06 mars 2012

Formation professionnelle: installation du nouveau président du CNFPTLV

http://www.travail-emploi-sante.gouv.fr/squelettes/images/header-site-travail.jpgCrée par la loi du 4 mai 2004 relative à la formation professionnelle tout au long de la vie et au dialogue social, le Conseil National de la Formation Professionnelle Tout au Long de la Vie (CNFPTLV) réunit l’ensemble des acteurs de la formation professionnelle: Etat, partenaires économiques et sociaux et Conseils régionaux. Il est l’espace de concertation entre ces acteurs au service de la coordination et de la gouvernance partagée de notre système de formation professionnelle.
Nadine Morano, Ministre de l’Apprentissage de la Formation professionnelle a officiellement installé le nouveau Président du Conseil national, Monsieur Christian Ville, nommé en Conseil des Ministres le 8 février dernier.
http://www.travail-emploi-sante.gouv.fr/squelettes/images/header-site-travail.jpg Created by the law of 4 May 2004 on vocational training throughout life and social dialogue, the National Council for Vocational Training All Life Long (CNFPTLV) brings together all actors of vocational training: State, economic and social partners and regional councils. More...

Posté par pcassuto à 23:12 - - Permalien [#]

Reframing the Agent Debate

http://www.insidehighered.com/sites/all/themes/ihecustom/logo.jpgBy Scott Jaschik. When various panels started their presentations at a forum here on the use of commission-paid agents to recruit international students, it seemed like advocates for the use of agents might have the upper hand. One panel featured education officials from Australia, Britain and China -- all saying that such agents are an accepted part of recruiting foreign students in their countries, without any of the angst over the practice that exists in the United States. Another panel -- of U.S. government officials -- revealed that federal agencies are all over the map on the use of agents, and that at least some agencies are quite open to working with them.
But many members of the special panel of the National Association for College Admission Counseling seemed more ready to challenge the assumptions of the pro-agent side than to question the wisdom of bans on agents. And while there were also members who asked questions from the perspectives of those who use agents, much of the daylong meeting seemed skeptical of their use.
The NACAC panel has been charged with trying to find a path forward for the association on an issue that divides its members. Many American colleges (including NACAC members) use agents, saying that there are qualified, ethical representatives around the world who help identify students who will enroll in the U.S. The controversy arises because many of these agents are paid in part on commission. Federal law bars commission-based pay for recruiters of American students, and many at NACAC support that principle in all cases -- whether the the students are American or international.
When NACAC moved to clarify its views on the issue -- views that would have applied that principle to international recruiting -- many colleges objected, and the commission was formed. Its members include some who have been critics of the use of agents, as well as their defenders.
For NACAC, the issue has been challenging. its members take the association's code of conduct seriously, and some have feared that if NACAC takes a hard line against agents, it will either lose members or become an organization whose code of conduct is known to be violated by many members. Others have said that the association endangers its reputation for having a thoughtful code of ethics by failing to hold the line. And still others say that the world of international recruiting is full of ethical ambiguities -- many of them having nothing to do with agents.
One of the major arguments cited by defenders of agents is that universities in many other Western nations (those with which American universities compete) already use them, and that students in developing nations that send many students abroad (places like China and India) embrace their use. Officials from the embassies of Australia and Britain described how their countries' universities rely on agents, and an official from the Chinese embassy said that there was no great worry about the issue in her country.
But the commission members focused on the presentation of Sarah Wolf, Australia's education manager for North America, who described the laws and regulations about the use of agents by Australian universities. She described how Australia's universities are legally responsible to show that they deal only with reputable agents, have written agreements describing their relationships with agents, assure that agents have and provide accurate information, support an ombudsman to handle complaints, and release lists of all agents with which they work. Wolf described this regulatory framework (and many other rules) as evidence that the use of agents could be regulated.
Asked about whether there was person-power to manage these requirements, she said that "lots of people are employed to manage the system."
Philip Ballinger, chair of the NACAC panel and director of undergraduate admissions and assistant vice president for enrollment at the University of Washington, said that "in the United States we have nowhere near the infrastructure" that exists in Australia to regulate agents. Several other commission members chimed in on the point -- returning to it throughout the day -- noting how colleges oppose regulation, and how the diversity of American higher education makes the creation of new regulatory processes particularly difficult. (While American colleges of course complain about regulation all the time, much of that regulation is tied to federal student aid -- and foreign students are ineligible, thus removing their recruitment from that regulatory framework.)
The embassy officials were also asked whether there were any ethical issues inherent to the use of agents, and they generally said that there were not. This prompted questions on whether that might be different in an American context, when some colleges use agents, but others do not. The embassy response that may have been most notable was from Zhang Jin of the Chinese Embassy, whose remarks reflected the acceptance of capitalism in her country. Asked if there were ethical issues associated with the use of agents, she said that there was no problem because the agents "are for-profit" so the students are free to make their own judgments.
Differing Government Policies

