16 août 2012

Retention and success

http://b.vimeocdn.com/ps/305/301/3053010_300.jpg‘Retention’ in the UK refers to students remaining within one HE institution and completing their programme of study within a specific timeframe. ‘Success’ recognises that students benefit from HE study in a wider range of ways, including personal development and progression into the labour market or further learning.
We work with institutions and other bodies to develop evidence-informed approaches to improving the retention and success of all students. We have a programme of work to disseminate research and support institutional development.
New: The final report of the What works? Student Retention and Success programme has been published by the Paul Hamlyn Foundation  (July 2012). Building student engagement and belonging in higher Education at a time of change: Final report from the What Works? Student Retention & Success programme.
An Executive summary is also available: Summary of findings and recommendations from the What Works? Student Retention & Success programme.
Building student engagement and belonging in higher education at a time of change: a summary of findings and recommendations from the What works? Student Retention & Success programme
What works? Summary report.

The 'What Works?' programme sought to analyse and evaluate best practice skills to ensure high student retention in Higher Education Institutions (HEIs), with a particular focus on students from disadvantaged backgrounds. Twenty two HEIs collaborating through seven distinct projects participated in the programme from 2008-11. The methodology consisted of combining student survey data, qualitative research with students and staff, literature reviews and analysis of institutional data.
A fuller synthesis and discussion of the programme’s findings and both practical and strategic implications are given in the full programme report. Detailed findings are set out in the seven individual project reports. In addition, a compendium of effective practices in higher education has been published to provide more practical exemplars of successful interventions drawn from the institutions that have participated in What Works? and from the wider sector. Publisher: Paul Hamlyn Foundation.
“The work undertaken within the What Works? Student Retention & Success programme has given the opportunity to those institutions involved to develop and enhance the evaluation of their strategies and approaches further. It is now vital that the lessons learned and progress made through the programme is shared with and benefits all HE providers and their students. HEFCE will continue to encourage institutions to develop and enhance initiatives which contribute to success throughout the whole student lifecycle, including progression to post-graduate study and into employment.”
Sir Alan Langlands, Chief Executive of HEFCE
“The benefits that a university education typically adds to an individual’s career prospects and to their quality of life generally is widely recognised, but is something that needs greater articulation. The outcomes of the seven projects, summarised in this report, will help to convey this message and provide an excellent foundation to continue both the sharing and development of good practice across the sector.”
Professor Eric Thomas, President of Universities UK

What is the secret of success in higher education? What can universities do to help prevent students from dropping out of their studies? These are clearly vitally important questions. Both morally and educationally, institutions have a duty to do everything they can to help students make a success of their higher education. At a time of profound change in the sector, these questions take on an added urgency. Students are investing heavily in their higher education and institutions stand to lose a considerable sum of money for each student that drops out.
This report is therefore greatly to be welcomed. It provides a timely and important set of insights into What Works? based on the experience of a wide range of interventions across the sector. The result is a radical new message. In place of the received wisdom of the importance to students of choice and flexibility, is the finding that it is a sense of belonging that is critical to both retention and success. It is the human side of higher education that comes first – finding friends, feeling confident and above all, feeling a part of your course of study and the institution – that is the necessary starting point for academic success.
This report challenges institutions to look afresh at their priorities and to consider: how the curriculum might be reorganised to provide for sustained engagement between teachers and students; how teaching can be organised to create student learning communities; and how to convey the message to students that they belong. The projects reported briefly here and at more length in the full report of the What Works? programme, offer a number of important new insights. If our higher education institutions are to maximise both their students’ happiness and their future success, these insights deserve close study across the sector.
Professor Patricia Broadfoot CBE, University of Bristol, Chair of What Works? Advisory Group
This report presents a summary of the findings and recommendations of the What Works? Student Retention & Success programme, initiated and funded by the Paul Hamlyn Foundation and HEFCE.
With much widening participation research concentrating on the effectiveness of outreach and pre-entry work, the Paul Hamlyn Foundation was keen to support the higher education sector in identifying and sharing best practice, across the student lifecycle, to enable students from disadvantaged backgrounds, in particular, to succeed in higher education. HEFCE wished to support the improved evaluation and dissemination of good practice with regards to student retention and success, and to further build the evidence base for successful retention practice. This followed a National Audit Office report of 2007, which confirmed the strong performance of higher education institutions in retaining their students, but also found that the sector was carrying out little evaluation of the impact and transferability of good practice.
This is a time of immense change in the higher education system. The government is aiming to use student choice as a major driver in shaping HE provision, and some commentators anticipate that increased student fees will lead to higher expectations and, some argue, a stronger ‘consumer’ mindset amongst students. In this context, the need for institutions to understand how they can most effectively translate their strategic intentions to improve student retention and success into activities that will most effectively impact on student, department and institutional-level outcomes, is clearly paramount.
The What Works? programme has therefore sought to generate robust, evidence-based analysis and evaluation about the most effective practices to ensure high continuation and completion rates. Twenty two higher education institutions, collaborating through seven distinct projects (see p.12), which were selected through a competitive process, participated in the programme from 2008–11. They undertook extensive research to inform their enquiries and test specific hypotheses. Most studies combined student survey data, qualitative research with students and staff, literature reviews and analysis of institutional data.
A fuller synthesis and discussion of the programme’s findings and both practical and strategic implications is given in the full programme report. Detailed project-level findings are set out in the seven individual project reports. In addition a Compendium of Effective Practice in Higher Education Retention & Success has been published to provide more practical exemplars of successful interventions, drawn from the institutions that have participated in What Works? and from the wider sector. A second edition will be published in July 2012.
The Higher Education Academy will be leading ongoing work to support institutional teams across the sector to implement changes informed by the What Works? programme. Further details will be available in the summer from retention&success@heacademy.ac.uk. Download Building student engagement and belonging in higher Education at a time of change: Final report from the What Works? Student Retention & Success programme.

This significant programme of evaluation and research reinforces and extends our knowledge about improving student retention and success. This is particularly important at a time like this when we stand on the precipice of radical change that has not been attempted in any other country. In the light of the higher student tuition fees, what will encourage students to participate in higher education, and reinforce their decision to stay and enable them to make the most of the opportunity they have selected? This study finds that belonging will go a long way to achieving these outcomes. Institutional approaches that promote belonging will have the following characteristics:
• supportive peer relations;
• meaningful interaction between staff and students;
• developing knowledge, confidence and identity as successful HE learners;
• an HE experience that is relevant to interests and future goals.
The study finds that student engagement and belonging are central to improving student retention and success. This challenges institutions to rethink their priorities, policies, processes and practices to enable a culture of belonging to be realised. The programme makes a significant contribution by recognising the importance of a mainstream approach to addressing student retention through a culture of belonging that maximises the success of all students, as opposed to interventions targeted at particular groups of students. This approach, which places the academic sphere at the heart of improving student retention and success, recognises the need for institutional transformation, as opposed to a student deficit approach that blames students and/or requires them to change in order to benefit from higher education. Such an approach tends towards reproduction, and continues to disadvantage non-traditional students and others who have not traditionally prospered in higher education. The What Works? approach puts academic programmes and high quality, student-centred learning and teaching at the heart of effective student retention and success.
Some of the key messages echo findings from the US and smaller studies in the UK. This, however, is a sizeable project that involved 22 higher education institutions and hundreds of students over a three-year period. The seven projects had different foci, and used a range of methods, but they all point to the overarching findings of this programme. The diversity of sites, methods and researchers extends the reliability and applicability of these findings, as the messages have high levels of consistency.
Challenges remain about relating research findings and evaluation of specific practices from particular contexts to improving practice within one’s own institution. To further assist with the process of translating global findings to effective practices we have compiled a sister publication, Compendium of effective practice: Proven ways of improving student retention and success (Andrews et al., 2012). The Paul Hamlyn Foundation is continuing to work with the Higher Education Academy and Action on Access to support institutional teams from 2012-2015 to review institutions’ strengths and areas for development, implement changes at the strategic and academic programme levels and to evaluate the impact of changes on student retention.
What to do now

i. Use this report, the summary report, the project reports, the Compendium of effective practice (Andrews et al., 2012), and research and practice from your own institution to engage colleagues in debate about student success. You might find the institutional reflective checklist a useful starting point for discussion.
ii. Use your institutional data and data in the HE system to assess your strengths and weakness with regard to student retention. Supplement this with further institutional data and research, such as National Student Satisfaction survey results and local research with students and staff to extend your understanding.
iii. Identify your priority areas for development, thinking about changes at the strategic and programme levels in particular.
iv. Establish teams to further review priority areas and develop and implement an action plan.
v. Consider joining the Higher Education Academy’s Retention and Success Change Programme to facilitate the process. Download Building student engagement and belonging in higher Education at a time of change: Final report from the What Works? Student Retention & Success programme.

