02 octobre 2011

New Perspectives for Master Study Programmes in Europe

http://www.eua.be/images/logo.jpgBologna Seminar - New Perspectives for Master Study Programmes in Europe, Berlin, Germany (25-26 October 2011). The German Rectors’ Conference (HRK) and its project nexus are jointly organising the Bologna Seminar “New Perspectives for Master Study Programmes in Europe. Implementing the Second Cycle of Bologna – A European Success story?" which will take place from 25-26 October 2011 in Berlin, Germany.
In preparation for the ministerial conference in Bucharest in 2012, the Bologna Seminar seeks to focus on the current state of Master programmes in the European Higher Education Area. New developments for orientation and transparency on the rapidly increasing “Master-market” such as the marketing of Master degree programmes, recruitment of students, and implementation of lifelong learning will be discussed.
EUA Board Member and President of HRK, Dr Margret Wintermantel and EUA’s Senior Adviser, Howard Davies, will be speaking at the event. EUA’s Head of Unit, Michael Gaebel will also chair a workshop on “How to match Students and Programmes”. As part of the seminar, there is a call for posters which should relate to one of the three criteria: structure, target groups or recruitment strategies and discuss individual perspectives such as the challenges and opportunities faced and solutions to them. For more information, see the HRK website. See also Awarding Credit for Coursework, Recognising University Degrees.

Posté par pcassuto à 17:06 - - Permalien [#]
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Moving towards a unified European Higher Education Area

http://www.myuniversity-project.eu/templates/jt015_j15/images/logo.pngSeptember 2, 2011: Official launch of nine eParticipation University portals – 2nd project Press Release
The 2nd press release of MyUniversity project was circulated today to all European media, stakeholders and interested parties. The press release announces the official launch of nine eParticipation University portals and presents the relevant urls in the English language. Read the 2nd MyUniversity Press Release in English.
Nine eParticipation portals for universities are launched today in order to offer to university members and to local, national and EU stakeholders in the higher education system an opportunity to collaborate within the decision – making processes that address several of the Bologna action lines. The nine end-user universities and the website address of their eParticipation portals are:
International Business School Bulgaria: www.e-myUniversity.eu/ibsedu
University of National and World Economy (Bulgaria): www.e-myUniversity.eu/unwe
University of Vilnius (Lithuania): www.e-myUniversity.eu/vu
University of Presov in Presov (Slovakia): www.e-myUniversity.eu/unipo
Slovak University of Technology in Bratislava (Slovakia): www.e-myUniversity.eu/stuba
Slovak University of Agriculture in Nitra (Slovakia): www.e-myUniversity.eu/uniag
Rey Juan Carlos University (Spain): www.e-myUniversity.eu/urjc
University of León (Spain): www.e-myuniversity.eu/ule
Stockholm University (Sweden): www.e-myUniversity.eu/su.
The portals are based on the same software solution developed within the MyUniversity project and will run in pilot phase for a period of 20 months. The participating universities will be able to:
Easily publish European consultations on the Bologna Process on their e-Participation portal and then allow university personnel and students to provide feedback on them; Disseminate key information on the Bologna process; Create online surveys and discussions that can enhance the existing traditional “on-site” meetings organized by them for their own decision-making processes; Track issues raised on the other university e-Participation portals, which could have similarities to the ones they are experiencing, thus allowing them to further cooperate and even create a common policy on how to tackle these issues; Gather their students’ views on the key issues affecting them; Provide their personnel and students with online collaboration tools that help them to interact with their colleagues in order to collect data for both university and EU level reports.
These portals give the opportunity to the university work groups to interact with the higher education stakeholders and provide input to the national and European associations where they belong. Moreover, the university members who are active in the Bologna decision-making process can use the e-Participation tools to interact with other university members and easily extract conclusions that will be used as direct input to their work. In addition, higher education decision makers of all levels (university, national, European), could launch on these portals several e-Participation processes related to different decision making activities and thus clearly communicate the value of such participation in their final decision.
Launched on October 1st, 2010, MyUniversity is a two and a half year project that will demonstrate how the universities could use an array of specific e-Participation tools for involving university members and stakeholders in transparent higher education decision-making processes at local, national and EU level. MyUniversity is currently supported by the European Commission (ICT Policy Support Programme) and involves 13 partners from 7 EU Member States: Belgium, Bulgaria, Greece, Lithuania, Slovakia, Spain and Sweden. For more information, please visit the project website at www.myuniversity-project.eu.
The European Union, staying loyal to the Bologna declaration and the resulting Bologna Process, has been moving towards a unified European Higher Education Area. Today, the Bologna declaration objectives are still valid and more important than ever. The ones that have not yet been achieved require further commitment. One of the key aspects towards the success of the Bologna Process is the close cooperation and interaction between governments, higher education institutions, students, staff, employers and quality assurance agencies. MyUniversity project will equip universities from Bulgaria, Lithuania, Spain, Slovakia and Sweden with a cutting edge e-Participation platform so they can actively participate in the higher education decision making process with valuable input towards future policies and legislation, both locally and at European level.

