My friend Inger Mewburn (@thesiswhisperer) recently wrote a thoughtful piece in The Conversation web site entitled Academics behaving badly? Universities and online reputations. For the record I think that the points she made were valid and true but I also think that there is an underlying issue that remains uncovered. Simply put, it is that fact that policies around the use of social media by the academy have, in many cases, been outsourced to individuals who are not members of the academy and do not understand the purpose of the academy. As a result they fundamentally miss the opportunities that social media offer universities in engaging with the wider community. This seems to me to be particularly true in Australia where rampant managerialism associated with the corporate university has led to situation in which ‘brand positioning’ and being ‘on message’ is seen to be more important than concepts of sharing, collaboration and collegiality in knowledge distribution and generation.
It is not unusual to find the University Social Media Manager (normally a self appointed guru) has been previously employed by Acme widget makers where their use of social media revolved around broadcasting content, occasionally giving personal insights into how great the latest widget is and designing some random competition in the hope that something will ‘go viral’. They never realise that universities are fundamentally different organisations. The role of a university is knowledge creation and dissemination. It seems unfathomable to me that a modern progressive university would not look at social media and say here is the most fabulous set of tools for helping us carry out some of our core tasks. Such universities should be saying to the faculty, why aren’t you blogging, tweeting etc your thoughts and ideas as privileged members of the academy? Not, why are you?
There are a few things going on here. Firstly, current policies represent a deep seated mistrust of university employees. This level of mistrust is telling in itself. Secondly, there is a culture of command and control. I firmly believe that most University Social Media Managers do not want anyone other than their trusted team of gurus to be contributing to social media. They protest otherwise but in reality they will make it difficult for others through the use ‘policy’ around branding and attitude.
Finally there is there idea of the university as a business whose reputation requires protection. This has, sadly, taken hold to an extreme level in Australia which is one reason we have no equivalent to the UK’s Open University or Canada’s Athabasca University (but that’s another blog post).
I think it’s worth pointing out what these social media policies cost the university. I was meeting with an LMS vendor last week. He was talking about the new social learning components being incorporated into a new version coming out soon when he observed that another university would not be deploying these tools in their LMS because the ‘contravened the social media policy’. So here we have a policy developed by a guru from Acme widgets determining the future pedagogy for an entire university.
At a previous institution I had proposed that we should make it much easier for our students to set up their own blogs. I remember watching the Social Media Manager’s face go white at the prospect. And so an opportunity to become a leader in the use of student blogs in learning and teaching disappeared. Thankfully I can still look to progressive universities like the University of Mary Washington to see that sense can prevail.
We have early adopters of social media sharers and collaborators from many different  institutions being marginalised within their institutions and having their contributions considered to be not worthy or even not considered to be scholarly activity. Inger herself is an example of this having helped literally thousands of PhD students through her blog and tweets and yet, my perception is that she remains under valued by own university.
We have the huge missed opportunities for inter institutional collaboration that can generate research and teaching opportunities. Who knows how big that cost is?
The good news is that rigid social media policies are unworkable. The future belongs to networked institutions and, increasingly, virtual inter organisational teams built up between people that actually like each other (rather than just happen to work in the same place) and facilitated by social media. It would just be nice if Social Media Managers actually helped facilitate this rather than holding institutions back into a late 20th century model of the corporate university. These are times of rapid change. University managers need to make bold decisions and these include how to use social media. We can’t outsource it to the Acme widget gurus any more.
© 2012 Mark Smithers, all rights reserved.

AGEFOS PME, en partenariat avec le Ministère de l’Education nationale, lance DécliCC VAE dont la première expérimentation aura lieu à la Réunion. Après le succès de leur partenariat pour la VAE puissance 2, AGEFOS PME propose une déclinaison de sa démarche DécliCC associée à la Validation des acquis de l’expérience (VAE).
Les enjeux des compétences clés et de la VAE
Les études sur la VAE convergent vers un même constat: la VAE doit s’inscrire dans un projet de développement des compétences pour fonctionner et ainsi répondre aux besoins de l’entreprise.
AGEFOS PME, en développant son produit VAE puissance 2 dès 2008, a été précurseur en proposant d’accompagner le parcours VAE de l’individu tout au long du projet de formation grâce à la fonction d’interlocuteur relais.
