Si le calme de la fin de l’année pourrait permettre de rattraper tout ou partie de ce retard, il est tout de même possible de s’interroger sur le sens de la production de ces multiples rapports, le plus souvent de qualité, et donc mobilisateurs d’énergie pour les produire qui viennent après bien d’autres et ne semblent pas lus, ni même parcourus, par ceux qui seraient en position de s’inspirer de leurs analyses et de leurs propostions pour infléchir les politiques publiques dont ils ont la responsabilité.
La liste des dernières parutions, durant les quinze premiers jours de Décembre est impressionnante:
* Le livre blanc de l’AFPA sur la Formation Professionnelle: Quelle formation demain?
* Le rapport du Conseil Economique Social et Environnemental: 40 ans de formation professionnelle: bilan et perspectives
* Le rapport d’évaluation du RSA
* L'étude du CEE: Le Rsa, innovation ou réforme technocratique?
* Le rapport du Conseil d’Orientation pour l’Emploi: le chômage de longue durée
* L'étude de l’INSEE: le chômage des non diplômés
* La publication de la DARES sur l’accompagnement des jeunes diplômés demandeurs d’emploi par les OPP
* La publication de la DARES sur la Synthèse des principeles données relatives à l’emploi des jeunes et à leur insertion
Et sans doute quelques autres qui nous ont échappé au moment de rédiger ce récapitulatif. Si on fait des études, c’est, normalement, pour évaluer l’action passée et éclairer l’action future. Il semble qu’en ce momemnt on fasse des rapports qui augmentant une connaissance déjà assez bien établie, mais qui n’est liée à l’action publique que de très loin.
Voir aussi: Les 1001 Rapports concernant la Formation Professionnelle ou Continue et les Universités, numéro 3, Les 40 rapports concernant la Formation Professionnelle ou Continue et les Universités, Bienvenue au pays des Mille et Une Feuilles.
By Lucy Tobin. Postgraduate courses remain in demand, but is one right for you? Our new guide will help you to decide. "It helped me stand out from the crowd and get a job," says Gitte Pedersen of her master's degree in international marketing. The fact that she's talking about the course from her office at advertising giant Ogilvy reinforces her point. "I learned a lot and became more motivated," Pedersen adds, "but the best thing about it was definitely that it helped me go straight into work."
Not all postgraduate courses have such a happy ending, but students are still heaping their dreams on them. The spike in demand for postgraduate education during the recession is still in evidence. Almost 353,500 students enrolled in postgraduate studies in 2009-10, according to the Higher Education Careers Service Unit (Hecsu). Demand for master's degrees was up 7.4%, and the number of PhD students grew 1%. Hecsu has not yet published last year's admissions figures, but says anecdotal evidence suggests even higher student numbers.
With graduate unemployment at a 15-year high, it's little surprise that students want to further their education in the hope of finding employment. There are, however, growing fears in academia that the rise in undergraduate fees and the end of schemes such as the education maintenance allowance will leave domestic students too indebted to afford a postgraduate education in the UK, which could become the preserve of foreign students.
For now, those opting to return to academia are, like Pedersen, fanatically focused on one thing: employability. Recruiters like master's courses, but only if graduates can prove their value. "If post-graduate qualifications are undertaken for the right reason and graduates are able to explain their worth to prospective employers, they can be very worthwhile additions to a CV," says Carl Gilleard, chief executive of the Association of Graduate Recruiters. "But motivation is important. If it's just to delay the job search or as a last resort after failing to secure a job, then it's not worthwhile."
If you're considering a higher degree, Education Guardian's Postgraduate Guide, launched today, will help your research. It lists course fees, staff-student ratios, completion rates and expenditure per student. More than ever this year it's crucial to ensure you're getting the best value for money – not necessarily the cheapest fees, but a place on the course that is most likely to lead to the job you want, at an institution with good industry links, careers advice and student satisfaction levels.
"If you're serious about investing your time and money in a postgraduate course, ensure you're making an informed decision," advises Laura Hooke, careers consultant at City University London. "If you are motivated by the sheer enjoyment of study and a love of the subject, that's great. But if you see further study as a means of getting employment, proceed with caution. A job ... is not guaranteed."