Posté par pcassuto à 16:22 - - Permalien [#]

Collaboration between Vocational and University Education: Building Partnerships for Regional Development

http://www.bcongresos.com/congresos/gestor/upload/oecd-en.jpg17-18 October 2011, Carlos Santamaria Center, Campus Guipuzcoa, University of Basque Country, San Sebastian. Education at a Glance 2011: OECD Indicators.
Bernard Hugonnier, Deputy-Director for Education (OECD), Iñaki Goirizelaia, Rector of the University of the Basque Country and Márius Rubiralta, General Secretary for Universities (Ministry of Education) are pleased to present the OECD / IMHE Seminar "Collaboration between Vocational and University Education" which will be held at Campus de Gipuzkoa (Carlos Santamaría Centre), 17-18 October.
Tertiary education has become more diverse in its providers, its learners and the range of skills and training it provides as a response to the growing demand of education in knowledge-based economies. New and more flexible modes of study and delivery have been put in place to attend to the needs of a more heterogeneous student body, in terms of socio-economic background, ethnicity, previous education, age, aspirations, and academic ability. This institutional differentiation has blurred the boundaries between vocational and university education, increasing the competition between tertiary education institutions (TEIs) for students and resources.
In a context of constant changes and great uncertainty, tertiary education institutions (TEIs) have to collaborate in order to improve their  responsiveness to the needs of the labour market and the wider society. TEIs can play a key role in human capital development and innovation systems and can help their cities and regions become more innovative and globally competitive. The OECD Reviews of Higher Education in Regional and City Development assist TEIs  and regional governments to achieve this objective.
This seminar will examine the main challenges and opportunities of collaboration between vocational tertiary and university education for regional development. International good practices of collaboration and division of labour between tertiary education institutions will be presented and discussed from the perspective of their contributions to human capital development and innovation in cities and regions. The seminar is co-organised with the OECD/IMHE, the Spanish Ministry of Education and the University of the Basque Country.
Keynote Speech: Collaboration for what?
The institutional divisions between vocational and university education are unlikely to disappear, but there is international evidence of increased blurring of the boundaries. Tertiary education does not require more barriers; it needs the collaboration between the vocational and the university sectors for social and economic development. What type of collaboration between the two sectors will be more productive for regional development? What are the main challengesto this collaboration? Chair: Miguel SOLER, General Director of Vocational Education, ES, Keynote speaker: Michael YOUNG, Institute of Education of London, UK.
Plenary session I: Widening access to tertiary education.
Mass tertiary education systems must be more differentiated than elite ones because they enroll a more heterogeneous student body, respond to new demands from the labor market, and attempt to cover a wider range of knowledge. Diversification occurs between tertiary education institutions (i.e. universities of applied sciences) and within them (i.e. dual sector universities). Can diversification widen access to those who were traditionally excluded from tertiary education? What are the strengths and weaknesses of the new tertiary education programmes? Are new divides emerging among tertiary education institutions?
Plenary session II: Pathways across the educational system.
Governments have established distinct educational sectors with different aims and purposes, while at the same time they have built bridges across these sectors, in particular to enhance possibilities for student transfer from one to the other. Despite the existence of some formal connections between and within the educational sectors, the level of students’ mobility and recognition of prior learning is still low. What are the best strategies to enhance learning pathways across tertiary education systems? Are the good practices of collaboration in this field scalable to the regional or national level?
Keynote speech: Tertiary education for lifelong learning.
Trends in the global economy mean there is pressure for more flexibility in the provision of education and training and for a more prominent role of lifelong learning in tertiary education institutions. However, the principle of lifelong learning does not fit well with a system based on barriers and divisions even when they are pragmatic and blurred. How well prepared are our tertiary education institutions for providing continuing education? What are the necessary institutional changes they need to face in order to adapt to the new scenario?
Plenary session III: Industry driven skills development.
Tertiary education institutions, if they collaborate with each other and with the industrial sector, can make a significant contribution to human capital development in their cities and regions. The vocational and the university sectors can collaborate through updating and upgrading workers’ skills in firms, sharing business links for apprenticeships and internships, establishing dual programmes with the business sector, etc. Is the business sector asking for more collaboration between vocational and university education? What are the most productive areas of collaboration of these two sectors for human capital development?
Plenary session IV: Vocational and university partnerships to boost innovation.
The regional dimension of innovation is crucial to promote economic growth and competitiveness. All tertiary education institutions can  help improve the capacity of their cities and regions to adapt knowledge and to foster innovation. Collaboration among tertiary education institutions can result in a better contribution of the educational sector to regional innovation system. What kind of economic sectors would benefit the most from the collaboration between vocational and university institutions? What are the gains in terms of economic efficiency of this collaboration?
Roundtable: Making the reform happen: the case of the Campus of International Excellence in Spain.

