19 février 2012

Vocational students face exploitation in sweatshops

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy Yojana Sharma. Overseas non-governmental organisations have been raising the alarm over worker exploitation in factories in China that produce the Apple iPad and other consumer electronic products. A new report by a Hong Kong-based labour organisation has found that many of the exploited are students working as interns as a compulsory part of vocational courses.
Rapid growth in vocational education in China has led to a huge army of underpaid and routinely exploited interns for factories and businesses, according a report published last month by China Labour Bulletin (CLB) titled The Mass Production of Labour: The exploitation of students in China’s vocational school system.
More than nine million students graduated from China’s vocational schools and colleges in 2010, according to the latest official figures. A similar number of vocational students were employed that year as interns in factories and other workplaces as part of their education, CLB said.
“In many ways, vocational schools are seen as only serving the interests of businesses looking for cheap and disposable labour,” it claimed.
In one case reported by Shanghai Daily last August, Ganxi College in Jiangxi province took some 140 students to Shanghai to work as summer interns on an assembly line in a computer manufacturing company. Most worked night shifts, usually six days a week, unpaid. The case came to light when they demanded payment.
CLB looked in detail at media reports of forced internships from 2008 to 2011 involving 62 schools and factories. “The reports came from just about every central and coastal province,” it said.
More than half the cases involved tertiary-level vocational schools rather than secondary vocational schools, with internships lasting from 40 days to one year.
Better employment prospects
The government’s 10-year State Education Reform and Development Blueprint states that the development of vocational education is now a “national necessity”, and the sector has been heralded as a success by government officials as unemployment levels are lower for vocational school graduates compared to university graduates.
In 2010, the official employment rate of vocational school graduates was 96.6%, up 1% from the previous year and higher than the 91% employment rate of higher education graduates during the same period. The trend in 2011 was similar.
But reports of abuses have become so widespread that increasingly families shun vocational schools and colleges in favour of academic degrees. Many parents see vocational education as “nothing more than a conveyor belt supplying factories with cheap labour,” the report said. As a result, a number of vocational schools have had recruitment difficulties in recent years.
Foxconn’s use of interns
The perception of widespread exploitation is borne out by research conducted by labour groups like CLB and the Hong Kong-based non-profit Students and Scholars Against Corporate Misbehaviour (SACOM). It has investigated the use of cheap labour, including student interns, by factories in China, particularly at Foxconn, a Taiwan-owned electronics giant that produces the Apple iPad, the Amazon Kindle reader and products by Nokia and other well-known Western brands. Foxconn exploys almost a million workers in different parts of China and SACOM estimated that up to a third of the workforce at some Foxconn facilities were student interns. The company has disputed this figure, saying the proportion of interns has never exceeded 15% of workers. According to SACOM, Foxconn uses student interns possibly to keep down costs as its profit margins have been falling over the years, and to maintain competiveness in the industry.
The issue of exploitation of workers at Foxconn has been raised internationally by labour organisations in recent weeks, “but numerous other cases [involving other companies] have been reported over the past few years, and it would be safe to assume that there is some degree of force or compulsion in internships at many vocational schools across China,” CLB said.
“Employers want vocational schools to provide both a steady stream of well-trained graduates to meet their long-term development plans, and a regular supply of interns to meet their short-term demands for cheap, flexible labour as and when required,” the report said.
Forced internships
In addition, CLB found that the incidence of ‘forced internships’ has been rising.
“The declining numbers of young workers entering the workforce, high economic growth and increased employment opportunities across China over the last few years have combined with low wages to create severe labour shortages in several regions and industries,” according to the CLB report.
“The shortages have in turn placed additional pressure on vocational schools to meet businesses’ demand for labour. This pressure has been one of the key reasons why incidences of forced internships have increased.”
A common complaint is that vocational institutions force students to intern at designated factories.
“It is alleged that if students refuse to accept the placement, schools threaten to withhold their diploma. Some schools have reportedly charged students with absenteeism, made the designated placement a necessary course credit, or even held exams inside the factory in a bid to ensure students participate in the internship,” CLB said.
And some local governments may have been have been complicit in urging vocational schools to provide local businesses with a steady stream of interns to make up for employee shortfalls. The official China Daily newspaper reported in 2010 that the provincial government of Henan played a key role in sourcing up to 100,000 interns for Foxconn, and that some 119 vocational schools in Chongqing had also pledged a steady supply of interns to the company.
Common complaints
By far the most common complaints of exploitation of students were excessive working hours and poor pay. But another well-documented complaint, clearly stated by students from 16 of the schools examined by CLB and SACOM, was that their internships bore no relationship to their field of study. In one example, students studying road and bridge construction and maintenance were told to help with security checks in Shenzhen subway stations during the University Games in August 2011. A group of pharmacy students from Liaoning were told to package lighters in Jiangsu, while a recent SACOM report showed that interns working on the factory floor at Foxconn had been studying several different majors, many unrelated to their work.
CLB talked directly to 22 institutions and found that nearly half had a well-established partnership with local businesses or factories in other provinces. In these cases it was not unusual for schools to deduct a ‘commission’ from the interns’ salaries or get paid directly by factories for providing cheap labour, even though this is in direct violation of laws governing internships by vocational students, CLB said. The law also states that interns should be paid a reasonable salary but few students considered their remuneration to be ‘reasonable’. Other students also complained of having to pay tuition fees while working on the factory floor.
Foxconn has said in a statement that “compensation levels for interns are equivalent to that of basic workers and higher than the government-regulated levels and the average internship period is between two and six months.”
Apple’s CEO Tim Cook said last week that the company “takes working conditions very seriously”. It agreed last month to allow inspections by the Fair Labour Association, which has offices in Washington, Geneva and Shanghai, following reports that employees were overworked and underpaid in Foxconn factories in China.