If you do decide to proceed, pick your course with your career objectives in mind – whether that's work in academia or a particular industry sector. "Find as specific a programme as possible," advises James Intriligator, senior lecturer at Bangor University. When his psychology department switched its master's in "consumer psychology" to one in "consumer psychology and business", it saw a marked increase in the number of students securing jobs at the end. "Employers take notice of highly relevant, specialised programmes," says Intriligator. He also highlights the value of courses that include hands-on experience. "Our students do a semester-long project with a local company, which gives them something 'applied' to talk about in interviews," he says.
Would-be postgraduates should also look into the details beyond graduate employment numbers. "Write to your top few courses and ask what kind of careers their graduates tend to pursue," says Intriligator. "Ask how successful they have been, and ask for examples. Many will not answer you, but if you continually get no response, this should tell you something about the university." Past and current students are another useful source of advice, but try to track them down through student forums, Twitter or Facebook rather than just those beaming out of the prospectus: they're more likely to be honest.
Looking back on her own postgraduate experience, Pedersen says the best thing she did was secure work experience before picking her course. "You can select modules that are based around what you want as a career," she says.
This is something Katarina Palin did not do. Palin, 25, completed a PGCE teaching qualification at Sheffield Hallam University last June. She embarked on the course after graduating with a degree in business administration and sociology from Aston University. "After mild career panic, I thought I needed a vocation, and decided – with minimal knowledge of what it really entailed – that teaching would be it," Palin explains. "I found out there were still spaces on Sheffield Hallam's PGCE course and applied without really putting much thought into it."
Palin quickly regretted her decision. "On my first placement, I had a minor breakdown about whether I really wanted to continue, but I convinced myself I should carry on. I was trying so hard just to keep my head above water and was literally counting the days until the end of the course. Deep down, I knew I didn't really want to teach. After graduating, I ended up going back to recruitment agencies. I secured some admin work at a university, where I am now. I'd like to build a career here."
Palin says potential postgraduate students should not start a course in the vague hope it leads to a career. "I feel like I wasted a year. It was a path I chose out of blind panic, the idea that I needed a career – I'd never advise anyone to choose a postgraduate course because of that."
Spending time weighing up the pros and cons of a master's is all the more important when you consider the cost. The average fees for a one-year course for a domestic student rose to £4,000 last year; an MBA costs an average of £12,000. And experts predict that the cost of postgraduate courses will rise when tuition fees triple from 2012, as universities won't want to offer master's qualifications that are cheaper than undergraduate ones.
While bursaries are available for some, many need to take out a career development loan, worth up to £10,000, to fund two years of study. Alternative options include long-distance learning or part-time study, which can be juggled with paid work, or studying abroad: some European universities' fees are far lower than those in the UK.
Whatever postgraduate path you pick, make sure you're committed to the hard work. "At least 70% of what you get out of a master's is directly related to how much you put in," says Intriligator. "Be prepared to make things happen on your own – set up study groups, read widely, and engage. If you don't feel ready to take responsibility for learning on your shoulders, and don't feel interested or excited by the topic, then don't waste your time and money."
Of course, the tendency is always there in media democracies where having an opinion is often confused with being informed. But the tendency has certainly been fueled of late. Newspapers that attempted to check all their facts New York Times style are flickering out of existence as the Internet achieves a new media hegemony. Those newspapers that are left increasingly seem to be repositories of comments as much as news. Internet search patterns tend to be quite narrow and to confirm rather than challenge opinions. All kinds of celebrity seem to have been given carte blanche to pronounce on whatever they like, often in real time through the use of Twitter (in the U.K., stand-up comedians–a modern plague if ever there was one–seem to be cornering the market). And so on.
Universities are hardly immune to this tendency. Those academics who achieve a measure of fame are often tempted to move outside their area of expertise: how often do we hear Nobel Prize winners suddenly taking on the mantle of knowledge of many other things than the area for which they won the prize, sometimes with rather embarrassing results? Then, some academics have become involved with the press in ways which mean that their opinions tend to be sought out on a wide range of issues, some of which are tangential to their concerns, to put it kindly. Finally, many academics, in their search for media impact, seem to be actively seeking out quirky fact, as can be found in some parts of psychology and economics.
Part of the reason for this state of affairs is clearly competition. It is not only that universities have been challenged as sources of knowledge by some of the tendencies I have already outlined but also that other sources of knowledge have grown up: so-called Type 2 organizations like consultancies and nongovernmental organizations that dispense knowledge in different ways to universities but still make similar truth claims.
