This report is based on the ENQA workshop “Quality Assurance and Qualifications Frameworks: exchanging good practice”, which took place in Dublin, Ireland, on 9-10 February 2012 and presents articles on themes such as the state of development of qualifications frameworks, the role of agencies in the self-certification process, and the meaning of qualifications frameworks in external quality assurance.
The theme of qualifications frameworks and their relation to quality assurance is gaining urgency in the European scene as more and more countries are completing their national qualifications frameworks and quality assurance agencies need to take important decisions on how to implement them. Some of the key features of the qualifications frameworks are the specification of learning outcomes, processes for assessing learners’ attainment of the expected outcomes, their relation to the ECTS, identification of transfer and progression routes, and recognition of prior learning. Download the report Quality Assurance and Qualifications Frameworks: Exchanging Good Practice.
Conclusions
Several current reforms in higher education are having a significant impact on quality assurance and the work of quality assurance agencies. Among these, the establishment and referencing to qualifications frameworks and the adoption of assessment methods focusing on student learning outcomes pose important challenges to the methods and processes used for internal and external quality assurance.
The ENQA 2012 workshop on Quality Assurance and Qualifications Frameworks: exchanging good practice and these articles covered a wide range of issues related to qualifications frameworks, such as the state of art in their development and adoption, the role of agencies in the self-certification process, and the impact of qualifications frameworks on external quality assurance. In addition, a view from the stakeholder community was presented through an article outlining the use and importance of qualifications frameworks to the labour market and employers. Recognition of prior learning, assessment of learning outcomes, and learning outcomes in programme oriented quality assurance were also discussed in smaller working groups during the workshop.
As the first article underlines, it is clear that while several changes have already taken place, we are still at the beginning of implementing qualifications frameworks. It is important to make sure that they are developed jointly with quality assurance, learning outcomes, and other recognition tools. At the same time, the article emphasises the importance of making sure that European, but especially national qualifications frameworks become more visible and better known, so as to bring real benefits to the end users, whether individuals, higher education institutions, academic staff, or employers.
In terms of self-certification, the second author underlines that verification by selfcertification is a process in which each QA agency has a significant and obligatory role to play. The role of quality assurance is to demonstrate that programmes are based on intended learning outcomes and that qualifications are awarded on basis of achievement of these outcomes. If, however, we are to realise the objectives of the QF-EHEA in relation to transparency, mobility, and recognition, self-certification is only the first step. The Swedish case example presents a recently adopted approach to quality assurance. In line with the Bologna Process and the goal of increased employability of students, qualification descriptors were introduced and have become the tool in quality assurance of higher education in Sweden. Continuous reviewing in the coming years will help to develop best practice in implementing the new approach, and will be able to provide informed answers to questions such as: Can results of an academic study programme be measured? If yes: how can that be done? And is this European quality assurance of the 21st century?
The system used in Denmark relies on the use of external examiners for the measurement of achieved learning outcomes. Discussions on the use of learning outcomes in programme based QA in the related working group brought up a number of different methods. A conclusion of the group’s work was that if the scale of the potential small revolution brought about by learning outcomes based assessment is to be investigated seriously, the answer lies perhaps not in better measurement, but instead in finding new ways of stimulating ownership of the concept of learning outcomes itself. The working group on recognition of prior learning discussed different ways in which prior learning is used for entry into further study, achievement of credits, or for the award of an entire degree. It became clear that recognition of prior learning practices is politically sensitive and highly dependent on the national context. It was felt thus that agencies must explicitly assume this political dimension in order to define what role to play regarding recognition of prior learning processes in their own frameworks.
The working group discussing the assessment of learning outcomes concluded that there is a need to analyse the assessment of learning outcomes paying attention to the legal framework and academic context. In addition, the maturity of the higher education system as a whole, and the degree of implementation of other ‘Bologna tools’, such as qualifications frameworks, play a significant role in the process. The group felt a need to focus on the quality assurance of the assessment procedures of learning outcomes through checking the assessment practices used by programmes to assess different learning outcomes. The participants agreed that the focus of such assessment should be on the programme learning outcomes, not on the achievement of individual student.