Posté par pcassuto à 09:04 - - Permalien [#]

Trends in job quality in Europe

http://www.eurofound.europa.eu/pubdocs/2012/28/en/1/ef1228en.pngBy Green, Francis; Mostafa, Tarek. Using data from the fifth European Working Conditions Survey (EWCS), this study measures job quality in the 27 countries of the European Union, as well as seven additional countries in Europe that participated in the survey. The intention was to find an objective means of assessing the principle established in a number of EU directives that work should adapt to the workers. Increased understanding of the social costs of poor job quality has focused attention on physical and social environments at work. Prolonged life expectancy and the ageing of the population suggest that jobs will have to be of good quality if more workers are to be persuaded to work longer. The indices constructed for this study do not rely on subjective measurement such as preferences and attitudes, but are built on the self-reported features of jobs that are associated with workers’ well-being. An executive summary is available. Download "Trends in job quality in Europe".
Executive summary

This study measures job quality in the 27 countries of the European Union, as well as the seven additional countries in Europe that participated in the European Working Conditions Survey (EWCS). Four indices were constructed for the study: earnings, prospects, intrinsic job quality and working time quality. The four indices cannot be reduced into a single index of job quality because associations between them are weak, and none can increase over time nor move in similar directions. They are, however, theoretically and conceptually coherent.
The intention was to fi nd an objective means of assessing the principle established in a number of EU directives that work should adapt to the workers. The indices constructed for this study do not rely on subjective measurement such as preferences and attitudes, but are built on the self-reported features of jobs that are associated with workers’ well-being.
Policy context

Following the introduction of the European Employment Strategy in 1997 through the Treaty of Amsterdam, and the subsequent launch of the Lisbon Growth and Jobs strategy in 2000, the idea of ‘more and better jobs’ came to the fore among European Union policy objectives. This development was paralleled by similar concerns from transnational bodies such as the OECD, and from individual national governments that wished to complement their targets for the numbers of people in employment with objectives for the quality of work and employment.
Subsequent years saw also the development at the European level of the concept of ‘fl exicurity’, a strategy to foster the introduction of policies to improve both fl exibility and security. While fl exicurity policies focused more on the labour market rather than individual jobs, fl exicurity was seen as consistent with the aim of raising the quality of work and employment.
The issues with which policymakers were concerned included productivity, the welfare of working people, raising job quality through initiatives such the use of available skills and acquisition of new skills, rising stress levels associated with ‘job strain’ and other environmental and psychosocial risks, and the growing prevalence of ‘precarious’ work.
Job insecurity became a particularly salient issue with the onset of the global economic crisis in the latter half of 2008, especially among young people. Policies to encourage sustainable employment have still been widely seen as important in the drive to improve job quality. Europe 2020, which is a strategy for sustainable growth and jobs, includes as one of its core guidelines ‘developing a skilled workforce responding to labour market needs, promoting job quality and lifelong learning’. Increased understanding of the social costs of poor job quality has focused attention on physical and social environments at work. Prolonged life expectancy and the ageing of the population suggest jobs will have to be of good quality if more workers are to be persuaded to work longer.
There are, therefore, many reasons for wishing to clarify the concept and measurement of the quality of paid work for the purposes of policy analyses, and this study seeks to deepen the analysis based on the data from the EWCS series.
Key findings

Using the four indices specifi cally constructed for this study, it was concluded that 14% of jobs in Europe are high-paid good jobs; 37% are well-balanced good jobs; 29% are poorly balanced jobs; and 20% are poor quality jobs.
Workers in poor quality jobs had, on average, the lowest levels of health and well-being, showing more health problems, lower subjective well-being, and found less meaning in their work. These poor quality jobs, where workers could be said to be most at risk, were especially concentrated in establishments with fewer than fi ve employees, and in the private sector. They were also more prevalent in countries with lower levels of GDP per capita, though the association with national income is far from perfect.
Overall levels of average job quality in the 15 Member States that have participated in every wave of the EWCS since 1995 show relative stability in three of the indices – skills and discretion, good physical environment and work intensity – although the latter has increased over time slightly. However, this apparent stability hides important differences by country. In contrast, there was a rise of more than fi ve points over time in the working time quality index. This rise largely reflects reductions in working time and less work during non-standard hours.
On average men have higher monthly earnings than women. In terms of the working time quality index, women do better; indeed, they work on average shorter hours, and less frequently do shift work during non-standard hours. Women also enjoy a slightly higher level of intrinsic job quality, which comes from working on average in somewhat better physical environments. Finally, the measurement of the prospects index is almost the same for men and women.
Levels of the four job quality indices vary across industries in Europe. Those working in the information and communication sectors or in fi nance and insurance are highest ranked on most indices.
The self-employed who have employees have the highest level of earnings. In contrast, the self-employed without employees have lower earnings, yet a higher working time quality index. This latter advantage is due to fl exibility in the management of their work, not to their having fewer work hours or less shift work.
Those employed on indefi nite contracts have relatively high values on most of the indicators, while those employees with fixed-term or temporary contracts have lower job quality on all dimensions.
Policy pointers

The lack of aggregate change in the physical environment suggests that efforts be redoubled to bring about improvements. Policy could usefully be focused on the increasing prevalence of posture-related risks in the workplace.
Similarly, rising levels of work intensity in the majority of countries contribute to a rising risk of high stress levels and their consequent ill effects on health and well-being. Policies to reduce the presence of stressors are indicated, as well as programmes to ameliorate the effects of high levels of stress. Some positive signs are found in the increases in the growth of the skills and discretion index in the majority of countries.
This index goes to the heart of the intrinsic character of work, and is at the same time associated on average with higher levels of productivity. In some countries where there is, however, evidence of a decline in this index, policy attention needs to be directed at the source of this fall.
The largest aggregate change, however, took place for the working time quality index, and here the picture is positive, showing rises both overall and in most countries. However, working time fl exibility still needs to be monitored. Policy towards ameliorating the detrimental effects of work on health and well-being needs to be conducted on a fairly broad front.

Posté par pcassuto à 08:49 - - Permalien [#]

UNESCO GUIDELINES for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning

UNESCO GUIDELINES for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning
Acknowledgements from the Director of UIL
As a priority to follow up the Belém Framework for Action adopted at the Sixth International Conference on Adult Education (CONFINTEA VI) in 2009, on behalf of UNESCO Secretariat, the UNESCO Institute for Lifelong Learning (UIL) has taken the initiative to develop the UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Nonformal and Informal Learning.
UIL is most grateful to a remarkable group of international experts who met at UIL in October 2011 to share their insights and experiences in creating this work. They include Sabine Seidel, Expert of the Institute of Development Planning and Research, Germany; Abdalla Ababenh, Director of National Centre for Human Resources Development, Jordan; Kaylash Allgoo, Director of Mauritius Qualifications Authority, Mauritius; Juan de Dios Castro, General Director and Sara Elena Mendoza, Deputy Director of Diversified Contents of the National Institute for Adult Education (INEA), Mexico; Sombat Suwanpitak, Deputy Permanent Secretary of the Ministry of Education, Thailand; Jens Bjørnåvold, Senior Expert of the European Centre for the Development of Vocational Training (Cedefop); Richard Walther, Coordinator of the Association for Development of Education in Africa (ADEA) 2012 Triennale Conference; Michel Aribaud, Specialist in Qualifications System of European Training Foundation (ETF); and Marie-Odile Paulet, Expert of the National Commission for UNESCO, France...
With the launching of the UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning, my colleagues and I will do all we can to facilitate collaborative research and provide technical assistance and capacity-building to Member States in their construction and implementation of the RVA systems. Arne Carlsen, Director, UNESCO Institute for Lifelong Learning. Download the UNESCO GUIDELINES for the RVA of the Outcomes of Non-formal and Informal Learning.