If the public is not to fragment into multiple publics all of whom are allowed to believe exactly what they want and are able to find multiple ways of confirming it as the case, then some kind of push back needs to occur. And it is heartening to see the signs of that beginning to happen. Not only are there now all kinds of fact-check Web sites, designed to give as accurate information as possible in the face of the more lurid claims made by politicians and the like but universities are also becoming involved. For example, the Australian university project, The Conversation, is intended to provide trusted and reliable information based on academic research but edited by professional journalists. Individual universities are also becoming active (see, for example, Warwick’s The Knowledge Centre).
In other words, a fight-back has begun and not before time. We can but hope that this counter-attack will not only give universities more confidence in their own worth at a time when they are often under pressure but also feed new practices of informed democracy.
En 2011, 72% des entreprises interrogées estiment la formation prioritaire, contre 50% en 2009. En cause, la pénurie de profils adaptés, qui rend les recrutements difficiles pour 78% des entreprises. Une rapide remise à niveau des compétences est alors nécessaire, plus particulièrement dans les secteurs de l'ingénierie, de la prévention-sécurité et de la métallurgie.
24% des employeurs ont d'ailleurs augmenté leurs budgets formation en 2011 et 18% envisagent de le faire en 2012, quand trois-quart pensent stabiliser leurs dépenses. Parmi les entreprises satisfaites, neuf sur dix font appel à des prestataires extérieurs, et 39% misent sur la formation en interne, en passant par des salariés confirmés. Contrats de pro et d'apprentissage sont connus et appréciés par ceux qui les ont pratiqués (85% en tirent un bilan positif).
Consultez les résultats de l'enquête Opcalia. Voir L’étude nationale Conjoncture Opcalia.
2011, 72% vastanutest usub, koolitus esmatähtis, vastu 50% 2009. Kaasatud puudumine sobivad profiilid, mis muudab värbamise keeruliseks 78% ettevõtteid. Kiire täiend-oskusi on vajalik, eriti valdkondades, inseneri-, õnnetusjuhtumite vältimise ja ohutuse ja metallurgia. Velle...
The objective of the seminar was to look into topical issues of student participation in higher education governance and quality assurance, from institutional to national and international levels, outlining the main problems and obstacles, looking for examples of good practice and proposing a way forward.
Student participation in the governance of higher education is an important part of the European Higher Education Area. At the ministerial meeting in Prague in May 2001 the ministers put increased emphasis on student participation by underlining that “students are full members of the higher education community” and through the recognition of students as “competent, active and constructive partners” in the establishment and shaping of the European Higher Education Area. Ministers affirmed that students should participate in and influence the organization and content of education at universities and other higher education institutions. At the ministerial meeting in Berlin in September 2003 the ministers acknowledged that ‘students are full partners in higher education governance. Ministers note that national legal measures for ensuring student participation are largely in place throughout the European Higher Education Area. They also call on institutions and student organizations to identify ways of increasing actual student involvement in higher education governance”.
Since then the importance of student participation has been reaffirmed in most official Bologna documents. At the Budapest-Vienna ministerial meeting in May 2010, which established the European Higher Education Area the ministers stated that they ‘fully support staff and student participation in decision-making structures at European, national and institutional levels’. And yet at its 21st European Students’ Convention (ESC) on 18 February 2011 the ESU’s Chairperson, Bert Vandenkendelaere said: “A promise of the Bologna Process Framework was that students would be recognized as equal partners and involved at every level of decision making. Sadly enough this is, ten years after this promise was made, still non-existent. In no European country, students are involved at every level.”
So, what went wrong?
The objective of the Bologna seminar, which will take place on 8 and 9 December 2011 in Aghveran will be to look into the current (burning) issues of student participation in higher education governance, from institutional to national and international levels, outlining the main problems and obstacles, looking for examples of good practice and proposing a way forward. Participants: this seminar will around gather 100 policy-makers, representatives of higher education institutions, decision makers, staff and students. It is open to all 47 countries of the European Higher Education Area.
European Cooperation in Education and Training to support implementation of the Europe 2020 strategy
The report summarises the actions and developments during the first 2009 2011 cycle of implementing "ET2020" and suggests priority areas for European policy cooperation for the next cycle 2012-14.
It highlights in particular how cooperation in education and training can support reaching the objectives of the "Europe 2020" strategy.
1. The imperative to consolidate public finance puts budgets under pressure – including expenditure for education and training. However, as improving educational achievements can yield immense long-term returns and generate growth and jobs, there is a need for smart investment going along with policy reforms improving the quality of outcomes.