Overall, the main conclusion of the workshop and of this publication is that there is great benefit in sharing and comparing national practices, and learning from good practice at the level of quality assurance agencies. However, the national political and legal context, as well as the degree of implementation of the Bologna reforms, has a significant impact on the way in which agencies can and should react and relate to the implementation of qualifications frameworks. Coordinating efforts in developing and implementing qualifications frameworks and other Bologna reforms is important to ensure a successful consolidation of the European Higher Education Area. In addition, all relevant actors should make efforts to ensure that information on the role and purpose of qualifications frameworks and learning outcomes-based assessment is provided to all interested parties, including employers, so that student employability can be improved, mobility facilitated, and recognition of non-formal and informal learning further developed. Download the report Quality Assurance and Qualifications Frameworks: Exchanging Good Practice.

Corporate social responsibility (CSR) for HEFCE means that we take account of the impacts of our activities on the environment, society and the economy.
Our CSR policy sets out our overall aims, key activities and targets in the areas of:‌
    business ethics
    managing our environmental impacts
    procurement‌
    our people
    activity in the community
    working with the sector.
HEFCE corporate social responsibility policy 2011-2015
Download the HEFCE CSR policy 11-15 as PDF (131 KB), as MS Word (73 KB).
Our CSR activities include:

• certification to ISO14001, an international environmental management system standard
• achievement of the Carbon Trust Standard
• publication of an annual CSR report (available to download below)
• regular benchmarking. We have used Universities that Count to benchmark our performance. In 2009-10 we achieved the Gold standard with a score of 90.8 per cent, an improvement on our score of 84.7 per cent and Silver standard in the previous year. In 2010-11 our results compared well with a higher education sector average of 75.3 per cent and a corporate average of 86.1 per cent
• a volunteering policy that enables our staff to flex their hours to undertake volunteer work
• an annual CSR event for staff
• we have adopted a sustainable procurement policy
• our People Strategy, which articulates our overarching principles in relation to people management
• our strategy for sustainable development in the HE sector.

HEFCE corporate social responsibility report 2011-12. Download the HEFCE CSR report 2011-12 as PDF.
HEFCE corporate social responsibility report 2010-11. Download the HEFCE CSR report 2010-11 as PDF.
Reports from earlier years are now available on the national web archive.
HEFCE corporate responsibility index feedback report 2009-10. Download the CSR index feedback 2010 as PDF.
HEFCE corporate responsibility index feedback report 2008-09. Download the CSR index feedback 2009 as PDF.
Further information
For further information about corporate social responsibility at HEFCE, contact Gordon Franks, tel 0117 931 7046, e-mail g.franks@hefce.ac.uk.

Institutional Management in Higher Education, Higher Education in Regional and City Development: Antioquia, Colombia 2012.
This publication explores a range of helpful policy measures and institutional reforms to mobilise higher education for regional development. It is part of the series of the OECD reviews of Higher Education in Regional and City Development. These reviews help mobilise higher education institutions for economic, social and cultural development of cities and regions. They analyse how the higher education system impacts upon regional and local development and bring together universities, other higher education institutions and public and private agencies to identify strategic goals and to work towards them.
Antioquia is one of Colombia’s economic engines, but suffers from low skills, poverty, inequity and poor labour market outcomes. How can Antioquia create a more inclusive labour market and education system? How can it improve the quality and relevance of education? How can it turn the potential of its universities into a more active asset for economic and social development?
See Higher Education in Regional and City Development: Antioquia, Colombia 2012.

Author: Sebastian Schulze-Marmeling. Data from the French Labour Force Survey was used to analyse the situation and evolution of new entrants to the labour market, focusing on level of educational attainment, employment rate, unemployment rate, working conditions and pay. Educational level and experience were the key determinants for explaining differences within the group of new entrants, as well as between them and the total workforce. Overall, the patterns identified are relatively stable over time.
Introduction
A study (in French, 401Kb PDF) published by the Ministry of Employment’s Office for Research, Studies and Statistics (Dares) in February 2012 used data from the French Labour Force Survey (LFS) carried out by National Institute of Statistics and Economic Studies (Insee) to analyse recent developments in the entry of young people into the labour market in terms of their level of educational attainment.