Another major discussion concerned government policies on commission-paid agents. Officials from various agencies said that the State Department won't work with them, the Commerce Department will, and Education and Homeland Security have no policies.
Elizabeth Thornhill, branch chief of EducationUSA, the State Department program that has field offices around the world to promote American higher education, said that the agency was very intentional in not wanting to work with commission-paid agents. "Our principle is that the interests of the individual students are paramount," she said. And agents "do not present students with the full breadth of options."
She also said that since U.S. taxpayers fund the effort, "we should avoid activities that favor or give the impression of favoring one institution over another."
Greg Thompson, senior international trade specialist for the U.S. Department of Commerce, noted that his agency works with businesses all the time and treats agents as just other businesses. But Thompson was embarrassed when one of the commission members described a Commerce Department event in Vietnam for American colleges to promote themselves. After a typical program with local educators, the visiting delegation was faced with a large group of agents. The NACAC commission member said that some of them were "iffy" in terms of whether they should be doing business with American colleges.
Thompson replied that "we do our best to bring you ethical agents. Does that mean you shouldn’t do your due diligence? No," he said. "If you have a problem, you need to tell us about it."
The discussion in turn prompted David Bergeron, deputy assistant secretary for policy, planning and innovation at the U.S. Education Department, to suggest that federal policy should discourage the use of agents. "We too often forget the real purpose" of recruiting foreign students, which should be for them to have "the best possible experience," something that is more likely when those doing the recruiting don't have ties to some institutions but not others. He said the government should encourage recruiting approaches "that don't just pay for warm bodies."
Norman J. Peterson, a commission member who is vice provost for international education at Montana State University, and who favors the use of agents, did question Thornhill on whether there are other inequities associated with barring agents. Peterson said that many of those who use EducationUSA to find out how to apply to American colleges end up enrolling at a small, select group of institutions with the most international name recognition. He said that, as a result, EducationUSA's policies "inadvertently advantage some institutions more than others."
Defending the Agents

The strongest defenses of agents (in an American context) came during the open comment period at the end of the day. Josep Rota spoke on behalf of the American International Recruitment Council, a group that sets standards for agents, so that American colleges can be sure they are using reputable agents. Rota is chair of the AIRC's Certification Board and director emeritus of international development at Ohio University. Rota noted that many people in developing nations use agents -- regardless of how American colleges feel about the practice.
"Pretending that agents are not involved is a denial of reality," he said. The best approach is to regulate them.
But Rota was questioned by a NACAC commission member, Robert Watkins, assistant director of graduate admissions at the University of Texas at Austin. Watkins asked Rota if it was not true that one of the agents about which Bloomberg reported critically last year -- EIC Group -- had been accredited by AIRC. (In the article, Bloomberg reported about complaints that EIC Group agents placed Chinese students in a private American high school that focused on learned-disabled students, without telling the Chinese students of this feature of the high school. EIC Group officials said that they did not know of this characteristic of the high school and had received no complaints.)
Rota said that EIC Group had indeed been accredited at the time of the article, and still was, but had made changes since the article, and Rota said that AIRC had made some changes as well.
Mark Shay, an education consultant who represents a Chinese agent, and who formerly was a senior official at IDP, which has a major agent business, probably got in the most points for the agents side of the debate. He said at the beginning of his talk that he would be "blunt," and he was. He said that American colleges like to complain about agents "bypassing admissions requirements," instead of asking why American-style admissions is so bewildering to so many foreign students. In most of the world, he noted, admissions is "absolutely objective" and based on tests. In the United States, so much is subjective and "everything seems optional" to foreign applicants, who in turn rely on agents. "If you want to stamp out fraud, define a set of standards" for admissions, Shay said.
And while there is a perception in American academe that agents are "shady characters," he said that they are in fact "respected local business people, licensed and legal in their markets." It is American colleges, he said, who are seen as "carpetbaggers," when they come into some developing nation and say, " 'Sure, apply for admission, and be sure to include the $50 fee,' when they know that students have no chance of getting in." That's the practice, he said, that is real "profiteering."
While commission members did not rush to embrace Shay's vision, one of them did -- earlier in the day -- make the point that there are many ethical issues in international agents beyond the use of agents.
"I’d like to be clear that the issue of incentive compensation is not the whole of the story. It’s more like the tip of the iceberg," said Jim Miller, coordinator of enrollment research at the University of Wisconsin-Superior. "There are other aspects of the international recruiting and admission process that present equally formidable challenges. Transcript and test score integrity, fraudulent behavior of students and agents who are hired by families but are not compensated by colleges, third-party misrepresentation of the content and character of academic programs and campus life, and more."
The panel's work is expected to take a year. The commission meets today -- without the public.

