31 juillet 2008

Licence Professionnelle de « coordonnateur référent secteur gérontologie »

La licence professionnelle Coordonnateur - Référent secteur gérontologique a pour vocation de former des personnes dans l’animation et l’encadrement d’établissement d’hébergement pour personnes âgées dépendantes (EHPAD). Il est possible de l'intégrer par la VAE. Si vous êtes salarié, vous pouvez faire financer votre temps de formation par le plan de formation ou par le CIF, voire par le DIF. Elle peut être suivie en partie ou totalement à distance grâce au CTEL suite à une VAE ou non.
Le secteur de l’emploi :
Le titulaire de la licence sera à même d’animer et d’encadrer les secteurs d’unités d’Alzheimer, d’accueil de jour, d’animation, d’hébergement, de service à la personne. Ces secteurs existent dans presque toutes les EHPAD ou les collectivités. Les métiers formés par la licence professionnelle existent mais ne sont pas encadrés par une formation qualifiante et sont donc occupés par des personnes issues de milieux extrêmement divers. Ces métiers ont des dénominations multiples : « maîtresse » de maison, gouvernante, aide hôtelière, responsable d‘animation, de service à domicile. Ce déficit de formation nuit à la qualité des prestations données (actuelles et futures), aux clients, et à leurs entourages. Les prises en charges des personnes atteintes de maladie d’Alzheimer (ou apparentées) nécessitent des formations à la relation spécifiques. Public concerné pour la formation continue.
Niveau requis : BAC+ 2 ou VAE
- toutes catégories de professionnels (des secteurs sanitaire et social) intervenant dans le champ de la gérontologie (aide soignante, agent de service hôteliers, auxiliaire de vie,
- tout titulaire d'un Diplôme d'Etat ou d'un BTS dans le secteur sanitaire et social
- titulaire d'un Diplôme d'Etat d'Assistant de Service Social, d'Educateur Spécialisé, de Soins Infirmiers.
Responsable de la Licence: André Quaderi. Réglement: Télécharger. Fiche de candidature: Télécharger.
Professional license Coordinator - Referee gerontological sector aims to train people in leadership and supervision for the establishment of accommodation for dependent elderly people (EHPAD). It is possible to integrate by VAE. If you are employed, you can finance your training time by the training plan or the CIF, even by the DIF. Licenza professionale coordinatore - Arbitro gerontologica settore ha lo scopo di formare persone in guida e la supervisione per la creazione di alloggi per anziani a carico (EHPAD). E 'possibile integrare dalla VAE. Se si sono occupati, è possibile finanziare la vostra formazione da tempo il piano di formazione o il CIF, anche dal DIF.

Deutsch: Professional Lizenz "koordinierende Bezugsperson Bereich Gerontologie".
Espanol: Licencia profesional "del sector de referencia coordinador Gerontología".
Dutch: Professional licentie "referentie coördinator sector Gerontologie".
Catala: Llicència professional "del sector de referència coordinador Gerontologia".
Arabic Hebrew.
Svenska
: Professional-licens "hänvisning samordnare sektorn Gerontology".
Chinese: 专业许可证“参考协调员部门老年学”.
Japanese: プロのライセンス"を参照部門老人総合コーディネーター".
Corean: 프로 라이센스 "를 참조 코디 네이터 분야 노년학".
Hindi: व्यावसायिक लाइसेंस "संदर्भ समन्वयक क्षेत्र Gerontology".
Portuges: Professional License "referência coordenador sector Gerontologia".

Română: Professional License "referinţă coordonator sector gerontologie".
Vietnamian: Chuyên Giấy phép "tham chiếu điều phối viên khu vực Gerontology".
Suomi: Professional License "viite koordinaattori sektorin Gerontologia".
Dansk: Professionel Licens "reference koordinator sektor Gerontologi".
Cesky: Profesionální licence "referenční koordinátor sektoru gerontologie".
Polski: Professional License "odniesienie koordynator sektora Gerontology".
Indonesia: Lisensi Profesional "referensi koordinator sektor gerontologia".
Filipino: Professional License "reference na tagapag-ugnay sektor Gerontology".
Greek: Επαγγελματική Άδεια "αναφορά συντονιστή τομέα Γεροντολογίας".