Lifelong learning has been central to UNESCO’s mission to promote every individual’s right to education. The Faure Report – Learning to Be (1972) – and the Delors Report – Learning: the Treasure Within (1996) – have contributed to the development of policy and practice in lifelong learning and to the creation of learning societies in UNESCO Member States. Encompassing formal, non-formal and informal learning, lifelong learning emphasises the integration of learning and living – in life-wide contexts across family and community settings, in study, work and leisure, and throughout an individual’s life.
Today, in a complex and fast-changing world, it is necessary for individuals to acquire and adapt competences (knowledge, skills and attitudes) through all forms of learning to cope with various challenges. However, qualifications systems in many societies still focus on formal learning in educational institutions. As a result, a large part of individuals’ learning remains unrecognised, and many individuals’ motivation and confidence to continue learning is not well promoted. This leads to a huge under-utilisation of human talent and resources in society. Therefore, the learning outcomes that young people and adults acquire in the course of their life in non-formal and informal settings need to be made visible, assessed and accredited.
The demand for the recognition, validation and accreditation (RVA) of all forms of learning with a focus on non-formal and informal learning outcomes was expressed through the Belém Framework for Action, adopted by 144 Delegations of UNESCO Member States at the Sixth International Conference on Adult Education (CONFINTEA VI) in Brazil in December 2009. It called on UNESCO to develop Guidelines on all learning outcomes, including those acquired through non-formal and informal learning, so that these may be recognised and validated. At the same time, Member States committed themselves to developing or improving structures and mechanisms for the recognition of all forms of learning by establishing equivalency frameworks.
The RVA of non-formal and informal learning is a key lever in making lifelong learning a reality. It renders visible and gives value to the hidden and unrecognised competences that individuals have obtained through various means and in different phases of their lives. Valuing and recognising these learning outcomes may significantly improve individuals’ self-esteem and well-being, motivate them to further learning, and strengthen their labour market opportunities. RVA may help to integrate broader sections of the population into an open and flexible education and training system and to build inclusive societies.
The overall aim of these Guidelines is to propose principles and mechanisms that can assist Member States in developing or improving structures and procedures to recognise the outcomes of all forms of learning, particularly those of non-formal and informal learning.
More specifically, the purposes are:
• to advocate for the importance of recognising the value of non-formal and informal learning;
• to develop a common understanding of RVA and outline the major considerations in developing a national RVA system;
• to assist Member States in developing tools, standards and mechanisms to identify, document, validate and recognise the learning outcomes of non-formal and informal learning; and
• to create an international platform to facilitate and ensure continuous dialogue on RVA among Member States.

• Ensuring equity and inclusiveness in access to learning opportunities. Every individual should have the right to access and engage in any form of learning suited to his/ her needs, and have their learning outcomes made visible and valued.
• Promoting the equal value of learning outcomes of formal, non-formal and informal learning. Competences that every individual has accumulated through non-formal and informal learning should be treated on a par with those that are obtained through formal learning.
• Ensuring the centrality of individuals in the RVA process. The process should respect and reflect individuals´ needs, and their participation should be on a voluntary basis.
• Improving flexibility and openness of formal education and training. Education and training systems should consider diverse forms of learning, taking into account learners’ needs and experiences.
• Promoting quality assurance in the entire RVA process. It is imperative that criteria and procedures for assessing and validating non-formal and informal learning are relevant, reliable, fair and transparent.
• Strengthening partnerships among all stakeholders. It is important to emphasise a shared responsibility from design through to implementation and evaluation of the RVA system.
Key areas of action at national level
1. Establishing RVA as a key component of a national lifelong learning strategy
Lifelong learning goes beyond formal education and training. It includes learning at work, in the family and community, and in leisure time. A national lifelong learning strategy aims to facilitate individuals’ access to competences enabling them to continue learning, enter the labour market and to attain professional and social mobility. Such a strategy would be incomplete if it did not include the RVA of competences or outcomes gained in all learning settings.
In this context it is suggested that Member States
(1) develop a national lifelong learning strategy, with RVA of non-formal and informal learning as a key pillar and as a means to improving personal fulfilment, access to and mobility within education and in the labour market;
(2) facilitate the development of national references or standards that integrate the RVA of non-formal and informal learning, and, based on the national context, establish a national qualifications framework (NQF); and
(3) develop equivalencies between the outcomes of formal, non-formal and informal learning in the national reference, standards or NQFs through a shared understanding of learning outcomes.
2. Developing RVA systems that are accessible to all
When available and accessible, RVA processes should allow broad groups of populations to have their learning outcomes assessed, validated and recognised, whether acquired nonformally or informally. This gives individuals an incentive to continue to learn, empowers them and enables them to become more active in the labour market and in society in general. For disadvantaged groups particularly, it can create a more level playing-field in education and training.
In this context it is suggested that Member States
(1) develop procedures that identify, document, assess, validate and accredit learning outcomes, giving due consideration to those from experiential learning, self-directed learning and other forms of non-standardised learning outside of formal education and training institutions;
(2) make use of both formative assessment (which draws more attention to identification, documentation, advice and counselling) and summative assessment (which aims explicitly to validate and recognise learning outcomes, leading to accreditation);
(3) offer information, guidance and counselling services to clarify RVA procedures so that individuals become more aware of their own competences and more motivated to learn further and to have their learning recognised, and
(4) provide special support through flexible arrangements for early school-leavers, adults with special learning needs, people and workers with low levels of education and those excluded from the labour market.
3. Making RVA integral to education and training systems

In most cases, traditional qualifications of formal education and learning have been defined with reference to fixed durations, subject, levels and location of study. The integration of RVA into formal systems stresses the importance of what learners actually know, are able to do and understand. This integration is crucial to creating alternative pathways in open and flexible education and training systems, meeting individuals’ diverse needs.
In this context it is suggested that Member States
(1) develop a mechanism for the formal education and training system that pays more attention to the quality of learning outcomes;
(2) create awareness and acceptance in formal education and training systems of the learning outcomes gained in non-traditional settings;
(3) use RVA to build bridges between the different education and training sectors and to promote the integration of formal, non-formal and informal learning; and
(4) develop approaches to increase interaction between educational institutions, enterprises and voluntary organisations to translate learning outcomes from working and life experiences into credits and/or qualifications.
4. Creating a coordinated national structure involving all stakeholders

RVA concerns stakeholders from different sectors (formal education institutions, industry and enterprises, social partners, adult education providers and voluntary organisations) and depends on their commitment to its smooth operation. It is therefore necessary to create a structure that involves all stakeholders through social dialogue and building consensus on principles for developing, implementing and financing national RVA systems.
In this context it is suggested that Member States
(1) ensure all stakeholders have clearly-defined roles and responsibilities in developing a coherent and coordinated national structure to oversee the design, implementation and quality assurance of the RVA system;
(2) establish mechanisms to adopt credible and quality RVA procedures, standards and instruments, as well as awarding qualifications;
(3) facilitate RVA implementation by putting in place effective administrative processes for receiving applications, organising assessment and providing feedback on outcomes, recording results, awarding qualifications and designing appeal processes; and (4) make efforts to build the RVA infrastructure at local level so that it is available where people live, work and learn, and make RVA a part of existing institutions in communities.
5. Building the capacities of RVA personnel

The quality of RVA hinges significantly on the capability of RVA administrators, assessors, facilitators, counsellors and other practitioners to set up and maintain inclusive RVA practices. The ongoing and continuous training of RVA personnel ensures reliability and trust in RVA practices.
In this context it is suggested that Member States
(1) ensure appropriate qualifications, skills and competences of RVA personnel, allowing them to manage and conduct the assessment and validation processes in their specific socio-economic contexts; and
(2) establish a system for the training of RVA personnel, and facilitate networks for mutual learning at local and national levels, and across countries, to enhance their competences and to develop best practice.
6. Designing sustainable funding mechanisms