Posté par pcassuto à 22:47 - - Permalien [#]

Catching up with Western standards of education

http://rbth.ru/assets/images/site_img/RBTH_RedBlack.pngBy Olga Gorshkova. RBTH got in touch with former Minister of Education Vladimir Filippov to discuss how Russia has been adjusting to the Bologna Process that started in 2003.
On Nov. 17, 2011, the website of the newspaper Izvestia posted an article on the decision of the Russian Ministry of Education and Science to reform the academic degree system. Izvestia quoted Elena Nechaeva, director of the Ministry’s Department of Scientific and Pedagogical Staff, as saying that there were plans to abolish the Candidate of Science degree in the next two years. Russia Beyond the Headlines’ Olga Gorshkova spoke with Vladimir Filippov, the rector of Peoples’ Friendship University and a former Minister of Education who led Russia’s accession to the Bologna Process in 2003 about the changes.
Russia Beyond the Headlines: The new reform of academic degrees is a continuation of the reform you initiated back in 2003, isn’t it?
Vladimir Filippov:
This sort of transformation in Russia is a natural process. Russia joined the Bologna Process, which currently has 49 signatories from Europe, as well as from many CIS countries. It is the uniform system of higher education and research personnel training. However, it is a three-tier system [Bachelor’s-Master’s-Ph.D.] rather than a two-tier system [Bachelor’s-Master’s]. Abroad, they call what we know in Russia as a doctor’s degree a Ph.D. Russia started the transition to this system in 2003, when it joined the Bologna Accords, and we now have to complete it.
RBTH: Does this mean that the Candidate of Science degree will soon cease to exist?

V.F.: For decades, Russia has had its own unique system of accreditation and training for academic staff, with two successive degrees – a Candidate and Doctor of Science. Our task is not to abolish the Candidate’s or Doctor’s degree, but to have our Candidates practically and legally be recognized as Ph.D.s. This already works for some academic disciplines – mathematics, physics and chemistry –  but we need the same for the social sciences and humanities, where we traditionally award too many degrees and often to those who do not deserve them. As for the Doctor’s degree, the West has never asked us to abolish it. The only thing we want is to have our Candidates recognized globally as Ph.D.s – this will only benefit our students.
RBTH: What benefits will the new system offer?

V.F.: It is in the best interests of most people, now that globalization and internationalization are happening. We know that scientific exchange is very useful, and it is important to encourage our researchers who obtain Ph.D. degrees in the West to come back to Russia to obtain globally-recognized Ph.D. degrees in Russia, and vice versa. In this context, we have to create a system of easy, automatic recognition of our education certificates. This is a global trend that is recognized by the world community. In 2009, the UNESCO World Conference on Higher Education in Paris, where more than 180 countries were represented, declared that all higher education systems would be harmonized based on the Bologna system of Bachelor’s-Master’s-Ph.D. If Russia fails to follow suit, it will be left all alone, so there is no way around it for us. Many countries, including China and some CIS countries, have been sending their students to complete post-graduate programs only at universities that provide Ph.D.s. Chinese students are aware that a Ph.D. degree will offer better employment opportunities.
RBTH: What will the reform look like in our country?
When adopting an international system, each country needs to factor in its special features. For example, Russia has preserved the 4+2-year pattern for the Bachelor’s-Master’s system, although many countries have adopted a 3+2-year system. We told our counterparts – education ministers from other countries – that we needed the 4+2-year system, because our students have 11 years of schooling, while theirs have 12 or 13 years. We now have every chance of modifying our graduate education system [aspirantura] in order to have our Candidates of Science equal Ph.D.s. The Ministry of Education and Science has adopted a four-year postgraduate course. We can also make other changes to the timeframe. When it comes to the structure, we can make amendments to have more exams within post-graduate programs instead of having combined qualifying exams for foreign languages, history and philosophy and a single big, complicated specialist exam. The latter can be split into six or seven smaller exams that postgraduates can take once every semester, as they do it in the West. But the main thing is the level of publications. We have to challenge our postgraduates to publish their work not only in the journals approved by the Higher Attestation Commission, but also in leading global academic periodicals. Among the many benefits of this initiative are the enhanced prestige of Russian academics and the promotion of Russian researchers and publications in the English language. Also, publications in foreign journals confirm the high level and authenticity of research. We will thus comply with all requirements.
RBTH: A Ph.D. degree means a Doctor abroad. After the reform, will we have two doctoral degrees – ours and theirs
A Ph.D. is a Doctor of Philosophy, an outdated name. We will have a Ph.D. degree first and then the Doctor of Science, followed by an Academician. A Doctor of Science degree is an incentive for those who obtain a Ph.D. degree and want to go further in an academic field. In Russia, you cannot become a professor without a Doctor of Science degree, and a Doctor earns 40-50 percent more than a Candidate. Furthermore, a Doctor of Science has a far better chance of being employed abroad than a Ph.D. Statistically, only 10 percent of Candidates in Russia go on for a Doctor’s degree later. That proportion should stay the same. Speaking of which, some countries have academic degrees higher than the Ph.D.
RBTH: Why wasn’t the Ph.D. degree adopted simultaneously with the transition to Bachelor’s and Master’s degrees?