Pour les salariés en situation d’illettrisme, la démarche VAE est souvent inconnue et pour le moins perçue comme inaccessible. Pourtant, la VAE est un levier pertinent pour s’engager dans une démarche de maîtrise des compétences clés et de certification. En effet, dans le processus de VAE, ces compétences deviennent non plus une finalité mais un moyen au service d’un projet personnel et professionnel.
Dès la mise en place de la VAE, des expérimentations ont été menées sur l’ensemble du territoire en direction des publics en situation d’illettrisme. Ces actions s’inscrivaient principalement dans une dynamique R&D et complétées par la professionnalisation des acteurs concernés. Toutefois, ces initiatives n’ont pas donné lieu à essaimage.
Aujourd’hui, la maîtrise des compétences clés constitue un objectif RH qui peut être utilement complété par la VAE. Ces deux dispositifs articulés permettent d’engager positivement les salariés dans un parcours de développement et de reconnaissance des compétences.
Positionné comme un outil de Gestion prévisionnelle des emplois et des compétences (GPEC), DécliCC VAE vise ainsi le développement des compétences individuelles et collectives, vecteur de compétitivité économique mais aussi d’employabilité.
DécliCC VAE: la réponse du 1er OPCA de France
Ce dispositif s’appuie sur le produit DécliCC proposé par AGEFOS PME dans son action pour la maîtrise des compétences clés en situation professionnelle. DécliCC VAE vise un public volontaire pour lequel la maîtrise de l’écrit est incertaine et son usage peu fréquent.
Le parcours, compris entre 125 et 160h selon les besoins des bénéficiaires, se déroule en 3 étapes successives:
- un positionnement
- une action de formation à laquelle s’ajoutera, à court ou moyen terme, un accompagnement VAE proposé par les certificateurs
- un entretien de préconisations qui permettra, en cas de validation partielle ou d’une entrée en VAE différée, de prévoir un plan d’actions
Pour assurer encore plus de suivi, un acteur pivot à l’instar de la VAE puissance 2, appelé « interlocuteur relais » est identifié.
AGEFOS PME vise en priorité des « promotions » par métier ou par secteur afin de répondre aux besoins des territoires. Les effets attendus pour les bénéficiaires portent notamment sur la prise de conscience de leurs compétences. La capitalisation de leurs acquis, notamment professionnels, a pour objectif de contribuer à restaurer l’estime de soi et à renforcer l’autonomie des salariés concernés.
1ère expérimentation à la Réunion
Dans le cadre de l’appel à projets FPSPP DOM illettrisme, AGEFOS PME a souhaité:
- faire de la VAE un levier pour encourager les actions de lutte contre l’illettrisme
- offrir un parcours articulant compétences clés et VAE en direction de ces salariés
Retenu par appel à propositions, le GIP FCIP de l’académie de La Réunion a répondu aux objectifs en construisant un parcours de formation sur mesure pour expérimenter ce dispositif.
DécliCC VAE sera dans un 1er temps proposé dans les DOM et expérimenté à La Réunion. Une équipe nationale AGEFOS PME et un représentant du Ministère de l’Education nationale lanceront officiellement DécliCC VAE avec les équipes du GIP FCIP de l’académie de La Réunion et d’AGEFOS PME au cours d’un déplacement prévu du 1er au 3 octobre 2012.
Le Ministère de l’Education nationale anime et coordonne l’activité formation pour adultes de l’Education nationale. 210 GRETA, 175 espaces bilan-orientation, 30 DAVA et 30 GIP FCIP contribuent chaque jour au développement des compétences des acteurs des organisations.

Partenariat entre des Fongecif et le Cned pour développer l'accès à la formation à distance des salariés dans le cadre du congé individuel de formation (Cif)
Quatorze Fongecif vont signer chacun une convention cadre de partenariat avec le Cned pour favoriser l'accès à la formation ouverte et à distance (FOAD) des salariés bénéficiaires du congé individuel de formation (Cif). Cette convention fait suite à une expérimentation menée entre 2009 et 2012 avec sept Fongecif, qui a confirmé l'intérêt de la formation ouverte et à distance (Foad) comme véritable alternative à la formation en présence dans le cadre de parcours de formation continue.
Ce nouvel accord de partenariat reconduit les modalités de collaboration du Cned avec les Fongecif ayant participé à l'expérimentation et l'étend dorénavant à sept Fongecif supplémentaires. Il a pour objectif de développer l'accès à des parcours de formation ouverte et à distance pour les salariés bénéficiaires du congé individuel de formation (Cif) dans un cadre contractuel répondant aux exigences de qualité, de suivi et de sécurisation des parcours de formation.
