500ème article sur le blog / Colloque : "L'archipel de l'ingénierie de formation"
A l'occasion des 20 ans du master SIFA (Stratégie et ingénierie en formation d'adultes), les universités de Rennes 2, Nantes et Tours, organisent, les 22 et 23 janvier 2009 à l'université Rennes 2, le colloque international "L'archipel de l'ingénierie de formation" autour des questions suivantes :
- Quelles transformations depuis 20 ans ?
- Quelles réalités professionnelles ?
- Pour quelles perspectives de formation ?
S'interroger aujourd'hui sur l'évolution de l'ingénierie de la formation et des contenus des formations universitaires qui y préparent nécessite que l'on sorte des discours normatifs prégnants de ce champ, marquant la forte complexité des changements des métiers de la formation des adultes depuis vingt ans. Les changements législatifs en matière de formation professionnelle de la fin 2008, les conséquences de la crise financière et économique sur le champ de la formation sont également un prétexte pour revisiter ce passé récent.
Le 1er article sur le blog/Un forum de la Commission européenne pour promouvoir la coopération entre l’université et le monde des affaires.
télécharger la présentation du colloque
télécharger le programme du colloque
télécharger le bulletin d'inscription
On the occasion of the 20-year master SIFA (Strategy engineering and adult education), the University of Rennes 2, Nantes and Tours, organized on 22 and 23 January 2009 at the University of Rennes 2, the international symposium " The archipelago of engineering training around the following questions: - Quelles transformations depuis 20 ans ? - What changes in 20 years? - Quelles réalités professionnelles ? - What professional realities? - Pour quelles perspectives de formation ? - What training opportunities?
Colloque : "L'archipel de l'ingénierie de formation" / 500ème article sur le blog
A l'occasion des 20 ans du master SIFA (Stratégie et ingénierie en formation d'adultes), les universités de Rennes 2, Nantes et Tours, organisent, les 22 et 23 janvier 2009 à l'université Rennes 2, le colloque international "L'archipel de l'ingénierie de formation" autour des questions suivantes :
- Quelles transformations depuis 20 ans ?
- Quelles réalités professionnelles ?
- Pour quelles perspectives de formation ?
S'interroger aujourd'hui sur l'évolution de l'ingénierie de la formation et des contenus des formations universitaires qui y préparent nécessite que l'on sorte des discours normatifs prégnants de ce champ, marquant la forte complexité des changements des métiers de la formation des adultes depuis vingt ans. Les changements législatifs en matière de formation professionnelle de la fin 2008, les conséquences de la crise financière et économique sur le champ de la formation sont également un prétexte pour revisiter ce passé récent.
télécharger la présentation du colloque
télécharger le programme du colloque
télécharger le bulletin d'inscription
On the occasion of the 20-year master SIFA (Strategy engineering and adult education), the University of Rennes 2, Nantes and Tours, organized on 22 and 23 January 2009 at the University of Rennes 2, the international symposium " The archipelago of engineering training around the following questions: - Quelles transformations depuis 20 ans ? - What changes in 20 years? - Quelles réalités professionnelles ? - What professional realities? - Pour quelles perspectives de formation ? - What training opportunities?
Czech Republic: Continuing vocational education and training (CVET) for adults
In terms of legislation which entered into force in the mid-2006, education in schools which leads to the acquisition of the relevant qualification is not considered to be continuing education. It is part of initial education. However, it forms an important component of adult education.
Retraining is provided for free to registered job seekers and sometime to job applicants. The costs of the retraining of people who are at risk of becoming redundant are covered by their employer and the labour office.
There is no coherent system for the planning of CVET either at national or sectoral level, nor is there such a system for identification of training needs – there are only various isolated projects or activities.
There is no legal entitlement to retraining. Retraining is implemented based on an agreement between the labour office and the job seeker or an job applicant. The labour office pays the retraining costs for the participant and can also offer a contribution to cover documented necessary costs related to the retraining.
There is a specific programme for the training of SMEs’ employees entitled Guidance. It is funded from the state budget and offers subsidies for training and guidance services. This training and guidance are designed for beginning entrepreneurs (0-2 years in business) and entrepreneurs who are at the development and growth stage (over 2 years in business).
CVET on the initiative of individual is not statistically monitored. Some information is provided by the Labour Force Survey – Ad hoc Module on Lifelong Learning implemented in 2003.
Source : http://www.trainingvillage.gr/.
Co se týče legislativy, která vstoupila v platnost v polovině-2006, vzdělávání ve školách, které vedou k získání příslušné kvalifikace, není považována za další vzdělávání.