First, because at that time we had the Ministry of Education, and science was supervised by a different agency. Now that we have the Ministry of Education and Science, the transition is possible. Second, it would have been hard to make such a complex change – first, we needed to have a smooth transition to the Bachelor’s-Master’s track and work out new standards, which required lots of effort and time. The final transition had been postponed twice, but on Sept. 1, 2011, the entire Russian higher education system finally adopted the Bachelor’s-Master’s program, so it became possible to think about the next step.
RBTH: Will foreign degrees also be easily recognized in Russia?
V.F.: When our students come back to Russia after completing education programs abroad, they are unwanted on the Russian job market, even if they obtain Master’s degrees. Russian Master’s programs do not accept students with European Bachelor’s degrees, because they completed three-year courses, while we require a four-year Bachelor's program. They have four-year Bachelor’s programs in China, but we still need interstate agreements to accept them. This is why our students often try to complete foreign and domestic graduate programs simultaneously. If they come home with a Ph.D. degree, they can obtain Candidate’s degrees here based on the decision of the Russian Higher Attestation Commission, but on the condition that the duration of the educational programs are equal.
RBTH: How will employers respond to this transition?
V.F.: Their attitude is still distrustful. We have no standards yet to identify which positions require which degrees. All the ministries are working to develop these standards. In the West, only 20-30 percent of graduates of Bachelor’s programs choose to apply for Master’s programs, but the figure is at 70-80 percent  in our country – this is a huge waste of time and effort, but many graduates are afraid they won’t be able to find a job, because their Bachelor’s degrees might not be recognized. As a result, the country loses billions, and people lose time and then work in positions that do not require Master’s degrees.
RBTH: Won’t this reform result in another wave of brain drain?

We could shut all borders and never let anyone out, and then do everything our own way, but it wouldn’t be efficient. In order to keep academics in Russia, we must provide an adequate standard of living – pay decent salaries, provide housing to young researchers, and, above all, invest in modern equipment; otherwise we will lag behind the entire world. Young people leave looking not only for more money, but also for equipment and opportunities that we cannot offer them here.

Posté par pcassuto à 22:38 - - Permalien [#]

Comment faire partie d'un Jury VAE

Logo de l'Agence Régionale de la Formation tout au long de la vie (ARFTLV Poitou-charentes)Le jury de validation est la dernière étape de la démarche de la VAE. Le rôle des professionnels y est essentiel: Ils y apportent leur connaissance concrète du monde du travail et des situations professionnelles et complètent l’appréciation des autres membres du jury (formateurs et enseignants spécialistes du diplôme ou du titre).
Tout représentant qualifié d'une profession peut participer à un jury de VAE et contribuer à la reconnaissance de l’expérience d’un autre professionnel.
L'ARFTLV a réalisé une plaquette d'information à leur intention afin de montrer la procédure à suivre. Consulter la plaquette sur les jurys VAE.
Vous êtes un(e) professionnel(le) qualifié(e)
Votre pouvez mettre votre expérience au service de votre métier en participant à un Jury de
Les professionnels sont appelés à siéger dans les jurys de Validation des Acquis de l’Expérience.
« Apportez votre regard et votre expertise du métier: vous pourrez ainsi aider un autre professionnel à faire reconnaître son expérience ».
Validation des Acquis de l’Expérience

C’est un droit individuel qui permet de demander la validation d’une expérience salariée, non salariée ou bénévole d’au moins trois ans pour obtenir tout ou partie d’un diplôme, ou titre ou un certificat de qualification professionnelle, celui-ci étant inscrit au Répertoire national de certification professionnelle (RNCP).
«Toute personne engagée dans la vie active est en droit de faire valider les acquis de son expérience en vue de l’acquisition d’un diplôme, d’un titre à finalité professionnelle ou d’un certificat de qualification…. » Loi de modernisation sociale janvier 2002
Renseignez-vous au 05 46 00 32 33 Ligne Horizon