Although RVA has multiple benefits, the cost can be a barrier to its promotion, in particular to meeting the learning needs of the disadvantaged. Developing a sustainable funding mechanism is key to establishing an RVA system. To make RVA available on a broader scale and accessible to more learners, funding has to come from diversified sources.
In this context it is suggested that Member States
(1) provide sufficient financial resources to build the basic infrastructure of the RVA system.
(2) develop sustainable cost-sharing mechanisms involving multi-stakeholder partnerships i.e. public, private, community, as well as individual learners. Public funds and private contributions to education institutions, as well as training levies from enterprises, should also be used to fund the implementation of RVA;
(3) make special provision for access to RVA arrangements at a reduced rate or free of charge for vulnerable groups and individuals; and
(4) conduct cost-benefit analyses to develop evidence on the benefits of RVA for individuals, enterprises, education institutions and for society as a whole.
UNESCO Commitments
In many Member States, the RVA of non-formal and informal learning outcomes is a new endeavour. Given the complexities in establishing an effective RVA system, there is a need to strengthen international cooperation and capacity-building in the field.
In this context, UNESCO will play an active role in the following areas:
(1) developing an RVA observatory for collecting and disseminating best practices at different stages in the development of RVA systems;
(2) facilitating policy dialogue, networking and sharing of experiences between Member States through peer-learning activities and cooperation among key stakeholders in different regions;
(3) facilitating studies on different RVA systems, mechanisms, instruments and tools through collaborative international research in the field of RVA; and
(4) responding to the request of Member States to provide technical assistance and capacity-building to key national stakeholders and practitioners to enable them to construct and implement the RVA systems.
Recognition, Validation and Accreditation (RVA) of all forms of learning outcomes is a practice that makes visible and values the full range of competences (knowledge, skills and attitudes) that individuals have obtained in various contexts, and through various means in different phases of their lives.
• Recognition is a process of granting official status to learning outcomes and/or competences, which can lead to the acknowledgement of their value in society.
• Validation is the confirmation by an approved body that learning outcomes or competences acquired by an individual have been assessed against reference points or standards through pre-defined assessment methodologies.
• Accreditation is a process by which an approved body, on the basis of assessment of learning outcomes and/or competences according to different purposes and methods, awards qualifications (certificates, diplomas or titles), or grants equivalences, credit units or exemptions, or issues documents such as portfolios of competences. In some cases, the term accreditation applies to the evaluation of the quality of an institution or a programme as a whole.
Competences and learning outcomes
• Competences
indicate a satisfactory state of knowledge, skills and attitudes and the ability to apply them in a variety of situations.
• Learning outcomes are achievements of what a learner knows, understands and is able to do as a result of a learning process.
Formal, non-formal and informal learning
• Formal learning takes place in education and training institutions, is recognised by relevant national authorities and leads to diplomas and qualifications. Formal learning is structured according to educational arrangements such as curricula, qualifications and teaching-learning requirements.
• Non-formal learning is learning that has been acquired in addition or alternatively to formal learning. In some cases, it is also structured according to educational and training arrangements, but more flexible. It usually takes place in community-based settings, the workplace and through the activities of civil society organisations. Through the recognition, validation and accreditation process, non-formal learning can also lead to qualifications and other recognitions.
• Informal learning is learning that occurs in daily life, in the family, in the workplace, in communities and through interests and activities of individuals. Through the recognition, validation and accreditation process, competences gained in informal learning can be made visible, and can contribute to qualifications and other recognitions. In some cases, the term experiential learning is used to refer to informal learning that focuses on learning from experience.
Qualifications and National Qualification Frameworks
• Qualification
refers to what an individual is qualified to do. In the Guidelines, a qualification is an official record (certificate, diploma, degree) of learning achievement, which recognises the results of all forms of learning, including the satisfactory performance of a setoff related tasks. It can also be a condition that must be met or complied with for an individual to enter or progress in an occupation and/or for further learning.
• National Qualification Frameworks (NQF)
are systems of equivalences and classifications of qualifications relating to a set of nationally agreed standards/criteria developed by competent public authorities. NQFs recognise learning outcomes and competences from all forms of learning.
• Equivalence
refers to a state of being of equal value. The term is usually used to give equal value to the competences a learner obtained from outside the formal education and training system with those gained in the formal education and training system.
Delors,J. et al.
1996. Learning: The Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-First Century, Paris: UNESCO.
Faure, E. et al. 1972. Learning to Be: The World of Education Today and Tomorrow, Paris: UNESCO. Original edition : Faure, E. et al. 1972. Apprendre à être, Paris: UNESCO-Fayard. Available from: http://unesdoc.unesco.org/images/0000/000018/001801e.pdf.
UIL. 2010. Belém Framework for Action. Harnessing the power and potential of adult learning and education for a viable future. The final document of the Sixth International Conference on Adult Education (CONFINTEA VI) which was adopted on 4 December 2009. Available from: http://unesdoc.unesco.org/images/0018/001877/187789m.pdf.

Posté par pcassuto à 08:16 - - Permalien [#]

Multilingualism is a key element in European Integration

http://www.eaea.org/kuvat/EAEA-logo-2010.gifThe civil society platform form the promotion of multilingualism held its latest General Assembly in the end of June 2012 in Brussels with a renewed spirit to continue its efforts to promote multilingualism in Europe as one of the key elements to foster European Integration and contributing to the promotion of intercultural dialogue, mutual understanding, cultural diversity, but also mobility, employment and economic growth in Europe.   
The meeting was chaired by Uwe Mohr, President of the Platform, and Belen Bernaldo de Quiros, Head of the Unit of Multilingualism at the DG EAC of the European Commission. They both highlighted the strategic developments in multilingualism policy and the Council conclusions on language competences to enhance mobility. The European Commission also presented the results of the latest Eurobarometer 2012 on Europeans and their Languages published a few days before, as well as the results of the European Survey on language competencies. The participants in the meeting, representing 23 organizations working at European level on the promotion of multilingualism in Europe and representing all UE countries, had also the opportunity to debate and dialogue about the future role of the Civil Society Platform in the new political and economic context, and discussed about new objectives and working methods to achieve its goal. During the meeting good practices were presented by the Goethe-Institut in the field of Professional Mobility Language Learning, and by the Instituto Cervantes in the area of Online Language Learning/project AVE (Virtual Spanish Classroom). Miguel Martin, from the European Academy of Yuste Foundation, one of the members of the Platform, launched a debate about how to create an effective structure dialogue within the Platform and with the EU Institutions to raise the importance of multilingualism in the political agenda.
In this sense, the Platform will continue to promote multilingualism and policy developments within the European Union in a way that aligns with the new challenges and priorities that the European Commission has outlined for the coming years, especially with regard to the upcoming Erasmus for All programme that will come into effect in 2014. At the same time it will emphasize and advertise the acquisition of languages for professional growth and mobility for a more dynamic and competitive Europe, and will reveal avenues for stakeholders to collaborate and get involved at the EU policy level for a more effective promotion and development of EU-wide multilingualism policy;
In order to achieve its goals the Platform will address the following themes, during the following two years:
* Innovative ways and methodologies to promote the acquisition of language competences with a view to achieving the Barcelona objective of "mother tongue plus two" for every citizen.
* Extend the work achieved on early language learning to other levels of education with special regard for the vocational education and training (VET) and adult learning fields.
* Removal of linguistic barriers to mobility particularly for disadvantaged groups
* Consolidation of the collection of data on migrants' linguistic integration and social inclusion;
* Exchange information on accessible language learning resources
* Explore how to best make full use of the new Erasmus for All programme for education, training, multilingualism and youth 2014-2020 as well as of the European tools for education and training.
* Get expert input on partnerships, experimentation and new approaches to language teaching and learning with a view to the upcoming Erasmus for All programme, involving universities, research centres, cultural and language Institutes, the language industry and other interested parties;
* Expand opportunities available for social and professional mobility through language acquisition, in line with the Commission's own strategies and goals for growth;
* Explore the possibility of exploiting the full potential of the involved parties by putting forward a proposal for a language knowledge alliance.
Source: Goethe Institut Brussels.

Posté par pcassuto à 07:52 - - Permalien [#]

7000ème article sur le blog / Pensez Apprentissage - Osez l'Université dans l'un de ses 31 CFA

http://blog.univ-provence.fr/templates/blog_32/coor-reg/img/header.jpgL'apprentissage progresse fortement dans les Universités, alors qu'il stagne ailleurs.
Seules les formations de niveau bac + 5 et plus restent très dynamiques, avec des taux de croissance supérieurs à 10% par an.

La majorité des Universités ont des formations ouvertes en apprentissage. Nous voulons présenter par Régions les 31 CFA (Centre de Formation d'Apprentis) universitaires que nous avons recensés en France. Merci par avance de me signaler par mail les oublis et omissions afin d'améliorer les données de cet article. Philippe Cassuto.

Liste des 31 CFA (Centre de Formation d'Apprentis) universitaires par Région

Le CFA Universitaire Alsace est un Centre de Formation d’Apprentis régional, « sans mur ». Créé en 1990, il gère aujourd’hui l’ensemble des formations par apprentissage proposées par les universités alsaciennes. Le CFA Universitaire Alsace propose aujourd’hui près de 70 formations par apprentissage de niveau Bac +2 à Bac +5, du domaine des services et de la production.
Bordeaux 1

Créé en 2007, le Centre de Formation des Apprentis (CFA) de l'Université Bordeaux 1 assure la formation de jeunes de moins de 26 ans. Il se caractérise par une pédagogie en alternance fondée sur deux lieux de formation, l’Université et l’entreprise. Le CFA compte aujourd’hui 11 sections d’apprentissage réparties dans les domaines de la mécanique, productique, aéronautique, informatique de gestion, agro-alimentaire et nucléaire. Il accompagne près de 130 apprentis dans leur formation.
http://www.univ-pau.fr/live/digitalAssets/102/102535_CFA.jpgCFA UPPA
Le Centre de Formation des Apprenti(e)s de  l'Université de Pau et des Pays de l'Adour a créé ce site pour vous informer. Pour tout complément d'information, contacter le C.F.A. universitaire de Pau et des Pays de l'Adour - 8 Allée des Platanes - 64100 Bayonne, tél.: 05 59 57 42 23 (ligne directe). Assez bien connu du grand public dans des secteurs comme la restauration, le bâtiment ou les services à la personne, l'apprentissage est une voie encore mal identifiée à des niveaux académiques relativement élevés.
Pourtant, un adulte de moins de 26 ans peut sous le statut d’apprenti préparer des diplômes supérieurs, en particulier universitaires tels des DUT, des licences professionnelles, des masters professionnels voire même ceux d’ingénieur! L’Université de Pau et des Pays de l’Adour propose depuis plus de 10 ans quelques formations en apprentissage (IUT de Bayonne, UFR pluridisciplinaire de Bayonne...); mais la tendance s’est intensifiée depuis 2009, date à laquelle le conseil régional d’Aquitaine a approuvé (et encouragé) la création d’un centre de formation d'apprentis (CFA) universitaire indépendant.