Educational attainment
Following a marked increase in the number of people undertaking higher education since the late 1970s, levels have been relatively stable since the mid-1990s. A comparison of the highest level of educational attainment attained in the periods 2002 to 2004 and 2007 to 2009 showed only marginal changes between the two periods (Table 1). However, more women (30%) obtained a university degree in the period 2007–2009 than men (22%). In addition, the proportion of men with no qualification has increased substantially. In 1978, the proportion of men and women without a diploma or certificate was equal, but by 2010, 70% of those without a qualification were male.
Employment and unemployment
Participation rate
Between 1975 and 2010, the participation rate of new entrants to the labour market (that is, those with between one and four years of experience) was relatively stable at around 90%. In 2010, the activity rate was at 89% (91% for men and 87% for women). This proportion increases with the highest level of diploma obtained (see figure below). Whereas 73% without a diploma/certificate degree were active in the labour market in 2010, this figure was 94% for those with a university degree. In addition, participation rates dropped for the low-skilled over the period but were relatively constant for people with higher levels of educational attainment.
The economic and financial crisis had relatively little effect on the participation rate of new labour market entrants. It has dropped slightly since the third quarter of 2008, mainly due to a more pronounced drop in the participation of the low-skilled.
Employment and unemployment rates
For new entrants to the labour market of all ages, the employment rate increased with experience (as measured by the length of time since finishing education) between the first quarter of 2006 and the fourth quarter of 2010 (Table 2). Moreover, higher levels of educational attainment lead to a faster convergence of the employment rate towards the overall level.
The employment level of new entrants is sensitive to the economic cycle. Employment rates for employees with little experience dropped below the average between 2008 and 2009, but recovered quicker in 2010.
Like the employment rate, the unemployment rate decreased significantly with increasing labour market experience between the first quarter of 2006 and the fourth quarter of 2010, and was lower the higher the educational level (Table 2). However, the initial differences in unemployment for different skill levels decreased with experience. The variations reported in the study are constant since 1975 when comparable data were first recorded.
Again like the employment rate, the unemployment rate of new labour market entrants is sensitive to economic conditions, particularly for the low-skilled. The increase in the unemployment rate of new labour market entrants exceeded the increase for the total workforce, but drops since 2009 were more substantial. In general, however, unemployment rates at all the times reported in the study and for almost all educational categories were higher for new entrants than for the overall labour force. Nevertheless, education is reported to be the key factor against unemployment even when controlling for economic volatility.
Working conditions
Part-time employment
Part-time employment per se was lower in 2010 for labour market entrants than for all employees (Table 3). However, this part-time employment was more often involuntary. Both voluntary and involuntary part-time contracts were more common among the low-skilled.
Temporary employment
All forms of atypical employment captured by the study decreased in 2010 with both experience on the job market and level of educational attainment (Table 4). Of note is that the use of permanent contracts is overall less pronounced in the public sector than in the private sector. This provides further evidence in the debate in France that the state is no longer being a ‘model employer’ and that working conditions in the public sector are often more precarious than in the private sector.
Wages and salaries
The wage gap between labour market entrants (that is, those with one to four years of experience) and those with at least 10 years of employment has remained relatively stable since the early 1990s at around 20%.
In 2010, the average new labour market entrant with a university degree earned a net monthly salary of €1,820, the average worker with a vocational diploma received €1,480 per month, employees with a high-school diploma had an average €1,280 per month (€1,200 if they had a vocational high-school diploma) and the average non-skilled worker with one to four years of experience earned €1,160 per month. These wage levels had been relatively stable since the 1990s with the exception of the highly-skilled group who experienced a substantial drop between 1990 and 1995.
The study found that wage–skill differentials had not changed significantly since the mid-1990s. Overall, wages for all groups showed significant resistance to the impact of the crisis.
Commentary
Most of the patterns identified by the Dares study are characterised by a high degree of stability. Contrary to all public discussion, obtaining a university degree remains the most significant predictor of being in employment, having stable working conditions and earning higher wages.