Plus d’informations sur la VAE: www.arftlv.org - Rubrique VAE et Certifications
Jury de VAE
Le jury de validation est la dernière étape (l’aboutissement) de la démarche de la VAE. Le rôle des professionnels y est essentiel: Ils y apportent leur connaissance concrète du monde du travail et des situations professionnelles. Ils complètent l’appréciation des autres membres du jury: formateurs et enseignants spécialistes du diplôme ou du titre.
En tant que membre de jury, vous aurez à vérifier si les expériences présentées par le candidat mettent en oeuvre les compétences, aptitudes et connaissances exigées pour la certification visée: diplôme, titre ou certificat de qualification professionnelle. Cette vérification peut prendre plusieurs formes:
- Examiner un dossier qui présente l’expérience du candidat, en apprécier la cohérence et analyser les activités décrites
- Observer une mise en situation et apprécier la prestation du candidat selon des critères définis dans le référentiel
- S’entretenir avec le candidat sur des situations concrètes tirées de son expérience
Le jury est souverain: C'est à lui seul qu’il revient d'attribuer, complètement, partiellement ou pas du tout le diplôme, titre ou certificat que le candidat souhaite valider.
En tant que membre de jury, vous participez à la décision.
Qui peut devenir juré de
Tout représentant qualifié des professions qui répond aux règles générales de constitution des jurys de validation fixées par les décrets 2002-615 du 26 avril 2002, art. 4 et 2002-590 du 24 avril 2002, art. 5 (enseignement supérieur). La composition d’un jury varie selon les organismes valideurs. Le jury est présidé et constitué
conformément au règlement du titre, diplôme ou certificat concerné.
Participer à un jury de VAE c’est
- Être reconnu comme un professionnel de référence
- Dialoguer avec d’autres professionnels et enrichir votre perception du métier et de ses évolutions
- Contribuer à la valorisation du secteur
Tuteurs et
- Les professionnels exerçant une fonction de tuteur sont particulièrement préparés à remplir les missions de membre de jury de VAE
Quelle prise en charge ?

- Lorsqu'un salarié participe à un jury d'examen ou de validation des acquis de l'expérience, sa rémunération et les dépenses afférentes sont prises en charge par l’OPCA (selon accord de branche) Art. L 6313-12 du code du travail. Consulter la plaquette sur les jurys VAE.
Voir aussi Devenir membre de jury VAE pour participer à l'excellence du secteur.

Logo de l'Agence Régionale de la Formation tout au long de la vie (ARFTLV Poitou-charentes) Valideringen panel er det sidste skridt i processen med VAE rolle fagfolk er afgørende: De bringer deres praktiske kendskab til arbejdspladsen og faglige indstillinger og afslutte vurdering af andre jurymedlemmer (instruktører og faglærere af eksamensbevis eller certifikat).
Ethvert kvalificeret repræsentant for ethvert erhverv kan deltage i et panel af VAE og bidrage til anerkendelse af oplevelsen af en anden professionel.

Den ARFTLV gennemført en informationsbrochure for dem at vise procedure. Se brochure om VAE juryer
. Mere...

Posté par pcassuto à 22:17 - - Permalien [#]

Le stage de A à Z

http://le-grep-rh.com/imgs/le-grep-rh.pngPar Julien Pompey. Déjà fortement réglementés, les stages ont encore fait l’objet, l'été 2011, de nouvelles évolutions avec l’arrivée de la loi Cherpion, dont l’objectif est de mieux encadrer ces périodes en entreprise. De la convention à la gratification, en passant par les obligations et les déductions, tour d’horizon des principales règles et des grands changements.
L'Assemblée nationale a définitivement adopté, le 13 juillet 2011, la proposition de loi Cherpion, "pour le développement de l'alternance et la sécurisation des parcours professionnels". Ce nouveau texte apporte une série de changements en matière de recrutement des étudiants alternants, mais également de stagiaires.
L'objectif affiché est de mieux encadrer les stages, pour mettre fin aux dérives observées en entreprise, en instaurant notamment un délai de carence entre deux stages ainsi qu'une durée maximale des stages limitée à six mois.
La loi Cherpion introduit également la prise en compte de la durée du stage dans la période d'essai, en cas d'embauche, et la création par l'entreprise d'accueil d'un registre des conventions de stages, à différencier du registre unique du personnel. A noter enfin la création du statut de "stagiaire de la formation professionnelle" pour les jeunes en CFA n'ayant pas signé de contrat d'apprentissage avec une entreprise. Voir l'abécédaire dans l'article entier.
http://le-grep-rh.com/imgs/le-grep-rh.png ~ ~ V Julian Pompey. Už veľmi regulovaný, stáže boli stále, leto 2011, nový vývoj s príchodom práva Cherpion, ktorej cieľom je lepšie regulovať tieto doby v podniku. Dohovoru na odmenu, na povinnosti a zrážkami, prehľad hlavných pravidiel a veľkých zmien. Národné zhromaždenie s konečnou platnosťou dňa 13. júla 2011 návrh zákona Cherpion, "Rozvoj striedanie a kariérny bezpečnosti." Toto nové znenie obsahuje množstvo zmien v prijímaní študentov striedavo, ale aj stážisti. Viac...