L'expérimentation menée depuis 2009 a démontré tout l'intérêt de la Foad qui, par sa souplesse, permet, quels que soient le lieu de résidence et la situation professionnelle ou personnelle, de s'engager dans un  parcours de formation pour des salariés en demande de reconversion ou d'évolution professionnelle et d'accéder à des formations diplômantes ou à des titres professionnels.
Les formations proposées par le Cned dans le cadre de ce partenariat comprennent une formation à distance (contenus et services), un accompagnement individualisé du parcours du stagiaire et des prestations complémentaires en présence. En plus du suivi habituel de formation, le Cned a mis en place un accompagnement spécifique qui garantit au stagiaire une présence active à ses côtés à chaque temps fort du parcours: un tutorat d'accueil, un bilan intermédiaire et un entretien de fin de formation.
Les premiers salariés bénéficiaires de ces formations pendant la phase d'expérimentation ont particulièrement apprécié le tutorat d'accueil pour une meilleure prise en mains de la formation (descriptif des outils et ressources pédagogiques, repères méthodologiques et conseils d'organisation, explication du rôle des tuteurs, etc.).
Des premiers constats ont été établis pour identifier les profils des personnes bénéficiant de ce partenariat (96% de femmes, 80% en reconversion professionnelle) et les formations réunissant le plus de demandes (CAP petite enfance pour 41%, BTS 38%, des titres professionnels de niveau IV 16%). Le taux de réussite moyen était de plus de 80% en 2011.
A propos
Les 14 Fongecif signataires
Alsace - Aquitaine - Basse-Normandie - Bourgogne - Bretagne - Centre - Franche-Comté - Ile-de-France - Languedoc-Roussillon - Lorraine - Martinique - Pays de la Loire - Poitou-Charentes - PACA
Le catalogue des formations proposées (fichier pdf)
Assistant (e) de comptabilité et d'administration, CAP Petite enfance, Secrétaire médical ( e) et médico-social (e ), BTS management des unités commerciales, BTS comptabilité et gestion des organisations, BTS diététique, BTS informatique de gestion, etc.
Les Fongecif
Le réseau des 26 Fongecif et du FAF TT intervient dans le champ de l'accompagnement et  du financement des projets individuels des salariés en CDI et en CDD (ou ex CDD). Il mobilise plusieurs dispositifs: congé individuel de formation, bilan de compétences, validation des acquis de l'expérience et, depuis 2010, formation hors temps de travail. Au cours de l'année 2008, plus  de 300 000 salariés ont contacté  les Fongecif et le FAF TT. 100 000 d'entre eux ont bénéficié d'un entretien. 48 000 CIF ont été financés, 30 000 bilans de compétence et plus de 8 000 dossiers de VAE. Par leur proximité, leur  accompagnement et leurs financements, les Fongecif et le FAF TT contribuent à sécuriser les démarches d'évolution et de transition professionnelle des salariés, que ces transitions soient subies ou choisies.
Le Cned
Le Cned, organisme de formation professionnelle continue (77 000 personnes par an), offre aux adultes ayant un projet d'évolution professionnelle, la possibilité d'acquérir des diplômes ou des certifications, par la formation ouverte et à distance ou par l'accompagnement à distance de la validation des acquis de l'expérience. Il propose des formations accessibles à tous, en tout lieu du territoire, et travaille avec un réseau de partenaires locaux qui assurent des prestations en présence dans le cadre de parcours de formation.

The CHANGING ROLES OF QUALIFICATIONS IN GOVERNING THE LABOUR MARKET. Thessaloniki, 27-28 September 2012.
The workshop is based on Cedefop’s work on governance and international qualifications and will bring together researchers and representatives of sectors, the social partners, governments and other stakeholders from all over Europe. The workshop will provide an opportunity to participants to get an overview of current developments and actively debate their own roles and responsibilities.
In recent years, Cedefop has increasingly focussed its activities on the changing role of qualifications and on how VET systems are governed and interact with other parts of the education and training system and the labour market. The purpose of the workshop is to present Cedefop’s work and discuss dynamic relationship between education and training and the labour market as well as areas that require future research. Download Background Note.