Posté par pcassuto à 15:51 - - Permalien [#]
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Tracking Learners' and Graduates' Progression Paths (TRACKIT!)

http://www.eua.be/images/logo.jpgTracking students and graduates is extremely important for universities who wish to provide a high quality education to an increasingly diverse student population. Procedures for assessing progress and success of students during their study, towards employment or further qualification, help to understand the impact of study programmes, their relevance for the labour market, and thus generate the necessary information for systematic improvement of courses and support services.
In order to find out more about the drivers, mechanisms and impact of tracking, EUA, in a consortium with the Hochschul-Informations-System GmbH (HIS), Lund University, the University of the Peloponnese, the Danish School of Education/Aarhus University and the Irish Universities Association, launched a project under the Lifelong Learning Programme - Transversal Programme, Key Activity 1, Studies and Comparative Research. The project will last 24 months, from October 2010 to September 2012.
Project Objectives

The TRACKIT! project will undertake a study on the drivers, mechanisms and impact of tracking procedures applied by universities, national agencies and researchers, and assess their relevance for and impact on universities and their members. In the context of the project, “tracking” has been defined as all systematic approaches that can be used to monitor progression paths of HE students and their transition into the labour market or another HE programme.
Expected results
The study is expected to give further indications on how to enhance the institutional capacity for providing high quality student-centred learning and training to a larger and diversified studentship, and to improve the understanding of the articulation between degrees and employability. By doing so, it would be expected to underpin ongoing educational reforms and to deliver an important contribution to the realisation of a Europe of knowledge.
Methodology, project phases
The first phase of the project, from October 2010 to September 2011, consists of the development of a background research report on tracking approaches in use at universities and at national level in different parts of Europe.
The second phase of the project, from September 2011 to March 2012 consists of qualitative research, based on site visits. In total, 10 countries will be covered by 20 site visits.
The third phase will bring the outcomes of the previous phases together in a final report.  The report will contain an analysis of tracking measures and as well as a first impact assessment with regards to institutional enhancement. It will be presented to a larger audience at a dissemination event in September 2012 and will be widely distributed.