Posté par pcassuto à 10:24 - - Permalien [#]


Worldwide student numbers forecast to double by 2025

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy Geoff Maslen. The number of students around the globe enrolled in higher education is forecast to more than double to 262 million by 2025. Nearly all of this growth will be in the developing world, with more than half in China and India alone. The number of students seeking study abroad could rise to eight million – nearly three times more than today.
In a new book, higher education consultant Bob Goddard writes that the worldwide increase is being fuelled by greater numbers of young people entering the peak education ages along with sharply rising participation rates, especially in the non-compulsory education years. But the developing countries experiencing a huge demand for further and higher education will be unable to provide enough places, Goddard says. So by 2025, eight million students will have to travel to other countries to study – nearly three times more than today.
“Average annual growth in demand for international higher education between 2005 and 2025 is expected to exceed 3% in Africa, the Middle East, Asia, Central America and South America,” Goddard writes.
“While the inability of developing countries to meet the medium-term demand for education domestically is a key factor determining the number of students travelling to another country for education purposes, it is also true there is a growing recognition of the benefits of an international education experience.”
The English-speaking countries have been long accustomed to dominating the market in selling international education to students but that situation is undergoing rapid change, Goddard notes. Traditional source countries such as Singapore, Malaysia, Thailand and the Middle East are developing their own capacities to offer education to outsiders. Singapore hopes to attract 150,000 foreign students by 2015, Malaysia 100,000 by 2020 and Jordan 100,000 by the same year. China, despite facing huge demand for higher education from its own young people, is planning to expand its enrolments of foreigners from 200,000 at present to 300,000 by 2020.
Then there are developed countries such as Japan that have shown little interest in the past in marketing education overseas. With an ageing population and an increasingly under-utilised higher education sector, Goddard says there is a growing realisation among the Japanese that this could provide opportunities for “substantial levels of international recruitment”.
Although the book, Making a Difference: Australian international education, traces the history of foreign students enrolled in Australian institutions, several of the contributors such as Goddard place the local situation in the context of global changes in transnational education.
Described by the publishers as “possibly the first fully documented comprehensive record of a country’s international education initiatives”, it explores the beginnings of Australia’s involvement in providing higher education to foreign students, believed to have started as early as 1904, through the Colombo Plan period of free tuition from the early 1950s to 1985, and the subsequent impact over the next 25 years of the introduction of full fees for overseas students in 1986. To mark the 25th anniversary from when the federal government allowed universities to charge foreign students the full cost of tuition, two experts in the field of international education, Dorothy Davis and Dr Bruce Mackintosh, edited a collection of essays by key players to produce a 450-page description of how international education has transformed Australian universities and contributed billions of dollars to the national economy.
In a preliminary essay describing how higher education has become an aspect of increasing globalisation, Professor Fazal Rizvi discusses the increasing mobility of higher education students and “the shifting dynamics of internationalisation”.
A professor of global studies in education at the University of Melbourne, Rizvi notes that, driven by developments in information and communication technologies, globalisation “has given rise to new forms of transnational interconnectivity.
“It has implied that while people continue to live in particular localities, these are increasingly integrated into larger systems of global networks...[and as a result] people around the world are becoming increasingly aware of this fact and are reshaping their lives accordingly.
“As people – as well as governments and institutions such as education – experience on a daily basis the realities of transnational economic relations, technological and media innovations, and cultural flows across national borders with greater speed and intensity than ever before, they increasingly use these experiences to make strategic calculations about their futures in global terms...”
Australia was one of the first countries to recognise how the global knowledge economy had created “a class of potential students prepared to invest in global mobility for their education, and who consider the value of international knowledge networks in largely economic terms”, Rizvi says.
He refers to an emerging “transnational class of people who can now not only afford international education but also regard it as a major marker of status”.
By capitalising on this and attracting hundreds of thousands of foreign students to its institutions, Australia showed other Western countries how profitable selling education could be. As discussed above, though, an unexpected by-product has been sharply increased competition, not only from the big English-speaking countries of Britain, America and Canada, but also from European nations and some of the Asian countries that have been the biggest sources of overseas students. Instead of regarding this as a challenge to boost their marketing efforts, Rizvi argues that universities should rethink their approaches.
“As higher education institutions round the world embrace mobility, there is a growing awareness of the new demands and possibilities of collaboration and networking among institutions dealing with knowledge production and dissemination,” he writes, noting that this seems likely to shift attention away from a focus on educational markets and their commercial possibilities towards the importance of transnational collaboration.
“If the market view of international education was largely about recruiting students, enabling them to experience Australian education, then the emphasis on transnational collaborations implies rethinking the nature and scope of that education itself.”
* Making a Difference: Australian international education, edited by Dorothy Davis and Bruce Mackintosh, UNSW Press, may be ordered from the International Education Association of Australia.