Workshop background document, drafted by Loukas Zahilas, Cedefop
Modernising lifelong learning (LLL) and especially vocational education and training (VET) is important for Europe to recover from the current economic crisis. In this respect an important challenge to be addressed is how to better coordinate and govern education and training in order to ensure quality, relevance and inclusion.
In recent years, Cedefop has increasingly focussed its activities on the changing role of qualifications and on how VET systems are governed and interact with other parts of the education and training system and the labour market. Using the insights gained through these activities Cedefop intends to launch a debate on VET governance in Europe.
The study on the role of qualifications in governing occupations and professions, that will be presented in the event, builds on comparative data from a number of countries and occupational sectors and provides an overview over the different forms of regulation, how these are changing in the current economic and political situation – also due to technological and labour market developments – and discuss the implications for the VET system. Another study on the cooperation between education and training and the labour market, delivers insights on how VET standards are defined and renewed focusing on the conditions for improving the relevance of VET qualifications and for ensuring that the needs of the labour market are reflected in education and training provisions. A third study, that will be launched in 2012, will look into the character and diversity of partnerships of education and training providers - at national, regional and local level - and how they can facilitate access and progression in VET and between VET and HE.
Parallel to this, Cedefop is working in the area of qualifications supporting developments related both to the European qualifications framework (EQF) and the European taxonomy on skills, competence, occupations and qualifications (ESCO). The work on international qualifications which is another theme presented in the workshop will provide a major contribution to the development of the ESCO qualifications pillar, with a particular reference to the direct link to the EQF and NQF developments.
The purpose of the event is to present Cedefop’s work on governance, and discuss the role of qualifications (with a specific interest to international) in the dynamic relationship between education and training and the labour market as well as areas that require future research.
Qualifications play important roles in modern societies as carriers of information and value (currencies) and extensively influencing the way the occupations and professions are defined and regulated. By defining the minimum level of knowledge, skills and competence required by somebody holding a particular position, qualifications are used to regulate access to and conduct of an occupation or profession. Indirectly and/or directly they also define the status and/or entitlements of the existing members of the occupation or profession. Qualifications can thus be seen as an important instrument of governance, attributing substantial influence and power to those stakeholder(s) controlling them.
There may be many reasons for using qualifications as regulatory instruments; health and safety reasons are probably the most common. The professional conduct of pilots and medical doctors may easily affect the lives of their passengers and patients and it is widely accepted that regulation is needed. In other areas where health and safety issues are less pronounced, concerns regarding the overall quality of products and services are common, frequently presented as being in the interest of consumers and customers. Sometimes we can observe that this concern for the general good is mixed with the more limited interests of particular stakeholders. This is an issue much discussed in relation to the (relative) monopoly of some public sector professions to regulate and control access to and conduct of particular tasks.
The use of qualifications to govern occupations and professions is thus a highly politicised area with high levels of stakeholder involvement and potential conflict. This gate-keeping function has traditionally been upheld by national governments strictly regulating the award of qualifications through delegation to designated institutions and systems. This delegation of authority implies that professional associations (for example in medicine, psychology and aviation) and social partners (in vocational education and training) are given substantial influence over design and awarding of qualifications. This has been (and still is) the normal way of guaranteeing the value of a qualification – the way their currency is underwritten. The extent to which qualifications directly govern and regulate occupations and professions is demonstrated by the EU Directive on recognition of professional qualifications (2005/36). This Directive covers more than 800 professions which Member States regulate and which can be pursued only if certain professional qualifications have been acquired.
Qualifications and the labour market
In order to understand the way in which the relationship between qualifications and the labour market is changing, Cedefop carried out a study on the role of qualifications in governing the access to and practice within occupations and occupations. This study examined the situation in ten European countries and five sectors to come to an overarching view of the current state of affairs.
The main role of qualifications is that of an instrument of communication, signing a person’s knowledge, skills and competences in a particular field and with regard to a specific occupation. By setting up functional qualification systems linked to trusted educational structures in which labour market relevance is guaranteed by using instruments such as occupational profiles set up by social partners, countries can facilitate the processes which lead to a good balance of qualitative and quantitative supply and demand of labour. In addition to this general system, qualifications are used as regulatory instruments. In a number of occupations, strict entry requirements are set to determine that only people who have acquired the specific qualification (including diplomas, certificates, and licenses) may work in this occupation. In these cases, qualifications are seen as necessary, though not always sufficient criteria for employers’ selection of employees at micro level and therefore do determine a minimum level of competence of all occupational practitioners. Where the license to practice is also connected to obligations with respect to continuing professional development, the qualifications connected to this aspect of the training can also play the role of ensuring the continued relevance of the skills present in the work force.