2. More efforts are needed to reach the Europe 2020 headline target on early school leaving and tertiary education and to implement the reforms called for by the 2011 Council Recommendation on policies to reduce early school leaving and the recent Commission Communication on the modernisation of higher education.
3. For the majority of EU citizens, lifelong learning is not a reality. This bodes ill for those hit hardest by the crisis. Unemployed youth and low-skilled adults depend on education and training to stand a fair chance on the labour market.
4. Transnational mobility for acquiring new skills enables individuals to strengthen their future employability and personal development. However, the current levels of mobility do not match its importance and benefits.
5. As the crisis has accelerated the change of skills needs on the labour market and the need to improve Europe's skills base, ET2020 will support the implementation of the Europe 2020 flagship initiative "Agenda for new skills and jobs" by promoting key competences for all citizens, close cooperation between education and the labour market and improved monitoring and anticipation of skills needs.
The Commission suggests these areas to be confirmed as priorities for European cooperation during the next "ET 2020" work cycle (2012-2014), so as to sustain a successful implementation of "Europe 2020".
The joint report will now be discussed in the Council in view of its adoption under the Danish presidency 2012. More information.
In the European Council conclusions of 4 February 2011, the Heads of State and Government called on the EU to rapidly address remaining obstacles to complete the European Research Area by 2014. In response, the Commission intends to propose a European Research Area (ERA) Framework in 2012.
From 13 September until 30 November 2011, the European Commission ran a public consultation on the ERA Framework which has collected the views of a broad range of research stakeholders on the main bottlenecks to creating a genuine single market for knowledge, research and innovation. These views need to be taken into account in preparing the Commission's ERA Framework proposal.
What is the purpose of the ERA Conference on 30 January 2012?
The conference is an important milestone in the ongoing preparations of the ERA Framework. In it, the responses to public consultation and their implications will be presented and discussed. The event will provide a platform for prominent stakeholders to testify and discuss further where they see major bottlenecks and help to mobilise a broad consensus and support for the way forward via the ERA Framework.
How is the Conference organised?
The Conference will be opened by the Research and Innovation Commissioner Geoghegan-Quinn. It will gather around 400 participants from the broader research stakeholder community.
The event will start with two plenary sessions, one giving prominence to the perspectives of different research stakeholders – researchers, research performing organisations, funders, etc., and one aimed at assessing the economic implications of completing ERA in terms of growth and innovation.
These will be followed by six thematic sessions on the main ERA issues and obstacles identified in the Innovation Union Communication – i.e. researchers, cross-border operation of research, research infrastructures, international dimension, knowledge transfer and open access.
Why you should attend?
The ERA Conference will be an opportunity to:
* discover the main outcome of the public consultation and discuss their implications with a wide cross-section of the EU research stakeholder community
* engage in and contribute to the research policy debate with high-level research stakeholder representatives and policy-makers, top researchers and business leaders
* develop and deepen the consensus and commitment to act much more purposely than has been the case to date to complete ERA, and on how to do this in an efficient and effective way.
See also Excellence 2012 Conference.
The overarching theme of the Melbourne Forum is the future of external quality assurance as it may impact on developed as well as developing agencies.
The last 20 or so years has seen external quality develop from (in international terms) a minority occupation to a close to universal phenomenon. For much of that period quality assurance agencies were generally invested with a good deal of autonomy, subject in most cases to some form of overarching control exercised by governments; although in some parts of the world agencies have not achieved the full operational autonomy as advocated in INQAAHE’s Guidelines of Good Practice. However, in recent years governments of countries where historically agencies had considerable operating autonomy are now either exercising, or are talking about exercising, greater control; notable examples being Australia and the USA.
A good number of factors are contributing to these developments and the Melbourne forum will consider a range of related issues but will in particular focus on three aspects which are to a large measure related to the steady or, in some cases, spectacular, growth in the number of higher education students.
Methodology for EQA
There is a growing belief that the traditional approach for external quality assurance (EQA) (with each programme preparing a self- assessment report, being visited by three to five experts, having a decision made programme by programme) is too expensive in terms of money and human resources. Ways need to be found to retain the good features of the traditional approach while at the same time making QA more sustainable in the medium and long terms. Some agencies have explored different modes, and their experiences could serve to analyse possible developments.