OCDE : Élargir l’accès à l’enseignement supérieur et à la formation continue
Les pays de l’OCDE doivent relever un défi majeur pour s’assurer que les adultes n’achèvent pas leur formation le jour de la remise de leur diplôme mais continuent d’apprendre de façon constructive tout au long de leur vie.L’OCDE a également contribué à l’élaboration de lignes directrices applicables à l'enseignement transnational. Un examen a été consacré à la formation des adultes et aux possibilités de la faciliter par un recours à des systèmes nationaux de certification.
L’IMHE, Programme de l’OCDE sur la gestion des établissements d’enseignement supérieur, est un forum international, unique en son genre, destiné à des institutions du supérieur.
Voir aussi : Recognition of Non-formal and Informal Learning, Examen thématique de la formation des adultes, Completing the Foundation for Lifelong Learning - An OECD Survey of Upper Secondary Schools, Definition and Selection of Competencies (DeSeCo), The Role of National Qualifications Systems in Promoting Lifelong Learning.
AU-DELÀ DES CLASSEMENTS : ÉVALUER LA QUALITÉ DE L’ENSEIGNEMENT SUPÉRIEUR ocde.pdf
OECD देशों कि वयस्कों अपनी डिग्री प्रस्तुत करने के दिन पर उनके प्रशिक्षण को पूरा नहीं करते हैं, लेकिन एक रचनात्मक तरीके से अपने जीवन भर में जानने के लिए जारी रखने को सुनिश्चित करने के लिए एक बड़ी चुनौती का सामना करते हैं.
Vos Droits et Démarches : Formation sur le site Service-Public.fr
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Cyprus: Continuing vocational education and training (CVET) for adults
CVET is highly developed in Cyprus and it is provided in a multitude of settings by public promoters and numerous public and private providers. The major influence in this development has been the establishment and operation of the Human Resource Development Authority, HRDA (Archi Anaptyxis Anthropinou Dynamikou, AnAD), a semi-government organisation, which approves and subsidises training programmes implemented by public and private institutions and enterprises. Moreover, private institutions such as colleges, training institutions, consultancy firms and enterprises offer a variety of courses for adults, including many that are not subsidised by the HRDA.
Lifelong learning
The elaboration of a comprehensive Lifelong Learning (LLL) Strategy for Cyprus is one of the prominent measures contained in the National Lisbon Program for Cyprus. The Planning Bureau, PB (Grafeio Programmatismou, GP) has the responsibility to coordinate the elaboration of the strategy, which was discussed with the social partners and will be submitted for approval to the Council of Ministers.
In recent years, the number of participants in adult education and training has increased dramatically. Recent developments for lifelong learning include:
* The continuous upgrading and enrichment of the training and development schemes of the HRDA, which is the dominant actor in the field of vocational training and development. Its establishment and operations changed the training scene and greatly influenced the development of the training market in Cyprus.
* The University of Cyprus, UCY (Panepistimio Kyprou, PK), which was established in 1992, although it does not yet offer any adult education courses. The establishment of the Open University of Cyprus, which has accepted the first students in September 2006.
* The public Technological University of Cyprus (Technologiko Panepistimio Kyprou, TEPAK) has also been established and expected to accept its first students in September 2007.
* The first private universities in Cyprus are expected to operate in the academic year 2007-2008, mainly from the existing private institutions of tertiary education.
* The establishment of Vocational Schools of Lifelong Learning (Epaggelmatikes Scholes Dia Viou Ekpaidefsis, ESDE) is currently being planned by the Ministry of Education and Culture.
Training for unemployed people and others vulnerable to exclusion in the labour market
The full utilisation of human resources in conditions of social cohesion and equal opportunities is a priority as has been described in the National Strategic Reference Framework for Cohesion Policy 2007-2013, NSRF (Ethniko Stratigiko Plaisio Anaforas gia tin Politiki Synoxis, ESPA). Furthermore, specific measures for the unemployed and other groups vulnerable to exclusion in the labour market are described in the National Lisbon Programme (Ethniko Schedio Drasis gia ti Stratigiki tis Lissavonas) and in the Community Initiative Programme “EQUAL”, CIP EQUAL.
CVET at the initiative of enterprises or social partners involves mainly:
* Measures to support training in SMEs.
* Measures to support training for civil servants and for employees in specific economic sectors.
* Social partner based schemes to support non-job related training.
CVET at the initiative of the individual
The only source of data regarding participation in education and training at the initiative of the individual is the “Lifelong Learning in Cyprus 2003” survey. This is the first survey on lifelong learning in Cyprus. It was conducted as part of the Labour Force Survey, LFS (Erevna Ergatikou Dynamikou, EED) of 2003. The results of the survey refer to the participation of the population of Cyprus aged 15 and over in formal education, non-formal education or informal learning activities.