Probably the most interesting finding from this analysis is that working conditions in the public sector may be more precarious than in the private one. Unfortunately, the authors only provide information on employment contracts in the public and private sectors. It would of great interest to see how wages and working conditions for new labour market entrants differ more generally according to this distinction.
Reference
Lerhun, B. and Minni, C. (2012), Evolution récente de l’insertion des jeunes sur le marché du travail selon le niveau de diplôme (401Kb PDF), Dares Analyses, No. 13.
Sebastian Schulze-Marmeling, IRShare.

Eurofound publishes its Annual Update on working time developments in the European Union 2011: Gap between agreed and actual working time across the EU remains wide.
(DUBLIN, IRELAND) The actual working week for full time workers stood at 39.7 hours across the 27 EU Member States in 2011, according to Eurofound's latest annual update of working time developments, an average of 1.6 hours more than the agreed working hours. This comprises, nevertheless, a widening of the gap between agreed and actual working hours in the EU15, but a narrowing in the Member States that joined the EU in 2004 and 2007. Men continue to work longer hours than women on paid work - on average 2.1 hours more per week. The difference between countries at either end of the spectrum of leave entitlements in the EU remains huge at almost two and a half working weeks.
Eurofound's annual update on working time developments looks at a number of issues related to the time spent at work across all Member States of the European Union and Norway. The report provides a comparative overview of the present state of play and recent developments. Collective bargaining continues to play an important role in determining the duration of working time in most of the EU27 countries, though to a lesser or sometimes negligible extent in some of the Member States that joined the EU in 2004 and 2007 (NMS). Collective agreements set the working time conditions for an average of three quarters of all workers across the European Union, with large differences between countries. The relationship between bargaining and legislative provisions on working time continues to vary between countries.
In 2011, average collective agreed weekly working time in the European Union stood at 38.1 hours. The only reported changes in comparison to 2010 took place in Slovakia and Spain. France remains the country with the shortest average collectively agreed working week at 35.6 hours. The Nordic countries, together with the UK and the Netherlands, continued to register an average agreed normal working week below the EU15 average of 37.6 hours in 2011. In most of the NMS there is a uniform 40-hour working week, which corresponds in general to the statutory normal week in those countries. This is the case in Bulgaria, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Romania and Slovenia.
The report also examines working time developments in detail in three sectors – chemicals, retail and civil service. The retail sector recorded the longest average agreed normal working week with 38.3 hours, followed by the chemicals sector with 37.9 hours and the civil service with 37.6 hours. The largest difference between the NMS and the EU15 countries can be found in the civil service sector, in which the normal agreed working week in the former group of countries is three hours longer than in the older Member States. The gap is 2.1 hours in the chemical and retail sectors.
In the EU27, the actual working week was 39.7 hours in 2011, 1.6 hours more than the agreed working hours. Across the 27 EU Member States, full-time employees in Romania worked the longest actual weekly hours in their main jobs in 2011 – 41.3 hours, the same as in 2010. They were followed by employees in Luxembourg (40.7), Germany (40.6), Estonia and the UK (both 40.5), Austria and Bulgaria (both 40.3), and the Czech Republic and Poland (both 40.2). Employees in Finland worked the shortest hours (37.8). This was 3.5 hours less than their counterparts in Romania or 4.5 weeks of work in Romania in a full year.
Actual weekly hours worked by full-time employees were longer than the average normal collectively agreed working week in 21 of the 28 countries covered in the report. The 2011 data shows a widening of the gap between agreed and actual hours in the EU15 countries, while it narrowed in the NMS.
Ten of the 12 NMS had actual weekly working hours at or above the EU27 average of 39.7 hours, compared with only seven of the EU15 countries. Only Slovakia and Malta had an actual working week that was slightly shorter than the EU27 average (39.6 hours). In the EU15, the longest actual full-time hours were worked in Luxembourg (40.7), Germany (40.6) and the UK (40.5), and the shortest in Finland (37.8), France (38.1) and Ireland (38.2).
In 2011, actual weekly hours worked by male full-time employees in their main jobs continued to exceed those of their female counterparts in all Member States. Across the EU27, men worked on average 2.1 hours more per week than women. The gap is wider in the EU15 than in the NMS. In the EU15, men work 2.3 hours more per week than women do; whereas, in the NMS, men work around 1.6 hours more.