Consideration of desirable and possible (not all of which might be desirable) developments on methodology will need to take into account a range of factors of which the following appear to be the more significant.
In many countries the proportion of HE credits earned by students studying full-time at university institutions is in decline and many of our members are dealing with both universities and non-university institutions as well as having to consider the QA aspects of credits earned outside institutions. In addition many higher education credits are now being gained in non HE institutions, in some cases schools. These institutions are subject to different QA arrangements than HE institutions, typically involving a more “inspectorial approach”.
We need to discuss the similarities and differences between QA for university (higher) education, and that addressing non university, professional or vocational education. Are there significant differences in quality criteria, procedures, reviewers? What are they, and what can we learn from each other?
We also need to find ways in which our members can work more closely with the other agencies involved in the QA of non-HE institutions where nonetheless HE credits can be obtained and generally provide a better service to such institutions and their students while attention need also be given to links with those responsible for quality assurance in the field of Vocational Education and Training (VET). A particular issue is a consideration of the merits and demerits of there being a national single agency responsible for the QA of both “traditional” higher education and VET.
As QA agencies develop and mature they increasingly have to deal with institutions ranging from those that are well established and been subject to numerous reviews and those which are very newly established and which may also be using non-traditional methods of delivery. In addition even within the group of mature institutions there is a wide diversity of institutions. There are frequent complaints from institutions that standards seemed to be designed from the perspective of the traditional research based universities.
It is clear that the “one size fits all” model is not a sensible approach but consideration needs to be given as to how an agency can relate in different ways to institutions that fall within its remit while maintaining a consistency of standards and fairness to all.
In some countries distinctions are drawn between the QA of publicly financed HEIs and private institutions while in others the distinction is drawn between “for profit” institutions and others (although the fact that many public institutions operate very much as “for profit” institutions when operating outside their home countries is often ignored).
Consideration needs to be given as the question of the extent to which the basic methodology needs to be amended to deal with private or, especially, “for profit” institutions and, if so, the changes that need to be made.
The growing recognition of the importance of internal quality assurance and in particular the promotion of an institutional quality culture
INQAAHE’s Guidelines of Good Practice emphasize that quality is primarily the responsibility of higher education institutions. Many of the ‘better’ institutions have no problems with developing internal quality assurance mechanisms, but EQA agencies should focus on ensuring that all HEIs actually proceed in this direction. Quality audits and the focus on internal quality assurance mechanisms as well as on the self-regulatory capacity of institutions are interesting developments, which could be shared and its merits and demerits discussed and analysed.
How can INQAAHE work with our member QA agencies in order to enable them to help institutions develop such things as quality management practices, to link planning with self and external evaluation, to develop institutional research capacity and in general create a quality culture? Such changes will of themselves have a considerable impact on the methodology of QA agencies.
Changing perceptions of independence from the perspective of both EQA and institutions
INQAAHE’s GGP include the following
That the EQAA recognises that institutional and programmatic quality and quality assurance are primarily the responsibility of the higher education institutions themselves; (Section 5); and
An EQAA must be independent, i.e. it has autonomous responsibility for its operations, and its judgments cannot be influenced by third parties. (Section 9)
These guidelines provide a context for an important discussion that needs to be held regarding agency and institutional independence. The discussion has perhaps two main purposes. The first is to help agencies (and institutions) deal with governments and other agencies whose policies may be impacting on their decision making autonomy while the second is how EQA methodology might need to be modified to reflect the changing situation.
There are a number of developments that have a potential impact on the degree of independence enjoyed by the HE sector. In Europe for example most QA agencies are working under the Bologna agenda that requires them to organise their work according to priorities that come from government and not from their own decisions. Another issue is the desire of some governments to combine traditional QA approaches with the checking of regulatory adherence; Australia being a notable but not the only example.
At the institutional level the adoption of qualification frameworks, both at the generic and disciplinary level, impacts on the freedom that many HEIs enjoyed in the past to design their own programmes of study.
It seems important to revisit the question of the independence of the QA agencies from governments. What is the actual meaning of independence? What are (or should be) the links between national policies, or national priorities, and QA criteria or procedures? What links should be established between quality assurance and other policy instruments (funding, incentives, information, etc.)? What experiences can be shared in this respect? How can agencies effectively interact with governments with relation to QA?
The relation of QA agencies with their government is a key issue which all agencies will have to face in the near future, and which should be addressed in order better to understand what does ‘independence’ mean in this context. Richard Lewis on behalf of the Melbourne Members’ Forum Programme Committee.
