François Fillon a donné le ton : en temps de crise, les voeux du gouvernement doivent être économes. Valérie Pécresse et Christine Boutin ont suivi la consigne avec une carte de voeux sous forme vidéo.

Valérie PECRESSE, Ministre de l'Enseignement supérieur confirme à Bernard DEPIERRE, une dotation exceptionnelle de 20 millions d'euros pour l'université de Dijon.

The primary aim of CVET in Greece is the development and improvement of the qualifications and skills of unemployed and working people and the creation of new jobs. The definition of CVET and adult education and their forms and functions are provided mainly by recent laws that have introduced important policy developments.
The most important aim of lifelong education is to constitute a dynamic policy factor for social integration. Accordingly, a series of programmes focusing on socially vulnerable and disadvantaged groups are being implemented and promoted.
Despite the policy statements and the actions that have been taken, Greece, along is among the European Union member countries that rank lowest in the field of citizen participation in Lifelong Learning training and education programs at the age group of 24-64. Greece’s participation percentage is only 3.6%, when at the same time the average European participation is 10.8%.
OAED is the major body responsible for implementing continuing vocational training programmes in order to cover the needs of the unemployed who require specialisation in order to find work. The main focus of OAED is to develop and/or expand upon existing continuing vocational training courses with a view to making a more effective intervention in the labour market and covering the needs of the largest possible number of interested persons in training services.
The Account for Employment and Vocational Training (Logariasmos gia tin Apascholisi kai Epangelmatiki Katartisi, LAEK) is a major mechanism of CVET at the initiative of enterprises in Greece. This account has decisively contributed to the reinforcement of vocational training and employment policies. The financial resources of LAEK come from the joint contributions of both employers and employees, which amount to 0.45% of the total salary of each employee and are collected by the Social Security Institute (Idryma Koinonikon Asfaliseon, IKA).
Ο Λογαριασμός για την Απασχόληση και την Επαγγελματική Κατάρτιση (Logariasmos GIA κασσίτερος Apascholisi kai Epangelmatikis Κατάρτισης, ΛΑΕΚ) είναι ένα σημαντικό μηχανισμό Cveta με πρωτοβουλία των επιχειρήσεων στην Ελλάδα. Ο λογαριασμός αυτός έχει συμβάλει αποφασιστικά στην ενίσχυση της επαγγελματικής κατάρτισης και των πολιτικών απασχόλησης. Οι χρηματοδοτικοί πόροι του ΛΑΕΚ προέρχονται από την κοινή συνεισφορά των εργοδοτών και των εργαζομένων, οι οποίες ανέρχονται σε 0,45% του συνολικού μισθού κάθε εργαζόμενου και συλλέγονται από το Ινστιτούτο Κοινωνικής Ασφάλισης (Idryma Koinonikon Asfaliseon, ΙΚΑ).

Continuing education and training is understood to be the continuation or resumption of organised learning following completion of an initial phase of education of varying scope. In addition to continuing ‘vocational’ education/training, this includes continuing general and political education, which is subsumed under the heading of ‘adult education’. The field of CVET in Germany is characterised by: a pluralism of providers, a largely market character, and a comparatively minimal degree of regulation by the state. Only a small part of provision leads to a formal vocational qualification.
In July 2004, the Federation and the Länder adopted a joint strategy for lifelong learning to encourage and support learning for all citizens of all ages and at all stages in their lives which takes place at different locations with different teaching forms. Lifelong learning includes all formal, non-formal and informal learning.
Promotion of CVET for unemployed people and those at risk of unemployment is the responsibility of the Federal Employment Agency (Bundesagentur für Arbeit - BA). The BA is under the jurisdiction of the Federal Ministry of Labour and Social Affairs (Bundesministerium für Arbeit und Soziales - BMAS).
There are a large number of collective agreements that contain training provisions (often in conjunction with other issues requiring regulation such as industrial safety and environmental protection, personnel and skills development, company and work organisation, remuneration arrangements, working hours etc.).
There are group-specific differences in participation similar to those seen in formal, organised CVET, i.e., salaried employees who have not completed any form of formal vocational training, blue-collar workers, foreign nationals and women are the most underrepresented groups in informal CVET.
Patuloy na edukasyon at pagsasanay ay naiintindihan na ang pagpapatuloy o pagpapatuloy ng pag-aaral ng mga sumusunod na inayos na pagkumpleto ng mga unang bahagi ng pag-aaral ng iba't ibang saklaw. Sa karagdagan sa mga patuloy na 'bokasyonal' edukasyon / pagsasanay, kabilang dito ang patuloy na pangkalahatan at pampulitikang edukasyon, kung saan ay subsumed sa ilalim ng heading na 'adult na pag-aaral'.

Source : http://www.enseignementsup-recherche.gouv.fr/.
Dans une perspective de formation professionnelle ou personnelle, il est possible d'alterner des périodes de formation et d'activité.
Salariés, demandeurs d'emploi et, plus largement, tous les adultes désireux de se former, de faire un bilan de compétences ou de faire valider leur expérience peuvent trouver des réponses à l'Éducation nationale. Aux niveaux scolaire et universitaires, des formations diplômantes et qualifiantes sont ouvertes à tous les publics adultes qui souhaitent reprendre des études ou compléter leur formation.
En tant qu'agents publics, les enseignants et personnels administratifs de l'Education nationale disposent aussi de droits à la formation continue.