Posté par pcassuto à 10:19 - - Permalien [#]

Update on EUA Rankings Review project

LogoIn June 2011, EUA published the report “Global University Rankings and their Impact” which provided a comprehensive analysis of the methodologies used in the main international university rankings and a number of other ongoing projects that are seeking to measure university performance. As part of its Rankings Review project, EUA is continuing to monitor developments in this field for its member universities and will publish a second ‘Rankings Review’ report in November 2012.
The Editorial Board which oversees the Rankings Review project recently met to discuss the focus of the next report. At the meeting, project expert and author of the 2011 report Professor Andrejs Rauhvargers (Secretary General of the Latvian Rectors’ Conference), explained that there have been a number of important changes and developments in the international rankings field over the last six months including the development of new methodologies and the arrival of new ranking products. This means there will be a lot of interesting new material to be covered in the next report.
More details about the launch of the second Rankings Review report will be published later this year through the EUA Newsletter/website. Download the first Rankings Review report here.
Transparency and Rankings
In recent years, the demands to make the diversity of European higher education institutions and study programmes more transparent have increased. The Bologna Process, through its emphasis on a European dimension of quality assurance, a qualifications framework and recognition, together with the tools designed to facilitate their implementation, such as the Diploma Supplement, ECTS and the Lisbon Recognition Convention, has contributed substantially to this demand.
However, at the same time the number of international and national rankings, league tables or classification exercises has increased significantly. These initiatives often attract a lot of publicity and, as several recent studies have demonstrated, thus influence the decision-making of both policy makers and institutions.
EUA is actively taking part in the discussions on these initiatives and on how to respond better to the increased need for transparent information about the profiles and the performance of institutions. It monitors the progress on key European and international developments such as U-Multirank and AHELO as contributions to the work of the Bologna-Follow-up Working Group on transparency tools.
EUA’s Rankings Project
Background

Universities are increasingly confronted by a plethora of ranking and classification initiatives – both at the national and international level. This is why EUA has decided that there is a need to respond on behalf of the 860+ members it represents to carry out an ongoing project to review existing international rankings.
The first Review: “Global University Rankings and Their Impact”

The first Review “Global University Rankings and Their Impact”, which analyses the methodologies used in the main international rankings and presents the results of the first year’s work, was published in June 2011 and was presented to university leaders for the first time at a special one-day seminar which took place in Brussels, Belgium on 17 June 2011. Download the first Review here. The report is also available in french, here.
The second Review

The work will continue in the course of 2012, with the second Review expected to be published in November 2012. The EUA Rankings Review project is co-funded by the Robert Bosch Stiftung and the Calouste Gulbenkian Foundation.

Posté par pcassuto à 09:56 - - Permalien [#]

DIVERSE 2012, 3-6 July 2012, Leuven

http://www.diverse2012.eu/index_files/diverse-logo.pngDIVERSE 2012 will take place from 3-6 July 2012 in Leuven, Belgium. This 12th edition will be organized by the Diverse Network and the Media and Learning Unit of the KU Leuven (Catholic University of Leuven).
DIVERSE is the leading conference regarding all aspects of video and videoconferencing in education: teaching, research, management, etc. This includes the convergence of these technologies; the emergence of new possibilities such as "presence production" for learning, interactive television, virtual reality and computer games techniques, and handheld access to moving images."
The main theme of the 2012 conference will be 'Enrich the learning experience'. This theme sets the agenda for in-depth discussions, presentations and networking sessions on questions such as the enrichment of learning materials, the design of online and offline spaces that support teaching and learning, the use of digital media to reach out to elderly or people with special needs and the opportunities of information and communication technologies in the context of medical and health care education. On this website you find all the information about the DIVERSE 2012 conference.
To stay up to date we invite you to subscribe to our news blog via RSS on this page. You can also join the DIVERSE Group Page on Facebook via the button in the sidebar on the left or by clicking here.