Le CFA IRISUP accueille aujourd'hui 21 formations de l´enseignement supérieur par apprentissage. Elles sont assurées par des établissements et universités, essentiellement en Auvergne mais aussi en Rhône Alpes. Le CFA IRISUP, chargé de l'apprentissage en Auvergne dans l'enseignement supérieur, a la particularité d'être un CFA « hors murs », dont les formations sont dispensées par des établissements de l'enseignement supérieur et les universités de la région. Dés 2006, date de sa création par la réunion de deux CFA existants dans l'enseignement supérieur (CS2A et CFA Iris) et des sections d'apprentissage des universités auvergnates, le CFA IRISUP a permis de présenter une offre globale et attractive de formations sous contrat d'apprentissage.
Le CFA Public de l'Enseignement Supérieur de Basse-Normandie a été créé conjointement entre la Région Basse-Normandie, l'Université de Caen Basse-Normandie (organisme gestionnaire), l'Ecole de Management de Normandie (E.M.N) et l'Ecole Nationale Supérieure d'Ingénieurs de Caen (ENSICAEN). L'apprentissage assure la formation initiale des jeunes de 16 à 25 ans caractérisée par une pédagogie en alternance fondée sur plusieurs lieux de formation (l'entreprise et le centre de formation d'apprentis). L'objectif est d'acquérir une qualification professionnelle sanctionnée par un diplôme. Si vous ne remplissez pas les conditions nécessaires pour être apprenti, vous pouvez peut-être signer un contrat de professionnalisation.