Posté par pcassuto à 15:45 - - Permalien [#]

Erasmus Mobility Quality Tools

http://www.emqt.org/images/stories/imagenes/emqt%20logo_n.pngFinal Validation Conference, Tuesday 8th November 2011, University Foundation, Coimbra Group Office, Rue d'Egmont, 11 Egmontstraat, B- 1000 Brussels.
Final Validation Conference is organised by the University of Padova and the Coimbra Group Office, in close cooperation with the University of Bologna and the University of Deusto, the methodological partner CHE Consult, as well as all the EMQT partners, in the framework of the EMQT project, an LLP Structural Network.
During the Conference, the outcomes and results obtained in this two-year-project and consolidated in the “EMQT Quality Tools’ Box” will be presented to the audience, who will include a Validation Panel of selected Experts in the field of Erasmus Mobility and internationalisation.
On that occasion, the Validation Panel will be asked to express their opinion on the EMQT products, sent to them prior to the meeting. All other attendants will also be able to provide their input and feedback thanks to the interactive sessions which will take place in parallel with the closed meeting of the Validation Panel.
The EMQT Quality Tools’ Box, which comprises a Questionnaire, a General Mapping Report, Guidelines for good practice and a List of useful Indicators, will hopefully support European Higher Education institutions to self assess their overall quality in the students’exchange.
For any additional information or for downloading the registation form, please click below on the relevant link. Should you need any further clarification or should you have any specific request, please send an email to Sara Pittarello (sara.pittarello@unipd.it). We are looking forward to meeting all of you in Brussels! The EMQT Coordinating team, Luigi F. Donà dalle Rose and Sara Pittarello, University of Padova, on behalf of all partners of the EMQT network.  Invitation letter for the Final Validation Conference. Draft agenda for the Final Validation Conference. Registration form for the Final Validation Conference. Information on accommodation for the Final Validation Conference.

Posté par pcassuto à 15:15 - - Permalien [#]
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Textes de référence sur la Politique Européenne en matière d’éducation de formation et d’emploi

http://www.freref.eu/images/2011/logo-freref.pngCe document vise un recueil des textes communautaires de référence. Son but est de vous informer ou de vous renseigner plus précisément sur une initiative, un projet, un dispositif ou encore un programme de financement communautaire. Les textes sont regroupés selon les différents ateliers. Une adresse internet figure à la fin de chaque document pour plus de détails. Télécharger la Synthèse de la Politique Formation Education de l'UE.
Table des matières
Politique générale

    "The Copenhagen Declaration"
    Communiqué de Maastricht sur les priorités futures de la coopération européenne renforcée pour l'enseignement et la formation professionnels
    Communiqué d'Helsinki sur la coopération européenne renforcée pour l'enseignement et la formation professionnels
    Le Conseil européen extraordinaire de Lisbonne (mars 2000) : vers une Europe de l'innovation et de la connaissance
    Un nouvel élan pour la stratégie de Lisbonne (2005)
    Formation Professionnelle : Le Cadre européen des certifications
    "L'éducation et la formation tout au long de la vie au service de la connaissance, de la créativité et de l'innovation"
    Article de Jens Bjornavold sur les learning outcomes : « Tout cela n'est-il qu'une parole en l'air? »
L'échec scolaire et la question du décrochage scolaire

    Pacte européen pour la jeunesse
    Compétences clés pour l'éducation et la formation tout au long de la vie
    Reconnaissance de l'éducation et de la formation non formelles et informelles (dans le domaine de la jeunesse)
    Principes européens communs pour l'identification et la validation de l'éducation et de la formation non formelles et informelles
Transition école - vie active

    La politique d'insertion - Rapport conjoint sur la protection sociale et l'inclusion sociale
    Compétences clés pour l'éducation et la formation tout au long de la vie
Transition Université - vie professionnelle

    Faire réussir le projet de modernisation pour les Universités : Formation, Rechercher et Innovation
    Processus de Bologne : faire converger les systèmes d'enseignement supérieur
L'orientation tout au long de la vie