The combined total of agreed annual leave and public holidays varied in the EU from 40 days in Germany to 27 days in Hungary and Romania – a difference of around 48% or 2.5 working weeks in a year. Other notably high-leave countries in 2011 included Italy and Denmark (with 39 leave days in total), while other notably low-leave countries included Estonia with 28 days, Poland with 29 days, and Belgium, Latvia, Lithuania and Slovenia with 30 days. The average figure for the EU27 was 34.2 days – 35.9 days in the EU15 and 29.4 days in the NMS.
The report is available at http://bit.ly/WTupd12.
For further information, contact Måns Mårtensson, media manager, on email: mma@eurofound.europa.eu, telephone: +353-1-2043124, or mobile: +353-876-593 507.
Notes to the editor Eurofound provides social partners, governments and EU decision makers with relevant, timely and unbiased research results so that the lives of European citizens can be improved.
The Annual Update on working time developments in the European Union 2011 report follows the previous edition in the method it uses for calculating averages for the groups of EU Member States (EU27, EU15 and NMS12). The average figures provided for these country groupings are weighted in order to reflect the relative country sizes in terms of persons aged 15 to 64 who are employed full time, according to the Eurostat’s Labour Force Survey (LFS).

25-29 September 2012, Hasselt, Belgium
The third international conference organized by the GINCO consortium will focus on the quality and variety of the Grundtvig course offer.
The conference targets actual Grundtvig in-service training course organisers, all adult education organizations willing/planning to organise such courses and all stakeholders in the field: LLP National Agencies, adult education policy makers, programme developers etc.
All themes will be explored in keynotes and workshops, relevant material will be presented, expertise will be exchanged, good practice will be highlighted. The conference also is the ideal place for networking, learning, creating useful contacts and giving weight to your voice in the debate on the Grundtvig IST action.
The GINCO network has carried out a statistical analysis of the Training Database. Also the West Of Scotland Colleges' Partnership' has carried out a study on offer and impact of the Grundtvig IST action. These analyses will be the basis for discussion and further development of tools and policy recommendations. The main objective of the conference is to improve this course offer in terms of quality and relevance.
The GINCO AWARD selection - a quality label for Grundtvig courses - has been carried out by the GINCO network in 2012 in cooperation with the National Agencies. The award winners in the 3 categories: ICT use, quality care and validation of learning outcomes will receive their award. These courses will be presented as examples of good practice in the workshop sessions.
All relevant material, developed in the 3 year life span of the network will be presented.
More information on the programme of the conference in the GINCO website.
GINCO: Grundtvig International Network of Course Organisers is a consortium of 21 partners funded under the Grundtvig networks action. Learn more in the dedicated section of the EAEA website.

La formation professionnelle continue concerne les étudiants ayant interrompu leurs études depuis plus de deux ans. Elle s’adresse généralement à des salariés, à des personnes en congé individuel de formation ou en recherche d’emploi.
Droit Economie Gestion et Tourisme.
Arts Lettres Langues Sciences Humaines et Métiers de la Formation.
Sciences et Techniques.
Santé Sport et Social.
Vous pouvez soit bénéficier d’un contrat de professionnalisation:
Ce contrat s’adresse aux jeunes âgés de 16 à 25 ans révolus, aux demandeurs d’emploi âgés de 26 ans et plus et aux bénéficiaires de certaines allocations ou contrats.
Son objectif est de leur permettre d’acquérir une qualification professionnelle et de favoriser leur insertion ou réinsertion professionnelle.
Les bénéficiaires âgés de 16 à 25 ans révolus sont rémunérés en pourcentage du SMIC selon leur âge et leur niveau de formation, les salariés âgés de 26 ans et plus perçoivent une rémunération qui ne peut être ni inférieure au SMIC ni à 85% du salaire minimum conventionnel.
Ce contrat ouvre droit pour l’employeur, pour certaines embauches et dans certaines limites, à une exonération de cotisations patronales de sécurité sociale.
Ce dispositif a été ouvert à de nouvelles catégories de bénéficiaires par la loi du 24 novembre 2009.