Situation des universités
M. le président Bernard Accoyer. La parole est à M. Gwendal Rouillard, pour le groupe socialiste, radical, citoyen et divers gauche.
M. Gwendal Rouillard. Permettez-moi tout d’abord de vous dire ma colère et celle des Bretons face à l’échouage du cargo maltais sur les plages du Morbihan. Face à un tel niveau d’irresponsabilité, je demande au Gouvernement d’interdire purement et simplement la sortie en mer des navires en cas de risque majeur. Cela étant dit, ma question s’adresse au Premier ministre. Depuis le vote de la loi LRU en 2007, nos universités connaissent une période de grave incertitude, et ce partout en France. Cela se traduit concrètement par l’incapacité, voire le refus d’un certain nombre d’entre elles de voter leur budget. Puis-je vous rappeler les grands objectifs que vous aviez fixés en 2007, à savoir l’autonomie, la liberté et la responsabilité? Que valent ces grands mots, ces grands principes, quand on en vient à la cessation de paiement et à la mise sous tutelle de plusieurs universités? Nous étions censés avoir l’autonomie des universités; nous n’avons obtenu, en réalité, que l’autonomie de la tutelle. Monsieur le Premier ministre, il y a urgence. Le dossier est désormais entre vos mains. La crise que nous traversons est dure. Nous en mesurons les difficultés, mais des choix doivent être faits. Je vous demande de faire comme François Hollande… (Rires et Exclamations sur les bancs du groupe UMP. – Applaudissements sur les bancs du groupe SRC.)
M. Dominique Dord. Surtout pas!
M. le président. Je vous en prie, mes chers collègues!
M. Gwendal Rouillard. …le choix de l’université et de l’éducation. Dans une interview la semaine passée, le chef de l’État déclarait lui-même: « La croissance passe par l’autonomie des universités ». Mais qu’attend-il, qu’attendez-vous pour passer aux actes? Nous avons déjà perdu trop de temps, monsieur le Premier ministre. Nous vous demandons donc, désormais, de passer aux actes. (Applaudissements sur les bancs du groupe SRC.)
M. le président. La parole est à M. Laurent Wauquiez, ministre de l’enseignement supérieur et de la recherche.
M. Laurent Wauquiez, ministre de l’enseignement supérieur et de la recherche. Monsieur le député, vous avez peut-être manqué un certain nombre d’épisodes depuis quatre ans. (Exclamations sur les bancs du groupe SRC.)
M. Christian Paul. Doucement, ne nous parlez pas sur ce ton!
M. Bruno Le Roux. Quelle arrogance!
M. Laurent Wauquiez, ministre. Je vais donc vous rappeler nos actes – des actes qui vaudront mieux que les propos d’estrade que vous avez tenus. Ces actes, ce sont un budget de l’enseignement supérieur et des universités en augmentation de 25% au cours des quatre dernières années et des universités autonomes dont le budget d’ensemble est, pour la première fois, en excédent de 120 millions d’euros. Ces actes, ce sont, encore ce matin, trente-six projets EQUIPEX couronnant l’excellence d’un certain nombre d’universités, que vous feriez mieux de souligner, qui ont été sélectionnés dans le cadre de l’appel d’offres fait conjointement avec le Commissariat général à l’investissement. Ces actes, c’est, pour la première fois, un accompagnement de la masse salariale de nos universités pour les aider.
M. Dominique Dord. Remarquable!
M. Laurent Wauquiez, ministre. Oui, tout cela, ce sont des actes. Mais, monsieur Rouillard, ce sont surtout des actes qui devraient vous inciter à faire plus confiance aux présidents d’université.
M. Dominique Dord et M. Philippe Cochet. Très bien!
M. Laurent Wauquiez, ministre. Par vos propos, vous donnez l’impression que ces présidents n’ont pas été capables de gérer l’autonomie. (Exclamations sur les bancs du groupe SRC.) Cela, c’est votre choix. Votre modèle est sans doute celui d’universités qui étaient sous la tutelle du ministère et qui, pour la moindre négociation, la moindre augmentation d’heures, le moindre investissement en faveur de leur patrimoine immobilier étaient obligées d’aller quémander. Notre projet à nous repose sur la confiance. C’est un projet qui consiste à donner les moyens aux présidents d’université et à leur permettre de gérer leur établissement.