La formation continue des adultes dans l'enseignement supérieur
La formation continue constitue l'une des missions principales des établissements d'enseignement supérieur (universités et écoles d'ingénieurs) qui, avec plus de 300 000 stagiaires formés chaque année, sont devenus un acteur majeur du secteur.
La formation continue universitaire
Les dispositifs de financement
La validation des acquis dans l'enseignement supérieur
Le D.A.E.U.
Le droit individuel à la formation dans l'enseignement supérieur

La validation des acquis de l'expérience [V.A.E.]
La validation des acquis de l'expérience est une mesure permettant à toute personne de faire valider les acquis de son expérience pour obtenir un diplôme ou un titre inscrit au "Répertoire national des certifications professionnelles".
Fonctionnement de la V.A.E.

Tiếp tục giáo dục là một trong những nhiệm vụ chính của giáo dục đại học cơ sở giáo dục (các trường đại học kỹ thuật và trường học), trong đó, với hơn 300 000 sinh viên được đào tạo mỗi năm, đã trở thành một người chơi lớn trong các lĩnh vực. Hoạt động của các VAE

The Finnish education system is built on the principle of lifelong learning so as to provide opportunities for further study for people of all ages and with any previous level of education. Both certificate-oriented and non-certificate-oriented forms of education and training are available for adults. Some of these include education and training specifically for adults leading to initial qualifications, whereas others cover additional and continuing education and training.
Higher education comprises polytechnics and universities. The former are experts in working life and its development, whereas universities focus on scientific research and education based on such research.
Universities also provide specialisation studies to complement the degree system and promote professional development. Universities offer other forms of continuing education, which are usually implemented by continuing education centres operating in conjunction with them.
Open University studies are open to all participants irrespective of their educational background. Subject to certain conditions, Open University students are also entitled to apply for full-degree studies.
Labour market training is part of active labour policy and is divided into 2 main parts: vocational training, and career guidance and preparatory training. The former develops the vocational skills of participants and about half of provision leads to a formal educational qualification. Certificate-oriented studies provided as labour market training include training for initial, further or specialist vocational qualifications and, subject to certain conditions, upper secondary school studies and education leading to polytechnic and university degrees. The objective of career guidance and preparatory training is to find appropriate employment and educational options for each individual.
In-service training is promoted both in legislation and through general incomes policy agreements. The law encourages the use of in-service training in situations where an enterprise’s production structure changes so that staff competences no longer match the enterprise’s operational models. The Act on Co-operation within Undertakings requires enterprises with at least 30 employees to draw up annual training plans and to update them where the number of employees is reduced due to lower production.
While participation in CVET may be individually motivated, most participants will receive funding subsidies from the state, municipalities or employers.
Suomen koulutusjärjestelmä on perustuttava elinikäisen oppimisen periaatetta, jotta tarjota edelleen opiskella kaiken ikäisille ja mahdolliset aiemmat koulutustaso.Both certificate-oriented and non-certificate-oriented forms of education and training are available for adults. Molemmat todistus suuntautunut ja ei-todistus tähtäävän koulutuksen muodoissa ja koulutusta on tarjolla aikuisille. Some of these include education and training specifically for adults leading to initial qualifications, whereas others cover additional and continuing education and training. Jotkut näistä ovat koulutus ja koulutus erityisesti aikuisille johtaa alkuperäisen pätevyyttä, kun taas toiset kattaa lisä-ja jatko-koulutukseen.

Adult education is governed by the Adult Education Act (Täiskasvanute koolituse seadus, 1993) which defines the adult learner as those who study by distance learning, evening courses, part-time study or as an external student participating in in-service or non-formal training.
Adults can also acquire higher education (HE) at institutions of applied higher education (rakenduskõrgkool) and universities (ülikool), both offer flexible forms of study. In general, a fee is charged for part-time study.
The Lifelong Learning Strategy 2005 – 2008 (Elukestva õppe strateegia aastateks 2005-2008) was passed by the government in 2005. The strategy aims to improve opportunities for people to participate in formal, non-formal and informal learning according to their personal as well as social and labour market needs. The aim is to raise the participation rate for people aged 25-64 to 10% of the total population by 2008 (the figure in 2006 was 6.5%).
The Employment Service Act (Tööturuteenuse seadus, 2000) regulates the provision of employment services to job seekers (including training provision) and to employers.
Training is commissioned by county employment offices and paid for by the Ministry of Social Affairs (Sotsiaalministeerium), local authorities may also allocate resources for this purpose. Training may be commissioned from any licensed body approved by the Ministry of Education and Research.
Professional training at company level is not regulated by law, however, the Adult Education Act (Täiskasvanute koolituse seadus,1993) provides for everybody’s right to improve oneself and the state’s, local authorities’ and employers’ obligation to co-ordinate and organise adult education.

