
11000students in art schools*