M. Patrick Lemasle. Vous les avez conduits au fond du puits!
M. Laurent Wauquiez, ministre. Je ne sais pas quels sont vos actes, mais ceux auxquels je fais référence reposent tout simplement sur un doublement des moyens donnés à nos universités par rapport aux dix années précédentes.
M. Patrick Lemasle. Mais non! C’est faux!
M. Laurent Wauquiez, ministre. En cinq ans, nous avons fait deux fois plus que pendant les dix années précédentes.
Plusieurs députés du groupe SRC. Non!
M. Laurent Wauquiez, ministre. La seule véritable question qui est posée, monsieur Rouillard, tient au fait que vous n’avez pas voulu voter la loi LRU…
Plusieurs députés du groupe SRC. Et nous avons bien fait!
M. Laurent Wauquiez, ministre. ….parce que vous ne faites pas confiance aux présidents d’université et aux universitaires. Nous, nous leur faisons confiance…
M. Daniel Mach. Très bien!
M. Laurent Wauquiez, ministre. …et nous nous en donnons les moyens. (Applaudissements sur les bancs des groupes UMP et NC.)
Pan Prezydent Bernard Accoyer. Call Pan Rouillard Gwendal, dla Grupy Socjalistycznej, radykalnego i różne lewo obywatela. Więcej...
Alors que la portabilité du DIF est encore peu connue, puisqu’elle a été créée par la loi du 24 novembre 2009, Uniformation a déjà reçu plus de 1000 dossiers de demandes de financement pour l’année 2011.
Qu’advient-il des heures acquises par un salarié au titre du Droit individuel à la formation (DIF) après son départ de l’entreprise? Grâce à la « portabilité », le salarié peut utiliser son solde d'heures acquises, après la rupture du contrat de travail (sauf en cas de licenciement pour faute lourde): pendant son préavis; au cours d'une période de chômage, après avis de son référent Pôle emploi; chez un nouvel employeur, dans les 2 ans suivant l'embauche.
Depuis la naissance du mécanisme de portabilité du DIF, le nombre de demandes de financement reçues par Uniformation a été multiplié par six. Elles proviennent principalement de demandeurs d’emploi (83%). Uniformation confirme ainsi son accompagnement en matière de retour à l’emploi, ces financements s’inscrivant dans le cadre du PPAE (projet personnalisé d’accès à l’emploi) du demandeur, mis en œuvre avec le référent Pôle Emploi chargé de son accompagnement.
Quant à rupture de contrat ayant généré la portabilité, il s’agit de ruptures conventionnelles (41%) et de licenciements (29%). Les branches professionnelles dont sont issus les demandeurs d’emplois sont essentiellement l’Animation (25%), l’Aide à domicile (22%) et la Mutualité (10%).
La formation préparée grâce à ce crédit d’heures vise l’actualisation de compétences métiers (comptabilité, droit, langues, etc.) par l’obtention d’une attestation de stage (37%), mais aussi d’un diplôme ou titre homologué (30%), dans le cadre d’un développement de compétences ou d’un changement d’activité professionnelle (CAP, Master, etc.). Le financement moyen demandé est de 670€, soit 73 heures de crédit d’heures.
Afin de faciliter l’accès à ce dispositif, le circuit de prise en charge a été facilité au maximum: un seul formulaire à remplir, accessible en ligne sur www.uniformation.fr. Les employeurs y trouvent un modèle du certificat de travail prenant en compte les nouvelles mentions à porter en matière de portabilité du DIF. Également en ligne, une notice d’information et un formulaire de prise en charge.
Enfin, les stagiaires n’ont pas d’avance de frais à faire, le règlement étant envoyé directement par Uniformation à l’organisme de formation.
Kuigi kaasaskantavuse DIF on veel vähe tuntud, keda on loodud seaduse 24. november 2009, Uniformation on saanud juba üle 1000 kasti taotlusvoor toetuse saamiseks 2011.
Mis juhtub tundi teenitud töötajat individuaalne õigus koolitus (DIF) pärast lahkumist firma? Tänu "teisaldamise", võib töötaja kasutada tasakaalu tundi omandatud pärast Töölepingu lõpetamine (välja arvatud juhul, kui vallandamise eest tõsise üleastumise) ajal tema teatamata jooksul tööpuuduse pärast teade selle referent tööhõive keskus, uue tööandja kahe aasta jooksul pärast rentides. Velle...