Premier établissement habilité par la Commission des Titres d'Ingénieur (CTI) à former des ingénieurs par l'apprentissage et la formation continue, l'ITII Bourgogne, situé au sein de la Maison de l'Entreprise, est né en 1990 d'un accord de partenariat entre les chambres syndicales de la métallurgie des quatre départements de Bourgogne et l'Université de Bourgogne.
L’association de gestion du CFA hors murs de l’Enseignement Supérieur de Bourgogne a été créée, en juillet 2008. Pour le premier exercice 2008/2009, plus de 150 étudiants ont pu bénéficier du statut de l’alternance. La création de ce CFA du Supérieur doit permettre une meilleure accessibilité des étudiants de niveau 1 et 2 (ils ne représentent que 3% du total) à l’apprentissage. La grande originalité, et le grand mérite, de cette création est qu’elle a associé très concrètement le monde consulaire et le monde universitaire.
Le CFA Universitaire de Bretagne. Il a été fondé fin 2004 à partir de la volonté commune d'universitaires, de responsables d'entreprises et du Conseil Régional de Bretagne. Citons parmi les membres fondateurs: le Conseil Régional et l’Université de Bretagne qui rassemble les quatre universités bretonnes: Rennes 1, Rennes 2, l’Université de Bretagne occidentale et l’Université de Bretagne Sud. Aujourd’hui le CFA Universitaire de Bretagne comprend 20 formations et plus de 100 entreprises-partenaires dont Carrefour, Intermarché, France-télécom, Intersport, la SBFM, Lactalis, Stalaven, Copagri-Bretagne, Neslé, Sodexo-santé, la SAGEM, des cabinets d’expertise comptable, etc…
Il est créé le 1er janvier 2004 une Association régie par la loi du 1er juillet 1901 et le décret du 16 août 1901 dénommée Association Gestionnaire du Centre de Formation d’Apprentis Inter Universitaire Région Centre. Dans le cadre d’une volonté de développement, dans la Région Centre, des formations en alternance et notamment celles en apprentissage dans l’enseignement supérieur, l’Association se donne pour objet de promouvoir les formations diplômantes par l’apprentissage des deux universités de la Région, en concertation avec ses membres. Dans le respect de l’autonomie des universités et de leurs instances, et dans le cadre de la réglementation en vigueur concernant l’apprentissage, l’Association a pour objet de gérer le CFA IU RC.
Le CFA de l’enseignement supérieur de Champagne-Ardenne est un nouvel outil de la formation professionnelle et de l’économie régionales. Il regroupe: l’Université de Reims Champagne-Ardenne (URCA), l’Université de technologie de Troyes (UTT), le Groupe ESC Troyes, le Centre Régional du CNAM. Au service des étudiants et des entreprises, il propose des formations en apprentissage du DUT au master, de la licence pro au titre d’ingénieur. Coordonnées: 03 26 91 86 66.
Créé le 29 janvier 2009, le CFA UNIV a la responsabilité de la promotion et du développement des formations de l'Université de Corse en alternance accessibles sous contrat d'apprentissage ou de professionnalisation. Depuis la rentrée 2008, 525 étudiants ont choisi cette voie pour suivre leur cursus universitaire en lien avec une formation et un niveau de qualification à obtenir au service d'un projet professionnel personnalisé orienté vers des domaines d'activités très divers: INFORMATIQUE ET COMMUNICATION, ENVIRONNEMENT, COMMERCE, INDUSTRIES, MANAGEMENT.
Créé par signature d’une convention entre la Région de Franche-Comté et l’association Apprentis'Sup Franche-Comté, le CFA Sup-FC  est chargé d’animer et de coordonner l’apprentissage dans les établissements d’enseignement supérieur de Franche-Comté. Le CFA Sup-FC  est un centre de formation des apprentis dit « hors murs », il ne dispense pas directement les cours. Les formations sont mises en œuvre dans le cadre d’un partenariat entre le CFA Sup-FC et les établissements de formations partenaires habilités, actuellement l’Université de Franche-Comté et ses composantes. Le CFA Sup-FC propose 17 formations en apprentissage dans des domaines très variés (transport et logistique, banque, comptabilité, gestion commerciale, réseaux et télécommunications, géologie, industrie agro-alimentaire, chimie, gestion de la production industrielle, électricité et électronique, plasturgie, information et communication appliquées au  marketing et au commerce, automatique et robotique industrielle).
Le CFA de l'Université de Rouen est financé d'une part, par la taxe d'apprentissage versée par les entreprises ayant employé des apprentis dans la limite du quota restant dû après le versement obligatoire au titre du fonds de modernisation de l'apprentissage (c. trav. art. L.6241-4 et R.6241-18) et d'autre part, par des subventions versées par la Région Haute Normandie. Avec près de 15 000 apprentis, la Région Haute-Normandie fait partie des régions qui comptent le plus grand nombre de jeunes en formation par apprentissage.
http://www.univ-lehavre.fr/ulh_services/squelettes-dist/images_cfa/entete_cfa_spip.jpgLe CFA de l’Université du Havre permet aux apprentis-étudiants d’obtenir un diplôme universitaire et d’acquérir en même temps une qualification professionnelle en tant que salarié. Le C.F.A. a aussi d’autres missions. Accompagnement: séminaires « Aide à la recherche d’entreprise » pour les futurs apprentis. Recherche: des entreprises susceptibles de prendre un ou plusieurs apprentis. Promotion: développer l’apprentissage. Communication: Externe: vers les entreprises, les D.R.H., les tuteurs en entreprises, les futurs apprentis. Interne: vers les responsables des filières, les tuteurs universitaires, les services de l’Université.
- Le CFA SUP 2000 est en 1990 le pionnier de l'apprentissage universitaire en France. 2009: Le CFA SUP 2000 reste le premier centre universitaire de formation en apprentissage en France, avec: 3000 apprentis dans l'enseignement supérieur, 1300 entreprises partenaires, 8 universités, le CNAM et l'EPITA en partenaires. Plus de 140 formations organisées en filières, conduisant à des diplômes nationaux, aussi bien dans le secteur industriel que dans celui des services.
http://www.cfa.upmc.fr/portal/pls/portal/docs/1/226437.JPG- Créé en 1991 par la Chambre de commerce et d’industrie de Versailles Val-d’Oise/Yvelines et l’Université Pierre et Marie Curie, le Centre de formation d’apprentis UPMC est implanté au cœur de l’université à Paris dans le 5ème arrondissement. Rejoindre le CFA UPMC, c’est être à la croisée des mondes de l’université et de l’entreprise. En choisissant de préparer votre diplôme d’Etat ou votre certification professionnelle en alternance dans une école de la Chambre de commerce et d’industrie de Versailles Val d’Oise/Yvelines, vous mettez toutes les chances de votre côté. En choisissant l’alternance, vous donnez une nouvelle perspective à votre formation.
http://www.cfadescartes.fr/sites/default/files/basic_logo.gif- Fort d’une expérience de 15 ans dans l’apprentissage, le CFA Descartes se positionne comme le principal partenaire de l’Université Paris-Est Marne-la-Vallée en proposant une gamme riche et variée de plus de 80 formations. Les moyens humains et techniques du CFA Descartes permettent de délivrer des formations adaptées aux exigences du marché du travail: un corps enseignant de haut niveau, des intervenants du monde de l’entreprise, des outils pédagogiques performants et interactifs, un environnement de travail informatique personnalisé et individualisé et des locaux conviviaux. Le CFA Descartes,Centre de Formation par Apprentissage, a vu le jour en 1992. Fort d’une expérience de 20 ans dans l’apprentissage, il propose aujourd’hui une gamme riche et variée de formations de l'Université Paris-Est Marne-la-Vallée.
http://www.cfa-eve.fr/media/configuration/logo.jpg- En 1995, l’Université d’Evry Val d’Essonne et l’IUT d’Evry ont créé, en partenariat avec des entreprises et la Région Ile de France, un Centre de Formation Universitaire en Apprentissage: Le CFA-EVE. Sa mission majeure consiste à promouvoir, développer et gérer des actions de partenariat entre le monde de l’entreprise et celui de l’enseignement supérieur, ayant pour finalité la formation diplômante par la voie de l’alternance et en particulier dans le cadre de l’apprentissage. Aujourd’hui, le CFA-EVE forme plus de 1300 apprentis par an et propose une soixantaine de formations en contrat d’apprentissage. Le CFA-EVE reste le garant de la qualité de l’apprentissage et gère dans son intégralité la partie administrative et financière du contrat d’apprentissage. Certifié ISO 9001 version 2000 depuis 2002, puis ISO 9001 version 2008 en 2009, le CFA-EVE s’engage à répondre aux attentes des entreprises en matière de besoins en compétences nouvelles et veille à une culture d’amélioration permanente.
http://www.cfaunivsport.com/IMG/jpg/Cite_Universitaire.jpg- Le CFA Université et Sports a été créé en Mars 2003 avec le soutien de la Région Ile de France. Le CFA Université et Sports permet aux sportives et sportifs pratiquant en compétition de concilier études supérieures, expérience professionnelle, pratique sportive intensive. « Vivre aussi loin et aussi bien que possible un rêve sportif sans hypothéquer un avenir professionnel lié à une réussite universitaire, c’est notre engagement vis à vis de nos étudiants. » « Un esprit sain dans un corps sain », cette maxime pourrait être celle du CFA Université et Sports. En effet, proposer de concilier études universitaires, vie en entreprise et préparation sportive intensive c’est bien donner à l’esprit ses fondements universitaires théoriques complétés par une expérience pratique et donner au corps la possibilité de s’épanouir et de se fortifier.
http://iupmiage.univ-paris5.fr/Logo%20CFA-AFIA.gif- Le CFA AFIA forme de futurs cadres informaticiens par la voie de l’alternance. Elle a été fondée par 7 entreprises de renom : Air France, Axa, Axone (société rachetée par le groupe IBM), CIC, LCL (Crédit Lyonnais), EDF-GDF et IBM France. Association de la loi 1901, son acte fort fut la création du CFA AFIA avec le Conseil Régional d’Île-de-France en 1992. Le CFA AFIA forme chaque année plus de 600 jeunes aux métiers de l’informatique à travers différents cursus de DUT, Licence, Licence professionnelle, Master ou encore Ecole d’ingénieur. Les cours se déroulent dans les universités partenaires, où les étudiants suivent les programmes dispensés par les mêmes professeurs.
http://www.cfa-union.u-psud.fr/site/images/hautA.png- Le CFA Union est un CFA "hors les murs" géré par l'Organise Gestionnaire "Association Union Université Economie" qui réunit des organisations professionnelles (GIM, GIFAS, FIEEC, UIC, CGPME), les Chambres de Commerce et d'Industrie de l'Essonne et de Versailles et les cinq Universités de l'Académie de Versailles. Le CFA Union a été crée en 1995 par décision de la commission permanente du Conseil Régional d'Ile de France. Cette convention portant création du CFA pour 5 ans a été renouvelée en septembre 2000, en 2005 et en 2009.
http://www.formasup-paris.com/images/logo.png- Depuis sa création en 1998, le CFA FORMASUP Paris a connu un développement exponentiel sans jamais discontinuer pour accueillir aujourd’hui un peu plus de 2000 apprentis et offrir 144 formations de l’enseignement supérieur. Ce succès est le fruit d’un travail de longue haleine mené avec des partenaires engagés: le Conseil Régional d’Ile-de-France, des établissements d’enseignement supérieur - universités et grandes écoles -, des organismes professionnels dont la Chambre de commerce et d’industrie de Paris, et plus de 5000 entreprises. Faciliter la vie quotidienne de nos apprentis et mettre l’accent sur la promotion sociale, l’innovation et les métiers d’avenir. C’est en ce sens que le CFA FORMASUP Paris envisage de créer une « Maison des Alternants ». Ce lieu unique à Paris permettra de loger une centaine de jeunes alternants et de développer une plateforme de formations tournées vers des métiers innovants.
http://www.univ-reunion.fr/uploads/pics/logoCFA_UR1.pngLa Réunion
Le Centre de Formation d’Apprentis de l’Université de La Réunion a vu le jour en Septembre 2010 par décision du Conseil Régional de l’Île de La Réunion (Commission Permanente du 09 mars 2010) sur demande de l’Université de La Réunion (création du Département CFA-UR par décision du Conseil d’Administration de l’Université le 8 Avril 2010). Ce centre de formation est habilité à proposer 8 Licences Professionnelles sous le statut de l’apprentissage, propose son savoir-faire pour l’ouverture à l’apprentissage de formations universitaires, effectue la gestion administrative et juridique des contrats d'apprentissage, délègue la réalisation des enseignements aux composantes de l’Université de la Réunion (IUT, IAE, SUFP), mais reste garant du respect de la pédagogie de l’alternance. Le CFA-UR joue donc le rôle d’interface entre les institutionnels, les apprentis, les composantes de l’Université de La Réunion et les entreprises. Tél. 02 62 52 89 24.
Le CFA Dideris. Par convention avec la Région Languedoc-Roussillon et en accord avec le Service Académique d’Inspection de l’Apprentissage, l’Université a créé au sein de DIDERIS un Centre de Formation d’ Apprentis (CFA) chargé de mettre en place des formations répondant directement aux besoins des entreprises privées ou du secteur public. Grâce à différents partenariats (Syndicat National des Industries Pharmaceutiques, Ordre Régional des experts comptables, Institut de Radioprotection et Sécurité Nucléaire, Institut National d'études de la Sécurité Civile (Ministère de l'Intérieur), Chambre des Métiers de l'Hérault,...) les apprentis sont formés aux métiers.
Créé en décembre 1997 d’un partenariat entre l’Université de Limoges et le Conseil Régional du Limousin, le Centre de Formation d'Apprentis de l'Enseignement Supérieur de la Région Limousin (CFA Sup) est une structure publique gérée par l’Université de Limoges. Il a pour mission de coordonner et de développer dans la région Limousin les formations supérieures ayant vocation à dispenser un enseignement par l’apprentissage. Le CFA Sup assure la formation d’apprentis de niveaux III, II (Licence) et I (Master), y compris Ingénieurs. Il accueille 300 apprentis répartis sur 14 sections d’apprentissage dont une section métiers divers recouvrant les métiers des secteurs secondaire (réhabilitation du bâtiment, travaux publics et aménagement) et tertiaire (commerce et distribution, gestion, informatique, droit et économie du sport, immobilier).
- Le CFA des Métiers de l’Eau et de l’Environnement - Université de Lorraine. Au sein de l'Université de Lorraine, depuis 2011, le CFA participe au développement de formations en apprentissage dans différentes composantes de l'Université de Lorraine. Créé en 1998, le CFA a pour but de former aux métiers de l'Eau, de l'Environnement, du Développement Durable, de l'Energie et des Automatismes. Il est l'un des rares en France dédié à ces secteurs d'activités. Le CFA Universitaire joue le rôle d’interface entre les apprentis, les partenaires universitaires, les entreprises et les institutions. Il propose aujourd’hui une douzaine de formations par apprentissage de niveau Bac +2 à Bac +5.
Formasup Nord-Pas-de-Calais. L’apprentissage permet d’augmenter considérablement les chances d’insertion professionnelle grâce à une formation en adéquation avec les besoins du marché. Près de 75% des apprentis trouvent un emploi dans les 6 mois suivant l’obtention de leur diplôme. De plus, 15 à 20% des apprentis de Formasup décident de poursuivre des études supérieures. Depuis 1992, Formasup gère le Centre de Formation d’Apprentis (CFA) de l’Enseignement Supérieur pour l’ensemble de la région Nord-Pas de Calais. Formasup Nord-Pas de Calais a pour vocation de développer l’apprentissage dans l’enseignement supérieur. Ses objectifs: démocratiser l’accès aux études supérieures, améliorer les compétences professionnelles des jeunes diplômés et faciliter leur insertion professionnelle. Une démarche qualitative qui permet aux entreprises de recruter des compétences adaptées à leurs besoins.
http://www.cfainteruniversites.com/++resource++plonetheme.cfa.images/blason-gris.pngPays de la Loire
Le CFA Inter Universités des Pays de la Loire a noué des relations étroites avec les partenaires régionaux pour rechercher une adéquation maximale de ses formations avec le développement régional. Au sein du CFA, les Universités des Pays de la Loire mettent en commun leurs compétences pour élaborer des solutions concrètes répondant aux besoins des entreprises et adaptées aux attentes des étudiants. Liste des établissements partenaires du CFA Inter Universités des Pays de la Loire.
Le CFA de l’Université de Poitiers a été créé le 1er janvier 2009. Il regroupe toutes les formations de l’Université ouvertes par la voie de l’apprentissage soit, pour la rentrée 2009, 19 formations et 258 apprentis. Lors de l’inauguration du CFA, le 15 janvier 2010, en présence de Madame La Présidente de la Région Poitou-Charentes, S. Royal, le film "L’apprentissage à l’Université de Poitiers", réalisé en collaboration avec I-Média, a été projeté en avant-première! Le CFA de l’Université de Poitiers a été créé le 1er janvier 2009. Il regroupe ainsi toutes les formations de l’Université ouvertes par la voie de l’apprentissage. L’IUT et l’IAE de Poitiers sont les premières composantes à avoir pratiqué l’apprentissage dès 1995. Depuis, l’IUT d’Angoulême, l’UFR SFA et Droit et Assurances ont ouvert des formations par apprentissage.
- Le CFA IRFA - APISUP. L’enseignement supérieur est resté longtemps en dehors du schéma de l’alternance, mais les dispositions réglementaires ont évolué et ont permis par la loi du 23 juillet 1987 que soient mises en place ces pratiques en ouvrant l’apprentissage au supérieur technique et professionnel. Situé dans les locaux de la Chambre de Commerce et d'Industrie de Région Picardie à Amiens, le CFA IRFA - APISUP a été créé en 1995. Depuis sa création, l’IRFA - APISUP a su développer une offre de formation de plus en plus diversifiée, répondant ainsi aux besoins des entreprises et à la demande des jeunes désireux de mettre en application sur le terrain les enseignements dispensés au sein des différents établissements d’enseignement supérieur ayant ouvert une section. D’une section ouverte en 1995 avec l’Ecole Supérieur de Commerce d'Amiens, l’IRFA - APISUP comptabilise aujourd’hui plus de 50 sections au sein de 7 établissements de l'enseignement supérieur en Picardie (Groupe Sup de Co Amiens Picardie, Université de Picardie Jules Verne, Université de Technologie de Compiègne, CNAM Picardie, Institut Polytechnique LaSalle Beauvais, Ecole Supérieure de Chimie Organique et Minérale, Ecole Supérieure d'Ingénieurs en Electronique et Electrotechnique).
http://www.cfa-epure.com/var/images/v3/logo-cfa.gifProvence-Alpes-Côte d'Azur
Le CFA Epure Méditerranée a pour vocation de développer et gérer l’apprentissage des six universités de la Région PACA. En 1993, l'Union Patronale Régionale des branches Professionnelles et les 4 Universités: Aix-Marseille, Avignon, Nice et Toulon, se sont regroupées au sein d'une association paritaire à but non lucratif (loi 1901) l'association FORMASUP. Ce centre de formation d'apprentis inter-universitaire Epure Méditerranée a été inauguré le 17 juin 1994 par Hubert BLANC (Prefet de la région Provence-Alpes-Côte d'Azur et Préfet des Bouches-du-Rhône) et Jean-Claude GAUDIN (Sénateur des Bouches-du-Rhône et Président de la région Provence-Alpes-Côte d'Azur).
Le dispositif Forma Sup Rhône-Alpes. Les formations en apprentissage dans l'enseignement supérieur sont gérées dans des Centres de Formation d'Apprentis (CFA). Ils sont au nombre de 17 répartis en 3 CFA interprofessionnels et 14 CFA de branche.