    Flexicurité : des emplois plus nombreux et de meilleure qualité en combinant flexibilité et sécurité
    Promouvoir la pleine participation des jeunes à l'éducation, à l'emploi et à la société
    Renforcement des politiques, des systèmes et des pratiques dans le domaine de l'orientation tout au long de la vie en Europe
    Les compétences nouvelles pour des emplois nouveaux
    L'orientation professionnelle -Guide pratique pour les décideurs
    Ploteus
    Euroguidance
    Développement des réseaux de l'orientation active - DROA
Mobilité

    EUROPASS - Au service de la mobilité des citoyens
    Charte européenne de qualité pour la mobilité
    Mobilité des étudiants, des personnes en formation, des jeunes volontaires, des enseignants et des formateurs
    Plan d'action pour la mobilité
    The European Credit system for Vocational Education and Training (ECVET)
Programmes européens

    Programme pour l'éducation et la formation tout au long de la vie 2007-2013
    Erasmus Mundus (2004 - 2008)
    Programme communautaire pour l'emploi et la solidarité - PROGRESS (2007-2013)
    « Jeunesse en action » 2007-2013
    Le Fonds social européen (2007 - 2013).

“The Copenhagen Declaration”
Declaration of the European Ministers of Vocational Education and Training, and the European Commission, convened in Copenhagen on 29 and 30 November 2002, on enhanced European cooperation in vocational education and training

Over the years co-operation at European level within education and training has come to play a decisive role in creating the future European society. Economic and social developments in Europe over the last decade have increasingly underlined the need for a European dimension to education and training. Furthermore, the transition towards a knowledge based economy capable of sustainable economic growth with more and better jobs and greater social cohesion brings new challenges to the development of human resources. The enlargement of the European Union adds a new dimension and a number of challenges, opportunities and requirements to the work in the field of education and training. It is particularly important that acceding member states should be integrated as partners in future cooperation on education and training initiatives at European level from the very beginning. The successive development of the European education and training programmes has been a key factor for improving cooperation at European level. The Bologna declaration on higher education in June 1999 marked the introduction of a new enhanced European cooperation in this area.
The Lisbon European Council in March 2000 recognised the important role of education as an integral part of economic and social policies, as an instrument for strengthening Europe's competitive power worldwide, and as a guarantee for ensuring the cohesion of our societies and the full development of its citizens. The European Council set the strategic objective for the European Union to become the world’s most dynamic knowledgebased economy. The development of high quality vocational education and training is a crucial and integral part of this strategy, notably in terms of promoting social inclusion, cohesion, mobility, employability and competitiveness.
The report on the 'Concrete Future Objectives of Education and Training Systems', endorsed by the Stockholm European Council in March 2001, identified new areas for joint actions at European level in order to achieve the goals set at the Lisbon European Council. These areas are based on the three strategic objectives of the report; i.e. improving the quality and effectiveness of education and training systems in the European Union, facilitating access for all to education and training systems, and opening up education and training systems to the wider world.
In Barcelona, in March 2002 the European Council endorsed the Work Programme on the follow-up of the Objectives Report calling for European education and training to become a world quality reference by 2010. Furthermore, it called for further action to introduce instruments to ensure the transparency of diplomas and qualifications, including promoting action similar to the Bologna-process, but adapted to the field of vocational education and
training.
In response to the Barcelona mandate, the Council of the European Union (Education, Youth and Culture) adopted on 12 November 2002 a Resolution on enhanced cooperation in vocational education and training. This resolution invites the Member States, and the Commission, within the framework of their responsibilities, to involve the candidate countries and the EFTA-EEA countries, as well as the social partners, in promoting an increased cooperation in vocational education and training.
Strategies for lifelong learning and mobility are essential to promote employability, active citizenship, social inclusion and personal development1. Developing a knowledge based Europe and ensuring that the European labour market is open to all is a major challenge to the vocational educational and training systems in Europe and to all actors involved. The same is true of the need for these systems to continuously adapt to new developments and changing demands of society. An enhanced cooperation in vocational education and training will be an important contribution towards ensuring a successful enlargement of the European Union and fulfilling the objectives identified by the European Council in Lisbon. Cedefop and the European Training Foundation are important bodies for supporting this cooperation. The vital role of the social partners in the socio-economic development is reflected both in the context of the European social dialogue and the European Social Partners framework of actions for the lifelong development of competences and qualifications, agreed in March 2002. The social partners play an indispensable role in the development, validation and recognition of vocational competences and qualifications at all levels and are partners in the promotion of an enhanced cooperation in this area.
The following main priorities will be pursued through enhanced cooperation in vocational education and training:

On the basis of these priorities we aim to increase voluntary cooperation in vocational education and training, in order to promote mutual trust, transparency and recognition of competences and qualifications, and thereby establishing a basis for increasing mobility and facilitating access to lifelong learning.
European dimension
• Strengthening the European dimension in vocational education and training with the aim of improving closer cooperation in order to facilitate and promote mobility and the development of inter-institutional cooperation, partnerships and other transnational initiatives, all in order to raise the profile of the European education and training area in an international context so that Europe will be recognised as a world-wide reference for learners.
Transparency, information and guidance
• Increasing transparency in vocational education and training through the implementation and rationalization of information tools and networks, including the integration of existing instruments such as the European CV, certificate and diploma supplements, the Common European framework of reference for languages and the EUROPASS into one single framework.
• Strengthening policies, systems and practices that support information, guidance and counselling in the Member States, at all levels of education, training and employment, particularly on issues concerning access to learning, vocational education and training, and the transferability and recognition of competences and qualifications, in order to support occupational and geographical mobility of citizens in Europe.
Recognition of competences and qualifications

• Investigating how transparency, comparability, transferability and recognition of competences and/or qualifications, between different countries and at different levels, could be promoted by developing reference levels, common principles for certification, and common measures, including a credit transfer system for vocational education and training
• Increasing support to the development of competences and qualifications at sectoral level, by reinforcing cooperation and co-ordination especially involving the social partners. Several initiatives on a Community, bilateral and multilateral basis, including those already identified in various sectors aiming at mutually recognised qualifications, illustrate this approach.
• Developing a set of common principles regarding validation of non-formal and informal learning with the aim of ensuring greater compatibility between approaches in different countries and at different levels.
Quality assurance

• Promoting cooperation in quality assurance with particular focus on exchange of models and methods, as well as common criteria and principles for quality in vocational education and training.
• Giving attention to the learning needs of teachers and trainers within all forms of vocational education and training.
The following principles will underpin enhanced cooperation in vocational education and training:
• Cooperation should be based on the target of 2010, set by the European Council in accordance with the detailed work programme and the follow-up of the Objectives report in order to ensure coherence with the objectives set by the Council of the European Union (Education, Youth and Culture).
• Measures should be voluntary and principally developed through bottom-up cooperation.
• Initiatives must be focused on the needs of citizens and user organisations.
• Cooperation should be inclusive and involve Member States, the Commission, candidate countries, EFTA-EEA countries and the social partners.
The follow-up of this declaration should be pursued as follows to ensure an effective and successful implementation of an enhanced European cooperation in vocational education and training:

1. Implementation of the enhanced cooperation in vocational education and training shall be a gradually integrated part of the follow-up of the objectives report. The Commission will reflect this integrated approach in its reporting to the Council of the European Union (Education, Youth and Culture) within the timetable already decided for the work of the objectives report. The ambition is to fully integrate the follow-up work of the enhanced co-operation in vocational education and training in the followup of the objectives report.
2. The existing Commission working group, which will be given a similar status to that of the working groups within the follow-up of the objectives report, in future including Member States, EFTA-EEA countries, candidate countries and the European social partners, will continue to work in order to ensure effective implementation and coordination of the enhanced cooperation in vocational education and training. The informal meetings of the Directors General for Vocational Training, which contributed to launching this initiative in Bruges 2001, will play an important role in focusing and animating the followup work.
3. Within this framework the initial focus between now and 2004 will be on concrete areas where work is already in progress, i.e. development of a single transparency framework, credit transfer in vocational education and training and development of quality tools. Other areas, which will be immediately included as a fully integrated part of the work of the follow-up of the objectives report organised in eight working groups and an indicator group, will be lifelong guidance, non-formal learning and training of teachers and trainers in vocational education and training. The Commission will include progress on these actions in its report mentioned in paragraph 1.
The ministers responsible for vocational education and training and the European Commission have confirmed the necessity to undertake the objectives and priorities for actions set out in this declaration and to participate in the framework for an enhanced cooperation in vocational education and training, including the social partners. A meeting in two years time will be held to review progress and give advice on priorities and strategies.
Télécharger la Synthèse de la Politique Formation Education de l'UE.