Posté par pcassuto à 22:07 - - Permalien [#]

Mieux s'informer sur l'alternance dans votre région

http://www.alternance-en-region.com/images/logo.pngLa nouvelle version du site Alternance-en-region.com vient d'être mise en ligne. Découvrez les nouveautés du site d'information sur l'alternance, déclinées région par région. Cette nouvelle organisation du site, permet aux internautes de découvrir l'alternance de façon originale, pratique et pragmatique. Découvrez ci-dessous les ambitions  du site et la nature des informations qu'il propose en consultation libre sur internet.
Alternance-en-region.com est un site internet d'informations, entièrement consacré à l'alternance, édité par la société SEPRO. Il a pour ambition de proposer en ligne un espace d'information unique sur l'alternance, accessible à tous, diffusant des informations nationales autant que régionales. Alternance-en-region.com vise à aider les internautes dans la mise en oeuvre de leur projet de formation en alternance, en leur donnant envie d'utiliser les nombreux services d'aide à la recherche d'un emploi en alternance proposés près de chez eux. Trop souvent, les jeunes ne sont pas conscients des nombreuses possibilités de rencontrer des conseiller d'orientation susceptibles de les aider en tenant compte des spécificités économiques de leur secteur.
Des informations nationales et des informations régionales

C'est pour bien distinguer la dimension nationale et régionale des informations et des aides que peut obtenir le jeune que la structure du nouveau site Alternance-en-region.com organise l'information dans un espace national et un espace régional. Ainsi, le jeune peut s'informer sur le mécanisme de l'alternance en général, les aides mises à sa disposition, les droits et obligations liés au statut dans une lecture des informations nationales. Il peut également découvrir des lieux d'informations proche de chez lui, s'informer sur les évènements de l'agenda de l'alternance dans sa région ou connaître l'actualité de l'alternance spécifique à sa région (initiatives des acteurs de l'alternance régionaux et locaux, campagnes de recrutment locales, etc... ).
Une rédaction participative

Parce que l'information locale est trop souvent oubliée sur les sites internet d'information spécialisés alternance, la rédaction d'Alternance-en-region.com permet, depuis l'agenda de l'alternance, à tout acteur de l'alternance de diffuser gratuitement une information sur un événement pouvant intéresser un jeune à la recherche d'une formation en alternance. La démarche est simple et directe. Le responsable communication d'un événement se crée un espace auteur Agenda gratuitement depuis le site internet. Après validation de ses coordonnées électroniques, il peut diffuser directement, en toute autonomie, les informations pratique sur sa journée de recrutement, sa journée portes ouvertes, sa réunion d'information, etc... Seuls les informations événementielles sont acceptées par la rédaction, qui se réserve le droit de refuser une information qui ne conviendrait pas à sa politique rédactionnelle. Pour chaque événement présenté, il est possible d'ajouter un lien de redirection vers le site internet de l'organisateur, afin que les lecteurs de l'agenda de l'alternance puissent obtenir une information complémentaire sur l'évènement. Avec l'agenda de l'alternance, nous offrons la possibilité à tout organisateur d'évènement, de largement communiquer sur les sites alternance SEPRO, qui, en 2011, toucheront plus de 2 millions d'internautes.
De nouveaux services seront progressivement proposés
Cette nouvelle version du site propose une bourse d'offres d'emploi en alternance et une cvthèque alternance, en partenariat avec le site Alternancemploi.com, site également édité par SEPRO. L'annuaire des formations SEPRO est également accessible depuis Alternance-en-region.com. Il sera prochainement complété par un annuaire des écoles qui proposent des formations en alternance. Un service de questions d'orientation sera enfin prochainement mis en ligne.
Diffuser gratuitement une offre d'emploi en alternance

Comme c'est déjà le cas sur Alternancemploi.com, toute entreprise qui souhaite recruter ponctuellement un jeune en apprentissage ou en contrat de professionnalisation, peut diffuser gratuitement sa première offre d'emploi sur Alternance-en-region.com, Alternancemploi.com ou Enapprentissage.com. La base de donnée des offres d'emploi en alternance est en effet commune aux trois sites. Si vous recrutez en alternance dans votre région, n'hésitez donc pas à diffuser votre première offre d'emploi en alternance gratuitement depuis alternance-en-region.com. Il vous suffit de vous créer un compte recruteur gratuitement pour diffuser immédiatement votre offre d'emploi en alternance gratuite. Toutes les informations complémentaires vous seront précisées depuis ce menu recruteur.
Si vous êtes intéressé par l'alternance, n'hésitez pas à utiliser les services d'Alternance-en-region.com. N'hésitez pas également à nous faire part de vos remarques et suggestions d'articles rédactionnel en adressant un message à la rédaction du site depuis l'espace rédaction.
Bonnes recherches en alternance sur
http://www.alternance-en-region.com/images/logo.pngThe new version of mix-in-region.com just been put online. Check out the latest Site information on alternation, declined by region. This new organization of the site, allows users to discover the alternation of an original, practical and pragmatic. Find below the ambitions of the site and what information it offers free online consultation.
A mix-in-region.com is a news website devoted entirely to the alternation, published by the company SEPRO.
It aims to offer an online information space on alternating single, accessible to all, providing information both national and regional. A mix-in-region.com aims to assist Internet users in the implementation of their project-linked training, inspiring them to use the many support services to job seekers alternately proposed near hom. More...