Apprentissage dans l'enseignement supérieur.
J'ai donc dressé une première liste des CFA universitaires. Elle n'est sûrement pas complète. L'autonomie des Universités fait que la structuration de l'apprentissage est très diversifiée sur le territoire et peut être notablement différente d'une Région à l'autre. Ainsi, je n'en ai pas trouvé dans plusieurs Régions: Guadeloupe, Guyane, Martinique, Midi-Pyrénées. Cela n'implique nullement que les Universités concernées ne proposent pas de formations en apprentissage. Dans ce cas, elles peuvent s'appuyer sur des CFA qui ne sont pas spécifiques à ces Universités.
Certaines Universités ont des formations dans plusieurs CFA, comme c'est le cas en Bourgogne. L'Ile-de-France compte au moins 7 CFA universitaires identifiés. Mais ce n'est pas la seule Région à compter plusieurs CFA universitaires, c'est également le cas de la Haute-Normandie avec un CFA pour chacune des deux Universités. Sans oublier qu'une Université peut avoir des formations en apprentissage en dehors de son propre CFA.
http://blog.univ-provence.fr/templates/blog_32/coor-reg/img/header.jpgMerci par avance de me signaler par mail les oublis et omissions afin d'améliorer les données de cet article. Philippe Cassuto.
Sur le blog, un certain nombre d'articles ont été consacrés à l'Apprentissage dans les Universités. Voici un choix de quelques articles: L'Apprentissage progresse fortement à l'Université, Faire de l'Enseignement supérieur un outil performant de la FTLV, Professionalisation de l'enseignement supérieur, L'Enseignement supérieur dans le rapport Cherpion - Gille, Croissance extrêmement dynamique de l'apprentissage dans l'Enseignement supérieur, Les formations par apprentissage: un outil au service d’une démocratisation de l’enseignement supérieur, Cinq fois plus d'apprentis en quinze ans dans le supérieur, Plus d’un contrat d’apprentissage sur cinq vise un diplôme de l’enseignement supérieur, L’apprentissage investit de plus en plus les diplômes du supérieur, Apprentissage et enseignement supérieur, L'apprentissage attire de plus en plus, notamment dans le supérieur.
http://blog.univ-provence.fr/templates/blog_32/coor-reg/img/header.jpgLes autres repères du blog:
6500ème article sur le blog
6000ème article sur le blog/L'Association ASSPRO,
5500ème article sur le blog/Apprentissage le guide régional,
5000ème article sur le blog
/La formation continue des adultes dans le supérieur
4500ème article sur le blog
/40 ans de formation professionnelle,

4000ème article sur le blog
/Les chiffres 2010 de la VAE à La Réunion,
3500ème article sur le blog
/La VAE en Poitou-Charente en 2010,
3000ème article sur le blog/Contrats apprentissage et pro,
2500ème article sur le blog
/Journées Nationales des MDE et des PLIE,
2000ème article sur le blog
/Question Formation n°1,
1500ème article sur le blog/Seniors - le groupe SPB signe son accord,
1000ème article sur le blog
/Fête de la musique dans les jardins du MESR,
500ème article sur le blog/L'archipel de l'ingénierie de formation,
1er article sur le blog/Un forum de la Commission européenne pour promouvoir la coopération entre l’université et le monde des affaires.

http://blog.univ-provence.fr/templates/blog_32/coor-reg/img/header.jpg Apprenticeship is growing strongly in the universities, while stagnating elsewhere.
Apprenticeship in level bac + 5 and remained buoyant, with growth rates above 10% per year.
Most Universities have started training in
Apprenticeship. We want to present by the CFA university existing in France.
On the blog, a number of articles have been devoted to Apprenticeship in universities. Here are a few choice items: The Apprenticeship rose sharply at the University, Making Higher Education a powerful tool for LLL, Professionalization of Higher Education, Higher Education in the report Cherpion - Gille, extremely Growth dynamics of apprenticeship in higher education, the apprenticeship training: a tool for democratization of higher education, five times more apprentices in fifteen years in higher education, more than one contract apprenticeship is a five degree of higher education, investing in aprenticeship more and more higher education qualifications, higher education and apprenticeship, apprenticeship is attracting more and more, especially in the higher. More...