CVET είναι ιδιαίτερα αναπτυγμένη στην Κύπρο και υπό την προϋπόθεση ότι είναι σε μια σειρά από ρυθμίσεις από δημόσιους φορείς και πολλών δημόσιων και ιδιωτικών φορέων. Η σημαντική επιρροή σε αυτή την εξέλιξη υπήρξε η ίδρυση και λειτουργία της Αρχής Ανάπτυξης Ανθρώπινου Δυναμικού, ΑνΑΔ (Archi ΑΝΑΠΤΥΞΗΣ Anthropinou Dynamikou, ANAD), μια ημι-κυβερνητική οργάνωση, η οποία εγκρίνει και επιχορηγεί προγράμματα κατάρτισης που εφαρμόζονται από δημόσια και ιδιωτικά ιδρύματα και επιχειρήσεις.
Les 3 universités de Strasbourg s'unissent pour créer la 1ère université de France
Les trois universités de Strasbourg fusionnent jeudi pour donner naissance à la plus grande université de France afin de mieux affronter la concurrence mondiale.
Le mariage des universités Marc-Bloch (UMB, langues, sciences humaines) qui compte 12.500 étudiants, Louis Pasteur (ULP, sciences, économie, médecine), 19.500 étudiants, et Robert Schuman (URS, droit, sciences politiques et IUT), 10.000 étudiants, sera effectif le 1er janvier mais il a déjà été entériné par un décret du 18 août...
Avec 42.000 étudiants dont 21% d'étrangers, 11.423 stagiaires en formation continue et 5.300 enseignants et enseignants-chercheurs, l'UdS innovera aussi sur le terrain de la fusion de grandes universités...
En cadeau de mariage, l'UdS a été choisie avec neuf autres universités pour bénéficier de la cagnotte "Opération Campus", une manne de 5 milliards d'euros provenant de la cession par l'Etat de 3% de sa participation dans le capital d'EDF, financement exceptionnel qui doit permettre une profonde rénovation de l'immobilier universitaire.
Le 1er janvier 2009 coïncidera aussi pour l'UdS avec l'application de la loi sur l'autonomie des universités. Elle fait partie d'un groupe de 20 universités pour lesquelles ce nouveau dispositf apporte l'autonomie en matière budgétaire et de gestion des ressources humaines et la possibilité de devenir propriétaires de leurs biens immobiliers.
Article entier : http://www.vousnousils.fr/.
Die drei Straßburger Universitäten fusionieren Donnerstag für die Entstehung der größte Universität Frankreichs, um den globalen Wettbewerb.
Austria: Continuing vocational education and training (CVET) for adults
Source : http://www.trainingvillage.gr/.
There are various types of CVET in Austria:
1. Publicly promoted CVET for all
2. CVET as instrument of active labour market policies
3. CVET at the initiative of enterprises and social partners
4. CVET at the initiative of the individuals
Due to the federal and multi-faceted structure of adult learning establishments in Austria no uniform planning procedure can be found.
Publicly promoted CVET for all
Universities offer CVET mostly within the framework of short-term university courses for post-graduates and non-academics who satisfy other admission criteria (Universitätslehrgänge). These courses lead to a master’s degree or to the awarding of the prefix ‘Akademischer…’ before the graduate’s existing professional title, provided that the curriculum has a value of at least 60 ECTS credits. Participants are required to pay a tuition fee, which is set in the light of the actual cost of the course. Most classes take place in the evenings or at weekends in order to suit people in employment.
Training for unemployed people and others vulnerable to exclusion in the labour market
In Austria, training for unemployed people is the core task of the Public Employment Service (Arbeitsmarktservice, AMS), an autonomous government funded body. It is not a training provider but responsible for funding training programmes for unemployed people. It also funds some skills needs research to develop appropriate measures which achieve labour market requirements.
CVET at the initiative of enterprises or social partners
In Austria enterprise learning is generally split into two areas: initial vocational education and training, i.e. apprenticeship training (Lehre) and enterprise CVET (betriebliche Weiterbildung).
The company size – independent of sector – has a separate effect in terms of enterprise CVET. Pronounced differences can be found between large enterprises, which as a rule carry out internal training programmes as HR development tools. On average 72% of all Austrian enterprises provided any type of CVET to their employees in 1999. While 96% of the large companies (more than 250 employees) are active in CVET courses, only two-thirds of the small companies are training enterprises.
CVET at the initiative of the individual
Individual adults have different motivations to engage in CVET activities. Both job-related and non-job-related reasons are of relevance and often hard to distinguish. A number of surveys on CVET have been conducted but there is still a lack of data on general motivations for participating. Statistical data show that participation in CVET depends greatly on age and educational attainment.
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