Posté par pcassuto à 09:48 - - Permalien [#]

Defining and Delivering the University’s Third Mission

http://www.evolllution.com/wp-content/uploads/2011/10/Logo1_EvoLLLution.jpgBy Alfredo Soeiro | EUCEN Representative, Universidade do Porto. This article is an attempt to describe the outputs of project E3M – European Indicators and Ranking Methodology for University Third Mission.
The project is funded by the European Commission under the Lifelong Learning Program. European universities have accepted, traditionally, two main missions: teaching and research. Recently, another mission is being considered to reflect the involvement of universities with society. It is commonly designated in theUSA as outreach and engagement. While for education and research there exist several proposals for measuring these activities there are few consistent approaches to evaluate and compare third mission accomplishments.
The measurements in the three missions are most of the times based on indicators. The reasons to propose and adopt the set of performance indicators are various and abridge funding differentiations, quality assurance, benchmarking, ranking and management. The users are also from different origins and comprehend government, universities, researchers, industry, NGOs, global organizations, financing institutions and public in general. This project, facing the complexity of the indicators pool and diversity of its utilization has concentrated on the indicators of three dimensions: continuing education, transfer technology and innovation and social engagement.
In the initial phase of the project the partners and the coordinator discussed the issue of whether the indicators were supposed to be used to create a ranking of universities. This listing would classify the universities based on their third mission performance. Factors in favor and arguments against that endeavor were considered and thoroughly debated. This option, although stated in the project proposal, was abandoned as it became evident that the diversity in missions and activities of the universities inEuropeand in other continents is vast. This wide scenario makes impossible a realistic direct comparison unless the institutions were grouped in narrow terms of specified operational structures which would turn the ranking meaningless.
The first phase operational of the project consisted in identifying the important processes by the partners of the project for each of the three dimensions. Then for each of the processes in each dimension it was created a list of indicators in terms of relevance. These indicators were then analysed in terms of relevance, validity, reliability, comparability, data source, timeframe, access, feasibility, data format and usability. Taking into account that the partners were members of the universities it was decided to make a revision and refinement of this list of indicators by a set of experts that included also members from university stakeholders´ universe. This approach of quality refinement was based on theDelphimethod. The experts for the refinement phase were twenty and were chosen to cover different areas of society like OECD, enterprises, government agencies, NGOs, university researchers and UNESCO.
As example of the project outputs the project proposes to measure third mission activities in the dimension of continuing education (CE) the following six indicators, among the complete set of eighteen:
1. CE is is included in the mission of the higher education institutions (HEI);
2. CE is included in the policy and/or the strategy of the HEI;
3. existence of an institutional plan for CE in the HEI;
4. existence of quality assurance procedure for CE activities;
5. total number of CE programmes active in that year for implementation;
6. number of CE programmes delivered which have a major award under higher education system.
To complement the analysis of the set of processes and of indicators it was implemented a set of six case studies. These case studies were composed by the visit to six universities where the proposal was tested. The test was done in terms of verifying the practices of each of the universities in third mission, the discussion of the possible adoption of the proposed set of indicators to each university and the debate about possible improvements of this set of indicators proposed by the visited university.
The final event of the project is a public conference to be held in Dublin on the 2nd and 3rd of February 2012 to discuss a project Green Paper on indicators of the third mission. It is expected that the final conference will be participated by relevant stakeholders that will participate in shaping the policy paper that is considered the major output of the project.
The goal of the policy paper is to propose a comprehensive instrument to identify, to measure and to compare the activities of the third mission of universities. The project did however conclude that there is a place for indicators of third mission if proper third mission initiatives can be identified and if related firm and reliable data can be obtained.
This project has not done a complete work but it has promoted and started a debate that provided a conceptual framework and a set of indicators. These have been subjected to an intense high degree of examination and debate.  There is a consciousness that these types of measurements can create significant impacts especially if the values will be used to condition funding of universities. Therefore the timeframe and implementation of these measurements of third mission have to be carefully chosen to avoid risks of provoking more damages than benefits to third mission activities.

Posté par pcassuto à 09:39 - - Permalien [#]