Les employeurs qui embauchent et forment un demandeur d’emploi, âgé de 26 ans et plus, dans le cadre d’un contrat de professionnalisation peuvent, sous certaines conditions, bénéficier d’une aide spécifique.
Vous pouvez également bénéficier de la formation professionnelle continue pour adultes:
La formation professionnelle continue pour adultes a pour objet de:
-favoriser l’insertion ou la réinsertion professionnelle des travailleurs,
-de permettre le maintien dans l’emploi,
-de favoriser le développement de leurs compétences et l’accès aux différents niveaux de la qualification professionnelle,
-de contribuer au développement économique et culturel et à leur promotion sociale.
D’autre part la VAE (Validation des Acquis de l’Expérience) est une mesure permettant à des salariés de faire reconnaître leur expérience professionnelle et de la transformer en un diplôme, un titre ou un certificat de qualification professionnelle. La VAP (Validation des Acquis Professionnelles) permet de poursuivre des études dans l’enseignement supérieur sans avoir les titres ou diplômes requis.
Droit Economie Gestion et Tourisme.
Arts Lettres Langues Sciences Humaines et Métiers de la Formation.
Sciences et Techniques.
Santé Sport et Social.
Autres liens utiles: http://www.travail-solidarite.gouv.fr/.

Travail temporaire : Adecco signe ses premiers contrats d’apprentissage
Ainsi, le groupe Adecco a signé ses premiers contrats d'apprentissage du travail temporaire au début du mois de juillet. Ces premiers contrats donnent suite quelques semaines à l'issue de la publication du décret d'application du 11 avril 2012 de la loi dite « Cherpion ». L'intérim proposait déjà l'alternance. Le groupe Adecco a ainsi réalisé en 2011 plus de 40% de contrats d'alternance, mais ce groupe n'avait pas la possibilité de proposer des contrats d'apprentissage.
Pour en savoir plus, consulter le décret sur le site de Legifrance (consulté le 9 août 2012), Journal officiel de la République française, n°0088, 13 avril 2012, page 6805. texte n° 18.

La loi de novembre 2009 a élargi la possibilité de se former hors temps de travail. Décryptage par deux experts, Marie Hélène Cauet - Nicolas Pasco, Cabinet Boumendil & Consultants
1. Qu’est-ce que la formation hors temps de travail? Dans le cadre de quels dispositifs de formation est-ce possible?
Depuis 2004, il est possible de se former sur son temps personnel en dehors des heures de travail.
Cette formation dite « hors temps de travail » (FHTT) peut être réalisée dans le cadre des dispositifs de formation traditionnellement mis en œuvre dans l’entreprise: plan de formation (pour les actions de développement des compétences seulement), périodes de professionnalisation et droit individuel à la formation (DIF).
Ainsi, le DIF est en principe réalisé hors temps de travail mais des accords de branche peuvent prévoir sa réalisation sur le temps de travail. Notons d’ailleurs qu’en pratique, la plupart des formations réalisées au titre du DIF se déroulent sur le temps de travail.
Rappelons que la formation hors temps de travail est possible à certaines conditions:
- en accord avec le salarié (un accord écrit doit être préalablement conclu entre l’employeur et le salarié);
- dans le respect des repos obligatoires (repos quotidien, repos hebdomadaire…);
- dans la limite d’un volume d’heures maximal annuel dépendant du dispositif utilisé (80 heures pour les actions du plan de formation ou les périodes de professionnalisation ou 120 heures de DIF);
- avec versement d’une allocation de formation (égale à 50% du salaire horaire net).
Une nouvelle possibilité de formation hors temps de travail a été introduite par la loi de 2009.
C’est le dispositif de « Formation hors temps de travail » financé par les organismes chargés de gérer le congé individuel de formation (OPACIF, dont le Fongecif).Il concerne tous les salariés ayant au moins un an d’ancienneté dans l’entreprise qui souhaitent suivre une formation d’au moins 120 heures en dehors de leur temps de travail.