회사 차원에서 전문 훈련을 법률에 의해, 그러나, 성인 교육 법령 (Täiskasvanute koolituse seadus, 1993) 규제를받지는 모두의 권리와 국가, 지방 자치 단체 '및 고용주의 의무를 스스로 향상시키기 위해 공동으로 제공 - 일입니다 성인 교육을 개최합니다.

Texte complet : http://www.legifrance.gouv.fr/.
Quelques extraits :
Pour 2009, le plafond des autorisations d'emplois des opérateurs de l'Etat, exprimé en équivalents temps plein, est fixé à 266 061 emplois. Ce plafond est réparti comme suit :
MISSIONS et programmes.......NOMBRE d’emplois exprimé en équivalents temps plein
Recherche et enseignement supérieur (total).................................143 127
Formations supérieures et recherche universitaire..................................... 52 047
Vie étudiante .................................................................................... 12 794
Recherches scientifiques et technologiques pluridisciplinaires....................... 48 676
Recherche dans le domaine de la gestion des milieux et des ressources......... 17 214
Recherche spatiale .............................................................................. 2 417
Recherche dans le domaine des risques et des pollutions............................. 1 669
Recherche dans le domaine de l’énergie.................................................... 2 026
Recherche et enseignement supérieur en matière économique et industrielle.... 2 404
Recherche dans le domaine des transports, de l’équipement et de l’habitat...... 1 844
Recherche duale (civile et militaire)............................................................... 0
Recherche culturelle et culture scientifique............................................... 1 207
Enseignement supérieur et recherche agricoles ............................................ 829
Article 101 de la LOI n° 2008-1425 du 27 décembre 2008 de finances pour 2009
I. − Le d du II de l’article 244 quater B du code général des impôts est ainsi modifié :
a) A la fin de la première phrase, le mot : « universités » est remplacé par les mots : « établissements d’enseignement supérieur délivrant un diplôme conférant un grade de master, des fondations de coopération scientifique et des établissements publics de coopération scientifique » ;
b) A la fin de la seconde phrase, le mot : « université » est remplacé par les mots : « établissement d’enseignement supérieur délivrant un diplôme conférant un grade de master, la fondation de coopération scientifique ou l’établissement public de coopération scientifique ».
MISSION............................AUTORISATIONS d’engagement................CRÉDITS de paiement
Recherche et enseignement supérieur (total)..........24 507 692 154.......24 101 566 730
Formations supérieures et recherche universitaire.......11 844 503 974.......11 688 588 549
Vie étudiante ......................................................6 750 158 373..........6 750 158 373
Pour l'outremer, l'article 159 précise dans son paragraphe IV :
IV. - Par dérogation au III, le montant de l’exonération est égal au montant des cotisations à la charge de l’employeur au titre des assurances sociales et des allocations familiales lorsque la rémunération horaire est inférieure à un seuil égal au salaire minimum de croissance majoré de 60 %, puis décroît de manière linéaire à partir de ce seuil, et devient nul lorsque la rémunération horaire est égale à 4,5 fois le salaire minimum de croissance, pour les entreprises situées en Guadeloupe, en Guyane, en Martinique ou à La Réunion respectant les conditions suivantes :
a) Avoir signé avec un organisme public de recherche ou une université une convention, agréée par l’autorité administrative, portant sur un programme de recherche dans le cadre d’un projet de développement sur l’un de ces territoires si les dépenses de recherche, définies aux a à g du II de l’article 244 quater B du code général des impôts, engagées dans le cadre de cette convention représentent au moins 5 % des charges totales engagées par l’entreprise au titre de l’exercice écoulé.
Pada akhir kalimat kedua, kata "universitas" yang diganti dengan kata "lembaga pendidikan tinggi yang mengeluarkan ijazah conferring gelar master, dasar ilmiah atau lembaga publik untuk kerjasama ilmiah ".

In Denmark, the public sector plays a major role in the provision of continuing vocational education and training as well as generel adult education. However, in the last 10-20 years, private provision of continuing and adult education and training has grown. This includes courses provided by consultancy firms, private course providers, and internal HRM departments.
The main type of CVET in Denmark is, however, the adult vocational training (CVT) programmes offered by labour market training centres and vocational colleges. These programmes are important provisions in the policy objective of furthering lifelong learning and contributing to the creation a flexible labour market. Employees are given the opportunity to increase their skills and competencies regularly by following a CVT programme. Online: http://eng.uvm.dk/

There are a number of training provisions targeting unemployed people and people at risk of exclusion.
Enterprises focus on the development of human resources in terms of improving their generic competences such as the ability to cooperate, flexibility, adaptability to change, etc. Furthermore, publicly provided CVT has been re-organised so as to provide more tailor-made in-company training courses in co-operation with companies. Companies describe their training needs and the vocational colleges/labour market training centres draw up training courses to match. Social partners also offer training courses for their members, e.g., the VET teachers' professional associations offer sector specific courses for teachers to keep their vocational qualifications up-to-date.
In Denmark, the individual has a broad range of opportunities to enter continuing adult education and training from basic schooling level to university level.
I Danmark, den enkelte har en bred vifte af muligheder for at fortsætte voksenundervisning fra grundskoleuddannelse plan til universitetsniveau.