C’est parmi les plus de 50 ans, que le chômage a le plus progressé

http://alternatives-economiques.fr/blogs/abherve/files/abherve.jpgSur le blog de Michel Abhervé pour Alternatives économiques. L’INSEE vient de faire paraitre, sous la signature d’Anne Mansuy et Loup Wolff un très intéressant travail synthétique intitulé Une photographie du marché du travail en 2010. Depuis 2008, chômage et sous-emploi progressent".
Enormément d’informations dans ce travail, dont quelques unes illustrent des aspects moins mis en valeur habituellement. Parmi ceux-ci nous relevons le fait que le chômage augmente dans les catégories sociales les plus favorisées, et fortement chez les cadres et le cas des 1,5 Million de personnes qui sont en situation de sous-emploi subi, ayant un emploi mais désirant travailler davantage.
Et bien sur le point que nous avons repris en titre de cet article tant il met en évidence la désinformation conduite par le Gouvernement dont la réprésentante déclarait il y a quelques jours sans aucune vergogne “le Gouvernement entend très clairement encourager l’emploi des seniors“, niant les chiffres pourtant malheureusement bien connus (voir Heureusement que le Gouvernement a donné la priorité à l’emploi des seniors), conduisant l’INSEE à écrire “La progression du chômage chez les 50 ans et plus est elle aussi rapide: +36,7% en deux ans, ce qui fait d’eux la classe d’âge la plus durement touchée sur cette période.”
http://alternatives-economiques.fr/blogs/abherve/files/abherve.jpg On the blog of Michael Abhervé for Economic Alternatives. The INSEE has just published, under the signature of Anne Wolf and Wolff Mansuy a very interesting synthetic work entitled "A photograph of the labor market in 2010. Since 2008, unemployment and underemployment rose".
A lot of information in this work, some of which illustrate aspects usually less highlighted.
Among these we note the fact that unemployment is rising in the higher social classes, and strongly among executives and the case of 1.5 Million people who are experiencing underemployment experienced, employed but seeking work more. More...

Posté par pcassuto à 09:26 - - Permalien [#]

Trop de fonctionnaires seniors au placard

http://www.acteurspublics.com/files/image/site/marketing/Bdef_Couv_France-des-Pouvoi.gifPropos recueillis par Sylvain Henry. Le député Nouveau Centre Pascal Brindeau dévoile pour Acteurs publics quelques-unes des propositions de son rapport sur l’emploi des seniors dans la fonction publique, qui sera rendu public le 28 février.
Y a-t-il un malaise des fonctionnaires seniors?
L’allongement naturel de la vie, la réforme des retraites et la Révision générale des politiques publiques font évoluer les fins de carrière des fonctionnaires. Nous ne sommes plus, aujourd’hui, dans le système initial de l’agent qui, en entrant dans la fonction publique, savait quels seraient son grade, son échelon, sa rémunération et ses fonctions trente-cinq ans plus tard. Parce que le caractère linéaire des carrières est derrière nous, il faut créer les conditions d’une employabilité maximale des agents tout au long de leur vie professionnelle. Trop de fonctionnaires seniors n’ayant pu bénéficier de formation se retrouvent au “placard” à la fin de leur carrière. Article entier.
http://www.acteurspublics.com/files/image/site/marketing/Bdef_Couv_France-des-Pouvoi.gif Interview med Sylvain Henry. Det nye Center MP Pascal Brindeau afslører Actors offentlig nogle af forslagene i sin rapport om senior ansættelser i den offentlige tjeneste, som vil blive udgivet den 28. februar.
Er der ubehag højtstående embedsmænd?

Den naturlige forlængelse af livet, pensionsreform og revision af offentlige politikker er ved at ændre formålet med karriere embedsmænd.
Vi er ikke længere i dag, i den oprindelige ordning af den agent, der efter indtræde i offentlig tjeneste, vidste hvad der ville rang, niveau, løn og kontor 30-fem år senere. Mere...

Posté par pcassuto à 09:02 - - Permalien [#]

Livre blanc pour une stratégie pour des retraites adéquates, sûres et viables

http://europa.eu/rapid/images/logo-europa.gifBruxelles, le 16 février 2012 – Les pensions de retraite sont d’ores et déjà la principale source de revenu d’environ un quart de la population de l’Union et elles le deviendront à terme pour de nombreux autres Européens plus jeunes. Si l’Europe ne parvient pas à garantir, aujourd’hui comme demain, des pensions décentes, des millions de personnes âgées connaîtront la pauvreté. L’Europe vieillit aussi parce ses citoyens vivent plus longtemps et ont moins d’enfants qu’auparavant, et dès l’année prochaine, la population active de l’Union commencera à se rétrécir. Les retraites, quant à elles, pèsent de plus en plus sur les budgets nationaux, d’autant plus que ceux-ci sont sous la pression de la crise financière et économique. C’est dans ce contexte que s’inscrit le livre blanc sur des retraites adéquates, sûres et viables que la Commission européenne vient de publier. Ce livre blanc examine de quelle manière l’Union et les États membres peuvent relever les défis de taille auxquels nos systèmes de retraite sont confrontés. Il propose toute une série d’initiatives visant à aider à créer les conditions qui permettront à ceux qui en sont capables de continuer à travailler – ce qui conduira à un rapport plus équilibré entre la durée de la vie professionnelle et celle de la retraite –, à garantir aux personnes qui s’installent dans un autre pays la conservation de leurs droits à pension, à favoriser l’épargne individuelle et à veiller à ce que les régimes de retraite respectent leurs engagements et versent aux retraités les pensions prévues. Télécharger le livre blanc sur les retraites: http://ec.europa.eu/social/BlobServlet?docId=7341&langId=en.
Extrait