Posté par pcassuto à 11:00 - - Permalien [#]

Prélèvements sur le FPSPP au profit de Pôle emploi, de l'AFPA et de l'ASP

Retourner à la page d'accueil de Légifrance Décret n° 2012-303 du 5 mars 2012 relatif à la mise en œuvre des prélèvements prévus à l'article 153 de la loi de finances pour 2012. NOR: ETSD1201478D
Publics concernés:
fonds paritaire de sécurisation des parcours professionnels (FPSPP); Pôle emploi; Association nationale pour la formation professionnelle des adultes (AFPA); Agence des services de paiement (ASP).
Objet: prélèvements sur le FPSPP au profit de Pôle emploi, de l'AFPA et de l'ASP.
Entrée en vigueur:
le texte entre en vigueur le lendemain de sa publication; les prélèvements seront effectués selon le calendrier prévu par le présent décret.
le présent décret précise les modalités du prélèvement de 300 millions d'euros prévu par la loi sur les ressources du FPSPP au bénéfice, respectivement, de Pôle emploi à hauteur de 25 millions d'euros, de l'AFPA à hauteur de 75 millions d'euros et de l'ASP à hauteur de 200 millions d'euros. Le versement devant être opéré en deux fois en vertu de la loi, ce décret fixe l'échéance et les montants de chacune des deux opérations correspondantes.
Références: le présent décret est pris pour l'application de l'article 153 de la loi n° 2011-1977 du 28 décembre 2011 de finances pour 2012. Il peut être consulté sur le site Légifrance (http://www.legifrance.gouv.fr).
Le Premier ministre,
Sur le rapport du ministre du travail, de l'emploi et de la santé,
Vu le code du travail, notamment son article L. 6332-18 ;
Vu le code de l'éducation, notamment son article L. 335-6 ;
Vu le code rural et de la pêche maritime, notamment son article L. 313-1 ;
Vu la loi n° 2011-1977 du 28 décembre 2011 de finances pour 2012, notamment son article 153 ;
Vu l'avis du fonds paritaire de sécurisation des parcours professionnels en date du 10 février 2012,
Décrète :

Article 1
Les prélèvements prévus à l'article 153 de la loi du 28 décembre 2011 susvisée sur le fonds mentionné à l'article L. 6332-18 du code du travail sont réalisés dans les conditions prévues au présent article.
I. ― Avant l'expiration d'un délai de dix jours suivant celui de la publication du présent décret, il est opéré des prélèvements :
1° De 10 millions d'euros au bénéfice de l'institution nationale publique mentionnée à l'article L. 5312-1 du code du travail, affectés au financement de l'allocation en faveur des demandeurs d'emploi en formation ;
2° De 45 millions d'euros au bénéfice de l'Association nationale pour la formation professionnelle des adultes, mentionnée au 3° de l'article L. 5311-2 du code du travail, dont 32,4 millions d'euros affectés à la mise en œuvre des titres à finalité professionnelle délivrés par le ministère chargé de l'emploi en application du I de l'article L. 335-6 du code de l'éducation et 12,6 millions d'euros affectés à la participation de l'association au service public de l'emploi ;
3° De 1 million d'euros au bénéfice de l'Agence de services et de paiement, mentionnée à l'article L. 313-1 du code rural et de la pêche maritime, affectés au financement de la rémunération des stagiaires de la formation professionnelle, définie aux articles L. 6341-1 à L. 6341-7 du code du travail.
II. ― Avant le 31 juillet 2012, il est opéré des prélèvements :
1° De 15 millions d'euros au bénéfice de l'institution nationale publique mentionnée à l'article L. 5312-1 du code du travail, affectés au financement de l'allocation en faveur des demandeurs d'emploi en formation ;
2° De 30 millions d'euros au bénéfice de l'Association nationale pour la formation professionnelle des adultes, mentionnée au 3° de l'article L. 5311-2 du code du travail, dont 21,6 millions d'euros affectés à la mise en œuvre des titres à finalité professionnelle délivrés par le ministère chargé de l'emploi en application du I de l'article L. 335-6 du code de l'éducation et 8,4 millions d'euros affectés à la participation de l'association au service public de l'emploi ;
3° De 199 millions d'euros au bénéfice de l'Agence de services et de paiement, mentionnée à l'article L. 313-1 du code rural et de la pêche maritime, affectés au financement de la rémunération des stagiaires de la formation professionnelle, définie aux articles L. 6341-1 à L. 6341-7 du code du travail. Retur til startsiden Légifrance Bekendtgørelse nr. 2012-303 af 5. marts 2012 om gennemførelsen af afgifter i henhold til afsnit 153 i Finance Act 2012 NOR:. ETSD1201478D
Berørte offentlighed: matching fond karriere sikkerhed (FPSPP), beskæftigelse center, National Association for Erhvervsuddannelse (AFPA), Payment Services Agency (PSA). Mere...