Posté par pcassuto à 05:56 - - Permalien [#]
Tags :

L'Assurance chômage en 2011

http://www.unedic.org/images/header_v2.jpgRAPPORT D'ACTIVITE de l'UNEDIC
L’année 2011 est pour l’Assurance chômage une année contrastée à cause des évolutions de la conjoncture économique. La bonne tenue du premier semestre avait permis le rétablissement de l’équilibre financier du fait du dynamisme des emplois et de la stabilisation du chômage. Mais cette tendance ne s’est pas maintenue après l’été. L’année 2011 est aussi une année riche et constructive: accord de mars 2011 donnant lieu à la nouvelle convention de l’Assurance chômage, accord en faveur de l’emploi des jeunes, décision du conseil d’administration de revaloriser les allocations versées aux demandeurs d’emploi, création du contrat de sécurisation professionnelle… Les partenaires sociaux ont également défini leurs attentes vis-à-vis de Pôle emploi, afin notamment que les demandeurs d’emploi et les entreprises bénéficient d’un service adapté à leur situation.
Rapport d'activité : Assurance chômage 2011.

http://www.unedic.org/images/header_v2.jpgREPORT of UNEDIC
The year 2011 is for a year of contrasts unemployment insurance due to changes in economic conditions. The good performance of the first half allowed the restoration of financial equilibrium, driven by strong employment and unemployment stabilization. But this trend does not continue after the summer. More...

Posté par pcassuto à 03:35 - - Permalien [#]

Politique de recrutement

http://www.pole-emploi.org/image/media/corporate/logo-pole-emploi.gifProcessus de recrutement
Pôle emploi s’engage dans une politique de recrutement responsable. Les méthodes et procédures de recrutement adoptées par Pôle emploi garantissent les principes de respect, de non discrimination, de neutralité et de promotion de la diversité et se fondent sur une évaluation objectivée. Les recrutements en CDI et en CDD répondent aux mêmes méthodes et procédures.
Intégration de personnes handicapées

    * Pôle emploi développe une politique volontariste en faveur de l’emploi des personnes handicapées.
    * Pôle emploi s’attache à proposer aux candidats concernés, les aménagements nécessaires au passage des exercices. Les modalités sont précisées dans les courriers d’invitation aux entretiens et exercices.
    * Lors de l’embauche et au long de sa carrière, Pôle emploi s’engage à aménager l’espace et l’environnement de travail de ses collaborateurs bénéficiant d’une reconnaissance de travailleur handicapé.
Promotion des sportifs de haut niveau

    * A l’image de sa recherche constante de performance et de résultats, Pôle emploi s’engage à intégrer des sportifs de haut niveau en tenant compte de leurs exigences d’entraînement sportif.
Conseiller emploi

Il a pour activités principales de:
• Définir avec un demandeur d’emploi le profil professionnel et le(s) métier(s) recherché(s) au regard du marché du travail et assurer un suivi personnalisé jusqu’à son accès ou retour à l’emploi
• Conseiller les entreprises en tant que spécialiste en recrutement depuis l’analyse du besoin jusqu’à la sélection des candidats aux profils adaptés; les informer sur les mesures d’aides à l’embauche
• Mobiliser les aides et prestations adaptées aux besoins des demandeurs d’emploi et des entreprises
• Répondre aux questions du demandeur d’emploi sur l’indemnisation, l’orientation et le placement
• Informer sur les droits et obligations des demandeurs d’emploi.
Parcours professionnel
Formation des nouveaux entrants

• Pôle emploi s’engage à former ses nouveaux entrants dès leur prise de poste afin de transmettre les connaissances et outils nécessaires à l'exercice des activités.
• La formation est proposée en fonction des activités confiées aux nouveaux recrutés, en fonction de la progressivité pédagogique nécessaire à l’apprentissage, et alternent la formation collective, et des temps d’apprentissage en situation de travail accompagnés par un tuteur.

• Pôle emploi investit par ailleurs dans la formation de ses collaborateurs tout au long de leur parcours professionnel permettant d’accompagner les prises de fonction, de développer les compétences tout au long de leur parcours et d’accompagner le développement de leur carrière
Pôle emploi met en place une politique de gestion de carrière conciliant au mieux les attentes des collaborateurs et les besoins d’une organisation performante. Plusieurs leviers permettent de mettre en œuvre cette politique :
• L’orientation professionnelle : soutenue par un dispositif de conseil RH, elle permet à chaque collaborateur le meilleur développement de son potentiel au service des objectifs de performance.
• La mobilité interne : encadrée par des schémas de parcours professionnels, elle permet à la fois de développer le professionnalisme et d’acquérir une vision plus large de l’activité et de l’organisation.
• La formation : structurée par des plans annuels, elle intervient soit pour développer l’expertise dans un métier soit pour préparer la prise de nouvelles fonctions (changement de métier, encadrement d’équipes, conduite de projet…)
Contact :

L'ensemble de nos offres sont accessibles sur le site pole-emploi.fr.
http://www.pole-emploi.org/image/media/corporate/logo-pole-emploi.gifΔιαδικασία προσλήψεων
Κέντρο Απασχόλησης έχει δεσμευτεί σε μια υπεύθυνη πολιτική προσλήψεων.
Μέθοδοι και διαδικασίες πρόσληψης που υιοθετήθηκαν από το κέντρο της απασχόλησης εγγυάται τις αρχές του σεβασμού, της μη διάκρισης, της ουδετερότητας και της προώθησης της διαφορετικότητας και βασίζονται σε μια εκτίμηση αντικειμενοποιείται. Οι νέες προσλήψεις σε μόνιμες και προσωρινές συμβάσεις να πληρούν τις ίδιες μεθόδους και διαδικασίες. Περισσότερα...

Posté par pcassuto à 03:25 - - Permalien [#]

A Degree Still Matters

http://www.insidehighered.com/sites/all/themes/ihecustom/logo.jpgBy Scott Jaschik. Stories abound of college graduates working at Starbucks, living at home and facing an uncertain economic future. And many of these stories have led to increased questioning of the value of a college degree.
But a report released today says that -- despite the current economic hardships faced by people at all levels of education -- the value of a college degree remains strong.
The unemployment rate for recent four-year college graduates is 6.8 percent, higher than the rate for all four-year graduates of 4.5 percent. But the 6.8 percent is much, much better than the 24 percent rate for recent high school graduates. These figures, and a series of others, appear in "The College Advantage: Weathering the Economic Storm," from the Center on Education and the Workforce at Georgetown University.

Posté par pcassuto à 03:20 - - Permalien [#]

Majoring in Free Content

http://www.insidehighered.com/sites/all/themes/ihecustom/logo.jpgBy Paul Fain. The Saylor Foundation has nearly finished creating a full suite of free, online courses in a dozen popular undergraduate majors. And the foundation is now offering a path to college credit for its offerings by partnering with two nontraditional players in higher education – Excelsior College and StraighterLine.
The project started three years ago, when the foundation began hiring faculty members on a contract basis to build courses within their subject areas. The professors scoured the web for free Open Education Resources (OER), but also created video lectures and tests.
“I was able to develop my own material,” said Kevin Moquin, who created a business law course for Saylor. A former adjunct professor for a technical college and a for-profit institution, Moquin said the foundation gave him the “flexibility to adjust it as I needed.”
Saylor also tapped its pool of contract faculty members to conduct three-member peer reviews of each course, a process which professors described as rigorous. They checked the relevance and freshness of content, and they worked to ensure that all exams are tied to specific learning requirements, or outcomes. More...

Posté par pcassuto à 03:16 - - Permalien [#]

Leader: Avoid the shadows of doubt

http://www.timeshighereducation.co.uk/magazine/graphics/mastheads/mast_blank.gifBy John Gill. To maintain its reputation for trustworthiness, the academy must ensure that its scholarly scepticism is not misapplied
"Trust me - I'm an academic" is a phrase that remains largely superfluous, even as other professions, from journalism to banking, languish in the gutter of public opinion.
According to the 2012 Edelman Trust Barometer, an annual analysis of who and what is deemed credible by the public, academics remain the most trusted source of information. The survey asked 30,000 people in 20 countries: "If you heard information about a company from one of these people, how credible would that information be?"

Posté par pcassuto à 03:10 - - Permalien [#]