Posté par pcassuto à 10:26 - - Permalien [#]

Plaidoyer pour un Grenelle de la Formation professionnelle

http://1.bp.blogspot.com/-B0rL76umEqw/TodF5_JcFpI/AAAAAAAAAFY/xfBT2fshwYs/s320/SICFOR%2BLogo.jpgLe Conseil Economique et social a invité le Syndicat des Indépendants formateurs et Consultants (SICFOR) le 28 septembre pour présenter des propositions sur l'avenir de la formation professionnelle. Voir l'intégralité du document: Plaidoyer pour un Grenelle de la Formation professionnelle.
Voici les grands traits de l'intervention.
Le constat d'un désintérêt face à la Formation

Le SICFOR pointe le désintérêt de l'Etat pour la Formation continue depuis la réforme de 2009. Le dispositif est pervers, dans les faits, les PME financent les plans de formation des grandes entreprises, ce qui les décourage. Les entreprises n'investissent donc plus la formation comme un investissement à long terme, se contentant d'optimiser l'adaptation au poste de travail.
la réforme de 2009 a introduit une confusion entre le Droit individuel à la formation (DIF) qui renvoie à l'école de la deuxième chance (et intéresse donc un public peu qualifié) et la Formation professionnelle, destinée au maintien et au développement des compétences dans une évolution technologique rapide.
Le DIF est un" rendez vous manqué": l'information n'est pas assurée auprès des salariés ni par les entreprises ni par les représentants des salariés; il est donc trop souvent détourné de son objectif (financement du plan de formation par exemple).
Enfin les Organismes Paritaires Collecteurs Agréés (OPCA), chargés de la collecte et de la répartition des fonds de la Formation continue "sont dans la tourmente": ils ont très fortement diminué les financements intra-entreprises.
5 propositions pour évoluer

1) Passer de la logique "offre de formation" à celle de "réponse au besoin de formation".
2) distinguer "Droit à la Formation" et "Formation professionnelle"
3) Centrer le dispositif sur les personnes et non sur leur statut social
4) Réorienter les financements mutualisés vers le subventionnement de projets formatifs : la mutualisation ne profite pas à ceux qui en ont le plus besoin, les fonds doivent aussi financer l'analyse des besoins, le diagnostic et l'élaboration de réponses formation
5) Redonner une âme au DIF pour le remettre dans la perspective de promotion sociale qui est son origine. le SICFOR préconise quil soit géré par un organisme indépendant et non plus au sein de l'entreprise.
Voir l'intégralité du document: Plaidoyer pour un Grenelle de la Formation professionnelle.
http://1.bp.blogspot.com/-B0rL76umEqw/TodF5_JcFpI/AAAAAAAAAFY/xfBT2fshwYs/s320/SICFOR% 2BLogo.jpg The Economic and Social Council invited the Union of Independent Trainers and Consultants (SICFOR) September 28 to submit proposals on the future of vocational training. View the whole document: Advocacy for Training Grenelle.
Here are the main features of the intervention.

The statement of disinterest in front of the Training

The peak SICFOR disinterest of the state for continuing education since the 2009 reform.
The system is perverse, in fact, SME finance training plans of large companies, which discourages them. Companies no longer invest training as a long-term investment, merely to adapt optimally to the workstation. More...

Posté par pcassuto à 01:42 - - Permalien [#]