Il est largement admis que l’âge effectif de départ à la retraite doit être relevé. Certaines réponses indiquent que l’âge de la retraite devrait être fixé dans le contexte des politiques nationales, en liaison avec les partenaires sociaux, d’autres suggèrent qu’il devrait évoluer de pair avec l’espérance de vie et un petit nombre de réponses plaident pour la prise en compte de l’espérance de vie ou de l’espérance de vie en bonne santé dans différentes professions. Le PE recommande de veiller en priorité à ce que les salariés continuent de travailler jusqu’à l’âge de la retraite. De nombreuses réponses précisent que les réformes des régimes de retraite doivent être associées à des politiques actives du marché du travail, des actions d’éducation et de formation tout au long de la vie, des systèmes de sécurité sociale et de santé performants et une amélioration des conditions de travail. Les parties prenantes font le lien avec plusieurs éléments de la stratégie Europe 2020, parmi lesquels la nécessité de relever le taux d’activité et les incidences de la politique des retraites sur les taux de pauvreté. Le PE propose d’ailleurs d’intégrer les objectifs globaux du livre vert dans cette stratégie.

Pour en savoir plus:
Livre blanc sur les retraites: http://ec.europa.eu/, Eurobaromètre sur le vieillissement actif, IP/12/16 + Mémo/12/10 sur le vieillissement actif. Site de la Commission européenne consacré aux retraites – affaires sociales: http://ec.europa.eu/. Site de la Commission européenne consacré aux retraites – marché intérieur: http://ec.europa.eu/. Site de la Commission européenne consacré aux retraites – affaires économiques et financières: http://ec.europa.eu/.
De plus amples informations:
Reportages vidéo: Combler l'écart des pensions en Europe, Animation vidéo sur les pensions de retraite. Contact: Cristina Arigho (+32 2 298 53 99), Nadège Defrere (+32 2 229 45 44).

http://europa.eu/rapid/images/logo-europa.gif Brusel 16. februára 2012 - Dôchodky sú už hlavným zdrojom príjmov asi jednej štvrtiny obyvateľov Únie a nakoniec sa stane pre mnoho iných mladých Európanov. Ak má Európa nezíska dnes a zajtra, slušné dôchodky, budú milióny seniorov zakúsi chudobu. Európa starne aj preto, že jej občania žijú dlhšie a majú menej detí ako predtým, a budúci rok, bude pracovnej sily Únie začne zmenšovať. Dôchodky, v poradí, vážení stále na národné rozpočty, najmä preto, že sú pod tlakom finančnej a ekonomickej krízy. Práve v tejto súvislosti, že Biela kniha o dostatočné dôchodky, bezpečná a udržateľná ako Európska komisia práve zverejnila. Viac...

Posté par pcassuto à 08:47 - - Permalien [#]

Argent des syndicats - le rapport Perruchot est en ligne

http://www.lecri.fr/wp-content/themes/Blognews/images/logocri_01.jpgL’hebdomadaire Le Point a publié ce matin le rapport interdit du député  Nicolas Perruchot sur le financement des syndicats.
Vous pouvez consulter le document à cette adresse: www.lecri.fr.
Le rapport est publié dans sa quasi intégralité, c’est-à-dire sans les annexes consacrées aux auditions.
Le document original a été déposé sous scellés dans des archives de l’Assemblée nationale et demeure inaccessible pendant 25 ans.
Nous avions déjà publié, au mois de décembre dernier, les 29 propositions de la Commission Perruchot sur le financement des syndicats.
Les financements issus du paritarisme, enfin, ne se résument pas au défraiement des représentants des organisations dans les instances décisionnelles de la sécurité sociale. Il faut inclure, notamment, les sommes reversées dans le cadre de la collecte des fonds de formation professionnelle, suspectées non sans raison d’alimenter des structures de formation pouvant dépendre d’organisations syndicales ou représentatives.
http://www.lecri.fr/wp-content/themes/Blognews/images/logocri_01.jpg The weekly Le Point published this morning the report of the member Nicolas Perruchot prohibits the financing of trade unions.
You can view the document at this address: www.lecri.fr
. More...