L'OPACIF peut alors, sur demande du salarié, prendre en charge tout ou partie des coûts pédagogiques. L’entreprise ne verse pas d’allocation de formation mais pendant la formation le stagiaire bénéficie d’une protection sociale
976 formations hors temps de travail ont été financées par les OPACIF dès la première année de mise en œuvre du dispositif. (Source: annexe au projet de loi de finances pour 2012)
2. Qu’appelle-t-on “hors temps de travail”?
Il n’existe pas de définition juridique du « hors temps de travail ». Celui-ci est donc défini « par opposition » à tout ce qui est du temps de travail, par exemple:
- plages horaires non travaillées en journées (salariés à temps partiel, en horaires décalés…) ou le soir, à condition de respecter le repos quotidien de 11 heures consécutives entre 2 journées de travail;
- week-end, à condition de bénéficier du repos hebdomadaire (35 heures consécutives entre 2 semaines de travail);
- jours non travaillés (pour les salariés à temps partiel);
- jours de RTT;
- congés payés en respectant la règle du fractionnement des congés annuels (au moins 12 jours ouvrables pris en continu entre le 1er mai et le 31 octobre);
- congés sans solde, etc.
3. On peut aussi vouloir se former quand on est en congé maladie de longue durée. Est-ce possible?
La réalisation d’une formation n’est généralement pas compatible avec un congé maladie.
Toutefois,  il est possible de se former pendant un arrêt pour accident du travail ou maladie professionnelle, mais aussi désormais un arrêt pour maladie non professionnelle de longue durée. A condition cependant d’obtenir l’accord du médecin traitant et de la CPAM (caisse primaire d’assurance maladie).
Le salarié peut suivre des actions:
- de préformation et de préparation à la vie professionnelle,
- d'adaptation ou de développement des compétences,
- de promotion professionnelle, de prévention, de conversion,
- d'acquisition, d'entretien ou de perfectionnement des connaissances,
- de bilan de compétences ou de VAE (validation des acquis de l’expérience),
- d’évaluation, d’accompagnement, d’information et de conseil, organisées en lien avec la CPAM.
Bien sûr, la durée des actions de formation doit être compatible avec la durée prévisionnelle de l’arrêt de travail.
A noter : le contrat de travail demeure suspendu et les indemnités journalières (IJ) sont maintenues.
4. Les mêmes principes sont-ils applicables aux congés maternité et parental?
La loi n’est pas explicite s’agissant de la possibilité de se former dans ces cas.
En principe, le versement des indemnités journalières (IJ) de sécurité sociale est subordonné à l’obligation pour l’intéressée de s’abstenir, pendant la durée du congé maternité, de toute activité non autorisée.
Si la salariée ne respecte pas cette obligation, elle pourrait devoir rembourser les IJ perçues et encourir des pénalités si l’activité exercée a donné lieu à versement d’une allocation de formation.
Dans le cas du congé parental, la loi prévoit la possibilité d’effectuer un bilan de compétences. Elle n’a pas prévu le cas d’un salarié qui se formerait pendant son congé parental, mais une tolérance existe si la formation suivie vise à faciliter le retour à l’emploi.
Attention : en cas de perception d’allocations de la CAF, il est conseillé de demander une autorisation préalable pour éviter toute suspension du versement de ces allocations.
Signalons par ailleurs que le salarié en congé parental peut bénéficier d’une action de formation à son retour dans l’entreprise (il constitue un des publics prioritaires pour accéder à une période de professionnalisation).
5. Et dans le cas du chômage partiel?
Des dispositions spécifiques permettent de se former pendant des périodes de sous activité ou non activité de l’entreprise (chômage partiel). L’entreprise peut organiser les formations pendant les jours non travaillés. Les salariés peuvent ainsi cumuler leur allocation de chômage partiel avec l’allocation de formation, dans la limite de leur salaire net.
6. La formation hors temps de travail s’applique-t-elle seulement aux salariés?
La notion de temps de travail ne peut se définir que par rapport à une activité professionnelle (salariée ou non salariée). On ne peut donc pas parler de « hors temps de travail » pour des demandeurs d’emploi.
Deux cas particuliers à noter:
- Les intérimaires bénéficient de dispositifs spécifiques, gérés par le FAF-TT, permettant de se former dans le cadre de « contrats de mission formation ». Les formations sont considérées comme réalisées sur du temps de travail. Ils peuvent aussi bénéficier du congé individuel de formation (CIF intérim).