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30 juillet 2008

Teaching, Learning and Assessment for Adults: Improving Foundation Skills

Adults with low skills in language, literacy and numeracy (LLN) are numerous in many OECD countries. They can include early school leavers, older learners who have not used their skills over time, immigrant and refugee learners, or individuals with disabilities. The consequences of these low foundation skills span the economic, health and social well-being of individuals, families and communities. Investment in this sector of adult education is therefore crucial. But what is known about whether and how programmes are meeting the needs of diverse learners?
This study looks specifically inside the programmes for adult LLN learners, with a focus on formative assessment – referring to the frequent assessment of learner understanding and progress to identify needs and shape teaching and learning. Drawing upon evidence gathered in country reports, exemplary case studies and international literature reviews, it examines the impact and implementation of different teaching, learning and assessment practices for adult LLN learners; the way innovative programmes address the very diverse needs and goals of this population; and the policies that support or hinder effective practice.
This book provides a strong foundation for understanding the fundamental issues at stake in the adult LLN education, and can guide future policy, practice and research. It will be of particular interest to policy makers, teachers and instructors, researchers, and students.
A companion report which studies formative assessment in lower secondary schools was published in 2005 under the title Formative Assessment: Improving Learning in Secondary Classrooms.

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29 juillet 2008

Business Responsive Education Sector in the Era of Globalisation*, through Lifelong Learning

International Trade Centre

Globalisation is making the world smaller and interdependent. Globalisation presents promising options for business, citizens and institutions. Cross-border production, international network and strategic alliances are now recognised as preconditions for growth. International competition is increasing and mobility of international labour will increase. This is also the trend on education markets – the number of students studying abroad will rise in the years to come and so will the collaborations between the national and foreign education institutions.
What are the main links between economic globalisation processes and education?**
 

  1. The quantity and quality of education and training determine whether and how countries can participate in the processes of globalisation – such as global value chains, fragmentation, increased trade in final products, and migration
     

  2. On the other side of the coin, the processes of globalisation affect the demand and supply of education and training
     

  3. And arising from these two, the public policies that would reconcile human resource development and processes of globalisation in order to obtain the maximum impact on development. 

Globalisation offers new opportunities for exploiting the personal potential of the individual. The ability to make a successful life in the era of globalisation will depend on the acquisition of relevant competencies – first of all through an initial education, which is to be supplemented through lifelong learning.
Growth at the national level is dependent on the private sectors’ ability to develop, maintain and attract qualified staff. As the so-called “knowledge economy” emerges, a new precondition for sustainable economic development has become evident: the ability to innovate, do research and develop – and apply the results of such processes in businesses and industries. The investments made by India and Ireland in their tertiary education sectors is an important factor in developing outsourcing businesses and retaining the competitive edge by constantly moving into high value added activities.
In the new paradigm, the content of the education is equally important. Initial education must provide a good starting point for all. After completing compulsory education students must have obtained the key competencies needed for success in their next steps into education and work life. Studies have conclusively shown that increased number of years spent in ‘schooling’ raises wages and the ability of workers to adjust to changing requirements. (Ibid)
The role and status of vocational education and training must be recognised. Vocational education and training provide new opportunities to young people with little academic aspiration. Globalisation processes should provide positive incentives to increase vocational facilities for enhancing competitiveness.
The role of tertiary education on economic globalisation processes is far more apparent. Education affects the structure of exports: the more educated and sophisticated the workforce, the more diversified are the exports. Quality of education is important for participating in knowledge intensive services exports. Availability of technical and engineering graduates is an incentive for attracting foreign direct investments.
Viewed from the perspective of globalisation of Education itself, we see that tertiary education services are increasingly traded. Countries like the US, UK, Australia control most of market but other countries are beginning to emerge as well. Foreign provision of education services is good for economic development but presents issues related to access and accreditation.
Thus, quality assurance is a precondition for a vibrant, responsible and sustainable international market for education sector. This will be for the benefit of the students – first and foremost – but certainly also for the businesses and industries that ultimately employ them.
Education reform in the era of globalisation is far more than just about funding or turning educational institutions into businesses. It is about promoting a new compact involving all stakeholders, beyond governments, teachers and students. The private sector enterprises are to be seen as important collaborators.
The following are excerpts from the observations of Thomas R. Vant, Secretary General, Business and Industry Advisory Committee to the OECD, Business: Partners for smarter education:
When a company makes a decision to invest, one of the most important factors is the quality of the workforce. And once in business - education and training of employees remain key to competitiveness. Employees are a company’s most important assets.
Companies need to be able to respond rapidly to change in the global marketplace – this requires employees who are flexible and adaptable to demands for new skills. Firms look for young people who combine good basic training with professional and personal flexibility and scope. As a result, there will be an expanding demand for the continuing and adult education to adjust the skill requirement in constantly changing environment.
The education institutions will be required to prepare students for a future employment landscape that will be continually changing and staying ahead in the technology area. Business can help. Many companies are deeply involved in helping educational institutions with the assessment of attributes that employers will be looking for in their recruits in coming years. They consider the skills that will be in demand and the breadth of education required for different areas of work. It only makes sense for business and educational institutions to share this information, and it certainly makes sense to serve the decision-making process of students.
How can solid, interactive relationships be established involving government, educational institutions and business? How can private financing supplement public expenditure on education? These relationships, of course, take time and hard work. And we must stay with this year after year as confidence is built up in the value of putting in such efforts. While government has the primary responsibility for initial education, business needs to work with governments and educational institutions to assist in providing clear goals for education that prepares students for today’s global market. In secondary and higher education, this includes working together with schools to promote an understanding of the current state of the industry through measures such as internship programmes, teaching exchanges, provision of case materials, opportunities for company visits and engagement in career guidance. From a business perspective, instilling basic skills and competencies, using a modern curriculum and attractive teaching materials is essential.
Important issues***, which arise while discussing the globalisation – education linkages from the policy perspective, are:

  1. Economic liberalisation should be phased to go hand in hand with developments in education sector.
     

  2. Develop accreditation of training courses to ensure full recognition of diplomas and experience.
     

  3. Enhance partnerships between universities across borders.
     

  4. Involve private sector in planning of skills developments and create an environment for public-private collaboration for developing the education sector.

*This report is based on the discussions in the ITC– MGimo seminar on Russia’s accession to WTO: Innovative approach to the educational sector, Moscow 23-24 April 2008
**Source: Dirk Willem te Velde, Globalisation and Education; what to trade, investment and migration literatures tell us? Overseas Development Institute, London; working paper 245, August 2005
***Adapted from: Dirk Willem te Velde, Globalisation and Education; what to trade, investment and migration literatures tell us? Overseas Development Institute, London; working paper 245, August 2005

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28 juillet 2008

L'expérience syndicale reconnue officiellement dans la VAE

L'amendement de Francis Vercamer (Nouveau Centre) adopté le 17 juillet lors de l'examen du projet de loi sur les droits et devoirs des demandeurs d'emploi, complète le dernier alinéa de l'article L.6111-1 du code du travail pour reconnaître l'activité syndicale comme élément formateur.
Ainsi, toute personne engagée dans la vie active est en droit de faire valider les acquis de son expérience, notamment professionnelle ou liée à l'exercice de responsabilités syndicales.
Các hiệp hội chính thức công nhận kinh nghiệm trong VAE. Vì vậy, bất kỳ người nào tham gia vào các lực lượng lao động có quyền xác nhận tính hợp lệ của những thành tích đạt được kinh nghiệm của mình, bao gồm cả chuyên nghiệp hoặc liên quan đến việc thực hiện trách nhiệm của công đoàn. Xem thêm...

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27 juillet 2008

Impact des dispositifs de formation du travail temporaire sur l’insertion professionnelle des intérimaires

Le FAF.TT mesure régulièrement l’impact des dispositifs de formation du travail temporaire sur l’insertion professionnelle des intérimaires. Ces études font désormais l’objet d’une publication annuelle. La première partie de l'étude concerne le congé individuel de formation, et le second volet le contrat de profesionnalisation et le CDPI.
Ces études ont pour principaux objectifs de :
- Décrire les populations d'intérimaires ayant bénéficié de ces dispositifs de formation : quels intérimaires - en fonction de leur âge, sexe, profession ou secteur d’activité, lieu de résidence, niveau de diplôme, niveau de revenus, expériences antérieures,... - ont suivi ces formations, dans quelle discipline, à quel niveau,…?
- Evaluer la qualité de ces formations : qu’ont pensé les bénéficiaires du contenu de leur formation (intérêt, sérieux, complexité, pédagogie,...) et du contexte dans lequel elle s’est déroulée : accueil, accompagnement, relations avec les formateurs, l’entreprise de travail temporaire dont ils dépendaient, l’entreprise au sein de laquelle ils ont éventuellement pratiqué l’alternance,...
- Analyser les retombées à moyen terme de la formation : les bénéficiaires ont-ils le sentiment que cette formation les a aidés à “progresser” ? Quelle est leur situation actuelle et quelle était leur situation dominante dans les six mois qui ont suivi la formation ?
LE CONGE INDIVIDUEL DE FORMATION : Etude-CIF-2008. LE CONTRAT DE PROFESSIONALISATION ET LE CDPI : Etude Contrat de pro CDPI 2008.

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26 juillet 2008

Bénévoles : la VAE en trois points

Les compétences acquises au cours de missions bénévoles peuvent vous permettre de décrocher un diplôme. Faites reconnaitre votre expérience avec la VAE !
Les conditions requises.
La démarche de Validation des acquis de l'expérience d’un bénévole n’est pas différente de celle d’un salarié. Avant de vous engager dans un parcours VAE, vous devez toutefois justifier de trois années d’expérience de bénévolat, en continu ou discontinu, à temps plein ou à temps dans le monde associatif. Les temps de formation initiale ou continue, les stages, les périodes de formation professionnelle ne sont pas pris en compte.