Posté par pcassuto à 00:53 - - Permalien [#]

Le président et la formation continue

http://blog.educpros.fr/pierredubois/files/2012/01/duboismanifnovembre-copie.jpgBlog Educpros de Pierre Dubois. Quelle est la place de la formation professionnelle continue (FPC) dans les professions de foi des candidats à la présidence d’université? Mon attention a été attirée sur la situation de la FPC à Paris Ouest Nanterre La Défense (ex Paris 10), sur des pratiques peu transparentes. Qu’en disent les deux candidats à la présidence de l’université, Bernadette Madeuf, candidate à sa propre succession, et Jean-François Balaudé? L’élection des représentants du personnel aux différents conseils aura lieu le 14 et le 15 février 2012 (site des élections); les élections des représentants étudiants n’auront lieu qu’en mars.
Pour comprendre la situation nanterroise, il faut d’abord exposer le contexte général de la FPC. Marseille, Colloque annuel de la CPU, chronique de Frank Dorge d’EducPros : “Quel modèle français d’autonomie des universités?“. “Dans cette quête de ressources propres, Patrick Hetzel [directeur de la DGESIP] avance deux pistes: le développement des relations avec les entreprises, mais également la formation continue. Dans certains pays scandinaves, 50% des étudiants sont en formation continue, effectuent des VAE”. Patrick Hetzel a évidemment raison. Mais! La formation professionnelle continue, aujourd’hui dénommée “formation tout au long de la vie”, est certes une des missions des universités, inscrite dans la loi depuis 1968, mais n’est-elle pas d’abord un serpent de mer?
Apparemment, tout est bon dans la formation tout au long de la vie. Elle apporte, aux universités qui en ont bien besoin dans le cadre des RCE, des ressources “propres”: 5.000 à 10.000 euros environ pour un salarié bénéficiant d’un congé individuel de formation et inscrit dans un diplôme national (DUT, Licence ou Master professionnel), cf. le commentaire de Michel Abhervé. Tout est bon: les enseignants, qui apportent des “affaires” et qui enseignent en formation continue, sont intéressés financièrement. Dans une période de détérioriation du pouvoir d’achat, c’est fort bon à prendre!
Le problème. 45 ans après l’instauration de la mission de formation professionnelle continue, les universités ne possèdent toujours qu’une faible part d’un “marché” de 7 milliards d’euros par an (source). Selon la Note d’information de la DEPP d’avril 2011, le chiffre d’affaires de la formation continue des universités a été de 218 millions d’euros en 2008 (+7% par rapport à 2007). Les diplômes les plus délivrés: 8.500 licences professionnelles, 9.000 masters professionnels ou indifférenciés. A priori, une marge de progrès est possible!