Qualifications can only fulfil this role on the labour market if the institutional structure supporting them elicits trust amongst the end users. In some situations, qualifications are trusted to such an extent that the labour market actors actively support strong licensing systems, as they see these systems as providing the basis for a strong professional environment. In situations where the strict regulation is combined with weak institutional structures, qualifications might be seen as legally necessary, but practically irrelevant and requirements may be disregarded after all. In situations where the trust in qualifications is high however, strict licensing is not even necessary for micro level actors to acknowledge the importance of qualifications for assuring the quality of staff and services.
Overall it can be said that there is no alternative to the use of qualifications in the specific role they play in translating occupational activities into learning outcomes and the other way around. Two reservations should however be added to this conclusions. Firstly, the role of qualifications as instruments of governance in contributing to the qualitative and quantitative balance of supply and demand in occupations and professions can, in all the different governance systems, only be of practical relevance when it is embedded in trusted institutional structures and used in conjunction with other instruments such as occupational profiles, learning outcomes and qualifications frameworks. Secondly, although qualifications can be identified as crucial practical linking pins between the different actors and essential conceptual connectors between educational and labour market, this does not mean that policy makers, social partner organisations or educational institutes actually classify them as such. Such a purposeful use of qualifications is possible, however not a necessary requirement for them to fulfil the role as communication vessel after all.
Working Group 1: “Qualifications and the labour market” will discuss these issues and will provide an opportunity for the participants to gain an overview of current Cedefop’s work. The findings of the study on “how qualifications govern occupations and professions” will be presented followed by a report on the interim findings of the study on the “cooperation between education and training and the labour market in renewing VET”. The country example of Germany and the sectoral cases of welding and sports will provide additional input for the discussion on the future challenges and perspectives.
In particular the workshop will focus on the following questions:
- How important are qualifications in linking labour market and education, both as an instrument of governance and as actual currency on the ground?
- How will the constant redefinition of occupational and professional content and requirements influence the use of qualifications by countries and sectors for regulation and governance?
- Which models of governance of professions and occupations can be identified in the different countries and sectors and how can these be described in terms of principles and practical applications?
International qualifications
More and more qualifications – certificates and diplomas - are awarded at international level, outside national authorities’ jurisdiction. These ‘non-State’ qualifications have been developed and awarded by a wide range of bodies, organisations and companies addressing various purposes. This trend goes against our traditional understanding of qualifications, as ‘papers of value’ guaranteed by national authorities and can be seen as a direct reflection of globalisation of economies and labour markets.
Cedefop’s report on international qualifications is a first effort to increase transparency, notably by pointing to existing sources and clarifying the concepts to be used for mapping and analysis. Individuals need to be able to use their qualifications in more than one country and employers need to be able to judge the level of skills and competences held by potential employees. This trend is particularly visible in sectors like ICT and transport where international organisations, sectoral bodies as well as multinational companies already play a key role in defining and awarding qualifications and thus, in setting the requirements for skills and competences.
Working on international qualifications is complicated considering the diversity and complexity of the concept. For the purposes of Cedefop’s report an international qualification is a certificate, diploma, degree or title developed, awarded and recognised in more than one country. International qualifications can be issued in the framework of an international, national, regional or sectoral qualification system. There is big diversity in the companies, organisations and other bodies involved in developing and awarding international qualifications. Quality assurance is the crucial dimension regarding value and recognition by the labour market. Types of international qualifications become highly important when considering the effect of licensing and certification as licensing intervenes further in the market process.
Discussion on the real value of international qualifications can be very complex due to different social, economic and sectoral elements. Flexibility and tailor-made solutions offered to the labour market is in many cases counterbalanced by complications created due to the many international certifications on offer. Geographical and institutional coverage are key points and will have to be considered for each qualification as, although coverage is frequently clearly indicated, in several sector-based certificates limited coverage exists in practical terms.
What unites this extreme variety of qualifications is the fact that they are not restricted to a particular national system or territory. They are all ‘non-state’ qualifications whose exchange value is defined outside the traditional national qualifications systems. This raises some key-questions and challenges relevant to policy-makers as well as to users – be these individual citizens or employers.