- Les  titulaires d’un CDD peuvent bénéficier entre deux contrats d’une formation. Ils se forment donc hors du temps de travail mais dans le cadre d’un dispositif spécifique géré par le Fongecif (CIF-CDD).
7. Qui peut financer la formation hors temps de travail?
Cela dépend du dispositif mobilisé.
- S’il s’agit d’une formation hors temps de travail au sens de la loi de 2009, c’est-à-dire à l’initiative stricte de l’individu: l'OPACIF (Fongecif,...) peut financer tout ou partie de la formation, si celle-ci correspond à ses priorités.
- S’il s’agit d’un DIF, d’une période de professionnalisation ou d’une action du plan de formation de l’entreprise: c’est l’entreprise (ou l’OPCA de l’entreprise) qui peut financer la formation, si celle-ci correspond à ses orientations ou aux priorités de la branche à laquelle elle appartient.
8. Sur quelles méthodes s’appuyer pour réussir sa formation hors temps de travail?
Il n’y a pas de « méthode » à proprement parler. Toutefois certaines modalités paraissent plus adaptées que d’autres à la réalisation de formations hors temps de travail: cours du soir ou du samedi, enseignement à distance (par correspondance ou e-learning). Il peut aussi s’agir de formations mixtes, associant des cours en présentiel et de la formation à distance: on parle alors de « blended learning ». Il importe avant tout pour le salarié de « défendre » la pertinence de son projet auprès de son employeur en mettant par exemple en avant les « plus » apportés par une réalisation en dehors du temps de travail (gains de productivité pour l’employeur, moindre coût de formation…).
9. La formation hors temps de travail répond-elle à un objectif de promotion sociale?
Le nouveau dispositif « formation HTT » issu de la loi de 2009 répond clairement à un objectif de promotion sociale de l’individu, car il doit permettre la prise en charge de tout ou partie des coûts de formation par le Fongecif et ainsi permettre à l’individu de réaliser son projet de formation. Il contribue à faciliter la promotion sociale des individus. Lorsqu’il s’agit en revanche de formations engagées dans le cadre de la politique de l’entreprise (au titre du plan de formation ou de périodes de professionnalisation), on peut parler plutôt d’enjeux de mobilité, de maintien dans l’emploi, de développement des compétences….
10. Comment les entreprises que vous connaissez considèrent-elles cette possibilité de formation?
Les entreprises se sont finalement peu saisi des possibilités de formation hors temps de travail. Ainsi, 3% seulement des heures de formation sont réalisées hors temps de travail et donnent lieu à versement de l’allocation de formation  (source : annexe au projet de loi de finances pour 2010). La formation hors temps de travail est souvent perçue comme générant des coûts supplémentaires (l’allocation de formation devant être versée au salarié concerné).
Ce sont surtout les salariés qui font usage de ces dispositifs:
- soit parce qu’ils n’accèdent pas à la formation sur le temps de travail (en particulier, les salariés des plus petites entreprises ou les salariés à temps partiel);
- soit parce qu’ils ne souhaitent pas faire part de leur projet de formation à leur employeur.
Les entreprises qui ont recours à la formation HTT peuvent pourtant s’en servir comme d’un levier pour associer le salarié dans une logique de « co-investissement » pour les formations de développement des compétences et assurer ainsi la production tout en diminuant les coûts liés au départ en formation
Ce qu’il faut retenir :
Il existe désormais trois formes de formation hors temps de travail:
- la formation sur le temps personnel de l’individu financée sur ses deniers personnels, sans prise en charge ou accord de l’entreprise, ni du Fongecif : chiffres non disponibles mais sûrement non négligeables…
- la formation hors temps de travail dans le cadre de la politique de formation de l’entreprise (DIF, plan de formation, période de professionnalisation…), réglementée et limitée (versement de l’allocation de formation, volume d’heures limité par année et par salarié).
- la formation HTT à l’initiative du salarié avec financement possible de l'OPACIF (Fongecif, ...), sans accord de l’employeur et sans versement de l’allocation de formation, qui devrait se développer dans les années à venir.