Revenons à la situation nanterroise et aux professions de foi des deux candidats. Profession de foi “Nanterre d’Avenir” du challenger, Jean-François Balaudé, professeur de philosophie: pas un mot sur la formation professionnelle continue dans la profession de foi, dans les éléments de programme ; aucune question posée par les commentateurs du blog. Bernadette Madeuf en dit un peu plus dans son programme “Unité, Continuité, Avenir”: “les UFR et les Instituts seront associés à l’élaboration d’une stratégie mieux définie dans le domaine de la formation continue. Les enseignants seront sensibilisés sur cette question et le CREFOP recentrera ses activités sur sa mission formation continue qui doit être confortée, compte tenu des enjeux de la formation tout au long de la vie“.
Services de formation continue? Oui, il y a quatre services de FPC, dont le CREFOP (le Centre des relations avec les entreprises et de la formation permanente a le statut de service commun). L’offre de formation est diversifée (niveaux, thématiques en particulier en management et ressources humaines). Sont même proposées des formations courtes de 1 à 18 jours, également en management et ressources humaines. Quelques chiffres: plus de 2.000 stagiaires, 17.500 heures de cours délivrées (près de la moitié en management), une trentaine de coordinateurs de formation. Quel chiffre d’affaires? Quels partenariats avec d’autres organismes de formation continue? Des conventions avec des organismes privés de formation existent-elles? Aucune information sur le site du CREFOP.
Et pourtant une convention doit exister entre l’université et l’Institut Français de Gestion (IFG CNOF Formation et Conseil). La preuve en est donnée par Pierre Pariente, Président d’IFG, dans la présentation des missions d’IFG. “Nous avons développé l’offre d’IFG Executive qui regroupe 14 programmes conduisant tous à un diplôme, master ou licence. Délivrés en partenariat avec les universités Paris Ouest Nanterre la Défense, Paris-Dauphine, Versailles, Paris Evry, Lyon 2 et Bordeaux IV, ils couvrent tous les domaines du management”… “Répondant aux besoins des entreprises et des cadres qui souhaitent que les formations les plus longues soient validées par des diplômes et des titres homologués, les principaux programmes d’IFG-CNOF, présentés sous la marque IFG Executive, sont diplômants grâce à des partenariats avec les Universités de Paris Ouest Nanterre La Défense, Paris Dauphine, Versailles Saint Quentin en Yvelines, Lyons 2, Bordeaux IV, Evry Val d’Essonne”. Un partenariat exige une convention qui comprend des clauses financières : pas de trace de celles-ci.
Mais d’ailleurs, c’est quoi IFG CNOF ? Son histoire est celle d’une expansion fort rapide. Impossible de trouver sur le site les statuts de l’IFG, son chiffre d’affaires, son organigramme, le nombre de ses inscrits. A peine, parvient-on à découvrir, au détour d’une phrase, qu’il fait appel à 800 consultants et formateurs ; aucune liste nominative n’est cependant fournie. L’information sur l’offre de formation - ses contenus et ses coûts pour les inscrits - est par contre relativement abondante.
Un exemple : celui des Masters & Diplômes d’université. Parmi ces masters, le Master N°9 en partenariat avec Paris Ouest et dont le directeur est Eric Pezet, Management stratégique des ressources humaines (40 jours sur 13 mois pour 19.900 euros HT en région parisienne). Eric Pezet est professeur de gestion à Nanterre. Son CV indique qu’il est directeur du Master 2 Gestion stratégique des ressources humaines et directeur du Centre d’études et de recherches sur les organisations et la stratégie (CEROS). Sur son CV, Eric Pezet n’indique pas qu’il est directeur de programme à l’IFG pour un diplôme au titre presque identique.
Revenons à Pierre Pariente. Le président d’IFG a été nommé Chevalier de la Légion d’honneur par décret du 30 décembre 2011 en tant que “Président d’instituts de formation et d’enseignement supérieur” (contingent du Ministère de l’enseignement supérieure et de la recherche). Il se fait que Pierre Pariente, comme Eric Pezet, est aussi enseignant-chercheur, maître de conférences en gestion à Nanterre, comme l’indique la liste des enseignants du département de gestion de l’UFR SEGMI.    
Ecartons les jugements moraux du type : “je suis indigné par…“. Les trois pratiques décrites maintenant ne sont pas légalement répréhensibles.
1. Un fonctionnaire peut cumuler un emploi public et un emploi privé; il peut percevoir plusieurs rémunérations (seul le cumul de rémunérations publiques est limité, réglementé et doit faire l’objet d’une autorisation). Une première question cependant: Pierre Pariente est-il mis à disposition de l’IFG ou y est-il délégué ou détaché? Sinon, effectue-t-il son service plein d’enseignement?
2. Un enseignant-chercheur peut dupliquer ses cours à l’université et dans un organisme privé de formation: il se donne ainsi “un bon service d’enseignement“.
3. Un enseignant-chercheur peut s’investir dans une formation professionnelle continue en dehors de son université plutôt que dans le service commun de formation continue de son université (le CREFOP), quitte à faire perdre à son université les fameuses ressources propres dont a parlé aujourd’hui Patrick Hetzel à Marseille.  
Venons-en au point le plus délicat sous forme d’une question aux deux candidats à la présidence de Nanterre, Bernadette Madeuf et Jean-François Balaudé, qui devraient s’enquérir en urgence de la convention qui lie leur université et l’IFG. Ce point se situe aux frontières de la publicité mensongère et de la privatisation de diplôme nationaux habilités par l’Etat. Qui délivre le Master 9 de l’IFG, Management stratégique des ressources humaines ?
Est-ce une formation de l’IFG ou est-ce, au nom du partenariat entre l’IFG et Paris X, un diplôme national délivré par l’université ? Le terme utilisé par l’IFG (formation diplômante) est ambigü. L’IFG et l’université (mais aussi toutes les universités concernées par le partenariat avec l’IFG) doivent apporter une réponse claire à cette question simple. La transparence l’exige ! L’absence de transparence ne doit pas se faire sur le dos des salariés inscrits en formation continue, dans le domaine de gestion, à l’IFG et à Nanterre, sur le dos des enseignants qui s’investissent en formation continue seulement dans leur université.
http://blog.educpros.fr/pierredubois/files/2012/01/duboismanifnovembre-copie.jpgSend os feedback Blog af Pierre Dubois.  Hvilken rolle spiller fortsat faglig udvikling (CPD) i erhvervene tro præsidentkandidater til universitetet? Min opmærksomhed blev henledt på situationen for EVU i Paris Ouest Nanterre La Defense (Paris ex 10), om praksis, der mangler gennemsigtighed. Sige de to kandidater til præsident for universitetet, Bernadette Madeuf, kandidat til at lykkes selv, og Jean-Francois Balaudé? Valget af medarbejderrepræsentanter til forskellige bestyrelser vil blive afholdt den 14. og 15. februar 2012 (valget hjemmeside) Studenterrepræsentant valg kun finde sted i marts.
For at forstå situationen Nanterre, må man først afsløre den generelle forbindelse med FPC.
Marseille, årlige konference af CPU, Frank Dørge af kronisk Send os feedback: "Hvad den franske model af universiteternes autonomi". "I denne søgen for egne indtægter, Patrick Hetzel [Director DGESIP] forvejen to spor: udvikling af forbindelserne med erhvervslivet, men også uddannelse. I nogle skandinaviske lande, er 50% af de studerende under uddannelse, der udfører VAE". Mere...

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