An interesting general observation is that transparency of national qualifications is improving as it is becoming easier to review which qualifications exist, by whom they have been awarded and where they can be used. The reason is the introduction of national qualifications frameworks and the development of more sophisticated databases that have reduced some of the complexity traditionally faced by users. The opposite applies to international qualifications.
Gaining importance of qualifications awarded outside national jurisdiction has increased intricacy and lack of transparency. There is currently no single institution or body, at national or international levels, with an overview of or fully understanding developments. For users, individuals or employers, the situation is deteriorating rather than improving. The situation points to a need to deepen mapping of international qualifications and gradually come up with a system making it easier for users to review developments.
Quality issues are of fundamental importance as although in national qualifications quality is a central issue systematically involving a broad range of stakeholders and attracting considerable political attention, in international qualifications quality is still crucial but far more difficult to comprehend fully. While market forces are important (the role played by certificates from multinational companies is a direct reflection of their market position), individuals increasingly face a problem of how to distinguish ‘rogue’ and ‘ fake’ qualifications from ‘serious’ qualifications reflecting high levels of learning.
While ISO and EN standards have played a role, future developments will require a much more systematic effort to understand and address quality of international qualifications. To some extent, those awarding qualifications must become more accountable and willing to be open about the processes leading to award of a certificate or diploma.
Future work lies at the crossroads of transparency and quality. Overall relevance of international qualifications requires that they are trusted by potential users. This can only be achieved by systematically creating an overview of what exists and emerges, and by systematically addressing the need for accountability and openness regarding the process leading to a particular qualification. International and national qualifications are both value papers which require trust if they are to fulfil their roles in the labour market and society. Without this trust they will fail and in the worst case mislead individuals and employers.
Working Group 2: “International qualifications” will discuss these issues and will provide an opportunity for the participants to contribute to identifying future needs.
The recent Cedefop’s publication on “international qualifications” will be presented followed by presentations on the role of international qualifications in the context of ESCO and EQF. The cases of the welding and agriculture sector will provide input on the challenges and future perspectives.
In particular the workshop will focus on the following questions:
- Which are the necessary data-categories when developing an overview of what exists and emerges in the area of international qualifications?
- Which are the quality issues related to the accountability and openness of the processes leading to international qualifications?
- There is a strong relation between the type of international qualification and the sector, occupation or profession it relates to. Which can be the role of sectors in promoting the required trust and the labour market value?

Depuis décembre 2011, les équipes de Marseille-Provence 2013 et de l'Union des Centres Sociaux des Bouches du Rhône sont engagées dans le projet « Culture Pilots » aux cotés de quatre autres partenaires en Europe, oeuvrant dans le champ de la formation professionnelle, de l'innovation scientifique et sociale, de la culture et du dialogue européen.
Un transfert d'expérience entre 2 capitales européennes de la culture, Linz et Marseille
L'objectif de la démarche consiste à transférer, en l'adaptant, la formation et les visites conçues dans le cadre du projet Culture Pilots, dans d'autres pays européens. Dans chaque pays le but est de développer de nouvelles compétences et emplois, en encourageant les passerelles entre la formation professionnelle, le tourisme culturel et le marché de l'emploi. A l'origine, le projet fut développé par le centre de formation régional Berufsförderungsinstitut Oberösterreich en Autriche, dans le cadre de Linz09, Capitale européenne de la culture.
Douze femmes immigrées proposaient des visites d'un quartier très peu touristique de Linz, à partir de leur regard personnel et de leur vécu quotidien. Ces balades originales, qui s'adressaient aussi bien à la population locale qu'aux touristes, favorisaient la rencontre et l'échange entre personnes de différentes origines et favorisaient le retour à l'emploi des participants.
Des passerelles inédites entre acteurs sociaux et économiques d'un même territoire
Le projet de Marseille propose des circuits de découverte hors des sentiers battus, pour découvrir la ville à partir du regard de ses habitants. Dès janvier 2013, des balades seront organisées et intégrées au programme officiel de Marseille-Provence 2013.
Six centres sociaux*, à Marseille et à Miramas sont impliqués dans le projet. Acteurs incontournables et historiques de l'action sociale et de la vie locale, ils ont une connaissance fine et approfondie du territoire,  de leurs habitants et leurs problématiques. Chacun d'entre eux intègre dans son équipe deux futurs « animateurs touristiques et culturels », en recherche d'emploi, recrutés grâce au dispositif des contrats aidés. Tous ces centres s'intègrent dans un bassin d'emploi où sont situées des entreprises et des entités économiques. Le Conseil Général des Bouches du Rhône et le Pôle Emploi sont associés à ce volet  emploi.