Le Passeport Bénévole

Grâce au Passeport Bénévole, l'expérience bénévole peut enfin être reconnue. Le Passeport Bénévole permet de valoriser les expériences bénévoles acquises dans les associations, dans tous les secteurs associatifs, pour tous les types de missions bénévoles. Ce document suit le bénévole tout au long de son parcours de bénévolat.
Le carnet  de vie du bénévole mis en place par le CNOSF

Le carnet de vie est un outil électronique, particulièrement utile dans le cadre de la Valorisation des Acquis de l’Expérience (VAE) ; il vous permet de collecter vos expériences associatives et d’en capitaliser les acquis.
De kunskaper som förvärvats under tjänsteresor volontärer kan hjälpa dig att få ett diplom. Snälla inse dina erfarenheter med VAE! Volontär Passport. Livets bok av volontären som inrättats av CNOSF. Mer...

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25 juillet 2008

Thematic Forum on 'Continuing Education and Lifelong Learning', the Report

The thematic Forum on 'Continuing Education and Lifelong Learning' took place on 30 June 2008 in Brussels. It was attended by 70 participants representing stakeholders from Higher Education institutions, Business and the public sector. As follow-up to the European University–Business Forum the thematic forums are meant to explore more in detail topics that are relevant for the modernisation of Higher Education in Europe and more particularly in the context of University-Business Cooperation. Continuing Education.
Professor Michel Feutrie
, University of Lille and chairman of the European University Continuing Education Network (EUCEN) - Presentation
Ms Monika Thum-Kraft, Deputy Managing Director, Institute for Research on Qualifications and Training of the Austrian Economy (IBW) - Presentation
Mr Kees-Jan Van Dorp, Research Director, European Association of Distance Teaching Universities (EADTU) - Presentation
Mr Jari Jokinen, Project Director, Ministry of Education, Finland - Presentation
Mr David Crosier, Programme Development Director, European University Association (EUA) - Presentation

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24 juillet 2008

LES LIENS SUFC / GRETA-DAFCO-GIP

Rapport final présenté par Claudine Bacou, Laure Ben-Moussi, Christiane Rivière et Nicolas Tariel, dans le cadre du Colloque national CDSFUC 2008 «Les politiques partenariales de la FCU », Toulouse 11-13 juin 2008.
Quels types de collaborations existent à ce jour ? Sur quoi portent-elles ?
Lancée dans le cadre de la 3ème promotion de la formation des responsables de services universitaires de formation continue organisées, cette enquête a pour objectif essentiel de présenter une photographie de la nature des liens qui unissent les services des universités, des GRETA, des DAFCO et des GIP. Même si un bilan globalement positif est constaté à l’issue de l’étude, il importe d’insister sur le fait que l’enquête ne prétend tirer aucune conclusion tendant à conduire les différents acteurs à agir plutôt dans un sens que dans un autre.
Les présents travaux donnent simplement une idée de ce qui peut être proposé et n’ont pour seule ambition que de servir de tremplin à une discussion qui permettra d’alimenter plus qualitativement le sujet. Etude relations SFCU - Greta Dafco 2008. http://www.fcu.fr/.
Il presente lavoro si limita a dare un'idea di ciò che può essere offerta, e ha solo l'ambizione è quella di fungere da trampolino di lancio per una discussione che il potere più qualitativa questione. SFCU Relazioni Studio - Greta DAFCO 2008. Http: / / www.fcu.fr/. Maggiori informazioni...

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23 juillet 2008

Palmenia Centre for Continuing Education à Helsinki

Palmenia Centre for Continuing Education is part of the University of Helsinki, which belongs to the League of European Research Universities (LERU). Benefitting from the University's broad foundation across a range of disciplines, Palmenia operates in diverse fields.
Palmenia operates at regional, national and international levels. In addition to current courses and other educational services, Palmenia designs and provides tailored programmes as well as research and development services to meet the needs of business life and the public sector.
Palmenia järjestää monipuolisia koulutus- ja kehittämispalveluja Helsingin yliopiston tieteenaloilta. Människor, organisationer och hela samhället förnyas genom att lära sig. Palmenia vill vara med och skapa en värld där lärandet värdesätts.
Главный офис Центра находится в Хельсинки, а 8 его отделений работают на территории Южной Финляндии. Руководит Центром профессор Кауко Хямяляйнен.

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22 juillet 2008

CAUCE : Canadian Association for University Continuing Education

The mission of the association is to enlarge the scope and quality of educational opportunities for adults at the university level by enhancing the stature and expertise of those institutions and individuals devoted to providing those opportunities.  Although our focus is on university continuing education, our publications, programs and services are of interest to all continuing educators.

Canadian Association for University Continuing Education

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