Posté par pcassuto à 10:44 - - Permalien [#]

Transforming higher education

globalDownload Disruptive innovation Case study: Transforming higher education.
Higher education by the numbers:
• Tuition and fees at U.S. public and private colleges rose by an average of 439 percent after allowing for inflation (from 1982 through 2007),
• 6 to 7 percent annual price increases for three decades,
• The average university spends US$4 to US$5 on overhead for each dollar spent on teaching, testing and research.
Blended learning: Where the cost savings come from
The average cost reduction from blended learning in higher education has been 39 percent, with some course costs reduced by as much as 75 percent.9 Here are some of the ways these savings have been realized:
• Faculty: Less time presenting information, developing curriculum and grading exams. Greater peer-to-peer learning.
• Resources: Reduced course repetitions. Students access material when they need it, increasing efficiency of resource use.
• Infrastructure: More efficient use of physical space.
Few if any sectors of our economy in recent decades have experienced price and cost increases as massive as those in higher education.
From 1982 through 2007, tuition and fees at U.S. public and private colleges rose by an average of 439 percent after allowing for inflation. Three decades of 6 to 7 percent annual price increases have put college beyond the means of most families without resorting to huge student loans. Scores of books and studies have attempted to explain the factors behind this dizzying cost spiral. What they tend to conclude is encapsulated in a pithy phrase from Kevin Carey of the Washington, D.C.-based think tank Education Sector: “Everyone wants to be Harvard.”
Every college and university wants to have the leading researchers who publish in top journals and lure federal grants, while also offering the most state-of-the-art academic, sports and leisure facilities. Today’s institutions of higher education try to do so many jobs that they’ve become extraordinarily complex organizations, with huge costs tied up in the overhead and administrative costs. According to the Center for American Progress, the average university spends four to five dollars on overhead for each dollar spent on teaching, testing and research.
The prevailing wisdom in higher education is that it’s not possible to reduce costs and improve quality. The belief is that controlling costs would mean lower quality; reduced course selection; more teaching assistants and adjunct lecturers and fewer professors; and staff layoffs. But are these assumptions actually true?
Breaking the trade-off

The key to disruptive innovation in higher education is to unbundle the different services colleges provide, and to bring a greater range of providers into the market.
As with K-12 education, online learning is the technology offering the most potential to transform higher education’s basic business model. It can be used to unbundle some of the services colleges now provide, allowing students to pay only for what they need.
Disruptive entrants such as the University of Phoenix, DeVry, Western Governors University, MIT’s OpenCourseware and MITx, the United Kingdom’s Open University and many community colleges unbundle the cost of learning from the hefty costs of stadiums, student unions, swimming pools, fitness centers and administration. Online learning allows their low-cost business models to scale upward and compete against traditional colleges and universities.
Can online learning achieve good results while offering significantly lower costs than traditional college instruction? The evidence suggests it can.
During the last decade, the National Center for Academic Transformation (NCAT) has worked with hundreds of public universities to redesign individual courses around a blended model of education that takes greater advantage of technology.10 These course redesigns have covered all sorts of disciplines, from Spanish to computer science to psychology. They typically incorporate digital learning tools — simulation, video, social media, peer-to-peer tutoring and software-based drills — as well as some traditional classroom lecturing. The average cost reduction has been a whopping 39 percent, with some course costs reduced by as much as 75 percent.11 All in all, the cost of delivering a four-year degree with only online curriculum (with instructors) is less than US$13,000 compared to US$28,000 and US$106,000 at typical public and private institutions respectively.
As for the quality, from test scores to student satisfaction to graduation rates, outcomes have also improved according to NCAT.13 At the University of New Mexico, the drop-withdrawal-failure (DWF) rate in a psychology course fell from 42 percent in the traditional format to 18 percent in the new blended model. Meanwhile, Virginia Tech’s redesigned math course resulted in test scores rising 17.4 percent and the failure rate plummeting by 39 percent.
Pace of disruption

As with K-12 education, online higher education is increasing at a brisk pace. Open University is now the biggest university in the United Kingdom with more than 250,000 students and 1,200 full-time academic staff.
In the United States, about 6.14 million students enrolled in at least one online course in 2010. Fully 31 percent of all college and university students now take at least one course online.

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