*Centres Sociaux de Baussenque, Del Rio, Saint-Gabriel, Roy d'Espagne, Val Plan Begudes de Marseille et Centre social Albert Schweitzer de la ville de Miramas.
Les entreprises, viviers économiques mais aussi lieux d'insertion et d'intégration sociale, sont de plus en plus confrontées et sensibilisées aux enjeux sociétaux et environnementaux.
« En sollicitant les entreprises sur ce projet, nous souhaitons à la fois contribuer à leur démarche d'ancrage territorial,  et expérimenter de nouvelles formes de partenariat, s'inscrivant dans la mise en œuvre de leur politique RSE (responsabilité sociale ou sociétale des entreprises) nous précise Ina Studenroth, chargée de la coordination administrative du projet.
Une formation sur mesure des animateurs
Les animateurs seront à la fois chargés d'élaborer et d'animer les circuits de leur quartier et de promouvoir les manifestations et activités proposées dans le cadre de Marseille-Provence 2013 auprès des habitants. Une formation sur mesure et un accompagnement vers l'emploi leur sont proposés. La démarche adapté par Marseille-Provence 2013 et l'Union des Centres Sociaux valorise le territoire et ses atouts culturels, naturels et humains et prévoit également la mise en place de partenariats avec les réseaux associatifs, l'Education nationale, les collectivités territoriales, les offices de tourisme et les entreprises.
La conférence finale se tiendra dans le cadre d'Events le 13 septembre 2013 à Marseille.
Site du projet: www.culturepilots.eu.
Contacts: Ina STUDENROTH, Coordinatrice Culture Pilots - MP2013, culturepilots@mp2013.fr
Carla RASERA, Chargée de mission - UCS 13, carla.rasera@ucs13.fr
Coordinateur du projet : Berufsförderungsinstitut Oberösterreich - Linz Autriche
Partenaires : Espagne, France Italie, Portugal
Retrouvez la fiche du projet sur la base de données européenne Adam: http://www.adam-europe.eu/.
Site du projet: www.culturepilots.eu.

«Η εταιρεία δεν θα είναι 2,0 ή περισσότερο ... για μεγάλο χρονικό διάστημα. Η εταιρεία θα είναι Enterprise του 21ου iècle s 2,0 "
Η προφητεία του Yves Caseau, φαίνεται να επαληθεύει, δεδομένου ότι, σύμφωνα με μια μελέτη, το 90,4% των επιχειρήσεων έχουν ή θα ξεκινήσει ένα έργο 2,0. Περισσότερα...

Lettre d'information Panorama - numéro spécial Assises
Phase 1 des Assises: inventaire des constats, des attentes et des principales questions soulevées lors des auditions nationales. Les interrogations et sujets de préoccupation portent, entre autres, sur l'accueil des étudiants, la valorisation du doctorat, les études à l'étranger, la valorisation, la précarité des jeunes chercheurs, l'égalité femme-homme, l'évaluation...  C'est ce que révèle le bilan réalisé par le comité de pilotage à l'issue des 85 auditions menées, entre le 28 août et le 18 septembre, auprès d'organisations représentatives et institutionnelles. Ce panorama des principales questions soulevées a vocation à stimuler la réflexion et les débats des Assises territoriales.
Trois thématiques:
1 - Agir pour la réussite de tous les étudiants;
2 - Donner une nouvelle ambition pour la recherche;
3 - Contribuer à la définition du nouveau paysage de l'enseignement supérieur et de la recherche.
> En savoir +: La note de synthèse présentant les résultats des auditions.
> En savoir +: Le site des Assise de l'enseignement supérieur et de la recherche.
> En savoir +: Les Assises sur le site du ministère.
CONTRIBUEZ
Les Assises de l’enseignement supérieur et de la recherche reposent sur la participation la plus large possible. Toutes les suggestions et propositions d’évolutions sont les bienvenues. Pour transmettre sa contribution.
A SAVOIR
Les Assises mobilisent les énergies au niveau national et territorial jusqu'en décembre 2012. Cette vaste concertation va permettre de faire émerger des propositions pour améliorer le fonctionnement du système d’enseignement supérieur et de recherche français.